Giao an 10

Lesson plan English 10
UNIT 1: A DAY IN THE LIFE OF…
Lesson 1: Reading Period: 2nd
I/ AIMS: Reading for specific information about a day in the life of a farmer.
II/ OJECTIVES:By the end of the lesson , students will be able to talk about their daily
routines by learning a typical day of a farmer.
III/ LEXICAL ITEMS:Vocabulary
IV/ TEACHING AIDS: Textbook, pictures about farmer and field work…
V/ PROCEDURE:
Teacher: 1

Teacher:
T CONTENTS TEACHER’S STUDENTS’
7’
10’
5’
5’
5’
A . WARM UP: Chatting
T: What time do you often get up?
S: I often get up at six.
_ What time you go to school/ have breakfast/ lunch/
dinner/ go to bed.
_ What you often do in the morning/ afternoon/
evening.
B. NEW LESSON :
1. Pre- reading :
VOCABULARY:
_ plough (v): furrow, turn up the soil.
_ harrow (v): break the soil.
_ plot of land (translation).
_ fellow peasants (n): farmers working in the same field
_ local tobacco (translation)
_ take a short rest (v): have a rest for a short time.
_ transplant (v): grow rice.
_ crop (n): (translation)
2.While reading:
TASK1:Multiple choice.
1 2 3 4
C C A A
TASK2: Answering questions
1. He’s a peasant/ farmer.
2. He gets up at 4:30 and then he goes down to the
kitchen to boil some water for his morning tea.
3. In the morning he ploughs and harrows his plot of
land, drika tea and smokes local tobacco during his
break.
4. In the afternoon, they repair the banks of their plot
of land. Mr. Vy pumps water into it while his wife does
the transplanting.
5. Yes, they are. Because they love working and they
love their children.
TASK3:Note completion.
In the
morning
4:30:alarm goes off, Mr.Vy gets up, goes
down to the kitchen, boils water for tea,
drinks tea, has a quick breakfast, leads the
buffalo to the field.
5:15: leaves the house
5:30: arrives in the field, ploughs and
harrows his plot of land
7:45: takes a rest
Tells Ss to ask and
answer about their
daily routines by
using the cues.
Teaches vocabulary
Model
Writes the words on
the board.
Asks Ss to read the
passages
individually and
choose the option
A, Bor C that best
suits the meaning of
the italicised
word(s).
Goes around &
gives help. Calls on
some Ss to read
aloud their answers
Asks them to
explain their choice.
Have ss work in
pairs , ask and
answer about the
passages.
Calls on some pairs
to do the task in
front of the class.
Gives feedback and
suggested answers.
Asks Ss scan the
passage & make a
brief note about
Mr.vy & Mrs.Tuyet’s
Pair work
Individual work.
Whole class.
Listen.
Repeat.
Write out.
Work individually
Work in pairs
2

VI/ SELF- EVALUATION:
Teacher: 3

Lesson 2: Speaking Period: 3rd
I/ AIMS: Speaking about one’s daily routine.
II/ OJECTIVES: By the end of the lesson , students will be able to talk about his or her
daily routine by using given information and pictures.
IV/ TEACHING AIDS: Textbook, small cards of class timetable,…
V/ PROCEDURE:
10’
10’
15’
A . WARM UP: Revision of school subjects
SUBJECTS
B. NEW LESSON :
1. Pre- speaking : VOCABULARY
_ tenth-grade student:
_ weekly timetable:
_ Civic Education:
_ class meeting:
* What time does Quan have + subject + on + day?  ask
about the time of subject.
* What lesson does Quan have at + time + on + day? 
ask about the lesson.
TASK 1:Quan is a tenth-grade student. He goes
to school every morning. Now, look at his
weekly timetable on page 15. Ask and answer
questions with a partner, using the information
from the timetable.
A: What time does Quan have Civic Education lesson on
Monday?
B: He has Civic Education lesson at 7:15 a.m.
A: What lesson does Quan have at 7:15 a.m. on Monday?
B: Civic Education
2. While speaking:
TASK 2: Talk about Quan’ activities, using the
pictures.
Suggested answer:
Everyday Quan gets up at 14:00. Then he studies for
Divide the class
into small groups.
Ask SS to make a
list of the subjects
they learn at
school.
Elicits, teaches
words
Lets Ss work in
pairs about Quan’
routine.
Group work
Pair work
Pair work
Teacher: 4
SUBJECTS

7’
3’
about two hours. He watches TV at 16:30. At 17:00 he
rides to the stadium to play footballwith other boys in the
neighborhood. He gets back home at 18:30. After having a
shower, he has dinner with his family at 19:00. He
prepares for the folowing day’s lesson at 20:00.
3. After speaking:
TASK 3:Tell yur classmates about your daily
routine.
Suggestion:
_ In the morning:
6:00: I get up and have breakfast.
7:00; I go to school an have five lessons.
12:00: I get back home and have lunch.
_ In the afternoon:
13:00: I have a short nap.
14:00: I get up and do my homework.
17:00: I go swimming with my classmates.
18:00: I get back home and have a bath.
18:30: I have dinner with my family.
_ In the evening.
19:30: I watch TV.
20:00: I study English.
23:00: I go to bed.
C/ HOMEWORK:
Summarise the main points.
Assign homework.
Keep Ss work in
pairs and
askthem to study
the pictures
carefully.
Asks Ss to
describe Quan’s
activities during
the day.
Goes around &
offer help. Gives
feedback.
Asks Ss to talk
about their daily
routine.
Calls on some Ss
to present in front
of class.
Have other Ss
comment on
presenters’
performance
regarding content
and
pronunciation.
Group work
Whole class
Teacher: 5

Lesson 3: Listening Period: 4th
I/ Aim(s): Listening for specific information.
II/ Objectstive(s): By the end of the lesson, students will be able to :
_ Talk about a day in the life a cyclo driver.
_ Improve listening skill by doing Pictures Ordering and True or False exercises.
III/ Lexical items:
_ Vocabulary
_ Structures.
IV/ Teaching aids: Textbook, cassette player.
V/ Procedures:
Teacher: 6

Teacher:
7’
10’
10’
10’
5’
A.WARM UP: Categorising
a. He gets up very early.
b. He works in the streets.
c. He vworks with children.
d. He vlives in the country.
e. He gets people from one place to another.
f. He corrects homework.
g. He works in school.
h. He meets a lot of people.
i. He works on the farm.
He is a
farmer
He is a
teacher
He’s a cyclo driver
a, d, i c, f, g b, e, h
B.NEW LESSON:
1.Pre- listening:
Answering questions.
 Yes, I have./ I have travelled by cyclo already.
 When I was six years old.
 yes, it is./ it is very interesting to travel by cyclo.
 I prefer going by cyclo because I can enjoy the view
without worrying about riding the vehicle.
Vocabulary:
_ district (n): an administrative division, smaller than a
province.
_ drop (v): leave Sb at a place.
_ passengers (n): people who travel on a train, bus,…
_ pedal (n): a lever operated by foot to control a bicycle or
motorbike.
_ purchases (n): things a person buys
_ food stall (n): small booth, compartment or kiosk in/ near
a market where food is sold
2. While Listening:
TASK 1:Pictures Ordering
1 2 3 4 5 6
e f a c b d
TASK2: True or False
1 2 3 4 5 6
F T F F F F
3. Post listening:
What is the man’s name?
What does he do?
What time does he start work?
Asks Ss to put the
sentences into
the correct
column.
Tells Ss to ask
and answer the
questions.
Writes all the new
words on the
board.
Explain each
word separately
and ask Ss to
guess what the
word is.
Lays the tape two
times
Asks Ss to listen
to Mr. Lam’s talk
about his daily
routine and
number the
pictures in their
correct order.
Have Ss compare
their answers with
a friend.
Feedback and
gives correct
answers.
Group work
Individually
Pairs work
Pairs work
Whole class
Individual
work
Whole class
Pair work
7

Teacher: 8

Lesson 4:Writing Period: 5th
I/ AIMS: Writing a narrative.
II/ OJECTIVES:By the end of the lesson , students will be able to write a narrative by using
given prompts.
III/ LEXICAL ITEMS:words, expressions.
IV/ TEACHING AIDS: Textbook, charts.
V/ PROCEDURE:
T CONTENTS TEACHER’S STUDENTS
10’
10’
A/ WAMR UP: Noughts and crosses
Draw a table containing 9 words in each cell.
Divide class into two two groups: Noughts (O) and
Crosses (X)
Ss choose word by word in the cells and make sentences
with each word. A correct sentence gets one O or X. The
group with 3 O or X vertically, horizontally or even
diagonally first will be the winner.
at first before until
then after as soon as
in the end while since then
B/ NEW LESSON:
1.Pre- writing:
VOCABULARY
_ be due to (a): because of, owing to
_ stare death in the face (v): so scared, afraid
_ take off (v): leave the ground
_ air-hostess (n): person who takes care of passengers on
a plane.
_ fasten seatbelt (v): fix the seatbelt around the body to
keep safe on the plane.
_ be in danger (v): to be in dangerous situation.
TASK 1:Read the following passage and find all
the verbs that are used in the past simple and
the connectors in the story.
Verbs: started, was, arrived, got, took off, began, thought,
were, told, seemed, realised, were, screamed, thought,
Introduces the
game.
Asks Ss to read
the passage and
find the verbs and
the connectors in
Work in
groups
Pair work
Whole
class.
Teacher: 9

15’
7’
3’
felt, annonced, was, landed.
Connectors: on that day, at first, then, just, a few minutes
later, one hour later.
TASK 2:Identify the events, the climax, and the
conclusion of the story.
The events: Got on plane, plane took off, hostesses were
just beginning to serve lunch when plane began to shake,
plane seemed to dip, people screamed in panic.
The climax: We thought we had only minutes to live.
The conclusion: Pilot announced that everything was all
right, we landed safely.
2. While writing:
TASK 3:Build up the narrative about a hotel fire.
Last year, I spent my summer holidays at a seaside town.
The hotel was modern and comfortable. I had a wonderful
holiday until the fire.
It was Saturday evening and everybody was siting in the
discotheque (which was) on the ground floor. It was
crowded with people. They are dancing and singing
happily. Suddently we smelt smoke. Then black smoke
began to fill the room. Everybody started to sceam in
panic. People ran toward the fire exits. One door was
blocked. Many people began coughing and choking.
Then, just as we thought we had only minutes to live, the
first brigade arrived. Firemen fought their way into the
room and soon everyone was safely out of the building.
Luckily, nobody was seriously hurt. It was the most
frightening experience of my life.
3. Post- writing:
Peer correction
C HOMEWORK:
the story.
Calls on some Ss
to give them in
front of class.
Tells Ss to
identify the
events, the
climax, the
conclusion of the
story. Asks tem to
report the results
to class.
Gives the
answers and
explains the
development of
the story.
Instruct the task,
tells them to use
the prompts to
build up a
narrative about a
hotel fire
Goes around to
offer help.
Encourage Ss to
finish the writing
under time
pressure.
Asks Ss to have
peer correction.
Comment and
correct necessary
mistakes.
Individual
work &
whole class
Whole class
Teacher: 10

VI/ SELF – EVALUATION:
Teacher: 11

Lesson 5:Language focus Period: 6th
I/ AIMS: _ Identifying the sounds /i/ and /i:/
_ Reviewing the present and past simple tenses and adverbs offrequency.
II/ OJECTIVES:By the end of the lesson , students will be able to be more confident in
pronouncing the sounds /i/ and /i:/ and better at using the present and past simple tenses
and adverbs of frequency.
III/ LEXICAL ITEMS:Two sounds; structures.
IV/ TEACHING AIDS: Textbook, pictures, handouts.
V/ PROCEDURE:
5’
10’
10’
A/ WARM UP: Categorising
Adverbs: tomorrow, usually, carefully, beautifully,
hardly ever, yesterday,..
Adv. of manner Adv.of frequency Adv. of time
B/ NEW LESSON:
PRONUNCIATION:
_ /i /:is a short sound. First practice the sound /i:/. Then
open your mouth a little more.
_ /i: /: is a long sound. Open your mouth very little to
make the sound /i:/
GRAMMAR:
1.Presentation:
a. The present simple tense
Use: The present simple tense is ues for:
_ repeated action.
Ex: My friend often draws nice posters.
_ things in general.
Ex: The sun rises in the East.
_ fixed arrangements, scheduled events.
Ex: the plane flies to London every Monday.
_ instructions.
Ex: Open your book at page 15.
Signal words:always, usually, regularly, normally,
often, sometimes, occasionally, rarely, seldom, never
Asks Ss to put
words under
appropriate
heading.
Play the tape and
ask Ss to repeat.
Calls on some Ss
to repeat the
sounds clearly to
class.
Asks Ss to
practice the
sentences.
Asks Ss to
discuss the form
and use of the
present simple
tense.
Calls on some Ss
to class.
Groups work
Whole class.
Pair work
Teacher: 12

5’
5’
5’
3’
2’
b. The past simple tense
Use: The past simple is used for
_ actions completed in the past at the definite time.
Ex: I went shopping yesterday.
_ a past habit.
Ex: I often went swimming every Sunday last year.
_ an action whose time is not given but occupied a
period of time now terminated .
Ex: He lived in HN from 1990 to 2000.
Signal words: yesterday, time + ago, last + time, this
morning, in + time in the past.
2. Practice:
Exercise 1:
1.is 2. fish 3. worry 4. are
5. catch 6. am 7. catch 8. go
9. give up 10. say 11. realise 12. am
Exercise 2:
He usually/ sometimes/ often goes to bed at 10 p.m.
He is usually/ sometimes/ often/ late for class.
Exercise 3:
1. was done 7. began 13. was
2.cooked 8. felt 14. leapt
3. were 9. put out 15. hurried
4. smelt 10. crept 16. found
5. told 11. slept 17. wound
6. sang 12. woke 18. flowed
3 Production:
Give some extra examples.
C/ HOMEWORK:
Asks Ss to
complete the
blanks in the
passage.
Asks Ss to put
each of the
adverbs in its
correct order into
the sentences .
Asks Ss to supply
the correct past
simple form of the
verbs in the
brackets.
Whole class.
Individually
Individual
work.
Pair work.
Teacher: 13

UNIT 2: SCHOOL TALKS
Lesson 1: Reading Period: 7th
I/ AIMS: Reading passages about school and related problems.
II/ OJECTIVES:By the end of the lesson , students will be able to talk about their school
and better their reading comprehension skill by doing True or False exercise and Answering
questions.
IV/ TEACHING AIDS: Textbook, pictures about farmer and field work…
V/ PROCEDURE:
Teacher: 14

Teacher:
5’
7’
7’
7’
7’
A . WARM UP: Chatting
T:When you meet your friends, which of the following
topics do you often talk about?
S:When I meet my friends, we often talk about the sports
and games we play at school like football, badminton,
chess or even hide and seek. Study is also our favourite
topic. We often discuss the best way to improve our
English..
B. NEW LESSON :
1. Pre- reading :
VOCABULARY:Matching
A B
1. Biology a. Poem, novel, Nguyen Du.
2. Math b. Newton, Olm.
3. Physics c. Chemicals, H2O.
4. Chemistry d. Number, minus, Pascal.
5. History e. Geoloy, climate.
6. Geography f. Animals, plants, DNA…
7.
Vietnamese
literature
g. Revolution, The First World War…
Answer:1. f; 2. d; 3. b; 4. c; 5. g; 6. e; 7. a.
2.While reading:
TASK1:Gap-filling.
1. enjoy 4. crowded
2. traffic 5. language
3. worry
TASK2: Finding who….
A: Who enjoys teaching? B:Miss
Phuong.
A: Who has to get up early?  B: Phong
A: Who lives far from school?  B: Phong.
A: Who loves working with children?  B: Miss
Phuong.
A: Who loves learning English?  B: Phong
A: Who rides a bike to school every day?  B: Phong.
A: Who studies at a high school?  B: Phong.
A: Who teaches Eng. At a high school?  B: Miss
Phuong.
A: Who worries about someone else’s safety?  B: Mr HH
Asks Ss to
discuss the
question.
Encourage Ss to
talk about the
topics .
Asks Ss to match
the subject in A
with the
information in B.
Asks Ss to fill
each blanks with
one words in the
box.
Have Ss compare
the answers with
a friend.
Feedback & gives
correct answers.
Asks Ss to read
the small talks
again and find
out
who….Encourage
Ss to discuss with
Pair work
Group work
Individual work.
Work in pairs
Pair work.
15

Teacher: 16

Lesson 2: Speaking Period: 8th
I/ AIMS:Making small talks in daily situations.
II/ OJECTIVES: By the end of the lesson , students will be able to:
_ Use common expression in making small talks.
_ Start and close a conversation.
IV/ TEACHING AIDS: Textbook, small cards of class timetable,…
V/ PROCEDURE:
T CONTENTS TEACHER’S STUDENT
7’
10’
10’
A . WARM UP: Rearranging.
1. has, nice to, yu, talking, been, it, very.
2. weekend, did, nice, have, a, you?
3. up, late, catch, you, with.
4. school, everything, how, at, is?
Answer:
1. It has been very nice talking to you.
2. Did you have a nice weekend?
3. Catch up with you later.
4. How’s everything at school?
B. NEW LESSON :
1. Pre- speaking :
TASK 1:Place the expressions under the
appropriate heading.
Start the conversation Closing a
conversation
Good morning Goodbye. See you later.
How’s evrything at school? Well, It has been nice
talking to you.
Hello, How are you? Sorry, I got to go. Talk to
you later.
Hi. How is school? Great. I’’l see you
tomorrow.
Hello, What are you doing? Catcg up with you later.
2. While speaking:
TASK 2: Sentences Rearrangement.
1 2 3 4 5 6 7 8
Gives out 5 to 7
sentences whose
words are not in
good order.
Asks Ss rearrage
the words to make
complete
sentences
Have Ss to put the
expressions under
appropriate
heading .
Explaining
unfamiliar
structures.
Have Ss practice
these expresions
with his/ her
partner.
Pair work
Pair work
Pair work
Teacher: 17

5’
10’
3’
D F B H E C G A
TASK 3: Conversation completion.
A: Hello, Hoa. You don’t look very happy. What’s the
matter with you?
B: Hi, Nam. I feel tired. I’ve got a headche.
A: Sorry to heard that. You’d better go home and have a
rest.
B: Yes, that’s great ideas. Goodbye , Nam.
A: See you later
3. Post speaking:
TASK 4:Make small talks on the following topics.
A: Hi. How are you today?
B: I’m fine. Thank you. Did you watch TV last night?
A: It’s a pity. I had to finish my homework last night. Is
there anything interesting?
B: Yes. It’s the first time a contestant could answer 13 out
of 15 questons in the game show Who wants to be
millionaire. He is very brilliant.
A: Really? I will try to finish homework early tomorrow so
that I will be able to watch the repeated broadcast at 8 p.m
B: That’s a good idea. I got to gonow. See you then.
A: Take care. Bye.
C/ HOMEWORK:
Assign homework.
Feedback and give
correct answer.
Asks Ss to
rearrage the sens.
Calls on some
pairs to practicein
front of class.
Asks Ss to
complete
conversation with
suitable words.
Calls on some
pairs to pratice the
completed
conversation in
front of class.Gives
answers.
Have Ss make
small talk on the
topics.
Calls on some pair
to act out the
conversation in
front of class.
Asks other Ss to
comment on their
conversations.
Feedback and give
suggested
answers.
Pair work
Teacher: 18

I/ Aim(s): Listening to mini conversations for specific information.
II/ Objectstive(s): By the end of the lesson, students will be able to make mini
conversations about daily topics such as study at school, weather and travelling …
III/ Lexical items:
_ Vocabulary
_ Structures.
V/ Procedures:
Teacher: 19

Teacher:
5
10’
7’
7’
7’
6’
3’
A.WARM UP: Conversation Build.
Hi, ……………How? ……….. fine ………….
Niceweekend? ……………
wonderful ……………to…………….the beach……………
B.NEW LESSON:
1.Pre- listening:Matching.
1 2 3 4 5
c e a b d
Pictures description
What do you see in the pictures?
Who are they?
What are they doing?
2. While Listening:
TASK 1:Matching.
Conver. 1 2 3 4
Picture b c d a
TASK2:Answering questions.
1. She is taking english.
2. She is in Miss Lan Phuong’s class.
3. He is at a party.
4. He plans to stay there for a week.
5. No, she doesn’t. She travels alone.
TASK 3: Conversation completion.
1. it here 5. travelling
2. very nice 6. No
3. big 7. alone
4. comfortable 8. for a drink
3. Post listening:
Talk about the problem(s) you have experienced at school.
_ facing with difficulties in learning a subject
_ being late for school
_ having bad marks
_ failing a test
_ failing to catch up with other students
_ having problems in relationship with classmates.
Suggested questios:
What problem(s) have you experienced at school?
What is/are reason(s)?
What have you done to solve it/ them?
Who helps you to solve it/ them?
C/ HOMEWORK:
_ Summarises the main points of the lesson
Asks Ss to build
conversation
basing on the key
words.
Comment.
Asks Ss to match a
question in A with
a response in B.
calls on some pairs
to read aloud the
question and
response in front of
the class.
Feedback.
Asks Ss to listen to
the con. and match
them with the
pictures.
Play the tape more
than once if
necessary.
Have Ss listen to
the tape again and
answer the
questions.calls on
some Ss to read
aloud their
answers in front of
the class.
Asks Ss to listen to
it and complete the
conversationby
filling in the
missing
information.
Asks Ss to discuss
the problems they
have experienced
at school.
Goes around the
Pair work
Pair work
Individual
work
Individual
work
Pair work
Whole class
Group work
Whole class
20

VI/ Self – evaluation:
Teacher: 21

I/ AIMS:Flling in the form.
II/ OJECTIVES:By the end of the lesson , students will be able to :
_ Fill some common forms such as enrolment form, simple applicationform, library
admission form,….
_ Use useful words and structures in some certain forms.
III/ LEXICAL ITEMS:Words expressions.
V/ PROCEDURE:
5’
10’
A/ WAMR UP: Question and answer.
TASK1: Answering questions.
1.ve you ever fill in a form? On what occasions?
 I have to fill in a form in many occasions, for example
when I apply for a job or apply for a scholarship, open a
bank accout, register a fixed phone number, and register a
library card.
2. What sort of information do you often have to provide
when you fill in a form?
 When I fill in a form, I often have to provide such
information as my full name, age, occupation, address, sex
and marital status.
B/ NEW LESSON:
1.Pre- writing:
VOCABULARY
_ country of origin: queâ quaùn
_ present address:choã ôû hieän taïi
_ material status:tình traïng hoân nhaân
_ occupation: job
_ block capitals: chöõ vieát hoa
_ delete: xoùa
_ applicable: thích hôïp, phuø hôïp
TASK 2: Matching.
1 2 3 4 5 6 7
d f e g b c a
Asks Ss to answer
the questions.
Gives examples of
some commonly-
used forms:
application form,
entry admission
form…
Asks Ss to do task
2. Match a line in A
with a questions in
B.
Have Ss compare
their answers with
Pair work
Pair work
Whole
Teacher: 22

5’
10’
12’
3’
2. While writing:
TASK 3:Doing What Form ask
1. Vieát teân baèng chöõ in hoa.
2. Kyù teân.
3. Gaïch boû thoâng tin khoâng phuø hôïp.
4. Ñaùnh daáu X neáu baïn laø nam.
5 Ñaùnh daáu Vneáu baïn laø nöõ.
TASK 4:Filling in the form.
THE OAK TREE SCHOOL OF ENGLISH ENROLMENT FORM
PLEASE WRITE IN CAPITAL LETTERS
Mr./ Mrs./ Miss
Surname: NGUYEN
First name:THUY NGOC
Date of birth: 22/01/1990
Nationality: VIETNAMESE
Language(s): VIETNAMESE, ENGLISH.
Address in your country: 19 LANG STREET, HANOI.
Occupation: STUDENT
Reason for learning English: Busuness/ Pleasure/ Exams? Others
( If others, please specific)
How many hours a day do you want to stay at the school? 3
HOURS
What date do you want to start? 5/9/2006.
3. Post writing.
Peer correction
C HOMEWORK:
a partner.
Expali and give
correct answers.
Have Ss do the
task individually.
Goes around &
provide help.
Further explain
and translate into
Vnese.
Asks Ss to study
the form carefully
and fill in the form
using their own
information.
Calls on 2 Ss to fill
in the form on the
board while others
doing the task in
the textbook.
Tells Ss to
comment on their
performance.
Corrects the form
as the whole class.
Gives suggested
answer.
class.
Individual
work.
Individual
and pair
work.
Pair work.
Teacher: 23

I/ AIMS: _ Revision of the sounds / / and /a:/
_ Using gerund and to-infinitive
II/ OJECTIVES:By the end of the lesson , students will be able to:
_ pronounce the vowels / / and /a:/
_ distinguish the use of gerund and to-infinitive.
IV/ TEACHING AIDS: Textbook, cassette.
V/ PROCEDURE:
5’
10’
10’
A/ WARM UP: Jumbled words.
1. bsutcej -----> subject
2. skat ------> task
3. lmeeaf ------> female
4. ctarfif --------> traffic
B/ NEW LESSON:
PRONUNCIATION:
_ / /:is very short sound. First practice the sound / /
then put your tongue back a little.
_ /a:/: is a long sound. First pronounce the sound /a:/
then put your tongue down and back.
GRAMMAR:
1.Presentation:
a. WH- questions:
* WH- questions allow a speakers to find out more
information about topics.
When?
Where?
Who?
Why?
How?
What?
Time(thôøi gian)
Place (nôi choán)
Person (con ngöôøi)
Reason (lí do)
Manner(caùch thöùc)
Object/ idea/ action (vaät/yù
kieán/haønh ñoäng)
* Other words can also be used to inquire about
specific information.
Asks Ss to
rearrange the
letters to makr
good words.
Play the tape and
ask Ss to repeat.
Calls on some Ss
to repeat the
sounds clearly to
class.
Asks Ss to
practice the
sentences.
Groups work
Whole class.
Teacher: 24

7’
7’
Which (one)?
Whose?
Whom?
How much?
How many?
How long?
How often?
How far?
What
kind(of)?
Choice of alternatives (choïn löïa)
Possession ( sôû höõu)
Person (object formal) (ngöôøi)
Price, amount (non-count)
Quality (count)
Duration (khoûang thôøi gian)
Frequency (söï thöôøng xuyeân)
Distance (khoûang caùch)
Description (söï mieâu taû)
b. Some common verbs/ expressions followed
by a gerund.
Admit/ avoid/ can’t help/ consider/ complete/ delay/
deny/ detest/ dislike/ enjoy/ excuse/ explain/ finish/
escape/ imagine/ keep/ mind/ report/ risk/ postpone.
Be used to/ get used to/ be worth/ be busy/ would you
mind/ it’sno used/ it’s no good.
c. Some common verbs followed by to + base
form of verb.
Agree/ arrange/ beg/ desire/ decide/ demand/
determine/ expect/ fail/ hope/ intend/ learn/ need/ offer/
plan/ prepare/ pretend/ promise/ refuse/ seem/ tend/
threaten/ want/ wish.
d. Some common verbs followed by Obect +
to + base form of verb.
Advise/ ask/ allow/ beg/ encourage/ expect/ permit/
persuade/ order/ recommend/ request/ tell/ want.
2. Practice:
Exercise 1:
1.When did you come?
2. How long did you stay?
3. Who did you come with?
4. Where do you live?
5. Why do you like learning English?
6. What time is it now?
7. How many children do they have?
Exercise 2:
Asks Ss to make
questions for the
responses.
Calls on some
pairs to read the
Q & A in front of
the class.
Asks Ss to read
Pair work
Whole class.
Individually
Teacher: 25

6’
1. to hear 6. to pay
2. going 7. to go
3. remembering 8. visiting
4. doing 9. seeing
5. worrying 10. hearing
Exercise 3:
1. to go 6. making
2. waiting 7. to call
3. having 8. to lend
4. to find 9. talking
5. living 10. to post
3 Production:
C/ HOMEWORK:
the letters
carefully and fill in
each blank with a
verb in bracket.
Gives correct.
Asks Ss to
complete the
sentences using a
verb in the box.
Calls on some Ss
to read their
answers aloud in
front of class.
Feedback and
give correct
answers.
Individual
work.
Pair work.
UNIT 3: PEOPLE’S BACKGROUND
I/ AIMS: Reading for general ideas and specific information.
_ read better through Matching and True or False exercises.
_ improve background knowledge about famous scientists especially about Marie Curie…
IV/ TEACHING AIDS: Textbook, pictures of some famous scientists….
V/ PROCEDURE:
Teacher: 26

Teacher:
10’
7’
7’
7’
7’
5’
A . WARM UP: Networks
B. NEW LESSON :1. Pre- reading :
VOCABULARY:
_ general education(n): comprehensive study of all subjects and
skills (giaùo duïc phoå thoâng)
_ brilliant (a) : clever, quick at learning.
_ mature (a) : fully-grown/ developed in character and
power
_ harbour the dream of : foster/ keep in mind the dream of
doing something
_ flying colours : (leave university) with excellent grade
_ PhD : doctor of Phylosophy ( Tieán só)
_ to be awarded : to be presented with
_ tragic death : die painfully, tragically
_ atomic weight of radium : troïng löôïng nguyeân töû
_ humanitarian wish : mong muoán nhaân ñaïo
2.While reading:
TASK1:Matching.
1 2 3 4 5
c e a d b
TASK2: True or False.
1 2 3 4 5
T F T F T
1. Marie Curie was born in Warsaw on Nov. 7, 1867
2. She was a brilliant and mature student.
3. She worked as a private tutor to save money for a study
tour abroad.
4. She was awarded a Nobel Prize in Chemistry for
determining the atomic weight of radium.
5. No, it wasn’t. Her real joy was “easting human suffering”
3. Post reading:
_ strong-willed(yù chí maïnh meõ): She harbouyred the
dream of a scientific career, which was impossible for a
woman at that time. / Finally in 1891, Marie, with very little
money to live on, went to Paris to realise her dream at the
Asks Ss to make a
list of famous
scientists.
Teaches
vocabulary
Model
Writes the words
on the board.
Asks Ss to read
the passages
individually and
match the words or
phrases in A with
the meanings in B
Goes around &
gives help. Calls
on some Ss to
read aloud their
answers
Asks them to
explain their
choice.
Have Ss read the
passage and
decide whether the
statements are T/
F.
Have Ss work in
pairs , ask and
answer about the
Group work
Individual work.
Whole class.
Listen.
Repeat.
Write out.
Work individually
Individual work
Work in pairs
Group work.
Famous scientists
27

I/ AIMS: Speaking about someone’s background.
II/ OJECTIVES: By the end of the lesson , students will be able to talk about their own
background and know how to ask for other people’s background.
IV/ TEACHING AIDS: Textbook, small cards, interview forms, posters,..
V/ PROCEDURE:
10’
7’
A . WARM UP: Word Square.
H B R I L L I A N T
U
A
H N
B W L
M
H V
M M A T U R E B
S R
A C R E
C D K
I
E C
N H D L
Y W A
T
D U
E E
D
L R A D I U M
E
M
S
I
G B T
O
W P
O
I
Z
G
V W C
U
O F
R
S
M
E
U S R
S
T R
S
T
T
N O B E L
V A
W B
A T O M I C
B C
Answers: brilliant, mature, radium, Nobel, atomic
humane, hard, chemist, intelligent, ambitious.
B. NEW LESSON :
1. Pre- speaking :
TASK 1:Decide which of the the items below can
tell you about Sb’s background.
Family: _ How many people are there in your family?
_ Where do you live?
_ What does your father do?
_ Do you have any brothers or sisters?
Hobby: _ What arte your hobbies?
_ What do you like to do in your free time?
Education: _ Where do you go to school?
_ Where did you go to primary school?
Dislike: _ What don’t you like to do?
Ask Ssin groups
to find the words
by circling the
words and write
them down below
the word square.
Asks Ss to decide
which items can
tell sb’s
background.
Encourage Ss to
discuss the items
and choose the
appropriate ones.
Asks Ss to discuss
Group work
Whole class
Teacher: 28

15’
10’
3’
Experience: _ Have you ever been to ….?
_ Have you ever done……?
_ Have you ever been a moniter/ monitress?
2. While speaking:
TASK 2: Imagine you are a journalist. Use the
cues below to interview a classmate about his/
her background or that of a person he/ she
knows well. Change the role when you have
finish.
Greeting: Good morning!
Date of birth: When were you born?
Place of birth: Where were you born?
Home: Where do you live?
Parents: can you tell me about your parents?
Brothers: How many brothers/ sisters have you got?
Primary school: What’s the name of your primary
school/ secondary school?
Schoolwork: Have you ever been a leader of…/ Were
you a member of any clubs?
Favourite subject: What subjects do you like best?
Experience: How do you work at school?
Thanking: Thank you very much!
3. After speaking:
TASK 3:Talk about the person you have learnt
about from the interview.
Suggestion:
The person I interview is Lan. She was born in 1991 in
Hanoi. There are five members in her family…
C/ HOMEWORK:
Assign homework.
the questions that
can be used to get
information for
each item.
Calls on some Ss
to give questions
for each item.
Gives suggested
answers.
Gives Ss the
interview form .
Gives questions for
the information
items.
Goes around and
offer help.
Make sure that all
Ss have the form
filled before
moving to the next
activity.
Asks Ss to talk
about the person
they have known
through interview.
Calls on some Ss
to give a small talk
Pair work
Group wor
Whole clas
Teacher: 29

in front of the
class.
Comment and
gives correct.
Teacher: 30

I/ Aim(s): Listening for specific information about Olympic Games.
II/ Objectstive(s): By the end of the lesson, students will be able to talk about one of the
Olympic champion by using the information regarding her background and career.
III/ Lexical items:
_ Vocabulary
_ Structures.
V/ Procedures:
Teacher: 31

Teacher:
5’
7’
10’
10’
10’
A.WARM UP: Chatting.
Olympic & Olympic champions.
What do you know about Olympic?
When did the Olympic start?
How often is it held?
Do you know any Olympic champion?
What do you want to know about an Olympic champion?
Do oyu want to know about his/ her family background/
career success/ medals?
B.NEW LESSON:
1.Pre- listening:
Vocabulary:
_ Diploma (n): the formal document recognising the
successful completon of a certain programme of academic
studies. E.g: high school diploma.
_ certificate (n): the general testimonial of sth. Such as a
birth/ marriage/ death certificate.
_ degree (n) the award given by university for completing
an academic study programme such as bachelor’s degree,
Master’s Degree.
_ sport teacher (n): a teacher who teaches sports.
2. While Listening:
TASK1: True or False
1 2 3 4 5
T T F T F
TASK2: Gap-filling.
1. a general education
2. lives; family
3. different; swimming
4. love story
5. teacher’s diploma
3. Post listening:
Ask and answer about Sally.
_ When was she born?
_ Where does she live?
_ Who does she live with?
_ Where did she go to school?
_ What does she like to do in her free time?
_ What sort of books does she like reading?
_ What does she want to be in the future?
C/ HOMEWORK:
_ Summarises the main points of the lesson
Asks Ss to talk
about Olympic
and Olympic
champions.
Asks Ss to listen
to the tape and
decide whether
the statements
are T or F.
Play the tape
several times.
Have Ss compare
their answers with
a friend.
Call on some Ss
to explain their
answers in front
of the class.
Feedback and
give correct
answers.
Tells Ss to read
the sentences
carefully and try
to guess the
missing words in
the blanks.
Asks Ss to listen
the coversation
again and fill the
Pair work
Whole class
Individual
work.
Individual
work
Group work
32

Teacher: 33

I/ AIMS: Writing a C.V about people’s background.
_ Write a simple C.V.
_ Get to know the format, layout and essential information of a C.V.
IV/ TEACHING AIDS: Textbook,some C.V samples.
V/ PROCEDURE:
5’
10’
17’
A/ WAMR UP: Gap filling: Definition of a C.V.
Purpose, summary, capable, shows, contains
A curriculum Vitae or a C.V is a personl summary of a
person’s background, experience, training and skills. It
shows an applicant’s suitability and potential for certain
jobs. Its main purpose is to prove that someone are
capable of doing the job he/ she looking for. A C.v
generally contains Personal information/ data,
Education, Previous jobs, Interests………..
B/ NEW LESSON:
1.Pre- writing:
A C.V normally consist of following items.
Personal information/ data:
Education:
Previous jobs:
Interest:
2. While writing:
TASK 1:Read Mr. Brown’s C.V and write a
paragraph about Mr. Brown.
Mr. Brown was born on november 12, 1969 in Boston. He
went to Kensington High School and passed exams in
English, French and Mathematics. He worked in a travel
agency from June 1991 to December 1998. And from 1999
to 2002, he worked as a hotel telephonist. He like music
and dancing.
TASK2:Ask yourpartner for the information
about his/ her parent and complete the form.
Name: Tran Thanh Mr./ Ms.
Asks Ss to fill in
the blank with the
words given.
Implicit the
elementof a C.V
by asking Ss to
read Mr. Brown’s
C.V
Introduce the
elements of a C.V
Asks Ss to write a
paragraph about
Mr. Brown.
Have Ss compare
their writing with a
friend.
Work in
groups
Whole
class.
Individual
work &
whole class
Pair work
Teacher: 34

10’
3’
Date of birth: 15/12/63
Place of birth: tien Giang
Education
School attended: Nguyen Dinh Chieu High School
Exams passed: Chemistry, Literature, Mathematics,
Physics
Previous jobs
Job Date from Date to
Office worker February 1986 August 1990
Reporter April 1991 April 1996
Interest: Reading & travelling
TASK3:Write a paragraph about your partner’s
parent. Then ask him/ her to read the
paragraph and check whether the information
is correct.
His name is Tran Thanh. He was born in Tien Giang on
december 15, 1963. He went to Nguyen Dinh Chieu High
School where he passed exams in Chemistry, Literature,
Mathematics and Physics.
He started working as an office worker in February 1986
and quit four years later, in ugust 1990. Then he became a
reporter in April 1991, after half a year unemployed. But he
quit that job again in April 1996.
He likes reading and travelling a lot.
3. Post- writing:
Peer correction
C/ HOMEWORK:
Asks SS to ask
the partners for
the information
about his/ her
parent and
complete the
form.
Goes around the
class and provide
help.
Asks Ss to write
about his/her
partner’s parent .
Whole class
Group work
Teacher: 35

I/ AIMS: _ distinguishing the sounds /e/ and / /
_ Learning how to use past perfect tense
_ pronounce the sounds /e/ and / / correctly
_ use the past perfect tense appropriately and distinguish it with the past simple tense.
V/ PROCEDURE:
5’
10’
5’
A/ WARM UP:table completion
Verb
infinitive
Past form Past
participle
take
met
left
broke
come
gone
got
been
do
saw
B/ NEW LESSON:
PRONUNCIATION:
_ /e /:is a short sound. First pronouce the sound I then
open your mouth a little more.
_ / /: first pronounce the sound /e/ then open your
mouth a little more.
GRAMMAR:
1.Presentation:
The past perfect tense.
Form: (+) S + had + V-ed/ V3 + O
(-) S + had not (hadn’t) + V-ed/ V3 + O
(?) Had + S + V-ed/ V3 + O?
Tells Ss to
complete the
table following the
instruction.
The group which
completes the
table first and has
more correct
verbs will be the
winner.
Play the tape and
ask Ss to repeat.
Calls on some Ss
to repeat the
sounds clearly to
class.
Asks Ss to
practice the
sentences.
Groups work
Whole class.
Whole class.
Teacher: 36

8’
12’
5’
Use: The past perfect tense can be ued to describe:
_ an action before a point of time in the past
Ex: I had done all my homework before 7 p.m last
night.
_an action that had happened before another past
action.
Ex: I had done all my homework before I watched TV.
2. Practice:
Exercise 1:
1. had broken 6. had been
2. had done 7. had left
3. had met 8. had moved
4. had not (hadn’t) turned off 9. had not (hadn’t)
seen
5. had ever seen 10. had broken in
Exercise 2:
1.had just finished, came;
2.had seldom travelled, went;
3.went, had already taken;
4.Did…………manage, had……………gone, got;
5.had just got, phoned, had been.
Exercise 3:
1.(sent.1) had climbed  climbed
2. (sent.3) had turned  turned
3. (sent.5) had called out  called out
4. (sent.7) had heard  heard
5. (sent.9) went  had already gone
3 Production:
C/ HOMEWORK:
Asks Ss to
discuss the form
and use of the
past perfect
tense.
Calls on some Ss
to class.
Asks Ss to Ex.1.
Have Ss compare
their answer with
a friend. Make
sure all the verbs
have been put in
the correct form.
Identify the past
simple tense and
the past perfect
tense. Asks Ss to
do Ex.2.
Tells Ss to read
the story carefully
and ask them
some questions
about the story to
make sure Ss
have general
understanding.
Pair work
Pair work.
Pair work.
Teacher: 37

TEST YOURSELF A
Period: 17th
LISTENING:
1. 15th
January 1929 6. a minister at a
2. In 1951 7. the black freedom movement
3. for 4 years 8. heard his speech at the
4. he met 9. In 1964
5. they got married 10. 4th
April 1968
Tapescript
Martin Luther King was born on 15th
january 1929 in Atlanta, Georgia. In 1951, he went to Boston
University, where he studied for four years. In 1952, he met Coretta Scott, and as soon as he saw her,
he fell in love. They got married in 1953, and they had four children. In 1954, the Kings left Boston,
and Martin became a minister at a Baptist Church in Montgomery, Alabama. Then he stared working
for the black freedom movement. Thousands of people walked to Washington to hear his famous
speech at the Lincoln Memorial in 1963, and he won the Nobel Peace Prize in 1964, he died on 4th
April 1968 in Memphis, Tennessee, from a gunshot wound.
New words:
Fall in love: yeâu, phaûi loøng
Get married: keát hoân
Teacher: 38

The black freedom movement: phong traøo töï do cuûa ngöôøi da ñen
READING
1.F 2. C 3. A 4. D
New words:
_ to be married with (three children): ñaõ laäp gia ñình (vaø coù 3 con)
_ do research: nghieân cöùu
_ principal: hieäu tröôûng
_ Technical College: tröôøng Ñaïi hoïc kyõ thuaät
_ Public Health Council: hoäi ñoàng söùc khoûe coäng ñoàng
GRAMMAR.
1. to apply 2. am 3. attended 4. passed 5. got
6. can 7. reading 8. know 9. am able 10. hearing
WRITING
29 Hang Bai Street, Hanoi, vietnam
Dear Sally,
I am very delighted to be your pen friend. I’m sixteen years old and I am only 1.50 meters
tall. I’ve got dark, short hair and black eyes. I live in the centre of Hanoi with my parents and
younger sister. She is a student at Thang Long Primary School.
I am a stuent at Chu Van An High School. It’s a big and beautiful school in Hanoi. There are
about one thousand students and sixty teachers in my school. I study many subjects:
English, Chemistry, Physics, Maths, History…… I like English most b/c I want to sing
English songs. I go to school in the morning and have five periods every day from 7:15 to
11:30. In the afternoon I study at home and help my parents with the housework.
I’m looking forward to hearing from you soon.
Give my best wishes to your parents and two sisters
Yours ,
Phong
AN HOUR TEST
Period: 18th
CORRECTING THE TEST
Period: 19th
UNIT 4: SPECIAL EDUCATION
I/ AIMS: Reading about special education
II/ OJECTIVES:By the end of the lesson , students will be able to understand the term
special education and talk about it through Matching and Multiple choice exercises.
Teacher: 39

IV/ TEACHING AIDS: Textbook, pictures about special classes and Braille Alphabet
V/ PROCEDURE:
Teacher: 40

Teacher:
10’
7’
8’
7’
10’
3’
A . WARM UP: Brainstorming
Look at thte Braille Alphabet in the book and work out the
message that follows.
Answer: We Are The
World
B. NEW LESSON :
1. Pre- reading :
VOCABULARY:
_ disabled (a): be unable/ incapable of doing Sth
_ dumb (a): not being able to speak
_ proper schooling (n): enough and good study
_ opposition (n): opposing ideas, disagreeing viewpoints
_ make effort (v): try, attempt
_ to be proud of (a) : take pride on
2.While reading:
TASK1:Matching.
1 2 3 4 5
c e a b d
TASK2: Multiple choice.
1 2 3 4 5
D B A C D
3. Post reading
After you read
1. disabled 6. time- consuming
2. read 7. maths
3. write 8. arms
4. efforts 9. fingers
5. opposition 10. proud
C/ HOMEWORK:
Assign homework.
Asks Ss to transfer
the raised dots in
Braille Alphabet to
English Alphabet.
Teaches
vocabulary
Model
Writes the words
on the board.
Asks Ss to read
the passages
individually and do
task 1. Encourage
Ss to guess the
meaning of the
words in the
context. Calls on
some Ss to read
their answers
aloud in front of
class.
Tells Ss to read
the passage again
more carefully and
complete the sens
by circling the
corresponding .
Encourage Ss to
guess the missing
word .
Have Ss complete
the summary in
pairs.
Group work
Whole class
Individual work.
Work individually
Work in pairs
41

Teacher: 42

UNIT4: SPECIAL EDUCATION
Lesson 2: Speaking Period: 21st
I/ AIMS: Talking about school life
II/ OJECTIVES: By the end of the lesson , students will be able to:
_ talk about school life a student
_ actively engage in an interview.
IV/ TEACHING AIDS: Textbook, whiteboard markers,….
V/ PROCEDURE:
10’
7’
15’
10’
A . WARM UP: Networks
SUBJECTS
Suggested answers:
_ Subjects: English, Literature…
_ Test: oral, final, mid-term,……
_ Break
_ Homework
_ Teacher
_ Secondary ( lower and upper secondary)
B. NEW LESSON :
1. Pre- speaking :
TASK 1: Work with a partner and fill in the
blanks with the right questions.
A B C D E F G
4 1 2 6 3 5 7
2. While speaking:
TASK 2: Interview your partner , using the
questions in task 1
Note: Ss are suggested to use his/ her own information to
answer the questions. However, they may use the
answers in the books as samples.
3. Post speaking:
TASK 3:Tell the whols class what you know
about your partner
Suggestion:
Hanh went to Long Bien Lower- secondary school. She
Asks Ss to make a
list of words
relating to school.
The group with the
longest list will be
the winner.
Asks Ss to fill in
the blanks with the
right questions.
Call on some Ss to
explain their
answers.
Asks Ss to carry
out the interview,
using the
questions in task 1.
Goes around 7
Group wor
Individual
work
Pair work
Individual
Teacher: 43
SCHOOL

3’
had 10 subjects to learn at school. She went to school in
the morning and often had 5 classes each morning…
C/ HOMEWORK:
Assign homework.
provide help.
Calls on some ss
to use the
information in the
interview to make
a mini-presentation
about his/ her
partner. Tells the
whole class to
comment on
presenters’
performance.
work and
whole class
Teacher: 44

Lesson 3: Listening Period: 22nd
I/ Aim(s): Listening for specific information about a special class for disabled children
II/ Objectstive(s): By the end of the lesson, students will be able to listen better through
True or False and Gap-filling exercises.
III/ Lexical items:
_ Vocabulary
_ Structures.
V/ Procedures:
Teacher: 45

Teacher:
7’
10’
8’
10’
A.WARM UP: Word form
Sorry; second; decide; able.
Suggested answers:
Sorry – sorrow, sorrily…
Second – secondary, secondly, secondhand……
Decide – decision, decisive, decisively,…
Able – disabled, disability, …
B.NEW LESSON:
1.Pre- listening:
Vocabulary:
_ photograph (n): a picture or image taken by
photographers.
_ photographer (n): a person who takes pictures
_ photography (n): the study/ the art of forming and fixing
images by the chemical action of light and other elements
_ photogenic (a): having interesting features that are
suitable for photographing
_ photographic (a): belonging to photography.
1. photographic
2. photography
3. photographer
4. photograph
5. photogenic
_ surroundings (n): conditions, objects that make the living
environment
_ sorrow (n): pain or distress caused by loss or disability
_ passion (n): great love for Sth
_ labourer (n): a person who works manually, working
class
_ deaf (a): partially or entirely unable to hear
_ mute (a): unable to speak
_ exhibition (n): a display, a public showing
2. While Listening:
TASK 1:True or False
1 2 3 4 5
T F T F T
TASK2: Gap- filling.
1. photographic 6. simple
2. 19 7. peaceful
3. exhibition 8. chickens
4. 50 9. stimulated
5. beauty 10. escape
Asks Ss to find the
different words that
derive from the
following roots.
The group with the
longest list of
correct words will
be the winner.
Explain the
meaning of the
words in the box.
Asks Ss to fill each
of the blanks with
one word from the
box.
Calls on some Ss
to read the
answers aloud in
front of the class.
Gives correct
answers.
Let Ss read the
statements
carefully.
Ss listen to the
tape and decide
whether the
statements are
true or false. Plays
the tape more than
Group
work
Whole
class.
Individual
work
Individual
work
46

Teacher: 47

Lesson 4:Writing Period: 23rd
I/ AIMS: Writing aletter of complaint.
II/ OJECTIVES:By the end of the lesson , students will be able to;
_ read and understand a simple letter of complaint
_ write a letter of complaint about the poor quality of the service at an English Centre.
V/ PROCEDURE:
7’
10’
A/ WAMR UP: Categorising
Put these words under two headings: compliments and
complaints.
Bad, helpful, expensive, lazy, hard-working, good, careful,
poor, unhappy, beautiful.
Compliments Complaints
Helpful Bad
Hard- working Expensive
Good Lazy
Careful Poor
Beautiful Unhappy
…… ……
Complaint is a kind of formal letter used when you are not happy
with a service, a contract, a course,…
A letter of complaint usually includes three main parts.
Opening
Explaining the broblem
Suggesting a resolution
B/ NEW LESSON:
1.Pre- writing:
VOCABULARY
_ native teachers (n): teachers who come from English-
speaking countries
_ air- conditioner (a): to be equipped/ furnished with air –
conditioner
TASK 1:After studying for two weeks at English
for Today Centre, you notice that everything is
worse than what the advertisement says. A
Gives ten or more
adjectives and
ask Ss to put
them under two
heading.
Explain some
difficult words .
Goes around the
class and offer
help. Call on
some Ss to read
Work in
groups
Pair work
Whole
class.
Teacher: 48

15’
10’
3’
friend of yours wants to know about the centre
and you tell him/ her tha facts. Now you work
in pairs and complete the dialogue with your
own ideas.
1. I am not happy with it at all
2. not all of them are native teachers.
3. that is not true. My class has over 30 students.
4. I had to pay for them.
5. only some of them. Mine is not.
6. in fact classes often start late and finish early.
TASK 2:Complete the letter of complaint.
2. While writing:
TASK 2:Complete the letter of complaint.
First of all, you say that there are only native treachers,
but my class has one Vietnamese teacher and two native
teachers. You also say that each class has no more than
20 students but there are over 30 students in my class. In
the advertisement, you say we can have books and
cassette tapes free of charge but in fact we had to pay for
them. To make the matter worse, the classroom is not air-
conditioned. That is quite different from the advertisement.
Finally, what I do not like most about your centre is the
time. The class time is not the same as what the
advertisement says. Classes not only start late but also
finish early.
3. Post- writing:
Peer correction
C/ HOMEWORK:
their own answers
aloud to class
Have Ss read the
letter of complaint
in the bookand
complete is base
on the dialoguege
in task 1
Tell Ss to
exchange their
wring with a
friend.
Introduce peer
correction
Pick up some
writing to check
their mistakes as
the whole class
Individual
work
Individual
work &
whole class
Teacher: 49

I/ AIMS: _ Distinguish the sounds / / and / :/
_Using the + adjective, used to + infinitive and which.
_ distinguish and pronounce the sounds / / and / :/ correctly.
_ use the + adjective as a noun, combine two sentences with which and review used to +
infinitive.
IV/ TEACHING AIDS: Textbook, whiteboard markers…
V/ PROCEDURE:
S’
7’
10’
13’
A/ WARM UP: Find someone who
Did you use to … Name
cry at night
go to bed late?
be afraid of ghost?
eat a lot of ice cream?
………
B/ NEW LESSON:
PRONUNCIATION:
_ / /:is a short sound. First pronounce the sound / / then
put your tougue slightly back and bring your lips slightly
forward.
_ / :/: is a long sound. First practice the sound then put the
back of your tongue up a little.
GRAMMAR:
1.Presentation:
a. The + adjective
We use the + adjective to describe a group of people as
a whole: e.g. the blind, the rich, the poor,…
The rich means a group of people who are all rich.
These adjectives are followed by a plural verb.
b. Used to + infinitive
we use used to + infinitive to express a past action and
state. It has no present equivalent.
Let SS g oround
the class and ask
other SS what they
used to do when
they were small. If
the answer is Yes,
write his/ her in the
table.
Make sure that Ss
are aware of the
difference between
the two
sounds.Asks Ss to
repeat several
times.
Play the tape and
ask Ss to repeat.
Calls on some Ss
to repeat the
sounds clearly to
class.
Asks Ss to practice
Group
work
Whole
class.
Pair work
Teacher: 50

5’
3’
7’
Ex: When I was a child, we used to go on a holiday to the
seaside.
Notice the negative and the question:
Where did you use to go?
We didn’t use do anything interesting.
c. Which can be used in relative clauses to refer to the
whole of the earlier clause.
Ex: She arrived on time, which amazed everybody.
2. Practice:
Exercise 1:
2. the injured
3. the unemployed
4. the sick
5. the rich; the poor
Exercise 2:
2. used to have/ used to ride
3. used to live
4. used to like/ used to love/ used to eat
5. used to be
6. used to take
7. used to be
8. did you use(d) to go?
Exercise 3:
2. Jill isn’t on the phone, which makes it difficult to contact
her.
3. Neil has passed his exams, which is good new.
4. Our flight was delayed, which meant we had to wait for
hours at the air port.
5. Ann offered to put me up for the night, which was very
nice of her
6. The street I live in is very noisy at night, which makes it
difficult to sleep.
7. Our car has broken down, which means we can’t go
away tomorrow.
3 Production:
C/ HOMEWORK:
the sentences.
Asks Ss to discuss
the form and use
of the present
simple tense.
Calls on some Ss
to class.
Asks Ss to
complete the
blanks in the
passage.
Asks Ss to put
each of the
adverbs in its
correct order into
the sentences .
Whole
class.
Individual
Individual
work.
Pair work
Pair work
Teacher: 51

Asks Ss to supply
the correct past
simple form of the
verbs in the
brackets.
UNIT 5: TECHNOLOGY AND YOU
I/ AIMS: Reading about computers
II/ OJECTIVES:By the end of the lesson , students will be able to;
_ use a number of words about computers such as CPU, VDU, CD, ROMS, fpoppy
disk……and talk about their benefits in our modern life.
_ improve reading skill through Matching and Answering questions exercises.
IV/ TEACHING AIDS: Textbook, pictures about computers or a computer available in
class
V/ PROCEDURE:
Teacher: 52

Teacher:
7’
10’
7’
5’
6’
7’
A . WARM UP: Matching
Look at the illustrations of different parts of a computer
system. Match each numbered item with one of the words
or phrases in the box.
1 2 3 4 5 6 7 8
D E G C A F B H
B. NEW LESSON :
1. Pre- reading :
VOCABULARY:
_ miraculous (a): wonderful, fantastic
_ calculating machine(n): a machine used for adding,
subtracting…
_ lightning speed (n): very fast speed like the lightning
_ storage device (n): a thing used to keep or store information
_ memos = memorandums(n): brief notes of things to be
remembered / informal letters usually sent from one personto
another in an office
_ request for leave (n): askingfor the absence from class or office
2.While reading:
TASK1:Matching
1 2 3 4 5
c e a b d
TASK2: Passage heading
C. What can the computer do?
TASK3:Answering questions
1. Computer can help us visit shop, offices, and places of
interest; pay bills; read newspapers, etc.
2. It is a miraculous device b/c it is capaple of doing
anything you ask; it can speed up the calculations etc.
3. Post reading:
Discuss other uses of the computer in our daily
life.
Suggest questions for discussion:
Do you usually use computers?
What do you do when you use computers?
What do you like most about computers?
What uses of computer may bring bad effecrts to its
users?
Suggest answer:
Apart form those uses of the computer mentioned in the
textbook, I think there are some more effective uses of the
computer in every life. First of all, students can surf on the
net to look for learning materials, for example, the
biography of the great scientist Thomas Edison. Those
Asks Ss to match
the number with
the word
Call on some Ss
to read their
answers in front
of the class, gives
further
explainations.
Teaches
vocabulary
Model
Writes the words
on the board.
Asks Ss to read
the passages and
match the words
in A with the
definition in B.
Calls oc some Ss
to read and
explain their
answers in fornt
of the class.
Feedback and
give correct
answers.
Tells Ss to read
the passage and
choose the best
title for it.
Have Ss answer
the questions
using the given
cuses. Goes
around and
provide help.Calls
Pair work
Whole class.
Listen.
Repeat.
Write out.
Work individually
Work in pairs
Pair work
Group work.
53

I/ AIMS: Talking about the uses of modern inventions.
II/ OJECTIVES: By the end of the lesson , students will be able to talk about the uses of
modern inventions in daily life such as radio, TV, fax machine, air conditioner…….
IV/ TEACHING AIDS: Textbook, real objects of modern inventios.
V/ PROCEDURE:
10’
7’
7’
A . WARM UP: What is it?
1. TV 2. fax machine 3. air conditonal
4. electric cooker 5. fridge 6. cell phone
7. washing machine 8. car 9. microwave
oven
B. NEW LESSON :
1. Pre- speaking :
TASK 1:Asking and answering.
_ Can you tell me what a radio is used for?
Well, it is used to listen to the news or music and to learn
foreign languages.
_ Can you tell me what a TV is used for?
Well, it is used to watch the news, performances or football
matches, and to learn forgeign languages.
_ Can you tell me what a fax machine is used for?
Well, it is used to send or receive letters and pictures
quickly.
_ Can you tell me what an electric cooker is used for?
Well, it is used to cook rice, meat, fish, or vegetables, and
to keep food or rice warm.
_ Can you tell me what an air conditioner is used for?
Well, it is used to keep the air cool or warm when it is hot
or cold.
2. While speaking:
TASK 2: Sentence Completion.
1. store 2. transmit 3. process
4. send 5. hold 6. make
Divide the class
into two groups.
Gives team A a list
of words about
modern inventions.
Team A has to
explain the words
and team b has to
guess what is it?
Have Ss ask and
answer questions
about the uses of
modern inventions
following the
example
Calls on some pair
to practise in front
of the class.
Comment and give
suggested
answers.
Group work
Pair work
Pair work
Teacher: 54

10’
8’
3’
7. send 8. receive 9. design
TASK 3+ 4:Ordering.
The most important uses of IT are vtransmiting information
quickly and processing information as soon as we receive
it. This is precisely because in the industrialised world
today, time is money, these uses can save businessmen
millions of dollars lost as well as bring back profits worth
millions of dollars. The second most important use of IT is
that it allows us to store very large amounts of information.
This is very significant because when the world gets more
developed, there is much more information on different
aspects ( economics, politics, culture, ect…) which needs
storing. Third come the interestinguses of
sendingmessages from one computerto another and
holding long distance meetings in which the participants
can see each other on a screen. This can create and
tighten the friendship and fellowship in particular and
better the relationship of people around the world as a
whole. Next is use of sending TV programs to other
countries, which is useful as regards the exchange
matters. Ranking at the bottom of the list is the design of
houses, bridges, gardens and buildings. With the help of
IT, the work gets much quicker and better. However, in the
past, architects and designers still worked well with only
papers and pens. That is why I find this use not as
important as others.
3. Post speaking:
Talk about their most favourite invention of our daily life.
C/ HOMEWORK:
Assign homework.
Asks Ss to study
the sentences
carfully before
deciding which
word to be used.
Asks Ss to look at
the ideas in Task 2
and then rank
them in order of
importance.
Encourage Ss to
actively discuss in
groups to give the
reasons to support
their ideas and
persuade the
others that your
order is the right
one.
Group wor
Whole clas
Teacher: 55

I/ Aim(s): Listening for gist specific information about using a computer.
II/ Objectstive(s): By the end of the lesson, students will be able to know how a person
learns to use a computer and improve listening skill through True or False ans Gap- filling
exercises.
III/ Lexical items:
_ Vocabulary
_ Structures.
V/ Procedures:
Teacher: 56

Teacher:
5’
7’
10’
10’
10’
A.WARM UP: Ask and answer.
How often do you use each of the items below?
very often sometimes never
Radio
Cell phone
Camcorder
Computer
TV
Fax
machine
B.NEW LESSON:
1.Pre- listening:
Vocabulary:
_ worried (a): to be anxious, at ease
_ shy (a): self-conscious, uneasy in fornt of other people
_ memory (n): a compartmentby which things are recalled
to or kept in mind
_ refuse (v): reject, incline to do sth
_ make an excuse(v): say sorry
_ headache(n): continous pain in head
2. While Listening:
TASK 1:True or False.
1 2 3 4 5 6
F T T F F F
TASK2: Gap-filling.
1 2 3 4 5
invited still refused excuse anything
3. Post listening:
What did the man’s son buy?
Why did the man become worried?
What didn’t the man know?
What happened to the man’s memory?
What did the man suggested?
The story is about an old director who doesn’t know how to
use the computer. He did not pay attention when his son
bought a computer home until one day his secretary asked
him to buy one. He became really worried about his
knowing nothing about the computer, so he decided to
take lessons in computering with his son as the teacher.
However, he could not understand a bit of his son’s words.
The problem was that he was too shy to raise his voice.
After some time trying in vain, he quitted and never said
Asks Ss to answer
the questions by
checking the right
column.
Tells Ss to
compare their
answers with a
friend and further
discuss the uses of
thses items.
Asks Ss to read
the statements
carefully before
listening to the
tape. Play the tape
more than once if
necessary. Asks
Ss to compare
their answers with
a friend. Calls on
some Ss to read
and explain their
answers in front of
the class.
Play the tape again
and ask Ss to do
Task 2.
Lets Ss discuss
the answers with a
friend.
Asks Ss to ask and
answer about the
man’s story.
Pair work
Individually
Pair work
Individual
work
Whole class
Pair work
57

Teacher: 58

I/ AIMS: Writing instructions.
II/ OJECTIVES:By the end of the lesson , students will be able to write simple instructions
on how to use some household appliances.
V/ PROCEDURE:
T CONTENTS TEACHER’S STUDENTS
5’
10’
A/ WAMR UP: Matching.
A B
1. insert a. long bip
2. make b. button
3. press c. card
4. hear d. a call
Answers: 1. c; 2. d; 3. b; 4. a
B/ NEW LESSON:
1.Pre- writing:
TASK1: Read the following set of instructions.
VOCABULARY
_ lift (v): raise to higher level
_ receiver (n): machine for receiving transmitted signals
_ insert (v): put things into another
_ slot (n): a slit in machine etc for something especially
coin to be inserted
_ press (v): put a steady force to something
_ emergency (n): sudden and unexpected state of danger
calling for immediate action
_ ambulance (n): special vehicle used for carrying sick
people to hospital
_ remote control (n): a device to tune in, switch on and off
the TV from a distance
_ cord (n): thick string used as TV wire
TASK 2:Finding Connectors and Imperatives
Connectors: first, next, then, until
Asks Ss to match
the words in A
with thr words in
B.
Write all the new
words and their
meaning on the
board.
Rub out all the
words in English
and keep their
Vnese meaning.
When all the
words are
rubbed , ask Ss to
look at the Vnese
meanings and
recall all the
English words.
Asks Ss to read
the set of
Work in
groups
Whole class
Teacher: 59

7’
15’
5’
3’
Imperatives: lift, insert, press, wait
2. While writing:
TASK 3:Answering questions.
1.  If you want to operate the TV with the remote control,
you have to make sure that the cord is plugged in and the
main is turned on.
2.  To turn on the TV, press the POWER button.
To turn off the TV, press the POWER button again
3.  To select a programme, press the PROGRAMME
button.
4.  To watch VTV1, press button number 1
To watch VTV2, press button number 2
5 To adjust the volume, press the VOLUME button up or
down
6.  If you don’t want to hear the sound, press the MUTE
button
TASK 4: Writing instructions
If you want to operate a TV with a remote control, you
must make sure that the cord is plugged in and the main is
turn on. First, to turn on the TV, press button
POWER.Then to select a programme, just press the
PROGRAMME button. To be specific, if you want to watch
VTV1, all you have to do is to press button number 1,
VTV2 button number 2, VTV3 button number 3, and VTV4
button number 4. Besides, to adjust the volume, press the
VOLUME button up or down, and if you don’t want to hear
the sound, press the MUTE button. Press the POWER
again when you want to turn off the TV.
3. Post- writing:
Peer correction
C/ HOMEWORK:
instructions on
how to use a ublic
telephone. Make
sure Ss get
general
understanding of
the instruction
Calls on some Ss
to read their
answers aloud in
front of the class.
Asks Ss to look at
the TV remote
control and
answer the
questions on how
to operate the TV.
Tell Ss look at the
remote control
carefully when
doing the task
Callls on some Ss
from the groups
to answer the
questions in front
of the class
Asks Ss to write a
set of instructions
on how to operate
a TV with a
remote control.
Use the picture in
the book and the
answers above as
suggestions.
Group work
Individual
work
Whole class
Teacher: 60

Tells Ss to
compare their
writing with a
friend.
Pick up some
writings and
correct in front of
the class as a
whole.
Teacher: 61

I/ AIMS: Distinguishing the sounds /u / and /u:/
_ pronounce the sounds /u/ and /u:/
_ use the present perfect and present perfect passive appropriately
V/ PROCEDURE:
5’
10’
10’
A/ WARM UP: Categorising
Words: nurse, teacher, book, park, museum,…
Who Which Where
B/ NEW LESSON:
PRONUNCIATION:
_ /u /:is a short sound. First pronounce the sound /a/
then put the back of your tongue forward and up a little.
_ /u: /: is a long sound.First pronounce the sound /u/
then put ypur tongue up and back.
GRAMMAR:
1.Presentation:
a. The present perfect tense
Form: (+) S + have/ has + V-ed/ V3 +O
(-) S + haven’t/ hasn’t + V-ed/ V3 + O
(?) Have/ Has + S + V-ed/ V3 + O?
Use: The present perfect expresses an action which
began in the past and still continues:
Ex: I have worked as a teacher for five years.
Notice: We use for with a period time, and since with a
point in time.
For two years/ a month/ a few minutes/ half an hour
Since 1970/ the end of the lesson/ August/ Christmas
b. The present perfect passive.
S + have/ has + been + V-ed/ V3 + O.
Ex: A new bridge has been built across the river.
c. Who, which, that:
Who and which (that) can be used in place of
Asks Ss to put
words under
appropriate
heading.
Play the tape and
ask Ss to repeat.
Calls on some Ss
to repeat the
sounds clearly to
class.
Asks Ss to
practice the
sentences.
Asks Ss to
discuss the form
and use of the
present perfect
tense.
Calls on some Ss
to give opinion
before the class.
Groups work
Whole class.
Pair work
Whole class.
Teacher: 62

5’
5’
5’
noun subjects and noun objects.
When they refer to the subject, they can not normally
be omitted.
Ex: This is the man who lives next door.
When they refer to the object, they can normally be
omitted.
Ex: this is the man who(m) I like
* Who refer to people
* Which refer to things.
2. Practice:
Exercise 1:
1. Tan has opened the door.
2. Tan has turned/ switched on the TV.
3. Tan has tidied the house.
4. Tan has cleaned the floor.
5. Tan has turned/ switched on the flights.
6. Tan has laid two bottles of water on the table.
Exercise 2:
1. A new hospital for children has been built in our c
2. Another man- made satellite has been sent up into
space.
3. More andd more trees have been cut down for wood
by farmers.
4. Thousands of animals have been killed in the forest
fire.
5. About one hundred buildings and houses have been
destroyed in the earthquake.
6. More than 50 films have been shown in Hanoi since
June.
7. Their hands have been washed and dried on a
towel.
8. Another book has been ready by the students.
9. some ink has been spilt on the carpet.
10. She has been shown how to do it.
Exercise 3:
Study the
situation and put
the verbs in the
present perfect
tense.
Calls on some Ss
to read their
answers aloud in
front of the class.
Review the rules
of changing active
into passive
voice.
Build the
sentences after
the model. Use
the present
perfect passive.
Tell them to
Individual
work
Whole class
Teacher: 63

5’
1. A clock is an instrument which tells you the vtime.
2. A fridge is a machine which is used for keeping food
fresh.
3. April 1
st
is the day which is called April Fool’s Day in
the West.
4. A nurse is a person who looks after patients.
5. A teacher is a person who gives lessons to students.
6. A blind person is the one who cannot see anything.
7. The man who(m) you visisted last month is a famous
scientist.
8. Please think of a word which/ that comes from a
foreign language into Vietnamese.
9. These are the pictures which my son drew when he
was young.
10. Can you help me find the man who saves the girl?
3 Production:
C/ HOMEWORK:
exchange the
exercise and
cross check. Calls
on some Ss to
write their
answers on the
board.
Fill in the blanks
with who, which,
that. Calls on
some Ss to read
their sentences
aloud in front of
the class.
Comment and
make necessary
corrections.
Pair work.
UNIT 6: AN EXCURSION
I/ AIMS: Reading a letter about an excursion t a beauty spot near Hanoi.
_ get information about some famous places in Vietnam throgh activities Before and Afterr
you read.
_ improve reading comprehension skill by doing Multiple choice nad Answering questions
exercises.
IV/ TEACHING AIDS: Textbook, pictures about Thien Mu Pagoda, Ha Long Bay, The
One Pillar Pagoda, and Dalat
V/ PROCEDURE:
Teacher: 64

Teacher:
10’
5’
10’
10’
7’
3’
A . WARM UP: Matching
Match the photos with the information.
1 2 3 4
d b a c
B. NEW LESSON :
1. Pre- reading :
Ask and answer the following questions.
Do oyu usually have an excursion?
When did you last have it? Where to?
What impressed you most?
What was the most interesting thing that you did on the
excursion?
Set the scene:
You are going to read a letter from Lan to her friend,
Minh about his recent fantastic excursion to a cave near
Hanoi. You read the letter and do the tasks followed.
2.While reading:
TASK1:Multiple choice.
1 2 3
C D A
1. They are going on a trip when they have some days
off after the first term.
2. They are visiting some caves because they want to
understand their geography lesson better and many of
them have never been inside a cave.
3. It’s only over 20 km.
4. They are going to make a two-day trip and have a
night campfire. They are bringing their own food and
sharing buses with some other classes to make the trip
cheap.
5. Lan is anxious about her parents’ permission. They
may not want to let her stay the night away from home.
3. Post reading:Summary completion.
1. is going to go on 5. their trip
2. some caves 6. only problem
3. want to see 7. to persuade them
4. have learnt 8. her classmates
C/ HOMEWORK:
Assign homework.
Asks Ss to match
the photos with
the information,
then tell each
other which of the
places you would
like to visit and
give reasons.
Asks Ss to read
the letter
individually and
choose the best
answer A, B, C or
D to complete
each of the
sentences.
Tells Ss to
compare their
answers with a
friend.
Calls on Ss to
read and explain
their answers in
front of the class.
Asks Ss to
answer the
questions. Calls
on some pairs to
act out the activity
in front of the
class. Check the
answers in front
of the class as a
whole.
Have Ss fill in
Group work
Pair work
Work individually
Work in pairs
Individual work.
Whole class
65

Teacher: 66

Lesson 2: Speaking Period: 31st
I/ AIMS: Talking about a boat trip abroad
II/ OJECTIVES: By the end of the lesson , students will be able to talk about the seat plan
on a boat trip on Lake Michigan in Chicago.
IV/ TEACHING AIDS: Textbook, whiteboard markers,…
V/ PROCEDURE:
4’
10’
15’
A . WARM UP:
B. NEW LESSON :
_ sundeck (n): platform extending from side to side of a
ship
_ get sunburnt (v): the skin hurt or destroyed by the
sunlight
_ travel sickness (n): the state of being sick due to
travelling
_ air- conditoned > < non air- conditioned
_ refreshments (n): room that servers food and drinks to
refresh in a boat
_ occupied (a): being kept, in use
2. While speaking:
TASK 1&2: Conversation Conduct
Suggestsome useful structures:
_ I think seat XYZ is good for…
_ What do you think if we put X in seat Z?
_ X should sit in section C, don’t you think?
_ What’s your idea?
_ We’d better put X in……
* Agree: _ Yes, that’s a good idea.
_ Yes, let’s do it.
_ Absolutely.
_ You’re right.
* Disagree: _ Well, I think it’s not good enough
because……
Make certain that
Ss understand
the meaning of
the words and
pronounce them
correctly.
Asks Ss to read
the seat plan
carefully and
decide the best
seat for each
person. Further
explain the seat
plan.
Tells Ss to
conduct the
conversation. Go
around to help.
Calls on some
groups to conduct
the conversation
in front of the
Group work
Group work
Teacher: 67

10’
3’
_ I don’t think so.
A: I think seat 1 is most suitable for Mary.
B: Why?
C: Because she suffers from travel sickness so she can
get lost of fresh air from that seat.
D: Yes, put her in seat 1. What about John?
B: Put him in seat 45.
A: I don’t think so. John doesn’t like air- conditioning so
put him in seat 37. He can take as many photographs as
he likes.
C: OK. I think Susan had better take the seat 10. What
do you think?
B: I think it’s a good idea because she wants to be near
Mary.
…………
3. Post speaking:
TASK 3:Giving reasons.
Which seat do you think the most suitable for you? Why?
_ I would take seat 11 because I want to have a good
view and plenty of fresh air. Moreover, I can enjoy the
sunshine as well. I am not afraid of getting sunburnt.
_ I’d like to sit in section B because I often suffer from
travel sickness. Air- conditioning would make me sick.
And I don’t want to sit in the sun. I hate sunburnt. So any
seat in section B would be OK. Seat 16 may be good
because I want to move around easily.
C/ HOMEWORK:
Assign homework.
class.
Comment and
give suggested
answers.
Tells Ss to
discuss the
question.
Calls on some Ss
to talk about their
seat preference in
front of the class.
Comment and
make necessary
corrections
Pair work
Whole class
Teacher: 68

Lesson 3: Listening Period: 32nd
I/ Aim(s): Listeningto a short talk about a picnic.
II/ Objectstive(s): By the end of the lesson, students will be able to improve their
listening skill through Odering , Gap-filling and Answering questions exercises.
III/ Lexical items:
_ Vocabulary
_ Structures.
V/ Procedures:
Teacher: 69

Teacher:
7’
7’
6’
7’
7’
8’
A.WARM UP: Find someone who
Do you… Name
like to go for a picnic?
go with your friend/ family
always go to the beach for a picnic?
bring food with you when you go for a
picnic?
always go to the mountain for a picnic?
………
B.New lesson:
1.Pre- listening: Question and answer.
Do you often go for a picnic?
When is the most important time for a picnic?
Why do people go for picnics?
Vocabulary:
_ glorious (a): beautiful, shinning
_ assemble (v): gather
_ destination (n): a place to which a person is going to
_ left- overs (n): the rest
_ delicious (a): tasty
_ Botanic Garden(n):
_ spacious(a): large, have a lot of space
_ sleep soundly (v): to be in deep sleep
2. While Listening:
TASK 1:Pictures Ordering
1 2 3 4 5 6
a e b c f d
TASK2: Gap-filling.
1. was just a few 4. a short tour
2. to pay a visit 5. playing some
more
3. at the school gate
1. The weather was very nice.
2. Yes, it was.
3. The garden was beautiful
4. Because it was so paeceful and quite in the garden.
5. They took pictures, played games, talked, sang and
danced…
3. Post listening:
Questions:
_ Where should we go?
_ Where should we assamble?
Let Ss go around
the class & ask
other Ss what
they used to do
when they were
small. If the
answer is YES,
write his/ her
name in the table.
The winner is the
first one who
completes the
Name column.
Make sure Ss
have ideas about
the pictures and
they can tell the
differences
among them.
Have Ss listen to
the tape and
number the
pictures in the
order they hear.
Let Ss do the task
in pairs.
Play the tape
more than once.
Calls on some Ss
to explain their
answers
in front of the
class.
Asks Ss to listen
to the tape again
and fill in the
blanks with exact
Whole class
Whole class
Pair work
Individual
work
Individual
work
Group work
70

Teacher: 71

Lesson 4:Writing Period: 33rd
I/ AIMS: Writing a confirmation letter.
II/ OJECTIVES:By the end of the lesson , students will be able to write a confirmation
letter responding to a request and an invitation.
V/ PROCEDURE:
5’
7’
15’
A/ WAMR UP: Jumbled words.
1. ubsutnrn  sunburnt
2. cpinci  picnic
3. snisksecs  sickness
4. pdccouie  occupied
B/ NEW LESSON:
1.Pre- writing:
Request is the letter that asks for information or help.
Confirmation is the letter that responds to the request.
It confirms whether the help is provided or the
information is available or not.
TASK 1:Finding Request and Confirmation.
Request: Can you go shopping with me to buythe things we
need for the trip?
Confirmation: Certainly, I will help you to prepare
evyrything you need for the trip.
2. While writing:
TASK 2: Writing confirmation
1. Dear Lan,
It’s great to hear about your birthday party.
Sure, I’ll help you with the shopping this Saturday. It
wouldn’t be a problem. And I’ll bring them to your house
an hour before the party. I want to help you prepare for
the party, too.
I’ll see you on Saturday then.
Minh
2. Hello Minh,
Sure you can have my book. I’ve just finished reading it.
Asks Ss to
rearrange the
letters to make
good words.
Explain the
definition of
request and
confirmation
letters.
Asks Ss to read
two letters below
and find the
requests in Nga’s
letter and
confirmation in
Hoa’s letter.
Tells SS to
underline the
structure showing
request and
confirmation.
Make sure Ss get
the requests
clearly. Tells Ss
to choose one of
these situations to
Work in
groups
Whole class.
Individual
work & whole
class
Teacher: 72

15’
3’
But 9 a.m. this Saturday is not a good time. I won’t be
home at that time. Can you come later? Is 10 a.m good
foryou?
Tell me what you think.
Anh
3. Post- writing:
Peer correction
C/ HOMEWORK:
write a
confirmation letter
responding to
each of them.
Asks SS to
exchange their
writing with a
friend.
Pick up some
writings to check
in front of the
class as a whole.
Whole class
I/ AIMS: _ distinguishing the sounds / / and / :/
_ Reviewing the present progressive (with a future meaning) and be going to
_ pronounce the sounds / / and / :/ correctly
_ distinguish the present progressive (with a future meaning) and be going to and use
them appropriately
V/ PROCEDURE:
10’
10’
A/ WARM UP: Find someone who
Are you going to… Name
take an English class in the evening?
spend summer holiday on the beach?
watch the game show Who wants to
be millionaire on VTV3?
go to the cinema?
……
B/ NEW LESSON:
PRONUNCIATION:
_ / /:is a short sound. First pronounce the sound /:/ but
Let Ss go around
the class & ask
other Ss what
they usedd to do
when they were
small. If the
anwer is YES,
write his/ her
name in the table.
Help Ss to
Whole class.
Whole class.
Pair work
Teacher: 73

8’
5’
5’
make it short.
_ / : /: is a long sound. First pronounce the sound / /
then put your tongue forward and up a little.
GRAMMAR:
1.Presentation:
a. Will
Will expresses an intention or decision made at the
moment of speaking.
Ex: I’ll give you my phone number. Ring me tonight.
b. Going to
Going to expresses an intention or decision thought
about before the moment of speaking. It expresses a
plan.
Ex: We’re going to have a holiday in Sam Son this
summer.
It also expresses a prediction:
Ex: Look! It’s going to rain.
c. The present progressive.
The present progressive can be used to express a
future arrangement between people. It’s common with
verbs such as go, come, see, visit, meet, have (a
party), leave.
2. Practice:
Exercise 1:
1.are you doing 4. am going to be
2. is getting married 5. is going to
3. Are you going to
Exercise 2:
1. are going 4. are you putting
2. are having 5. is not going to give
3. is going to catch
Exercise 3:
1. Are you going to see it? / I’m doing my homework.
2. we are visiting our grandparents.
3. What’ s he going to do with it (the money)? / he’s
going to buy a new motorbike.
4. It’s going to rain soon.
distinguish these
two sounds.Play
the tape & Ask Ss
to repeat. Asks
Ss to practice the
sentences. Go
around and
provide help.
Explains future
forms.
Have Ss compare
& discuss the
answers with a
friend. Calls on
some SS to read
& explain
theirvanswers in
front of the class.
Asks SS to
compare their
answers with a
friend. Check it in
front of the class
as a whople.
Asks Ss to do
Ex3. Calls on
Whole class.
Whole class.
Individual
work.
Pair work.
Individual
work.
Pair work.
Teacher: 74

4’
5. I’m going to clean them
3 Production:
C/ HOMEWORK:
some pairs to act
out the
exchanges in
front of the class.
TEST YOURSELF B
Teacher: 75

Period: 35th
LISTENING:
1. 50 miles to the west of London 6. in central England
2. 120,000 inhabitants/ people 7. 90,000 people
3.market town 8. university
4.biscuit factory 9. car factory
5.computer industry 10. Cowley Road
Tapescript
We start our journey in Reading. This town lies about 50 miles to the west of London in the country
of Berkshire. It is a medium-sized town of about 120,000 inhabitants. In times gone by Reading was
just a vmarket town best known for its Huntley and Palmers biscuit factory. Now it is at the heart of
the computer industry in the UK and is expanding rapidly. Computer companies everywhere. It’s not
a very pretty town, but one which says a lot about England.
Oxford is most definitely prettier. It is located in central England. It has a population of about 90,000
of which a large number work in or for the university. This is obviously what the city is famous for,
but in terms of getting to know the country, what is really of interest is the British Leyland car
factory at Cowley. This is huge, employing about 20,000 people, yet, because of the university, it is
usually forgotten. Spend a day looking round the works, seeing how they make the cars. Fascinating.
Or stroll up Cowley Road and watch the world walk with you.
READING
1.F 2. F 3. T 4. F 5. T
GRAMMAR.
1. out by scientists 6. organizing the
2. opportunities for other 7. inventions a/ per/ every
3. there is 8. developed by
4. which attempts 9. it is
5. all the 10. it be wanted
WRITING
132, Thai Binh Street, HoaBinh
20
th
december, 2006
Dear Uncle Thanh,
Our class are planning to have a three-hour visit to a factory in the local area as a part of
our technology lesson. I am writing to ask for your permission to visit your computer factory
as it is near our school so we can go by bicycle. Forty- five members of our class will arrive
at your factory at 7:30 on Monday, 22
nd
December, 2006.
Would you be so kind as to recommend someone who can show us around? We would so
much like to know how computers are made and we would also like to talk with the workers
there. We hope that you will create favourable conditions for us to have an interesting and
useful visit to your factory.
We are looking forward to hearing from you.
Yours sincerely ,
Phong AN HOUR TEST
Teacher: 76

Period: 36th
CORRECTING THE TEST
Period: 37th
UNIT 7: THE MASS MEDIA
I/ AIMS: Reading TV programme schedules
II/ OJECTIVES:By the end of the lesson , students will:
_ be updated with names of some popular TV programmes such as Quiz Show, Portrait of
life….
_ be able to talk about their favourite programmes.
IV/ TEACHING AIDS: Textbook, TV schedules extracted from newspapers
V/ PROCEDURE:
Teacher: 77

Teacher:
5’
10’
6’
7’
7’
A . WARM UP: Jumbled words
1. enslieisov  television
2. rwepeapns  newspaper
3. idora  radio
4. agenmiza  magazine
5. …
B. NEW LESSON :
1. Pre- reading :
1.  I often watch TV in the evening, after dinner.
2.  There are three. They are VTV1, VTV2, and VTV3.
3.  I usually spend about 7-10 hours a week watching
TV.
_ VTV1: combination of Politics, Economics and
Entertainment
_ VTV2: Science and Education
_ VTV3: Entertainment
_ VTV4: For the overseas Vietnamese
_ VTV5: For the Ethnic minority groups
VOCABULARY:
_ Population and development:
_ TV Series:
_ Folk songs:
_ New headlines:
_ Weather Forecast:
_ Quiz Show:
_ Portrait of life:
_ Documentary:
_ Wildlife World:
_ Around the World:
2.While reading:
TASK1:Matching.
1 2 3 4
c a d b
TASK2: True or False.
1 2 3 4 5
T T F T F
TASK3:Answering questions.
1. Five films are on.
2. At 9:00 a.m., 12:00, 7:00 p.m., 11:00 p.m. on VTV1 and
7:00 p.m. on VTV3.
3. VTV2.
4. The Quiz Show.
5. ( You should watch) VTV1.
Give 10 words
whose letters arew
in wrong oder.Asks
Ss to rearrange
them in good oder
to make the right
words.
Havs Ss ask and
answer the
following questions
Give Vnese
equivalences for
some TV
programmes.
Asks Ss to read
three TV
programme
schedules and do
Task 1.
Have Ss compare
and discuss their
answers with a
friend.
Asks Ss to explain
their answers by
giving evidence in
the reading
passage.
Asks Ss to ask and
Group work
Whole class.
Listen.
Repeat.
Write out.
Individual
work
Individual
work
Pair work
78

Teacher: 79

Lesson 2: Speaking Period: 39 thrd
I/ AIMS: Speaking aboutdifferent types of the mass media.
II/ OJECTIVES: By the end of the lesson , students will be able to talk about the
differences and similarities of some popular types o the mass media.
IV/ TEACHING AIDS: Textbook, whiteboard.
V/ PROCEDURE:
12’
15’
A . WARM UP: Greeting
B. NEW LESSON :
_ orally (adv): spoken by mouth
_ visually (adv): seen by eyes
_ aurally (adv): heard by ears
TASK 1:Mass media includes:
Television; radio; newspapers; the internet.
2. While speaking:
TASK 2:
The mass
media
* provide/ deliver information and
entertainment.
The radio * provide information and entertainment
orally ( through mouth)
* receive information aurrally (through
ears)
Newspapers * present information and entertainment
visually (through eyes)
* receive information visually ( through
eyes)
Television * present information and entertainment
orrally (through mouth) and visually
(through eyes)
* get information aurally (through ears)
and visually (through eyes)
3. After speaking:
TASK 3:Talk about different types of the mass
Asks Ss to decide
which items are
types of the mass
media. Check the
answers in front
of the class as a
whole.
Asks Ss to carry
out the activity
using the cues in
the book. Go
aroud the class &
provide help.
Calls on some
pairs to explain
their answers in
front of the class.
Pair work
Pair work
Teacher: 80

15’
3’
media.
The mass media includes TV, the radio, newspapers and
the internet. The feature they have in common is that they
provide information and entertainment to people. The radio
provides information and entertainment orally (through our
mouth) and we receive them aurally (through our ears).
C/ HOMEWORK:
Assign homework.
Have Ss talk
about different
types of the mass
media. Gather
ideas and have
final thoughts on
the topic.
Group work
Whole class
Teacher: 81

I/ Aim(s): Listening a short news edition.
II/ Objectstive(s): By the end of the lesson, students will be able to better their ability to
listen to news editions through Gap-filling exercise.
III/ Lexical items:
_ Vocabulary
_ Structures.
V/ Procedures:
Teacher: 82

Teacher:
7’
5’
7’
10’
8’
A.WARM UP: Guessing game
1. It is one of the radio programmes.
2. It broadcasts daily and live from radio station.
3. It updates you with the latest information, current affairs
domestically and internationally.
Answer: News/ News broadcast
B.NEW LESSON:
1.Pre- listening:
Questions and Answer
1. How often do you listen to the radio?
2. How many hours per week do you listen to it?
3. What programme do you like listening to and why?
Set the scene: News broadcast is a popular programme
on the radio. Today you will listen to a short news edition.
You listen to it and do the tasks assigned.
2. While speaking:
TASK 1:Ticking the words.
News story 1 News story 2
healthy
v
strong
v
young
v
cloudy
v
highest
v
wonderful
v
fine
v
TASK2: Gap- filling.
News story 1:
1. has caused floods 5. has stopped
2. have left their home 6. cloudy
3. have risen 7. strong wind
4. two metres
News story 2:
1. twenty- third 4. woderful
2. 4,418 5. young and
healthy
3. California
1. Heavy rain has caused foods all over the country during
the night.
2. Because rivers have risen.
3. The old woman has climbed Mount Whitney twenty-
three times.
Ss have to guess
the word.
Asks Ss to ask
and answer the
questions.
Expltcit the items
of the news. Asks
Ss to do task 1.
Play the tape
once or twice.
Check the
answers in front
of the class as a
whole. Gives
correct answers.
Let Ss read the
two news ories
carefully and
have the guess of
the missing
words. Play the
tape and ask Ss
to fill in the
missing
words.Calls on
some Ss to read
complted stories.
Asks Ss to
Group work
Pair work
Individual
work
Individual
work
Pair work
83

VI/ Self- evaluation:
Teacher: 84

Lesson 4:Writing Period: 41st
I/ AIMS: Writing about advantages nad disadvantages.
II/ OJECTIVES:By the end of the lesson , students will be able to write a paragraph about
advantages ans disadvantages of television and other types of mass media.
V/ PROCEDURE:
Teacher: 85

Teacher:
7’
16’
A/ WAMR UP:
B/ NEW LESSON:
1.Pre- writing:
Implcit the meaning of advantage and disadvantage by
analysing the examples:
Television helps us to learn more about the world.
Television makes us passive.
Which sentence says good about television? Which one is bad?
TASK 1:Read about the advantages and
disadvantages of television in the book.
2. While writing:
TASK 2:Discuss the advantages and
disadvantages of the mass media, and write
them down in the columns.
Radio:
Advantages Disadvantages
It provides you hourly-
updated news and
information.
It is convenient b/c you can
listen to it almost
everywhere.
It makes our life easier and
enjoyable. It also releases
stress.
……
It only provides information
aurally.
It can be boring b/c we
can’t watch films or sports
programmes.
Newspapers:
It provides news & current
affairs updatedly.
It’s very mobile b/c we can
bring them along
everywhere we go.
It’s cheap. A Vnese daily
newspaper cost only
approximately 2000VND.
………
It’s less updated than other
kinds of media as there is
no more information until
the next edition.
The texts and pictures are
not moving so it is as not
exciting as other kinds of
media which have vivid
pictures and live
broadcasts. It may not be
available everywhere due
to bad condition of
transportation.
The internet:
It is a rich source of It makes us confused when
Asks Ss t oread
task 1. Make
surwe Ss
understand all the
A & D mentioned
in the book.
Asks Ss to
discuss the A& D
of the mass
media and write
them down in the
column.
Let Ss choose of
the three types of
mass media to
discuss.
Encourage Ss to
find the ideas
related to the
topics. Ask Ss to
share the ideas
with other pairs.
Whole
class.
Pair work
86

Teacher: 87

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