Giao An 10

DOP : Sep 5th , 2006
DOT : Sep 11th ,2006

Period : 2
UNIT 1 :
A DAY IN THE LIFE OF

READING:
I/ Objectives :
1. Educational aim : Students understand the daily life in the countryside that help students summarize their
daily life.
2. knowledge :
- General knowledge : Learn about the situation of the farmers , farm.
- Language:
- New words : Words related to farmers, cattle , daily life in the countryside.
3. Skills :
Reading for specific information.
II/ Method :Mainly communication
III/ Teaching aids :Real objects and pictures showing various activities as buffalo and a boy/ girl , a farmer
with a plough.
IV/ Procedure :
Time
Teachers activities
Students activities
Warm up Before you read.
- Asks sts to work in pair . tell them to
Students work in pairs.
- Students may guess the meaning of words and
asks and answer about daily routines
phrases .(their answers may vary )
by using the cues.
- Ex: What time / you / often / get
-Students do the task.(the handouts).
up ?
15
Answers : getting up early , leading buffalo to the field ,
S1 : what time do you often get up?
repairing the banks of the plot of land, pumping weter,
S2 : I often get up at 6
ploughing and harrowing,
-Teacher hungs the pictures on the B.B,
uses the pictures to give vocabulary.
Activity
Mr Vy Ms T
( words and phrases)
1. drinking several cups of tea
x
-Teacher gives handouts and gets sts to
2. taking care of children
x
work in groups to pick out some activities
3. leading a buffalo to the field
x
x
which farmers usually do .
4. pumping water
x
-Teacher introduces the activity 2 (sts
5. getting up early
x
x
close their books ), and gives handouts
6. ploughing and harrowing
x
8
and gets class to read and tick into the
TASK 1:
right column.
-Students work in pairs.
-Teacher corrects by saying sts read the
1. Goes off
-> C. ring
text.
2. to get ready -> C. to prepare
While-reading
3. Chat
-> A . talk in a friendly way.
Task 1:
4. Contented with -> A. satisfied with
-Gets class listen to the tapescript and
read in silence.
-Gets class to compare with the
informations in the before you read
-Corrects
Time
10
Teachers activities
Task 3 :Group Work
-Explains sts to scan the passage and make a
brief note about Mr Vy and Mrs. Tuyet daily
routines.
-Teacher checks corrects.by going around
pupils .
Task 2 :
- Teacher gets sts to read task 2 .
- Gets class to read text quickly again and
answer questions .
-Checks and calls sts to correct.
After reading:
-Asks class to close their books , work in
smallgroups to discuss about Mr Vy and Mrs
Tuyets activity.
-Review class some words / phreses.
Homework :
Gets class to write a short passage about
their parents day. About 80 words.
DOP : Sep 9th , 2006
Students activities
Task 3 :Group Work
-Read quickly the text , ask and answer questions
-Work in group .
*Answers :
In the morning :
o 4:30 alarm goes off, Mr Vy gets up,goes down
to the kictchen, boils water for tea , drinks tea
, has a quick breakfast , leads the buffalo to
the field.
o 5:15 : leaves the house.
o 5:30 : arrives in the field , ploughs and
harrows
o 7:45: takes a break.
o 10:30: goes home.
o 11:30: has lunch with family.
In the afternoon :
o 2:30p.m : Mr Vy and Mrs Tuyet go to the
field again , repair the banks of the
plot of land. He pumps water into the
plot of land . She does the
transplanting.
o 6:30 P.m: finish work.
o 7:00 p.m: have dinner.
After dinner :
o Watch T.V , go to bed .
o Sometimes visit neighbors ,chat with them .
Task 2 : Work in pair
-Read task 2.
- Answer questions . in pairs.
-Answers:
1. he is a peasant / farmer.
2. He gets up at 4:30 and then he goes down the
kitchen to boil some water for his morning
tea.
3. In the morning , he ploughs on his plot of
land , drink tea , and smokes tobaco during
his break.
4. In the afternoon , they repair the banks of
their plot of land. Mr Vy pumps water into it
and his wife does the transplanting.
5. Yes , they are .because they love working and
they love their children .
-Close the books work in pairs or or small groups.
About Mr Vy Mrs Tuyets activity.
-Focus on some words / phrases.

Period : 3
UNIT 1 : (CONT.)
SPEAKING :
I/ Objectives :
1. Educational aim :Helps students ask and answer the information in their daily life .(lives)and others.
2. knowledge :
o General knowledge : though this unit , sts understand the life in the countryside,
( animals,cattle, people)
o Language : sentences and expression for schedules , time , routine .
3. Skills : Fluency in expressing opinions and activities in daily rountine .
II/ Method : Intergrated , mainly communicative.
III/ Teaching aids : Pictures, subboards
IV/ Procedure :
Time
Teachers activities
Students activities
Warmer :
- Close their book .
-Gets pupils close their books.
- Look at the board in 3 mins and say words / phrases
-Hungs the subboards with some subjects are
they see.
learnt in school.
- Technology, math, physics, biology, literature ,
-Guides how to do , asks class to look at some
10
geography, history, music
subjects in 3 mins
- Puts down the subboards and gets class to say
the words / phrases they see .
- Reviews how to say the time
-Reviews how to say the time by giving
8:15 -> a. a quarter past eight .
handouts. (work in pairs )
8:55
b. half past ten.
-Goes around and checks
9:45
c. seven oclock.
7:00
d . five to nine.
10:30 e. a quarter to nine .
10
While-Speaking:
Task 1 : work in pairs
Task 1 : ( work in pair )
-Listen and practice with a partner
- Introduces the situation, and gives a model
A : What time does Quan have a Civic Education lesson
dialogue .
on Monday?
- Teacher and a good student speak .
B: He has a Civic Education lesson at 7:15 a.m .
- Gets class to open the books and practice in
A: What lesson does Quan have a quarter past seven on
pairs .
Monday ?
- Goes around and helps students (if necessary) B: Quan has Civic Education at a quarter past seven on
Monday.
-Checks .
-practice .
Time
15
Teachers activities
Task 2 : ( Group work )
- Gets class to look at the pictures in task 2
and describe .
- Explains how to do task 2 .
- Asks some questions such as :
Students activities
Task 2: ( Group work )
- Look at the pictures and describe .
- Ask and answer with pictures in the books .
- Listen and describe.
Answer:
Quans activities
What does Quan do at 2p.m ?

What time does he play football ?
Where does he play football ?
(using present tense )
- Gets some sts practice about Quans

activities (in class )
- Corrects
Task 3 :Group Work
- Gets class to close their books and guides
how to do .
- Calls sts to repeatabout their daily
routine .
- Corrects .
At 2 oclock p.m , Quan gets up after taking a

short nap . He studies his lesson at 14:15 . He
watches T.V at 16:30 . Then he goes to the stadium
by bicycle at 17:00, he plays football with his
friends there . He comes back home at 18:30 , takes
a shower at 18:45 . He has dinner with his family at
19:00 . At 20:00 he reviews his lesson . This is a
typical day of Quan.
- Corrects with the (guider )teacher .
Task 3 :Group Work
( Tell your classates about your daily routine )
- Do task 3 by groups .
-Report their routine .
Cues :
What time do you get up ? ( have breakfast/ go to
school ?)
-Time : 6a.m, 6:30 a.m, 11:45a.m, 12: 00 a.m, 6p.m.
Homework :
Gets class to write about their daily routine
about themselves in 50 words.
-------------------***---------------------DOP : Sep 9th , 2006
Period : 4
UNIT 1 : (CONT.)

LISTENING :
I/ Objectives :
1. Educational aim :Students know a daily routine of a person with his occupation.
2. knowledge :
o General knowledge : Sts learn about the activity of the people who works by a cyclo .
o New words :Words such as : district , pedal , purchase, drop, ride, parks, passenger, footstall.
3. Skills : Listening for gist and for specific information.
III/ Teaching aids : Pictures of a cyclo driver .

IV/ Procedure :
Time
Teachers activities
15
Warm up :
- Gives pictures about cyclo and asks some
questions .
Have you ever travelled by cyclo ?
Is it interesting to travel by cyclo ?
- Gives some new words and gets class to
Students activities
- Look at the picture of cycle
- District (n)
drop(n)
- Routine (n)
passenger (n)
- Office (n)
ride (v,n)
- Pedal (n)
park (n)
- Purchases(n)
foodstall(n)
10
10
read , and explains new words.

While you listen :
Task 1 :
- Introduce the situation : you will hear Mr
Lam , a cycle driver in HCM city , talk
about his morning listen to the tape then
number the pictures in their correct order
-Gets class the reason after listening 3 times.
- Checks and corrects by stoping at the
sentence relating to the right answer.
Task 2 :
- Introduces and explains
- Gets class to read sentences in their
textbooks .
- Asks if they can guess or remind some
information.
- Gets class to listen .
- Checks pupils as if they can get the
answers.
- Gets class to listen again.
Stops at the right sentence to get sts
understand the information .
After you listen :

- Gets class to work in pairs , ask and
answer about Mr Lam .using some words
given :
- Gets class to tell story before class .
- Corrects
- Repeat new words :

Task 1 :
- Listen and read in 2 minutes to know what to do .
-Listen and put numbers in the pictures and say the r
reason .
Answers :
a: 3 , b:5 , c: 4 , d: 6 , e:1 , f: 2 .
Task 2 :
- Listen to the teacher
- Read
- Answer.
- Listen the first time.
- Answer (if they can )
- Listen the second time.
- Answer.
1. False (in district 5 )
2. true .
3. False ( he gives an old man a ride from district
5 to ..1 )
4. False(his passenger is an old man )
5. False(he has lunch at a foodstall near Bthanh
market )
6. False ( after lunch time, he parks his cyclo
under the tree and takes a short rest ).
- work in pairs
name(n)
occupation (n)
start work .
lunch(n)
rest (n,v)
passengers(n)
Tell the story before class .
Homework :
Write about Mr Lam in 50 words
-------------------****** --------------------DOP : Sep 9th , 2006
DOT : Sep 18 th ,2006
Period : 5
UNIT 1 : (CONT.)

WRITING :
I/ Objectives :
1. Educational aim :Helps sts write a narrative about a fire in a hotel with simple past tense.
2. knowledge :
General knowledge: Sts understand the content , language, tense and structure in a narrative.
New words : be due to (a): stare death in the face (v): take off (v): air-hostess (n): fasten
seatbelt (v):..
3. Skills : Writing a narrative .
III/ Teaching aids : Some pictures of some situations or events .
IV/ Procedure :
Time
Teachers activities
Students activities
10
Warmer:
Answer questions
Asks class some questions .
- Yes, I have / No, I havent.
- Have you ever heard a frightening story ?
- It happened when I was in the 10 thgrade
- When did it happen ?
- It made me frightened .
- How did you feel about that ?
Task 1 : Group work
While you write :
Read the model text , (hyphen ) underline the verbs in
Task 1 : Group work
past , crircle the word of time such as : first, second, then
- Gets class to read the model text , and
15
explains some words ( if necessary ).
Answers :
- Goes around and helps .
Verbs: started. was, arrived, got, took off, began,
thought, were, told, seemed, realised, were, screamed,
- corrects .
thought, felt, announced, was, landed,.
Connectors: on that day, at first, then, just, a few
minutes later, one hour later.
Note :The simlpe past tense is use to tell / report a
Gets class to take notes that they should use
past story.
simlpe past tense to tell / report a past story .
New words :
o be due to (a): because of, owing to (bi v )
o stare death in the face (v): so scared, afraid (oi
mat
Time
10
Teachers activities
Task 2 : Group work

Explains how to do task 2
Explain to pupils the format of a narrative: the
events, the climax. and the conclusion
Tell pupils to work in groups and identify the
events, climax, and the conclusion of the story.
Goes aroung and helps.
Ask them to report the results to class.
Checks (corrects)
Students activities
Vi cai chet )
_ take off (v): (plane) leave the ground (cat canh )
_ air-hostess (n): person who takes care of passengers on
a plane (tiep vien hang khong )
- fasten seatbelt (v): fix the seatbelt around the body to
keep safe on the plane (that day an toan )
- dip (v) nhung , ngam, chm xuong .
- We had only minutes to live : con vai phut e
song .
Task 2 : Group work
Listen
Identify the events, 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
Task 3 :Individual and group

Explains task 3 gets class to write a narrative
about a fire in a hotel: using the cues given.
- Corrects one or two papers on the board.
right. we landed safely.

Task 3 :Individual and group
Practice in group, write in a sheet of paper .
Change the sheet of paper to each other to correct.
Homework :
Gets class to continue their writing correctly at
home .
Answer:
Last year, I spent my summer holidays at a seaside town.
The hotel was modern and comfortabl:? I had a
wonderful holiday until the fire. It was Saturday evening
and everybody was sitting in the discotheque (which
was) on the ground floor.I was crowded with people.
They were dancing andsinging happily. Suddenly we
smelt smoke. Then smoke began to fill in the room.
Everybody started to scream 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 fire brigade arrived. Firemen
fought their way into the room and soon everyone was
safely out of building. Luckily nobody was seriously
hurt. It was the most frightening experience of my life.
Gets class to continue their writing correctly at home .
DOP : Sep 10th , 2006

DOT : Sep 19 th ,2006
Period : 6
UNIT 1 : (CONT.)
LANGUAGE FOCUS :
I/ Objectives :
1. Educational aim : Identifying the sounds III and Ii:I
Reviewing the present and past simple tense and adverbs of frequency.
2. knowledge :
- General knowledge:Helps sts to practice and understand the language, vocabulary, grammar
in the lesson theyve learnt.
1. Skills : Communicative approach.
III/ Teaching aids : Some pictures and subboards .
IV/ Procedure :
Time
Teachers activities
Students activities
Warmer:
Categorising:
Ask pupils to work in groups.
Give out 10 to 15 words and tell pupils to put
them under appropriate heading:
Adverbs of
manner
Adverbs of
frequency
Time
7
Practice in group, write in a sheet of paper .
Adverbs of
time
Adverbs:
Group work
Tomorrow, usually, carefully, beautifully,

yesterday, ...
Pronunciation : / I / - /i:/
Gives class the picture of a sheep and a ship .
Gets class to commplete this sentence :
- I see a sheep on the ship.
-Demonstrate the : sounds III and Ii: / by
pronouncing them clearly and slowly.
-Help Ss to distinguish these two sounds.
Instruct the way to pronounce:
/ i:/ : Open your mouth very litte to make the
sound /i:/.
/ i:/: is a long sound .
/I/: first practice the sound /i:/ , then open your
mouth a little more .
/ i:/: is a short sound .
Teachers activities
- Gets class to practice the words .
-Opens the book and gets class to practice in
pairs , Find out the sound III and Ii: /
Grammar :
- Shows a picture of a boy going to school by
bycicle to introduce the grammar of present ,
past, adverbs of frequency .
- Review the form :
Listen
Look at the pictures and commplete this sentence.
Distinguish the difference between the word :

ship sheep
/I/ - /i:/
Listen and repeat .
Minimal pairs :
/I/ (short )
hit.bit,
/i:/(long)
heat, beat, ceiling, he
Students activities
Listen and repeat .
Practice sentences to find out III and Ii: /
o Is he coming to the cinema?
o Well miss the beginning of the film.
o Is it an interesting film, Jim?
o
Look at the picture .
Form :
The present simple tense:
S + V1 / Ves / V s + .
S + dont / doesnt + V ( bare infinitive )
Do /does + S + V ( bare infinitive )
The past simple tense:
S + V 2 / Ved +
S + didnt + V( bare infinitive )
Did + S + V( bare infinitive )
Ex :
- He is a schoolboy . He usually goes to school by
bycicle everyday but yesterday he went to school
on foot .
Exercise 1:
Explains exercise 1( how to do )
Corrects
7
5
Exercise 1:
- Practice
Answer:
1 . is
2. fish
3. worry
4. are
5. catch
6. am
7. catch
8. go
9. give
10. says
11. realize
12. am
Exercise2 :
Exercise 2:
- Explains, except as a rule adverb stands
Position :
before the sentence, but as usual adverbs always S + Adverb + V
stand before ordinary verbs and behind to be.
S + to be + Adv
- Gets class to practice and corrects .
Ex:
o He usually goes to bed at 10 p.m
o He is usually late for class.
o As a rule , I go to bed at 10 p.m
Exercise 3:
Exercise3:
- Guides how to do .
Practice :
- Goes around and explains some new words
Answer:
( if necessary )
1. was done , 2. cooked , 3. were , 4. smelt, 5. told , 6.
- Corrects .
sang, 7. began, 8. felt , 9. put out , 10. crept , 11. slept ,
Homework :
12. woke, 13. was , 14. leapt, 15. hurried, 16. found ,17.
Gets class todo language focusin their exercise
wound, 18. flowed .
book .
DOP : Sep 12th , 2006

DOT : Sep 20 th ,2006
Period : 7
UNIT 2 :
SCHOOL TALKS
READING:
I/ Objectives :
1. Educational aim :Reading the passage to find the informations.
Learning the new words through guessing the meaning, answering the questions
and brain storming.
2. knowledge :
3. Skills : Reading for gist and for specific information.
III/ Teaching aids : Some pictures and subboards .
IV/ Procedure :
Time
Teachers activities
Students activities
5
Warmer:
Do as required
- Asks pupils to close the books .
- Asks pupils to look at the picture and then
make the questions.
They are in the school yard.
Where are they ?
I think they are talking about sports , games,
Can you guess what they are talking
entertainment health problems, hobbies , holidays , films
about ?
7
their teachers, their friends,
Before you read :
Asks pupils to find the words or phrases related Do as required.
Headmaster
to school and then read loudly .
Principal
Teachers
Classmates
Students
Subjects
schoo
Friends
l
Kinds of school
Chemistry
Maths
English
Primary school, secondary school, high school, college,

university.
7
While you read :
Asks pupils to open the books .
Asks pupils to listen the teacher.
Task 1 :
Fill each blank with one of the words in the box
corrects
Time
7
Teachers activities
Task 2 :
- Finding who ...
Read the small talks again Pair work and
find out who ....
Ask pupils to work in pairs
Corrects
Task 3: - Answering Questions
1. Where does Phong study?
2. What subjects does he study?
3. Why does he want to learn E?
4. What does Miss Phuong sau about her
teaching proffession?
5. Why does Mr Ha worry about his sons
safety?
After you read :
Asks pupils to close the books.
Asks pupils to work in groups.
Talks about the following.
What subjects you like learning best and
why.
What you like or dislike doing at school.
What you worry about at school.
Homework :
Summarise the main points.
Assign homework
Open the books

Listen
Task 1 :
Do the task
Enjoy, traffic, worry, crowded, language.
Students activities
Task 2 :
enjoy teaching
Miss Phuong
Get up early
Mr Phong
Lives far from school
Mr Phong
Loves working with children
Miss Phuong
Loves learning English
Mr Phong
Rides a bike to school
Mr Phong
Studies at a high school
Mr Phong
Teaches English at a high school
Miss Phuong
Worries about someone elses safety Mr Ha
Task 3: - Answering Questions
1. He studies at Chu Van An High School
2. He studies many subjects such as Math, Physics,
Chemistry ...
3. Because it is an international language.
4. She says that teaching is hard work, but she
enjoys it because she loves working with
children.
5. Because his son has to ride his bike in narrow
and crowded streets on the way to school.
close the books.
work in groups
Suggested answers:
I like learning English best because It is very
interesting to learn. In class, we can exchange ideas
and discuss various topics in English. Besides, we
play a lot of exciting and useful games. At home, I
can watch many TV programs such as films, game.
Whole class
3
************************************
DOP : Sep 15th , 2006
DOT : Sep 25 th ,2006
Period : 8
UNIT 2 : (CONT)
SCHOOL TALKS
SPEAKING:
I/ Objectives :
1. Educational aim : Help pupils to practise questions and answer them in small conversation
Practise to talk the way of the beginning and the end of a conversation
2. knowledge : say to start and close a conversation.
3. Skills :
III/ Teaching aids : Some pictures and textbook, small cards ....
IV/ Procedure :
Time
Teachers activities
Students activities
7
WARM-UP:
Rearranging
Asks pupils work in pairs.'
Work in pairs
Gives out 5 to 7 sentences whose words are not
in good order.
Ask pupils to rearrange the words to make
Answers:
complete sentences.
1. It has been very ntce talking to you
1. has. nice, to, you, talking, been, it, very.
2. Did you have a nice weekend?
2. weekend, did, nice, havt:, a, you?
3. Catch up with you later
3. up, later, catch, you, with.
4. How's everything at school?
4. school, evervthing, how, at, is?
PRESENTATION
Task 1 :
10
Task 1 :
Work in pairs
-Ask pupils to look at Task 1 in the book
Starting a conversation
-Asks pupils work in pairs to put the
Good morning
expressions which are commonly used in
How's everything at school?
making small talks under appropriate
Hello. How are you?
heading: Starting a conversation and
Hi. How is school?
Closing a conversation.
Hello. What are you doing?
Note: For some Ss, this activity is easy, but it
Closing a conversation
would be difficult due to some unfamiliar
Goodbye. See you later
structures which need explaining:
Well, it 's been nice talking to you
How's everything at school? Catch up with
Sorry I've got to go. Talk to you later.
you later.
Great. I'll see you tomorrow.
-Asks pupils practice these expressions with
Catch up with you /ate
his/her partner. Feedback and give correct
Task 2 - Sentences Rearrangement
answers:
Give correct answers:
PRACTICE
10
1
D. Hi, Minh; Did you have a nice weekend?
Task 2 - Sentences Rearrangement
2
F. Hello, Quan. Yes, I did. It's great.
-Asks pupils to do Task 2 in pairs: Rearrange
3.
B. What did you do?
4.
the sentences to make an appropriate
H. I went to Lan's birthday party. The food was good
Time
5
10
conversation.
Note: Pupils may study the expression in Task
1 again to have the correct rearrangement.
- Calls on some pairs to practice the
conversation in front of the class. T should
draw pupils attention to intonation and
stress beside pronunciation ..
and the people were interesting. What did you do,

Quan?
5.
E. Oh, I stayed at home and did my homework.
Nothing special.
6.
C.
Where are you going now?
7.
G.
I'm going to the library to borrow some books. Sorry,
I've got to go. Talk to you later.
8. A. Bye. See you later.
Teachers activities
Task 3 - Conversation Completion
-Asks pupils to keep on working in pairs:
Complete the conversation with suitable words,
phrases or sentences in the box.
- Calls on some .pairs to practice the
completed conversation in front of the
class.
Students activities
FURTHER PRACTICE
- Asks pupils choose another partner to form a
new pair and then make a small talk on the
following topics: The weather , Last night's TV
programs ,Football,Plans for the next weekend
- Asks pupils to use the starting and ending of a
conversation. Calls on some pairs to act out the
conversation in front of the class.
Ask other Ss to comment on their conversations
WRAPPING:
Summarise the main points. Assign homework
Task 3:
Give suggested answers

A: Hello, Hoa. You don't look very happy. What's the
matter with you?
B: Hi, Nam. 1 feel tired. I've got a headache
A: Sorry to hear that. You'd better go home and have a
rest
B:
Yes. That's a great idea. Goodbye, Nam.
A: See you later.
Feedback and give suggested answers:
A: Hi. How are you today?
B. 1 'm fine. Thank you. Did you watch TV last night?
A: It's a pity. 1 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 questions in the garne show Who wants to be
millionaire. He is very brilliant
A: Really? 1 will try to finish homework early
tomorrow so that 1 will be able to watch the repeated
broadcast at 8p. m
B: That's a good idea. 1 got to go now. See you thei;.
A: Take care. Bye.
Whole class
Supplements Exercise : Rearrange the following sentences to make a conversation.

1.
3.
Both teams played very well but Italian team scored two goals in the last two minutes and advanced
to the final match.
Morning. How are you today?
Great! Italian team is my lavourite one. I think Italian team will be the Champion.
4.
5.
Really? It's a pity I didn't watch that match. How was it?
Yes. Wish them luck in the final match next week.
2.
6.
Not bad. I am a bit tired because I stayed up late last night to watch the semi final match in World
Cup 2006 betl1Jeen the host German team and Italian team.
Answers: 2-6-4-1-3-5
DOP : Sep 18th , 2006

DOT : Sep 26 th ,2006
Period : 9
UNIT 2 (CONT)
SCHOOL TALKS
LISTENING:
I/ Objectives :
1. Educational aim :Help pupils to listen to the conversations and match them with the pictures
Help pupils to listen and complete the coversation.
2. knowledge : Pupils will be able to make mini conversations about daily topics such as : study at
school, weather,...
3. Skills:
III/ Teaching aids : Some forms ....
IV/ Procedure :
Time
Teachers activities
Students activities
Make questions:
5
WARM-UP:
What are you talking this semester ?
Asks pupils to make questions for the
Do you like football?
following answers :
How long are you staying there?
1. Im talking Enlish
2. I really like it .
Are you travelling with your friend?
3. for a week .
Would you like to go somewhere for a drink?
4. No, Im travelling alone
5. Thats great .
Before you listen :
Ask pupils to work in pairs and match a
10
question in A with a response in B.
Feedback and give correct answers:
Call on some pairs to read aloud the question
I. c
2. e
13. a
4. b
5. d
and response in front of the class.
While you listen :
Task 1 Matching
Task 1 Matching
Ask pupils to listen to the conversations and
7
match them with the pictures.
Look at the pictures
Asks pupils to look at the pictures and yhen
Answer:
answer the question .
- Picture a :
What can you see in the picture ?
I can see some people standing in font of the
hotel.
- Picture b :
I can see some people and classrooms ..
- Picture c :
Birthday cake, candles, gifts .
Time
Teachers activities
Where are they standing ?

Can yoy guess what are they talking about ?
Asks pupils to listen the tape then match the

conversation with the pictures
Task 2 - Answering Questions
Asks pupils listen to the tape again and
answer the questions.
Lets pupils listen to the tape several times if
necessary and have a pause between
conversations to make it easier for pupils
while they are doing the task.
Calls on some pupils to read aloud their

answers in front of the class.
Corrects
7

Asks pupils to work in pairs and study the
conversation. Encourages them to guess the
missing words.
Ask pupils to listen to it and complete the
conversation by filling in the missing
information.
Note: This task may cause difficulty to some
pupils because it requires pupils to write down
the exact words in the tape.
Calls on some pairs to practice the completed
conversation.
Time
6
Teachers activities
After you listen :
Ask pupils to work in groups of 3 or 4 and
Students activities
- Picture d:
I can see sea, ship, sun and two people
A. They are talking about their hotel.
B. they are in school.
C. They are at a party.
D. They are standing on a beach.
o
I think they are talking about their hotel.
o
They are talking about their teachers, friends,
studying.
o
They are talking about their food , drink
o
They are talking about their holiday.
Conversation 1: Picture b Conversation 2: Picture c
Conversation 3: Picture d Conversation 4: Picture a
Individual work
Individual work
1. . She takes English.
2. She is in Miss Lan Phuong's class.
3. He is at a party.
4. He stays there for a week.
5. No, she doesn't. She travels alone.
Play the last conversation again.
Give correct answers
A: Hoa. How do you like (1) it here?

B: It's (2) very nice. The hotel is (3) big and my
room is (4) comfortable .
A. .4: Are you (5) travelling with your Fiends?
B: (6) No. I'm travelling (7) alone.
A: Would you like to go somewhere (8) for a drink?
B: That's great.
Students activities
Suggest the common problems at school: getting
bad marks, having difficulty in making friends,
discuss the problems they have experienced

at school.
Goes around the class and offer help if
necessary
coming to class late, be slow at learning ...

Group work
During the discussion, pupils should use these
questions:
What problems have you got at school? What is /
are the reasons(s)?
What have you done to solve it / them?
Homework :
Summarise the main points. Assign
homework
Who helps you to solve it?

Whole class
******************************************
th
DOP : Sep 20 , 2006

DOT : Sep 27 th ,2006
Period : 10
UNIT 2 (CONT)
SCHOOL TALKS
WRITING:
I/ Objectives :
1. Educational aim :Help pupils to write and to fill a form.
2. Knowledge: By the end of the lesson, Ss will be able to:
_ fill some common forms such as enrolment form, simple applic form, library admission form, ."
_ use useful words and structures in some certain forms.
3. Skills: Filling in a form.
III/ Teaching aids : Some forms ., textbook..
IV/ Procedure :
Time
Teachers activities
3
WARM-UP:
Shows a few forms andasks questions :
o What do you call these?
o Have you ever written / filled in them
? what for ? when?
7
Before you writing :
Task1 :
Time
Teachers activities
Asks pupils to work in pairs and answer the
questions .
1. Have you ever filled in a form? On
what occasions?
2. What sort of information do you often
have to provide when you fill in
Students activities
They are forms
Apply for jobs
Work in pairs
Students activities
Give examples of some commonly-used forms:
application form, entry admission form ...
When I fill in a form I often have to provide first
name , surname, address age, occupation, marital
20-25
aform?
Asks some pairs to practise in class .
While you writing :
Vocabulary pre-teach:
Checking technique
Task 2 Matching
Asks pupils do task 2. Match a line in A with
a question in B
Asks pupils compare their answers with a
partner.
Gives clear instructions of Task 2 .
Note:May introduce more questions that are .

used in a form:
status,..
Work in pairs
Country of origin: que quan
Present address:cho hien tai
Marital status:tnh trang hon nhan
Occupation: nghe nghiep
Block capitals:ch viet hoa
Delete: xoa
Applicable:thch hp ,phu hp
Work in pair and then present in class:

1.
2.
3.
4.
5.
6.
7.
First name - What's your first name?

Surname - What's your surname?
Date of birth - When were you born?
Country of origin - Where were you born?
Present address - Where are you living at the
moment?
Marital status - Are you married or single?
Occupation - What do you do?
Place of birth: Where were you born?

Telephone number: What's your telephone
number?
Task 3 - Doing What Forms ask
Asks pupils do the task individually.
Goes around the class and provides help if
necessary.
Time
Teachers activities
Further explain and translate into Vietnamese if
necessary.
Task 4 - Filling in tlte form:

- Asks pupils to study the form carefully
and till in the form using their own
Students activities
Do as required
1. Write your name in block capitals: Viet tenn
bang ch in hoa.
2. Sign your name: ky ten
3. Delete where not applicable: ghach bo thong
tin khong can thiet .
4. Put a cross if you are male: anh dau X neu
ban la nam.
5. Put a tick you are female: anh dau V neu
ban la n.
Individual
information.
- Calls on 2 pupils to fill in the form on the
board while others doing the task in the
textbook.
Work in pair
Give suggested answers:
THE OAK TREE SCHOOL OF ENGLISH ENROLMENT FORM
- Tells pupils to look at the board and

comment on their performance.
PLE ASE WRITE IN CAPITAL LETTE RS

Mr I Mrs I Miss
Corrects the form as the whole class
Surname:
NGUYEN
First name:
NGOC HA
Date of birth:
March 21,1988
Nationality:
Vietnamese
Language{s):
Vietnamese, English, and E DE
Address in your country: 15,Nguyen Chi Thanh Street, BMT

city
Occupation:
Student
Reason for learning English: 8uJness I Pleasure I Exams I

Others
(If others, please specify)
How many hours a day do you want to stay at the school? 4
hours
What date do you want to start? May 22, 2006
+ Delete where not applicable.
Time
10-12
Teachers activities
After you writing :
Students activities
Answer :
Asks pupils to use one pupils

completed form to write a passage
( or to summarize)
A was born on..
Corrects the mistakes.
He /she learns English for..
Homework :
Homework :
(Handouts ) Asks pupils to write a
He/she can speak..
Full name:
full form to participate in an E

speaking club .
..Male
Date of birth: ...............................................................National ity:................
.
Home address: .............................................................Tel: ................Emai I:
.
Grade:
School: .......................................... ,
Where have you studied English? What level:
******************************************
DOP : Sep 28th , 2006
DOT : Oct 2 nd ,2006
Period : 11
SCHOOL TALKS
UNIT 2 (CONT)
LANGUAGE FOCUS :
I/ Objectives :
1. Educational aim : Revision of the sounds 1^ 1 and la:1 Using gerund and to infinitive
2. Knowledge: By the end of the lesson, Ps will be able to: pronounce the vowels 11\ / and la:1 correctly.
distinguish the use of gerund and to - infinitive.
3. Skills: : Communicative approach.
III/ Teaching aids : Textbook, cassette, whiteboard markers, ....
IV/ Procedure :
Time
Teachers activities
Students activities
5
WARM-UP:
The group which finishes the task first with the most
Divides The class into small groups.
correct words will be the winner.
Gives each group one card containing 10
E.g:
words whose letters are jumbled.
bsutcej -> subject
Asks ps to rearrange the letters to make good skat
-> task
words.
lmeeaf ->
female
ctarjif
->
traffic.
Time
5
Teachers activities
PRONUNCIA TION
PRESENTATION 1
Demonstrates the sounds II\. I and la:1 by
pronouncing them clearly and slowly
Helps ps to distinguish these two sounds.
Students activities
the sounds II\. I and la:1
II\. I: first practice the sound l l then put your
tongue back a little.
II\. I is very short sound.
PRACTICE 1:
/a:/.: first pronounce the sound /a:/ then put your

tongue down and back.
10
Time
- Play the tape and asks them to repeat.

- Calls on some ps to repeat the sounds
clearly to in front of the class
- Asks ps to work in pairs and practice the
sentences. Introduces peer correction.
- Goes around the class and provides help if
necessary
GRAMMAR AND VOCABULARY
PRESENTATION AND PRACTICE 2
-Keeps ps in pairs and asks them to make
questions for the responses
- Calls on some pairs to read the questions
and responses aloud in front of the class.
- To day well get to know some kinds of
wh questions and to inf / v-ing
PRESENTATION 3
Distinguish the infinitive and -ing form:
The base form of a verb often functions as an
infinitive. It is called the bare infinitive
because it is used without to. We must
distinguish it from the toinfinitive, where to is
always used in front of the base form of the
verb. The -ing form of a verb sometimes
functions as a gerund (a kind of noun) and
sometimes as a present participle. Many verbs
and adjectives, and some nouns, can be
followed by one of these forms, and in some
cases by more than one form. From the
student's point of view, the problem is
knowing which form is appropriate. This may
be because only one form is grammatically
/a:/ is a long sound.
Teachers activities
correct, e.g: enjoy doing or fail to do. Or it
may be because only one form suits what we
want to say, e.g: remember to do or remember
doing.
The following list are the verbs which can
only followed by to-infinitive and -ing:
Asks them to give their comments about these
verbs .
Explains ( the difference ) in use of v-ing/ to
inf.
Students activities
The verbs can only be followed by -ing form:
Asks them to list verbs followed by v-ing/ or

to- inf
Work in pair

1. When did you come back from Ho Chi Minh
City?
2. How long did you stay there?
3. Who did you come with?
4. Where did you live?
5. Why do you learn English?
6. What time is it?
7. How many children have they got?
Get freeback and give some other verbs
The verbs can only be followed by to-infinitive:
agree / refuse /manage/ fail/ decide/ plan/
hope/expect/ seem /tend
avoid /mind/consider/ practice/miss /postpone/risk .

The to-infinitive and -ing never mean the same
when we use after these verbs: remember, forget,
try, and stop.
Remember + to-infinitive refers to an action in the
future (or to a "future" action as seen from the
past.):
Remember to post
the letters. (= don't forget to)
I remembered to post the letters. (= I didn 'tforget
to) Remember + -ing refers to the past:
remember posing the letters. (= I posted them and I
remember the action)
Forget + to-infinitive refers to future actions (or to a

future action as seen from the past): Don't forget to
ask Tom. I forgot to ask Tom.
Asks them to do exer in groups.
Forget + -ing refers to the past: Have you forgotten
meeting her?
Regret + to-infinitive refers to future or present:
We regret to inform you that you failed in the exam.
Regret + -ing refers to present or past:
I regret buying so many newspapers.
Try + to-infinitive means "make an effort": You
should try to get high marks in the final exam.
PRACTICE 3:
Trying + -ing means "experiment":
-Asks ps to read the letter carefully and fill in Try learning French and you will find it interesting.
each blank with an -ing and to-infinitive form Stop + to-infinitive refers to a purpose
of the verb in brackets.
On the way to school, I stopped to buy a newspaper.
- Tells ps to compare their answers with a
Stop + -ing: -ing is the object of the verb:
friend. Calls on some .ps to read the
We couldn't stop laughing because of his funny
completed letter. Makes necessary
story.
corrections.
Asks them to correct the exer .
1. to hear
2. going
3. remembering
PRACTICE 4 :
4. doing
- Asks ps to work in pairs and
5. worrying
6. to pay
complete the sentences
7. to go
using an ing or to inf
8. visiting
form of the verbs in the
9. seeing
box .
10. hearing
Further practice with ing and to- inf form :
To go/ waiting/ having/find/ living/ making/ to call/
to
Time
Teachers activities
Students activities
- Calls on some ps to read their answers
Lend/ talking/ to post .
alound in front of class.
Homework :
Asks ps to learn the verbs followed by v-ing / Individual
to inf by heart.
Asks ps to make some more Wh questions.
*********************************
th
DOP : Sep 28 , 2006
DOT : Oct 3 rd ,2006
Period : 12
UNIT 3
PEOPLES BACKGROUND
READING :
I/ Objectives :
1. Educational aim :To help ps know more about MARIE CURIE , a famous chemist and physicst .
2. Knowledge: By the end of the lesson, Ps will be able to: read better through Matching and true or
False exercises.improve background knowledge about famous scientists especially about MARIE
CURIE.
III/ Teaching aids : Textbook, whiteboard markers, picture of some famous scientists ,.
IV/ Procedure :
Time
Teachers activities
Students activities
10
WARM-UP:
Group work: Note: Ss may give scientists. Accept
Asks ps work in groups of 3 to 4.
corrections
Ask them to make a list of famous scientists.
Asks them to match the people with their job:

1. Marie Curie
teacher
2. Lam Truong
writer
3. Charles Dickens
singer
4. Mr Hoang
scientist
Before you read:
Asks Ss to work in pairs and answer the
following questions:
1. Have you ever heard of Marie Curie?
2. What do you know about her?
Vocabulary pre-teach
general education (n): comprehensive

study of all subjects and skills
brilliant (a): clever, quick at learning
mature (a): fully-grown/developed in

character and power
Time
Teachers activities
harbour the dream of: foster/keep in mind
the dream of doing st
flying colours: (leave university) with
excellent grade
PhD: Doctor of Phylosophy
tragic death: die painfully, tragically
to be awarded: to be presented with
atomic weight of radium:
humanitarian wish: (translation)
While you read :

Task 1 Matching
Asks ps to read the passage individually and
match the words or phrases in A with their
meanings in B.
Calls on some ps to read and. explain their
answers aloud in front of the class.
Task 2 - True or False:
Asks ps read the passage more carefully and
Individual.
Work in pair and whole class
Marie Curie is the world famous scientist. She made

great contributions to the world's science. Today, we
will learn about her life and her research. Firstly,
let's have a quick look at some new words and
phrases that you will come across in the passage.
Translation:
Giao duc pho thong
Thong minh , sang da
Trng thanh
Students activities
nuoi c m tr thanh.
Top nghiep H loai u
Tien s
Cai chet au kho
c trao cai g
Trong lng nguyen t
Mong muon nhan ao
Task 1 Matching
Read the passage individually and match the words or
phrases in A with their meanings in B.
1.c
2. e 3.a 4. d
5. b

Individual work
decide whether the statements are true. (T) or'

false (F). Correct the false information.
Ask ps to highlight or underline the:
information:in. the passage that helps Ss firid
the correct answers.
Call on some ps to explain their answers. It's up
to Ss' level, T may ask further questions such
as: Why is it true / false?
Can you give me the information in the
passage ?
Task 3:Answering questions :
-Asks ps to do the task in pair to answer
the questions .
- Asks ps to compare their answers with
other pairs . let them discuss and correct
for one another .
After you read :

Makes sure ss understand all the adjecttives in
the book.
Further explain if necessary .
Above are five adjects we may use to describe M
C .Find the evidence from the passage to prove
each of them.
Time
Teachers activities
Ask ps to work in groups and highlight or
underline the evidence that they find in the

1. T
2. F(Her dream was to become a scientist )
3. T
4. F( She married Pierre Curie in 1895 )
5. T
Task 3:Answering questions :

Do the task in pair to answer the questions .
1. M C was born in Warsaw on November 7 ,
1867.
2. She was a brilliant and mature student.
3. She worked as a private tuor to save money
for a study tour aboard .
4. Shae was awarded a Nobel Prize in
Chemistry for determing the atomic weight of
radium.
5. No, it wasnt . Her real joy was easing
human suffering .
Group work:
strong-willed (She haboured the dream of
scientific career, which was impossible for a
woman at that time.)
ambitious (In spite of her difficult situation,
she worked extremely hard and earned a
degree in Physics with flying colours. )
Students activities
hard-working (She works extremely hard.)
intelligent (As a brilliant student, .. .)
passage .
humane (She had a humanitarian wish that
Homework :
3
ease human suffering.)
Summarise the main points
Whole class
************************************
DOP : Sep 28th , 2006
DOT : Oct 4 th ,2006
Period : 13
UNIT 3
PEOPLES BACKGROUND
SPEAKING :
I/ Objectives :
1. Educational aim :To help ps to speak about someones background .
2. Knowledge: By the end of the lesson, Ps will be able to: talk about their own background and know
how to ask for other people's background.
III/ Teaching aids : Textbook, whiteboard markers, .
IV/ Procedure :
Time
Teachers activities
10
WARM-UP:
Word Square
- Asks ps to work in groups.
Sticks the big poster on the board and give
each group the copy of the word square.
- The word square contains 10 words about
Marie Curie.
- Tells the groups find the words by circling
the words and write them down below the
word square.
Answers:
brilliant, mature, radium, Nobel, atomic
7
humane, hard, chemist, intelligent,
ambitious
PRESENTATION
Explicits the term "background".
Asks ps to work in pairs and decide which
items can tell somebody's background.
Encourages ps to discuss the items and
choose the appropriate ones.
Further explain and give the correct
answers.
Asks ps to discuss the questions that can be
used to get information for each item.
Calls on some ps to give questions for each
item.
Time
Students activities
Work in groups
The group which has the correct first will be the winner
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
Family
Education
Experience
Family
How many people are there in your family?
What does your father do?
Teachers activities
15
Students activities
Education :
Where did you study at high school ?
What subjects do you like best ?
What agree do you have ?
Experience :
How long have you worked as a teacher / doctor ?
What experience do you have ?
Work in pair
PRACTICE :
Set the scene :
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 finished.
Gives ps the interview form (See supplements)
or asks ps to draw a form by themselves.
Note: Before carrying out the interview, ps
should study the items of information carefully
and find the questions for each item.
Give questions for the information items:

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?
Brother(s): How many brothers /sisters have you
got/ Do you have ... ?
Primary school: What's the name of your primary
school/secondary school?
Gives questions for the information items:

10
Schoolwork: Have you ever been a leader of . .I

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!
Asks ps to carry out the interview in pairs.

Rearrange ps' seats to make them sit face to
face.
Goes around the class and offer help if
necessary.
Makes sure that all ps have the form filled
before moving to the next activity.
Group work
3
PRODUCTION:
Asks ps to work in groups and talk about the
Suggested answers
person they have known through interview.
The person I interview is Lan. She was born in 1991
Calls on some ps to give a small talk in front
in Hanoi. There are five members in her family ...
of the class.
Comments on ps' performance and make
Whole class
necessary corrections.
WRAPPING:
Summarise the main points. Assign homework
****************************
th
DOP : Sep 18 , 2006
DOT : Oct 9 th ,2006
Period : 14
UNIT 3
PEOPLES BACKGROUND
LISTENING :
I/ Objectives :
1. Educational aim : Listening for specific information about Olympic champions.
2. Knowledge: By the end of the lesson, Ss will be able to talk about one of the Olympic champions by
using the information regarding her background and career.
III/ Teaching aids : Textbook, whiteboard markers, cassette .
IV/ Procedure :
Time
Teachers activities
Students activities
5
WARM-UP
-Asks Ss to work in pairs and talk about
Work in pair
Olympic and Olympic Champions. Suggest
the questions:
Talk about Olympic and Olympic Champions.
What do you know about Olympic?
(When did the Olympic start? How often is it
held?)
Do you know any Olympic champions?
What do you want to know about an Olympic
champion?Do you want to know about
his/her family background/career success/
medals?
-Gathers ideas that Ss discuss and give some
10
Time
10
background information about Olympic and

Olympic champions. (See Supplements)
BEFORE YOU LISTEN
Checking technique
-Asks Ss to make sentences with the above
words and make sure they understand the
meanings of the words clearly.
WHILE YOU LISTEN
-Sets the scene
Sally has been the Olympic champion. You
are going to listen to a conversation between
her and Bob and do the tasks followed.
-Asks Ss to listen to the tape and decide
whether the statements are true (T) or false
(F).
Teachers activities
-Play the tape several times if necessary.
Whole class
Diploma (n): the formal document recognising the
successful completion of a certain programme of
academic studies.
Certificate (n): the general testimonial of something
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, ...
Sports teacher (n): a teacher who teaches sports
Task 1 - True or False
Students activities
Have Ss compare their answers with a friend.
Individual work
-Calls on some Ss to explain their answers in Feedback and give correct answers
1. T
front of the class
2. T
3. F (I don't have much free time.)
4. T
5. F (I want to be a sports teacher.)
Task 2 - Gap filling:
Task 2 - Gap filling:
-Tells Ss to read the sentences carefully and try Individual work
to guess the missing words in the blanks.
Tapescript:
-Asks Ss to listen to the conversation again and Bob: Congratulations. You are now the Olympic
fill the blanks
Champion.
-Plays the tape more than once if necessary.
Sally: Thanks. Yes, I'm very happy.
-----Checks the task as the whole class.
Bob: Our readers want to know all about you.
-Gives correct answers:
Sally: That's nice! Well, ask me your questions.
1. Sally got general education at local
Bob: First of all, tell me something about yourself.
schools.
Sally: Well, 1 was born in 1980. I got a general, ,
2. She lives in Manchester with her
education at local schools and when 1 was 15. I
family.
joined the Star Sports Club near my home.
3. She likes different sports-basketball
Bob: Where is your home?
and swimming, for example
Sally: In Manchester.
4. She likes to read love stories-romantic Bob: I see. And do you live alone?
books.
Sally: No. I live with my family, my parents and two
5. She wants to get her teacher's
brothers.
diploma.
Bob: What do you like to do in your free time?
10
AFTER YOU LISTEN:

Gives Ss the outline of Sally's background:
Asks Ss to work in groups and' base on these
guidelines to make a short talk about Sally.
Calls on some Ss to give the talk to class.
Comments on Ss' performance regarding
pronunciation and body language.
WRAPPING
Summarises the main points.
Sally: Well, I don't have much free time, but I like

different sports - basketball and swimming, for
example and just sitting at home and reading.
Bob: What sort of books do you like?
Sally: Oh, love stories - romantic books.
Bob: And what do you want to be in the future?
Sally: I want to be a spor-ts teacher. I'm a student at
college. I want to get my teacher's diploma.
Bob: I see. Now tell me ...
1980 .. local schools .. 15family ............
basketball and swimmingsports teacher
teacher's diploma.
Whole class
**********************************
DOP : Sep 20 , 2006
DOT : Oct 10th ,2006
Period : 15
th
UNIT 3
PEOPLES BACKGROUND
WRITING :
I/ Objectives :
1. Educational aim : Writing a C.V about people's background.
2. Knowledge: By the end of the lesson, Ss will be able to: write a simple C.V, get to know the format,
layout and essential information of a C.V.
3. Skills: : Writing a C.V
III/ Teaching aids : Textbook, whiteboard markers, . Some C.V samples
IV/ Procedure :
Time
Teachers activities
Students activities
WARM-UP:
5
Gap filling:
Definition of a C.V
Asks Ss to work in group and fill in the blank
with the words given.
Purpose, summary, capable, shows, contains
Answers:
10
1.summary 2. shows 3. purpose

4. capable 5. contains
PRESENTATION:
Implicit the elements of a C.V by asking Ss to
read Mr. Brown's C.V.
Implicit the elements of a C.V by asking Ss to
read Mr. Brown's C.V.
Introduces the elements of a C.V:
Gap filling:
Group work
A Curriculum Vitae or a C. V is a personal (1) .. of a
person's background, experience, training and skills. It
(2) ..an applicant's suitability and potential for certain
jobs. Its main (3) .is to prove that someone are (4)
.of doing the job he/she is looking for. A C. V
generally (5) Personal information/ data, Education,
Previous jobs, Interests..
Whole class
A C.V normally consists of following items:
Personal information/ data:
Education:
Previous jobs:
17
Time
10
Note: If necessary, Ts are advised to give further

information about C.V. (See Supplements). The
amount of information in a C.V is different from
one to another due to each person's background
and work expenence.
PRACTICE:
Asks Ss to work independently and write a
paragraph about Mr. Brown, using the cues
below:
be born
like go to .... school
fromto
pass exams in
travel agency work as
Have Ss compare their writing with a friend. Ask
them to check whether the information about Mr.
Brown is correct or not.
Interests:
Individual work
Mr. Brown was born on 12th November, 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 likes
music and dancing.
Teachers activities
Students activities
FURTHER PRACTICE:
Asks Ss to work in pairs and asks the partner for
the information about his/her parent and complete
the form.
Goes around the class and provide help if
necessary.
Note. It is acceptable if the information is not
exact .
WRAPPING
Summarise the main points. Assign homework.
Work in pair
If time is allowed, ask Ss to use the information
they have collected and write a paragraph about his/her
partner's parent. Then read the paragraph to check
whether the information is correct.
If time is not allowed, this writing activity can
be assigned as homework.
Whole class
Supplements
C.V Formats
CURRICULUM VITAE
Personal data
Name
Sex
Date of birth
Address
Telephone
Secondary education
1999 - 2003:
2003 - 2006:
Extra curricular activities and Sports
1999 - 2003:
1999 - 2003:
Work experience
1999 - 2003:
2003 - 2006:
Hobbies:
Other information
Referees
******************************
th
DOP : Sep 30 , 2006

DOT : Oct 11 th ,2006
Period : 16
PEOPLES BACKGROUND
UNIT 3
LANGUAGE FOCUS :
I/ Objectives :
1. Educational aim : Distinguishing the sounds /e/ and / e /
Learning how to use past perfect tense.
2. Knowledge: By the end of the lesson, Ss will be able to: pronounce the sounds/e/ and / e / correctly.
- use the past perfect tense appropriately and distinguish " it with the past simple tense.
3. Skills: Communicative approach.
III/ Teaching aids : Textbook, whiteboard markers,
IV/ Procedure :
Time
Teachers activities
Students activities
5
WARM-UP:
Group work
Table completion
Asks Ss to work in groups and give each
The group which completes the table first and has
group a table containing 10 verbs.
more correct verbs will be the winner.
Tells Ss to complete the table following the
instruction.
Verb
infinitive
Past form
Past participle
take
met
left
broke
come
gone
got
been
do
5
saw
PRONUNCIA TION:
PRESENTATION 1:
Demonstrates the sounds /e/ and / e / by
Instructs the way to pronounce:
/e/ : first pronounce the sound /I/ then open
your mouth a little more.
/e/ : is a short sound.
/ e / : first pronounce the sound / e / then
open your mouth a little more.
Asks Ss to pronounce and repeat the sounds
several times.
Whole class
Distinguish the difference between the word :
Men man
Listen and repeat .
Repeat the sounds several times.
Makes sure Ss are aware of the difference

between the two sounds
PRACTICE 1:
Listen and repeat .
Plays the tape and asks them to repeat.

Calls on some Ss to repeat the sounds clearly to
class.
Asks Ss to work in pairs and practice the
sentences. Introduces peer correction..
Work in pairs and practice the sentences
necessary.
Time
5
Teachers activities
GRAMMAR AND VOCABULARY:
PRESENTATION 2:
Review the past perfect tense:
Use:
The past perfect tense can be used to
describe: - - an action before a point of time
in the past.
- an action that had happened before another
past action:
PRACTICE 2:
Asks Ss to do exercise 1: Use the verbs in
brackets in the past perfect.
Ex : After the tragic death of Pierre and
Curie in 1906, she took up the position which
her husband had obtained at the Sorbonne.
Note that the action in the past perfect is
always before another past action.
Have Ss compare their answers wi th a
friend. Makes sure all the verbs nave been
pu.t in the correct form.
Calls on some Ss to read aloud their answers in
front of the class.
1. Why did Tom's mother get angry with him?
Because he had broken her favourite vase.
2. When did you watch TV last night?
When I had done all my homework.
3. Did you first see them at my last birthday
party? No, I had met them before.
4. Why did she return home? She suddenly
remembered she hadn't turned off the gas
stove.
5. How did they like our city? They said it
was the loveliest city they had ever seen.
6. It rained yesterday after it had been dry
for months.
Students activities
Whole class
Review the past perfect tense:
Form :
(+) S + had + Ve/ed + 0.
(-) S + had not (hadn't) + Ve/ed + 0.
(?) Had + S + Ve/ed + O?
Yes, S + had
No, S + hadn't.
Use:
E.x: I had done all my homework before 7 p. m last
night
E.x: I had done all my home work before I watched
TV.
Whole class and individual work
Use the verbs in brackets in the past perfect.
Listen
Read aloud their answers in front of the class.
1. had broken
2.
had done
3. had met
4. hadn't turned
5. had ever seen
6. had been
7. had left.
8. had moved
9. hadn't seen
7. By the time he arrived, all his classmates

had left.
8.
We didn't have their new phone
number because they had moved to the
South.
9.
When they met again, they hadn't
seen each other for 10 years.
10.
When I came, the room was in a
terrible mess because someone had
broken in.
Time
5
10. had broken
Teachers activities
PRESENTATION 3:
Whole class
Identify the past simple tense and the past perfect

tense.
Demonstrates the point by analysing the
example:
She (watch) TV after she (do) all her homework.
Listen
Asks Ss to identify which action happened

first.
We use the past perfect tense for the action
happened first and the past simple tense for
the atter action.
PRACTICE 3:
Asks Ss to do exercise 2: Put the verbs in
brackets in the past simple or the past perfect.
Tells Ss to do the exercise carefully and then
compare the answers with a friend.
PRACTICE 4:
Tells Ss to read the story carefully and asks
them some questions about the story to make
sure Ss have general understanding:
Have Ss work in pairs and find five mistakes in
the use of tenses in the story.
Asks Ss to join another pair to make a group

and compare and discuss the answers.
Calls on some Ss to explain their answers in
front of the class.
Students activities
She watched TV after she had done all - her

homework.
Introduce peer correction.
1. We had just finished dinner when they came.
2. He had seldom travelled by bicycle before he
went to Vietnam.
3. He had seldom travelled by bicycle before he
went to Vietnam.
4. Did you manage to see the Director, or had
he gone out by the time you got there?
5. He had just got home when you phoned. HeL
had been in New York.
Work in pairs
What is the story about?
Who are in the story?.
Sentence
Mistake
Correction
1
Had climbed
climbed
2
Had turned
turned
3
Had called
called
4
Had heard
heard
5
went
Had already gone
******************************
DOP : : Oct 14th , 2006
DOT : Oct 16 th ,2006
Period : 17
TEST YOURSELF A
Answers to Test yourself A

LISTENING
1.
15th, January 1929
2.
in1951
for 4 years
for 4 years
3.
4.
5.
they got married
6.
a minister at
7.
the black freedom movement
8. heard his speech at the
9. in 1964
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 Caretta 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 started working for the
black freedom movement. Thousands of people walked to Washington to hear his fam( 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, fro gunshot wound.
New words:
Fall in love: yeu ,phai long
Get married: ket hon
The black freedom movement:phong trao t do cua ngi da en
READING
1.
F
2.
C
3.
A
4.
D
5.
B
New words
To be married with (three children):a lap gia nh va co 3 con
Do research:nghien cu
Principal: hieu trng
Technical college:trng H ky thuat
Public Health Council:Hoi ong sc khoe cong ong .
GRAMMAR:
1.
to apply
2.
3.
4.
5.
6.
7.
8.
9.
10.
am
attended
passed
got
can
reading
know
am able
. 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 Tran Quang Dieu Primary School.I am a student at Cao Bas Quat high school . ITs a big and
beautiful school in BMT .There are about two thousand students and ninety six teachers in my school . I
study many subjects : E,Chemistry, Physic,Maths,,History.I like E most because I want to sing E songs. I
go to school in the morning and have five period s everyday from 7:00 to 11:15 in the afternoon I study at
home and help my parents with the housework.
Im looking forward to hearing from your soon.
Give my best wishes to your parents and two sisters.
Yours
Phong
*******************************
DOP : Oct 14th , 2006
Period : 20
SPECIAL EDUCATION
UNIT 4
READING :
I/ Objectives :
1.Educational aim :To help ps know more about SPECIAL EDUCATION , dissabled children.
2.Knowledge: By the end of the lesson, Ps will be able to read about special education and do
execises with in the topic.
3.Skills: : Communicative approach.
III/ Teaching aids : Textbook, whiteboard markers, picture of some famous scientists ,.
IV/ Procedure :

A
Time
10
Teachers activities
-
Warmer
-shows some pictures about disabled people
Students activities
look at the picture and answer
questions
and asks some questions.

a. Who are they?
- look at the textbook and do exercise
feedback :
a. mute
b. deaf
c. blind
Introduces the Bristish two handed Alphabet .
b. What are they doing?

8
Before you read

Introduces the Braille Alphabet and asks
pupils to do exercises
While you read
Plays the cassette
* Give some new words
-disabled (adj)
-desmonstration(n)
-time consuming (exp)
-support(v)
Task 1
-Asks pupils to do task 1
-asks pupils to choose suitable definitions
feedback:
1`-c; 2-e ;3-a ;4-b ;5-d
Task 2:
- Ask pupils to read the text
again and choose the best
answers,
10
After you read

-asks pupils to work in groups to fill in the
gaps
goes around to check
asks sts to do exercises on the b.b.
Homework: exercise 1,2 ( page 45,46)
-listen and read silently
Task 1. The words in A appear in the reading

passage. Match them with their definitions in B
A
B
1.
2.
3.
4.
5.
disabled
mentally
consuming
demonstration
gradually
a. taking or needing a lot of time

b. an act of showing or
explaining how to do
c. unable to use a part of the body
in the normal way
d. slowly, over a long period of
time
e. less mentally developed than
normal
Task 2: Read the passage again and complete the

following sentences by circling the corresponding
letter A,B,C , or D.
Feedback:
1-d; 2-b; 3-a; 4-c; 5-d.
Fill each of the blanks of the summary below with a
suitable word from the reading passage.
work in group to fill in the blanks

some sts go to b.b to write their
feedback on the b.b.
Feedback:
1. disabled 2. read 3. write 4. determination
5. opposition 6. time- consuming 7. maths 8.arms
9.fingers 10.pround
***************************
th
DOP : Oct 14 , 2006

Period : 21
SPECIAL EDUCATION
UNIT 4
SPEAKING
I/ Objectives :
11. Educational aim :To help ps to speak about their schooling .
12. Knowledge: By the end of the lesson, Ps will be able to: talk about what hey like or dislike about
their school, about their teachers, their friends.
IV/ Procedure :
Time
Teachers activities
Students activities
10
I.Preparing for speaking
Feedback :
7
Warmer.
1-c, 2-d, 3-g,4-f,5-b,6-I, 7-e,8-a,9-h.
delivers hand out and explains how to do them.

1.
2.
3.
Maths
Physics
History
4. geography
5. physical
education
6. . English
7. . chemistry
8. Information
technology
a. plants and animals

b. gymnastics
c. 25x2 - 3x + 10 = 0
d. e = mc2
e. H20
f. the countries of the word
g. the 2nd world war
h. computers and their
listens and answer

A, My favourite subjects are English.
Maths and Literature.
B. I didnt like chemistry
C.Everyday I prepare for my lession in
about four hours
applications
i. reading, writing and selling
Task 1:
The questions in the interview below have been
left out. Work with apartner and fill in the
blanks with the right questions
-
work in pair to complete the

conversation
gives out questions.
act out
others listen and correct
- a, What are your favorite subjects?

b, which one didnt you like?
- c, how much time do you prepare for your lessions
everyday?
15
Feedback
(A) Which lower- secondary school did you
go?
(B) What were your subjects then?
(C) What was your timetable?
(D) Can you tell me about the test and the
-introduces new lession
examnations at your school then?
(E) What did you like best about your
Task 1: introduces the situation
school then?
- goes around to check and explain new Task 2.Interview your partner, using the
questons in task 1
words an their pronounciation.
- Asks some pairs to stand up and to act Work in pair taking the role of the interviewer
and the interviewee to practice., and then
out the conversation
summarizing the information from his /her
partner.
Controlled practice.
Writes the questions of task 1 on the b.b
10
-Asks students to work in pairs asking and answering

the questions on the b.b and asks sts to act play the role Task 3 . Tell the whole class what you know
about your partner.
of the inerviewer and the interviewee.
-goes around and provides helps if necessary.
Begin with the example in the text book

Others listen
3.Free- Practice,
explains the example:
Hanh went to Long Bien secondary School. She had ten -listen
subject to learn at school. She went to school in the
morning and often had five classes in the morning
3
-Asks some sts to tell the whole class what they know
about their partner
- Gives marks for the students who speak well
Homework: Write a short passage ( about 150 words)
about your schooling
*****************************************
DOP : Oct 20th , 2006

Period : 22
UNIT 4
SPECIAL EDUCATION
Listening
I/ Objectives :
1. Educational aim :To help ps to listen about special education
2. Knowledge: By the end of the lesson, Ps will be able to: listen for detail, listen and fill in the gaps ,
summarize the tapescripts in spoken and in written form.
IV/ Procedure :
Time
Teachers activities
Students activities
Warmer:
Work in groups , find out words derived
Writes word photograph on the black board
from photograph
Which word can be derived from the word
-Some representatives write on the b.b
7
photograph?
- listen and take-note
Devide the class into four groups
-asks students to read loudly and ask them about their
word class
photographer
photography
photographic
photogenic
Before you listen:
Work individually then exchange the result
Ask pupils to work individually . Fill in each blank
with their partner
10
with one word from the box.
Feedback: 1. photographic; 2. photography
3. photographer 4. photograp 5. photogenic
Read words in their text book.
Asks students to read words provided in the text book
( ask them to pay attention because these word will
appear in the tapescripts)
- Asks student to guess the topic of the
tapescript.
Task 1 : Listen to some information about a
While you listen:
photography club and decide whether the
8
Task 1 :
statements are True( T) or False ( F)
- explains the requirement of the tapescripts
-Read statements in their text book to
- asks students to guess if these sentences are true or understand before listening.
- Listen and exchange
false
information theyve
-Plays the tapescripts twice
listened with their
Corrects and give out the feedback
partners.
Feedback : 1 T; 2 F ; 3 T; 4 F ; 5 T
10
Task 2:
Asks ss to read a part of the talk carefullyand have a
guess of the missing words.
Calls on some ss to read the answers aloud in front of
the class.
After you listen :
Tells ss to work in group
Task 2:
Listen again and fill in the blanks with a
suitable word
- guess words that can fill in the blanks
work in group
whole class
Wrapping :
********************************
th
DOP : Oct 24 , 2006

Period : 23
SPECIAL EDUCATION
UNIT 4
WRITING
I/ Objectives :
1. Educational aim :To help ps to write a complaint letter .
2. Knowledge: By the end of the lesson, Ps will be able to write acomplint letter.
IV/ Procedure :
Time
Teachers activities
Students activities
7
Warmer:
Look at the pictures and answer questions
Show two pictures expressing feeling ( a happy and an
angry face).
Asks students to answer questions
1. How do they feel?
2. Are they happy/ angry/ surprised?
3. What kind of letter do you write if you feel
angry about something? A complaint letter or a
thank you letter?
Introduces: A letter of complaint.
1.
What is a complaint
letter?
2.
have you ever written

a complaint letter?
3.
have you ever written

a complaint letter?
10
Give definition and format of a letter of

complaint :
Complaint is a kind of formal letter used
when you are not happy with a service , a
contract, a course.
Aletter of complaint usually includes three
main parts : opening, explaining the
problem, suggesting a resolution.
Explains the definition of a complaint letter.

Definition.
Time
Teachers activities
A letter of complaint is written when s.o is unhappy or
dissatifified with s.t.
Before you write:
- Deliver hand-out and explains.
Read the letter and get the information to fill in the
Students activities
Task 1. After studying for two weeks at
English for Today Centre, you notice that
everything is worse than what the
advertisement says. A friend of your want
to know about the centre and you tell him/
her the facts.
15
blanks.
Give suggested
Goes around to help sts to realize the tenses used in

a complaint letter, some necessery parts in a
complaint letter.
1.
2.
3.
helps students by questions depending on

informations in the table
4.
5.
6.
What were advertised

Native teachers ONLY
What happened to you

Only one native
teacher
No more than twenty

students per class
Free books and cassettes
tapes
All air conditioned
rooms
- 5.30 p,m-8.30pm
10
About 40 students
in class.Paid 60.000
dong for books and
cassettes tapes.
The classroom was
very hot.- Waited for
half an hour because
the room was not
ready or the teacher
arrived late.
While you write:

Shows out content in the task
Goes around to help
answers :
I am not happy with it at all.

not all of them are native teachers.
that is not true. My class has over 30
students.
I had to pay for them.
only some of them. Mine is not.
in fact classes often start late and
finish early.
Work in pair. Rely on advertisements and

give out dissatifications
Give suggested answers :
First of all, you say that there
are only native teachers, 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 airconditioned. 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.
After you write

Choose a student from a group to go tho the
blackboard and write out the letter of his/her group.
Homework: Set out and punctuate the following

formal complaint letter. Devide into paragraphs if you
think it necessary.
DOP : Oct 24th , 2006
DOT : Oct 31st ,2006
Period : 24
UNIT 4
SPECIAL EDUCATION
LANGUAGE FOCUS:
I/ Objectives :
1. Educational aim :To help ps to distinguish the sounds/ D / and /: / Using the + adjective, used to +
infinitive and which
2. Knowledge: By the end of the lesson,Ss will be ableto distinguish and pronounce the sounds / D /and
/: / correctly, use the + adjective as a noun, combine two sentences with which an review used to +
infinitive.
IV/ Procedure :
Time
5
Teachers activities
Goes around the class and provides help if necessary.
PRESENT A TION 2:
The + adjective
Explicits the use of The + adjective by analysing the
example:
The young have the future in their hands.
The young = young people
We use the + adjective to describe a group of people as
a whole: e.g. the blind, the rich, the poor. So the rich
means a group of people who are all rich.
These adjectives are followed by a plural verb.
PRACTICE 2:
Students activities
Pair work
PRESENTATION 2:
Whole class
The young have the future in their hands.
PRACTICE 2:
Individual work
Asks Ss to work individually and complete the

sentences using the + one of the adjectives in the book
5
Feedback and give correct Answers

2.Ambulances arrived at the scene of the
accident and took the injured to
Asks Ss compare their answers with a friend.
hospital.
3.
Life is all right if you have a job,
but things are not so easy for the
unemployed.
Calls on some Ss to read their completed sentences.
4.
Julia has been a nurse all her life.
She has spent her life caring for the
PRESENTATION 3:
sick.
Revision of used to + infinitive
5.
In England there is an old story
about a man called Robin Hood. It is
We use used to + infinitive to express a past action and
said that he robbed the rich and gave
state. It has no present equivalent.
money to the poor.
Ex: When I was a child, we used to go on holiday to
PRESENTATION
3:
the seaside.
Notice the negative and the question:
PRACTICE 3:
Notice the negative and the question:
Asks Ss to do exercise 2.
Where did you use to go?
We didn't use do anything interesting.
Tells Ss to compare their answers with a friend.
PRACTICE 3
Individual and Pair work
Complete the sentences with used to ... +
a suitable verb.
Checks the answers as the whole class.
Time
3
Teachers activities
PRESENTATION 4:
Which can be used in relative clauses to refer to the
whole of the earlier clause.
PRACTICE 4:
Asks Ss to work in pairs and do exercise 3: Join a
sentence from A with one from B to make a new
sentence using which.
Note: This exercise can be organised through the game
Finding the ideal partner:
Divide class into two big teams: A and B

2.Liz used to have a motorbike, but
last year she sold it and bought a car.
3. We came to live in Manchester a
few years ago. We used to live in
Nottingham.
4. I rarely eat ice-cream now but I
used to eat it when I was a child
5. Jim used to be my best friend but
we aren't friends any longer.
6.
Students activities
Ex:
She arrived on time, which amazed
everybody.
Sheila couldn't come to the party, which
was a pity.
2.Jill isnt on the phone, which makes
it difficult to contact her.
3. Neil has passed his examinations,
which is good news.
Label Ss in A as 1,2,3 to 7 and Ss in B as a, b, c to g

AsksSs to go around the class and find the ideal partner.
It means that 5s have to find the student who has the
most suitable sentence to make a new one.
When Ss find his or her partner, ask them to join the
sentences.
Calls on some couples to read their sentences
4. Our flight was delayed, which

meant we had to wait for hours at
the airport.
5. A nn offered to let me stay in her
house, 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.
**********************************
th
DOP : Oct 30 , 2006

DOT : Nov 1st ,2006
Period : 25
UNIT 5
TECHNOLOGY AND YOU
READING:
I/ Objectives :
1. Educational aim :Students should know how to use a computer
2. Knowledge: Students learn about what the computer can do in our modern life
3. Skills: : Reading about computer.
II/ Method : Communicative approach.
III/ Teaching aids : Textbook, whiteboard markers, Pictures about computers or a computer available in
class
IV/ Procedure :
Time
Teachers activities
Students activities
Warm-up:
Work in the whole class
7
Shows a picture of the computerand asks question :
Answer :
1. Whats this?
Its computer
2. What is it use for ?
Its use to type documents., store facts,
3. Can you know to use this machine ?
listen to music etc
Yes , I can
To understand more about the benefits of computer, to
day we come to the lesson technology and you
Time
Teachers activities
Students activities
10
Before you read :
Before you read :
Asks ss to work in pairs : look at the illustration of
Do the task in pairs
different parts of a computer system and match each
numbered item with one of the words or phrases in
the box
Asks ss to repeat the words several times.
Explains some words.
While you read :
Reads the text and give some newwords
1. D , 2. E,3. G, 4. C, 5. A, 6.F, 7.B, 8.H.

Asks ss to write on the notebooks
Asks ss read the words several time in chorus
Task 1 :Matching
Asks ss to read the passage and math the words in A
with the definition in B.
Gives the correction
6
Time
Task 2 : Passage Headings:

Have ss read the passage carefully and choose the
best title for the passage .
Let Ss discuss their answer with a friend. Encourage
them to explain their choice.
Further explain and give correct answer:
Task 3 - Answering Questions:
Tells Ss work in pairs and answer the questions using
the given cues.
Teachers activities
Goes around the class and provide help if necessary.
Calls on some pairs to act out the activity in front of
the class.
Comments and gives suggested answers:
1.What can the computer do to help us in our daily
life?
2. Why is computer a miraculous device?
New words :
Miraculous (adj): wonderful
Turn on (v)
Hardware (n)
Software(n)
Be capable of doing st:
Calculating machine(n):
Calculations :(+,_ X,:):
Calculate (v)
Multiply(v)
Divide (v)
With lighting speed :
Accuracy (n)
Eletronic(adj)
Storage device (n)
Keep or store information:
Data:
Magical(adj)
Typewriter(n)
Memos= memorandums:
Note of things to be remembered :
Request for leave :
Communicator :
Interact(v)
Computer- played music(n)
Task 1 :
Work individually
Answer :
1.c , 2.e, 3.a ,.4.b ,.5.d
Work individually and work in pairs .
C. What can the computer do?
Students activities
Do task 3 in pairs
answers:
1. It helps us visit shops, offices and places
of interests, pay bills, read newspapers.
receive letters.
2. Because it is capable of doing anything
you ask,' it can speed up the calculations,
allow you to type and print any kind of
document ...
After you read :

Asks Ss to work in pairs or groups and discuss other
uses of computer in daily life.
Suggests 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 effects to its
users? .
Homework:
Asks ss to learn new words and do reading part in
workbook, unit 5
AFTER YOU READ :

Suggest questions:
Other uses of the computer :
- search for learning materials.
- Search for information on scholarships.
- Make friends with people arround the
world.
- Set an effective timetable ect
Take notes
***************************
DOP : Oct 30th , 2006
DOT : Nov 6th ,2006
Period : 26
UNIT 5
TECHNOLOGY AND YOU
SPEAKING:
I/ Objectives :
1. Educational aim :Ss shouldappreciate the morden inventions that make , our life comfortable and
should know how to use them properly and economically.
2. Knowledge:Expressions or sentences to asking for and giving information about the uses of modern
inventions.
3. Skill :Speaking the uses of modern inventions
III/ Teaching aids : Textbook, whiteboard markers, Pictures of modern inventions such as : TV, Radio.
IV/ Procedure :
Time
Teachers activities
Students activities
10
Warm-up:
Team work
Divides class into two big teams A and B
Gives tem A a list of 10 words about modern inventions
Time
Teachers activities
Students activities
- TV , fridge , fax machine , cell phone, air
conditioner , washing machine, radio, car, electric
cooker , microware oven
-Team A has to explain the words and team B has to
guess what the word is.
7
Task 1
PRESENTATION
Task 1: Asking and Answering
A: Can/Could you tell me what the
Notes that five inventions are in the above game. Calls
radio is usedfor?
on some pairs to ask and answer in fro-nt of the class.
B: Well, its used to listen to the news and
Have Ss work in pairs: Asks and answers questions
learn foreign languages.
about the uses of modern inventions following the
A: Can/Could you tell me what the TV is
example.
Goes around the class and provide help if necessary.
Takes notes the structures :

Can / Could you tell me what + Noun
+ is use for ?
Well. It is used to +inf ( it is used for +v-ing)
PRACTICE
7
Task 2 : Coplete the sentences
Have Ss in pairs and asks them to complete the
sentences by using the words in the box.
Asks Ss to study the sentences carefully before
deciding which word to be used.
Calls on snme pairs to read the sentences aloud in
front of the class.
Time
10
Teachers activities
Task 3 Ordering
Asks Ss work in groups by joining two pairs. Ask
them to look at the ideas in Task 2 and then rank
them in order of importance.
Suggest some structures in discussion:
FURTHER PRACTICE
Has Ss work in groups and talks about their most
favourite invention of our daily life.
Calls on some Ss to give a short talk about their
usedfor?
B: Well, its used to watch football
matches, and TV game shows.
A:Can/Could you tell me what the fax
machine is used for?
B: Well, its used to send and receive
letters quickly.
A: Can/Could you tell me what the electric
cooker is usedfor?
B: Well, its used to cook rice and keep
rice warm.
A: Can/Could you tell me what the air
conditioner is usedfor?
B: Well, its used to keep the air cool when
its hot and vice versa.
Task 2 :
Work in pairs :
Read the sentences carefully and complete
them
Information technology is very useful to
our lives. It allows us to:
1. store very large amounts of
information,
2. transmit information quickly,
3. process information as soon as we
receive it. With the development of
information technology we can now:
4. send messages from one computer to
another,
5. hold long distance meetings in which
the participants can see each other on a
screen,
6. make use of central stores of
information,
7. send TV programmes to other
countries,
8. receive TV programmes from other
countries,
design houses, bridges, gardens and
buildings.
Students activities
Task 3
work in groups
I think / believe that the most important
use of information technology
is.because ..
work in groups
favourite invention in front of the class.

Comments on Ss performance and make necessary
corrections.
WRAPPING:
SummariseS the main points. AssignS homework.
Whole class
**********************************
DOP : Oct 30th , 2006

DOT : Nov 7th ,2006
Period : 27
UNIT 5
TECHNOLOGY AND YOU
LISTENING:
I/ Objectives :
1. Educational aim :Ss should know how to use a computer.
2. Knowledge:- General knowledge : Ss will be able to know how a person learns to use a computer.
- Language : words related to the subject .
3. Skill : Listening for gist and specific information about using a computer.
III/ Teaching aids : Textbook, whiteboard markers, tapes, cassette .
IV/ Procedure :
Time
Teachers activities
Students activities
5
Warm-up:
Individual work and Pair work
very
Asks Ss to work independently and answers the
sometimes never
often
question by checking the right column:
radio
How often do you use each of the items below?
cell phone
camcorder
computer
Tells Ss to compare their answers with a friend and

further discuss the uses of these items.
Before you listen :
Explains some new words
Time
10
Teachers activities
Asks Ss to repeat the words several times
While you listen:
You hear an old company director talking about his
experience of learning how to use a computer from
his son. You listen to the tap:: und do Task 1: Decide
whether the statements are true or false.
Task 1: True or False :
Asks Ss to read the statements carefully listening to
fax machine
TV
Whole class
Vocabulary
worried (a): to be anxious, at ease:
shy (a): self-conscious. uneasy in front of
other people:
memory (n): a compartment by which
things are recalled to or kept in mind
Students activities
refuse (v): reject, incline to do something:
make an excuse (v): say sorry:
headache (n): continuous pain in head:
Task 1:
work Individually.
the tape.
Plays the tape more than once if necessary.
Asks Ss to compare their answers with a friend.
Calls on some Ss to read and explains their answers
in front of the class.
10
Task 2 : Gap-filling:
Plays the tape again and asks Ss to do Task 2: Write

the missing words.
Tells Ss to write the exact word for the blanks.
10
After you listen :

Asks Ss to work ip pairs and asks and answer about
the man's story.
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 suggest?
Home work :
Summarises the main points . Assigns homework.
1.
2.
3.
4.
T
T
T
F(He understood about computers
and became the man's teacher.)
5. F (He didn't understand the lesson
very well.)
6. F( The man was having a headache
and suggested leaving the lesson )
Task 2 :
1.invited
2.still
3.refused
4.excuse
5.anything
Tapescript:
Well, I wasn't worried when my son bought
- a computer. After all lots of children have
parents who don't understand computers.
But when my secretary asked me for a
computer in the office, I really became
worried. So I decided to take some lessons
in computing and my son became my
teacher. He's very helpful. He invited me to
sit down in front of the computer screen
which I did not know what to call it. When I
asked him what it was, he said that it was a
VDU. I still didn't know what VDU was, but
I was too shy to ask him any more. From
that moment my memory refused to learn
because he told me a lot of things that I
really didn't understand at all. After a few
lessons I began to feel tired. I made an
excuse, saying that I was having a
headache. I suggested we should leave the
lesson until another day. Since then I
haven't said anything about the computer to
my son and my secretary.
Pair work
Home work :
Whole class
DOP : Oct 30th , 2006

DOT : Nov 8th ,2006
Period : 28
UNIT 5
TECHNOLOGY AND YOU

WRITING:
I/ Objectives :
1. Educational aim :Ss should know to write simlpe instructions on how to use some household
applicances
2. Knowledge:- General knowledge: by the end of the lesson , ss will be able to write simple instructions
on how to use some household applicances.
- Language : sentences and expressions in writing simpleinstrutions.
3. Skill : writing instrutions
4. II/ Method : Communicative approach, intergrated.
III/ Teaching aids : Textbook, whiteboard markers, sample of a phone card .
IV/ Procedure :
Time
Teachers activities
Students activities
5
Warm-up:
Shows a phone card and asks questions :
- Whats this ?
It is a phone card
- Whats it used for ?
It is used to make a call .
- Have you ever used a public
Yes , I have / No, I havent
telephone ?
Yes, it is / No, it isnt
- It is easy or difficult to use it ?
..
- Can you show me how to use it ?
Task 1:
Work in the whole class and take notes
PRESENTATION
10
.
Task 1:Read the instructions on how to use a
-lift (v): raise to higher level
public telephone :
-receiver (n): machine for receiving
Explain some words
transmitted signals
-insert (v): put things into another
-slot (n): a slit in machine etc for
Writes all the new words and their meanings on the
something especially coin to be
board.
inserted
Rubs out all the words in English and keep their
-press (v): put a steady force to
Vietnamese meanings.
something
-emergency (n): sudden and
unexpected state of danger callingfor
Asks ss to read the words several times .
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
Task 2 : Finding Connectors and Imperatives:
distance
Asks ss to read the set of instructions on how to use a
-cord (n): thick string used as TV wire
public telephone.
Read individually
Goes around the class and provides help if necessary.
Makes sure Ss get general understanding of the
instruction.
Do task 2 in pairs
Tells Ss to work in pairs to find out the connectors
and the imperative forms of the verbs from the
instructions.
Time
Teachers activities
Students activities
Calls on some Ss to read their answers aloud in front
Feedback give correct answers:
of the class.
Connectors: first, next, then, until
Imperatives: lift, insert, press, wait
Notices Ss that connectors and imperatives are used
in instructions.
7
PRACTICE
15
DOP :
DOT :

Asks Ss to work in groups:
Work in groups and answer the questions
Look at the TV and the remote control and answer the on how to operate the TV
questions on how to operate the TV.
Tells Ss to look at the remote control carefully when
doing the task.
Calls on some Ss from the groups to answer the
1. If you want to operate the TV
questions in front of the class.
with the remote control, you have
1. What do you have to make sure if you want to
to make sure that the cord is
operate the TV with the remote control?
plugged in and the main is turned
on.
2. What should you do if you want to turn on or
2. To turn on the TV, press the
turn off the TV?
POWER button. To turn off the
TV, press the POWER button
again.
3. What should you do if you want to select a
3. To select a progamme, press the
programme?
PROGRAMME button.
4. What should you do if you want to watch VTV
4. To watch VTV1, press button
1, VTV 1, VTV3, and VTV 4?
number 1 to watch VTV2, press
button number 2 To watch VTV3,
press button number 3 To watch
5. What should you do if you want to adjust the
VTV 4, press button number 4
volume?
5. To adjust the volume, press the
6. What should you do if you don't want to hear
VOLUME button up or down.
the sound?
6. If you don't want to hear the
Task 4 : Writing Instructions:
sound, press the MUTE button.
Asks Ss to write a set of instructions on how to
Task 4 :
operate a TV with a remote control. Use the picture in Suggested answers:
the book and the answers above as suggestions.
If you want to operate a TV with a
remote control, you must make sure that
Tells Ss to compare their writing with a friend.
the cord is plugged in and the main is
Picks up some writings and corrects in front of class
turned on.
as a whole.
To turn on TV, press the POWER button.
To turn off the TV, press the POWER
button again. To select a progamme, p;FURTHER PRACTICE
ess the PROGRAMME button.
Calls on some Ss to read the writing aloud in front of
To watch VTVl, press button number 1
the class.
To watch VTV2, press button number 2
Asks some Ss to comment on presenters' performance. To watch VTV3, press button number 3
Makes necessary corrections.
To watch VTV4, press button number 4
WRAPPING:
To adjust the volume, press the
Summarise the main points.
VOLUME button up or down.
Assign homework
If you don't want to hear the sound, press
the MUTE button.
FURTHER PRACTICE
Individua work
WRAPPING:
Whole class
Nov 6th , 2006
Nov 13th ,2006
Period : 29
UNIT 5
TECHNOLOGY AND YOU
LANGUAGE FOCUS :
I/ Objectives :
1. Educational aim :. Ss may confuse the present perfect and present perfect passive.
2. Knowledge :- General knowledge:Ss learn about the way to prounce the sounds / v / and / u : / clearly
and correctly and use the present ferfect and present ferfect passive.
- Language :* the sounds / v / and / u : /
*the present ferfect and present ferfect passive.
*Who , which, that
3. Skill : writing, speaking,listening .
III/ Teaching aids : Textbook, whiteboard markers .
IV/ Procedure :
Time
Teachers activities
Students activities
3
Warm-up:
Asks Ss to put the words under the appropriate
Work in groups:
heading:
who
which
where
* Example of the words:

nurse, teacher, book, park, museum, hospital, ...
- PRONUNCIATION: / v / and / u : /
PRESENTATION 1
Demonstrates the sounds / v / and / u : /by
Helps Ss to distinguish these two sounds by
instructing the way to pronounce:
Asks Ss to repeat several times.
Time
PRACTICE 1:
Plays the tape and asks Ss to repeat.
Calls on some Ss to repeat the sounds clearly in
front of the class.
Asks Ss to work in pairs and practices the
sentences.
necessary.
GRAMMAR AND VOCABULARY
PRESENTATION 2:
The present perfect
Reviews the form and use of the present perfect.
Teachers activities

Listen carefully.
/ v / first pronounce the sound / a / then
put the back of your tongue forward and
up a little.
/ v / is a short sound.
/ u : / first pronounce the sound Illl then
put your tongue up and back.
/ u : / is a long sound.
Repeat in chorus several times.
PRACTICE 1:
Repeat the words
Practices the sentences in pairs
Work in the whole class and take notes:

Form:
Students activities
(+) S + have/has + PP + 0.
(-) S + haven 't/hasn 't + PP + 0
PRACTICE 2:
Asks Ss to do exercise 1: 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.

Tan has invited Quang to his house. When Quang
comes, he sees that:
Tan has opened the door.
He has turned / switched on the TV.
He has tidied the house.
He has cleaned the floor.
He has turned/switched on the lights.
He has laid two bottles of water on the table.
5
PRESENTATION 3:
Explains the form the present perfect passive:
5
PRACTICE 3
Asks Ss to work in pairs and do exercise 2: Build
the sentences after the model. Use the present
perfect passive.
Tells them to exchange the exercise and cross
check.
Calls on some Ss to write their answers on the
board.
Gives correct answers:
Time
Teachers activities
(?) Have/Has + S + PP + O?
Yes, S + have/has
No, S + haven't / hasn't
Use:
The present perfect expresses an action
which began in the past and still
continues:
I have worked as a teacher for five
years.
Notice the time expressions that are
common with Notice the time
expressions that are common with with
a point in time.
For:
two years
a month
a few minutes
halfan hour
ages
Since:
1970
the end of the lesson
August
Christmas
Do exercise 1 individually.
Work in the whole class and take notes:
Form:
S + have/has -+- been + PP + 0
E.x: A new bridge has been built across
the river.
Do exercise 2 in pairs.
answers::
1. A new hospital for children has been
built in our city.
2. Another man-made satellite has been
sent up into space.
3. More and more trees have been cut
down for woods 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 read by the
students .
Students activities
PRESENT A TION 4:
Reviews who, which and that:
Who and which (that) can be used in place of noun
subjects and noun objects.
When they refer to the subject, they can not I
normallv 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 refers to people .
Which refers to things.
PRACTICE 4
Asks Ss to do exercise 3. Fill in the blanks with
who, which or that.
Calls on some Ss to read their sentences aloud in
front of the class.
Comments and makes necessary corrections.
Home work :
Asks Ssto do language focus part, unit 5 in
workbook
Work individually and take notes:

who, which and that:are relatetive
pronouns . they are used to introduce
relative clauses.
answers:
1. which, 2. which ,3. which,4. who, 5.
who , 6.who,7. whom,8.
which,9.which,10.who
Take notes
***********************************
th
DOP : Nov 16 2006

DOT : Nov 21st 2006
Period : 30
UNIT 6
AN EXCURSION
A. READING
I/ Objectives :
1. Educational aim : Ss should protect picturesque site and make them more attractive and
beautiful .
2. Knowledge :- General knowledge: through the lesson , Ss learn about some famous places in
Vietnam .
-Language: Words related to the topic.
3. Skill : reading a letter about an excursion to a beauty spot near Hanoi.
III/ Teaching aids : Textbook, whiteboard markers , pictures about Thien Mu Pagoda, Ha Long Bay, The OnePillar bda, and Da Lat .
IV/ Procedure :
Time
Teachers activities
Students activities
WARM-UP:
10
Work in groups:
Asks Ss to work in groups in three to four and make a
ist of famous places in Vietnam.
The group with the longest list will be the winner.
Time
10
10
Teachers activities
Ask Ss to work in pairs: Match the photos with the
information in the book, then tell each other which of
the places you "ould like to visit and gIve reasons.
Note: T may hang large pictures on the board so that T
can help Ss follow easily and keep them interested.
Calls on some Ss to tell their answers in front of the
class.
Asks Ss to share their background information about
these places.
Ts are advised to give further information, regarding
these 4 places. (See Supplements for more
information)
BEFORE YOU READ:
Asks Ss work in pairs:
Set the scene:
You are going to ,read a letter pom Lan to her
friend,Minh about his recent fantastic excursion to a
cave near Hanoi. You read the letter and do the
tasks' followed.
WHILE YOU READ:
Task 1 ..: Multiple Choice
Asks Ss to read the letter individually and choose the
best answer A, B, C or D to complete each of the
seli.tences.
Tells Ss to compare their answers with a friend.
Calls on Ss to read and explain their answer's in
front of the class.
Asks Ss to work in pairs and answer the questions.
Calls on some pairs to act out the activity in front of
the class.
Checks the answers in front of the class as a whole.
Calls on some Ss to read the letter aloud in front of

class.
Makes necessary corrections regarding Ss'
pronunciation.
AFTER YOU READ :
Summary completion
Gets Ss work independently and fill in each blank
with a suitable group of words from the text.
Time
Teachers activities
Asks Ss to read the summary carefully before doing
Students activities
Do the task in pairs.
Number 1 is Thien Mu Pagoda. It's on the
left bank of the Huong River, 6 kilometres
from Hue City.
Number 2 is Ha Long Bay. It's a
picturesque site, a wonder of the world,
165 kilometresfrom Hanoi.
Number 3 is One-Pillar Pagoda. It was
built in 1049, in shape of a lotus.
Number 4 is Da Lat City. It's a mountain
resort (altitude: 1,500 m) with various
ideal excursion places: Xuan Huong Lake,
pine forests, waterfalls ...
work in pairs:
Ask and answer the following questions:
1. Do you usually have an excursion?
2. When did you last have it? Where to?
3. What impressed you most?
What was the most interesting thing that
you did on the excursion?
Task 1 ..: Multiple Choice
Do the task 1 individually.
Work in pairs and correct each other.
1. C
2. D
3. A
Work in pairs and answer the questions.
1.They are going on a trip when they have
some days-off after the 1st 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.
Students activities
the task.
Has them compare the answers with a friend.
Calls on some Ss to read the completed summary.
Home work :
-
Learn new wordsby heart

Do reading part in workbook.
Lan's class is (1) going to make a twoday excurSIOn to visit (2) some caves
near Huang Pagoda. They (3) want to
see with their own eyes what they (4)
have learnt in their geographical
lessons recently and relax after their
hard work. as well. They have planned
(5) their trip carefully. For Lan, the (6)
only problem is getting her parents'
permission. She will try (7) to persuade
tltem so that she will be able to join (8)
her classmates for the excursion.
Home work :
Take notes
Supplements
Further reading on famous places
PERFUME PAGODA
Chua Huong (Perfume pagoda) is located in Huong Son (Perfume mountain) 70 km southwest of Hanoi.
Chua Huong is not one temple but a group of . temples and shrines in the general vicinity of Huong Son. The
pagoda(s) are located in My Due hamlet in the province of Ha Tay.
Perfume pagoda has a long history in Vietnamese literature. This temple, its . name, has been a theme of
many songs, topic of poetry, used in literary works as well as backdrops for paintings. The uniqueness of
Huong Son is that the-mountains, river and forest appears like an oasis for buddhists in the middle of the
great plains of northern Vietnam. This location tru(v incorporates all the elements of bf!auty that is often
used in Eastern philosophy and arts.
Every year, between February and March, Hoi Chua Huong or Chua Huong festival attracts hundreds of
thousands of people from all over the country.
The festival is also a very popular place for young couples to meet and it is also a place where many budding
romances are formed. During this time of the year, Ben Duc is packed with thousands of row boats used for
shuttling visitors.
*******************************
DOP : Nov 18th2006

DOT : Nov 22nd2006
Period : 31
UNIT 6
AN EXCURSION
B.SPEAKING
I/ Objectives :
1. Educational aim : Talking about a boat trip abroad.
2. Knowledge :- General knowledge: By the end of the lesson ,Ss will learn about expressing agreements
and disagreements and giving opinions.
Language :Sentences and expressions in giving opinions agreements and disagreements .
3. Skill : talking about the seat plan on boat trip on Lake Michigan in Chicago.
II/ Method : Communicative approach, integrated.
III/ Teaching aids : Textbook, whiteboard markers, chalks,
IV/ Procedure :
Time
Teachers activities
Students activities
7
WARM-UP:
Work in groups:
Crossword
10
15
Gives out a crossword which has 7 horizontal

lines and one vertical line. The word in the vertical
line is made up of 7 letters from the 7 horizontal
lines.
Gives information/definition of the words in the
horizontal line.
Asks Ss to work in groups and find the words.
1. A natural cavity below the earth surface or
in the mountain.
2. Light of the sun.
3. A large natural stream of water.
4. A short journey usually for pleasure.
5. A temple or sacred tower in Asian
countries.
6. The science that studies the surface of the
earth and its associated physical,
biological, economic, political features.
7. A hill of impressive height.
Vertical line: Chicago
PRESENTATION:
Exp;ains some new words
Asks Ss to make sentences with the new words
they have learnt.
Makes certain that Ss understand the meaning of
the words and pronounce them correctly.
Introduces the situation:
Tim's class is going on a boat trip on Lake
Michigan in Chicago. Read the information about
some of the participants to know their problems
and their wishes.
PRACTICE:
Time
10
Task 1 & 2 - Conversation Conduct:

Gets Ss to work in groups: Read the seat plan
carefully and decide the best seat for each person,
using the information in Task 1.
Further explain the seat plan if necessary. Suggest
some useful structures:
Has Ss to conduct the conversation like the
example in the book.
Goes around the class and provide help when
necessary. Calls on some groups to conduct the
conversation in front of the class.
Teachers activities
Note: Ss are suggested to use simpler

words when explaining the words so that
it will be easier for Ss to find the word.
Whole class
PRESENTATION:
Vocabulary:
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-conditioned> < non air-conditioned
(translation):
refreshments (n): room that serves food
and drinks to refresh in a boat
occupied (a): being kept, in use
PRACTICE:
Task 1 & 2 - Conversation Conduct:
Do the task in groups .
Suggest structures:
I ,don 't think so.
To be suitable for ...
Why? Why not?
What do you think?
What's your idea?
Had better
Work in groups: and conduct the
consersation.
Students activities
FURTHER PRACTICE:
Task 3 - Giving Reasons
Tells Ss to work in pairs and discuss:
Do the task in pairs
Which seat 'do you think the most suitable for

you? Why? Use information in Task 1 as
suggestions.
preference in front of the class.
Calls on some Ss to talk about their seat

preference in front of the class.
3
Comments and makes necessary corrections.

Home work :
Asks Ss to write the consersation they conducted
in task 2
Home work :
Take notes
***********************************
DOP : Nov 24th2006
DOT : Nov 27th2006
Period : 32
UNIT 6
AN EXCURSION
C. LISTENING
I/ Objectives :
1. Educational aim :
2. Knowledge :- General knowledge:Ss will be able to improve their listening skill through odering,
gap-filling and answering questions exercise .
- Language : words related to the topic :picnic
3. Skill :Listening to a short talk about a picnic .
III/ Teaching aids : Textbook, whiteboard markers, chalks, tapes, cassette
IV/ Procedure :
Time
Teachers activities
Students activities
7
WARM-UP:
Work in pairs and discuss.
Pre- listening:
Answer the questions:
Asks Ss to work in pairs and discuss the following
questions
1. Do you often go for a picnic?
1. Yes, Ido.
2. When is the most important time for a
2. Saturday/Sunday
picnic?
3. To relax
3. Why do people go for picnics?
Take notes
Gathers ideas from some pairs and introduces
some
important
vocabulary
in
the
listening.
glorious (a): beautiful, shining
7
assemble (v): gather
Ordering vocabulary:
destination (n): a place to which a
Writes all the new words on the board.
person is going to
Makes sentences which contain the new words
left-overs (n): the rest
randomly.
delicious (a): tasty
Time
Teachers activities
Students activities
Reads the sentences aloud.
Botanic Garden (n): (translation)
Asks Ss to write down the words they hear in
spacious (a): large, have a lot of space
order 1, 2,3, ...
sleep soundly (v): to be in deep sleep
WHILE YOU LISTEN:
WHILE YOU LISTEN:
Conducts the situation :
6
You are going to listen to a short talk by a student listen
about his picnic with classmates. You listen to the
tape and do the tasks followed.

Task 1 - Pictures Ordering
Asks Ss to work in pairs and study the pictures
carefully.
Makes sure Ss have ideas about the pictures and
they can tell the differences among them.
Has Ss listen to the tape and number the pictures
in the order they hear. Let Ss do the task in pairs.
Calls on some Ss to explain their answers in front
of the class.
Task 2 :- Gap-filling
Asks Ss to listen to the tape again and fill in the
blanks with exact words they hear.
Tells Ss to read the sentences carefully and have a
guess of the missing words first.
Plays the tape several times if necessary.
front of the class.
Checks the exercise in front of the class as a
whole. Gives correct answers:
7
Plays the tape again and ask Ss to answer the
questions independently.
Has Ss compare their answers with a friend.
front of the class.
Time
8
Teachers activities
AFTER YOU LISTEN :
Group work project
Asks Ss to work in groups of three to four and
map out the plan for the picnic this weekend .
necessary.
If time allowed, calls on some groups to talk
about their plan in front of the class.
Comments and make necessary corrections.
Task 1 - Pictures Ordering

Work in pairs

1. a 2. e 3. b 4. c 5.f 6. d
Task 2 :- Gap-filling
Do the task 2 individually.
Read the sentences carefully and fill in the
blanks
Listen carefully.
Answer:
1. The weekend picnic I enjoyed
most was just a few weeks ago.
2. My class decided to pay a visit to
the Botanic Garden.
3. We assembled at the school gate
on time.
4. We made a short tour round the
garden.
5. In the afternoon we went on
playing some more games.
1. The weather was very nice.
2. Yes, it was.
3. The garden was beautiful.
4. They could sleep soundly because
it was so peaceful and quiet in the
garden.
5. They took pictures, played games,
talked, sang and danced.
Students activities
Do the task in groups
The plan include:
Destination:
Atfeans of transport:
How many:
How long:
Who with:
What activities:
Bring any food?
Home work :
Take notes
Get Ss to write a passage within 50-100 words
about the picnic they heard
*************************
DOP : Nov 24th2006
DOT : Nov 28th2006
Period : 33
UNIT 6
AN EXCURSION
D. WRITING:
I/ Objectives :
1. Educational aim : Writing a confirmation letter
2. Knowledge :- General knowledge:Ss will be able to write a confirmation letter responding to a
request and an invitation.
3. Language :Expressions in writing a confirmation letter
III/ Teaching aids : Textbook, whiteboard markers, chalks.
IV/ Procedure :
Time
Teachers activities
Students activities
5
WARM-UP:
work in groups:
Asks Ss to work in groups and find the words
bussiness
going with the word LETTER.
friendly
invitation
The group with longest list of correct words will
apology
LETTER
be the winner .
thank you
complaint
love
confirmation
get well
PRESENTATION:
7
Work in the whole class and take notes .
Explains the definition of request and
Request is the letter that asks for
confirmation letters.
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 Requests and
Task 1- Finding Requests and Confirmation
Confirmation
Time
Teachers activities
Asks Ss to work in pairs: Read the two letters
below and find the requests in Nga's letter and
confirmation in Hoa's.
Tells Ss to underline the structure showing
requests and confirmation.
of the class.
Calls on two Ss to read the letters aloud in front of
the class.
Further explain the format and structures used in
the letters.
Students activities
Request: Can you go shopping with me
to buy the things we need for the trip?
Confirmation: Certainly, 1 will help you
to prepare everything you need for the
trip.
15
PRACTICE :
Task 2 - Writing Confirmation
Asks Ss to read the situations carefully and find
the requests in both of them.
Makes sure Ss get the requests clearly:
Lan asks you to buy some fruits and bring them to
her house.
Minh wants to borrow you a book about wildlife.
Tell Ss to choose one of these situations to write a
confirmation letter responding to each of them.
Asks Ss to exchange their writing with a friend.
Picks up some writings to check in front of the
class as a whole.
15
Time
FURTHER PRACTICE
Mistakes correction
Asks Ss to work in pairs.
Gives out a confirmation letter which contains 10
mistakes. Ss have to find out the mistakes and
correct them.
Dear Hao,
I receives your letter requests the details of the
apply form for the video library. I enclose here the
full form and you ask to fill out before send back
to
Teachers activities
us. You can send we via e-mail or by air-mail. The
deadline is 25th July. You should remember
attaching a photo on the first page of the form. The
membership fee are $ 25 per year and it is not
refund if you leave the library for any reasons.
J am looking forward to hear from you soon.

Yours truly,
Task 2 - Writing Confirmation

The first letter:
Dear Lan,
Firstly, let me congratulate you on
your 15th birthday. Certainly, 1 will help
you to prepare everything you need for
the party. 1 will go to the nearby market
and get them on Saturday morning.
Luckily, Saturday is weekend so 1 have
the whole
dayfree.
1 will be at your house at 6.30 p.m on
Saturday.
Love,
The second letter:
Dear Minh, ...
l'm happy to tell you that the book
you want to borrow is available. You can
use this for the next two weeks. However,
I will not be at home this Saturday. Can
you come on Sunday? I will be waiting
for you all day.
See you then,
Yours,
Director
I receives your letter requests the
details of the apply form for the video
library. I enclose here the full form and
you ask to fill out before send back to us.
You can send we via e-mail or by air-mail.
Students activities
The deadline is 25th July. You should
remember attaching a photo on the first
page of the form. The membership fee are
$ 25 per year and it is not refund if you
leave the library for any reasons.
J am looking forward to hear from you

soon.
Yours truly,
Director
1. receives
2. requests
3. apply
4. ask
5. send
6. we
7. attaching
have received
requesting
application
are asked
sending
us
to attach
8. are
9. refund
10. hear
HOMEWORK :
HOMEWORK :
Asks Ss to do writing part in workbook
is
refund
hearing
Take notes
*************************************
th
DOP : Nov 26 2006

DOT : Dec 4th2006
Period : 34
UNIT 6
E. LANGUAGE FOCUS:
AN EXCURSION
I/ Objectives :
1. Educational aim : Distinguishing the sounds // and /3:/
Reviewing the present progressive (with a future meaning) and be going to
2. Knowledge :- General knowledge:Ss will be able to pronounce the sounds// and /3:/ correctly
distinguish the present progressive (with a future meaning) and be going to and use them appropriately.
- Language :Expressions in writing a confirmation letter
IV/ Procedure :
Time
Teachers activities
Students activities
10
WARM-UP:
Work in the whole class and take notes .
Find someone who
Prepares a two-column table with Yes/No
questions and Name.
Lets Ss go around the class and asks other Ss
what
Time
Teachers activities
Students activities
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.
Are you going to ...
take an English class in the
evening?
spend summe,; holiday on the
beach?
watch the game show Who wants to
be millionaire on VTV3?
go to the cinema?
..
Name
PRONUNCIA TION
PRESENTATION 1:
Demonstrates the sounds ll and /3:1 by
Helps Ss to distinguish these two sounds.
PRONUNCIA TION
PRESENTATION 1:
/3:1 first pronounce the sound l'dl then put
your tongue forward and up a little.
/3:1 is a long sound.
/1 first pronounce the sound /3:1 but make
it short.
// is a short sound.
PRACTICE 1:
Plays the tape and ask them to repeat.
front of the class.
sentences.
necessary.
PRESENTATION 2:
Explains Future forms.
Will:
Will expresses an intention or decision made at the
moment of speaking .
Going to:
Going to expresses an intention or decision thought
about before the moment of speaking. It expresses a
plan:
It also expresses a prediction:
Present progressive
The present progressive can be l!sed to express a
future arrangement between people. It's common
with verbs such as go, come, see, visit, meet, have
(a party), leave.
PRACTICE 2:
Asks Ss to do exercise 2: Choose'the correct option
in bracket.
Gets Ss compare and discuss the answers with a
Time
Teachers activities
friend.
Calls on some Ss to read and explain their answers
in front of the class.
PRACTICE 3 :
Gets Ss further practice using the present
progressive be going to by asking them to do
exercise 2: Put e verbs in brackets in the present
progressive and be ing to.
Checks the exercise 2 in front of the class as a
whole.
PRACTICE 1:
Work in pairs and practice the sentences.
Correct each other.

PRESENTATION 2:
I'll give you my phone number. Ring me
tonight.
We're going to have a holiday in Sam Son
this summer.
Look! It's going to rain
PRACTICE 2:
1. Tell me your plan, Lan. What are
you doing this Saturday evening?
Students activities
2. Mary is getting married next
week.
3. There's a good play on TV tonight.
Are you going to watch it?
4. I feel terrible. I think I am going
to be sick.
5. There are a lot of black clouds in
the sky. It is going to rain.
PRACTICE 3 :
1. The Browns are going to the
cinema this evening
2. We are having an Englishspeaking club meeting next week.
Would you like to come?
3. The cat is just behind the rat. It is
going to catch the latter ..
4. Where are you putting this new
bookcase?
5. Smoking is very bad for his
health, but he is not going to give

it up.
PRACTICE 4
PRACTICE 4:
3
Asks Ss to do exercise 3 in pairs: Complete the
--hanges, using the present progressive or be
going
to .
Calls on some pairs to act out the exchanges

in front of e class.
Makes necessary corrections. :
HOMEWORK :
Gets Ss to do language focus part in workbook
Gives correct answers::

1. There's a football match on TV
this afternoon.
Are you going to see it?
No, I'm busy. I'm doing my homework.
2. Can you come next weekend?
Sorry, we'd love to, but we are visiting
our grandparents.
3. I hear Tim has won a lot of money.
What's he going to do with it?
He says he's going to buy a new
motorbike.
4. Should I leave the umbrella at
home?
It's cloudy and windy. It's going to
rain soon. Take it along
5. Do you think the windows so
dirty?
Oh, yes. I'm going to clean them later
HOMEWORK :
Take notes
2
DOP : Nov 28th2006
DOT : Dec 5th2006
Period : 35
TEST YOURSELF B
Answers to Test yourself B
LISTENING
Reading
Location
50 miles to the west of London
Population
120,000 people
Noted for
market town
biscuit factory
computer industry
Oxford
6. in central England
7. 90,000 people
university
car factory
. Cowley Road
Tapescript:
We start our journey in Reading. This town lies about 50 miles to the w London in the county of Berkshire. It
is a medium-sized town of 120,000 inhabitants. In times gone by Reading was just a market tow known for its
Huntley and Palmers biscuit factory. Now it is at the he the computer industry in the UK and is expanding
rapidly. Com: companies everywhere. It's not a very pretty town, but one which says about England.
Oxford is most definitely prettier. It is located in the central England. 1t population of about 90,00, 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, use of the university, it is usually forgotten. Spend a day looking
round 'orks, seeing how they make the cars. Fascinating. Or stroll up the ey Road and watch the world walk
with you.
READING :
F (Teachers give too much homework.)
F (They say that it is unnecessary for children to do work at home in their free time.)
T
F (Students haVe to repeat tasks which they have already done at school.)
T
GR AMMAR:
O. are
1. by
2. for
3. there
4. which
5 . the
6 .the
7. a/per
8. by
9. It
10. be
WRITING
Suggested answer:
654, Truong Chinh Steet, Hanoi. 8th, June, 2006
Dear Hung,
Our class are planning to have a three-hour visit to a factory as part of ou technology lesson. I am writing to
ask you for permission to visit you computer factory as it is near our school so we can go by bicycle. Fortyfivi members of our class will arrive at your factory at 7:30 on Monday, 22" December, 2006.
Would you be so kind as to recommend someone who can give us a tou around the factory? We would so
much like to know how computers are. mad, and we also like to talk with the workers there. We hope that you
will creatj favorable conditions for us to have an interesting and useful visit to you, factory.
We are looking forward to receiving your reply soon. Yours sincerely,
Nghiem Danh Hao .
*********************************
DOP : Nov 28th2006
DOT : Dec 6th2006
Period : 38
UNIT 7
THE MASS MEDIA
A. READING:
I/ Objectives :
1. Educational aim : Reading TV programme schedules
2. Knowledge :- General knowledge:Ss will be updated with names of some popular TV progammes
such as Quiz Show, Portrait of life ... , Ss will be able to talk about their favourite programmes.
- Language : Reading TV programme.
III/ Teaching aids : Textbook, whiteboard markers, chalks, schedules extracted from newspapers.
IV/ Procedure :
Time
Teachers activities
Students activities
WARM-UP:
Jumbled words:
5
Gives 10 words whose letters are in the wrong
work in groups:
order. Notes Ss that all the words are forms of
mass media. Ask Ss to work in groups and
rearrange them in
, good order to make the right words.
1. television
1. enslieisov
2. newspaper
2. rwepeapns
3. radio
3. idora
4. magazine
4. agenmiza
5. .
5.
Explain the term mass media
Give examples for each type of mass
Mass media or mass communications refer to media.
public institutions that report news and other
E.g:
stories. Mass media also keep people updated. Newspaper: Nhan Dan, Lao Dong ...
Time
10
Teachers activities
BEFORE YOU READ:

Has Ss work in pairs:
Gather ideas and give some background information
about TV channels in Vietnam (See Supplements for
more information):
VTV 1: combination of Politics, Economics and
Entertainment
VTV2: Science and Education
VTV3: Entertainment
VTV4: For the overseas Vietnamese
VTV5: For the Ethnic minority groups
Gives Vietnamese equivalences for some TV
programmes.
Checking technique:
Advising
Divides the class into two teams. Team A says
what
hey want to see. Team B gives advice on what
programmes team B should watch.
Students activities
Ask and answer the following questions:
When do you often watch TV?
How many channels are there in our
national TV? How many hours per week
do you watch TV?
Vocabulary:
Population and Development:
TV Series:
Folk songs:
News headlines:
weather Forecast:
Quiz Show:
Documentary:
wildlife World:
Around the World:
Checking technique:
Team A: I love seeing animals and plants.
Team B: You should watch the Wildlife
World. Team A: I want to know whether it
is going to rain TOmorrow.
Team B: You should watch the Weather
Forecast.
WHILE YOU READ :
Time
Individual work
WHILE YOU READ :
Task 1 - Matching
Task 1 - Matching
Further explain and give correct answers:
Asks Ss to read three TY programme schedules
I. c (A cartoon is a film made by
and do Task 1: Match the words in A which appear
photographing a series of changing
in the reading passage with their definitions in B.
drawings)
Has Ss compare and discuss their answers with a
II. a (A drama is a play for the theatre,
friend.
television or radio)
III. d (A comedy is a film or a play that
is intended to be funny, usually with
a happy ending)
IV. b (A documentary is a .film or a
television programme giving facts
about something)
Tells Ss to read the programmes carefully and
decide whether the statements are true (T) or false
(F). Correct the false information.
Asks Ss to explain their answers by giving
evidence in the reading passage.
Checks the answers in front of the class as a
whole.
Teachers activities
Students activities
I.
T
II.
T
III.
F (The Nature of
Language is the
documentary
programme at 15: 15
on VTV3.)
Asks Ss to work in pairs and ask and answer the
IV.
T
questions in the book basing on the information in
V.
F (VTVl starts at 5:35
the reading passage.
and the last programme
starts at 23:30.)
Calls on some pairs to ask and answer in front of Task 3 - Answering Questions:
the class.
Individual work
1.There are five films on.
2.At 9:00 a.m., 12:00 at noon, 7:00 p.m.,
11
p.m. on VTV1 and 7:00 p.m. on VTV3
3.VTV2
AFTER YOU READ:
4.The Quiz Show
Keeps Ss in pairs and ask them to tell their
5.(You should watch) VTV 1
partner about one of the TV programmes they like 6.
The Football
watching best and explain why.
AFTER YOU READ:
Calls on some Ss to give short talks on the given
Work in pairs:
topic.
I like Game show Tile price is right most
because it is very interesting, easy to play.
WRAPPING:
Summarises the main points. Assign homework.
Besides the reward for the winner is

valuable. Another reason I like this game
show is the Me. Mr. Luu Minh Vu is
humorous and very intelligent ...
WRAPPING:
***********************
DOP : Dec 6th2006
DOT : Dec 11th2006
Period : 39
UNIT 7
THE MASS MEDIA
B.SPEAKING:
I/ Objectives :
1. Educational aim : Speaking about different types of the mass media
2. Knowledge :- General knowledge: By the end of the lesson, Ss will be able to talk ahout the
differences and similarities of some popular types of the mass media.
III/ Teaching aids : Textbook, whiteboard markers, chalks, schedules extracted from newspapers.
IV/ Procedure :
Time
Teachers activities
Students activities
10
WARM-UP:
Gets class some spaces and gives cues .
3
1
1. It was invented in 1925.
What is it ?
2. we can listen to the news but we cant see
it.
4
2
3. It contains information and pictures.
4. We can see it to find information quickly ,
chat with friends and send email.
1. T.V
2. Radio
3. newspapers
4. The internet
of the class.
the mass media
Checks the answers in front of the class a whole .
Task 1:
5
Task 1:
Work in pair
Work in pair
To put a tick :
Gets Ss to put a tick :
Television :
Radio :
Dictionaries
Newspapers
Films
Plays
10
Asks Ss work in pair and carry out activity using
the cues in the book.
Books
The internet
Magazines
Freeback and give suggested answers :
The mass
media
The Radio
Provide / deliver information and

entertainment
Provide information and

entertainment orally (through
mouth )
Receive information aurally
Newspaper

necessary.
Calls on some pairs to explain the answers in
front of the class.
10
Task 3 : Work in groups

Gets class to answer questions
Television
(through ears )
Present information and
entertainment visually (through
eyes )
Receive information visually
(through eyes )
Provide information and
entertainment orally (through
mouth )and visually (through
eyes)
Get information aurally (through
ears )and visually (through eyes )
Task 3 : Work in groups

answer questions:
1. T.V, radio, film, books
magazine,nwespapers , play, the
internet.
2. Provide/ deliver informations and
entertainment.
3. T.V presents informations and
entertainment orally and visually
Time
7
Teachers activities
Exercise :
Type of newspapers :
Math the newspapers with the definions :
A
1. National paper
2. Local newspaper
3. Daily paper
4. Weekly paper
HOMEWORK :
Write a short passage about the special of the
mass media
Students activities
Exercise :
Type of newspapers :
Math the newspapers with the definions :
B
a. A paper that you can buy every morning
b. A paper thats sold throughout the country
c. A paper thats published every week

d. A paper produced in one town.

1. b 2. d
3. a 4. c
********************************
DOP : Dec 8 th 2006
DOT : Dec 13th 2006
Period : 40
UNIT 7
THE MASS MEDIA
C.LISTENING :
I/ Objectives :
1. Educational aim : Listening a short news edition.
2. Knowledge :- General knowledge: By the end of the lesson, Ss will be able to better their ability to
listen to news editions through gap- filling exercise.
II/ Method : Communicative approach. Listening for gist and for specific information.
III/ Teaching aids : Textbook, whiteboard markers, chalks, cassette,
IV/ Procedure :
Time
Teachers activities
Students activities
7
WARM-UP:
WARM-UP: Answer the questions
10
Time
10
Shows aradio and asks Ss to answer the questions

Whats it ?
What is it used for ?
What programme do you like listening to and
why ?
While you listen :
Task 1 : Ticking the words
Explicitsthe items of the news (2 items )
Asks Ss to do task 1 : Listen to the two radio
news stories and tick the right column under news
story 1 and news story 2
Plays the tape once or twice .
whole .
Tapesscript :
The time is 7 oclock and here the news
summary.
Teachers activities
News story 1 :
Heavy rain during the night has caused
floods all over the coutry today. Many people
have left their homes because rivers have risen.
Some roads in the north west are under two
metres of water. The rain has stopped at the
momment , but its still cloudy and theres a
strong wind. Because of the bad weather people
cant go out to work.
News story 2:
A ninety year- old woman has climbed
Mount Whitney in California for the twenty third
times . At 4418 metres , Mount Whitney is the
hightest mountain in California. The woman says
the view from the top is wonderful . she also says
that the mountain has kept her young and
healthy. In spite of her old age, the woman tries
to climb the mountain very often.
Task 2 : gap- filling :
Lets Ss read the two news stories carefully and
have the guess of the missing words.
Plays the tape and asks ss to fill the missing
words
Notices Ss to catch the exact words for each
blank.
Calls on some Ss to read completed stories.
Asks for comments from other Ss.

Its a radio
Its used to listen to news , music
I like listening to music because it is very
interesting.
While you listen :
Task 1 : Ticking the words:
Do task 1 and give correct answers :
news story
1
Healthy
Strong
Young
Cloudy
Highest
Wonderful
news story
2
Students activities
Listen.
Work individually.
Task 2 : gap- filling :

read the two news stories carefully and
have the guess of the missing words.
Freeback and give correct answers :
News story 1 :
1. has caused flood
2. have left their house
3. have risen
4. two metres
5. has stopped
6. cloudy
7. strong wind
News story 2:
1. twentry third
Pauses the tape when necessary.

Corrects
10
Task 3 : Answering questions :

Asks Ss to work in pairs and answer the questions
in the book.
front of the class.
5
Time
Corrects
After you listen :
Asks Ss to work in groups and use their own
words to tell other members about one of the two
news
Teachers activities
Stories.
Calls on some Ss to present the story in front of
the class.
HOMEWORK :
Gets class to tell about the content of the story
they have just listen
2. 4,418
3. California
4. wonderful
5. young and healthy
Task 3 : Answering questions :
Freeback and give correct answers :
1. heavy rain has caused flood all
over the country during the night
2. beause rivers have risen.
3. the woman has climbed Mount
Whitney twenty third times .
4. because it has kept her young and
healthy.
After you listen :
Students activities
Group work .
****************************
DOP : Dec 18th 2006
DOT : Dec 18th 2006
Period : 41
UNIT 7
THE MASS MEDIA
D. WRITING :
I/ Objectives :
1. Educational aim : Writing about advantages and disadvantages
2. Knowledge :- General knowledge: By the end of the lesson, Ss will be able to write a paragraph about
advantages and disadvantages of television and other typesof mass media.
II/ Method : Communicative approach
IV/ Procedure :
Time
Teachers activities
Students activities
7
WARM-UP:
WARM-UP:
Asks Ss to work in groups and answer some
1. What are some kinds of the mass
questions .
media?
2. Which one is the most popular?
Corrects
3. What are the advantages and
disadvantages of T.V?
5
PRESENTATION :
PRESENTATION :
Writing about advantages and disadvantages
Task 1:
Implicits the meaning of advantage and
Television helps us to learn more the
disadvantage by analysing the examples:
world.
13
Time
Asks Ss to read about the advantages and

disadvantages of T.V.
Has Ss underline the key words of each idea.
necessary .
Makes sure Ss understand all the advantages and
disadvantages mentioned in the book .
PRACTICE :
Task 2:
Asks Ss to work in pairs and discuss the
advantages and disadvantages of the mass media
and write them down in the column.
Teachers activities
Lets Ss choose of the three types of mass media
to discuss.
Encourages Ss to find the ideas related to the
topics. Asks Ss to share the ideas with other pairs.
15
Television makes us passive .

Which sentence says good about television
?
Which one is bad?
PRACTICE :
Radio
Advantages
Disadvantages
It provides you
hourly'updated
news and
information .
It only providees
information aurally.
Students activities
It is convenient
because you can
listen to it almost
everywhere.
It makes our life
easier and enjoyable.
It can be boring
because we can't
watch films or sports
programmes.
It also releases stress.
Newspapers
The Internet
FURTHER PRACTICE:
FURTHER PRACTICE:
Asks Ss to write a paragraph about the advantages Work individually.
Iand disadvantages of one of the mass media
Give suggested writing:
discussed in Task 2.
Updated information, convenience and
Lets Ss work independently and write under time stress relief are three major advantages
pressure.
that radio brings us. Firstly, radio keeps
Lntroduces peer correction if time allowed.
us updated with latest information. The
Picks up some writings to correct in front of the
news which is broadcast live hourly helps
class as a whole.
us understand current events around the
world. Secondly, unlike other types of the
mass media, radio is ea!;y to use. We can
listen to the radio almost everywhere with
HOMEWORK :
little cost and great convenience. Lastly,
radio helps us to release the stress that we
Exercise:
suffer from work and study. Music and
which sections of a newspaper will you look in if
entertainment progammes on the radio are
you want to find out lut the following?
effective ways to make us feel happy and
a. the football results
refreshed after a hard working day. In
b. a new job
conclusion, radio has a lot of advantages
c. what is on at the theatre tonight
that make our life easier and more
d. where to invest your money
enjoyable.
e. the temperature in Hanoi
f. what happened in the South of the country
g. what a newly published book is like
HOMEWORK :
News and feature
Page
Sections
Exercise:
2
Home news
answers:
3
Business and money news
a5, b6 ,c18 , d3 , e17 , f2 , g9.
5
Sports news
17
9
18
6
Weather forecast
Book reviews
TV and entertainment guide
Employment
*******************
DOP : Dec 18th 2006
DOT : Dec 20th 2006
Period : 42
UNIT 7
E. LANGUAGE FOCUS:
THE MASS MEDIA
I/ Objectives :
1. Educational aim : Distinguishing the sounds /eI/ / aI/ and / I /
Reviewing the present perfect and using because of and in spite appropriately
2. Knowledge :- General knowledge:Ss will be able to pronounce the sounds/eI/ / aI/ and / I /
correctly ,
master the use of the present perfect tense and use because of in spite of appropriately.
- Language : Ss may confuse the use of because of and in spite of
IV/ Procedure :
Time
Teachers activities
Students activities
5
WARM-UP:
WARM-UP:
Categorisillg
Group work .
Gives out 10 to 15 words.
Suggested words:
Asks Ss to work in pairs or groups and decide
1990, three months, two weeks, ...
which words go wIth since or for.
5
PRONUNCIA TION:
PRONUNCIA TION:
PRESENTATION 1:
Demonstrates the sounds /eI/ / aI/ and / I / by
pronouncing them clearly and slowly
Helps Ss to distinguish these two sounds ..
Instructs the way to pronounce:
First make the sound e. Now make it longer eee.

Then add I. This is very short
/eI/ has two sounds: e and I
eeeI
/ aI/ has two sounds: a and I
First practice the sound a.

This is a long sound and then add I. This is very
short.
/ I / has two sounds: and I
aaaI
PRESENTATION 1:
First practice the sound . Now make it longer
Then add I. This is very short

I
PRACTICE 1:
PRACTICE 1:
Pair work
Plays the tape and ask them to repeat.

front of the class.
sentences.
Introduces peer correction
necessary.

PRESENTATION 2:

PRESENTATION 2:
Time
Reviews the form and the use of the present

perfect tense.
Teachers activities
Note: Ss have been familiar with the present perfect
so ask Ss to present the form and the use of this
tense. If Ss have difficulty, 1ft Ss answer questions
about this tense.
PRACTICE 2:
Exercise 1 :
Asks Ss to do exercise 1 independently: Complete
the letter, using the present perfect of the verbs in
the box.
Calls on some Ss to read the letter in front of the
class.
PRACTICE 3:
Exercise 2 :
Asks Ss to do exercise 2 in pairs: Complete the
sentences usingfor, since or ago.
Whole class
Students activities
PRACTICE 2:
Exercise 1 :
Dear Tom,
Here 1 am in New York! 1 (1)
have been here for two weeks now and it
's very exciting.
My friend, Nancy (I met her in
London in 1992) (2) has lived in New
York for seven years, so she knows all
about it. 1 (3) have met a lot of people and
1 (4) have done all the things that tourists
usually do. 1 (5) have had a hot lunch in
China town. 1 (6) have taken a trip to the
Statue of Liberty.
1 even (7) have watched a ball game on T.
V! Back on the 19th
See you
later,
Bob
PRACTICE 3:
Exercise 2 :
give correct answers:
Note: This is probably an easy exercise so let Ss

do it orally.
3
Calls on some Ss to read and explain their
answers in front of the class.
PRESENTATION 3:
Explains the use and the difference of because of
and in spite of
1.
2.
3.
4.
5.
6.
7.
8.
9.
since
ago
for
for
since
for
ago
ago
since
Because of shows the cause.

In spite of shows the confession.
Makes sure Ss understand the difference between
because of and in spite of .
PRACTICE 4 :
Has Ss do exercise 3: Complete the sentences,
using the information in the box.
Asks Ss to compare the answers and discuss them
with a friend.
front of the class.
10. since
PRESENTATION 3:
PRACTICE 4 :
Work individually.
1. we kept the fire burning all day.
2. he had to cancel the appointment.
3. we could not see what was going
on.
4. . everyone is living on beans.
5. , the council demolished it.
DOP : Dec 18th 2006

DOT : Dec 25th 2006
Period : 43
UNIT: 8 THE STORY OF MY VILLAGE

A. READING:
I/ Objectives :
1. Educational aim : Reading about the changes in the country life
2. Knowledge :- General knowledge:Ss will be updated the changes in the country life, Ss will be able
to better their reading skill through vocabulary Matching and Table completion exercises.
- Language : enlarge vocabulary about country life such as bumper crops, cash crops, brick houses,
straw, mud ...
III/ Teaching aids : Textbook, whiteboard markers, chalks, pictures about country life
IV/ Procedure :
Time
Teachers activities
Students activities
7
WARM-UP:
WARM-UP:
Asks Ss to work in groups of three or four and
Group work
make a list of words related to the country.
The group with the longest list will be the
winner.
Country
10
BEFORE YOU READ:

Picture description:
Has Ss work in pairs and discuss the questions in
the book.
front of the class.
Note: T may ask other questions to make full use
of the picture. Some simpler questions may be
used:
What do you see in the picture?
Who are they?
What are they using?
BEFORE YOU READ:

Picture description:
1. The farmers are harvesting the
crop.
2. They are working very hard.
Time
straw (n): dry cut stalks of various cereals

mud (n): wet, soft soil
technical high school (n):
farming methods (n):
brick houses (n): houses made of bricks
thanks to (prep): owing to, because of
Checking technique:
Rub out and remember
Writes all the new words and their meanings on
the board
WHILE YOU READ:
Set the scene: You are going to read a passage
about life changes in the country. You read it and
do the following tasks
Teachers activities
Task 1 - Vocabulary Matching:
Asks Ss to read the passage and match the words
which all appear in' the passage in A with their
definitions in B.
Encourages Ss to guess the meaning of the words
in the context.
of the class.
Gives Vietnamese equivalents if necessary:
Task 2 - Table Completion:
Asks Ss to scan the passage to get specific
information to complete the table.
Lets Ss study the table carefully before doing the
task.
Goes around the class and provide help . when
necessary.
Tells Ss to discuss the answers with a friend.
whole Give correct answers:
3. It's a good/bumper crop.

4. Good farming methods, good
varieties, modern technclogy used,
people work hard ...
Pair work
Rub out all the words -in English and keep
their Vietnamese meanings.
When all the words are rubbed, ask Ss to
look at the Vietnamese meanings and recall
all the English words.
Students activities
Task 1 - Vocabulary Matching:
1. b (have just enough money to pay
for the things that you need)
2. d (having to have many things that
you do not have)
3. a (making one's life better)
4. e (good crops)
5. c (crops to be sold, not for use by
the people who grow it)
Task 2 :The reading passage tells us about
many changes in the village. Complete the
following table .
Areas of
change
Houses
Radio and TV
Farming
methods
Crops
before
now
made of straw
and mud
few families
had a radio or
a TV have a
radio or set
old
made of bricks
poor
good/bumper
Travel

Asks Ss to work in pairs: Read the passage again
and answer the questions in Task 3
Tells Ss to underline the information that support
many families
have a radio or
tv set
new
motorbike

Give feedback and correct answers:
AFTER YOU READ

Group work
How can people with an education help
the answers.
Has Ss compare their answers with another pair.
front of the class.
7
AFTER YOU READ

Asks Ss to work in groups and discuss the
question
Clarify some terms like::
People with an education refers to people with a
university study
Tells Ss to look back to the passage to get the
ideas for the questions
make the life of their community better?

Introduce new farming methods Grow cash
crops for export
Help local people apply modern
technology in farming
Help community especially young people
access to
I ways of entertainment
Raise people's awareness about food safety
and environmental hygiene.
Goes to groups and provide help when necessary.

HOMEWORK :
Summarises the main points. Assigns homework.
DOP : Dec 18th 2006
DOT : Dec 26th 2006
Period : 44

B. SPEAKING:
I/ Objectives :
1. Educational aim :Talking about plans and results.
2. Knowledge :- General knowledge:Ss will be to talk about plans to improve life I "illage and their
possible results.
- Language : sentences and expression
3. Skills : Fluency in expressing opinions and activities
III/ Teaching aids : Pictures, subboards, white board markers, ...
IV/ Procedure :
Time
Teachers activities
Students activities
WARM-UP:
WARM-UP:
7
Brainstorming :
Tells Ss close the book.
Group work and make a list of the ideas
Asks Ss to work in small groups and make a list of
that can be carried out to improve the
the ideas that can be carried out to improve the
village life.
village life.
Encourages Ss to have ideas of their own. Ss may
share ideas in Vietnamese and ask T later for
English equivalences.
Gather ideas and lead in the Presentation.
10
BEFORE YOU READ:

Asks Ss to open the book and look at the situation in
Task 1:
Task 1:
The villagers of Ha Xuyen are discussing plans to
improve life in the village. Match the plans with
BEFORE YOU READ:

Task 1:
Pair work
Explain some possible new words:
10
possible results.
Explains some possible new words:
Has Ss do the task in pairs. Tells Ss to gIve
explanation for their answers.
Calls on some Ss to read the answers aloud in front
of the class.
WHILE YOU READ:
Asks Ss to work in groups of three: Read and
practice the conversation.
Calls on some groups to practice the conversation in
front of the class.
Briefly explain Conditional sentence type 1:
resurface (v): put new swface on, renew

canal (n): man-made waterway for
irrigation
muddy (a): full of mud
1b
2g
3d
4e
5f
6c
WHILE YOU READ:

Conditional sentence type 1:
If S + do (present tense), S + will
lean/may/might + do.
Time
15
Teachers activities
If time allowed, asks Ss to make more sentences
with Conditional sentence type 1.
AFTER YOU READ:

Controlled discussion
Keeps Ss in groups and continue the conversation,
using the ideas in the table in Task 1.
necessary.
Note: Ss may add their own ideas in the
conversation.
Calls on some groups to act out the conversation in
front of the class.
Comments and has necessary corrections.
3
HOMEWORK :
Summarises the main points. Assigns homework.
Students activities
E.g:
If the roads are widened, cars and
lorries can get to our village.
AFTER YOU READ:

A: I think we should build a football
ground, too.
B: / completely agree with you. If a
football ground is built, young people
can play sports to improve their health.
C: A football ground is also a place
where people can meet and exchange
ideas.
A: What about a medical centre? I think
it's necessary to build a medical centre.
B: That's a good idea. If a medical
centre is built, people's health will be
looked after better.
C: Yes. And if we get sick, we won't
have to go to district and provincial
hospital for treatment.
***********************************
DOP : Dec 20th 2006
DOT : Dec 27th 2006
Period : 45

C. LISTENING:
I/ Objectives :
1. Educational aim : Listening for information about the changes of a small town in England.
2. Knowledge :- General knowledge:Ss will be to compare the past and the present of a town.
improve listening skill through True or False and Gap-filling exercises.
3. Skills : Fluency in expressing opinions and activities

III/ Teaching aids : Textbook, whiteboard markers, cassette, ...
IV/ Procedure :
Time
Teachers activities
Students activities
WARM-UP:
WARM-UP:
Find someone who:
Group work
Did you use to ... ?
Name
10
have afavourite toy when you were a
child?
have a nickname?
have a pet?
cry at night when you were a child?

..
Time
7
10
10
Teachers activities
BEFORE YOU LISTEN:
Asks Ss' to work in pairs: Look at the pictures
of the same town in the book and discuss the
differences between them. Follow the example.
Tells Ss to study the pictures carefully and find
as many differences as possible.
Calls on some Ss to share their findings in front
of the class.
WHILE YOU LISTEN :

Set the scene
You will hear someone talking about the
changes in his hometown. Listen to the talk and
do the tasks that follow.
Asks Ss to listen to the tape and decide if the
statements are true or false according to the talk.
Plays the tape several times if necessary.
Has Ss compare their answers with a friend and
correct the false ones.
front of the class.
Task 2 - Gap-filling
Tells Ss to read a part of the talk carefully and
have a
guess of the missing words.
Asks Ss to listen to the tape again and fill the
gaps with the words they hear.
Asks Ss to write the exact and grammatically
correct words.
Calls on some Ss to explain their answers in
front of the class.
Tapcscript: (1)
I
In the past
Now
Students activities
BEFORE YOU LISTEN:
Pair work
In the past, there used to be no cars in the
town, but now there is a big car park with a
lot of cars inside In the past, the roads used
to be small, but now they are bigger and
wider. In the past, the buffalos used to walk
on the roads, but now there aren't any
buffalos on the roads. In the past, the roads
used to be dirty, but now they are very
clean.
WHILE YOU LISTEN :
Work individually.
1. F. (It's on the south coast of
England.)
2. F. (It used to be a small quiet town.)
3. T
4. F. (A lot of trees have been cut down
for wider streets.)
5. F. (Some people don't like the
changes, they miss the quiet and
peaceful life of the old town.)
Task 2 - Gap-filling
Work individually.
1. houses
2. hotel,
3. widened
4. cut
5. car
6. shop
8. expensive
7. department
Tapcscript:(cont)
They've also built a big hotel in the middle of the
town. The narrow streets have been widened and
resurfaced. so the big trees on the two sides of the
streets have been cut down. The large area of grass
land in the suburbs of the town has -been turned into
Popffero used to be a small quiet town on the

south coast of England. But it has become a
crowded and busy tourist resort now. They've
completely destroyed its o(d atmosphere. The
small old houses have been pulled down, and
tall buildings have been put there instead.
Time
5
an ugly car park. Even the old corner shop isn't

there anymore. It has been replaced by a big
department store. And there is an expensive
restaurant where there used to be an old tea shop.
Many people. in Pop. Jero are happy with the
changes as there are more jobs for them. But some
people don't like the changes: they miss the quiet
and peaceful life of the old town.
Teachers activities
Students activities
AFTER YOU LISTEN :
AFTER YOU LISTEN :
Asks Ss to work in pairs or groups: Discusses

the changes in your own hometown or home
village.
necessary. Notices Ss to use the present perfect
and used to to show the changes.
Calls on some Ss to give short talks about the
changes in their hometown in front of the class.
Has comments on Ss' performance and have
final thoughts on the topic.
HOMEWORK :
Summarises the main points. Assigns
homework.
Pair work
Note: If Ss find it difficult when t;iking
about hometown or home village, they may
discuss the changes in their neighbourhood.
*******************************************
DOP : Dec 28th 2006
DOT : Jan 2nd 2007
Period : 46

D.WRITING:
I/ Objectives :
1. Educational aim : Writing and giving directions
2. Knowledge :- General knowledge:Ss will be able to write a letter giving directions " a certain place.
III/ Teaching aids : Textbook, whiteboard markers, photocopy of the A0-sized map
IV/ Procedure :
Time
Teachers activities
Students activities
WARM-UP:
WARM-UP:
7
Follow directions :
Follow directions :
Calls on some Ss to go the board and follow T's
Go the board and follow T's directions.
directions. Ss who do not follow the directions
Whole class
correctly will be the loser.
Note: This activity can be interesting when Ss are
PRESENT A TION:
required to follow directions like turn right, turn
Pair work
left, go ahead, go past the door ...
PRESENT A TION:
Set the scene: Task 1 :
Jim has decided to come to Ann's place for his
10
holidav. Ann writes him a letter zivinz directions
to her house. Now let's work in pairs, read the

letter and study the map carefully to find Ann's
house on the map.
Asks Ss work in pairs and do the task ..
Time
15
Teachers activities
Note: Ss may draw the directions on the map
while discussing.
Hangs the map on the board and ask Ss to draw
the directions on the big map.
Explains and checks in front of the class as a
whole. Keep Ss in pairs. Ask them to read the
letter again and underline the words and phrases
Ss can use to give directions. FolIQw the
example in the book.
PRACTICE:
Explains the task: Task 2
Your house is A on the map. Write a letter to
Jim, telling him the way to your house from
Roston Railway Station.
Asks Ss to write the letter independently and go
around the class, provide help when necessary
Asks Ss compare their.writing with a friend.
Picks up some writings and correct in front of
the lass.
FURTHER PRACTICE:
Task 3 :
10
Gives out the prepared map of a city / a

university ... (See Supplements for the sample
map.)
Asks Ss ask and answer the directions to some
certain places on the map.
necessary.
HOMEWORK :
Assigns homework
Students activities
Gather the phrases and write them on the
board:
Come out of
Turn right
Keep walking
Go over
Walk past
Take the first /second turning on the
left/right
Its the one with ....
PRACTICE:
Work individually.
Dear Jim,
I'm very happy to hear that you will
come here for lhe summer holiday. I'm
writing to tell you how to gel to my house
from the Roston Railway Station.
Now when you come out of the station,
turn right. Keep walking for about 5
minutes, you will see a small bridge ahead.
Go over the bridge, go along the street past
the medical centre and the car park then
take the second turning on the left. Walk
past the Souvenir shop and you will see my
house. It's on the right, next to the shop.
You can't miss it. I enclose the map so that
you can follow my directions easily.
Lookingforward to seeing you soon.
Love,
FURTHER PRACTICE:
Group work
HOMEWORK :
Whole class
3
*******************************
DOP : Dec 28th 2006
DOT : Jan 3rd 2007
Period : 47

B.LANGUAGE FOCUS:
I/ Objectives :
1. Educational aim : Distinguishing the sounds /au/ and /u/
Reviewing reported speech and conditional sentence type 1.
2. Knowledge :- General knowledge:Ss will be able to:
-pronounce the sounds /au/ and /u / clearly and correctly.
-transform direct speech into reported speech following correct rules.
- say the difference between when and ifin conditional sentence type 1 and do related exercises.
IV/ Procedure :
Time
Teachers activities
Students activities
WARM-UP:
WARM-UP:
Sentence transformation:
5
Asks Ssto work in groups of 4
Group work
Student 1 says sentence 1.
Ex:
Student 2 reports sentence 1 and says sentence 2. Student 1: "I study at Kim Lien High
Student 3 reports sentence 2 and says sentence 3. School. "
Student 4 reports sentence 3 and says his sentence Student 2: She. said she studied at Kim
4.
Lien High School. "lUke English most. "
Student 1 reports sentence 4.
Student 3: He said he liked English most.
"I have five classes a week. "
Student 4: She said she had five classes a
week. "I don't go to school by bus. "
Student 1: He said he didn't go to school
by bus.
PRONUNCIATION:
10
Demonstrate the sounds /au/ and /u/ by

Help Ss to distinguish these two sounds.
/au/ has two sounds /a/ and /u/
First practice the sound I/a/ and then add /u/This
is very short. aaau
/u/ has two sounds I/ and I u /
First pronounce the sound I/. And now make it
longer:
Then add u. This is very short u
PRACTICE1:
Play the tape and ask them to repeat.
PRONUNCIATION:
PRACTICE1:
Practise the sentences :Pair work
1. Dont shout so loudly.
2. Ours is the nicest house in the
town.
3. At last we found the mouse under
the couch.
4. Look at the red rose on the snow.
5. Come over to the window.
6. Ill put my coat on and go out.
Time
Teachers activities
Calls on some Ss to repeat the sounds clearly to
class.
sentences. Introduce peer correction.
necessary
PRESENT A TION:
Reported speech: Statement :
Present the notes/rules in reported statements:
I. If the reporting verb is in the past tense (e.x:
said, told), it is usual for the verb in the reported
clause to move "one tense back".
Present
past
Present perfect
past perfect
Past
past perfect
"I'm going"
aid he was going.
II. If the reporting verb is in the present tense (e.g
says, asks), there is no tense change. I
The train will be late--- > He says the train will
be late.
III. The one tense back rule also applies to
reported thoughts and feelings.
I thought she was married, but she isn't.
IV. Typical pronoun, time, place and modal verb
changes
V. In formal situations, we can use that after the
reporting verb.
He told me (that) he would be home late.
VI. There are more than one reporting verb. We
can use many other reporting verbs beside say
and tell, for example, think, announce, explain,
interrupt, demand, insist, admit, complain, warn.
PRACTICE 2:
Exercise 1 :
Asks Ss to do exercise 1: Report the statements

using the verbs suggested.
Asks them compare the answers with a friend.
Students activities

PRESENT A TION:
Reported speech: Statement :
4.1 Pronoun changes:
Direct speech
Reported speech
I
he/she
We
they
Mine
his/hers
Me/you
him/ her
Us
them
Ours
theirs
My
his/her
Our
their
myself
himself/herself
4.2. me and place changes:
Direct speech
Reported speech
Now
Two days ago
Today
Time Tonight
Tomorrow
Yesterday
Lastnight
Here
place This place
These places
Then
Two days
before
That day
That night
The next day
The night
before
The night
before
There
That place
Those places
4.3 : Modal verb changes :
Direct speech
Should
Might
must
PRACTICE 2:
Exercise 1 :
Reported speech
Should
Might
Must/ ( had to)
Give correct answers: Individual work

1. An old man said their lives had
changed a lot thanks to the knowledge
their children had brought home.
2. She said she was going to HCi\lf City
soon
3. Ithought the film would be interesting.
4. She said she couldn't help me/you/
him/her ... because she had too much
to do.
Time
3
3
Teachers activities
PRESENTATION :
Makes clear the difference between say, tell and talk
PRACTICE 3: Exercise 2:
Asks Ss to do exercise 2: Complete the sentences
with say, tell or talk.
front of the class.
PRESENTATION :
Conditional sentence type 1
Reviews the form and the use of' conditional
sentence type 1
Makes certain that Ss understand the main clause
and if clause in the sentence.
Demonstrate by analysing the following example:
If I have enough money, I will go to Hue for holiday.
If clause
main clause
PRACTICE 4 Exercise 3:
Asks Ss to do exercise 3 in pairs: Look at what Ha
Anh hopes will happen in the future.Makes
sentences , using If.will..
Note: The sentences have a logical connection so
ask Ss to put the sentences in good order .
Calls on some pairs to read their answers aloud in
front of the class.
PRESENTATION :
PRACTICE 5Exercise 4:
Put when or if into each gap.
Tell Ss to work in pairs and do this exercise orally.
'Callson some Ss to explain their answers in front
of the class.
HOMEWORK :
Assigns homework
Students activities
5. Rick told me that Anne had written
Jim a letter.
6. He told me it took him three hours
to get there because the roads were
muddy and slippery. ,
7. She said she thought it was a crazy
idea and it wouldn't work.
8. He announced that breakfast was
served between 7:00 and 9:00.
PRESENTATION :
PRACTICE 3: Exercise 2:

1. told 2. said 3. said 4. told 5 talked
PRESENTATION :
Exercise 3: Whole class
1. If I don't go out so much, I'll do
more homework.
2. If I do more homework, I'll pass

my exam.
3. If I pass my exam, I'll go to
medical college.
4. If I go to medical college, I'll
study medicine.
5. If I study medicine, I'll become a
doctor.
6. If I become a doctor, I'll be able
to cure diseases and help sick
people.
PRESENTATION :
PRACTICE 5
Exercise 4: Pair work
Make necessary comments and give
correct answers:
1,3,4 if 2,5 when
**************************************
nd
DOP : Jan2 2007

DOT : Jan 4th -> 20th 2007
Period : 48-> 54
TEST YOURSELF C ,REVIEW AND TEST
Answers to Test yourself C :

A
1.
1.
aren't
2.
2.
evenmgs
3.
3.
cmemas
4.
F
T
4.
theatres
knows
5.
5.
Tapescript :
I live in a small village called Henfield - there are about 500 people here. I love it
because it's quiet and life is slow and easy. You never have to queue in shops or banks. The
village is clean - people look after it and don't throw their rubbish in the streets. The air is
also clean because there's not much heavy traffic. It's much more friendly here than in a city.
Everyoneknows everyone and ifsomeone has a problem, there are always people who can
help
There aren't many things I don't like about Henfield. One thing is that there's not
much to do in the evenings - we haven't got any cinema or theatres. Another problem is that
people always talk about each other and everyone knows what everyone is doing. But I still
prefer village life to Iife in a big city.
READING :
1. Because people don't have to go out to watch TV. They don'thave to pay for expensive
seats at the theatres or in the cinema. And there is no transport to arrange.
2. They can see plays, films of every kind, political discussions and football matches.
3. Because they need to do nothing. They don't even use their legs and make no choice.
Everything is presented to them.
4. TV will begin to dominate our lives, and we don't have time to to talk to each other
and do other things.
5. TV, in itself, is neither good nor bad. TV is as good or as bad as we make it.
GRAMMAR :
1.
2.
3.
4.
I have been in London for a month but so far I haven't had time to visit the Tower.
You haven't given me quite enough, Sir. The bill is $20 and you have paid me only $19.
Ann said to me she would leave a message for Peter.
1 was told that it had taken the children nearly 2 hours to get to their school because
of the fl?od.
5. We thought that they would come to the party, but they were busy.
6. She told Lan, "You have got my hat. Yours is over there. "
WRITING :
When you come of the bus station, turn right, and walk along King Street until you
reach the traffic lights. Turn left at the traffic lights into Redham road . Go straight along
the road. The restaurant is on the left, after Beach Parade. It's quite easy to find.
REVIEW:
TURN INTO PASSIVE VOICE:

Yes - No questions:
1. Do they teach English here ?
2. Will you invite her to your wedding party ?
3. Did the teacher give some exercises ?
4. Is she going to write a poem ?
5. Have they changed the window of the laboratory ?
6. Is she making big cakes for the party ?
7. Has Tom finished the work ?
8. Are the police making inquires about the thief ?
9. Must we finish the test before ten?
10. Will buses bring the children home ?
Wh- questions:
11. . Why didnt they help him?
12. How many games has the team played ?
13. Where do people speak English?
14. Who are they keeping in the kitchen ?
15. How can they open this safe ?
16. What books are people reading this year ?
17. How did the police find the lost man?
18. Who looked after the children for you ?
19. How long have they waited for the doctor ?
20. What time can the boys hand in their papers ?
Sentences with two objects:
21. The teacher gave each of us two exercise books.
22. Someone will tell him that news .
23. They has sent enough money to these poor boys .
24. They have given the women in most countries in the world the right to vote.
25. They paid me a lot of money to do the job.
Sentences with verb of reporting:
26. People believe that 13 is an unlucky number .
27. They rumoured that man was still living .
28. . They declared that she won the competition.
29. They know that English is an international language .
30. people think that Jack Londons life and writings represent the American love of adventure.
31. . They say that John is the brightest student in class .
32. People believed that the earth stood still.
33. . They say that The man stole the car.
34. People believe that Uncle Ho was athe greatest leader of our country.
35. I know you have come back from your country.
REPORTED SPEECH
I/ Turn into reported speech: Statements:
1. I have nothing to show you, I said to her.
2. Nothing grows in my garden. It never gets any sun, She said
3. Jack Lumber said, Olga Ivanov won the gold medal yesterday.
4. Johnnys mother said, The English Government put him in prison the day before yesterday.
5. Father said, I am coming back next week.
6. Jennifer said, We are having champagne tonight.
7. Im going away tomorrow , mother, he said.

8. Ive been in London for a month but sofar I havent had time to visit the Tower, said Rupert.
9. It isnt so foggy today as it was yesterday, I remarked.
10. The new underpass is being officially opened the day after tomorrow, said the BBC announcer.
11. We must move to our new flat. We dont like it nearly so much as our last one. Said my aunt
12. We have a lift but very often it doesnt work, they said.
13. From one of the windows of my flat I can see the Eiffel Tower, he said.
14. I have no idea what the time is but Ill dial 8081 and find out, said his daughter.
15. He said, My wife has just been made a judge.
16. Ill come with you as soon as Im ready, she replied
17. I have a German lesson this afternoon and havent done my homework yet, said the small boy.
18. If you let the iron too hot you will scorch your clothes, I warned her.
19. You havent given me quite enough. The bill is for $ 14 and youve paid me only $ 13, he pointed
out.
20. Anna said Englishmen make good husband because they are nearly always willing to help in the
house.
21. mary answered, I like men to be useful but I dont like them to be too domesticated. I prefer them to
keep out of the kitchen altogether. Men look silly in aprons anyway.
22. We like working on Sunday because we get double pay, explained the builder.
23. He said, I am quite a good cook and I do all my own washing and mending.
24. Im going fishing with mother this afternoon, said the small boy, and we are going into the
garden nown to dig for worms.
25. If you give me some wire, Ill hang this picture for you, said my cousin.
26. I have a Turkish bath occasionally, but it doesnt seem to make any difference to my weight, she
said.
27. I ll sit up till she comes in, but I hope she wont be late, he said.
28. The advertisment said, If you answer the questions correctly you may win
$ 100.
29. This is quite a good model, madam. I use one of these myself, said the salesman.
30. Then Macbeth enters and says, I have done the deed.
II/ Turn into reported speech: Wh-Questions
1. What happened to Mr Budd? said one of the men.
2. Which of his son inherited his estate? asked another.
3. Who is going to live in the big house? enquired a third.
4. What will happen to his racehorses? asked someone else.
5. Which team has won? asked Ann.
6. Which team won the previous match? said Bill.
7. Who is playing next week? he asked.
8. Where is the ticket office? asked Mr Jones.
9. What platform does the train leave from? asked Bill.
10. When does it arrive in NewYork? he asked.
11. Why does the price go up so often? she wondered.
12. When are you coming back? I askes them.
13. What country do you come from? said Bill.
14. What do you think of the canteen coffee? asked Peter.
III/ Turn into reported speech: Yes- No Questions
1. Is a return ticket cheaper than two singles? said my aunt.
2. Do puppies travel free? asked a dog owner.
3. Can I bring my dog into the compartment with me? she asked .
4. Does this train stop at York? asked Bill.
5. Can you telephone from inter-city trains? said the businessman.
6. Can you get coffee on the train? my aunt asked me.
7. Do they bring it round on a trolley? she said.

8. Are there smoking compartment? said the man with pipe.
9. Are you working as well as studying? my friend asked me.
10. Have you got a work permit? My mother asked me.
11. Bill asked Ann , Do you want to buy any second-hand books?.
12. Do you play rugby? Peter asked his friends.
13. He asked the boys, Will you have time to play regularly?.
14. My mother asked me, Did you go out last night?.
15. A friend of John s asked him, Were you at the coffee shop with Jonny last Sunday evening?
IV/ Turn into reported speech: Commands , requests, advice
1. He said to the boy, Get out of my way.
2. Climb in through the window, he ordered.
3. Please pay at the desk, said the assistant.
4. The store detective said to Mary, Open your bag, please.
5. Dont worry about anything, MrsPitt, said her.
6. Dont use bent coin in the slot machine, I warned him.
7. Wash it in the lukewarm water, the assistant recommended me.
8. Dont eat too much starch, I adviced her, and avoid fried food.
9. Dont say anything to make her angry, said my father.
10. Take me up to the 33rd floor, he said to the lift man.
11. Remember to prune the roses, said my aunt to her son.
12. Dot forget to feed the goldfish, Mary said to her brother.
13. The air hostess adviced the passengers, Read the notice about life-saving equipment.
14. His wife said to him, Write to me as often as you can.
15. Dont go near the water, children, she said.
16. Dont argue with your father, My mother said to me.
17. Always cook with butter, said hermother, never use margarine.
18. Please put down the gun, The police asked the robber.
19. Dont believe everything you hear, he warned me.
IV/ Turn into reported speech: Commands , requests, advice,invitation.
1. Would you like to have lunch with me on Sunday? he said to me.
2. Would you like a cigarette? One of the guests said to me.
3. If I were you Id try to get a room on the top floor He said to his friend.
4. Will you help, please? The mother said to her son.
5. Take the letter to the post, will you.? And shut the door as you go out, said the boss to his
secrectary.
6. Could you sew on this button for me? Tom asked Ann. You d better sew on it yourself, said
Mary. Button sewn on by Ann usually comes off the next day.
7. Could youy show me your passport, please? he said to me.
8. Why dont you take off your coat? He said to me.
9. Dont forget to order the wine, Mr Pitt said to his friends.
10. Will you wash the dishes for me? My mother said to me.
DO AS DIRECTED :
1. He often goes swimming on Sundays.-> He s used to
..
2. When he goes out of the room , he locks the door.-> when( using pp)
..
3. This was the only boy. He won the scholarship.-> This was ( using relative )

..
4. She said to me : Dont try to persuade him -> She
..
5. She ( write ) that letter two days ago .->
6. What ( happen ) when they arrived?
7. My mother says : I will take you to hospital tomorrow -> My mother
..
8. Lan cant go shopping with her mother because shes having a bad cold. -> If
..
9. The cake was so hard that I could not eat it .-> It was such
..
10. It was such an excellent show that we all enjoyed it .-> The show
..
11. He said : Ill be here again tomorrow.-> He
..
12. Henry (eat ) a snack at midnight last night.->
13. Father said to Nam not to come home late.-> Father said to Nam : .
..
14. We asked : what time does the plane arrive ?.-> We asked
..
15. Did they tell you when they left ? said she .-> she
..
16. She said : How do you go to the circus ?. -> she
..
17. He asked her : When do you leave this place ? -> He asked
..
18. The local government is building a new sports centre.-> A new sports centre
..
19. I missed the bus this morning so I was late for class.-> if
..
20. The test is so difficult that he cant do it.-> The test is too
..
21. My brother (use ) this coputer for 4 years ?
22. where did you go last night , Mary ? I said -> I asked
..
23. It was so late that nothing could be done . -> It was too
..
24. I nolonger have breakfast at 6 oclock.-> I dont
..
25. She has no longer collected a lot of stamps .-> She hasnt
..
26. Mary nolonger loves Jack .-> No longer
..
27. He used ( play ) football when he was young.->
CONSOLIDATION
I/Give the correct form of verbs in brackets.
1. The teacher permits us ( go ) out in a minute.
2. You should avoid ( meet)..him.
3. Do you remember ( leave )your hat anywhere?
4. Tell him ( come)to see me at once.
5. Hes tired. He stops ( work)for a while.
6. He allows ( ask)him questions.
7. He advises us ( be)..more studious.
8. I rmember ( write )to you soon.
9. We cant help ( consider)..his opinion.
10. Well continue ( discuss)it.
11. I hope ( not do)..that tiring work again.
12. They posponed ( build).an elementary school for lack of finance.
13. Its no use ( advise)..him. He never allows anybody (give)advice.
14. Are his ideas worth ( listen).to ?
15. He always avoids ( meet)..me in the streets,
16. My parents decided ( take)..a taxi because it was late,
17. Do you agree ( lend)me some money?
18. Tom refused ( give).me his adress.
19. The passenger asked her how ( get )to the station.
20. My friends arranged ( get)..to the airport in time.
21. Do you plan ( go).out or ( stay).at home this weekend?
22. I dislike ( wait ).in line- So do I, Thats why I prefer ( shop) .at night when there are
fewer people.
23. He continued ( work).after his illness.
24. My watch keeps ( stop)
25. Have you ever watched people ( try) (catch).there.
26. Jack was allowed ( renew).his student visa.
27. Ill never forget ( see).Alps for the first time.
28. Im tired, I need ( take)a break.
29. I enjoy ( watch)..TV in the evenings.
30. My shirt is wrinkled. It needs ( iron)..
31. Dont let me( forget)to take my keys to the house with me.
32. The doctor made the patient ( stay)..in bed,
33. He recommend me ( do).it.
34. I prefer ( go).to the cinema to ( watch)..TV.
35. My hair needs ( cut).
36. There is no use ( hide)it to her,

37. I regret ( not be)...able to attend your birthday party yesterday.
38. Im looking forward to ( see)..you again.
39. Mr Smith posponed ( pay)a vist to London.
40. Thank you for ( send)me the present.
II/ Put verbs in the correct tense forms.
1. Her children ( play)football when I came.
2. Writing many letters often ( make)her happy.
3. There ( be)some scientists at the meeting yesterday.
4. Jane Smith is a writer. She ( be)married with two children. She ( write)
..over forty books. She ( start).writing after the death of her first husband. She
( live).in many parts of the world. She
( spend).her childhood in Egypt,
but she ( come)..to England in 1966. She is good at writing both prose and poetry, but ( be)
.best known for her romantic novels. She recently ( win).. many awards.
5. Im sorry. I ( not understand). Please speak more slowly.
6. I ( give).your message when I see him.
7. Since he ( buy)..a new car, he ( drive).to work every day.
8. She really ( hurt).when she found that her son ( forget) ..her birthday.
III/ Read the text, make questions and answer them.
A, Vitamins are very important for the body. There are more than thirteen kinds of vitamins. They
help the body take up energy from foods, help the body grow, and muscles work correctly. Vitamin A is
necessary for our eyes. People who dont have enough vitaminA often get night blindness, that is, they cant
see well when it is dark. Foods such as liver, eggs, milk and cheese.
Suggested words.
1, Vitamins/ important/ body?
2, How many / kind/ vitamins/ there?
3, What disease/ people/ not have/ enough/ vitamin A / get ?
4, What kind of food / have/ a lot of vitamin A ?
B, Women won their independence years ago. After a long bitter struggle , they now enjoy the same
education opportunities as in most parts of the world. They have proved repeatedly that they are equal and
often superior to men in almost every field. Because of labour saving devices for the home, they have more
free time to take part in social activities. Women can frequently succeed briliantly in many fields in addiion
to bearing and rearing children.
Suggested words.
1. When/ women/ won/ independence ?
2. What/ they/ proved repeatedly ?
3. Why / womem / free time / take part / activities?
IV/ Rewrite the following sentences as directed.
1. Toms father no longer smokes cigarettes.
=>No longer.
2. Those students arrived late because they had an accident.
=>Because of
3. Tom was worried because of the heavy traffic.
=>Because..
4. I have to copy the lesson for my friend because he is absent.
=> Because of .
5. She accepted the job because of her mothers advice.
=> Because .
6. Because of driving to fast, he caused a serious accident.
=> Because .
7. This bridge was designed by a French engineer.
=>A French
8. We must finish those letters by 5 oclock.
=>Those letters.
9. I bought a new car last week. Have you seen it?
=>Have..?
10. They lost their way because they didnt have a map.
=>If
11. The weather is bad, so we cant go for a walk.
=>If
12. He feels that telling the truth is necessary.
=> He feels it
13. He felt very cold no matterwhat kinds of warm clothes he wore.
=>Whatever..
14. She has no bicycle, so he often comes to her office a little late.
=>If.
15. You have to keep dangerous chemicals in a safe place.
=>Dangerous.
16. She went to bed early because she felt tired.
=>Why.?
17. Shakespeare was a greatest playwright in British literature. ( among)
=>.
18. Her son was very intelligent. He went to the same school with me. ( R. P.)
=>.
19. I want to see the man. The man went away. ( Relative Pronoun)
=>.
20. Mrs. Green held a book report last week. She is my form teacher. ( use R. P )
=>.
21. It takes him half an hour to walk to school.
=>How ?
22. The lake is about 5 metres deep.
=>How..?
23. She has to go to the bank to change some money.
=>What .for?
24. I find that working in that factory is interesting.
=>I find it.
25. Tuan, Phong and Xuan are some of the best students at English in our class.
=>Among
DOP : Jan12th2007
DOT : Jan 22nd 2007
Period : 55
UNIT: 9 UNDERSEA WORLD

A. READING:
I/ Objectives :
1. Educational aim : Reading about sea conservations and know how to to use some key words.
2. Knowledge :- General knowledge:Ss will be able to: better their reading skill through vocabulary
Matching and Table completion exercises.
- Language : enlarge vocabulary about sea conservations
III/ Teaching aids : Textbook, whiteboard markers, chalks, pictures about name the sea animal
IV/ Procedure :
Time
Teachers activities
5
WARM-UP:
Gets class to give some words related to the sea
animal in each picture .
Looks at the map and gives the Vietnamese names
for the oceans on the map.
Example :
Shark, dolphin, whale..
7
10
Students activities
WARM-UP:
Look at the pictures below. Can you name
the sea animal in each picture? The first
letter of the word has been given to help
you.
BEFORE YOU READ:

Asks Ss to close the book and answer the question
* Can you name the sea in the world ?
Asks Ss to write on the BB . Ss may share ideas in
Vietnamese and ask T later for English
equivalences.
Gather ideas and lead in the Presentation.
Gives them The first letter of the word has been
given to help you.
Gives some words
Introduces new lesson undersea world
WHILE YOU READ: Task1 :
S ..J .. .T .S...
Work individually.
Seal jellysish turtle shark
WHILE YOU READ:

.
Read in silence for 3 or 4
Reads the text once and asks Ss read in silence for 3 or Task1 :
4
Explains some possible new words:

Has Ss do the task in pairs.
Gets class to do task 1 by determinating the class
of words.
New words :
Gulf (n)
Invstigate (v)
Oversized (adj)
Tiny(adj)
Biodiversity (n)
Samples (n)
Challenges (n)
Provide(v)
Time
10
10
Teachers activities
Task2 :
Asks Ss to read in silently and find the answers
Asks Ss to work in pairs: Read the passage again
Tells Ss to underline the information that support
the answers.
Has Ss compare their answers with another pair.
front of the class.
Goes around the class and provide help if necessary
AFTER YOU READ:

Asks Ss to work in pairs:
Guides how to do exercises
Work in pairs:
1. Tiny
2. Provide
3. Gulf
4. Biodiversity
5. Samples
Students activities
Task2 :
Work in pairs: Read the passage again
1. 75 %
2. By using more sophisticated tools

3. To investigate the seabed and bring
samples of the marine life back to the
surface for the further study.
4. Provide a wide range of
information, inchuding water
temperature, depth and the undersea
populations.
Keeps Ss in groups and complete the summary of

the reading passage by filling each blank, using the
ideas in the table in the box in books.
necessary.
Note: Ss may add their own ideas in the passage
Calls on some groups to act out the passage in front
of the class.
Comments and has necessary corrections.
Homework :
Summarise the main points
Assigns homework
5.Group 1: live on or depend on the

bottom like the starfish.
Group 2: Swimming animals such as
fishes and sharks that more
independenthy of water currents.
Group 3: Tiny organisms that are
carried along by the currents like the
jellyfish.
6. If the sea biodiversity was not
maintained, the manie life would be at
stake.
AFTER YOU READ:

1.
2.
3.
4.
5.
6.
7.
8.
three - quarters
mysterious
modern
discoveries
plants and animals
huge
biodiversity
connecte
**********************************************
DOP : Jan15th2007
DOT : Jan 24th 2007
Period : 56

B. SPEAKING:
I/ Objectives :
1. Educational aim :Ss practice speaking about sea conservations and know how to to use some key
words.
2. Knowledge :- General knowledge:Ss will be able to: better their speaking skill through vocabulary
Matching and Table completion exercises.
III/ Teaching aids : Textbook, whiteboard markers, chalks, pictures about name the sea animal
IV/ Procedure :
Time
Teachers activities
Students activities
7
WARM-UP:
WARM-UP:
Asks Ss to work in pairs and discuss the following
Work in pairs and discuss the following
questions
questions.
give suggested answers:
What would you do if your class had a lot of
- Place (put ) rubbish in dustbins .
rubbish ?
- Place (put) plastic bags in proper
What would you do if you were a cleaner ?
dustbins.
Gathers ideas from some pairs and introduces
WHILE YOU SPEAK :
some important vocabulary in the speaking.
Task 1:
WHILE YOU SPEAK :
10
Work in pairs
1- In your opinion, which action should
Task 1:
Asks Ss to practice speaking in pairs . Explains the
task 1 : new words , structures..
Reads sentence by sentence
Guides how to use should/ shouldnt)
Calls some Ss to speak and correct them.
15
Task 2:
Gets class to scan all sentences and then discuss the
consequences and the solutions
Goes around and ckeckes or helps
you do protect oceans at first?

2- Which action shouldn't you do?
-I think that action (f) is the is the most
important because if we learn all we can
know about the oceans we will understand
their values and try, protect them.
What do you think of using herbicides
How do you feel about being a smart shop
What's your opinion of fishing for species.
Well, I think
In my opinion
as far as I'm concerned
Task 2:
Threats:
Consequences: Solutions:
Threats:
10
Task 3:
Gets groups to give ideas or opinions about how to
protect the sea. And present one person of the
group to say again.
Checks
- Beaches filled with plastic bags

- Whales hunted
- Explosives used to catch fish
- Oil spilled from
- Pesticides blown off the - fields
inton the sea.
Consequences: - polluted water
- extinct
-a lot of fish died
-polluted water
-polluted water
Solutions: - place plastic bags in proper dustbins
-Governments Don't let people sell
whale products
-be banned
- punish captain
-clean up the water before running
into the sea
Homework :
Task 3:
Assigns homework
Group work
Give the content of the Ss talk .
Homework :
Assigns homework
******************************
DOP : Jan16th2007
DOT : Jan 27th 2007
Period : 57

C. LISTENING:
I/ Objectives :
1. Educational aim: to get Ss listen and grasp the content of the listening lesson.
2. Knowledge :- General knowledge:Ss will be able to: listening skill about some information.
III/ Teaching aids : Textbook, whiteboard markers, chalks, some pics ,tape
IV/ Procedure :
Time
Teachers activities
7
WARM-UP:
Asks Ss to look at the picture of whales and ask
some questions relating to the topic and lead in the
new lesson.
Asks Ss disscuss in pairs and find the answersto the
questions
Students activities
WARM-UP:
look at the picture of whales and ask
some questions relating to the topic
1. Do you think whales are fish? Why not?

2. Why do people keep hunting for whales?
Introduces some newwords and asks Ss read

silentlythe new word.
Checks pronunciation of the new words
Listen and repeat
mammal - blue whale - Atlantic - Pacific - krill

whaling - migrate - conservat
WHILE YOU LISTEN :
12
Time
20
Task 1:
Gets class to read 5 setences before they listen
Turns on the tape.
Asks Ss discuss in groups to find and compare their
answers
Plays tape again with pause at important tracks so
that the Ss can check their answers themselves
Teachers activities
Task 2:
Gets class to read all sentences and take notes at
some new words.
Some main words:
- The length and weight.
- Why to feed in the cold ocean
- What - good feeding grounds.
-What - main reason - decrease whale population.
-What - groups asked to do.
-What happen-didn't take any measures to
protect.
AFTER YOU LISTEN :

6
Talk about Whales .

Homework :
Write a short passage about Whales .

1. Whales are not fish because they
raises t young on milk.
2. Because they want to catch whales
for food. leather and other products.
Read silentlythe new word.
WHILE YOU LISTEN :
Task 1:
read 5 setences
1.F 2.T 3.T 4.F 5.T
Task 2:
Students activities
1. The blue whale grows to 30 meters
in length and over 200 tons in weight.
2. Because there is a lot of krill-their
favorite food in cold water.
3. Cold water in the North and South
Atlantic Ocean and the North and
South Pacific are their good feeding
grounds.
4. Heavy hunting is the main reason
for the decrease in whale population.
5. They have asked International
Whaling Commission to stop most
whaling.
6. If we didn't take any measures to
protect whales, whales would
disappear forever.
******************************
DOP :
Jan18th2007
DOT : Jan 29th 2007

Period : 58

D. WRITING
I/ Objectives :
1. Educational aim: .Help sts to write about information from the table
2. Knowledge :- General knowledge:Ss will be able to: describe information from a table .
- Language : enlarge vocabulary about characters, size feeding habit , life span ...
IV/ Procedure :
Time
Teachers activities
Students activities
10
Warm up :
TASK 1 : PAIR WORK
Talk some thing about the whales you know
-read the passage and fill in the table
below
Key :
Time
15
Teachers activities
While you write :
Describing information from a table
Task 1 : Pair work
Gets class to read the passage and complete the
table that follows
Students activities
RANGE
AND
HABITAT
SIZE
Feeding
habits
Goes around and gives help

Offspring
Asks class to take notes

Life Span
Special
Features
Conservation
Concerns
15
Task 2 :
Group work
Asks class write a passage that describes the facts
and figures from the table given
Goes around and helps ( if nessecity )
ALL OCEANS
Prefer water s with high sqid
populations
Male: 18m in length; 54,000kg
in qeight
FEMALE :12MIN LENGTH ,
17,000KG IN WEIGHT
CARNIVORES : EAT
MAINLY SQUID
EAT UP TO 1,5000 KG OF
FOOD DAILY
Give birth to one calf every 7
7 years
Gestation period :14-19
months
Up to 60-70 years
Biggest animals that have
teeth on earth.
Have the largest brain of all
mammals
At risk due to hunting and
accidenyal fishing net
entrapment
Task 2 : Group work

Read the table and write a passage about
Dolphins
Dolphins are not fish . They are
memmals that live in the water. Dolphins
are among the most intelligent animals
on earth. Althought they can be found in
Corrects
Asks one to write on the board
Time
5
Teachers activities
After you write:
Asks class to translate in to their own languages
Homework :
Report about the sperm whales or the Dolphins
all oceans in the world , dolphins prefer

coastal watrs and bays . The size of
dolphins varies greatly . The smallest
dolphins is just about 50kg in weight and
1.2metres in length while the largest one
can weigh upto 8,200kg and is 10 metres
long .Dolphins are carnivores and they
eat mainly fish . A female dolphins gives
birth to one calfevery two years after a
gestation period of elevent to twelve
months . A dolphins can normally live
from 25 to 65 years and some species of
dolphins can
Students activities
even live longer . Dolphin populations
are at risk due to the pollution of their
habitat and accidental entrapment in
fishing nets
******************************
DOP : Jan24th2007
DOT : Jan 30th 2007
Period : 59

E. LANGUAGE FOCUS:
I/ Objectives :
1. Educational aim: .Help sts to pronounce the sound / i/ , / e / , /u/
2. Knowledge :- General knowledge:Ss will be able to: use SHOULD and coditional sentence type 2.
IV/ Procedure :
Time
Teachers activities
Students activities
5
WARM-UP:
WARM-UP:
Asks Ssto work in groups of 3
Group work
Student 1 says sentence 1.
PRONOUNCIATION:
Student 2 reports sentence 1 and says sentence 2.
topic toxic difficulty documentary
Student 3 reports sentence 2 and says sentence 3.
contain contamination invader
Student 1 reports sentence 3.
dependent
plant different spend depend
worked hoped lived played
PRONUNCIATION:
Practice the sentences:
Demonstrate the sounds / i/ , / e / , /u/ by
10
1.It is next to the restaurant on the third
floor
Help Ss to distinguish these three sounds.
2.They are on the naxt counter on your
10
Time
12
Gets clas to practice the sound

Checks
Grammar and Vocabulary
Exercise 1:
Gets class to fill in the blankwith the suitable tense
Goes around and gives help
Teachers activities
Exercise 2: Group work
Explains how to use I donot think..
Asks class to do exercise 2
Goes around and checks
Exercise 3. Pair work

Reviews the unreal condidion in the present
FORM:
Asks class to do
IF clause : S + V2/ Ved( were in all person )
MAIN clause : S + WOULD +V (bare inf )
left , dear
3.It is exacttly 22 minutes to 10
4They stayed at home and played
cards with the chirlden
Exercise 1
Do the exercise 1 in pair
KEY:
2 you should look for another job
3.He should not go to bed so late
4.you should take a photograph
5.she should not use her car so much
Students activities
6.he should put some pictures on the
wall
Key :
3. would take
4. refused
5. would not get
6. closed down
7. pressed
8. would be
9. did not come
10. borrowed
11. walked
12. would understand
Goes around and helps

Gives key
HOMEWORK :
Asks Ss to do the extra exercise as homework
******************************
DOP : Jan26th2007
DOT : Jan 31st 2007
Period : 60
UNIT:10 CONSERVATION
A. READING :
I/ Objectives :
1. Educational aim : To help Students understand the content of text :conservation
2. knowledge :
- New words : Words related to conservation
3. Skills :
Reading for specific information.
III/ Teaching aids :Real objects and pictures of some rare animals and forests cut down .
IV/ Procedure :
Time
Teachers activities
Students activities
5
WARM-UP:
WARM-UP:
Gives some pictures of some rare animals and
forests cut down .

Asks Ss to looked at them and answer the following
questions
What would we do to solve these problems ?
It is called conservation and lets come to our
new lesson today.
Time
8
Teachers activities
BEFORE YOU READ:
Look at the pictures, and then answer the questions.
1. Have you ever visited a zoo or a forest?
2. Do we need to protect animals and forests?
Goes a round to provide help
Asks some Ss to present their group's answers and
others to add any other ideas.
Listen and answer

We need to plant trees , protect animals .
Students activities
BEFORE YOU READ:
Pre-teaching vocabulary :
Should only teach the words which do not appear in
Task 1.
Elicits or teaches some vocabulary items
May want to ask some Ss to make sentences with

the above words to check their understanding.
WHILE YOU READ:

Setting the scene :
You are going to read a passage about
conservation. While you are reading, do the tasks in
the textbook.
Task 1: Matching based on word guessing
Instruction: You are required to match the word in
column A with a suitable definition in column B.
Writes the words on the board:
Eliminate, circulation, run-off, hydroelectric
Instructs Ss to read the passage quickly and stop at
the lines that contain these words to guess their
meanmgs.
Checks that Ss understand the words correctly. T
can check Ss' understanding by asking them to
provide the Vietnamese equivalents to the words.
Instructs Ss to use some strategies to do task 1:
Asks Ss to work individually to do the matching.
Goes around to help Ss when necessary.
Asks Ss to exchange their answers with other Ss.
Group work
vocabulary :
Destroy (v): end sth, kill sb/ sth
Destruction (n): the act of destroying
Constant (adj): always present or
available
Play an important part in sth:
Conserve (v) protect sth from harm)
Clean up (v): make sth clean or neat
Worsen (v): to become worse, to make
sth become worse
Pass laws: thong qua
WHILE YOU READ:
Task 1: Matching based on word
guessing
Whole class, individual work & pair
work
Guess the meaning of the words based on
the contexts in the sentences and the
components of the words. For example, to
guess the meaning of eliminate Ss read
the sentence 2 in paragraph A. Then based
on this sentence and other words in the
first sentence (loss, destroying) Ss can
guess the meaning of this word. Also, T
can help Ss analyze the formation of the
word: hydroelectric= hydro (water,
liquid) + electric.
should read through the definitions
provided in column B to understand these
definitions. Then, Ss match each word
Asks Ss for their answers and asks other students if

they agree with their friends' answers.
Time
7
10
Teachers activities
Task 2: True or False
Instruction: You are to read the passage and decide
whether the statements are True (T) or False (F).
Instructs Ss to use some strategies to do the task:
Asks Ss to work individually to do the task.
Asks Ss to discuss their answers with their peers.
Asks Ss to discuss their answers with their peers. them
to explain their choices.
Gives the correct answers:
1. T (line 2)
2. T (line 3-5)
3. T (line11-12)
4. T(line 15-16)
5. F (Without plants, most water would run off
as soon s it falls. Rapid run-off would cause
floods -lines .1-12)
6. F (We can stop worsening the problems
-lines 20-21)
Task 3: Choosing the main idea for each
paragraph Intruction: You are to read the passage
again choose most suitable main idea for each
phragraph:
Instructs Ss to use some strategies to do the- task:
Asks Ss to work in pairs to do the task.
Goes around to offer help when necessary.
Asks Ss to exchange their answers with other pairs.
Calls on some Ss to give their answers and asks other
Ss to say whether they agree or disagree.
Gives feedback and the correct answers:
A:3
B: 4
C: 2
AFTER YOU READ:
Instruction: You are required to work in groups to

discuss the questions in the textbook
Divides Ss into 6 groups: 1, 2, -3, 4, 5 and 6
Asks group 1 and 2 to discuss question 1, group 3
and 4 question 2, and group 5 and 6 question 3.
Goes around to help the groups when necessary.
- When all groups have finished, T asks every two
groups to share ideas with each other.
Calls on some groups to report their ideas to the
class.
HOMEWORK :
asks Ss to learn by heart all of the new words and
do the extra exercise as homework.
with the suitable definition.

Key :
1. c
2. a
3. d
4. b
Students activities
Task 2: True or False
Quickly read through the statements to
get an idea about the topic.
Read the first statement more carefully.
Underline the key words to understand
the main, point.
Search for the section of the text which
deals with the idea or fact.
Once finding the relevant section, read
it carefully. If the statement is similar to
the information in the text then select
"True". If the statement is the opposite
to the information in the text, then select
"False".
Continue with the rest of the statements.
Task 3: Choosing the main idea for
each paragraph
Group work
Read the first paragraph carefully and
try to sum up, in the Ss' own words,
what it is about.
Then search through the list of main
ideas provided in the task to find the
most suitable answer.
Make sure the main idea chosen sums
up the entire paragraph and not just one
idea within it.
Continue with the rest of the
paragraphs.
AFTER YOU READ:

Group work
Key :
1. The loss of much forests is
destroying the earths .
2. Man and most animals need a
constant supply of water to live.
Famers need water for their
crops.
3. We should stop ppolluting rivers
and seas and stop the
disappearance of plants and
animals.
HOMEWORK :
Learn by heart all of the new words and
do the extra exercise as homework

******************************
DOP : Jan26th2007
DOT : Jan 31st 2007
Period : 61
B. SPEAKING :
I/ Objectives :
1. Educational aim : To help Students should contribute their parts to the protect of the natural
environment.
2. knowledge :
- Genereal knowledge :Ss learn about the functions of ecotourism and about how to protect and
save the natural environment
- Language : Sentences and expressing opinionand making suggestions about nature
conservation.
- 3. Skills :
Fluency in expressing opinionand making suggestions about nature
conservation.
III/ Teaching aids :Real objects and pictures of some rare animals a whale ,an elephant.
IV/ Procedure :
Time
Teachers activities
Students activities
WARM-UP:
5
WARM-UP:
Answers :
Show a picture of a part of a national park and
1. We can see animals and plants
pictures of some endandered species and asks
living in their natural habitats .
questions :
2.
It means not doing harm to the
1. What can you see in a national park ?
natural environment .
2. What does friendly with nature mean ?
WHILE YOU SPEAK
WHILE YOU SPEAK
Task 1: Discussing the questions about
Task 1: Discussing the questions about the features
the features of the new kind of zoo
of the new kind of zoo
7
Some new words:
Instruction: You are required to work in pairs to
Sensitive (adJ): quick to respond to, or
put the actions in the order of importance and then
be affected by
say what we should or should not do.
slight changes, signals, or influences
Asks Ss to read through the two paragraphs.
Imprison (v): put or keep in prison
-Elicits or teaches some new words:
Reconstruct (v): build again
Breed (v): cause (an animal) to produce
Aks Ss to work in pairs to discuss the two questions
offspring
in the book using the information in paragraph A I
Reintroduce (v): put (a species of animal
and B.
or plant) back into a former habitat
Goes around to observe Ss working.
Pair work
Asks some Ss to present their answers.
Give feedback and correct answers:
1. . They are opened to help
endangered species develop.
Task 2: Showing agreement or disagreement
2. The animals are not kept in
about the new kind of zoo
8
cages. They can live in their
Instruction: Following are some ideas about the
natural environment.
new kind of zoo discussed in task 1. You are
Asking for
Giving
required to show your agreement or disagreement
opinions
opinions
by ticking the right box. Then share your ideas with

a partner.
Before Ss do the task, T elicits or introduces some
structures Ss can use to ask for someone's opinions,
Time
Teachers activities
to give their opinions, and show their agt:eement or
disagreement politely:
Asks Ss to work individually to tick the suitable
box to show their agreement or disagreement.
Asks Ss to work in pairs to share their ideas. Ss can
explain their ideas as well.
- Goes round to observe and offer help, taking
notes of Ss' mistakes for later correction.
- Calls on some Ss to talk about their ideas and
asks
other Ss to add more.
Task 3: Discussing the advantages and
disadvantages of zoos of the new kind
Instruction: You are going to discuss the
advantages and disadvantages of the new kind of
zoo using the cues provided in the textbook.
Asks Ss to work in groups to discuss the
advantages and disadvantages of the new kind of
zoo.
Assigns a group leader for each group to make sure
that group members work cooperatively and take
notes of other members' points.
-Goes round toobserve and offers help.
- Takes notes of Ss' mistakes for later correction.
Task 4: Reporting on the discussion results:
Calls some Ss to report that their groups have
discussed.
Asks other Ss to takes note and compare with their
groups' ideas.
AFTER YOU SPEAK :

2
Takes notes of their errors.

Gives feedback on Ss' answers.
Corrects any typical mistakes
HOMEWORK :
asks Ss to do the extra exercise as homework.
What do you think of

I think ...
... ?
Do you think ... ?
I don't think ..
Do you agree
In my opinion ...
with ... ?
Students activities
Showing agreement
I agree with ...
Showing
disagreement
I don't really think
so.
Yes, I think you are

right.
Yes, ... but ...
Exactly.
I would doubt
that ...
Task 3: Discussing the advantages and

disadvantages of zoos of the new kind
Group work
advantages
disadvantages
-The conditions
-The money spent
the animals are in on recontructions
-The animals that of the animals
can visit
natural
enviroment .
-The dangers that
the keepers may
have
Task 4: Reporting on the discussion
results:
Whole class
AFTER YOU SPEAK :

Whole class
Report
HOMEWORK :
Whole class
***************************
th
DOP : Jan26 2007

DOT : Jan 31st 2007
Period : 62
C. LISTENING :
I/ Objectives :
1. Educational aim : To help Students listen to get specific information about forest fires
- talk about the causes of forest fires and ways to prevent the ..
2. knowledge :
- Genereal knowledge :Ss learn about how to protect and save the natural environment
conservation.
- 3. Skills :suggestions about nature conservation.
III/ Teaching aids : Textbook, cassette tapes
IV/ Procedure :
Time
Teachers activities
Students activities
7
WARM-UP:
WARM-UP:
Use the sub board with some old words relating to
sub board:
the listening task :
destroy- wild animal- fire woodLets Ss see the subboard and then get them to
forest- danger- camfine save awfulrecreate the words they see.
valuable.
Have Ss listen and repeat
Write on the Bb
Introduce the general content of the listening task .
BEFORE YOU LISTEN :
8
BEFORE YOU LISTEN :
work in groups
Asks Ss to work In groups to discuss what may
Vocabulary:
cause a forest fire.
Forester (n): a person in charge of a
Calls on some Ss to present their answers. Asks other forest or skilled in forestry
Ss to add more ideas.
Awfull (adj): very bad or unpleasant
Gives feedback and give some possible causes:
Put out (v): extinguish afire
Camp fire
A heap of : a large quantity or amount
Butts of burning cigarettes
Lighting
Vocabulary pre-teaching
Before eliciting/pre-teaching some new words, T
helps Ss to pronounce the words given in the book. T
may read aloud first and ask Ss to repeat in chorus
and individually.
Elicits/ Teaches some of the words given in the ,
WHILE YOU LISTEN:
Book or those taken from the listening passage:
6'
WHILE YOU LISTEN:
Task 1: Numbering events
Task 1: Numbering events
First, read through the sentences to
Instruction: You are going to listen to a passage
understand what
about forest fires. Listen and number the events in
each of them is about.
the order you hear.
+ Underline keywords.
+ Guessing the order of the even with a
friend.
Plays the tape once for Ss to do the task.
+ Then listen to the tape to check.
Asks for Ss' answers and write them on the board
While listening to the tape, look
Plays the tape the second time for Ss to check
through the sentences quickly and pay
Time
Teachers activities
Students activities
their answers.
attention to the key words. Number the
If a lot of Ss have the same wrong answer, play that
sentence whenever catching the
point of the tape for Ss to check the answer again.
Gives the correct order:

Task 2: True/False statements
Instruction: Now you listen to the tape again and

decirie whether the statements provided are True or
False. Put a tick (vJ in the appropriate box.
Before Ss listen and do the task, Tasks Ss' what the
strategies to do the task are. If Ss forget, T may
repeat the strategies:
Asks Ss whether they can do the task based on the
previous times of listening.
- If Ss can, T asks them to give the answers and write
them on the board. -- Plays the tape once for Ss to check their answers.
-Asks Ss to work in pairs to compare their answers.
T checks Ss' answers by calling on some Ss and asks
them to explain their answers.
If are a lot of Ss have the same wrong answer, play
that point of the tape for Ss to check the answer
again.
Task 3: Choosing the sentences heard
Instruction: You are going to listen to the tape again
choose the sentences you hear. Put a tick (v) in the
propriate box.
Before Ss listen and do the task, T instructs them to
use some strategies:
- Asks Ss to work in pairs to exchange answers.
- Checks Ss' answers.
Tapescript:
Have you ever seen a forest destroyed by fire? A great forest
fire is an awful thing to see. Once a fire has started, it spreads
quickly. Foresters s(1Y that late summer is the season when a
fire is' the greatest danger to woods and forests. They are very
dry then. Sometimes when the danger of fire is very great,
foresters will not allow anyone to go into the forests.
If people leave a camp-fire burning near a heap of leaves, this
often causes a forest fire. Campers must always remember to
put out their camp-fire and cover the place with earth. It is the
duty of every camper to take the greatest care not to start a
forest fire.
Anyone careless enough to start a forest fire has done
something, which makes life more difficult for all of us. Every
fire destroys valuable wood, wildlife, and good soil. Everyone
of us must know how important it is to care for our great
forests and save them from fire
Time
10
Teachers activities
AFTER YOU LISTEN :
Role play
Asks Ss to work in pairs: student A is a journalist
who wants to write about forest fires and what
campers should know and do; student B is a forester
in Cuc Phuong National Park, The journalist will
first ask the forester about Cuc Phuong National
Park and then asks about what may cause a forest
information.
Key :
3-2-5-1-4
Task 2: True/False statements
Individual work and pair work
- First, read through the statements to
understand them and underline key
words. For example, the key words in
the first statement are: fire, started,
takes time, spread.
- Listen to the tape and pay attention to
the key words
- Decide whether the statements are
true or false based on what they can
hear.
Give the correct answers:
1. F (It spreads quickly)
2. F (In late summer) .T
3. T
4. F (It is the duty of everyone of
us)
Task 3: Choosing the sentences heard
+ Read through the sentences to
understand them .
+ Underline the different parts between
the two sentences.
+ Listen and pay attention to the
different parts.
Provide correct answers:
l.a
2. b
3.a
Students activities
AFTER YOU LISTEN :
Pair work
fire and what every camper should remember. Ss

should use the knowledge from Unit 10- National
Parks and what they get from the listening tape.
- After 5 minutes, calls on some pairs to go to the
front to act out the conversation.
Comments and gives any necessary correction.
HOMEWORK :
asks Ss to learn by heart all new words and do the
extra exercise as homework.
HOMEWORK :
Whole class
2
*************************************
DOP : Feb 4th 2007
DOT : Feb 7th 2007
Period : 63
D. WRITING :
I/ Objectives :
1. Educational aim : To help Students write a letter of invitation using the cues provided
2. knowledge :
- Genereal knowledge : Ss may be familiar with expressions used in an invitation letter
conservation.
- 3. Skills :Writing
III/ Teaching aids : Textbook, handout
IV/ Procedure :
Time
Teachers activities
Students activities
5
WARM-UP:
WARM-UP:
Gives a set of words and asks ss to make a complete Whole class
sentence.
(dinner / evening/ for/go/out/this/to
/you/would?)
-> Would you like to go out for dinner
this evening.?
Time
Teachers activities
Students activities
7
BEFORE YOU WRITE :
BEFORE YOU WRITE :
Gives situations next Sunday is your birthday. What Answers :
would you do to invite your friend ?
Invite in person.
Asks Ss one sentence :
Invite by telephone .
Have you ever written a letter of invitation ?
Even by letter.
Introduces the lesson and its aim .
WHILE YOU WRITE :
WHILE YOU WRITE :
6
Task 1: Matching
Task 1: Matching
Instruction: You are going to write out the
Whole class & pair work
sentences by matching the first half in A with the
+ Let's + infinitive without 'to'
suitable half/halves in B
+ Why don't you + infinitive without 'to'
- Before Ss do the task, T asks them to tell T what
+ Would you like + infinitive with 'to'
expressions they can use to give invitations or
+ Do you feel like + V -ing
12
Time
suggestions.
-Writes their answers on the board and gives any
correction.
Asks Ss to look at column A in Task I and give the
form of the verb in each of the structures:
Asks Ss to work in pairs to do the task, reminding
them that one expression in A can go with more than
one expression in B and they should write the
sentences.
- Asks Ss to exchange their answers with other pairs.
- Calls on one pair to give their answers and other
pairs to add any other ideas.
Task 2: Letter completion .
Instruction: You are required to fill each blank in
these invitation letters with a suitable expression
provide in Task 1. For each blank you can have
more than one answer.
Before Ss do the task T asks them to read through
the letters to understand the content of each letter
roughly.
Can model the way to do this ask, using letter 1:
Asks Ss to work in pairs to do the same with the
other two letters.
- Asks Ss to exchange answers with other pairs.
- Calls on one pair to give their answers and other
pairs to add any other ideas.
Task 3: Writing an invitation letter based on cues
Instruction: You are going to write an invitation in
which Nam invites Lam to spend a weekend with
him, using the cues provided.
+ Can you + infinitive without 'to' +

How about + V -ing
+ Shall we + infinitive without 'to' +
Are you free + infinitive with 'to'
- feedback and gives correct answers:
1. c
2. f/h 3. a
4.g / d
5. h/f 6. d/g 7. e 8. b
Teachers activities
Before Ss do the task, T reminds them that they
should use all the language items provided together
with other items to produce meaningful and
grammatically correct sentences. Also, Ss should use
capitalized letters and punctuation marks properly.
- Asks Ss to write the letter.
- Goes around to observe and provide help.
AFTER YOU WRITE :
- Asks Ss to exchange their letter with another
student for peer correction.
-Goes around and collects mistakes and errors.
- Collects some writings for quick feedback.
- Writes Ss' typical errors on the board and elicits
self and peer correction. T provides correction only
when Ss are not able to correct the errors.
- Gives general comments on the letters and gives
suggested letter:
Students activities
Write the letter.
Task 2: Letter completion

+ First, read the letter
+ Look at the incomplete sentence and
pay attention to the form of the verb
that follows the blank. For example, in
letter one the verb fo~m is infinitive
with to (.
to JOIn us ..?)
+ Read the expression in Task 1 and
find the suitable expression(s) to fill in
the blank. In the first letter, we can fill
the blank .with "Would you like" or "
Are youfree".
Feedbacks and give correct answers:
2. Would you like! Are you free; How
about/ Do you
feel like
3. Can you; Why don't we/ Shall we
Task 3: Writing an invitation letter
based on cues
Individual work
AFTER YOU WRITE :

pair work
Dear Lam,
We haven't met since you moved. I miss
you a lot. We are both having some
days-off between the two terms soon. If
you haven't made any other plans, why
don't we spend a weekend together?
Do you feel like visiting the forest near
my grandparents' home again? It looks
quite different now because very many
young trees have been planted at the
Tree- Planting Festivals. Do come if
HOMEWORK :
Asks Ss to do the extra exercise as homework.
you find it possible, and I'll make all

the preparations then.
Give my love to your parents. Your
friend,
.Nam
HOMEWORK :
Whole class
**************************************
DOP : Feb 6th 2007
DOT : Feb 10th 2007
Period : 64
E. LANGUABE FOCUS :
I/ Objectives :
Educational aim :
To help Students - distinguish the sounds /b/ and /p/

- pronounce the words and sentences containing these sounds
correctly
- use the passive voice appropriately
III/ Teaching aids : Textbook, pictures of cities after storms
IV/ Procedure :
Time
Teachers activities
PRONUNCIATION :
Time
15
Teachers activities
Pronouncing the two sounds separately:
Models the two sounds twice or three times.
Pronounces the sounds and asks Ss to repeat.
Pronouncing words containing the sounds
Reads the words in each column all at once
- Reads the words once again, each time with a word
in each column to help Ss distinguish the differences
betwecn the sounds in the words.
- Reads the words and asks Ss to repeat them.
Asks Ss to practice pronouncing the words in pairs.
Goes around to provide help. ,
Asks some Ss to pronounce the words ..
Gives correction if necessary
Reading the sentences with words containing the
sounds
Reads the sentences and asks Ss underline the words
with the sounds and write/b/ or /p/ under them.
Asks Ss to practice the sentences in pairs.
-Goes around to provide help.
-Asks some Ss to read the sentences.
GRAMMAR :
The passive voice
Students activities
PRONUNCIATION :
Whole class, individual work &
Students activities
pair work
practice pronouncing the sounds in
chorus and individually.
individual work
individual work
GRAMMAR :
Time
14
a. Presentation
- Elicits, the form, meaning and use of the passIve
voice
- Revises the form, meaning and use of the passive
voice
+ Form: be + past participle
The passive can be used, also, in various tenses.
Following are the passi ve forms of" design."
Whole class, individual work &pair

work
The passive voice
+ Meaning: passive
+ Use: The passive is mainly used in
three ways:
when we don't want to take
responsibility for something
E.g.: The matter will be dealt with soon
(We don't know or want to say who'll
deal with it)
when we want to focus on a happening,
not who or what did it.
E.g.: Our roof was damaged in last
night's storm. (We're concerned about
the roof)
when we want to avoid 'vague
subjects' like one, someone, they, etc.
E.g.: The form has to be signed. (not
'Someone/ One has to sign the form)
However, the passive is not used
when we want to focus on the person
Teachers activities
b. Practice Exercise 1 and 2:
Asks Ss to do Exercise 1 and 2.
- Goes around to provide help.
- Asks Ss to compare their answers with another
student.
- Asks some Ss to go to the board to write their
answers.
-Asks other Ss to comment.
Exercise 3:
Asks Ss to do exercise 3 in pairs. Ss have to fill each
blank with the correct form of a verb in the box.
- Asks them to compare answers with another pair.
- Calls on some Ss to read out their answers.
- Feedbacks and gives correct answers:
Calls on some pairs to practice the conversation
Production: Making sentences based on pictures
Prepares 2 pictures of 2 cities after storms and asks
Ss to make sentences to describe the consequences
of the storms, using the passive voice.
Allows Ss to write down as many sentences as
possible in three minutes.
The winner will be the one with the most meaningful
sentences.
HOMEWORK :
Students activities
or thing that does the action.
E.g.: You should finish this letter. (Not '
This letter should be finished) = It is
you who should finish this letter.
b. Practice Exercise 1 and 2:
answers:
Exercise 1:
1. were reported
2. grow
3. be spoken
4. am not invited
5. are being built
Exercise 2:
1. came; had started, had been
started; were
2. is standing; is being
photographed
3. Have ... been told
4. was being laid; decided
5. will ... beplanted
Exercise 3:
1. was organized
2. arrived
3. were met
4. taken
5. Had been cleaned wd been} put
6. were served
Some suggested sentences:

In the tirst picture, the building was
destroyed. - The traffic lamp was
broken down.
HOMEWORK :
Whole class, individual work.
****************************************
DOP : Feb 10th 2007
DOT : Feb 12th 2007
Period : 65
UNIT:11 NATIONAL PARKS

A.READING:
I/ Objectives :
1. Educational aim : To help Students understand national parks
2. knowledge :
- New words : use vocabulary items related to national parks
3. Skills :
Reading for specific information national parks
III/ Teaching aids :Real objects and pictures of some rare animals and forests cut down .
IV/ Procedure :
Time
Teachers activities
Students activities
9'
WARM-UP:
WARM-UP:
Competition game- Word Search
Competition game- Word Search
Group work
Divides the class into small groups of 3-4 students.
Then T distributes the following puzzle handouts for Answer:
ALLIGATOR :ca sau chau my
Ss to do in their own groups. Which group finishes
DEER: hu nai
first and has all the correct answers will be the
LLAMA: lac a khong bu
winner.
APE: kh khong uoi
- Note: before Ss work, T may ask if Ss ELEPHANT
MONKEY
know all the names of the animals
BEAR
provided in the puzzle. T can give
FISH
some Vietnamese equivalents of the
PIG
words and quickly teach Ss to
BIRDS
pronounce the words.
GIRAFFE
TIGER
CAMEL
HORSE
TURTLE
COW
LION
ZEBRA
BEFORE YOU READ:

Discussing the questions:
Group work
Pre-teaching vocabulary:
Group work
BEFORE YOU READ:

Asks Ss to look at the pictures of the three nationals
on page 112 and tell the class anything they know
about these parks.
Asks Ss to work in groups of 5 to discuss the
questions in the textbook
Goes a round to provide help.
Asks some Ss to present their group's answers and
others to add any- other ideas.
Note: T should only teach the words which do not
appear in Task 1.
Time
8
10
Elicits or teaches some vocabulary items:

Teachers activities
May ask some Ss to make sentences with the above
words to check their understanding
WHILE YOU READ:
Setting the scene :
You are going to read three passages about three
national parks. While you are reading, do the tasks
in the textbook.
Task 1: Matching based on word guessing
Instruction: You are required to find the word in the
passage that can match with the definition given in
task 1.
- Asks Ss to read through the passages silently.
- After checking that Ss have finished reading the
passage, T instruct Ss to use some strategies to do
task 1:
+ First, Ss should read through the definitions
provided in the task to identify the part of speech of
the word to match each definition. For example, in
sentences 1 and 2 the word to fill in should be a verb;
in sentence 3, 4 and 6 it should be a noun; and in
sentence 5 it should be an adjective.
Then, Ss should go back to the passage and find the
suitable words to fill the blanks.
- Goes around to help Ss when necessary.
- Asks Ss to check their answers in pairs.
-Calls Ss to present and explain their answers.
- Finally, T provides the correct answers:
Task 2: Answering questions
Instruction: You are to read the passage again and
answer the questions in the book.
-Asks Ss how to do the task. If Ss forget, T instructs I
Ss to use some strategies to do the task:
Whole class
Vocabulary:
1. To be located in: to be in a
particular place:
2. Establish (v): set up
3. Rainforest (n): forest in the
tropical region
4. Orphan (n): a child without
parents, an animal without
mother
5. Orphan (v): to make sb an
orphan
6. Orphan (v): to make sb an
orphan
Students activities
7. Tropical (adj):
8. Temperate (adj):
9. Toxic (adj): involving sth
poisonous
WHILE YOU READ:
Whole class, individual work
& pair work
Task 1: Matching based on word
guessing
Read through the passages silently.
Answers:
1. . contain
2. species
3. . survival
4. . sub-tropical
5. . contamination
+ First, skim the six questions to
understand them. As Ss do this they: I
underline the key words. For
instance, in question 1 Ss can underline
what, area, rainforest I
decide what information they need to
find in the text " look for questions
words like "what percentage" which
indicates Ss should read for specific
thing like a number. I
+ Go back to the first question and
- Then Tasks Ss to discuss their answers with their

peers.
Time
Teachers activities
Calls on some Ss to write their answers on the board
and ask them to explain their choices.
feedbacks and gives the correct answers:
locate the information I

for the question by tinding the key
words in the passage and mark the
place.
+ Read the part carefully to find the
answer. Ss can use
their own words.
+ Continue with the rest of the
questions.
Students activities
answers:
1. 200 spare km (line 4)
2. Because the rainy season is
over (line 7)
3. They can learn about the habits
of animal, how to 4. recognize
the different species of animals
and plants, and how one
species is dependent upon
another for survival. (line 1113)
4. In the Orphanage. orphaned or
abandoned animals are taken
care of (line 14-15)
5. Because of the toxic levels of
chemicals in the water.(line 1921)
6. Plants and animals will die/be
killed/destroyed. (line 21-22 +
Ss' opinion)
AFTER YOU READ :
Individual work & whole class
AFTER YOU READ :

Instruction: You are required to interview different
Friends to find out who like to visit which of the three
wtional parks most. Complete the table.
- Draws the following table on the board:
Asks Ss to go around to interview different Ss to
complete the table. They should write the name of the
student who likes going to each park in the second
Park
Name
Reason(s)
column and the reason(s) in the last column. If the
Nairobi
number of Ss is big, Ss may just interview the
National Park
students around them.
Nairobi
Gives Ss 5 minutes to interview. After that time, any i
National Park
student who finishes filling the table will be the
Nairobi
winner. That student will report the results to the
National Park
whole class.
While Ss are working, T goes around to help and
collect errors which can be corrected later.
HOMEWORK :
HOMEWORK :
Whole class, individual work.
Asks Ss to learn by heart all of the new words and
do the extra exercise as homework
****************************************
DOP :
DOT :
Feb 10th 2007

Feb 24th 2007
Period : 66

B. SPEAKING:
I/ Objectives :
1. Educational aim : To help Students to use conditional sentences type 3 to express regrets and talk about
an excursion
2. knowledge :
3. Skills :
Reading for specific information national parks
III/ Teaching aids :textbook , handout
IV/ Procedure :
Time
Teachers activities
Students activities
8
WARM-UP:
WARM-UP:
Instruction : Last year we have a camping trip at
Group work
school (or a picnic with your friends / family )
Answers:
Asks Ss to answer the question (to works in groups
We prepared food, drinks, tents, blankets,
of 3 or 4 minutes )
candles or noodles..
Tell me what you prepared for that trip ?
Goes around to observe Ss working
Provides the correct answers:
Note :
If Ss dont understand , T Shows a picture of bread ,
fruit and asks question:
Task 1: Matching
Instruction: Last week Nga's class went on an
What are these in picture ?
excursion to Huong Pagoda. Unfortunately, the
Answers:
excursion turned out to be a disaster. Most of the
bread , fruit ,vegetables
things they did went wrong. You are required to
match the thing in column A with the corresponding
10
consequences in column Band read out the sentences. Task 1: Matching
Asks Ss to read through the sentences in the two
Group work
columns.
Whole class
- May want to elicit or teach some words or
Vocabulary:
expressIons:
1. Food poisoning:
Asks Ss to work in pairs to do the task.
2. Fine (n): cash paid as punishment
Goes around to observe Ss working.
3. Get lost: unable to find way
Checks Ss' answers by calling on some Ss to read out
4. Carsick (adj: feeling sick :because
things in A and some others to read out the
of a car's movement:
corresponding consequences in B.
Answers:
- Gives feedback and correct answers:
1.F , 2. E , 3. H , 4 G, 5. B.6.C.
Task 2: Showing regrets
7. A 8. D
Instruction: Imagine that you are Nga's classmates
Task 2: Showing regrets
and I you are not happy with the excursion to Huong
Pagoda. Now you are talking with some friends
about what you wish you had or hadn't done
12
Time
12
Time
Teachers activities
Before Ss do the task, T asks them to read the
examples on page 115 and tell T what grammatical
structure is used in the examples.
Elicits or revises. the conditional sentence type 3
quickly:
Students activities
the conditional sentence type 3:
+ Form: If + subject +past perfect, subject
wouldlcould have + PP
+ Meaning: The third conditional is used to
talk about unreal situations in the past. In
other words, it is used to talk about things
which DID NOT HAPPEN in the past or to
express regrets.
+ Use: The third condittonal does not focus
on the present or future like type 1 and type
2. The time in type 3 is the past and
Asks Ss to work in groups to do the task.
signifiFs a completed action in the past. The
condition, therefore, cannot be fulfilled
because the action in the if-clause did not
happen.
- Example:
Goes around to observe, offering help and collec!
If I had had the money, I would have
mistakes.
bought this Audi. (But I did not have it, and
Asks Ss to compare their answers with anotner group.
so did not buy). If we had played a little
Calls on some Ss to speak out their sentences and ask
better, we could have won the game. (We
others to listen and feedback.
didn't play well, so we lost the game.)
Gives feedback and suggested answers:
answers:
1.
If we had brought enough good and
drinks, we wouldn't have spent a lot of
money eating in e.xpensive restaurants.
2.
If some of us hadn't had food
poisoning, we could have enjoyed out
visit.'
3. If we had had rain coats, we wouldn't
have got wet and have had a cold.
4. If some of us hadn't left our luggage on
the coach when we arrived, we
could have had clothes and money
with us.
5.
If we had been careful when walking
in Huong Pagoda, we wouldn't have
got lost.
6.
If we hadn't thrown waste in the
Task 3: Asking and answering about the
forest, we wouldn't have got afine.
excursion
7.
If we had stayed there more than one
Instruction: You are going to work in pairs. One of
day, we could have visited all the
you is Nga and the other is one of Nga's friends who
pagodas.
studies in another school. Ask and answer about the
Task 3: Asking and answering about the
excursion.
excursion
Pair work & whole class
Teachers activities
Students activities
Nga's friend
Nga
Ask what Nga did
Answer the friend's
Asks Ss to work in pairs and gives each pair 2

handouts: one for Nga and the other for Nga's friend.
May want to model a part of the con'{ersBtion with a

student:
Goes around to observe and collect errors.
last Saturday
- Ask about the
means of transport
Nga's class used to
go to Huong
Pagoda
- Ask about food
and drinks Nga's
class brought.
- Ask about the
duration of the
excursion.
- Ask what they did
in Huong pagoda
- End up the
conversation
question (1 went to
Huong Pagoda
with my class)
- Answer and
express regrets.
- Answer and
express regrets.
- Answer and
express regrets
- Tell what they did
and express regrets
- When most pairs finish, T calls on some pairs to act

out their conversation.
+ T: Last Saturday, I phoned you but you

weren't at
Asks some Ss to comment.
home. Your dad said that you
were going on an
Writes some typical errors on the board and asks for
excursion. Where did you go?
self and peer correction. T gives correction only when + A: I went to Huong Pagoda with my
other Ss cannot correct the errors.
class. + T: Really? Was thatfun?
+ A: Not really.
+ T: Why so?
+ A: Most of the things we did went wrong.
HOMEWORK :
+ T: Tell me, how did you go there?
HOMEWORK :
Whole class
************************
DOP : Feb 18th 2007
DOT : Feb 25th 2007
Period : 67

C. LISTENING:
I/ Objectives :
1. Educational aim : To help Students to - listen to get specific information about Cue Phuong National
Park.
2. knowledge :
3. Skills :Listening for specific information national parks
III/ Teaching aids :textbook , handout, cassette tape.
IV/ Procedure :
Time
8
Teachers activities
Students activities
WARM-UP:
WARM-UP:
Competition game- Matching:
Group work
Divides the class into 8 groups and gives each group
a handout. Ss are required to match the name of each
National Parks in Vietnam with their suitable
description. The first group to have the correct
answer will be the winner.
1.
2.
3.
4.
5.
This National Park is located to the north of wellknown Ha Long Bay and 20 km from the centre of
work Van Don district. The park covers 15,783 ha and
is now home to 672 species of terrestrial plants and
178 aquatic floral species, of which 11 species have
been listed in Vietnam's Red Book of endangered
species.
This National Park, 48 kms west of Hanoi, covers an
area of 7,377 ha on a range of high mountains. The
park is famous for its rich and diverse flora and fauna
comprising tropical and subtropical species. Climbing
up to the top of the mountains, you will find a temple
dedicated to the Tan Vien God and can take an
enthralling bird's-eye view of the surroundings.
This National Park is located in the bac can
Province of Vietnam. It was created in 1992 and
extends over 7,600 ha. It surrounds Ba Be lake, made
of three connecting lakes, which has a total area of
500 ha and a maximum depth of 35 m.
This is a natural reserve area on an island in Ba RiaVung Tau Province, Vietnam. The park includes a part
of the island and the surrounding sea. The national
park is characterized by a diverse ecosystem. Many
species of corals and especially the sea turtle are
found here.
This National Park is located in central Vietnam,
about 500km south of Hanoi. It houses 140 families,
427 branches, and 751 species of highrated plants, of
which 36 species are endangered and listed in the Viet
Nam Red Book. The forest is also home to 32 sets, 98
families, 256 races and 381 species of four land
backboned animals. Sixtysix animal species are listed
in the Viet Nam Red Book and 23 other species in the
WorId Red Book.
Answer:
Bai T Long National Park
Bav National Park
Ba Be National Park
Co ao National Park
Phong Nha -Ke Bang National Park
Time
10
Teachers activities
Before you listen :
- T sets the scene: You are going to listen to a
passage about Cuc Phuong National Park. Before
you listen to the tape, I'd like you to do a quiz about
B. Ba be National Park
C. Bai t Long National Park
D.Ba Vi National Park
E. Con ao National Park

Students activities
Before you listen :
Group work & whole class
1. Where is Cuc Phuong National
Park?
this park. The quiz inCludes 7 questions.
2. What is the area of the park?

3. When is the best time to visit Cuc
Sticks a big paper with 7 questions on the board:
Phuong?
Elicits the answers from Ss and writes them on the
4. How many species of animals living
board for checking later.
in the park?
5. How many species of plants living
in the park?
6. How many people go to visit the
park every year?
7. What ethnic minority live in Cuc
- Then Tasks Ss to look at the words and expressions
Phuong?
on page 116. T helps Ss to pronounce the words
Vocabulary :
given. T may read aloud first and ask Ss to repeat in
1. Threatened and endangered specie:
chorus and individually.
Cac loai b e doa va b nguy
- Teaches some of the words given in the book or
hiem.
those taken from the listening passage:
2. Ethnic minority: an ethnic group
that is a minority within a nation or
society (dan toc thieu so )
3. Flora (n): all the plants found in a
WHILE YOU LISTEN :
particular country or region (he
Task 1: Filling missing information and verifying
thc vat t)
the guesses
4. Fauna (n): the animal life of a
Instruction: You are going to listen to the passage
particular region or country (he
to fill in the missing information and check your
ong vat)
answers to the quiz.
5. Defeat (v): win a victory over a
- Before Ss listen and do the task, T instructs them to
competitor(ang bai )
use some strategies:
6. The Qing invaders: quan xam
lc nha thanh
WHILE YOU LISTEN :
Task 1: Filling missing information and
Plays the tape once for Ss to do the task .
verifying the guesses
Asks for Ss' answers and writes them on the board.
-Plays the tape the second time for Ss to check their + First, read the sentences carefully. As
answers.
they do this:
-underline keywords
-Checks Ss' answers by calling on some Ss.
If there are a lot of Ss having the same wrong
answer, play that point of the tape tor Ss to check
the answer again.
Time
9
Teachers activities
Instruction: You are going to listen to the tape again
to answer the questions.
- Before Ss listen and do the task, Tasks Ss what the
strategies to do th~ task are. If Ss forget, T may
repeat the strategies:
- If Ss can, T asks them to give the answers and
-try to work out what they are going to hear

- anticipate the grammatical form as well as
vocabulary
+ Fill in each blank as thev listen. The information
will be given in the same order as the sentences
although it may be expressed differently. + Make
sure your sentences are rammatically correct.
Students activities
Answers:
1. 1960
2. 160 km south west of
3. 100,000 visitors
4. 2,000; 450
5. Quen Voi
write them on the board.

- Plays the tape once for Ss to check their answers.
-Asks Ss ,to work in pairs to compare their answers.
- Checks Ss' answers by calling on some Ss and asks
them to explain their answers.
If there are a lot of Ss having the same wrong
answer, play that point of the tape for Ss to check the
answer again.
- Gives the correct answers:
Tapescript
Cuc Phuong, the first national park in Vietnam, was
officially opened in 1960. It is located 160 km south
west of Hanoi spanning Ninh Binh, Hoa Binh and
Thanh Hoa provinces. The 200 square kilometer
park attracts tourists and scientists alike. In 2002,
nearly 100,000 visitors made their way to Cuc
Phuong. Many come to see the work being done to
_protect endangered species. According to
scientists, there are about 2,000 different species
offlora and 450 species offauna.
Cuc Phuong National Park has many caves. Quen
Voi, also part of the park, is where Nguyen Hue's
army was stationed before it made its surprise
attack on Thang Long and defeated the Quing
envaders in the spring of 1789.
Cuc Phuong is also home to the Muong ethnic
minority, who live mainly on bee keeping and
farming.
AFTER YOU LISTEN :
Asks Ss to work individually to write about the
special features of Cuc Phuong National Park in i
five minutes. :
- After five minutes T tells them to stop writing and I
asks them the number of sentences they can write. 1
The student with the biggest number of sentences
will read his/her sentences out loud. Other Ss listen
8
Time
2
Teachers activities
and comment.
- Listens and feedbacks.
HOMEWORK :
Asks Ss to learn by heart all new words and do the
extra exercise as homework
Individual work, pair work & whole class

+ First, read through the statements to
understand them and underline key words.
For example, the key words in the first
question are: how many provinces. Cuc
Phuong Na'tional Park. belong
+ Listen to the tape and pay attentipn' to the
key words
+ Write down the answers
Answers:
1. It covers 3 provinces: Ninh Binh, Hoa
Binh and Thanh Hoa.
2. It is about 160 km.
3. They come there to see the work being
done to protect endangered species.
4. Nguyen Hue defeated the Quing
invaders in the spring of 1789.
5. They live mainly on bee keeping and
farming.
AFTER YOU LISTEN :

Individual work
Students activities
HOMEWORK :
Whole class
***************************************
DOP : Feb 20th 2007
DOT : Feb 27th 2007
Period : 68
D. WRITING:
I/ Objectives :
1. Educational aim : To help Students to - write letters of acceptance of refusal
2. knowledge :
3. Skills : write letters
III/ Teaching aids :textbook , handout.
IV/ Procedure :
Time
Teachers activities
Students activities
7
WARM-UP:
WARM-UP:
Competition game- Network
Competition game- Network
Prepares a handout with a network of the
Suggested Answer:
word "letter" .
Acce
Divides the class into 8 groups and gives each
Reje
ptan
group a handout
ction
- Asks Ss to complete the network with
Than
different types of letter they know.
k- The winner will be the group with the
Lett
quickest and correct alfswers.
er
Refu
sal
Time
Task 1: Filling the blank

Instruction: You are going to complete the
letters on page 117 by fill each blank with
one of the ways to accept or refuse an
invitation provided in the table.
Before Ss do the task, Tasks Ss to read
through the expressions in the table to
understand them.
- Asks Ss to do the task in pairs and reminds
them that for each blank they can have more
than one answer.
Teachers activities
- Calls on some Ss to go and write their
answers on the board.
- Calls for peer correction and gives T's own
feedback.
Discussing the features of a letter of
acceptance or refusal
After Ss finish task 1, 1; can use the letters in
the task as models to elicit or introduce the
features of a letter of acceptance or refusal. T
may use some questions;
Reminds Ss that:
Appli
catio
Invit
ation
Inqui
ry
Task 1: Filling the blank

Love
Referen
ce
Students activities
Suggested answers:.
1. That's a great idea!
2. I'd love to, but . ..! I'm afraid I can't
come because ...
3. I'd love to / I'd be delighted to
Discussing the features of a letter of
acceptance or refusal
+ What is the similarity bet1lleen the three
letters?
+ What is the similarity bet11leen letter
one and three? + How is letter t11l0
different from the other t11l0?
+ Why did the writer of letter t11l0 refuse
the invitation?
+ to write a letter of acceptance, firstly, Ss
should thank their friends for the invitation.
Then they use one of the ways of accepting
10
Task 2: Ordering
Instruction: You are required to arrange the
sentences in the correct order to make a letter
of accepting an invitation to spend a weekend
in the country.
Asks Ss to do the task individually and
exchange their answer with another student
when they have finished.
- Calls on a student to read the letter out loud
and asks other Ss to listen and give feedback.
Comments and gives the correct order:
Task 3: Writing a letter of acceptance or
refusal
Instruction: One of your friends has invited
you to go for' a picnic to Cuc Phuong
National Park next weekend. Write a reply
letter accepting or declining his/her
invitation.
- Before Ss do the task, T reminds them that they
to say they agree to join their friends.

+ to write a letter of refusal, firstly, Ss
should thank their friends for the invitation.
Then they use of the I" ways of refusing the
invitation to say that they cannot join their
friends. Ss should remember to give out the
reason t'or their refusal as well.
Task 2: Ordering
Individual work, pair work
answers:.
1 d 2 e 3 c 4 a 5 f 6b
Task 3: Writing a letter of acceptance or
refusal
should pay attention to all the features of this type

of letter and be careful with some other written
conventions such as capitalization, punctuation ...
Asks Ss to write the letter individually.
While Ss write the letter, T should go around to
observe and provide help.
Time
7
Teachers activities
Students activities
FEEDBACK ON SS' WRITINGS:
Asks Ss to exchange their letter with another

- Goes around and collects mistakes and
errors.
- Writes Ss' typical errors on the board and
elicits self and peer correction. T provides
correction only when Ss are not able to
correct the errors.
HOMEWORK :
For homework Tasks Ss to write a letter of
acceptance or refusal (if they have written a
letter of acceptance in class, at home they will
write a letter of refusal and vice versa).

HOMEWORK :
Whole class
Extra exercise
Complete the passage about Cat Tien National Park by filling each blank with a suitable word.
Cat Tien national park was protected initially in 1978 as (1) sectors, Nam Cat Tien and Tay Cat
Tien. Another sector, Cat Loc. Was gazeted as a Rhinoceros Reserve (2) 1992 upon the discovery of a
population of Javan Rhinoceros, an occasion that brought the park (3)

the world's eye. The three areas
were (4)
to form one park in 1998. Cat Tien comprises an important reserve in Vietnam, both for the
habitat it protects and the species. As well as being a critical reserve for the Javan Rhino, it also is home to 40
IUCN Red List species, and protects
around 30% of Vietnam's species. The park is, (5) , threatened by encroachment from local communities,
illegal logging and poaching. In .( 6) , the park is too small for the larger species found inside it ,this leads (7)
either their local extinction or to conflicts (8)
local people as these animals move beyond the confines
of park. (9) problem is particularly intense for the park's elephant population, (10) is prone to wandering
and is considered too small to be self sustainable.
Answer:
1. two
6. addition
2. in
7. to
3. into
8. with
4. combined 9. This/The
5. however 10. which
*******************************
DOP : Feb 26th 2007
DOT : Feb 29th 2007
Period : 69

E. LANGUAGE FOCUS:
I/ Objectives :
1. Educational aim : To help Students to - distinguish the sounds It/and Idl
- pronounce the words and sentences containing these sounds correctly
- use the passive voice appropriately
2. knowledge :using the third conditional , distinguish the sounds It/and Idl and sentences containing these
sounds correctly
3. Skills :
IV/ Procedure :
Time
Teachers activities
Students activities
PRONUNCIA TION :
13
PRONUNCIA TION :
Pronouncing the two sounds
- Models the two sounds twice or three times.
separately:
- Pronounces the sounds and asks Ss to repeat.
- Gives feedback.
pair work
practice pronouncing the sounds
Pronouncing words containing the sounds
in chorus and individually.
Pronouncing the two sounds
Reads the words in each column all at once.
separately:
- Reads the words once again, each time with a word
/t/ la am cua t,tt,ed(th
in each column to help Ss distinguish the differences
qua kh n , qua kh
between the sounds in the words.
phan t )
- Reads the words and asks Ss to repeat them.
/t/ co ba mc o phat
Reads the words in each column all at once.
am
Asks Ss to repeat them
- /t/ ng au ch , phat
Asks Ss to practice pronouning the words in pairs
am
gan
nh
ch
Goes around to provide help.
th()cua tieng viet : tip,

tape, term.
- /t/ ng v tr gia cua
Reading the sentences with words containing the
mot t , phat am gia t
sounds:
()+ th() khong co am
viet tng ng : dentist,
Reads the sentences and asks Ss underline the words
center,gentle .
with the sounds and write /t/ ,/d/ under them
- ed c phat am /t/ khi
Asks Ss to practice the sentences in pairs .
]ngj t thng dung
Goes around to provide help asks some Ss to read the
th qua kh n va qua
sentences .
kh phan t ( V2 = V +
Gives feedback.
ED , V3 = V +ED)( khi ed
ng
sau
F,,CH,SH,K,GH,C(E),P,PH,X,S(
S), S(E): roofed, staffed,
watched, washed, picked,
laughed, chopped, practised,
introduced, mixed
/t/ ng sau mau t s
tng ng nh phat am
t() cua tieng viet: stay,
stamp,studious
1.2Am /d/ :
/d/ c phat am gan
nh am () cua tieng
viet .
/d/ la am cua d,dd,dh,ed:
dad,
dodderer,
saddle,
dhow, arrived.
Students
practice
pronouncingthe sounds in
chorus and individual.
Reading the sentences with words
containing the sounds:
pair work
Time
Teachers activities
Students activities
5
GRAMMAR:
GRAMMAR:
The third conditional
The third conditional
a. Presentation
a. Presentation
- Asks a student to go to the board and write down
Whole class, individual work & pair work
the form of the third conditional (as they have learnt Key :
this in the speaking lesson).
Exercise 1:
Calls on some Ss to tell the class about the meaning
1. had known
and use of the third conditional. If Ss forget, T can
2. had had
do a quick revision.
3. would have gone
b. Practice
4. would have passed
10
Exercise 1and 2:
5. could have enjoyed
Asks Ss to do Exercise 1 and 2.
6. had known
Goes around to provide help.
7. had stopped
Asks some Ss to pronouce the words.
Gives correction if necessary.
Asks Ss to compare their answers with another

student.
Asks some Ss to go to the board to write their

answers.
Asks Ss for self correction and peer correction.
Time
Exercise 3:
-Asks Ss to do exercise 3 in pairs. Ss have to use the
information given to make conditional sentences
type 3.
-Calls on some Ss to read out their answers.
- Feedbacks and gives suggested answers:
c. Production: Chain game
Writes a conditional type 3 sentence in a piece of
paper. T introduces the game: T give the sentence to
a student and the student has to read T's sentence out
loud and write another third conditional sentence
beginning with the independent clause of
Teachers activities
the T's sentence. For example, T can write "If John
had gone to the party last night, he would have seen
Laura". The student's sentence may be "If John- had
seen Laura last night, he would have liked her".
Then this student will give the paper to another
student. The game continues until, a student cannot
make up a sentence or produces a wrong sentence,
then this student has to make another new sentence.
The game continues like that.
WRAPPING UP:
-Asks Ss to do the extra exercise as homework.
8. had killed
Exercise 2:
1. If the driver in front hadn't stopped
so suddenly, the accidents wouldn't
have happened.
2. If I had known that Lam had to get
up early, I would have woken him
up.
3. If Hoa hadn't lent me the money, I
wouldn't have been able to buy the
car.
4. If Mary hadn't beel! wearing a seat
belt, she would have been injure-d.
5. If you had had breakfast, you
wouldn't be hungry now.
6. If I had had some money on me, I
would have got a taxi.
Exercise 3:
1. If J had been working at the
restaurant last night, J would have
waited on your table.
2. If they had been paying attention,
they would have I
seen the sign
marking their exit from the
highway.
I
3. Carol would have answered the
phone if she hadn't been
studying.
4. If the sun hadn't been shining, we
wouldn't have gone to the beach
yesterday.
Students activities
5. If the music hadn't been playing
loudly at the restaurant, I would
have heard everything Mr Lee said
during dinner.
WRAPPING UP:
Extra exercise
Write a conditional sentence type 3 for
each ofthe following situations.
Extra exercise
Write a conditional sentence type 3 for each ofthe following situations.
1. He crashed his car, because he fell asleep while driving.
If
2. We couldn't go to the concert, because we didn't have enough money.
If
3. I lost my job because I was late for work.

If
4. The wind was so strong that the bridge collapsed .

If
5. Icouldn't call Lan because I didn't had her number.

If
*************************************
DOP : Feb 29th 2007
DOT : March 2nd 2007
Period : 73
UNIT:12 MUSIC
A. READING:
I/ Objectives :
1. Educational aim : To help Students to - use vocabulary items related to music
- guess the meaning of words based on contexts
2. knowledge :Read and master main ideas , respeak main ideas of the lesson
3. Skills : scan for specific information about music
IV/ Procedure :
Time
7
Teachers activities
WARM-UP:
Asks Ss to close your books , look at diagram and
find some types of music .
Students activities
WARM-UP:
Look at and practise.
Corrects
Makes some questions and asks Ss to answer , then
begins the new lesson .( can use some pictures )
Jaz
z
Po
p
Music
Folk
Roc
k
Classical music
Practice individually .
1. Do you like listening to music ?
2. What band do you like best ?
3. What singer do you like best ?
BEFORE YOU READ:

Asks Ss to listen to some musical compositions
about types of music and arrange them in order in
tape.
10
Corrects and gives answes
Matching :
Asks Ss to read aloud the types of music in column
A to make sure that they pronounce them correctly.
-Asks Ss to work in pairs to match each type of
music in column A with its description in column B.
- Asks some Ss to give the answers.
- Gives feedback and the correct answers:
Encourages Ss to provide some more types of music
for examples, hip- hop, country music, etc.
- Can check Ss' pronunciation of these types of
music and explain these types if necessary.
Time
8
Note: T should only teach the words which do not
appear in Task 1.
- Elicits or teaches some vocabulary items:
May ask some Ss to make sentences with the above
words to check their understanding.
Teachers activities
WHILE YOU READ:
Setting the scene
You are going to read a passage about music. While
you are reading, do the tasks in the textbook.
Task 1: Gap filling based on word meaning
guessing
Instruction: Fill each blank with one of the words
in the box. All of the words appear in the reading
passage.
- Writes these words on the board:
Emotion, lull, communicate, delight, integral part,
mournful, solemn
Instructs Ss to read the passage quickly and stop at
meanings.
Checks that Ss understand the words correctly. T can
check Ss' understanding by asking them to provide
the Vietnamese equivalents to the words .
Instructs Ss to use some strategies to do task 1:
4. What sort of music do you often

listen to ?
5. Can you name singers or band who
play pop music ?
BEFORE YOU READ:
Practise in groups
a. Yesterday (the beatles)
b. Baby one more time .
c. Ly Ngua O
d. Turkish March
e. (Norah John)
Answer :
a. Rock nroll
b. Pop
c. Folk
d. Classical music
e. Jazz
Matching :
Answer:
1. b
2. e
3. d
4. a
5. c.
Express (v): state thoughts or feelings in
words, show meaning by gesture,
behaviour
Convey (v): express sth
Funeral (n): ceremony for someone who
has died
Solemn (ad.J):humorless, formal
Sense (n): physical faculty
Students activities
WHILE YOU READ:
Guess the meaning of the words based on

the contexts in the sentences. For example,
to guess the meaning of emotion' Ss can
pay attention to such words as feelings,
anger, love, hate ... in the following
sentences.
First, Ss should read through the sentences
provided in the task to identify the part of
speech of the word to fill in each blank. For
example, in sentence 1 the word to fill in
should be a verb, in sentence 4 a noun/noun
phrase ...
Read the first sentence carefully to
understand the meaning roughly. Read the
words/phrases in the box to choose the
Goes around to help Ss when necessary.

Asks Ss to exchange their answers with other Ss.
Asks Ss for their answers and tells them to explain
their choices.
7
Intruction: You are to read the passage again and
answer the questions in the book.
Instructs Ss to use some strategies to do the task:
Time
10
Asks Ss to discuss their answers with their peers.

1. Language and music (line 2)
2. It can express ideas, thoughts and feelings.
(lines 3-6)
3. It adds joyfulness to -the atmosphere of a
festival and makes a funeral more solemn
and mournful.
(lines 9-11)
4. It makes people happy and excited. It
delights the senses. (line 13)
5. It is a billion-dollar industry. (line 14)
Teachers activities
AFTER YOU READ:
Instruction: You are required to work in groups to
discuss the questions in the textbook.
- Asks Ss to work in groups of 5 to discuss the two
questions in the book.
- Assigns the group leader for each group to make
sure that every member contributes evenly to the
discussion.
- Goes around to help the groups when necessary.
- When all groups have finished, T asks every two
groups to share ideas with each other.
- Calls on some groups to report their ideas to the
class.
- Gives feedback.
- Corrects and gives out the asnwer .
HOMEWORK :
Asks Ss to learn by heart all new words and do the
extra exercise as homework
most suitable one to fill in the blank.

Continue with the rest of the sentences.
Answer:
1. communicate
2. lull
3. delights
4. integral part
5. uplifted
6. solemn
7. emotion
8. mournful
First , skim the five questions to understand
them. As Ss do this they:
nderline the key words. For instance, in
question 1 Ss can underline what, two
things, human, different, animals.
Decide what information they need to find
in the. text .look for questions words like
"why" which indicates Ss should read for
specific thing like a reason.
Go back to the first question and locate the
information for the question by finding the
key words in the passage and mark the
place.
Read the part carefully to find the answer.
Ss can use their own words.
Continue with the rest of the questions. Ask
Ss to work individually to do the task.
Students activities
AFTER YOU READ:
Group work & whole class
a.
how
many roles of music are mentioned in
the text ?
-> Five roles are mentioned in the text .
b. In your opinion, which of the rolesof
music is the most important?
choose main idea :
a. Music plays an important part in our life
.
b. music makes human different from all
other animals .
c. Music is a big business.
Answer : A
HOMEWORK :
whole class
*************************************
DOP : March 1st 2007
DOT : March 9th 2007
Period : 74
UNIT:12 MUSIC
B. SPEAKING:
I/ Objectives :
1. Educational aim : To help Students to ask and asnwer questions about music . Talk about favourite kinds
of music .
2. knowledge :tell about the types of music , bands which they like and singers whom they like .
3. Skills :
II/ Method :Mainly communication (talk about the topic)
III/ Teaching aids :Textbook, picture/posters..
IV/ Procedure :
Time
Teachers activities
Students activities
7
WARM-UP :
WARM-UP :
Asks Ss to close their books and listen to a musical
Whole class listen to and answer
composion in the song show me the meaning of
individually
being lonely of The backstreet boys and then T
1. What song is it ?
makes some questions and asks Ss to asnwer
2. Who sings this song?
Task 1: Answering questions based on the reading text
3. do you like this boy band ?
Instruction: You going to read what Ha Anh says
about pair wonmusic. Work in pairs to answer the
Task 1: Answering questions based on the
questions.
reading text
Time
Teachers activities
Students activities
8
Asks some Ss to read aloud the passage ..
some words:
- Elicits or teaches some words:
1. Keep sb happy: make sb happy
- Asks. Ss to work in pairs to answer the 4 questions
2. Cheer sb up: make sb feel less sad
in the book.
3. Band (n): a group of musicians
- Goes around to observe Ss working.
who play together : ban nhac
- Asks some Ss to present their answers ..
4. Easy to listen to:de nghe .
- Gives feedback and gives correct answers:
Key :
1. She likes pop music.
2. Because it keeps her happy.
3. The Backstreet Boys
4. She listens to music all the time.
12
Task 2: Asking and answering about music taste

Instruction: You are going to two of your classmates
to get the information to complete the table.
- Before Ss do the task, T asks them to look at the
first column of the table which includes 5 items they
should ask their friends about. Tasks Ss what
questions they can ask if they want to know about
their friend's favourite kind of music, reasons for
listening to music, favourite band/musician/singer,
favourite song/piece of music and when their friend
listens to music.
Task 2: Asking and answering about music

taste:
- Here are some suggested questions:
- What kind of music do you like?
- Why do you like it?
- Who is your favourite singer/ musician?
- What is your favourite song/ piece of
music?
- When do you listen to music?
some adjectives and expressions:
- make sb excited
Time
7
- Can introduce some adjectives and expressions to

talk about music and the importance of music:
- make sb excited
Tells Ss to form groups of 3. One of them will be a
journalist who wants to interview high-school
students about their music taste. The journalist has to
ask the two students some questions and fill in the
table for his/her later article. Ss, can change their
roles if time permits.
- reminds Ss that they should act out the
conversation as it happens in reality. For examples,
they should greet each other, say goodbye ... T can
model a part of the conversation with a good student.
- Goes around observing, offering help and
collecting any mistakes and errors for later
correction.
Task 3: Reporting on the information
Instruction: Now report what you have found out to
the whole class.
Gives out the model , analyzes and guides Ss to
practise .
- Before Ss report, T elicits the structures they can
use:
- Both A and B like ....
- A likes ... , and so does B.
Calls on some Ss to report what they have found out
about their partners.
- Takes notes of Ss' mistakes for later correction.
Teachers activities
- make sb feel relaxed

- help sb forget troubles and worries
- relaxing (adj)
- peaceful (adj) ...
The model :
P1 : What kind of music do you like ?
P2 : I like classical music.
P1 : Why do you like it ?
P2 : because it is relaxing
FEEDBACK AND CORRECTION:
FEEDBACK AND CORRECTION:
Writes some typical mistakes and errors on the board

for peer correction.
- Provides correction when necessary.
HOMEWORK :
Task 3: Reporting on the information

Whole class
The model :
Both B and C like classical music .
B likes classical music , But C prefers Jazz
+ A likes
, and B does, too.
+ A likes
, but B prefers ...
+ prefer sth to sth
Students activities
Whole class
HOMEWORK :
Write the short passage about 50 words due
to the questions :
1. What kind of music do you like?
2. Why do you like it?
3. Who is your favourite singer/
musician?
4. What is your favourite song/ piece
of music?
5. When do you listen to music?
***********************************
DOP : March 4th 2007
Period : 75
UNIT:12 MUSIC
C. LISTENING:
I/ Objectives :
1. Educational aim : To help Students to listen to get specific information
2. knowledge : Help Ss listen to and understan the interview about a famous Vnese musician Van Cao
3. Skills : Listening specific information
III/ Teaching aids :Textbook, pictures , cassette tape.
IV/ Procedure :
Time
Teachers activities
Students activities
WARM-UP:
WARM-UP:
Using the photo of Van Cao and make some
Group work
7
questions about him .
1. What song do all Ss always sing on every
Monday afternoon ?
-> Tien quan ca
2. Do you know who the composer was ?
->Van Cao
3. Do you have any information about him ?
-> Yes, I do / No, I dont
When and where was he born ?
-> He was born in 1923 in Nam Ha
Time
10
Teachers activities
What was his first song ?
-> suoi m
*What were some of his other songs that
you know?
-> Trng ca song lo, lang toi , trng
chi, ngay mua .
Instruction: To day , we are going to learn and
listen to about Van Cao
BEFORE YOU LISTEN:
Talking about Van Cao
- Asks Ss to look at the picture on page 127 and
tell the class anything they know about Van Cao.
- Then T reads the names of the songs on page
128 out loud. Whenever T speaks out a song
name, Ss say whether it is a Van Cao's song or
not. If the song is not one by Van Cao, T can ask
Ss if they know who wrote that song.
Vocabulary pre-teaching:
Before eliciting/pre-teaching some new words, T
helps Ss to pronounce the words given in the
book. T may read aloud first and ask Ssto repeat
in chorus and individually.
- Elicits/ teaches some of these words or those
Students activities
BEFORE YOU LISTEN:

Whole class
Answer:
+ Van Cao's songs: Suoi m (1), Tien
Quan Ca (3),
Trng Ca Song lo (4),lang Toi (5)
+ tnh Ca was written by Hoang Viet
+ Ha Noi Mua Thu was written by Vu
Thanh
Vocabulary pre-teaching:
Whole class
1. Rousing (ad)): filling people with
passion, emotion and enthusiasm
(lam phan chan )
2. Lyrical (ad;): widely enthusiastic
and emotional about sth(tr
taken from the listening passage:
Time
Asks Ss which of the adjectives provided can be

used to describe Van Cao's music.
WHILE YOU LISTEN
Task 1: True/ False
Instruction: You are going to listen to an
interview in which Lan Huong, the interviewer,
asks Quang Hung, a famous actor about Van Cao.
Listen and deicde whether the statements are True
or False. Put a tick (V) in the appropriate box.
Before Ss listen and do the task, T instructs them
to use some strategies:
- Asks for Ss' answers and writes them on the
board.
- Plays the tape the second time for Ss to check
their answers.
-Asks Ss to work in groups of 4 to compare their
answers.
- Checks Ss' answers by calling on some Ss to
give
Teachers activities
and explain their answers.
- If a lot of Ss have the same wrong answer, play
that
point of the tape for Ss to check the answer again.
Instruction: You are going to listen to the tape
again to answer the questions.
- Before Ss listen and do the task, Tasks Ss what
the strategies to do the task are. If Ss forget, T
may repeat the strategies:
- If Ss can, T asks them to give the answers and
write them on the board.
- Plays the tape once for Ss to check their
answers.
- Asks Ss to work in pairs to compare their
answers.
- Checks Ss' answers by calling on some Ss and
asks them to explain their answers.
- If a lot of Ss have the same wrong answer, play
that point of the tape for Ss to check the answer
again.
tnh )
3. Rural (ad)): found in or living in
the countryside (thuoc ve
nong thon )
WHILE YOU LISTEN
Task 1: True/ False
lndividual work, group work & whole
class
understand them and underline key
words. For example, the key words in the
first statement are: guest of the show, Lan
...
+ Listen to the tape and pay attention to
the key words. + Decide whether the
statements are true or f~lse based
on what they can hear.
Answer:
1. F (The guest is Quang Hung)
2. F (He likes some Vietnamese
musicians)
3. T
4. F (It was written in J 944)
F (He always feels proud of his country
when he hears the song)
Students activities
lndividual work, group work & whole class
understand them and underline key words.
For example, the key words in the first
statement are: what, name, radio programme.
+ Listen to the tape and pay attention to the
key words.
+ Write down the answers.
Answer:
1. It's "My Favourite Musician
2. Tien Quan Ca
3. It's hard and solemn; it makes him
feel great and proud of his country.
Tapescript:
Lan Huong: Hello, I'm Lan Huong. Our programme is
"My Favourite Musician". Now, our guest tonight is
Quang Hung, the well-known actor. Welcome to the
programme, Quang Hung.
Quang Hung: Thanks, Lan Huong.
Lan Huong: Now Quang Hung, can you tell us about
the Vietnamese musician you like best, please?
Quang Hung: Sure. Recently, there have been quite a
few good musicians. Their songs are very popular and
easy to listen to.
Lan Huong: Do you like them?
10
3
DOP :
DOT :
Period :
AFTER YOU LISTEN :

Find someone who ...
Asks Ss to discuss QuangHung s ideas about Van
Caos musician in groups by answering some
questions.
Goes around the class and helps Ss if need , then
corrects .
1. What does Qhung think about VanCao?
2. What does QH do when he listen to
TienQuanCa?
3. What does QH think about VanCaos other
songs?
4. Do you agree or disagree with him ?
HOMEWORK :
Guides Ss to write the short passage about
VanCaos music (50 words )
March 10th 2007
March 14th 2007
76
Quang Hung: Well, I do like some of them. But I think

the best Vietnamese musician of all time is Van Cao.
He's really my favourite musician.
Lan Huong: Van Cao, the author of Ti-en-Quan Ca?
Well, can you tell us why you like him?
Quang Hung: He's a great musician. Just listen to
Tien Quan Ca. Whenever I hear it, I want to stand up
and sing out as loud as possible. It's hard and solemn.
And I always feel proud of my country when I hear it.
Lan Huong: That's true. It's very rousing. Do you
know when he wrote it?
Quang Hung: In 1944.
Lan Huong: Do you like any other songs by Van Cao?
Quang Hung: Oh, yes, lots of them. Especially the
songs about rural life in Vietnam. They are sweet and
gentle and very lyrical.
Lan Huong: Well; let me see ifwe can play one of the
songs for you ...
AFTER YOU LISTEN :

Find someone who ...
whole class
HOMEWORK :
whole class
UNIT:12 MUSIC
D. WRITING:
I/ Objectives :
1. Educational aim : To help Students to write a profile based on prompts provided
2. knowledge : Help Ss learn how to write about a famous person.
3. Skills : writing about a famous American musican and Vnese musican , Van Cao
II/ Method :Mainly communication ,integrated.
III/ Teaching aids :Textbook, handout.
IV/ Procedure :
Time
Teachers activities
Students activities
7
WARM-UP:
WARM-UP:
Gives out the picture of Scott and play the tape about a
Whole class
music of scott , asks Ss answer the questions.
Listen to and answer the questions .
1. when and where was he born ?
Introduces a little about Scott and begins new lesson .
2. Who composed this tune ?
PREPARING SS TO WRITE :
3. Do you know any information about
Asks Ss to look at the handout again and re
him ?
7
through the two tasks on page 129. Tasks Ss
profile is and what to be included in a profile
+ A profile is a short biography of somebody
- Introduces some features of a profile:
(tieu su van tat).
- Reminds Ss to use tenses of verbs
+ A profile usually includes: date andfamily,
ppropriatewhen writing profiles.
major achievements, date of death ( if the
Task 1: Sentence completion
person died).
10
Time
12
Instruction: You are required to make up

Task 1: Sentence completion
complete sentences about Scott Joplin, a famous
Whole class & group work
American musician, using the prompts provided.
Answer:
Before Ss do the task, T asks them what tense of
1. He learnt to play music when he was
verbs they should use in this task. T reminds Ss
very young. Scott learnt to play the
that the simple past tense should be used here as
works of composers like Bach,
the musician died. Also, Ss should supplement the
Beethoven and Mozart as well as to
past tense of "be", prepositions, articles ... where
compose music.
necessary.
2. He quickly became famous.
- Divides Ss into groups of six. Each group
3. His tunes were wonderful mixture of
member will write a sentence.
classical European and African beats
- Goes around to help.
which were known as Ragtime.
- Group members then share their sentence with
4. All in all. he wrote 50 piano rags and
one another to get comments and necessary
was called; the King of Ragtime.
correction. Next, they combine all the sentences
5. Scott died in 1917.
into a profile.
- Calls on 6 Ss to go to the board and each of them
will write down a sentence.
Teachers activities
- Elicits self and peer cOlTection and gives
correction when Ss are not able to con'ect the
errors.
- Give suggested answers:
Task 2: Profile writing:
Instruction: You are going to write a life story of
Van Cao using the prompts provided.
- Before Ss do the task T asks them to read
through prompts. T reminds Ss to use the right
tense of verbs and supplement articles,
prepositions, pronouns. ,. when necessary ..
Asks Ss to write the profile individually in 10
minutes.
FEEDBACK ON SS' WRITINGS :
Asks Ss to exchange their letter with another
- Goes around and collects mistakes and errors,
- Writes Ss' typical errors on the board and elicits
self and peer correction. T provides correction
only when Ss are not able to correct the errors.
- Finally, T provides general comments on the
profiles.
WRAPPING UP:
- For homework, Tasks Ss to write the paragraph
again, taking into consideration their friends' and
T's suggestions and corrections and write the short
Students activities
Task 2: Profile writing:

Individual work
Answer:
VanCao was born in NamHa in 1923 ,
into a poor worker family. He could compose
music when he was very young . He
compposed his first song in 1939 and quickly
became famous . TienQuanCa, the Vnese
National Anthem, was composed in 1944 .
His artistic works were songs, poems and
paintings . He died in 1995 .VanCao was
known as a very talented musican and highly
appreciated by the Vnese people .
FEEDBACK ON SS' WRITINGS :
Pair work and whole class
WRAPPING UP:
whole class
passage about a Vnese musican who you like.
Look at and write.
******************************************
Period : 77
UNIT:12 MUSIC
E. LANGUAGE FOCUS:
I/ Objectives :
1. Educational aim : To help Students will be able to - distinguish the sounds Island Izi
- pronounce the words and sentences containing these sounds correctly
- use to+ infinitive to express purposes and make Wh-ques: appropriately.
2. knowledge : Help Ss to read pronunciation / s/ and /z/ and to master grammar about to inf and wh
questions .
3. Skills : read pronunciation / s/ and /z/ and to master grammar about to inf and wh questions .
II/ Method :Mainly communication..
III/ Teaching aids :Textbook, pictures.
IV/ Procedure :
Time
Teachers activities
15
PRONUNCIA TION :
Models the two sounds twice or three times.
Pronounces the sounds and asks Ss to repeat.
Practice pronouncing the sounds in chorus and
individually.
Gives feedback.
Pronouncing words containing the sounds:
Reads the words in each column all at once
Reads the words once again, each time with a
word in each column to help Ss distinguish the
differences between the sounds in the words.
Reads the words and asks Ss to repeat them.
-Asks Ss to practice pronouncing the words in
pairs.
- Goes around providing help.
- Asks some Ss to pronounce the words.
- Gives correction if necessary.
Reading the sentences with words containing
the sounds:
Reads the sentences and asks Ss underline the
words with the sounds and writ~ Islor Izi under
them.
- Asks Ss to practice the sentences in pairs.
- Goes around providing help.
- Asks some Ss to read the sentences.
13
Gives feedback.
GRAMMAR:
To + infinitive to express purposes
a. Presentation:
Students activities
PRONUNCIA TION :
Individual work , Pair work & whole class
S(1)
Z(2)
Sue
Zoo
Sip
Zip
Said
Please
Bus
Peas
Piece
Buzz
price
prize

1. Susan loves classical music.
1 2
2
1
2
2. I like to listen to Jazz records.
1
2
2
3. My aunt likes to watch the film
.
1
GRAMMAR:
To + infinitive to express purposes
a. Presentation:
Time
15
Writes some sentences on the board and

underline the to + infinitive:
Asks Ss to comment on the use of to + infinitives

in these examples.
- Tells Ss that in these sentences to + infinitives
are used to express purposes.
Asks some Ss to give some similar examples.
b. Practice:
Exercise 1 and 2:
- Asks Ss to do Exercise 1 and 2.
- Before Ss do the two exercises, T reminds them
to provide a suitable verb for each of the
sentences.
Teachers activities
- Asks Ss to do the exercises individually and then
compare their answers with another student.
- Calls on some Ss to read out their answers.
- Gives correct answers:
C . Production
Shows Ss some pictures and asks them to make
sentences using to + infinitive to express
purposes. For examples, Ss can have some
sentences such as:
Wh-questions
a. Presentation:
- Calls on some Ss to make up some wh-questions
and writes them on the board.
- Elicits question words and how to make whquestions from Ss.
- Based on Ss' understanding of wn-questions, T
may revise or teach this type of questions again.
The "grammar" used with whquestions depends
on whether the topic being asked about is the
"subject" or "predicate" of a sentence ..
- For the subject pattern:
Ex:
Someone has my baseball. Who has my
baseball?
Something is bothering you. What is bothering
you?
For the predicate pattern, wh- question formation
depends on whether there is an "auxiliary" verb in
the original sentence.
+ There is an auxiliary verb:
He is doing his homework. ? is he doing
What is he doing?
ex :
1. I get up early every morning to cook
breakfast for my family.
2. Women should eat a lot of fruit to stay
young and beautiful.
3. Mai phoned Lan yesterday to invite
her to go to the cmema.
Students activities
b. Practice: answers:
Exercise 1:
1. to tell her the good news
2. to buy a cassette player
3. to win the singing contest
4. to sing French songs
5. to set a good example for the class
Exercise 2:
1. to read
2. to buy
3. to post
4. to invite
5. to learn
C . Production
1. The girl is diving to watch a dolphin.
2. The girl goes swimming to keep fit
Wh-questions
a. Presentation:
Wh- Questions allow a speaker to find out
more information about topics. They are as
follows:
When ?
Time
Where?
Place
Who?
Person
Why?
Reason
How?
Manner
What?
Object/ action
Other words can also be used to inquire about
specific information:
Which (one) ?
Choice of alternatives
Whose?
Possession
Whom?
Person (objective formal)
How much?
Price, amount (non-
Time
+ There is no auxiliary and the verb is "be:

The meeting was at 8 a.m. ? was the meeting
When was the
meeting?
+ There is no auxiliary and the verb is not "be":
He wants two kilos of beef. ? does he want
What does he want?
b. Practice:
Exercise 3:
Asks Ss to do exercise 3 in pairs. Ss have to make
questions for the underlined words/phrases in the
Teachers activities
sentences provided.
- Calls on some Ss to go to the board to write their
answers.
- Asks other Ss to feedback and gives correct
answers:
c. Production:
- Asks Ss to work in pairs.
- Tells Ss the rules of the game:
- Gives student A a picture of a classroom
and student B has to ask student A questions
about the classroom. Gets across to Ss that they
can use different types of questions ..
WRAPPING UP:
- Summarises the main points.
-Asks Ss to do the extra exercise as homework.
How many?
How long?
How often ?
How far ?
What kind of ?
count)
Quantity (count)
Duration
Frequency
Distance
Description
b. Practice:
Exercise 3:
Students activities
Answers:
1. What will you do i f it rains?
2. What sort of music does your father
enjoy listening to?
3. When did he leave for Ho Chi Minh
city?
4. Who wants to talk to you?
5. How did you spend the evening last
night?
6. When does the film start?
7. Who is your favourite musician?
8. . Why do you like pop music?
c. Production: Picture description
Whole class
For example:
+ Are there a lot of pupils in the classroom?
+ How many children are there?
+ What are they doing?
WRAPPING UP:
Whole class
Exercise:
Change the statements to questions using the question word in parenthesis. Check the verb tense .
1. She felt better after she took a nap. (how)
2. That is an English book. (what)
3. My sister called her boy~riend yesterday (when)
4. She talked to him for an hour. (how long)
5. He studies piano at the university. (what)
6. The party lasted all night. (how long)
7. The check was for$5.50. (how much)
8. She was eating a sandwich. (what)
9. My parents have two cars. (how many)
10. They are coming to visit tomorrow. (when)
Answers :
1. How did she feel?
2. What kind of book isthat?/ What is that?/ What is that book?
3. When did your sister call her boyfriend?
4. How long did she talk to him?
5. What does he study at the university?
6. How long did the party last?

7. How much was the check for?
8. What was she eating?
9. How many cars do your parents have?
10. When are they coming to visit?
***************************************

Period : 78
UNIT:13 FILMS AND CINEMA

A.READING :
I/ Objectives :
1. Educational aim : To help Students will be able to Develop such reading micro-skills as skimming for
main ideas ,summarising main ideas, scanning for specific ideas, and guessing meaning in context.
Use the grammatical structure "It was not until ... that ... " and cinema vocabulary such as silent films,
screen, character and so on in order to read and talk about the topic.
2. knowledge : reading micro-skills as skimming for main ideas ,summarising main ideas, scanning for
specific ideas, and guessing meaning in context.
3. Skills : Read and talk about the topic
III/ Teaching aids :Textbook, pictures, handouts.
IV/ Procedure :
Time
Teachers activities
Students activities
5
WARMUP:
WARMUP:
Divides the class into small groups of 3-4 Ss
then T asks Ss to answer the questions.
1. Do you want to see a film at the cinema

or on TV? Why?
2. Can you name some of the films you
have seen?
3. What kind of films do you like to see?
Why?
Calls on some Ss to go to the board to write
their answers.
- Asks other Ss to feedback and gives correct
answers:
Introduces the topic "Films and cinema"
BEFORE YOU READ :
Draws this network on the board and elicits
cinema vocabulary from Ss for example :
Makes sure Ss understand the meaning of these
words and teaches their pronunciation, if
necessary.
- Guides Ss to discuss the following questions
Group work
BEFORE YOU READ :
Whole class& pair work
comedy
Horror
film
cartoon
Action
film
cinem
a
thriller
Science
fiction
film
Time
in pairs:
1. Do you want to see a film at the cinema
or on TV? Why?
2. Can you name some of the films you
have seen.
3. What kind offilms do you like to see?
Why?
Goes around to offer help
Teachers activities
Pre-teach vocabulary:
Detective
film
drama
Romatic
film
Students activities
Pre-teach vocabulary:
- Motion (n): the act of moving, or changing
place or position
- Set st in motion: Move st
Note: T should not teach those words that will
- Still (a): silent
appear in Task 1.
- Audience (n): Viewers
- Spread (v): to extend over a place
Replace (v): thay the
Pre-teach new structure:
+ Form:
Pre-teach new structure:
It was not until TIME that CLAUSE
+ Meaning:
This structure means the same as not ... before. It
refers to the commencement point of an action
or event in the past.
E.g.: It was not until last year that we began this
- Should get Ss to make sentences with this new program = We did not begin this program
structure and makes sure they understand and
before last year = We began this program last
can use it correctly.
year.
+ Use:
This structure is used to emphasize the
WHILE YOU READ :
commencement point of an action or event.
Set the scene: You are going to read about the
WHILE YOU READ :
history of cinema.
Set the scene: You are going to read about the
Task 1:
history of cinema.
Instruction: You are going to read the passage
Task 1:
siltently and then do Task 1.
Individual work, pair work &whole class
Gets Ss to read the passage individually.
- After checking that Ss have finished reading
+ First, Ss should read through the definitions
the
provided in the task to identify the part of speech
passage, T instruct Ss to use some strategies to
of the word to match each definition. For
do task 1:
example, in sentences 1, 2, 3 and 4 the word to
- Goes around helping Ss when necessary.
fill in should be a noun, and in sentence 5 it
- Then Asks Ss to check their answers in pairs.
should be an adverb.
- Calls Ss to present and explain their answers. + Then, Ss should go back to the passage and
- Finally, Provides the correct answers.
find the suitable words to fill the table.
Answers:
Task 2:
1. Cinema2. Sequence 3. Decade
Instruction: You are to read the passage again
4. Rapidly 5. Scene 6. Character
and answer the questions in the book.
Task 2:
- Instructs Ss to use some strategies to do Individual work, pair work &whole class
the task:
+ First, ask Ss to read through the six
questions to understand them and to underline

the key words.
Time
10
Teachers activities
Asks Ss to work individually to answer the
questions.
- Then Asks Ss to discuss their answers with
their peers.
- Calls on some Ss to present and explain their
answers.
- Finally, feedbacks and gives the correct
answers:
Task 3:
Instruction: Read the passage one more time
and ind the most suitable title for it.
Instructs Ss to use some strategies for this kind
of task:
- First, Ss read the options A, B, and C and find
out the differences between them. For example,
option A suggests that the passage is about a
film- maker, option B suggests that the passage
is about the brief history of cinema ...
+ Then, they go back to the passage, and read
the first and the last sentence to decide the main
idea
- Gives Ss some minutes to do the task and
checks
with the whole class.
AFTER YOU READ :
Instruction: You are going to work in groups
and talk about the history of cinema, using
these dates: 19th century, 1905, 1910s, 1915,
1920s
- Gets Ss to work in groups of 3 or 4 and take
notes of the main events described in the
passage, based on the cues given in the
.textbook.
Then, Ss take turn to talk about the history of
cinema based on their notes.
- Goes around offering help.
- Finally, Calls on some Ss to speak and gives
them feedback.
HOMEWORK :
Students activities
+ For instance, in question 1 Ss can underline
history of cinema and begin, in question 2 they
can underline discover
Then Ss should locate the information for each
question by finding the key words in the passage
and mark the place.
Answers:
1. In the early 19th century (line1 )
2. At that time the scientists discovered that
when a sequence of still pictures was set
in motion, they could give the feeling of
movement. (lines 2-3)
3. No they didn't (line 5, lines 13-15: the
early films were no more than moving
photographs and it was not until the end
of 1920 that sound was introduced)
4. . In the early 1910s (line 9)
5. At the end of the 1920s (line 14)
6. The musical cinema (line17)
Task 3:
Answers:
B (the passage briefly presents the development
of the cinema from the old silent films to
musicals)
AFTER YOU READ :
. For example:
19th century
History of cinema began
1905
Films were about 5-10 minutes
long (longer than early films
which lasted only one minute)
1910s
The first long films were made
1915
Films became even longer and
better. Cinemas were first built
1920s
Sound was introduced and old
silent films were replaced by the
spoken ones
HOMEWORK :
whole class
- For homework,Asks Ss to write a summary of

the passage using their notes taken for the After
You read task.
Extra activity :
Exercise:
Match the titles of these films with their Vietnamese translations:
1. Gone with the wind
A.Hon ma
2. The thorn birds
B.Nhat ky tieu th Jones
3. Love Actually
C.Xac p tr lai
4. Lion King
D.Cuon theo chieu gio
5. Hero
E.Tieng chim hot trong bui man
gai
6. Bridget Jones' Diary
F.Yeu that s
7. Mummy returns
G.Anh hung
8. Ghost
H.Vua s t
9. Pearl Habour
I.Ve ep My
10. American beauty
J. Tran chau cang
Answers:
1.D 2.E 3. F 4.H 5.G 6.B 7.C 8.A 9.J 10.I
***********************************
DOT : March 21st 2007
Period : 79

B. SPEAKING :
I/ Objectives :
1. Educational aim : To help Students will be able to
- Ask and answer questions about the plot of a film based on prompts
- Express their opinions about a film, using attitudinal adjectives
2. knowledge : answer questions about the plot of a film
3. Skills : Tell what kinds of film they like and dislike
III/ Teaching aids : Textbook, handouts, some film posters
IV/ Procedure :
Time
Teachers activities
7
WARMUP:
WARMUP:
Film categorization
Divides the class into small groups of 3 and 4.
- Sticks the following film posters on the blackboard
or the walls (alternatively, T can print these posters
and distribute them to Ss):
Sticks the following table on the blackboard
(alternatively, T can print it out and give the copies to
the groups) and asks Ss to match the films with the
correct types:
1.
2.
3.
4.
5.
Students activities
The Adventures of Sherlock Holmes

Kill Bill
Pearl Habour
Love Actually
The Ring
Time
Teachers activities
Type
Science fiction
film
Cartoon
Horror film
Detective film
Thriller
Romantic
comedy
War film
Action film
Film
Calls on some representatives to report the results of

their group work and gives correct answers.
Can also asks Ss if they have seen these films and if
they know the Vietnamese translations of the titles.
Then T introduces the topic of the lesson.
Note:
- Gets across to Ss that some types of films need the
word "film" but some don't. For example, we say
"thriller", "comedy", "cartoon" but "action film",
"horror film" etc.
Students activities
6. Lord of the Rings

7. War of the worlds
8. Shrek
Answers:
Type
Film
Science fiction film
War of the worlds
Cartoon
Shrek
Horror film
The Ring
Detective film
The Adventures of
Sherlock Holmes
Kill Bill
Thriller
Romantic comedy
Love Actually
Task 1:
- Asks Ss to study the table on p.134 and tick the
War film
Pearl Habour
boxes that suit their preferences for a particular type
Action film
Lord of the Rings
of films.
- Then T asks Ss to move around the classroom and
find as many friends that have the same preferences
as them as possible. (If the class is large, T may want
to ask Ss to interview those friends sitting behind and
in front of them only). Ss have to take notes of who
Task 1:
and how many friends like or dislike the same types
Individual work and mingling activity
of films as them.
- Calls on some Ss to report their likes and dislikes
Not very much
Kind of film
Very much
Not at all
Science fiction
and the number of friends who have the same tastes
film
as them.
Cartoon
Task 2:
Horror
Pre-teach vocabulary and grammar:

Detective
Thriller
Task 2:
Time
10
Time
Teachers activities
Gets Ss to brainstorm all the adjectives that can be
used to describe films.
Students activities
Vocabulary and grammar:
e.g. interesting. exciting, fascinating, amusing,
boring, horrifying ...
Note: Ss mhy confuse these adjectives with their
-ed counterparts, so T should be ready to explain
the differences (e.g. I'm interested in action films
vs. Actionfilms are inte.resting).
Structure :
sb find st/ sb + Adj
which can be used to express one's opinion about
something or someone.
E.g.: I find horror films fascinating.
Agreement
Disagreement
Asks Ss to look at the adjectives in the right hand

column to see if they do not know any of the words.
T explains the meaning of new words if any.
-Introduces the structure sb find st/ sb + Adj, which
can be used to express one's opinion about something
or someone. Then T gets Ss to make sentences with
the structure. T needs to make sure that Ss get it
right.
- Elicits the expressions of agreement and
disagreement:
Note: T may want to get across to Ss that direct
1 agree
I don't think so
expressions like "I don't agree" or "I disagree" are
Yes, exactly
Yes but ...
unacceptable in English because they're too assertive. Right!
Do you think so?
Calls on three Ss to read the model conversation in
Sure!
You can't be serious!
the textbook.Corrects Ss' intonation and
You must be kidding!
pronunciation if necessary.
Divides the class into small groups of 3 and instructs Whole class & group work
Ss to find out what the other members of ,their group
feel about the given types of films. Ss should base
Detective films
interesting.
themselves on the model conversation.
Science fiction films
Moving
Goes around offering help.
Love story films
Good fun
Calls on some Ss to report their findings. ,while they
Cartoon films
Violent
speak, T takes note of their errors if any corrects
War films
boring,
them after that.
Thrillers
exciting,
Action films
terriying
Task 3 :
fascinating,
Pre -teach grammar:
amusing,
Introduces the structure "Prefer st to st", which can
horrifying..
be used to talk about one's preferences.
E.g.: I "'prefer romantic films to .action films. Then Task 3 :
T gets Ss to make sentences with the structure. T
Pair work
needs to .eck that Ss can use the structure correctly.
Grammar:
CaIls on two Ss to read the model conversation in .the Introduce the structure "Prefer st to st",
textbook. T corrects Ss' intonation and pronunciation which can be used to talk about one's preferences
if necessary.
Then T instructs Ss to work in pairs and find out
Example :
about their partner's preference for a particular type
A: Which do you prefer , detecive films or scienc
of films, basing them on the model conversation.
fiction films ?
Goes around offering help .
B: Well , Its difficult to say .But I suppose I
prefer science piction films to detective ones .
Teachers activities
Students activities
Calls on some Ss to report their findings. ;while they
Thrillers or science fiction films .
speak, T takes note of their errors if any ,and corrects

them after that.
10
Task 4 :
Instructs Ss to work in pairs and ask and answer
quetions about a film that they have seen, using the
suggestions given in the textbook. Tasks Ss to take
notes of their friend's story.
- Goes around offering help.
- Finally, T calls on some Ss to report their friend's
story. While Ss speak, T takes note of their errors if
any and corrects them after that.
HOMEWORK :
Summarises the main points of the lesson.
-Asks Ss to makes sentences with the new words and
structures at home.
Horror films or detective fims.

Love story films or cartoon films
Cartoon films or science fiction films
Task 4 :
Work in group and pair work
1. where did you see it?
2. what kind of film is it?
3. what is it about?
4. who is / are the main character(s)?
5. how do you feel about it ?
6. why do you prefer it to other films?.
HOMEWORK :
Whole class
***********************************
DOP : March 21st 2007
DOT : March 23rd 2007
Period : 80

C. LISTENING
I/ Objectives :
1. Educational aim : To help Students will be able to
- Develop such listening micro-skills as listening for information, taking notes while listening, and
summarising ideas.
2. knowledge : Helps Ss to listten to Lan and Huongs plans for the next week
3. Skills : listening for information
II/ Method :Mainly communication., Intergrated .
III/ Teaching aids : Textbook, cassette tapes
IV/ Procedure :
Time
Teachers activities
Students activities
7
WARMUP :
WARMUP :
A Quiz about Titanic :
Asks Ss of they have seen the film "Titanic" and then
announces the Quiz game and the rule. E.g: "I'm
going to divide the class into 2 big groups. Then I'm
going to read out some questions about the film
Titanic. You need to give your responses as quickly
Whole class
a,s possible. For each question, if your
Questions :
Time
Teachers activities
answer is quicker and correct, you get one point for
your group. Then we will add up the points for each
group. Which one has more points will be the
winner".
Students activities
1. What is the name of the main female
character In "Titanic"?
2. Who played the main female character?
3. What is the name of the main male
Divides the class into 2 big groups: A and B

- Reads out the questions and leads the game.
Gets Ss to add up the points for each group and
announces the winner.
BEFORE YOU LISTEN :

Asks Ss to look at the table on p.136 and goes over
the points together with the whole class by asking;
questions such as "How often do you go to the
cinema?", "How often do you watch TV?", "How
about listening to the radio?" etc. and calling on some
Ss to answer. Other Ss listen to T's questions and tick
the boxes that best reflect their answers.
Sets the scene: "You are going to listen to two
friends, Lan and Huang, talking about their plans for
next week."
- Asks Ss to look at the picture in Task 1 and redict
the content of the conversation. T should elicit by
asking questions like "What can you see in the
picture?" "What do you think they may want to do?",
"What film may they want to see?" etc.
Introduces the new words that will appear in the
listening passage:
Elicits the meanings of these words from Ss and
correct if necessary.
- Plays the tape, asking Ss to listen to how the words
are oronounced and repeat after the tape.
WHILE YOU LISTEN :
Task 1:
Tells Ss that they are going to listen to the tape and
verify their prediction.
- Plays the tape once for Ss to listen.
- Calls on a S to answer the question in the textbook.
Should ask the S to explain his/ her answer.
- Gives the correct answer.
character?
Who played the main male character?
What is the theme song for "Titanic"?
Who sang this song in the movie?
In what year did "Titanic" come to the
theatres?
8. How many awards did it have?
Answer :
1. Rose
2. Kate Winslet
3. Jack
4. Leonardo Dicarprio
5. My heart will go on
6. Celine Dion
7. 1997
8. 11 awards
4.
5.
6.
7.
BEFORE YOU LISTEN :

Whole class
New words :
Titanic
cinema
suppose
guess
instead
picnic
WHILE YOU LISTEN :
Individual work &whole class
Task 1:
Listen to the dialogue. What are Lan and Huong
planning to together?
Answer: They're planning to go to see the
"Titanic".
Time
10
10
Teachers activities
Task 2:
Asks if Ss remember what Lan and Huong talk about
their plans from the previous listening. T writes the
answers on the' board and check with the whole class
if they are correct. Assure Ss that they are going to
listen again.
-Introduces the task: "Listen and write Lan and
Huong's plans for next week on the calendar"
- Before playing the tape, Tasks Ss to look through
the calendar. T should get across to Ss that while
listening, they need to write down the girls' plans in
note forms, not in full sentences. Then T plays the
tape once.
- Asks Ss to check their answers with a partner
- Calls on some Ss to present their answers. (If many
Ss are not able to complete the task, T should play the
tape again and pause at difficult points.)
- Provides correct answers.
- Finally, T may want to let Ss listen again and write
down the useful expressions such as "Can you go
with me ... ", "Can we go on Thursday instead?",
"What about Monday?" etc.
Task 3:
Asks the whole class what day Lan and Huong can
meet. T should call Ss to explain their answers.
AFTER YOU LISTEN :
Asks Ss to work in pairs and take turn to summarise
the conversation between the two girls, basing
themselves on the notes they have taken for Task 2.
Goes around offering help.
-Calls on some Ss to tell the class again about Lan
and Huong's plans. While Ss are speaking, T takes
notes of their errors and corrects after that.
- Role play:
- May want to ask Ss to work in pairs and role play
the conversation again, using the language they have
written down when doing Task 2.
- Goes around to offer help.
- Calls on some pairs to perform in front of the class
and gives feedback.
HOMEWORK :
Summarises the main points of the lesson.
- For homework, T might want to ask Ss to write up
the summary of the listening passage.
3
Period : 81
Students activities
Task 2:
Answer:
Lan
Huong
Mon See a play
Tue
Wed
Work and go to
the singing club
Thu Visit grandparent
Fri
Study Chinese
Sat
Work (busy)
Sun
Go on a picnic
Task 3:
Answer:
Tuesday (because they are both free on Tuesday)
AFTER YOU LISTEN :
Work in groups :
Talk about Lan and Houngs plans for the next
week. Use the information you have written on
the calendar.
HOMEWORK :
Whole class

D. WRITING :
I/ Objectives :
1. Educational aim : To help Students will be able to Write a descriptive paragraph about a film they have
seen, based on prompts.
2. knowledge : Helps Ss to write a passage about their favourite film
3. Skills : Write a descriptive paragraph about a film
II/ Method :Mainly communication.
III/ Teaching aids : Textbook, pictures, handouts (slips of paper)
IV/ Procedure :
Time
Teachers activities
Students activities
7
WARMUP :
WARMUP :
Asks Ss to look at the table on p.136 and goes over
Individual work
the points together with the whole class by asking;
questions such as:
Yes, I have
Have you ever seen Titanic ?
It is famous. The film is about two lovers who
What do you know about Titanic ?
first met each other while they were on board.
And after calling on some Ss to answer.
Task 1:
Task 1:
Working with the model
10
Working with the model
Tragic (n) tham kich
Asks Ss to read the passage and explains the new
Sink - sank sunk (v): go down
words
Luxury (n) su xa hoa
Introduces the task and draws this table of summary
Liner : ship
on the board:
Iceberg : mass of ice
Voyage (n) cuoc hanh trinh dai
Asks Ss read the text about the film "Titanic"
Individual work, pair work, whole class
Title?
Titanic
individually for 5 minutes and then find a partner to
Love
story
film
Type?
answer the questions and complete the table of
Plot?
A tragic story of love and the sinking of
summary together.
a luxury ship in the Atlantic Ocean,
Goes around to help Ss to complete the task
causing more than 1,000 people to die,
- Checks the answers with the whole class.
including the main male character
- Might want to remind Ss of the structure of a
Filming
America
paragraph (including a topic sentence to introduce the place?
main idea and supporting sentences to present details. Based on? The true story of the Titanic disaster in
1912
For example, in the text about the "Titanic", the first
Main
Jack: young and generous
sentence is the topic sentence, which is supported and
characters? adventure, who died in the disaster
expanded by the remaining sentences).
- Rose: was saved by Jack, with
whom she fell in love later
WRITING :
Task 2 : Write about a film you have seen. Use the
WRITING :
description of Titanic-and the questions above as
Task 2 :
20
suggestions.
Introduces the task. Then Tasks Ss to spend 5 minutes Individual work and pair work
Use the description of Titanic-and the questions
gathering and organizing . ideas for their
Time
Teachers activities
Students activities
paragraph, using the table above.
Above.
- Instructs Ss to write their paragraph for 10 minutes. Questions :
- Asks Ss to exchange their paragraphs with a partner
1. What is the name of the film?
and in pairs check for each other. T goes around
2. What kind of film is?
helping and collecting typical errors.

5
FEEDBACK ON SS' WRITING :

Writes Ss' typical errors on the board and elicits self
and peer correction. T provides correction only when
Ss aren't able to correct the errors.
- Gives general comments on the paragraphs.
WRAPPING UP:
- Suinmarises the main points.
- For homework, Tasks Ss to write the paragraph
again, taking into consideration their friends' and T's
suggestions and corrections.
3.
4.
5.
6.
7.
8.
What is it about?
Where is it made?
What is it based on?
Who is/are the main character(s)?
What do you know about the character(s)?
Does the film have a happy or a sad
ending?
FEEDBACK ON SS' WRITING :
Whole class
WRAPPING UP:
Whole class
***********************************

Period : 82

E. LANGUAGE FOCUS:
I/ Objectives :
1. Educational aim : To help Students will be able to Distinguish the sounds /f/ and /v/
- Use attitudinal adjectives to describe films or to express their opinion about particular films
- Use structure "It was not until ... that ... " and articles "a/ an/the" appropriately
2. knowledge :Pronounce the words and sentences containing these sounds correctly
3. Skills : to express their opinion about particular films
III/ Teaching aids : Textbook.
IV/ Procedure :
Time
Teachers activities
Students activities
10
PRONUNCIA TION :
PRONUNCIA TION :
Distinguishing sounds
Distinguishing sounds
- Models the two sounds If I and Ivl for a few times
Fan
van
and shows the articulation of these sounds (i.e. when First
vine
producing these sounds Ss' upper teeth need to touch Form
view
their lower lips. When producing Ivl Ss can feel the
Fiction
vote .
vibration if they place their fingers on the voice box
but when producing If I they cannot feel this).
Whole class, individual & pair work
- Plays the tape (or reads) once for Ss to hear the
Practising sentences containing the target
words containing these two sounds. Then T plays the sounds :
tape (or reads) again and this time asks Ss to repeat
1. He feels happy enough
after the tape (or T).
2. I want a photograph for myself and my
- Asks Ss to read the words out loud in chorus for a
wife .
Time
Teachers activities
Students activities
few more times. Then T calls on some Ss to read the
3. Would you prefer a full photograph or
words out loud. T listens and corrects if Ss pronounce

the target words incorrectly. If many Ss do not
'pronounce the words correctly, T may want to get
them to repeat after the tape (or himself) 'again in
chorus and then individually.
Practising sentences containing the target sounds :
- Asks Ss to work in pairs and take turn to read aloud
the given sentences
- Goes around to listen and takes notes of the typical
errors
- Calls on some Ss to read the sentences again and
provides corrective feedback.
VOCABULARY
Exercise 1: A competition game
- Introduces the exercise: Ss are adjectival forms of
the verbs given.
Example: interest -> interesting
- Asks Ss to read the verb list quickly.
- Then T divides the class into two' big groups and
the board into two big parts accordingly. T reads out
any verb in the list and the members of each group
will need to take turn to go to the board and write\the
corresponding adjectival form. T keeps reading until
there are no more verbs in the list.
- Leads Ss to count how many correct adjectives each
group gets. The group with more correct answers will
be the winner.
- Explains. difficult cases, e.g. "fascinate", "excite",
"bore", etc. When adding -ing to the verb roots, Ss
need to omit "e".
- May also want to tell Ss that there are two possible
adjectival forms for a verb, the -ing form and the -ed
form. T explains the difference between the two
forms:
Exercise 2:
- Introduces the exercise and asks Ss to do read all
the sentences through. T explains new words if any.
- Gets Ss to do the exercise individually and goes 'YV
around checking that they work.
- Calls on 5 Ss to go to the board and write the
answers.
- Checks with the whole class and provides corrective
feedback.
GRAMMAR
Exercise 3:
a. Presentation:
- Elicits from Ss the form, meaning, and use of the
structure "It was not until ... that ... " - Gets Ss to
translate some English sentences into vietnamese and/
or vice versa to check that they ::nderstand and use the
profile?
4. We use to live in a village in the valley.
VOCABULARY
Exercise 1: A competition game
1. fascinate
2. excite
3. terrify
4. irritate
5. . horrify
6. bore
7. surprise
8. amuse
9. embarrass
10. frustrate
The difference between the two forms:
- the -ing form has an active meaning. E.g. if
something is interesting, it interests you
- the -ed form has a passive meaning. E.g.
because something is interesting, you are
interested in it.
1. fascinating
2. exciting
3. terrifying
4. irritating
5. horrifying
6. boring
7. surprising
8. amusing
9. embarrassing
10. frustrating
Exercise 2:
Answer:
I. a. depressing b. depressed
2. a. interested b. interesting
3. a. boring
b. bored
4. a. excited
b. exciting
5. a. exhausting b. exhausted
GRAMMAR
Exercise 3:
a. Presentation:
E.g.:
- It was not until last year that this school was built
Time
Teachers activities
structure correctly.
b. Practice:
- Gets Ss to do exercise 3 individually and then find a
partner to check tHeir answers with.
- calls on some Ss to read out their answers. T provides
corrective feedback.
Exercise 4:
a. Presentation:
- Elicits from Ss the form, meaning, and use of the
indefinite article "a/ an" and definite article "the".
b. Practice:
Gets Ss to do exercise 4 individually and then find a
partner to check their answers with.
- Checks with the whole class and checks that Ss
know why a particular type of article is used in a
specific case.
Students activities
- It was not until this May that she found a job

- It was not until the early 1990s that America lifted
its economic sanction on Vietnam
- It was not until I was 15 that I learned how to ride
a bicycle
b. Practice:
Answer:
1. It was not until 1990 that she became a
teacher
2. It was not until he was 30 that he knew how
to swim
3. It was not until 1980 that they began to
learn English
4. It was not until his father came home that
the boy did his homework
5. It was not until the lights were on that the
football match started
Exercise 4:
a. Presentation:
1. A/ an
a + singular countable noun beginning with a
consonant (e.g. a dog, a bag, etc.}
An + singular countable noun beginning with a
vowel (e.g. an umbrella, an orange, an ice cream
etc.) We do not use aI an together with another
determiner (e.g. my, this, etc.)
Note: we use "an" before a vowel even if it is
written as a consonant: an hour (vs. a house), an
M.P (vs. a mouse). We use "a" before a consonan
even if it is written as a vowel: a university (vs.
an umbrella), a onepound note (vs. an oninge).
Meaning: one
Use: Indefinite articles are used to refer to "one o
a class", e.g. a man, a dog, a book, etc.
2. The
Form:
The + singular countable noun
The + plural countable noun
The + uncountable noun
We do not use "the" together with another
determiner (e.g. my, this, etc.)
Note: We pronounce "the" as /i:/ before a vowel
meaning: a particular something
Use: Definite articles are used to refer to the
things or people we have already mentioned or
when it is clear from the situation which people o
things we mean:
E.g.: She's got a boy and a girl. The boy is 5 year
old and the girl is 3 years old.
b. Practice:
Time
Teachers activities
c. Production : A guessing a game :
Explains the game : Ss have to ask T questions about
his/ her living room , EX: What are there in the
room , What is where, ect.
Gets across to Ss that they can only ask Yes No
question
Is there a TV in your living room ?
Is the TV in the middle of the room ?
Answers only when Ss use the correct article .
3
WRAPPING UP:
- Asks Ss to do the extra exercise as homework.
- For homework, Ss review the attitudinal adjectives,
the structure "It was not until ... that ... " and the
articles.
Students activities
Answer:
1.a
2. the
3. the
4. an
5. a
6. a
7. the
8. the
9. the
10. a
11. a
12. the
13. the
14. an
15. a
16. a
17. the
18. a
19. a
WRAPPING UP:
Whole class
Extra activity
Fill in the blank with a/ an or the
1. Taiwan was called "Isla Formosa" by .... Dutch.
2. ..first presidential election was March 23, 1997.
3. Taiwan has ..strong economy.
4. Taipei is .. capital of Taiwan.
5. Taiwan is .. island.
6 .large mountain range runs do~n the centre of Taiwan.
7. T ai wan is ..industrial i sed country.
8 .language of Taiwain is Chinese.
9. Chinese New Year is .important holiday in Taiwan.
10. Taiwan has ..population of 22 million people.
Answer:
1. the 2. the 3.a 4. the 5. an
6.a 7. an 8. the 9. an 10.a
***********************************
Period : 83
UNIT:14 THE WORLD CUP

A. READING:
I/ Objectives :
1. Educational aim : Helps Ss Develop such reading micro-skills as scanning for specific information,
intensive reading for details, and guessing meaning in context
2. knowledge :
3. Skills : to express their opinion about football, to understand about the football ,the trophy
III/ Teaching aids : Textbook, chalk , handouts .
IV/ Procedure :
Time
Teachers activities
Students activities
5
WARM- UP :
WARM- UP :
An all-star football team
Group work and whole class
Might want to provide Ss with the map so that they
The map :
can visualise the positions more easily.
Draws this table on the board:
Name
Position
Captain
Goalkeeper
Defender
Midfielder
Forwards
- Asks Ss to guess the meaning of the words in New words:
column 2. Teach them how to guess
- For example, "goalkeeper" is formed with
- Captain: the player who leads and directs the
two words "goal" and "keeper". It refers to the
other players on the fieldn ( oi trng )
footballer who keeps the goal, etc.
- Goalkeeper: the player in front of the goal who
- checks Ss' understanding by getting them to
tries to stop the other team scoring (thu mon )
translate these words into Vietnamese. T may also - Defender: the player who tries to stop the other
want to tell Ss that another word for "captain" is
team scoring ( hau ve )
"skipper", another word for "goalkeeper" is
- Midfielder: the player who plays mainly in the
"goalie" and other words for "forward" are
middle part of the pitch ( tien ve )
"striker and "attacker". T might also want to
- Forward: the player whose duty is to score goals
provide Ss with some other expressions such as
( tien ao )
"central midfielder", "right midfielder", "left
BEFORE YOU READ :
midfielder", "sweeper/ libero", "winger", etc.
whole class and pair work
- Goes around to check that Ss speak English
Look at the photo at the bottom of page142 and
while working together. calls on the winning group to name the team in the photo
present their proposal and asks the whole class if they
share the same idea.
Suggested explanation of new words:
BEFORE YOU READ :
Asks Ss to look at the photo at the bottom of page142
and name the team in the photo
Asks Ss to work in pairs to find the answers to the
7
Time
Teachers activities
questions on page 142. T might want to explain the
word "runner-up" (the team which wins the second
place)
Checks with the whole class. Then T might also want
to ask similar questions about World Cup 2006.
Answers to the questions on page 142.

Students activities
Answer:
1. South Korea and Japan
2. . Brazil
3. . Brazil
Questions:
Time
7
Explains the topic of the lesson and asks Ss what they 1. "How often is the World Cup held?"
know about the World Cup. T may ask such
2. "What is the name of the world's organization
questions.
that takes care of football?"
Pre-teachs some selected vocabulary:
3. "How many teams play in the World Cup?" .
Note: FIFA stands for Federation Intemationale
de Football Association in French language.
Explains the new words .
vocabulary:
Tournamment( n)
Reads some time .
Passionate (adj)
The host nation Witness(v)
WHILE YOU READ :
Compete(v)
TASK 1:
Jointly(adv)
Guides how to do the task .
Trophy(n)
Writes. these words on the board: jointly, the globe,
Honoured title(n)
tournament, host nation, trophy
Championship :(n)
Witness (v)
Elimination game :
- Instructs Ss to read the passage quickly and stop at
Finalist
WHILE YOU READ :
meanings. Ss should guess the meanings of the words Setting the scene: You are going to read about the
based on the contexts in which the words occur and
World Cup.
the components of the words.
TASK 1:
Asks Ss to check their answers with a partner and
then calls on some Ss to give and explain their
Match the column A with their definition column
answers.
B:
Answer :
1. b
2. c
3. a
4. e
5. d
TASK 2 :
TASK 2 :
Scan the text and complete each of the following
Read through the five questions to work out what
sentences with a word or a number
information they are to look for and underline the
Asks Ss todo the task individually and goes around to key words. For example, in the first question Ss
check
need to find out how many teams played in the
first World Cup and the key words may be "the
Corrects
first World Cup". Answers:
1. 13
2. 32
3. argentina
4. one
5. 26
Teachers activities
Students activities
Task 3:
Task 3:
Introduces the task: Ss are to scan the text to decide
Decide whether the given statements are true or
whether the given statements are true or false
false
Answer:
Asks Ss to repeat the process they've gone through
1. F ( the first World Cup was held in 1930 )
when doing Task 2, Le. they skim the questions
line 8 )
2. F( the World Cup is held every 4 years )
10
Calls on some Ss to give and explain their answers T

gives corrective feedback
AFTER YOU READ:
Writes these figures on the board: 1904, 13, 1930, 17,
32,2002.
Asks Ss to go back to the text and find out the events
related to these figures.
Gets Ss to work in small groups of 3 or 4 and take turn
to talk about the history of the W orId Cup, basing
themselves on their notes
HOMEWORK :
Asks Ss to write a summary of the passage.
( line 1-2
3. T (line 7)
4. T (line 16-17)
5. F ( Brazil has won , not played the WC 5
Times ) (line 17)
AFTER YOU READ:
Talk about the events mentioned :
1. 1904 FIF A was set up, first meeting
2. 13 Number of teams playing in the first we
3. 1930 The first we was held.
4. 17 we Urnaments up to 2002
5. 32 Number of teams playing in the we in
the modern time.
6. 2002 First time we was played in Asia and
hosted by two nations.
HOMEWORK :
Whole class
***************************************
th
DOP : March 29 2007

DOT : April 2nd 2007
Period : 84

B. SPEAKING:
I/ Objectives :
1. Educational aim : Helps Ss to Use some football vocabulary to ask and answer about the World Cup and
to talk about the World Cup winners
2. knowledge :to talk about the World Cup
3. Skills : to express their opinion about football, talk about the topic.
III/ Teaching aids : Textbook, chalk handouts, posters .
IV/ Procedure :
Time
Teachers activities
Students activities
7
WARM - UP :
WARM - UP :
Asks ss some questions :
Work with a partner . Answer the question .
The 2002 world cup was held in South Korea and
Where was the 2002 World Cup held?
Japan.
Which team became the champion then?
Brazil became the champion .
Which team was the runner-up?
Germany was the runner up
Time
Teachers activities
Students activities
10
Task 1:
Task 1:
A World Cup 2006
A World Cup 2006
Needs to prepare a few questions about Group the
1. How many times has Italy won the trophy up t
four football teams (English, French, Italian, and wc- World Cup 2006?
rk German) and write each question on a different
2. Who was the captain of the French national
card
football team in World Cup 2006?
Checks the answers with the whole class.
3. What was the score of the World Cup 2006
Corrects and gives answer :
final?
1. 4 times
4. What place did Germany hold in World Cup
10
2. Zinedine Zidane
3. 5-3 in favour of Italy
4. third
5. Jurgen Klinsmann
6. German
7. David Beckham
8. Portugal.
Task 2:
Asks ss some questions
Goes around checking and offering help.
10
Calls on some groups to perform in front of the class.

While Ss speak, T takes notes of their errors if any'
and feedbacks after that.
Task 3:
Introduces the task:Ss are going to take turn to talk
about World Cup winners in different years.
Goes around checking and offering help.
Calls on some Ss to talk about different

Home work :
Asks Ss to write a paragraph about World Cup 2006
for the school's sport magazine. Ss might use the
information they have gained in Task 1.
2006?
5. Who was the head coac~ of the German team
in World Cup 2006?
6. What nationality was the top scorer in World
Cup 2006?
7. Who was the captain of the English national
football team in World Cup 2006?
8. Who beat England in the World Cup 2006
quarter final?
Task 2:
work in pair
1.Where was the first World Cup held?
2.Which teams played in the final match
3.What country hosted the World Cup?
4.Which teams were the finalists?
5.Which teams went to final? Which team won the
trophy?
6.Which team won the World Cup?
7.Which team became the champion?
Task 3:
Examlpe :
The first world cup was held in Uruguay in 1930
The final match was between Uruguay defeated
Argentina by 4 to 2
Home work :
Whole class

Extra activity
Fotball crossword puzzle
Across
1. covers the middle of the field
3. tries to keep the other team from scoring
4. the governing body of world soccer
6. a pass that results in a goal
8. the team that has the ball
10 . uses head to pass the ball
11. scores the goals
Down
2. to kick the ball along by yourself
3. score
5. the team that does not have the ball
7. to make a goal
9. to dribble the ball
Key:
10. Header 5. defense - 3. goalie - 8. offense 1. midfielder - 11. forward 6. assist 9. carry 7.
score 4. FIFA goal 2. dribble
1
4
5
8
9
10
11
***********************************
nd
DOP : April 2 2007

DOT : April 4th 2007
Period : 85

C. LISTENING:
I/ Objectives :
1. Educational aim : Helps Ss to Develop such listening micro-skills as intensive listening specific
information and taking notes while listening
2. knowledge :
3. Skills : talk about the topic
III/ Teaching aids : Textbook, handouts
IV/ Procedure :
Time
Teachers activities
Students activities
7
WARM - UP :
WARM - UP :
Gets Ss to look at the 4 photos on page 147 of the
Whole class
textbook and name each player in the photos .
(photo 1: Pele; photo 2: Maradona; photo 3: Zidane
Asks Ss the question :
photo 4: Barthez; photo 5: Beckham).
"What do you know about them?"
"Which one do you like best? Why?"
7
BEFORE YOU LISTEN :

Introduces the topic: You are going to listen about the
World's most famous footballer, Pele.
Time
10
Teachers activities
Gets Ss to look at the new words on page 147 of the
textbook: goal-scorer, hero, ambassador, Brazil,
kicking, retirement, promote, championship. T elicits
the meanings of these words from S,s.
- Plays ,the tape once (or reads) for Ss to listen to
how these :words are said and then repeat after the
tape (or T). T gets some Ss to read the words again
and makes sure that they pronounce the words
correctly.
-Asks Ss to look at the words again and predict what'
they may hear about Pele.
WHILE YOU LISTEN:
Task1 :
They should not try to write down all the details in
full sentences but they should write down only most
important and relevant details in note forms.
Checks the answers with the whole class
Task 2:
BEFORE YOU LISTEN :

Whole class
Students activities
Answer:
Pele was a goal-scorer and a national hero of
Brazil. He was very good at kicking and won
many championships. After his, retirement he
became the ambassador for football to. promote
friendship and spirit of sport among the world's
nations etc.
WHILE YOU LISTEN:
Individual work, pairs work & whole class
Task1 :
Answer:
1.1940
2.joined a Brazilian
3.1962
4.19974
5.retired
10
8
3
Elicits information about Pele. T should not correct or Task 2:

give any comments at this phase and just accept all
Answer:
Ss' answers.
1. As a football player, Pele was famous for
his powerful kicking and controlling the
Should encourage Ss to read through all the
football.
questions before listening and predict the answers
2. He participated in three World Cup.
Plays the tape (or reads) again for Ss to listen and
3. He played for an American football club
answer the questions.
before he retired.
Checks with the whole class. T should play the tape
4. He became an internetional ambassador
again and pause at difficult points if many Ss cannot
for the sport, working to promote peace
complete the task
and understanding through friendly sport
AFTER YOU LISTEN :
activities.
Have Ss talk about the milestones in Peles life.
AFTER YOU LISTEN :
Home work :
Do the Trequests
Asks Ss to write a paragraph about World Cup 2006
for the school's sport magazine.
Home work :
Whole class
***********************************
DOP : April 4th 2007

DOT : April 6th 2007
Period : 86

D. WRITING :
I/ Objectives :
1. Educational aim : Helps Ss to write the specific information and taking notes while writing
2. knowledge :
3. Skills : writing an announcement about a sport event
III/ Teaching aids : Textbook, chalk, handout.
IV/ Procedure :
Time
Teachers activities
Students activities
7
WARM - UP:
WARM - UP:
Asks ss some questions :
Where were the world held ?
Whole class
Which team became the champion ?
Asks Ss writing an announcement
WHILE YOU WRITE :
WHILE YOU WRITE :
THE NATIONAL FOOTBALL CHAMPIONSHIP ORGANIZING COMMITTEE
10
wishes to announce that the match between Nam
Dinh and Binh Duong on Sunday, April 18
has been postponed due to severe weather conditions.
The match will now be played at 3 p.m. on Sunday,
April 25 at My Dinh National Stadium
Task 1:
Read the following annoucement and then answer
Task 1: Read the following annoucement and

then answer the questions that follow.
the questions that follow.

1. Who is the announcer?
2. What is the announcement about?
3. When will the match be played?
4. Where will the match be played?
15
Corrects
Task 2.
Choose one of the following situations to write about
Asks Ss to read the topics individually and then
work with a partner to analyse the topics, using the
following table of summary to help them take notes:
Who announces?
What event?
When?
Where?
Why? Etc
10
3
Asks Ss to write and corrects their answers

AFTER YOU WRITE :
Have Ss write about the following situations to write
about .
Home work :
- Summarises the main points of the lesson.
- For homework, Ss write a paragraph about World
Cup 2006 for the school's sport magazine.
Answers :
1. The national football championship
organising committee.
2. The match beteen Nam Dinh and Binh
duong .
3. Sunday , april 18 .
4. My Dinh national stadium .
Task 2: Choose one of the following situations to
write about .
Answers:
a. Nguyen Gia Thieu high school footbal
team wishes to announce that the team is seeking
new players for the new football season .
Volunteers must be good at football and are
studying at Nguyen Gia Thieu high school . A
shortlist of the team members will be at 3 pm on
Saturday , july 12 , 2003 at Nuyen Gia Thieu
school football field . If you want further
information, you can contact do an duc , class 12
or at 7.222.898 .
AFTER YOU WRITE :
Whole class
Home work :
Whole class
***********************************
th
DOP : March 24 2007

Period : 86

E. LANGUAGE FOCUS :
I/ Objectives :
1. Educational aim : To help Students will be able to Distinguish the sounds /g/ and /k/
- Use attitudinal adjectives to describe films or to express their opinion about particular films
- Use will and going to appropriately
2. knowledge :Pronounce the words and sentences containing these sounds correctly
3. Skills : to express their opinion about football
III/ Teaching aids : Textbook.
IV/ Procedure :
Time
Teachers activities
Students activities
5
WARMUP:
WARMUP:
Asks Ss to explain the sentences
Answer the question
Ex: This is the biggest cup I have ever seen
Pronunciation.
Asks Ss to read aloud the exto introduce
/g/ :can stand ahead of at the end of the word .
Pronunciation.
Asks ss to practice the two sounds /g/ ./k/
/k/: can stand ahead ,between or at the end .

Asks ss to practice the two sounds /g/ ./k/
/g/: group ,game ,together, goal ,again.
15
Grammar .
will or going to
Asks Ss to review the structure : Will / going to
Explains the structure .
Gives the ex
1. I will get
Gives the ex
2. I am going to watch .
3Are you going to paint.
10
10
Exercise 2:Complete the sentences using will or

will not and any other necessary words .
Asks Ss to do the exercise .
Goes around for help .
Corrects .
Exercise 3: Make offer with I will for the
following situation .
Asks Ss to make offer .
Goes around to check
Corrects .
Homework :
Do the exercise in the exercise book . Prepare the
new lesson..
/k/: club, kick,school, complete .

1. Our group has not scored a goal.
2. Uruguay will lose another game again .
3. Margaret took the dog and the cat for a
walk .
4. Can your school club compete in the next
tournament .
Grammar .
Exercise 1 : Complete the sentences using
Answers
1. I will get
2. I am going to watch .
3Are you going to paint.
Exercise 2: Complete the sentences using wil
or will not and any other necessary words
Answers:
1. He will help .
2. Will not lend me any money .
3. It will rain today .
4. Will have to wear glasses.
5. Will have a headache.
6. Will like it .
I will not pass it .
Exercise 3: Make offer with I will for the
following situation
Answers :
1. I will make you a cup of tea
1. I will open it .
2. I will send you some .
3. I will give you .
4. I will carry them for you .
Homework :
Whole class

Period : 87
TEST YOURSELF D.
I.Listening:
Listen to the passage and answer the questions .
Answers :
1.They go to a national park to enjoy nature .
2. It became a national park in 1872.
3. No, it isnot . It is the worlds largest park .

4. It has about 70 greysers .
5. They must not pick the flowers, feed or hunt the animals.
II, Reading :
Read the following passage ,and then do the exercises that follow.
Answers:
1.Find the words or phrase which mean the following .
a. junk and litter .
b. landscape .
c. highway.
d. healthy .
2. Decide whether the following statement are true or false.
a. True .
b. True .
c. False .
d. False
e. True .
f. True .
III. Grammar .
Put the verbs in backets in the correct form .
a. (1) has been cleaned . (2) have been turned on . (3) are waiting .
b. (1) knew . (2) would help . (3) knows.
c. (1) decided.
(2) to stay .
(3) would have gone out .
(4)had not been
IV. Writing :
Complete the invitation letter below , using the words and phrases given as cues .
Answers :
Dear Alex,
You will be delighted to know father is giving a party to celebrate the New Year .He has invited
some of our friends to make the party a succes .I too have invited some of our relatives in the
neighbourhood . Mether has asked me to tell you to come home for the New Year celebration .
I am sure you will be here in time to share the fun with us on that day .
Your sister ,
Helen .

Giao An 10

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DOP : Sep 5th , 2006

DOT : Sep 11th ,2006

A DAY IN THE LIFE OF

DOP : Sep 9th , 2006

DOT : Sep 12th ,2006

A DAY IN THE LIFE OF

What does Quan do at 2p.m ?

- Gets some sts practice about Quans

At 2 oclock p.m , Quan gets up after taking a

A DAY IN THE LIFE OF

III/ Teaching aids : Pictures of a cyclo driver .

read , and explains new words.

After you listen :

- Repeat new words :

A DAY IN THE LIFE OF

Task 2 : Group work

Task 3 :Individual and group

right. we landed safely.

DOP : Sep 10th , 2006

A DAY IN THE LIFE OF

Practice in group, write in a sheet of paper .

Tomorrow, usually, carefully, beautifully,

Distinguish the difference between the word :

DOP : Sep 12th , 2006

Primary school, secondary school, high school, college,

Open the books

and the people were interesting. What did you do,

Give suggested answers

Supplements Exercise : Rearrange the following sentences to make a conversation.

DOP : Sep 18th , 2006

Where are they standing ?

Asks pupils to listen the tape then match the

Calls on some pupils to read aloud their

Task 3 - Conversation Completion

A: Hoa. How do you like (1) it here?

discuss the problems they have experienced

coming to class late, be slow at learning ...

Who helps you to solve it?

DOP : Sep 20 , 2006

Note:May introduce more questions that are .

Work in pair and then present in class:

First name - What's your first name?

Place of birth: Where were you born?

Task 4 - Filling in tlte form:

- Tells pupils to look at the board and

PLE ASE WRITE IN CAPITAL LETTE RS

Corrects the form as the whole class

Vietnamese, English, and E DE

Address in your country: 15,Nguyen Chi Thanh Street, BMT

Reason for learning English: 8uJness I Pleasure I Exams I

Asks pupils to use one pupils

A was born on..

Corrects the mistakes.

He /she learns English for..

(Handouts ) Asks pupils to write a

He/she can speak..

full form to participate in an E

/a:/.: first pronounce the sound /a:/ then put your