Giao An Tieng Anh 8 Thi Diem Hki

TiÕt 01 Ngµy d¹y: ......
/8/2016
REVISION
I. Aims
Practice in the verb tenses, passive, ....
II. Objectives
Ss practise doing exercises.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
Weak students may get confused with the present perfect.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- During new lesson.
3. New lesson
I. Fill in each numbered blank with a suitable word. (10pts)
The country is (1).......beautiful than a town and more pleasant to live in.
Many people think so, and go to the country (2).........the summer holiday though
they can’t live (3)...........all the year round. Some have cottage built in a village
(4)......that they can go there whenever (5)........find the time.
English villages are not alike, but (6)........some ways they are not very
different from (7)..........other. Almost every village (8)........a church, the round
or square tower of which can (9)...........seen from many miles around.
Surrounding the church is the church yard, (10).........people are buried.
II. Rewrite the sentences so that it has the same meaning as the sentence
printed before.(20pts)
1. 1. It’s three years since we last visited Ha Noi.
- We haven’t.....................................................................
2. No one is more intelligent than her in our school.
- She...............................................................................
3. 3. You can’t take this book away.
- This book.......................................................................
4. Huong is 1.60m tall and Hoa is 1.60m tall, too.
- Huong...........................................................................
5. I wrote a letter half an hour.
- It took...........................................................................
6. She’s rather play golf than play tennis.
- She prefers.....................................................................
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7. . I had a cat once, but I don’t any more.
- I used...........................................................................
8. I couldn’t go to school because of my sickness.
- Because........................................................................
9. Your younger brother is too weak to lift that box.
- Your brother is not............................................................
10. I study English so that I can improve my knowledge.
- I study English so as...........................................................
III. Use the following words and phrases. Make all the necessary changes and
additions to complete the letter. (10pts)
Dear Hoa,
1. Dave/ I/ have/ best holiday/ our lives!
2. We/ be/ Barbados/ one/ most lovely islands/ Caribbean.
3. Although/ it/ much/ smaller/ Jamaica/ there seem/ be/ much more/ do/
Jamaica.
4. Moreover/ people here/ seem/ be/ friendlier/ those/ other islands.
5. We/ stay/ most modern hotel/ I/ ever/ seen.
6. It/ large/ cool/ and/ many people/ think/ it/ best hotel / island.
7. It/ comfortable/ than/ any/ other hotels.
8. Nearest beach/ less/ hundred meters/ away.
9. So/ we/ spend/ lot/ time/ swim/ sea.
10. It/ really good/ and/ I wish/ you/ be/ here.
IV. Change the following sentences into the passive:
1) Someone saw him pick up the gun.
2) He has caught a lion and shot 2 others.
3) He received a letter from home by the evening post.
4) I put the 5 pound note into one of my books yesterday.
5) After he had told a story, we clapped our hands.
6) His wife usually brings him sandwiches at lunch time.
7) They were continually asking question.
8) We have to pick fruit very early in the morning.
9) She decided to paint her house blue.
10) My classmates used to call me John
Homework
Prepare for the next lesson: Unit 1: Getting started.
-
2
Unit 1
Leisure activities
TiÕt 02 Ngµy d¹y: ........ /8/2016
getting started
I. Aims
This lesson will present the vocabulary and grammar items to be learned.
Ss then practice listening and speaking with the lexical items related to the topic
"Leisure activities".
II. Objectives
- Vocab: Leisure activities.
- Grammar: Verbs of liking + gerunds; verbs of liking + to-v.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disk.
There may not be enough time for all the activities.
V. Procedure
1. Warmer
- Greeting.
2. Revision
Prepare photos or magazine cut-outs - Ss work in groups
about some popular leisure activities
including those you often do in your
spare time. Ask Ss to describe them in
English.
Then ask them to guess which activities
they enjoy doing. Encourage Ss to do the What can you see in the picture?
same in pairs: One student writes a short Why do you think Mai, Phuc, and
list of activities and the other guesses. Nick are there?
- Ask Ss to open their books to the What are they holding in their
picture. Introduce Mai, Phuc, and Nick. hands?
Ask Ss to guess where they are and what What are they talking about?
they are doing. For more able classes, Can you guess what Mai, Phuc,
brainstorm questions with Ss and write and Nick like doing in their free
them on the board. Questions may time?
include: etc.
Accept all possible answers from Ss and
do not provide correction at this stage.
Play the recording and have Ss follow
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along. Then come back to the earlier
questions and have Ss answer them.
Again, do not give correction at this
stage.
3. New lesson
Teacher’s activities Students’ activities
I. Listen and read
This activity focuses students on the Ss work individually to circle the
content of the conversation of Mai, Phuc correct answer.
& Nick Ss compare their answer with a
partner and then discuss as a class.
- Asks Ss to listen to the tape & do the a. Circle the correct answer
task 1. bookstore 2. book
3. dog 4. craft kit
5. folk music 6. Vietnamese
- Goes through each statement and asks
Ss how the text and the visual in the b. Tick the boxes the leisure activities
dialogue support their answers. Mai, Phuc & Nick have
Phuc Mai Nick
After the discussion, T writes the correct Pet training 
answers on the board. Making crafts 
Reading  
Go through the list of activities Listening to music 
mentioned. Encourage Ss to explain what Playing sports  
they are and to give examples. Ask Ss if Helping parents  
they have any of these activities, or if with DIY projects
they know anyone who does these in their
Learning languages 
free time. c. Answer the questions
Have Ss do this task individually first, To check out something means to
then compare the answers with their examine something or get more
partner. They should be able to give information about it in order to be
ideals from the text that support their certain that it is suitable (or true,
answers. or false ).
If something is right up your
Draw Ss’ attention to the contexts when street, it is the type of thing that
Mai said ‘Check out this book’ and Phuc you are interested in or that you
said ‘It’s right up your street!’. Together enjoy doing
with Ss elicit the meaning of these two This job seems right up your
expressions. street.
Ask Ss for examples of something they 2. Matching:
can check out, and something which is 1. playing computer games
right up their street. 2. playing beach games
3. doing DIY 4. texting
Ss work in pairs to match the words/ 5. visiting museum
phrases in the box to the photos, then they 6. making crafts
4
listen together to check their answers. 3. Complete the sentences …
If time allows, ask Ss to use adjectives to 1. satisfied 2. relaxing/ exciting
say what they think of these activities, 3. fun
eg. exciting, interesting, etc. 4. boring 5. good
Ss work individually to do the task then

compare their answers with a partner. Tell 4. Game
Ss they need to look for the surrounding This game can be done in groups
key words in order to complete the task. of four or six, or as a mingle
Note that ‘good’ and ‘satisfied’ fit both activity.
items 1 and 5. Acknowledge this point If your classroom is large enough,
with Ss who have them the other way ask Ss to stand in two lines facing
round. each other. Each pair will talk
about one activity for one minute.
When the time is up and T calls out
‘change!’, they will move one step to the
left/right to meet a new partner and talk
about another activity.
4. Consolidation
Ss practice saying as many words about leisure activities as possible
Ex. playing board games/ reading….
5. Homework
Do: A1, 2, 3(work book)
Prepare: A closer look 1
Unit 1
Leisure activities
TiÕt 03 Ngµy d¹y: ....../8/2016
A closer look 1
I. Aims
- By the end of the lesson, Ss will be able to:
- Use the lexical items related to the topic" leisure activities"
- Use verbs of liking that are followed by gerunds/ to - infinitives
- Pronounce words containing the clusters /br/ and /pr/ correctly in
isolation and in context
II. Objectives
Leisure activity on an average day
III. Materials
- Text book
- Board, chalk,...
5
- Pictures, a cassette and an audio disk.
There may not be enough time for all the activities..
V. Procedure
1. Warmer
- Greeting.
2. Revision :
What do you do in your leisure time?
How much time a day do you spend on each activity?
3. New lesson
Vocabulary Vocabulary
Ask Ss to work in pairs to examine the 1. Look at ….
pie chart closely in order to understand - socialize (v)
its contents, including the heading, - communicate (v)
subheadings, figures, color codes, source
and notes.
Allow enough time for this step. Do not *Answer:
give correction. 1. In 2012, people in the USA spent
Then ask Ss to answer the questions that 5.1 hours a day on sport & leisure
follow the chart. activities.
If necessary, T may elicit information by2. The main activities they did
asking question such as: include watching TV, socializing &
-What is the pie chart about? Where can communicating, reading
you find the information? participating in sports, exercise &
-What do the different colored sections recreation, using computer for
of the chart refer to? leisure and thinking.
-How are these sections calculated? 3. The 3 most common activities
-What does the ‘Note’ tell you? were watching TV, socializing &
-What does the ‘Source’ tell you? communicating and using computer
for leisure.
Have Ss work individually to complete 2. Complete the table
the task. After giving corrective Name of activity Verb
feedback, draw their attention to the Relaxing Relax
parts of speech of the words mentioned ( Thinking Think
e.g. relaxing comes from the verb relax Using Use
with -ing added, and it refers to the Doing Do
activity). Watching Watch
Then introduce the concept of gerund (a Reading Read
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noun made from a verb by adding -ing). Socializing Socialize
Give Ss some examples where a gerund communicating Communicate
is transformed from a verb and used as a
noun. For a more able class, ask Ss to
make their own sentences.
1. Matching
Have Ss work in small groups.
Allow them enough time to think about 1 2 3 4 5 6 7 8
what their average day may look like e B f a d h c g
(including study and work) and how *Add more words to the category:
much time is spent on leisure activities.
If there is plenty of time, encourage
them to calculate these times as
percentages and put them in a simple pie Ss move around and talk with at
chart similar to 1. least three other classmates to find
Alternatively, this task can done as a out who spends most time on
mingle activity. Have Ss write down leisure and what the most popular
how much time they spend on leisure on activities in the class
an average day, and the three activities Pronunciation
they do the most. Cluster: /br/ and /pr/
5. Complete the words under the
Have Ss work individually to complete picture
this task. 1. apricot 2. bridge 3. bracelet
Once they have finished, Ss work in 4. bread 5. princess 6. president
pairs to compare their answers. 7. present 8. broccoli
Play the recording for Ss to check and
then repeat. Pause the recording to drill
difficult items.
6. Listen and repeat
Have Ss practice the words with the
clusters first. Then ask them to repeat
the whole sentences.
If time allows, raise up their left hand, if
it is cluster /br/ they raise their right
hand.
4. Consolidation
Ss practice saying as many words about leisure activities as possible
Ex. playing board games/ reading….
5. Homework
Do: B1, 2, 3(work book)
Unit 1
Leisure activities
7
TiÕt 04 Ngµy d¹y: ...... /8/2016
A closer look 2
I. Aims
By the end of the lesson, ss will be able to use verbs of liking well.
II. Objectives
- Grammar: Verbs of liking + gerunds, Verbs of liking + to-infinitives
III. Materials
- Text book
- Board, chalk,...
There may have no problems.
V. Procedure
1. Warmer
- Greeting.
2. Revision
- Teacher checks Ss’ homework.
3. New lesson
I. Grammar
Remind Ss of the concept of the Verbs of liking + gerunds, Verbs of
gerund from A CLOSER LOOK 1. liking + to-infinitives
Ask them how the gerund is formed 1. Activity 1
and how it functions grammatically. Key:love (to watch) enjoy (listening)
Draw Ss’ attention to ‘love to watch’ liked (reading)
and ‘enjoy listening’ which appear in
the text in GETTING STARTED: T goes through the Look out! box with
- I love to watch him … Ss. Tell Ss that verbs of
- But I think I’ll enjoy listening … liking/disliking are often followed by
Explain that in English if we want to gerunds, but verbs such as love, like,
follow a verb with another action, we hate, startand prefermay go with
must use a gerund or an infinitive. gerunds or to-infinitives with almost
There are certain verbs that can only no change in meaning.
be followed by one or the other, and Give some examples for both cases.
these verbs must be memorised. Encourage Ss to give their own
Read or play the recording in examples.
GETTING STARTEDfor Ss to listen Introduce Ss to the Learning tip box,
and ask them to underline the verbs of where they can differentiate the
liking difference in terms of degree these
followed by gerunds or to-infinitives verbs of liking/disliking.
that they find in the text. For a more Alternatively, T may write these verbs
able class, T may ask Ss to cover on the board with a really happy
the text and just listen to identify smiley face at the top of the board and
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these verbs. a really unhappy smiley face at the
bottom and then ask Ss to rearrange
them in a particular order without
looking at the Learning tip box.
2. Activity 2
- Ss work individually and then followed by
followed by both
gerund and to-infi
compare the answers with their gerund only
nitive
partners 1.love 
2.enjoy 
3.detest 
4.prefe 
r
5.fancy 
Ss work in pairs to complete this task, 3. Write the correct form of the
then T gives feedback to Ss as a class verbs
Key: 1. making 2. to watch/watching
3. skateboarding
This task can be done in groups of 4. to learn/learning 5. sitting
five or six. Give Ss time to work 4. Write sentences about what you
individually at first and write each like or don’t like doing in your free
sentence on a strip of paper, then in time
their group mix up the strips. Each
student picks up and reads out a
sentence, then they guess who wrote
that sentence. 5. Activity 5
- Have Ss quickly familiarise a. Ss work individually and compare
themselves with the email by asking: their answers with a classmate
Who wrote this email? To whom? Keys:
What is it about?Have Ss scan the like do →like to do/ like doing
email to find the answers. enjoy do →enjoy doing
don’t like have →don’t like to
b. Ask Ss to read the email again and have/don’t like having
answer the questions don’t mind to do →don’t mind doing
hate spend →hate to spend/ hate
spending
love eat out →love to eat out/ love
eating out
Ss work individually to write the 6. Activity 6
email then exchange it with their
partners and check for mistakes.
If there is time, have them ask and
answer about the emails afterwards ,
using the questions in 5b as a guide. If
there is not enough time, this task can
be done as a group-writing task.
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4. Consolidation
Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 1: Communication; find some netlingos
- Do exercise B4, 5, 6 (Workbook), learn words followed by gerunds and
infinitives.
Unit 1
Leisure activities
TiÕt 05 Ngµy d¹y: ...... /8/2016
communication
I. Aims
Chat and talk about leisure activities using Netlingos.
II. Objectives
By the end of the lesson, Ss will be able to Chat and talk about leisure
activities using Netlingos.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio disk.
Weak Ss may find it difficult to express their idea.
V. Procedure
1. Warmer
- Greeting.
2. Revision
Checking old lesson:
- Teacher checks Ss homework
- Get one S to go to the board and - Teacher-Students.
ask him/her to write verbs of liking
3. New lesson
1. Vocabulary
Teacher uses different techniques to - window shopping
teach vocab (situation, realia) - be hooked on st
- Follow the seven steps of teaching - be addicted to st
vacab.
10
- Checking: R0R. - sound weird /wɪəd/
ACt1.
Explain to Ss that they are going to Then set a reading time limit and have Ss
read about some activities speed read the text. Close books and play
teenagers do in their spare time. a memory game
Have Ss cover the text and just dividing Ss into competing groups to tell
look at the photos (with name and how much information they can
country). Encourage Ss to guess remember from the text.
what these students in the photos Motivate Ss by counting every detail they
like doing as leisure activities. remember! Do not check comprehension
at this point.
Ask Ss if they notice any other particular Activity 2

features of the text. Elicit answers from Next encourage Ss to add to the
Ss by drawing their attention
‘netlingo’dictionary with any other
to the form of the text (e.g. its layout and
the abbreviation). Explain that this is abbreviations they know that are
from a webpage and that used online. Ss may work in pairs to
these abbreviations are informal create their own mini dictionary, then ask
language that is used online and in other pairs to guess the
texting messages. Introduce the first meaning.
abbreviation. Then have Ss work in pairs
to complete the task
Activity 3
Emily
Have Ss work in pairs or small • hanging out with friends (window shopping)
groups to complete the table. • working as a volunteer
Allow Ss to read the text more She loves it.
closely to fill in the table. Hang • cloud watching
She adores it. It’s easy.
Linn
• going to community centre, painting, dancing,
doing drama
She loves it.
Minh
• playing football
• helping his aunt in running cooking classes
He likes it.
It’s fun.
Manuel
• playing computer games
• doing judo
He’s addicted to it.
It’s OK.
Have Ss work in pairs to put the leisure Activity 4

activities in the text in order from the
most interesting to the
most boring. Once they have their list,
form a bigger group of four and each
pair shares their list with
the other. Allow plenty of time for this
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activity where Ss are encouraged to
discuss, give opinions, and
negotiate with each other in order to
agree on a mutual list.
4. Consolidation
- Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 1: Skills 1.
- Do exercise C (Workbook).
Unit 1
Leisure activities
TiÕt 06 Ngµy d¹y: ...... /8/2016
Skills 1
I. Aims
Reading for general and specific information about the positive and
negative effects of using computers.
Talking about ‘good’ and‘bad’ sides of leisure activities.
II. Objectives
By the end of the lesson students will be able to:
- Read for general and specific information about the positive and negative
effects of using computers.
- Talk about ‘good’ and‘bad’ sides of leisure activities.
- Practise speaking and reading skills.
III. Materials
- Text book
- Board, chalk,...
Weak students may find it difficult to catch up with the whole class.
V. Procedure
1. Warmer
- Greeting.
2. Revision
- Teacher checks Ss’ home work.
3. New lesson
- Start the lesson by doing a quick class Introduction
survey on how many Ss use computers Teacher discuss with Ss the questions.
frequently and what they use (1)
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them for (e.g. watching movies,
listening to music, playing games,
accessing social media, doing
homework, etc.).
Give examples of your own use of
computers and mobile phones.
Then have Ss work in pairs to discuss
the questions. Call on some pairs to
share their ideas once they have
finished their discussion. Write the
ideas on the board.
- Ask Ss to read the text and underline READING

any words they don’t know. Have Ss 1. Read then choose the correct
discuss any unfamiliar words from the answer:
text. Key: 1.B 2.C
Ss then work individually to choose
the best answer. They need to be able
to explain their choice as well.
2. Write the questions for the
answers based on information from
Tell Ss for this exercise they will need the text
to look at the keywords in the Key:
responses in order to find out the 1.Is Quang’s garden real?
questions. Ss work individually then 2. What is the problem with using
compare their answers with a partner technology in your free time?
3. What leisure activities do teenagers
do these days?
4. What are the benefits of using the
computer?
SPEAKING
Explain to Ss that these speech bubbles 3. Quang and his parents are
talking about how he should spend
are from Quang and his parents. Ss
his free time. Decide which
may work in pairs or in groups, but
statements are from Quang and
they will need to say why they think which are from his parents.
who says what, based on the Keys:
information from the passage. Go Quang’s parents:
through the phrases in the Language - Go out and play a sport. It’s good
notesbox with Ss. For one of the for you!
speech bubbles,demonstrate how you - You see your real friends less and
can use this language: less.
A: In my opinion, computer games - Sitting for too long in front of the
train your mind and your memory. computer makes your eyes tired.
B: That’s so true. / I’m afraid I don’t
agree.
In pairs, have Ss choose a speech
13
bubble and combine it with the
language in the Language notes box.
Ask for volunteers to demonstrate their 4. Role play
short exchanges. WHAT IS THE SOLUTION?
- Ss can use the language in 4 for

Before the role-play starts, arrange Ss their role-play, and emphasise that
into three groups: the group that plays the phrases in the Study skillbox
Quang, the group that plays Quang’s should be used in their discussion.
parents, and the group that plays his
teacher. Ask each group to brainstorm
how they are going to express their
opinions. When they are ready, put Ss
into new groups which contain Quang,
Quang’s parents, and Quang’s teacher.
- If time allows, call on two or three

groups to repeat their role-play for the
class.
4. Consolidation
Teacher gets students to retell what they have learnt.
5. Homework
- Learn by heart all the new words
- Do Ex D (WB)
14
Unit 1
Leisure activities
TiÕt 07 Ngµy d¹y: ...... /8/2016
Skills 2
I. Aims
To help students develope writing skill, listening skill.
II. Objectives
- Listen to get specific information about way of spending time with
friends.
- Write to discuss an opinion about leisure activities.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disc.
It is rather difficult for weak Ss to express their ideas.
V. Procedure
1. Warmer
- Greeting.
2. Revision
- Check Ss’ homework
3. New lesson
Pre teach I. New words
- Teacher uses different techniques to - obesity (n) /əʊˈbiː.sə.ti/: sự béo phì
teach vocab (situation, explaination) - irritated (adj) /ˈɪr.ɪ.teɪ.tɪd/: tức tối,
- Follow the seven steps of teaching cáu
vacab. - cause (v): gây ra
* Checking technique: Slap the board. - satisfied (adj) /ˈsæt.ɪs.faɪd/: hài lòng
- hang out (v): đi chơi với bạn
II. Listening
- Share some of the things you often 1. Chatting.
enjoy doing with friends in your free Ss tell each other what they usually
time. do with their friends.
- Ask some pairs to volunteer to tell the
class if they find each other’s answers
interesting.
2. Listen then answer the questions
Key:
15
Tell Ss that they are going to listen to a 1.The topic of this week’s
radio programme. Ask them to look at programme is hanging out with your
the questions and underline the friends.
keywords before T plays the recording. 2. There are two main ways: hanging
out indoors or outdoors.
3. Listen and complete the table

Key: 1. movies 2.cinema 3. crafts
- Play the recording as many times as 4. Sports 5. physical health 6.people
needed. Ss work individually then 7. cultural centres
compare answers with their partner III. Writing
- Have Ss cover the box and write

some of these words/ phrases on the
board. Ask Ss where in a paragraph
they often see these words and what 4. Gap fill
could be the purpose for using them. Key: 1. In my opinion/I believe
2.Firstly 3. Secondly
Ss work individually to complete the 4. Besides/Also/In addition 5. For
task, and discuss their answers with a these reasons/In short/As I have
partner. Remind Ss that for
some gaps there is more than one 5. Writing
correct answer. I believe the best leisure activity
for teenagers is any group activity.
This task can be done in small groups This could be playing a team sport
where each group chooses one or joining a hobby group or even
question. They then agree on an volunteering. Firstly, teenagers like
opinion and work together to to feel that they belong to a group.
brainstorm the ideas to argue for their Secondly, being part of a group
points. Each member will need to write helps teenagers make friends.
his/ her own piece. Remind Ss to use Friendships are very important
the connectors they have learnt earlier toteenagers. In addition, they will
in order to better organise their ideas. make friends with people who have
the same interests as them. For these
reasons I think group activities are
best for teenagers.
4. Consolidation
-Summarize the main point of the lesson.
5. Homework
- Prepare for the next lesson: Unit 7: Looking back & Project.
- Do Ex E1, 2 (WB)
16
Unit 1
Leisure activities
TiÕt 08 Ngµy d¹y ...... /8/2016
Looking back & project
I. Aims
To help students produce the language from the previous sections and link
with the topics.
II. Objectives
- Revise and make the use of all the target knowledge in unit 7.
- Plan a poster advertising a leisure activity.
III. Materials
- Text book
- Board, chalk,...
It is rather difficult for Ss to make use of all the content of this unit.
V. Procedure
1. Warmer
- Greeting.
2. Revision
3. New lesson
I. Vocabulary.
- Ss complete this exercise 1. Find the odd one out.
individually or in pairs. Once Key:
they have finished they should be 1.DIY 2.hanging out 3. hospital 4. detest
able to explain their answers as 5.boring 6.computer
well. Accept different answers if
Ss can explain their decisions
logically.
2. Rearrange the letters to find the names of
the activities.
- Ss complete this task Key:
individually and compare in pairs. 1.socialising with friends 2.relaxing
-Give feedback and the correct 3.communicating with friends
answers. 4. doing DIY 5. using computers 6.making
crafts
II. Grammar.
3. Gap fill
Key: 1.working 2.learning/to learn 3. seeing
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- Ss work individually to 4.doing 5. meeting 6. playing/to play
complete the exercise. If time
allows, T may ask Ss to swap
their work with each other for 4. Complete the sentences.
peer correction.
- Have Ss complete the sentences
using their own ideas. Remind
them to use gerunds or to-
infinitives.
- Have some Ss read out their 5. Gap fill
sentences. Accept all answers as Key: 1. Firstly 2. Secondly 3. Thirdly 4. In
long as they make sense. addition 5. In short
- Ss work individually then

compare their answers with a
partner.
After Ss have finished T may
explain to them that they can
register as a user on the website III. Communication
www.thinkuknow.co.uk in order 6. Activity 6
to be protected when they go Choose from the leisure activities in this unit.
online. Explain why you think so. Then exchange your
- Allow Ss plenty of time to do ideas with a partner.
this task. For each activity they
choose, they should be able to
give at least one reason that led
them to the decision. Then Ss
work in pairs to exchange their Plan a poster advertising your activity.
ideas. Explain the activity and include some pictures
• Explain why this activity is fun/ exciting/
**PROJECT interesting
• Give information about the meeting time and
- Explain that Ss are going to
place
make a poster to promote a
• Tell classmates what they should bring to do
group leisure activity. the activity
- Place Ss into groups of about Use the poster to present the activity to the rest
six. of the class. See how many classmates will sign
- Get Ss to finish this task at up to your activity.
home
4. Consolidation
5. Homework
- Prepare for the next lesson: Unit 8: Getting started.
Unit 2
Life in the countryside
18
TiÕt 09 Ngµy d¹y ......... /......../2016
getting started
I. Aims
By the end of the lesson, ss will be able to listen and read for specific
information then practice listening and speaking with the lexical items related to
the topic "Life in the countryside".
II. Objectives
Vocab: Life in the countryside.
Grammar: Comparative forms of adjectives: review, Comparative forms
of adverbs.
III. Materials
- Text book
- Board, chalk,...
V. Procedure
1. Warmer
- Greeting.
2. Revision
Brainstorming: Ss act out some leisure activities. The
Review the previous unit by calling on class makes a guess.
some Ss to act out some leisure activities.
The class makes a guess. Then ask Ss to
decide which leisure activities are more
common in the countryside and why.
Write the word ‘countryside’on the board.
Brainstorm words and phrases describing
activities which take place in the
countryside. For more advanced classes,
some comparisons of the countryside and
the city can be encouraged here.
3. New lesson

19
I. Vocabulary
- T elicits the meaning of new words from - buffalo-drawn cart:
Ss. (use exercise 1a) - herd (v):
- harvest time (n):
* Checking vocab: R0R
II. Listen and read
Ask Ss to look at the title of the
conversation and the picture and ask What is the conversation about?
them some prediction questions about Which season is harvest time in?
what they are going to read. The What do you think the countryside
questions may be: is like at harvest time?
What do the farmers do?
Encourage Ss to answer the questions. What do the children do?
Their answers can be as simple as one
word or phrase.
Play the recording. Ss listen and read.
Ask Ss if their predictions are correct.
1a. T/F?
Ss work independently. Ask them to
read the sentences and decide if they are Key: 1. T 2. F 3.F 4. T 5.T
true or false. Ss compare answers with a
partner. Have Ss correct the false
sentences. T writes the correct answers
on the board. 1b. Comprehension questions
Key:
Ask Ss to try to answer the questions 1.He’s in the countryside. 2.Right
without referring to the conversation on his first day there.
first. Then Ss refer to the conversation 3.It’s big and colourful.
again for the correct answers. Correct 4. His grandfather.
the answers as a class. 5. Yes, he does.
1c. Gap fill
Key: 1. colourful 2. move slowly
Ask Ss to look at the words in the box 3. harvest time 4. paddy field
and make sure they understand their 5. herding 6. buffalo-drawn cart
meanings. If they do not, ask them to
refer to the conversation and have a
guess. Then ask them to do the exercise.
When they finish, ask them to check
their answers with their partner. 1d. Discussion
Suggested answers:
Have Ss work in small groups to discuss He likes it.
and tick the correct box and look for ‘… it’s more exciting than I
expression(s) to support their expected.’
answer. ‘It (the kite) looks great up there in
the sky.’
20
‘I live more happily here, and
there’s still a lot more to explore.’
2. Matching
Ss work independently to label the Key: 1. e 2. f 3. a
pictures. Have them compare their 4. c 5. d 6.b
answers with a partner. T writes the
correct answers on the board. 2. Making a list
Ss work in pairs to brainstorm some
T writes the combined list of activities more countryside activities. Give
on the board and leaves it there to be them a time limit, for example, two
used in the next activity. Before moving minutes to make their lists. Call on
on, T makes sure everybody understands each pair to share their list with the
all the vocabulary on the board. class.
4. Game: Countryside charades
Divide the class into two teams for this

game. Ss find a relevant name for their
team such as the ‘horses’and the
‘buffaloes’. Play charades with the
countryside activity vocabulary from 2
and the Ss’ list on the board.
To increase the fun element, give the
teams a time limit of 10 seconds to
guess the activity before it moves to the
other team. T keeps score on the board
and announces the winning team at the
end.
4. Consolidation
- Teacher gets students to retell the aims.
5. Homework
- Prepare for the next lesson: Unit 2: A closer look 1.
- Practise reading the dialogue.
- Make sentences using new words
21
Unit 2
TiÕt 10 Ngµy d¹y ......... /09/2016
A closer look 1
I. Aims
By the end of the lesson, ss will be able to:
- pronounce correctly words containing the clusters /bl/ and /cl/.
- use the lexical items related to the topic of life in the countryside
- Improve their listening skill, wrting skill and pronunciation.
II. Objectives
- Vocab: life in the countryside.
- Phonetics: words containing the clusters /bl/ and /cl/.
III. Materials
- Text book
- Board, chalk,...
Students may get confused when practising the words stress.
V. Procedure
1. Warmer
- Greeting.
2. Revision
- Teacher checks students’ homework:
+ Write new words
+ Read the dialogue
3. New lesson
I. Vocabulary
Ss listen to the recording and repeat 1. Activity 1
the words. Make sure that they - Elicit ideas from Ss. Say, for example,
pronounce the words with the correct ‘Give me an example of something
stress patterns. Now check vast.’Go through all the words in this way
understanding of these words. to make sure everyone understands them.
2. Activity 2
- Ss work individually. Ss compare Key:
their answers with a partner and then To describe:
discuss as a class. There may be some - people: friendly, brave, boring,
variations in the answers. For a more nomadic, colourful
able class, encourage Ss to explain why - life: slow, hard, boring, inconvenient,
they choose that word for the category.
peaceful, nomadic, colourful
22
- Scenery: colourful, vast, peaceful
3. Word web
- Make sure Ss understand the Key:
meanings of the verbs first. There may ride:a horse, a camel
be some confusion about the difference put up:a tent, a pole
between ‘pick’and ‘pick up’. Explain collect:hay, water
that ‘pick’is the specifi c verb used for
herd:the buffaloes, the cattle
collecting fruit, vegetables or flowers
pick:wild flowers, apples
though the action is the same as the
more general term ‘pick up’. Ss then
work independently or in pairs. When
they have finished, let them exchange
their answers with a partner/another 3. Gap fill
pair. Then T elicits the correct answers. Key: 1.picking 2.inconvenient, collect
- Ss use the vocabulary they have learnt 3.herd 4.ridden, brave
in 1 and 3(1for adjectives and 3 for 5. peaceful 6.Nomadic 7. vast 8. put
verbs) to do this exercise. Ask Ss to up, hard
look at the sentences and decide if an
adjective or a verb is missing. This II. Pronunciation
narrows down the area of words they Clusters: /bl/ and /cl/
need to refer to. Ss then complete the
sentences by themselves. Check the
answers as a class.
6. Listen and circle the word you hear
Ss listen and repeat. Pause the
recording to drill diffi cult items. Have
Ss say the ords individually or in small
groups.
Have Ss listen and circle the words.
Have Ss do the activity in pairs and
challenge each other to choose the
correct words
Have Ss look at the sentences and

underline the words with clusters /bl/
and /cl/ first. Ss then listen and repeat.
4. Consolidation
5. Homework
- Prepare for the next lesson: Unit 7: Closer look 2.
- Learn all the new words
- Do Ex A B1,2,3 (WB)
23
Unit 2
TiÕt 11 Ngµy d¹y ......... /09/2016
A closer look 2
I. Aims
By the end of the lesson, ss will be able to use use comparative forms of
adverbs of manner correctly.
II. Objectives
- Vocab: Lexical items related to life in the countryside.
- Grammar: comparative forms of adverbs of manner.
III. Materials
- Text book
- Board, chalk,...
The lesson may take time.
V. Procedure
1. Warmer
- Greeting.
2. Revision
- Teacher checks students’ homework:
+ Write new words
3. New lesson
I. Comparative forms of adjectives:
Remind Ss of comparative forms of review
adjectives learnt in previous lessons by 1. Complete the passage
asking questions like ‘Which river is Key: 1.higher 2. easier 3.better 4.
longer, the Mekong or the Red River?’, more exciting 5.more convenient
‘Who is the tallest boy in our class?’...
6. happier 7. more friendly 8.fast
Ss do exercise 1. Go round and help Ss
if necessary. Ss exchange their answers. 9.safer 10. Best
Check as a class and write the answers
on the board with the full forms of
comparisons.
T first revises the diff erent use of an II. Comparative forms of adverbs
adjective and an adverb. For example, T then introduces the comparative form of
T writes ‘Life in the city is adverbs by changing the second sentence
slow/slowly’and ‘He is moving to ‘He is moving more slowly than
slow/slowly’for Ss to choose the right before.’Elicit the form of comparative
word for each sentence. from Ss before letting them read number 1
24
in the table.
T then introduces comparatives of
irregular adverbs like fast, hard, late,
early, welland badly. Let Ss read
numbers 2 and 3 in the table. 2. Activity 2, 3
Key:
These exercises can be done after T 2.
introduces comparative forms of 1. more slowly 2.more soundly 3.less
different adverbs (number 1-2-3 in
traditionally
the table). Ss do the exercises
individually. T checks as a class. 4. more generously 5. more healthily
3
Key:
1. better 2. faster 3.later 4. harder
5.worse 6.earlier
3. Underline the correct comparative
Have Ss do this exercise independently. forms to complete the sentences.
T then checks the answers as a class. Key:
1. more optimistically 2. more
popularly 3. less densely populated
4. more quickly 5. more easily 6.
better
4. Write the answers to the questions
Ss do this exercise independently. Walk below.
around and help Ss who have diffi culty Key:
writing the answers. Ss then check their 1. The countryside is more peaceful
answers with a partner. Check as a class (than the city).
and write the correct sentences on the
2. A computer works faster at calculus
board, underlining the comparatives.
(than a human being).
3. Life in a remote area is harder (than
that in a modern town).
4.Ho Chi Minh City is more expensive
(than Hue).
5.Animals can smell better than human
beings.
4. Consolidation
5. Homework
- Prepare for the next lesson: Unit 7: Communication.
- Do Ex B4, B5, B6 (WB)
25
Unit 2
TiÕt 12 Ngµy d¹y ......... /09/2016
communication
I. Aims
Ss get to know online posts and practise responding to the posts with their
own opinions.
II. Objectives
- Vocab: Holidays in the countryside.
- Practise speaking, reading and writing skills.
III. Materials
- Text book
- Board, chalk,...
Students may find it difficult to use English to express their idea.
V. Procedure
1. Warmer
- Greeting.
2. Revision
- Teacher checks students’ old lesson.
o Make 5 sentences using comparative adjectives.
o Make 5 sentences using comparative adverbs.
3. New lesson
I. New words
T refers to the words in the Extra - disturb (v)
vocabulary box. Ask Ss if they know their - beehive (n)
meanings. If they don’t, wait until Ss have
done the reading. Then ask them to guess
the meaning of each word in context.
Explain that Ss are going to read some
II. Reading
online posts from people all over the world.
Elicit from the Ss where these people live.
Establish that they all live in big cities.
They are talking about their experiences of
staying in the countryside. They all have
very different opinions of the experience.
Now ask Ss to read the posts. Check that
everybody understands the meaning of each
26
post before moving on.
Ss do this exercise independently. Ask them III. Complete the table
to look for expressions which help them
decide their answers.
Then Ss can compare their answers with a
partner and discuss any differences. Then
check the answers as a class.
IV. Groups work

Put Ss into groups of between five and Work in groups. Reply to the posts
seven. Explain that now they have a chance in 1. Write down your replies.
to reply to each post with their own
Example:
opinions. Hand out a piece of blank paper
for each post. Have the groups write the @ Bob: In my opinion, the
name of each post at the top, e.g. Bob from countryside has benefits
London. Each student writes a short reply that a boring person would never
to a post and then passes the paper to the discover.
person on their left. They take the next Helen from Devonshire
paper from the person on their right. They
@ Bob: I think this is one of the
read the reply and then add their own.
Continue passing the papers around until
reasons for urbanisation.
everyone has replied to every post. Ss refer Vu from Da Nang
to the examples as models for their
answers. If time is short, Ss can do the
replies to three or four posts. Encourage Ss
to choose a variety of posts with diff erent
attitudes. Ss write down their replies. Then
ask each group to read out one of their reply
chains to a post and discuss it as a class
4. Consolidation
Teacher retells main points of the lesson.
5. Homework
- Do Ex C1, 2 (WB)
Unit 2
TiÕt 13 Ngµy d¹y ......... /09/2016
27
Skills 1
I. Aims
By the end of this lesson students can:
+ read for specific information about an unusual lifestyle in the
countryside.
+ talk about what they like or dislike about life in the countryside.
II. Objectives
- Vocab: Life in the countryside.
- Practise reading and speaking skills.
III. Materials
- Text book
- Board, chalk,...
Weak students may find it difficult to catch up with whole class.
V. Procedure
1. Warmer
- Greeting.
2. Revision
- Check Ss’ homework.
3. New lesson
T writes the phrase ‘Gobi Highlands’on

the board and asks Ss if they know - Teacher - Ss
what
and where it is. Then write the word
Mongolianext to it. Ss brainstorm what
they know about this country and its
I. Reading
people. If possible, T shows Ss some
* New words
pictures and asks Ss to pick the ones
- ger (n):
they think are of Mongolia.
- circular (adj):
Ss to read the headings first and make
sure they understand their meanings. 1. Matching
They then read each part of the passage Key: 1.B. The importance of cattle to the
and choose the correct heading for it. If nomads
time allows, ask Ss to underline the
2. C. The nomads’ home
words/ phrases which help them make
3.A. Nomadic children’s lives
their decision. Ss exchange their
answers. Allow them some time to
explain to one another about their 2. Match the descriptions with the words
choice. T checks the answers as a class. / phrases from the passage.
- Ask Ss to read the passage again and Key: 1. b 2.d 3. e 4. a 5. c
28
underline the words (1-5) in the
passage. They then try to guess the
meanings of these words, based on the
context. Ss complete the exercise 3. Read the passage again and choose
independently. the best answer A, B, C, or D.
- Ss may be able to remember the main Key: 1. A 2. C 3. A 4. B 5. B 6. D
information of the passage without
having to reread it. Ask them to read
the questions and do the exercise
independently. T may guide Ss to look
for keywords which can help them find
the part of the passage where the II. Speaking:
information for the answers is given. 4. Work in pairs
Ss should individually refer to the Example:
passage and underline at least one thing A: What do you like about their nomadic
they like about Mongolian nomadic life life?
and one thing they don’t like about it. They B: Well, the children learn to ride a horse.
can then start the interview; one asks and A: And what don’t you like about it?
one answers, based on the facts they have B: They can’t live permanently in one
underlined. Encourage them to follow up place.
and talk about as many different details as
possible.
To follow up, T can ask some pairs to
report on their likes and dislikes. T can 5a&b.
make two lists of their likes and dislikes on - two things you like about life in the
the board and see which ideas are the most countryside
common. - two things you don’t like about life in
- Ss move from talking about nomadic the countryside
life to the countryside in Viet Nam. Ss Report your findings to the class.
work in pairs, discussing which two Example:
things they both like and which two
Both of us love picking fruit in the
things they both dislike. They can make
summer. It can be hard work but very
a list in order to report to the class later.
satisfying.
4. Consolidation
Teacher retells main points of the lesson.
5. Homework
- Do Ex D (WB).
Unit 2
TiÕt 14 Ngµy d¹y ......... /09/2016
Skills 2
I. Aims
29
To help students develope writing skill, listening skill.
II. Objectives
- listen for specific information about changes in the countryside.
- write a short paragraph about changes in the countryside.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disc.
The lesson may take time.
V. Procedure
1. Warmer
- Greeting.
2. Revision
- Check Ss’ home work
- Get some Ss to read the text in front of the class
3. New lesson
I. Listening
Give Ss time to look at the changes (A-F). 1. Listen and tick.
Ask questions to make sure that Ss
understand the meanings of
the words/phrases. T plays the recording
and Ss tick the changes which are
mentioned.
Give Ss time to read the sentences. Check

if they know the word ‘earthen’. Ss listen
to the recording again (as many times as
.2. True or False
needed or if time allows) and complete the Key: 1.F 2. T 3. F 4.T 5.T
exercise. T checks their answers as a class.
Ask Ss to read the questions first to see
what kind of information they need to find.
Some Ss might be able to answer some 3. Comprehension question
questions without listening to the recording
again. T plays the recording. Ss listen and
Key:
decide what word/phrase to write down for 1.His parents.
the answer. They can compare their 2. Life outside their village.
answers with a partner. T checks as a class. 3. Nearby/ Near the village.
4. A nomadic life.
- First, remind Ss of the changes in the
village from the listening passage. T can
II. Writing
30
help by writing the changes in brief on the 4. What do you think?
board as a guide for the writing exercise. Which change(s) in the Listening do
For example:
you see as positive? Which do you see
- earthen houses Æ brick houses
Ss can use this information and the as negative? Support your opinion
example given in to write their opinions with a reason. Write it out.
about the changes.Place Ss into small
groups of three or four. Ss in each group
work together to decide which rural area
they will talk about. They then discuss and
note down some changes they can find in
this area.
- Ss use their notes about the changes in a 4-Work in groups. Discuss and fi nd
rural area to write a paragraph describing some changes in a rural area. Make
the changes. T can guide their writing by notes of the changes.
providing them with some key I live in a mountain village. It’s the small
words/phrases like ‘The first change village in Ba Vi, a mountainous district, about
is…’or ‘The change we are most interested 50 km far from Ha Noi. My parents often tell
in is …’. If there is not enough time to me stories about their life in the past. It’s not
write the paragraph in class, T can assign it much like the village I can see nowadays.
as homework Some villagers now live in brick houses
instead of earthen ones. Our houses are better
equipped with electric fans and TVs. Thanks
to the TV, we now know more about life
outside our village. We don’t use oil lamps
any more. We have electric lights which are
much brighter. More villagers are using
motorcycles for transport instead of riding a
horse or walking. We – village children – no
longer have to walk a long way and cross a
stream to get to school, which is dangerous in
the rainy season. Now there’s a new school
nearby. We also have more visitors from the
city. They come to experience our way of life.
4. Consolidation
5. Homework
- Do Ex E (WB)
Unit 2
TiÕt 15 Ngµy d¹y ......... /09/2016
Looking back & Project
I. Aims
To help students produce the language from the previous sections and link
with the topics.
31
II. Objectives
- Do a project about a place where they like to live in the countryside.
III. Materials
- Text book
- Board, chalk,...
V. Procedure
1. Warmer
- Greeting.
2. Revision
3. New lesson
I. Vocabulary.
-Ss do the task individually. 1. Describe the pictures.
- Correct mistakes. Key:
Picture a: peaceful, vast, quiet, pasture, paddy
field
Picture b:quiet, colourful, paddy field, harvest
time, rice
Picture c: peaceful, vast, quiet, nomadic life,
inconvenient, ger, pasture, cattle, horses
- Ss look at each picture, then at 2. Write a sentence.

the verb that goes with it. Ss write Suggested answers:
the sentences in their full forms. 1. A boy is riding a horse.
T goes round while Ss are writing 2. A man is herding his cattle/sheep.
and helps them with any diffi 3. A girl is picking apples (from an apple tree).
culties. When Ss have finished, T 4. A boy is flying a kite.
can choose some sentences and 5. The children are running around in the fields/
asks Ss to write them on the countryside.
board. T gives feedback. If a 6.A woman is collecting water from the river.
sentence is incorrect, ask Ss to
correct it. II. Grammar.
3. Complete the sentences.
- Ss complete this task Key: 1.faster than 2. earlier than 3.better than
independently. They can then 4. more skillfully than 5 . more beautifully than
exchange their answers with a
partner. T checks as a class. 4. Complete the sentences.
Key: 1.… faster than a camel.
2.… more happily than those in the city.
32
Ask Ss to read the situations 3.… more heavily on the weather than people in
carefully and decide which two many other jobs.
things are being compared. Ss 4. … worse than I do.
may refer to the completed
sentences in 3 as a guide for this
sentence completion. Ss complete
the exercise independently and
then compare their answers with a III. Communication
partner. T checks as a class. 5. Group work
Ss work in groups. They take
turns to ask the questions and
note down the answers.
The group then assigns a group
representative to report their
findings to the class.
Work in groups of four or five. Take turns to

draw a group picture of a place you would like
**PROJECT
T then divides Ss into groups and to live in the countryside. Then make a list of:
instructs them on what they have to do. 1. the things you have in your picture
T hands out two pieces of paper – one 2. the activities you can do there
for brainstorming ideas and a large Show your drawing to the class and talk about it.
piece of paper for drawing the picture.
Encourage them to think creatively and
daringly. If Ss have any diffi culty with
vocabulary, T moves around the groups
and helps. The pictures will probably
have to be finished out of class hours as
homework. Have Ss present their
countryside pictures in the next lesson.
When all the groups have given their
presentation, the whole class can vote
for the best.
4. Consolidation
5. Homework
Prepare for the next lesson: Unit 3: Getting started.
Unit 3
Peoples of viet nam
TiÕt 16 Ngµy d¹y: ......./9/2016
Getting started
I. Aims
"Peoples of Viet Nam".
33
II. Objectives
- Vocab: Different cultural groups of Viet Nam.
- Grammar: Questions: review, Articles.
III. Materials
- Text book
- Board, chalk,...
V. Procedure
1. Warmer
- Greeting.
2. Revision: Game: Crossword puzzle
Solve the crossword puzzle .

1. I like to _______buffaloes in the pastures.
2. The farmers are very busy during harvest _______.
3. Have you ever ridden a _______? You have to be brave to do it.
4. People in the countryside are often open and _______.
5. _______was loaded onto a cart and transported home.
6.I think _______life is more interesting than city life.
3. New lesson
A. Getting Started.
1. Vocabulary:
* Pre-teach new words - ethnic (adj):
+ Check vocabulary : R O R - ethnic group
- ethnic minority people
- account for (v)
- awesome (adj)
- terraced field (n)
- stilt house (n)
34
2. Listen and read:
Ask Ss to read the conversation again 1a:
and do the exercise in pairs or in Key: 1. interesting 2.largest 3. minority
groups. T writes the correct answers
on the board.
4.southern
Ss work individually to answer the 1b: Comprehension questions

questions. Ss compare answers with a Key: 1. They are in the Museum of
partner and then discuss as a class. Ethnology.
Then correct the answers. 2.They want to know about the ethnic groups
of Viet Nam.
3. There are 54 (ethnic groups).
4. The Viet (or Kinh) have the largest
population.
Tell Ss to refer back to the conversation
to find the expressions. Together with 5.Yes, they do.
Ss, elicit the meaning of these four 1c:
expressions. Then give examples. For Key: 1. Used as a reply, agreeing with
more able classes, have Ss provide the what sb has just said, or emphasising that
examples of when these expressions it is correct
would be used.
2. How+ adj/ adv: used to show a strong
reaction to sth
3. Used to show you understand what
someone said
4.Used to show that you think something
is great
Ask Ss to role-play the example 1d. Work in pairs
conversation in pairs before creating
their short role-plays. More able
Ss can try to extend the conversation.
Encourage Ss to use How+ as many
adjectives as possible
Help Ss distinguish the two words. Look out!
‘ people’is used as the plural of ‘person’to refer to
men, women, and children
‘peoples’: ethnic groups of people who belong to
a particular country, race, or area
Ss work in pairs and label each picture. 2. Matching:

Then let Ss read each word/ phrase Key: 1.five-coloured sticky rice 2.terraced
correctly. Check and correct their fields 3. festival
pronunciation. 4. folk dance 5. open-air market 6. musical
instrument
7. costume 8. stilt house
3. Gap fill.
Ss do the task by themselves. After that
they swap their answers with a partner. Key:
T corrects as a class. Then let them 1.ethnic 2. heritage site 3. Stilt houses
repeat the words/ phrases in chorus. 4.festivals 5. member 6. terraced fields
4. Game
35
Work in pairs. Ask and answer, using Key: 1. Which ethnic group has the
these cues. Ss work in pairs to ask and smallest population?
answer the questions.
2.Do the Hmong have their own language?
T gives correction. T may call on some
pairs to talk before the class 3.Where do the Coho live?
4. What colour is the Nung’s clothing?
5. Which group has a larger population,
the Tay or the Thai?
6. Whose arts are displayed at a museum
in Da Nang?
4. Consolidation
5. Homework
- Practise reading the dialogue fluently.
- Learn by heart all new words.
Unit 3
Peoples of viet nam
TiÕt 17 Ngµy d¹y: ....../9/2016
A closer look 1
I. Aims
- By the end of the lesson, Ss will be able to:
- Use the lexical items related to the topic" poeples of Viet Nam"
- Pronounce words containing the clusters: /sk/, /sp/ and /st/ correctly in
isolation and in context
II. Objectives
- Use the lexical items related to the topic" poeples of Viet Nam"
- Pronounce words containing the clusters: /sk/, /sp/ and /st/
III. Materials
- Text book
- Board, chalk,...
- Pictures, a cassette and an audio disk.
There may not be enough time for all the activities..
V. Procedure
1. Warmer
- Greeting.
36
2. Revision :
Check Ss’ homework
3. New lesson
I. Vocabulary
T may explain and give 1. Look at ….
examples of adjectives. Ask Ss - insignificant (adj)
to give some more. - minor (adj)
Then Ss work in pairs to match - crisp (n)
the adjectives with their Key: 1. d 2.c 3.g
opposites. T elicits the answers 4.a 5.f 6. e 7.b
from the class.
If there is time, advanced Ss can
write the words in sentences (or
for homework).
Ss work individually to do the 2. Complete the sentence
task. Some Ss may write the Key: 1. written 2.traditional 3.important
answers on the board. Check 4. simple, basic 5.rich
their answers
- Ss work in pairs and discuss 3. Matching

what the word is for each Key: 1. ceremony 2.pagoda
picture. Check the answers with 3. temple (Ly Son)
the class. For more able Ss, ask 4. waterwheel (in the north) 5.shawl (of
them to give other words they the Thai women) 6.basket (of the Sedang)
know which are related to the
life of ethnic minority people.
Pronunciation
Clusters: /sk/, /sp/ and /st/
- Play the recording and Ss
repeat. T may pause the
recording to drill diffi cult items.
Play the recording as many times
as necessary. Correct Ss’
5. Listen again and put them in the right
pronunciation.
column according to their sounds.
Play the recording again. Ss
listen carefully and put the words
in the right columns. Note that
‘school’may cause some
confusion because the sounds
of /sk/ are spelled with the letters
‘sch’. Ask Ss to give other words
which contain these clusters.
37
Play the recording two or three
times (or more if necessary).
Help Ss recognise all the words
with /sk/, /sp/, or /st/, then
underline them as assigned.
6. Listen and read the following

sentences. Then underline the words
with the sounds /sk/, /sp/, or /st/.
Key:
1. The Hmong people I met in Sa Pa speak
English very well.
2. You should go out to play instead of
staying here.
3. This local speciality is not very spicy.
4. Many ethnic minority students are
studying at boarding schools.
5. Most children in far-away villages can
get some schooling.
4. Consolidation
Ss practice study the new words….
Practise the cluster /sk/, /sp/ and /st/
5. Homework
Do: A, B1, 2, 3(work book)
Unit 3
Peoples of viet nam
TiÕt 18 Ngµy d¹y: ......./9/2015
A closer look 2
I. Aims
By the end of the lesson, ss will be able to ask and answer different
question types and use articles a, an, the.
II. Objectives
38
- Grammar: Questions and articles
III. Materials
- Text book
- Board, chalk,...
V. Procedure
1. Warmer
- Greeting.
2. Revision
- Help Ss recall all types of questions and question words they have learned so
far.
3. New lesson
Grammar.
-Give Ss about five minutes to I. Questions: review.
read the passage. 1. Read the passage
- T calls on some Ss to read - Ss do the task individually.
aloud to the class. Correct their
pronunciation, itonation and
stress, and give explanation if
necessary. 2. Write questions for these answers:
- Ss work in groups. Keys:
- Have some Ss come up and 1. Who is living in the house?
write questions on the board. 2. How many children do they have?
- Teacher gives correction as a 3. Do the grandparents stay at home?
class. 4. How often does mrs Pha go shopping?
5. .....
3. Complete the questions
- Ss complete the exercise 1. who 2. Which 3. which
individually then teacher 4. which 5. What
checks as a class.
4. Work in pairs
- Let Ss work in pairs. - Ss use the words to make questions and
Encourage Ss to talk with answer them.
fluency and accuracy, and as Questions:
naturally as possible. 1. Who does the shopping in your
- T goes around to monitor the family?
whole class. 2. Who is the principal of our shool?
3. Which subject do you like better,
English or Maths?
4. What is the most important festival in
39
Vietnam?
- Ask Ss to read the grammar 5. ...
box, explain the use of articles, Answers...
going through the examples in II. Articles: a, an the
the box. * Activity 5
- Draw Ss’ attention to the 1. a 2. the 3. The 4. the
Look out box. 5. the 6. a
- Ss complete the exercise
individually, compare the
answers with a partner then * Activity 6.
teacher checks as a class. 1. a 2. a/the 3. The
- Have Ss read the passage 4. an/the 5. the 6. an
without paying attention to the
blanks. Then as a class, check
any unfamiliar vocabulary.
- Focus on grammar point.
- Ss work individually to do the
task. Ask some Ss to read the
passage sentence by sentence.
- T corrects as a class. Discuss
the reasons for the article
usage.
4. Consolidation
5. Homework
- Do exercise B1- B6 (Workbook).
Unit 3
Peoples of viet nam
TiÕt 19 Ngµy d¹y: ......./9/2015
communication
I. Aims
Talking about the ethnic groups ò Viet Nam.
40
II. Objectives
- Grammar: Question types and articles.
- Vocabulary: Different cultural groups of Viet Nam....
III. Materials
- Text book
- Board, chalk,...
Students may find it hard to talk naturally.
V. Procedure
1. Warmer
- Greeting.
2. Revision
- Teacher checks Ss homework:
o Articles and question words?
3. New lesson
1. Quiz
- Teacher asks Ss to work in pairs 1B 2A 3C 4B 5C 6A
to do the quiz.
- T checks and gives explanation. 2. Group work
- Ss work in groups. Let them Key:
discuss and then write down Northwest region: Viet, Hmong, Lao
the ethnic groups in the correct Northeast region: Viet, Hmong, Nung, Tay
boxes. Encourage Ss to add The Central Highlands: Viet, Bahnar, Brau,
other ethnic groups they know Ede, Giarai, Sedang
of to the list. Mekong River Delta: Viet, Cham, Khmer
- T moves around the groups Red River Delta: Viet
and gives assistance where
needed.
3. Free talk
- Bring the class back together. - Location
Write on the board subjects - lifestyle
that Ss can talk about in - Costumes
relation to these groups. Elicit - foods
these subjects if possible. - festivals/ceremonies
- marriage/weddings
- Give Ss time to prepare and
then let them talk in groups.
4. Consolidation
5. Homework
41
- Do exercise C1, 2 (Workbook).
Unit 3
Peoples of viet nam
TiÕt 20 Ngµy d¹y:....... /....../2015
Skills 1
I. Aims
Reading for specific information about life of an ethnic group.
II. Objectives
- Read for specific information about life of an ethnic group.
III. Materials
- Text book
- Board, chalk,...
V. Procedure
1. Warmer
- Greeting.
2. Revision
- Teacher checks Ss’ homework
3. New lesson
I. Pre – reading I. READING
* Preteach the vocabulary 1. Vocabulary
- dig (v): đào
- canal (n) /kəˈnæl/: kênh, mương
* Checking technique: Slap the - poultry (n) /ˈpəʊl.tri/: gia cầm
board - weave (v): dệt
- costume (n) /ˈkɒs.tjuːm/: trang phục
- ornament (n) /ˈɔː.nə.mənt/: đồ trang trí; trang
sức; đồ thờ
- worship (v) /ˈwɜː.ʃɪp/: thờ
* Pre questions - ancestor (n) /ˈæn.ses.tər/: tổ tiên
-Ask Ss to look at Exercise 1 to - terraced field (n): ruộng bậc thang
make prediction. - sow (v) /səʊ/: gieo hạt
II. While - Reading
- Get Ss to read the tet - Individual work
42
carefully to check their - Share the answer with a partner.
prediction.
- T gives feedback. 2. Gap fill
1.farmers .2. bamboo 3. Stilt
4. songs 5. ceremonies
3. Answer the questions

- Ask Ss to read the text again
1. Yes, they do.
and do the task.
2. Their main food is rice.
- T corrects the answer as a 3. It is well-known for being unique, colourful
class. and strong.
4. Thai women do.
- Ask Ss to read the text again 5. They worship their ancestors.
and answer the questions.
II. SPEAKING.
- T corrects the answer as a
class. 4. Group work
- Ss work in groups
III. Post-reading
* Speaking.
- Divide the class into
ggroups, each preparing to talk 5. Free talk
about one ethnic group. talk about their own ethnic group, ask Ss
- T goes around to assist if focus on on or two aspects suc as clothing,
necessary the asks some food, ways of living, customs and
volunteers to present to the rest traditions...........
of the class.
- Let Ss talk about their own
ethnic group.
4. Consolidation
5. Homework
- Do Ex D1, 2 (WB)
Unit 3
Peoples of viet nam
TiÕt 21 Ngµy d¹y: ........./10/2015
Skills 2
I. Aims
43
Listening for specific information about a traditional speciality.
II. Objectives
- know about some information a traditional speciality: Five colour sticky
rice and write instructions about how to make yellow sticky rice.
- talk about
- Practise listening and writing skills.
III. Materials
- Text book
- Board, chalk,...
Some weak students may find it difficult to catch up with the whole class.
V. Procedure
1. Warmer
- Greeting.
2. Revision
Teacher checks Ss’ homework
3. New lesson
Asks S to talk about The Thai, Bru - Van Kieu or The Khmer people:
+ Population
+ Regions
+ Language
+ Production activities
+ Festivals
Pre- Listening Listening:
Givess Ss time to discuss the Discuss the two questions in pairs
two questions in pairs and then
as a class. Encourage Ss to make
guesses if they are not sure. Look at the picture and tell what dish is it
Tells Ss to look at the picture
and say they know about the
dish.
While- Listening
Plays the recording once or
twice. Ask Ss to listen carefully Listen to the tape and do the task
and tick True or False according
to what they hear in the passage. Key: 1.T 2.F 3.T 4.F
Plays the recording again. Ss 5.F
write down the words as they Listen again and complete the sentences
Key:
44
listen. Play the recording again 1.mountainous 2.purple 3.natural
for them to check. T correct as a 4.plants 5.ceremonies
class.
Writing:
Writing
Tells Ss to read the notes Read the notes carefully
carefully.
Have Ss write full sentences to Write full sentences to show the steps to
show the steps to cook the rice. cook the rice
Explains:
tbsp: tablespoonfull: thìa xúp
đầy Sample cooking steps:
tsp: teasponful: thìa cà phê đầy This delicious dish is really easy to make.
Make sure that they use proper First, you need to soak the rice in water for
connectors first/firstly, at least five hours. Then rinse the rice and
second/secondly...and pay drain it well. Next, add the turmeric extract
attention to spelling and and mix it well. Then wait for 10 minutes.
punctuation. After that, add the coconut and salt.
T may collect some Ss’ writing Remember to mix it well. Finally, steam the
papers and mark them, then give rice for 30 minutes. Check that it is fully
comments to the class. cooked. You can serve this dish with
T may ask Ss to write a chicken.
paragraph as homework( in the
form of a letter to a pen friend,
for example).
4. Consolidation
5. Homework
- Prepare for the next lesson: Unit 3: Looking back and project
- Do Ex E3 (WB) (page 29)
Unit 3
Peoples of viet nam
TiÕt 22 Ngµy d¹y:........./10/2015
I. Aims
45
To help students produce the language and the grammar from the previous
sections and link with the topic: peoples of Viet Nam.
II. Objectives
III. Materials
- Text book
- Board, chalk,...
Weak Ss may get confused with the present perfect tense.
V. Procedure
1. Warmer
- Greeting.
2. Revision
- Teacher checks students’ homework.
- Answer any questions that Ss ask about the homework.
3. New lesson
Vocabulary
1. Complete the sentences
Lets Ss repeat the words as a class to
practice pronounciation. - Repeat the words in chorus
- Ss can comple this exercise individually. - Do the task individually or in pairs
- Lets advanced classes can complete this
exercise in pairs.
- Checks with the whole class and give Key:
answer key 1.cutural group
2.communal/ activities
2. Use the correct form of the words to 3.costumes / diverse
finish the sentences 5.unique
- Lets Ss do the exercise by themselves or in
pairs Do the exercise in individually (or in pairs)
- Check with the whole class Key: 1.cutural 2.peacful
- Asks Ss to rea the completed sentences 3.richness 4.diversity
aloud 5.traditional
Grammar - Read aloud the completed sentences
3. Make questions for the underlined parts
in the passage
- Lets Ss read the passage aloud. Clarify any
difficulties. - Read the passage
- Asks Ss to write down the sentences which
has underlined part. - Write down the sentences which has
- Ss do the task in pairs or individually. underlined part.
- Do the task
Check with the whole class Key:
1. What are these houses built on?
46
2. Where is the entrance?
3. Which house is the largest, tallest and
most elaborate building in the village?
4. What is it used for?
4. Find and correct error 5. Who can sleep in this house?
- Tells Ss to read the sentences carefully and
try to find the error relating to articles in each
sentence. Ss can work in pairs or Read the sentences carefully and try to find
individually. the error relating to articles in each
- Checks if Ss do correctly sentence.
Key:
1.a->the 2.a->the
3.an->the
5. Fill in each gap with a, an, the 4.the semi-nomadic life->a semi -nomadic
Ss complete this task individually. life
T gives correction. 5.an->the
Complete this task individually
Communication
6. Game: cultural Knowledge Challenge 1. an 2.a 3.the
Ss work in pairs. Let them recall what they 4.the 5.the 6.the
have learnt about the cultural groups of Viet
Nam. Ss take turns to ask each other A. Are you ready?
questions about the topic. The person asking B. Yes.
can look at the book. The first person to get A. What is the population of the largest
five correct answers is the winner. ethnic group?
If time allows, Ss which partners and play B. About 74 million. It's the Kinh or Viet.
again. A. Very good. Your turn.
B. OK. What's the population of the
smallest ethnic group?
A. I think it;s the Odu group
B. Exactly.
Project: Ethnic Fashion Show!
1. Ss work in groups. Give Ss about five minutes to discuss the question.
2. Ss work independently. Encourage them to use imagination and make their own
costume designs ( at home, or in class if possible, and with the materials available).
Tell them to be creative.
3. In the next class, help Ss organize an exhibition of the designs they have made
among the group or class members. Let them talk about designs.
4. Consolidation
5. Homework
- Prepare for the next lesson: Review 1: Language
- Do execise E1,2 (WB) (P. 32)
Review 1
TiÕt 23 Ngµy d¹y:........ /10/2015
language
I. Aims
47
This lesson will help students revise the language they have studied and
the skills thay have practised since unit 1.
II. Objectives
By the end of the lesson, Ss can review the language they have learnt
include: pronunciation, vocabulary and grammar they have learnt from unit1-2-3
by doing exercises.
III. Materials
- Text book
- Board, chalk,...
V. Procedure
1. Warmer
- Greeting.
2. Revision
o During the lesson.
3. New lesson
I. Pronuciation:
- Play the recording Ss listen and repeat. Teacher pauses and
- Play the recording as many corrects Ss’ pronunciation.
times as needed. Ss listen and do
the exercise.
Ex2:
- Play the recording twice or Key:
more. Help Ss recognise all the 1. I used to climb trees when I was small.
words with /sk, sp, st, br, pr, 2. How can we improve our speaking skill?
bl, cl/ then underline them as 3. How annoying, the stadium has closed!
instructed. 4. I want to buy a blue skirt for my mother.
- Check pronunciation and 5. “On a dark day, I saw a witch riding a
intonation. broom in the sky...”
- Ss do this individually and II. Vocabulary

then share their answers with a *Ex3:
partner. Check Ss’ answers. KEY:
Peaceful-noisy forget-remember
Love-hate hard-easy
Traditional-modern majority-minority
Boring-exciting country life-city life
Exercise 4:
- Ss work in individual. 1. like/enjoy, listening, visiting
- T checks with whole class.
48
2. more 3. flying/to fly
4. mind, to do/doing
5. playing / to play
III. Grammar:
- Ss work in individual then *Ex5:
share the answers with a KEY:
partners. 1. later 2. More 3. More fluenttly
- T checks with whole class. 4. better 5. More simply
6. faster . more carefully
*Ex6:
KEY:
- Ss work in individual. 1. a 2. an 3. the 4. The 5the
- T checks with whole class. 6. a
IV. Everyday English:
- Ss do the task individually then *Ex 7: Key:

they practise in pairs. After 1B 2A 3A 4C 5B
checking their answers, ask one
or two pairs to act out the
dialogues.
4. Consolidation
5. Homework
- Prepare for the next lesson: Review 1: Skills.
- Do the “Test yourself 1: Exercise 1, 2 ,3 ,4 (P.24, 25 WB)
Review 1
TiÕt 24 Ngµy d¹y:....... /10/2015
skills
I. Aims
49
the skills they have practised since unit 1.
II. Objectives
By the end of the lesson, Ss can review skills( reading, speaking, listening
& writing they have learnt from unit1-2-3 by doing exercises.
III. Materials
- Text book
- Board, chalk,...
- CD record &cassettes.
V. Procedure
1. Warmer
- Greeting.
2. Revision
3. New lesson
A. Reading
- Ss do individually and check their * Ex1a (individual)
answers with a partner before giving KEY:
their answers to T to confirm the 1T 2T 3F 4T 5F
correct answers.
- T checks Ss’s answers . * Ex1b (pair work)
- Ss do the task in pairs. T checks as 1. Which museum does Kim love to visit on
a class. Saturday afternoon?
2. How many objects are on display at the
museum?
3. What can you learn in this museum?
B. Speaking:
- Ss work in pairs and talk about *Ex2. Work in pairs. Talking about what
what their family members like to their family members like to do in their
do in their free time. Encourage free time.
them to talk as much as possible,
using the verbs of liking they have
learnt. After some time, T lets Ss
swap pairs and continue to talk..
- T goes round and give assistance if
necessary. C. Listening:
*Ex3. Listen and choose the correct
answer.
- Play the recording once or twice. Key:
50
Ss listen and choose their answers. 1B 2A 3A 4C 5B
- Play the recording again for Ss to
check their answers. Explain the
new words or anything difficult if
necessary.
D. Writing:
*Ex4.: Write a paragraph giving your
- Have Ss brainstorm ideas about
life in the countryside: opinion about life in the countryside.
+ Advantages Sample writing:
+ Disadvantages In my opinion, life in the
+ What they like and dislike,... countryside has many good points. Firstly,
- Explain the writing task. Also have country folk are friendlier than city folk.
them brainstorm words and phrases Secondly, life is slower and simpler than
they may need for their writing. in the city. The food is fresher and the air
- Ss do the task individually. T
is cleaner. Finally, there are lots of
traditional activities that we can do in the
moves around and give assistance if
countryside such as horse-riding,
necessary. swimming in the river or kite-flying. For
- Get one S to write on the board these reasons, I like country life.
and check as a class.
4. Consolidation
Teacher sumarise and review unit 1, 2, 3.
5. Homework
- Review unit 1, 2, 3.
- Prepare for the first written test.
TiÕt 25 Ngµy kiÓm tra ........./10/2015
Written test 45’’

A. Aims
- Nh»m kiÓm tra kiÕn thøc ng«n ng÷, çc kü n¨ng c¬ b¶n, kh¶ n¨ng tiÕp
thu çc bµi häc cña häc sinh.
- Gióp ph©n lo¹i häc sinh. Tõ ®ã gi¸o viªn cã biÖn ph¸p gi¶ng d¹y, gióp ®ì
thÝch hîp.
B. Objectives
The content of the test
Chủ đề Nhận biết Thông hiểu Vận dụng Tổng
TN TL TN TL TN TL
51
I. Listening 5 5
2.5 2.5
II. Reading 10 10
2.5 2.5
III. Language 10 10
focus 2.5 2.5
IV. Writing 5 5
2.5 2.5
10 15 5 30
Tổng 2.5 5 2.5 10
Test 1 + 2
I. Listening. (2.5 pts):
I. You will hear a head teacher giving students some information about a
fire practice. Listen and complete questions. You will hear the information
twice. (2.5 pts.):
Test 1
II. Reading (2.5 pts.):
Read the following passage carefully then find ONE suitable
word to fill in each blank:
I live in a small village called Lieu Chau. There (1)___________about
800 people here. I love the village (2)___________ it is very quiet and life is
slow and easy. The village is always clean, people look (3)___________ it with
great care. The air is always clean, (4)___________. It is (5)___________more
friendly here than in a city because everyone knows everyone else, and if
someone has a problem, there are always people who can help.
There are only a (6)___________ things that I don’t like about Lieu Chau.
One thing is that we don’t have (7)___________things to do in the evening. We
52
don’t have any cinemas or theaters. The (8)___________ things is that people
always talk about (9)___________ other, and everyone knows what everyone
else is doing. But I still (10)___________ village life to life in a big city.
III. Vocabulary and grammar (1.5 pts.)
Choose the best answer A, B, C or D to complete each sentence:
1. He was watching television_____________the burglar alarm went off.
A. when B. where C. why D. that
2. Don’t tell_____________about this.
A. someone B. anyone C. one D. none
3. _____________of your two sisters is studying in Australia?
A. what B. who C. which D. whom
4. We arrived_____________late that there were no seats left.
A. much B. so C. very D. too
5. Among the__________, the Tay people have the largest population.
A. majorities B. ethnic minorities C. majorities D.
groups
6. So many people nowadays are_________computers and mobile phones.
They use them a lot.
A. bored with B. worried about C. afraid of D. addicted to
IV. Phonetics (1 pts.)
Choose the word having the underlined letters pronounced
differently.
1. A. collection B. suggestion C. function D. nation
2. A. gentle B. glue C. gather D. grow
3. A. moved B. blamed C. captured D. laughed
4. A. never B. separate C. lender D. nervous
V. Writing.
Combine each pair of the sentences below into a new one without
changing the meaning. Use the words in brackets (2.5 pts.)
1. It is about 3 kilometers from my house to school. (Make question for the
underlined part)
2. They walked very quickly. I could not catch up with them. (TOO)
3. The coffee was very good. I had another cup. (SUCH)
4. Binh is very weak. He can’t lift the heavy box. (ENOUGH)
5. English is his best subject. (BETTER)
Test 2
II. Reading (2.5 pts.):
Read the following passage carefully then find ONE suitable
word to fill in each blank:
This small country is most farmland. The animals seen most often
(1)___________ cows and sheep. Most farms have a few geese, too. There are
donkeys, (2)___________ not many horses. There’s a lot of wheat and potatoes,
and there are tomatoes on the south side of the hills. In summer, the men,
women and children work together in the (3)___________ seven days a week.
The people work hard all (4)___________ lives. The only two factories in the
53
countries are in the capital. (5)___________ makes toys and games, and the
(6)___________makes knives and forks. All (7)___________ things are for
export. The east of the country is thick forest, the home (8)___________ wild
ponies, deer and wolves. Photos of the cliffs along the coast show
(9)___________ beautiful the country is. But not many tourist visit it
(10)___________ the airport is too small for most aircraft.
III. Vocabulary and grammar (1.5 pts.)
1. __________car is this? - It’s Bauer’s.
A. Who B. Whose C. which D. what
2. Does she fancy_________a book to the younger children?
A. reading B. reads C. read D. to read
3. The exercises are_____________difficult for me to do.
A. too B. enough C. very D. so
4. She did all the work_____________her own.
A. by B. for C. on D. with
5. The volunteers have to work much________usual to save the dying
animals from the forest fire.
A. harder than B. more hard than C. as hard as D. the hardest
6. The US is a __________country with over ethnic groups.
A. bi-lingual B. rich C. multi-cultural D. ethnic
IV. Phonetics (1 pts.)
Choose the word having the underlined letters pronounced
differently.
1. A. permitted B. intended C. missed D. invented
2. A. last B. make C. take D. date
3. A. energy B. prefer C. envelope D. level
4. A. boring B. holding C. most D. low
V. Writing.
Rewrite the sentences below using the cues given in brackets without
changing the meaning. (2.5 pts.)
1. It takes us 45 minutes to do this test. (Make question for the underlined
part)
2. They walked very quickly. I could not catch up with them. (TOO)
3. The coffee was very good. I had another cup. (SUCH)
4. Binh is very weak. He can’t lift the heavy box. (ENOUGH)
5. English is his best subject. (BETTER)
- Asks Ss to prepare for the next lesson: Unit 4: Getting started.
Unit 4
Our customs and traditions
TiÕt 26 Ngµy d¹y: ........./10/2015
54
getting started
I. Aims
"Our customs and traditions".
II. Objectives
- Vocab: Types of customs and traditions.
- Grammar: should and shouldn’t.
III. Materials
- Text book
- Board, chalk,...
V. Procedure
4. Warmer
- Greeting.
5. Revision
Game
- Divide class into teams: A and B
- Teacher – students.
- A student from team A calls out the name
of an ethnic group in Vietnam, then points at - team work
one student from group B. This student has
to call out the name of another ethnic group.
The game stops when a group cannot give
out the name of any ethnic group or when
time is up.The group with more ethnic
groups wins.
- Write on the board: “Yes, and they have - customs, traditions
their own ways of life, and_____and___.
- Use the sentence to set the scene.
6. New lesson
A. Getting Started.
+ Check vocabulary : R O R 1. Vocabulary:
- pass down (v): truyền lại
- spot on (v): chính xác
-Play the recording. Ss listen and - sharp (adv): chính xác
read.Pause the recording at the - generation (n): thế hệ
appropriate places if Ss need with - You are kidding: B¹n ®ïa thÕ th«i
comprehension questions. - Table manners: PhÐp t¾c ¨n uèng
-Ss work independently. Allow them
55
to share answers before discussing 2. Listen and read:
as a class. 1a:
- Have Ss look at the “watch out” KEY: 1.accepted 2. generations
box. T gives explanation. 3.spot on 4.sharp
5.social 6.table manners
- Ss work independently. Allow
them to share answers before
1b: T/F?.
discussing as a class.
- Have Ss read the questions to KEY: 1T 2F
make sure they understand them. 3T 4F
Ask Ss firstly to answer the 1c: Answer the questions...
1. It’s eating dinner at p.m. sharp.
questions without reading the
2. He’s surprised.
dialogue. Ss exchange the
3. They both refer to doing something
answers with a classmate.
- Ss check their answers by that develops over time.
4. A custom is something accepted. A
reading the dialogue again. Call
some Ss to write the answers on tradition is something special and is
the board. Confirm the correct passed down through the
answers. generations.
5. They should find information about
- Ss work in pairs. Ask for Ss’ a custom or tradition.
answers and explanations.
1d. Work in pairs
Summarise the answers.
1.have to: It’s an obligation-you have no
choice.
2.should: It’s a suggestion or advice-it would
be best to follow it.
- Have Ss look at the picture, read
the customs and traditions in the
2. Matching:
textbox, identify any new words
2a
they do not know.
1g 2c 3f 4h 5e
- Ss work in pairs.
6a 7b 8d
- Ss work individually then compare
2b
in pairs.
1C 2C or T 3C 4T 5C
- Ss play the game in groups
6C 7T 8C or T
3. Game.
6. Consolidation
7. Homework
Unit 4
56
TiÕt 27 Ngµy d¹y: ......../10/2015
A closer look 1
I. Aims
- Use some expressions with the words “custom” and ‘tradition’. These will help
them vary their language when talking about customs and traditions.
- Pronounce words containing the clusters /spr/ and /str/ correctly in isolation
and in context.
II. Objectives
- Vocab: Expressions with custom and tradition.
- Pronunciation: clusters /spr/ and /str/.
III. Materials
- Text book
- Board, chalk,...
V. Procedure
1. Warmer
- Greeting.
2. Revision
- Asks Ss to present the local customs and traditions
3. New lesson
Vocabulary I. Vocabulary
Draw Ss’ attention to the Watch out! - Read the Watch out
Box. Explain to them the words ‘custom’
and tradition’ can be countable or
uncountable. Remember to come back to E1
this point after finishing exercise 1 Look at the table and read and do
1 Have Ss look at the table in the book. the exercise individually
Make sure that they understand what to - Compare with partner
do. Ss complete the exercise individually Key: 1.e 2.d 3.a
and then compare their anwers with a 4.g 5.b 6.c 7.f
partner. Call some Ss to give the answers. Read the sentences to see if the
Write them on the board. Confirm the word ‘custom’ or ‘tradition’ in
correct answers. each sentence is countable (C) or
Now have Ss read the sentences again to uncountable (U).
see if the word ‘custom’ or ‘tradition’ in 1.C 2. C 3.U 4.C 5.U
each sentence is countable (C) or 6.C 7. C
uncountable (U). E2:
57
Ask for Ss’ answers Read the sentences in 1 again and
complete the expressions. Then
2. Have Ss read the sentences in 1 again compare the answers with a
and complete the expressions. Then Ss partner.
compare their answers with a partner. Key: 1.custom 2.tradition
Call one or two Ss to write the complete 3.according 4.tradition
expressions on the board. 5.with 6.of 7.doing
E3:
3. Ask Ss to work in groups to do this Work in groups to do the exercise
activity. T may prepare some pieces of
big-size paper for the groups to write their Key:
answers on. When they finish, Ss stick 1.strictly 2.strangers,spread
their paper on the board. Ss read and 3.streets 4.filmstrip
comment on each other’ sentences. 5.offspring
4. Ss individually complete the sentences E4:
with their own ideas, then share their Complete the sentences
sentences with a partner. Ask for Ss’ individually
answers and write them on the board.
Others comment on these sentences ( the
answers may be varied) II. Pronunciation
Pronunciation E5:
5. Have Ss complete the words under the Complete the words under the
pictures with /spr/ and /str/ then share pictures with /spr/ and /str/ then
their sentences with a partner. Ask for Ss’ share their sentences with a
answers and write them on the board. partner.
Don’t say if they are right or wrong.
Then play the recording for them to check - Listen and repeat and check the
the answer and repeat the words. Play the answers
recording as many times as necessary E6:
6. Play the recording for Ss to do this - Listen and do the task
exercise. - Listen and repeat
Asks for Ss’ answers - Read the senteces aloud
Plays the recording again for Ss to repeat
the sentences
Asks some Ss to read aloud the sentences
4. Consolidation
5. Homework
- Do exercise A1, 2 , B1, 2 workbook.
Unit 4
58
TiÕt 28 Ngµy d¹y: ......../10/2015
A closer look 2
I. Aims
By the end of the lesson, ss will be able Review Should and Shouldn’t to
express advice and Have to to express obligation or necessity.
II. Objectives
- Grammar: giving advice, express obligation or necessity.
III. Materials
- Text book
- Board, chalk,...
V. Procedure
1. Warmer
- Greeting.
2. Revision
- Check Ss’ homework: During the new lesson.
- When do we use Should and Shouldn’t?
3. New lesson
Should and shouldn’t to express I. Should and Shouldn't:
advice: review
Give a situation:
Your brother is going out with a
friend. The weather forecast says Read the situation and give advice
it’s a hot sunny day. Give him You should take along a sun hat.
some advice. …………………
Encourage Ss to express their
advice freely. If Ss mention
should/shouldn’t, tell them that in
this lesson they are going to review
should/shouldn’t to express advice Should and should: to give advice
about customs and traditions. If Ss
do not mention should/shouldn’t,
remind them of the modal verb. E1:
1. Asks Ss to look at the pictures Look at the pictures
and quickly describe what they see. Complete the sentences and then
Have them complete the sentences compare the answers with a friend.
and then compare the answers with Key:
a friend. Elicit Ss’s answers. 1.should 2.shouldn’t
Confirm the correct ones. 3.should 4.shouldn’t 5.should
59
E2.
2. Have Ss read the situations in A Do this activity in pairs.
to make sure they understand them.
Ss do this activity in pairs. Ask for
Ss’s answers. Key: 1.b 2.c
For a more able class, have Ss give 3.e 4.d 5.a
some other advice for the
situations. Ss may write their
advice on a big piece and show it to II. Have to
the class.
Have to to express obligation or
necessity
Tell Ss that sometimes when they
go to a place, it is obligatory that
they follow its customs and Read the information about Have to
traditions. Have to + infinitive
Have Ss read the information about Don’t/ Doesn’t + have to + infinitive
have to. T may want to add that Do/ Does + s + have to + infinitive?
must is also used to express
obligation. One of the differences
between have to and must is that
must shows internal obligation, i.e.,
you make a decision about what
you must do. Give one example:
We must clean the house before Read the Remember
Tet because we think it will bring * Don’t have to is used when not
luck. necessary to do something
Then have Ss read the Remember! Example: My mother dosen't have to
box. Answers any questions from work on Saturdays
Ss. * If you want to tell somebody not to do
something as an obligation, we use
mustn’t instead
Example: You mustn't wear shorts shirts
in here
E3.
Do this exercise individually, and then
compare the answers with a classmate.
1. have to 2. have to 3. has to
3. Ss do this exercise individually, 4. had to/ don’t have to
and then compare their answers 5.does…have to 6.didn’t have to
with a classmate. Check Ss’s E4. Do this exercise individually
answers and confirm the correct Key: 1.B 2.A 3.A 4.B
ones.
4. Ss do this exercise individually E5. Read the e-mail and do this exercise
and give T their answers. individually and then compare the
60
answers with a classmate
5. Have Ss quickly read the e-mail. 1. Shouldn’t give-> should give (reason:
Ss do this exercise individually and There are lots of confusing customs and
then compare the answers with a traditions in Japan, so Eri thinks she
classmate. Ask one or two Ss to should give Mi advance)
write their answers on the board. 2. Has to->have to (reason: the pronoun
‘you’ goes with ‘have to’)
Have them explain their answers
3. Shouldn’t wear->should wear (reason:
Eri says that Mi should take off her
shoes when going inside, which means
she should wear slippers)
4. Didn’t have to-> don’t have to (reason:
this sentence is in the present time)
5. Have use-> have to use(reason: ‘have
to’ is the correct form)
6. Should worry->shouldn’t
worry(reason:Eri says she’ll be there to
6. Ss work in pairs to do this task. help Mi, so Mi shouldn’t worry)
Asks some pairs to write their E6. Work in pairs. List three pieces of
advice and obligations on the advice and three obligations you friend
board. Other Ss give comments and should follow when coming to Viet Nam
vote for the best advice and
obligations. Then they can add
some more. This is an open activity
so encourage Ss to express their
ideas as long as the advice and
obligations are appropriate.
If time does not allow, T may call a
good student to give an example.
Then Ss may do this as homework.
However, remember to check their
answers in the next lesson.
4. Consolidation
5. Homework
- Do exercise B3, B4, B5, B6(p.30, 31) (Workbook).
TiÕt 29 Ngµy d¹y ........./10/2015

61
Correcting the test
A. Aims
- Nh»m ®¸nh gi¸ møc ®é lµm bµi cña häc sinh.
- Gióp häc sinh nhËn ra vµ söa ch÷a nh÷ng lçi sai thêng m¾c ph¶i ®Ó lÇn
sau kh«ng lÆp l¹i nh÷ng lçi sai ®ã n÷a.
- T×m ra nh÷ng häc sinh yÕ vÒ çc kü n¨ng nµo ®Ó tõ ®ã gi¸o viªn cã
biÖn ph¸p gióp ®ì thÝch hîp.
- Gióp häc sinh häc tËp nh÷ng çch tr×nh bµy bµi kiÓm tra s¹ch sÏ, khoa
häc cña b¹n.
B. Procedure
1. Warmer
- Greeting.
2. New lesson
- NhËn xÐt chung vÒ bµi kiÓm tra:
- Tr¶ bµi kiÓm tra cho häc sinh.
- Häc sinh xem l¹i bµi, trao ®æi theo nhãm.
- Gi¸o viªn ®a ra çc lçi sai tiªu biÓu mµ nhiÒu häc sinh m¾c ph¶i:
+ Kü n¨ng viÕt cßn h¹n chÕ.
+ Kü n¨ng nghe cßn yÕu.
+ Grammar mistakes:
Does it takes, I was such,...
To not catch....
+ Spelling: ThiÕu dÊu c©u, ®Çu c©u kh«ng viÕt hoa, kho¶ng çch
gi÷a çc tõ trong c©u qu¸ liÒn nhau,...
 Ch÷a bµi kiÓm tra:
TEST 1+ 2
I. 2,5 ®iÓm (Mçi c©u ®óng ®îc 0,5 ®iÓm)
1. 11.25 4. library
2. coats 5. talk
3. front
V. 2.5 ®iÓm (Mçi c©u ®óng ®îc 0,5 ®iÓm)
62
1. How far is it from your house to school? (Test 1).
How long does it take you to do this test? (Test 2)
2. They walked too quickly for me to catch up with.
3. It was such good coffee that I had another cup.
4. Binh isn’t strong enough to lift the heavy box.
5. He studies English better than any other subjects.
TEST 1
II. 2.5 ®iÓm (Mçi tõ ®óng ®îc 0,25 ®iÓm)
1. are 2. because 3. after 4. too 5. much
6. few 7. any 8. other 9. each 10. prefer
III. 1.5 ®iÓm (Mçi c©u ®óng ®îc 0,25 ®iÓm)
1A 2B 3C 4B 5B 6D
IV. 1 ®iÓm (Mç c©u ®óng ®îc 0,25 ®iÓm)
1.B 2.A 3.D 4.D
TEST 2
II. 2.5 ®iÓm (Mçi tõ ®óng ®îc 0,25 ®iÓm)
1. are 2. but 3. field 4. their 5. One
6. other 7. these 8. of 9. how 10. because
III. 1.5 ®iÓm (Mçi c©u ®óng ®îc 0,25 ®iÓm)
1B 2A 3A 4C 5A 6C
IV. 1 ®iÓm (Mç c©u ®óng ®îc 0,25 ®iÓm)
1.C 2.A 3.B 4.A
- Gi¸o viªn gi¶i ®¸p th¾c m¾c cña häc sinh (nÕu cã).
3. Homework
- ChuÈn bÞ bµi 4: Communication.
63
Unit 4
TiÕt 30 Ngµy d¹y: ......./10/2015
communication
I. Aims
Talking about table manners.
II. Objectives
By the end of the lesson, Ss can know more about table manners in the
UK and compare them with those in Viet Nam.
III. Materials
- Text book
- Board, chalk,...
V. Procedure
1. Warmer
- Greeting.
2. Revision
Brainstorming
- Team work
- T controls the game, plays the
role as an umpire.
3. New lesson
1. Vocabulary
Teacher uses different techniques to - cutlery (n) /ˈkʌt.lə.ri/: dao kéo
teach vocab (situation, realia) - mat (n): cái chiếu
- Follow the seven steps of teaching - prong (n) /prɒŋ/: răng, ngạnh (của cái dĩa)
vacab. - palm (n) /pɑːm/:lòng bàn tay
- host (n) /həʊst/: chủ nhà
- Checking: R0R. Hostest (female)
2. Act1: Discuss in pairs.
- in the first picture, people are sitting on
the mat to have the meal. In the second
64
- Ss look at the pictures and discuss picture, they are sitting around the dining
the different between them in pairs. table.
…
3/Act 2: T/F statements
- Get Ss to work pairs.

- Have some Ss write their answers 4. Act 3:
on the board. 1F: you hold the fork in the left hand and the
knife in the right
- Play the recording for Ss to check 2T
their answers. Ss listen to the 3F: There is also a spoon and a fork for dessert.
recording twice. If there are any 4T
incorrect answers, have Ss explain 5F: You should never use your own ctlery to
take more food from the serving dish, use the
why the sentences are false.
serve spoon.
6F: you should break off the bread with your
- Teacher gives the correct answers.
hands.
7F: Guess have to wait until the host or hostest
starts eating.
5. Act 4:
- Ss work in pairs. Encourage Ss to

add some more table manners.
- Have some Ss present their ideas. 6. Act 5:
- Ss work in pairs and role-play,

continue the conversation in the book
or make up their own. After some
tome, call some pairs to act out the
conversation in front of the class.
Other Ss give comments.
- Give praise and feedback on Ss’
conversations.
4. Consolidation
5. Homework
Unit 4
65
TiÕt 31 Ngµy d¹y:......../10/2015
Skills 1
I. Aims
Reading for specific information about family customs and traditions.
Asking about and describing different customs and traditions.
II. Objectives
- Read for specific information about family customs and traditions.
- Ask about and describing different customs and traditions.
III. Materials
- Text book
- Board, chalk,...
V. Procedure
1. Warmer
- Greeting.
2. Revision
3. New lesson
I. READING
- Have Ss look at the pictures and 1. Pre questions
answer the questions in pairs. Elicit Picture 1: A family is celebrating a birthday.
answers from Ss. Picture 2: People are making CHUNG cakes.
Picture 3: A family is at an amusement park.
* Tell Ss to read the text 2. Reading:

quickly and tell if Mi is writing * Key:
about her family or her society. - She is writing about her family.
- Elicit the answers from Ss.
3/ Matching
- Instruct Ss on the way to do the 1C 2A 3C 4B 5A 6B
exercises.
- Ask Ss to read the passage again
then answer the questions. 4/ Answer the questions
- Ss read the passage again then 1. They are having lunch together on the second
answer the questions. Ss can day of Tet, spending Sunday together and
underline parts of the text that celebrating her grandparent s’ wedding
66
help them with the answers. Ss anniversary on the first Sunday of October.
compare their answers before 2. They usually go to the cinema or go for a
giving the answers to T. picnic together.
- Ask Ss to give evidence when 3. They don’t remember.
giving the answers. 4. They made five-coloured sticky rice served
with grilled chicken.
5. They love family customs and traditions
because they provide a sense of belonging.
II. SPEAKING
* Speaking. 5/ Work in pairs discussing the questions:
- In pairs Ss take turns to ask each
other the three questions about
their own family customs and
traditions. T moves around the
class, facilitating where necessary
and assessing how Ss are doing.
- Two pairs of Ss join together. 6/ Interview.

One pair interviews the other.
One student interviews and the
other notes down the answers
in the table. Then, the second
pair interviews the first pair.
4. Consolidation
5. Homework
- Do Ex D1, 2, 3 (WB)
67
Unit 4
TiÕt 32 Ngµy d¹y: ........./10/2015
Skills 2
I. Aims
To help students develop writing skill, listening skill.
II. Objectives
- Listen to get specific information about a traditional dance of an ethnic
group in Viet Nam.
- Write a description of a traditional Japanese.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio disk
Ss may get confused in writing.
V. Procedure
1. Warmer
- Greeting.
2. Revision
- Teacher asks whether students
have any questions about the
- Ask the teacher any difficult questions that
exercise in the workbook or not.
they can’t answer.
- Teacher checks students’
homework.
3. New lesson
I. Listening. I. Listening.
-Present some new words. 1. Vocabulary
- spiritual (adj): thuộc tinh thần
- ancient (adj): cổ xưa
- conical hat (n): cái nón
- scarf (n): cái khăn quàng cổ
- Ss look at the picture and share
what they know about this
tradition with a partner. 2. Activity 1:
- Elicit Ss’ answers and have SS
share as much information as
possible.
3. Gap fill
68
- Play the recording once. Ask for
1. happy and wealthy
Ss’ answers then write them on 2. private gatherings 3. 30
the board. T checks with whole 4. the circle dance 5. Social
class. 6. fire 7. The music
8. culture and lifestyle
Key: According to timeline
4. T/F
- Play the recording again for 1T 2F 3F 4T 5T
Ss to do the task individually.
- T checks with whole class. II. Writing.
5. Work in pairs
- Ss work in pairs and make
sentences using the given
information. Teacher moves
around to give help if necessary. 6. Writing
There is a tradition in Japan that people
perform the Obon dance during the Obon
- Ss write their description festival.
individually based on the The Obon dance expresses people’
sentences they have made, honouring their ancestors. It is performed in
beginning with the given mid-August in many regions of Japan and in
sentences. mid-July in other regions.
- Get Ss to work in groups The Obon dance has different forms in
exchange their descriptions to different regions. The most popular form is
spot any mistakes. Share them
circle dance. People make a circle around a
with the whole class.
yagura, a high wooden stage and dance.
- Collect some Ss’ work to mark
at home. Some dancers move clockwise and some
dance counter-clockwise.
This is one of the most important
traditions. Lots of people come back to
reunite with their families during the Obon
festival
4. Consolidation
5. Homework
- Learn new words by heart.
- Do Ex E1, 2, 3 (WB).
Unit 4
69
TiÕt 33 Ngµy d¹y: ........../11/2015
I. Aims
To help students recycle the language from the previous sections and link
with the topic: customs and traditions.
II. Objectives
III. Materials
- Text book
- Board, chalk,...
V. Procedure
1. Warmer
- Greeting.
2. Revision
- Teacher checks students’ homework during the new lesson.
3. New lesson
I. Vocabulary:
- Tell Ss to do the task individually 1. Activity 1: Gap fill.
and then check with their partners. KEY 1. respect 2. worshipping
then correct the mistakes. Let them
3. wrap 4. host
repeat the words. Check their
pronounciation. 4. cutlery 5. generations
_ Ss work individually then
work in pair to swap their 2. Gap fill
sentences. KEY
- T checks with whole class. 1. We have the custom of not sweeping their
house on the first day of the Lunar New Year.
2. We decided to break with tradition by
- Have Ss work in pairs and having fish for Thanksgiving dinner.
3. There is a tradition that the eldest son
write their answer in their inherits the property
notebooks. 4. According to tradition, the goddess lies
- T checks with whole class. sleeping beneath the mountain.
5. She follows her family tradition of becoming
teachers.
Activity 3: Gap fill
70
- Ss work individually then work
in pair to swap their sentences.
- Get 2 Ss to write their answers
on the board.
- T gives correction.
II. Grammar
Activity 4:
- Ss work individually. KEY
- T checks with whole class. 1. should wait 2. Shouldn’ use
3. shouldn’t break 4. Should follow
5. shouldn’t touch
Activity 5: Gap fill, using too or either

Key:
1.has to → have to
- Ss work individually.
2. should → shouldn’t
- T checks with whole class. 3. have to has → have to have
4. should to → should
5. have avoid → have to avoid
III. Communication
*Activity 6: Game: What should I do
- Teacher guides and sets this KEY:
activitiy as homework. 1B 2A 3E 4C 5D 6F
- Ss work in groups. IV. Project

How they have changed
(Ss may finish their task at home)
4. Consolidation
5. Homework
- Prepare for the next lesson: Unit 5: Getting started.
Unit 5
71
Festivals in viet nam
TiÕt 34 Ngµy d¹y: ......../11/2015
getting started
I. Aims
"Festivals in Viet Nam".
II. Objectives
- Vocab: festivals, festival activities.
- Grammar: simple and compound sentences, complex sentence.
III. Materials
- Text book
- Board, chalk,...
V. Procedure
1. Warmer
- Greeting.
2. Revision
Net work
- T has Ss work in 2 team.
- Check and give feedback.
3. New lesson
Getting Started.
-Teacher sets the scene by asking I. Vocabulary:
- Oriental (adj)
Ss about the picture
- family reunion (n):
+ What can you see in the - a five-fruit tray (n):
picture? - dragon (n):
+ Where is it? Do you know this - recommend (v)
place? - anniversary (n)
- Elicits the new words using - carnival (n)
pictures and explaination * Listen and repeat the words
+ Check vocabulary : R O R
II. Listen and read
-Pre- reading: T/F prediction: T 1. T/F prediction (1a)
72
asks Ss to work in pairs - T elicits the prediction from Ss.
-Ss give their prediction
*While reading: Ss read the *While reading: Ss read the dialogue and
dialogue and answer the check T/F:
questions: key:
1T 2T 3F 4F 5T
-Ss read and listen to the 2.Answer the questions (1b)
conversation to answer the Key:
questions individually. 1. In April. They can see a grand opening
-Give feedback. ceremony, an ao dai fashion show, …
2……
- Ss do the exercise individually 3. Can you find the expressions in the

or in group. conversation?
1. used as suggestion or to give advice
2. (It/That) sounds + adj: used to give your first
impression of what you hear.
3. To stress that it’s worth spending time or
money doing something
4. To show surprise and to check that something
is really OK to do.
4. Label the pictures
- Ss work individually then cross a. ceremony b.anniversary
check. c…….
- T checks as a class.
5+6. Matching
- Ss work individually then cross 5: 1d 2a 3c 4b 5e
check.
- T checks as a class. 6: 1c 2b 3e 4d 5a
4. Consolidation
5. Homework
73
Unit 5
TiÕt 35 Ngµy d¹y: ......./11/2015
A closer look 1
I. Aims
By the end of the lesson, ss will be able to pronouce correctly the stress of
words ending in “-ion” and “-ian” in isolation and in context; Use the lexical
items related to the topic “Festivals in Viet Nam”.
II. Objectives
- Vocab: Festivals, festival activities.
- Pronunciation: stress of words ending in “-ion” and “-ian”.
III. Materials
- Text book
- Board, chalk,...
V. Procedure
1. Warmer
- Greeting.
2. Revision
Net work:
Ss work in groups
3. New lesson
I. Vocabulary
1. Vocabulary
- Teacher uses different - preserve (v)
techniques to teach vocab - worship (v)
(situation, realia) - ritual (adj):
- Follow the seven steps of - commemorate (v)
teaching vacab. - incense (n)
- procession (n)
- confusion (n)
* Checking vocab: Matching (Act 1) - Repeat in chorus and individually
74
- Copy all the words
- Ss work individually then 1c 2e 3a 4b 5d
compare in pairs. T checks then
gives feedback. 2. Gap fill.....
- Ss work individually then Key:
compare in pairs. T checks then 1. commemorate 2. Worship
gives feedback. 3. preserve 4. Ritual 5. preformance
3. Matching
- Have Ss work in pairs then cross Key: 1.watch a ceremony, a show
check. 2. have (all can fit)
- Check Ss’ answers. 3. worship a god, a hero
4. perform a ritual, a ceremony, a show
II. Pronunciation
- Ask Ss to look at the words in Stress in words ending in –ion and –ian
the table:
T: What do you notice about the -ion, -ian
endings?
T: How many syllables does each - more than two syllables
word have?
- Get Ss to read the remember box.
T discusses this rule with class,
models stress in different words and
elicits some pronunciation from Ss.
- Get Ss to listen and repeat the words,
- Plays the recording for them to
paying attention to the endings
listen and repeat the words. Play
the recording as many times as
needed.
4. Listen and stress the words.
- Play the recording and ask Ss to
Compe'tition preser'vation
stress the words. Ss compare their
Mu'sician commemor'ation
answers in pairs.
Com'fusion vege'tarian
….
5. Read then mark the stress...
Key:
- Ss work individually to mark
1. com'panion 2.partici'pation
then work in groups to read out
3.at'tention 4.his'torian
the sentences. T goes around and
5. tra'dition
helps. Play the recording for Ss to
check.
4. Consolidation
5. Homework
- Do exercise A1, 2, B1, 2 workbook.
75
Unit 5
TiÕt 36 Ngµy d¹y: ......./11/2015
A closer look 2
I. Aims
By the end of the lesson, ss will be able to:
- Write compound sentences using conjunctions and, but, or, yet, so and
conjunctive adverbs however, nevertheless, moreover, therefore,
otherwise.
II. Objectives
- Grammar: + Simple and compound sentences.
- Complex sentences
III. Materials
- Text book
- Board, chalk,...
Ss may find it difficult to compare compound sentences and complex
sentences.
V. Procedure
6. Warmer
- Greeting.
7. Revision
8. New lesson
Grammar.
Simple and compound sentences
- Remind Ss of what is simple - A simple sentence is one independent
and compound sentence. clause.
- A compound sentence is two or more
independent clauses joined together. Each
clause is of equal impartance and could stand
alone.
1. Activity 1
- Ss work in pairs. T checks 1S 2C 3C 4S 5S
2. Activity 2
- Ss work individually and 1. At the…..lanterns, so it’s………
check with another S. 2. During Tet,……..sweets, and they…..
- T checks with whole class. 3. The Hung King’s sons…., but Lang Lieu..
76
4. To welcome Tet, we….., or we can…..
5. The Huong pagoda festival…., yet we
like….
3. Activity 3
- Ask Ss to study the rules in 1. Chu Dong Tu and Giong are both
the Look out box. legendary saints; however/nevertheless,
- Ss work individually and they…
check with another S. 2. Tet is the….; therefore, most….
- T checks with whole class. 3. Tet is a time…..; moreover, it…
4. The khmer believe….; otherwise, they….
5. The Hung King Temple Festival was a
local festival; nevertheless/however, it has
become a bublic holiday in Viet Nam since
2007.
Complex sentences
- Get Ss to read the Grammar - Ss write down the rules on their notebooks.
box carefully.
- Make sure they understand it.
4. Activity 4
- Ss work individually and 1b 2d 3e 4f 5a 6c
check with another S.
- Ss work individually and 5. Activity 5

check with another S. 1. because
- T checks with whole class, 2. if 3. when
discuss the reasons for using 4. while 5. when
each subordinator. 6. Although/Even though
6. Activity 6
- Ss work in pairs swap their
work with other pairs and
cross-check.
- T goes around to help weak
Ss
9. Consolidation
10.Homework
- Do exercise B3, B4, B5, B6, B7 (Workbook).
77
Unit 5
TiÕt 37 Ngµy d¹y: ....../11/2015
communication
I. Aims
Talk about festivals.
II. Objectives
By the end of the lesson, Ss will be able to talk about festivals.
III. Materials
- Text book
- Board, chalk,...
V. Procedure
6. Warmer
- Greeting.
7. Revision
Checking old lesson:
- Teacher checks Ss homework
- Get one S to go to the board - Teacher-Students.
and ask him/her about what
he/she learned in the previous
lesson.
8. New lesson
1. Vocabulary
Teacher uses different techniques to - bamboo archway (n)
teach vocab (situation, realia) - green rice flakes
- Follow the seven steps of teaching - coconut (n)
vacab. - clasped hands
- floating lanterns
- Checking: R0R. ACt1. Label the picture.(Predict)
Act2. Listen and check.

- Play the recording for Ss to check b. Ooc bom boc festival
the answers Act3. Listen and complete the table.
1.In Soc Trang
- First, have Ss read the questions 2.14th , 15th evenings of the 10th lunar
78
in the table carefully and ask them month
to note their answers. Then ask Ss 3.Moon God
to share their answers in pairs to 4.have a worshipping ceremony
find out what they have in common 5. float paper lanterns
with their partners. 6. hold dragon boat races
Act4. Role-play.
- Ask Ss to decide which festival to
talk about and assign roles. Ss
could also invent a festival.
- Ask some Ss to role-play in front
of the class.
- Teacher make comments and
correct common errors.
9. Consolidation
10.Homework
Unit 5
TiÕt 38 Ngµy d¹y: ....../11/2015
Skills 1
I. Aims
Reading for specific information about festivals.
Talking about festivals.
II. Objectives
- Read for specific information about festivals.
- Talk about festivals.
III. Materials
- Text book
- Board, chalk,...
V. Procedure
6. Warmer
- Greeting.
79
7. Revision
8. New lesson
READING
- In small groups, have Ss look 1. Guessing.
at the pictures and answer the - Ss guess the answers to the questions
questions.
2. Answer the questions:
Ss move their eyes very quickly over the text
- Give Ss 2 minutes to skim the
to get a genral idea of the subject.
passages and check their
answers in 1. 3. Find words/phrases in the passages that
- Ask Ss to scan the passages to have similar meaning…
find out the words, underline 1.emperors 2.features 3.joyful
them with a pencil. 4.from overseas 5.hiking 6.scenery
- Help Ss to work out the
meanings of these words from
context. 4. Answer the questions
- Ss work individually and 1. The Hung King Temple festival takes place
check with another S. from the 8th to the 11th day of the third lunar
- T checks with whole class. month.
2. Incense, specialities such as chung cakes, day
- Teacher goes around the class cakes and five-fruit trays.
3. Because there are many joyful activities
to help weak Ss.
including bamboo swings, lion dances, wrestling
and xoan singing performances.
4. People join the procession and make offerings
of incense, flowers, fruit and candles.
- Ss work in pairs, choosing SPEAKING

one of the two places. 5a. Work in pairs
- Ss then think about what to
take with them. T goes around
and helps. 5b. Report to the class.
- Ask Ss to report their RECIPE FOR AN OMELETTE
decisions to the class and
decide which location is more
popular.
9. Consolidation
10.Homework
80
- Do Ex D1, 2 (WB)
Unit 5
TiÕt 39 Ngµy d¹y: ......./11/2015
Skills 2
I. Aims
Listen for specific information about a festival.
Write about a festival they like or have been to.
II. Objectives
- Listen for specific information about a festival.
- Write about a festival they like or have been to.
III. Materials
- Text book
- Board, chalk,...
V. Procedure
1. Warmer
- Greeting.
2. Revision
- Get one student to go to the board to write new words.
- Word web
3. New lesson
I. Listening
- Ss work in pairs, describing the 1. Work in pairs
picture and then answer the
questions.
81
2. Multiple choice
- Get the Ss to read the questions Key: 1B 2A 3C
carefully then guess the answers.
- Play the recording and ask Ss to
circle the right answers.
3. Answer the questions
- Have Ss underline keywords in
Key:
the questions. Play the recording
1. He is a mythical hero, who grew from a three-
for Ss to do the task individually. year-old child into a giant overnight.
- Play the recording again for Ss 2. The preparations begin one month before the
to check the answers then select festival.
Ss to read out their answers to the 3. A religious ceremony
class. Elicit any corrections from 4. There is cheo play performance.
the class. 5. This festival shows the love for our motherland
and the preservation of our cultural heritage.
II. Writing
- Ask Ss to brainstorm ideas and 4. Work in pairs
write their notes. Move around,
helping Ss with ideas where
necessary. 5. Now use the notes to write an article about
the festival for the school website. Use the
connector given to make compound and
- Set up the writing activity. T complex sentences.
reminds Ss that the first and most I like the Giong Festival. This festival is
important thing is always to think celebrated every year in Phu Linh Commune,
about what they are going to write.
Soc Son District, Ha Noi. It commemorates the
In this case, Ss do not have to think
of so many ideas about what they hero, Saint Giong. It is held from the 6 th to the
th th
have to write because they have 12 day of the 4 lunar month…..
made lists in 4.
- T brainstorms with Ss for the
language necessary for writing.
(may refer to the reading in Skills 1)
- Ask Ss to write a draft first. Then
have them write their final version in
class or at home.
- T moves around to give help if
necessary.
4. Consolidation
5. Homework
- Do Ex E1, 2 (WB)
82
Unit 5
TiÕt 40 Ngµy d¹y: ....../11/2015
I. Aims
with the topic: Festivals in Viet Nam.
II. Objectives
- Make a class cook book.
III. Materials
- Text book
- Board, chalk,...
V. Procedure
1. Warmer
- Greeting.
2. Revision
3. New lesson
I. Vocabulary:
Ss work individually to do 1. Activity 1: Label the pictures:
exercises. Ss compare the Keys: 1.incense 2.oferrings
answers with a partner. 3. pray 4.lanterns 5.crowds
6. cheering
2. Activity 2: Gap fill
- Ss work individually then Key:
check answers with a partner. 1.ethnic 2.commemorates
Check Ss’ answers. Ask some Ss 2.respect 4.ritual 5. Ancient
to write the answers on the 6.procession 7.perform
board. 8. performances
II. Grammar
- Ask Ss to work individually to  Activity 3, 4 (individually)
complete the sentences. 1. if 2. Even though 3. Because
- Ss check their answer with a 4. While 5. When
partner before discussing the
83
answers as a class.
Act 4:
1. …, people come to see the quan ho
- As above, Ask Ss to work singing performance.
individually to complete the 2…., we call it the month of fun and joy.
sentences. 3….., you can enjoy an ao dai fashion show
- Ss check their answer with a 4……, it’s hard to eat it every day.
partner before discussing the 5……, we often listen to our grandparents’
answers as a class. stories.
III. Communication
-T asks Ss to do the task
individually to sort the words and
phrases for the festivals. Then
check their answers as a class.
- Get Ss to interviwe each other
about the 3 activities that they like
best and give reasons.  Project: TALENT SHOW
Ss work in groups based on the suggestions
in the textbook.
4. Consolidation
5. Homework
- Prepare for the next written test 45’.
TiÕt 41 Ngµy kiÓm tra ......./11/2015
Written test 45’’

A. Aims
thÝch hîp.
B. Objectives
84
Chủ đề Nhận biết Thông hiểu Vận dụng Tổng
TN TL TN TL TN TL
I. Listening 5 5
2.5 2.5
II. Vocabulary 10 10
and grammar 2.5 2.5
10 10
III. Reading 2.5 2.5
IV. Writing 5 5
2.5 2.5
10 15 5 30
Tổng 2.5 5 2.5 10
Test 1 + 2
I. Listening. (2.5 pts):
Listen to a woman talking to her son, Chris, about the things he has to
do. What will he do at each time? Write a letter A-H next to each time. You
will hear the conversation twice:
IV. Writing.
Make sentences, using the words and phrases provided. You can add
some words or make changes (2.5 pts)
1. Chung cake / make / sticky rice / pork / green beans / wrap / green leaves.
2. Tet / biggest / festival / Viet Nam.
3. There / tradition / that / you / should not / sweep the house / first day /
New Year
4. It / custom / guest / take / their shoes / before / go / a Japanese house.
5. Tipping / not / custom / Viet Nam / so / you / not / have / tip / if / not /
want.
Test 1
II. Vocabulary and grammar. (2.5 pts)
85
1. Could you_________me a favor?
A. make B. take C. do D. work
2. He used_________in a small cottage.
A. to live B. to living C. living D. live
3. You must be there_________8:30 and 10:00.
A. from B. between C. at D. till
4. She loves_________soccer.
A. to play B. played C. play D. playing
th
5. In 2010, Ha Noi ___________ its 1,000 anniversary.
A. worshipped B. celebrated D. remembered D.
commemorated
6. We don’t have many carnivals in Viet Nam; __________, we have many
traditional festivals.
A. while B. nevertheless C. because D. although
7. The ________ of quan ho singing has been recognised as a world
heritage.
A. procession B. performance C. preservation D. song
8. Saint Giong was unable to talk, smile, or walk _________he was three
years old.
A. even though B. because C. if D. while
9. __________he is not a Buddhist, he decided to eat a vegetarian.
A. Because B. When C. Although D. If
10. Tet is an occasion for family__________in Viet Nam.
A. visitings B. reunions C. seeings D. meetings
III. Reading (2.5 pts):
Fill in each gap with ONE of the words or phrases given in the box.
There are TWO extra words that you do not need to use ::
dish tradition share on because picnic
nearby but go to although with
Great to receive your email. (1)______________ you’ll be here soon, I'd
like to (2)______________ with you my family customs and traditions. Well,
we have the custom of spending Saturdays together. You may ask why not
Sundays. It's simply because my mum works (3)______________ Sundays. On
Saturdays, we always (4)______________ out. Sometimes we visit our
grandparents in Vung Tau. Sometimes we go on a (5)______________ in the
park or a (6)______________ beauty spot.
You asked me about the tet holiday, right? There’s a (7)______________
that we make tet cake and cook braised pork and eggs. Tet cake is similar
(8)______________ chung cake in Ha Noi, (9)______________ it’s long, not
square. Braised pork and egg is our traditional (10)______________ for Tet. It’s
so delicious! When you come here, my mum will cook it for you.
Test 2
86
II. Vocabulary and grammar. (2 pts)
1. Let me help you. Yes, that’s very____________.
A. kind to you B. kind of you C. kind about you D. kind from
you
2. He is used_________in a noisy room.
A. to work B. to working C. working D. work
3. I’ll see you____________Wednesday.
A. on B. to C. at D. in
4. I am interested in____________English.
A. studying B. study C. studied D. to study
5. People burn incense to show respect to their_________during Tet.
A. ancestors B. relatives C. neighbours D. friends
6. __________spring comes, many Vietnamese villages prepare for a new festival
season.
A. However B. When C. While D. Nevertheless
7. He has been living 15 km away from Nha Trang; ________, he has never
been to the Nha Trang Carnival.
A. moreover B. while C. however D. if
8. The Le Mat Festival _____________the founding of the village.
A. commemorates B. worships C. preserves D. performs
9. _________ with tradition by doing something.
A. Break B. Bring C. Preserve D. Take
10. The Hung King Temple Festival takes __________ in Phu Tho.
A. care B. place C. along D. space
III. Reading (2.5 pts):
Fill in each gap with ONE of the words or phrases given in the box.
There are TWO extra words that you do not need to use :
1.
then third throw with disadvantages crowds on

expensive
Although peopleaccidents dangerous
love festivals moreover
very much, there are alsopreserve
some
(1)______________.
First, festivals are very costly. Because the general purpose of festivals is
to (2)______________ cultural heritages, a nation is willing to spend a lot of
money (3)______________ this. Moreover, during a festival, most people do
not work but spend money on (4)______________ gifts for their friends and
relatives.
Second, festivals can be dangerous. People may drink a lot during a
festival and cause road (5)______________. In many festivals, there are races
like cow-racing and elephant racing which may be (6)______________,
especially for children. (7)______________, in some festivals, when people rush
to see the events, they may also cause other people to get hurt.
(8)______________, festivals may affect the environment. After a
festival, the roads are full of colourful paper, flowers, waste cans or bottles that
people (9)______________ away. Trees along the roadsides may be damaged
87
by the (10)______________. Furthermore, the noise from music and other
performances also cause noise pollution.
Unit 6
Folk tales
TiÕt 42 Ngµy d¹y: ....../11/2015
getting started
I. Aims
"Folk tales".
II. Objectives
- Vocab: Characters in a folk tale, adjectives describing characters.
- Grammar: Past simple, past continuous.
III. Materials
- Text book
- Board, chalk,...
V. Procedure
1. Warmer
- Greeting.
2. Revision
Brainstorming
- Ss work in groups
3. New lesson
Getting Started.
-Teacher sets the scene by asking 1. Vocabulary:
Ss about the picture - to do research
+ Where are Duong and Nick? - to give birth to sb
- legend (n)
88
+ What are they doing? - folk tale (n)
+ What are they talking about? - genre /ˈʒɑ̃ː.rə/ (n) = type
- Elicits the new words using - plot (n): the content of a story
pictures and explaination - origin (n)
a. Multiple choice:
* Vocabulary checking : R.O.R 1B 2C 3A 4C 5A
- Ss do the task individually. b. Matching

Compare in pairs. .1c 2d 3a 4b
- T checks as a class.
- Ss work in pairs c. Complete the table
Title: Lac Long Quan and Au Co
- Ss do the task individually. Genre: Legend
Compare in pairs. Main characters: Lac Long Quan, Au Co and
- T checks as a class. their sons.
Plot: + Lac Long Quan married Au co
+ Au Co gave birth to 100 baby boys
+ Lac Long Quan missed the sea
+ LLQ took 50 of their sons to the sea.
+ Au Co tok the others to the mountain
d. Model sentence
- Have Ss discuss in pairs then draw What an interesting legend it is!
Ss’ attention to the structure. Ss practise using the cues given:
1. handsome/man
- Have Ss study the Grammar box 2. interesting/game
- Ss do the task individually. 3. good/news
4. lovely/dogs
5. brave/women
- Have Ss quickly match the types of 2. Matching
stories with their definitions. Then 1C 2D 3B 4A
play the recording for Ss to check
their answers. 3. Game: Guess the story
- Have Ss work independently, filling

the table with the information of the
legend, folk tale, fable or fairy tale they
know.
- Ss work in pairs interviewing each
other. T goes around to help.
4. Consolidation
5. Homework
89
Unit 6
Folk tales
TiÕt 43 Ngµy d¹y: ......./11/2015
A closer look 1
I. Aims
By the end of the lesson, ss will be able to pronouce correctly the
intonation in exclamatory sentences; Use the lexical items related to the topic
“Folk tales”.
II. Objectives
- Vocab: Characters in folk tales, adjectives to describe characters.
- Pronunciation: intonation in exclamatory sentences.
III. Materials
- Text book
- Board, chalk,...
V. Procedure
1. Warmer
- Greeting.
2. Revision
Check Ss’ homework.
Get one student to read the dialogue in front of the class.
3. New lesson
I. Vocabulary
* Give some new words * Pre teach Vocabulary:
- Buddha (n) /ˈbʊd.ə/
- knight (n) /naɪt/
Vocabulary checking : R.O.R - witch (n) /wɪtʃ/
- ogre (n) /ˈəʊ.ɡər/
- wolf (n) /wʊlf/
- eagle (n)
- cunning (adj)
- wicked (adj)
- Have Ss read the name aloud. - fierce (adj) /fɪəs/
- Have them match the names with 1.Activity 1, 2: Matching
the pictures.
Act 1: 1G 2C 3E 4B
90
- Corect as a class. 5H 6A 7D 8F
Act 2: 1G 2F 3A 4E
5B 6C 7H 8D
2.Activity 3
- Have Ss work independently. Ss

then compare in pairs II. Pronunciation
- T checks as a class. Intonation in exclamatory sentences
- T plays the recording twice. Ss

listen and repeat, paying attention to 5. Practise these sentences
the intonation of each sentence.
- Play the recording the third time
for Ss to check the answers.
- Ss work in pairs first practise

saying the sentences. Call some
Ss to practise in front of the class.
- T plays the recording and Ss listen

and repeat.
4. Consolidation
5. Homework
- Do exercise A1, 2 and B1, 2, 3(P.43, 44) workbook.
91
Unit 6
Folk tales
TiÕt 44 Ngµy d¹y: ......./......./2015
A closer look 2
I. Aims
By the end of the lesson, ss will be able to use the passive voice to use the
past continuous tense correctly and distinguish between the past continous tense
and the simple past tense..
II. Objectives
- Grammar: The past continuous tense.
III. Materials
- Text book
- Board, chalk,...
V. Procedure
1. Warmer
- Greeting.
2. Revision
3. New lesson
1. Presentation
- Elicit model sentence from Ss.. * Model sentence:
I was doing some Internet research on Vietnamese
legends for my project.
- Ss study the grammar box The past continous tense
- T does the concept check. - Form?
Check: Matching R0R S + was/were + Ving
- Use?
2. Practice
- Get Ss to complete the exercise Exercise 2:
individually. 1. was wearing 2. Were you doing
- Ss compare in pairs then T 3. was doing 4. Ran
checks as a class. 5. was not/wasn’t waiting
Exercise 3
- Get Ss to complete the exercise 1. The servant was spinning in the woods.
92
individually. 2….
- Ss compare in pairs then T
checks as a class.
Exercise 4
- Get Ss to study the Look out 1. was walking, stopped, had
box 2. was lying, heard, needed
- Get Ss to complete the exercise 3. heard, was following, started
individually. 4. dropped, ate
- Ss compare in pairs then T 5. were dancing, left
checks as a class. 6. was missing/missed, decided
Exercise 5
- Get Ss to complete the exercise 1. was shining 2. was sleeping
individually. 3. went 4. were flying
- Ss compare in pairs then T 5. opened 6. fell
checks as a class.
“Be happy with what you have.”
- Ss discuss the moral lesson of

the fable in pairs. Exercise 6: Guess what your partner was doing
last Sunday at these times.
- Ss do the exercise individually,

remind Ss to make notes of their
guess.
- Ss work in pairs asking their

partner to check the guess.
- T goes around to provide help.
4. Consolidation
5. Homework
- Do exercise B4, B5, B6 (p.44, 45) (Workbook).
TiÕt 45 Ngµy d¹y ......../12/2015
Correcting the test

A. Aims
sau kh«ng lÆp l¹i nh÷ng lçi sai ®ã n÷a.
93
häc cña b¹n.
B. Procedure
1. Warmer
- Greeting.
2. New lesson
+ Kü n¨ng viÕt cßn h¹n chÕ.
+ HiÓu biÕt vÒ ng÷ ©m cßn yÕu.
+ Grammar mistakes:
Interested at how much milks ...
TEST 1+ 2
I. 2,5 ®iÓm (Mçi c©u ®óng ®îc 0,5 ®iÓm)
2. West’s 4. Crest 6. Ellis’s
3. Betty’s 5. University Bookshop
IV. 2 ®iÓm (Mçi tõ ®óng ®îc 0,25 ®iÓm)
1. popular 2. from 3. moved 4. ate
5. too 6. of 7. them 8. with
V. 2 ®iÓm (Mçi c©u ®óng ®îc 0,5 ®iÓm)

1. City life is quite different from life in the country.
2. Young Talent isn’t as old as Nightingale.
3. How much mk every morning?
4. I am very interested in drawing.
94
TEST 1
II. 1 ®iÓm (Mç c©u ®óng ®îc 0,25 ®iÓm)
1.A 2.B 3.B 4.A
III. 2,5 ®iÓm (Mçi c©u ®óng ®îc 0,5 ®iÓm)
1C 2C 3C 4B 5B
TEST 2
II. 1 ®iÓm (Mç c©u ®óng ®îc 0,25 ®iÓm)
1.D 2.C 3.D 4.A
III. 2,5 ®iÓm (Mçi c©u ®óng ®îc 0,5 ®iÓm)
1A 2B 3C 4B 5A
- Gi¸o viªn gi¶i ®¸p th¾c m¾c cña häc sinh (nÕu cã).
4. Homework
- ChuÈn bÞ bµi 6: Communication.
Unit 6
Folk tales
TiÕt 46 Ngµy d¹y: ......./12/2015
communication
I. Aims
Ss will be able to get to retell the story “Little Red Riding Hood” and
some folk tales in English.
II. Objectives
By the end of the lesson, Ss will be able to get to get the aims well.
III. Materials
- Text book
- Board, chalk,...
V. Procedure
1. Warmer
- Greeting.
2. Revision
95
- Chatting: T asks Ss what fairy tales they liked to read when they were
little. Get Ss to think about how fairy tales are structured.
3. New lesson
1. New words
- granny (n)
- T presents the new words. - scream (v)
- Swallow (v)
2. Activity 1a, b
- Have Ss work individually. Keys: 1h 2a 3e 4f 5d
6c 7b 8g
- Allow Ss to work in pairs,
comparing their answers and
discuss any differences.
3. Activity 2
- Ask Ss to work in groups of six, - Ss work in groups of six.
in turn retelling the fairy tale to
their group members in their own
words. T sets a three-minute time
limit per story and have one group
member keep time. 4. Activity 3
- Ask the students to work in the - Ss work in groups.

same groups again, discussing and
writing their own ending for the
fairy tale. Encourage them to have
fun and be creative.
- Choose a student from each
group to read the ending to the
whole class.
- Elicit comment from Ss from
other groups.
- Make comment and correct Ss’
mistakes.
4. Consolidation
5. Homework
96
Unit 6
Folk tales
TiÕt 47 Ngµy d¹y: ......../12/2015
Skills 1
I. Aims
Reading a passage for specific information in a fairy tale.
Talking about a legend, folk tale, fairy tale, fable.
II. Objectives
- Read a passage for specific information in a fairy tale.
- Talk about a legend, folk tale, fairy tale, fable (its plot, main characters,
ect).
III. Materials
- Text book
- Board, chalk,...
V. Procedure
1. Warmer
- Greeting.
2. Revision
3. New lesson
I. Reading
- Ask Ss to scan the passage to 1. New words
find where the words fortune, - starfruit tree (n): C©y khÕ
starfruit tree, filled, load and - ripe (adj)
repay are in the story. - fortune (n)
97
- Help Ss work out the meaning - load (v)
of these words in context. - repay (v)
2. Comprehension questions
- T calls on some Ss to read the 1. only a starfruit tree
questions from exercise 2 first. 2. The eagle promised to repay him in gold.
- Ask Ss to pay attention to the 3. He offered to swap his fortune for his
keywords they will need to brother’s starfruit tree.
understand the meaning of the 4. He filled a very large bag and all his
passage and answer the questions. pockets with gold.
- T asks Ss to read the text and 5. He was dropped into the sea.
find the information that can be
used to answer the questions. As
the whole class, T and Ss discuss
any unfamiliar words from the
passage when necessary.
3. Gap fill
- Teacher asks Ss to read the Key:
passage again and do the task 1.greedy 2.time 3.fortune 4.gold
individually. 5.swapped 6.dropped
- T corrects the answers as the
whole class.
II. Speaking
Activity 4: Read the story summaries.
- Teacher asks Ss to do exercise 4
individually.
- T may help Ss with any new
Activity 5
words
- Ss work in pairs asking and A: I want to read Saint Giong.
answering about the stories. B: What kind of story it is?
- T moves around to provide help. A: It’s a legend.
Call some pairs to practise in B: Who are the main characters…?
front of the class. A:….
Activity 6: Game: Who am I?
- Ss play the game in group of
four
4. Consolidation
5. Homework
- Do Ex D1, 2 (WB)
98
Unit 6
The first university in viet nam
TiÕt 48 Ngµy d¹y: ....../12/2014
Skills 2
I. Aims
Listen for specific information about a famous teacher.
Write a short passage about a historic place.
II. Objectives
- Listen for specific information about a famous teacher.
- Write a short passage about a historic place.
III. Materials
- Text book
- Board, chalk,...
Weak students may find it difficult to write their their passage.
V. Procedure
1. Warmer
- Greeting.
2. Revision
- Get one student to go to the board to write new words.
3. New lesson
Listening
- First, have Ss read each
sentence and discuss the option 1. Listen and circle the appropriate answer:
(A, B, or C) that is the most Key: 1C 2B 3B 4A
appropriate to complete the
sentence. Then, play the
recording once. Ask Ss to listen
and circle the appropriate answer. 2. Listen and write short answer to the
questions:
99
- Ask Ss to look at the questions Key:
and guess the answers first. 1. In 1292
- Play the recording again. Ask Ss 2. He was an honest man.
to listen and write the short 3. He continued his teaching career and
answers to the questions. wrote books.
4. 78
- T gives feedback. WRITING

- Get Ss to focus on the list of 3. Discuss the table in groups. Complete the
people in exercise 2 while table about the history of the Temple of
listening. Literature - the Imperial Academy.
Tim Event Constructio Attraction
e n
One of the historic
- T asks Ss to discuss the table in The Temple of Emperor Ly
1070 and cultural sites of
Literature Thanh Tong
groups to find the information to VN
complete the table. The Imperial Emperor Ly The first University
1076
Academy Nhan Tong in VN
- Ss complete the task Doctors’ stone King Le
individually. Ss may consult with 1484 World Heritage
tablets Thanh Tong
a partner to develop ideas. Ha Noi
Founders and
The four developers of the
2003 People’s
statues Temple of
Committee
Literature
4. Write about the history of the Temple of

Literature - the Imperial Academy
- T tells Ss to write a passage
about the history of the Temple of In 1070, The Temple of Literature was
Literature - the Imperial constructed by the Emperor Ly Thanh Tong. It is
Academy, using the information considered one of the historic and cultural sites
in 3. If there is not enough time to of Viet Nam. In 1076, emperor Ly Nhan Tong
write the passage in class, T can built the Imperial Academy, the first university
assign it as homework. in Viet Nam. In 1484, ...................
4. Consolidation
5. Homework
- Do Ex E1, 2 (WB)
Unit 6
The first university in viet nam
TiÕt 49 Ngµy d¹y: ......./12/2014
I. Aims
100
with the topic: The first university in Viet Nam.
II. Objectives
- Know how to creat a brochure about one of the most famous tourist sites
in the community.
III. Materials
- Text book
- Board, chalk,...
V. Procedure
1. Warmer
- Greeting.
2. Revision
- Review the passive voice.
3. New lesson
I. Vocabulary:
1. Activity 1&2:
Ss work individually to do
exercises. Activity 1.
Do the work individually and compare with
Asks Ss to compare their answer partner
with their partner
Gives the answers
Activity 2
- As above, Ask Ss to work
Key:
individually to complete the
sentences. 1. Considered, started 2. named
3. spoken 4. located
5. recognised
Ss work individually to do
exercises. II. Grammar
 Activity 3
Asks Ss to compare their answer 1. Tickets are sold at the gate of the tourist
with their partner site.
- T checks and gives feedback. 2. A lot of flowers are grown in Da Lat.
3. The Hung King’s Temple is visited by
thousands of people every day.
4. Many beautiful Cham Towers can be
seen by tourists in Binh Duong Province.
101
5. Many kinds of goods can be bought by
tourists in Ben Thanh Market.
 Activity 4
Ss work individually to do 1. They built One pillar Pagoda under
exercises.
Emperor Ly Thai Tong in 1049.
2. They constructed the Imperial Academy
Asks Ss to compare their answer
with their partner under Emperor Ly Nhan Tong in 1076.
- T checks and gives feedback. 3. They ordered the erection of the first
Doctors’ stone tablet under King Le
Thanh Tong.
4. They built Tan Ky House in Hoi An two
centuries ago.
5. They completed the construction of Tu
Duc Tomb in 1876.
III. Communication
Activity 5.
In pairs, have Ss ask and answer
- Pair work.
questions about the Temple of
Literature - the Imperial Academy,
using the information in the table. Activity 6
Example:
- Have Ss work in groups, report The Temple of Literature is located in the
their results of their discussion to center of Ha Noi.
the whole class.
 Project: Tourist guide
Creat a brochure about one of the most
famous tourist sites in the community.
(Ss may do this at home)
4. Consolidation
5. Homework
- Prepare for the next lesson: Review 2: Language.
Review 2
TiÕt 50 Ngµy d¹y:....../12/2014
language
I. Aims
the skills thay have practised since unit 4.
II. Objectives
102
By the end of the lesson, Ss can review the language they have learnt
include: pronunciation, vocabulary and grammar they have learnt from unit4-5-6
by doing exercises.
III. Materials
- Text book
- Board, chalk,...
V. Procedure
1. Warmer
- Greeting.
2. Revision
- T checks Ss’ homework during the new lesson.
3. New lesson
A. Pronuciation:
Tell the Ss the first tongue * Activity 1
twister for practising the
sounds/ i/ and /i:/, the second
sounds /t/and /st/ and the thirt
sounds /s/ and / /
- play the tape Listen to the recording and practise:
- Have Ss practise individually, + individually
in pairs + in pairs
B. Vocabulary:
* Activity 2:
Play game: “Race to the board” Play game:

Team work: Asks for 20 Ss for On hearing the signal of the teacher, take
two teams; each team has 10 turns to write the opposites on the board
Ss. The two teams stand in 2
lines facing towards the board
and when they hear a signal 1. small 2. noisy 3. cheap
sound from the teacher they 4. low 5. sad 6. desert
will take turns to write the 7. unimportant 8. short 9. clean
10. boring
opposites on the board as
quickly as they can. The fastest
team which has the most
correct answer wins.
103
Checks and dicides who is the * Activity 3:
winner - Close the book
Asks Ss to write down on their - Listen to the teacher and guess the words
notebook.
Asks Ss to close their books - Open the books and check the answer
Reads the definitions and have 1. square 2. first footer 3. waterfall
Ss guess the words 4. shop 5. museum 6. desert
Asks Ss open their books and 7. wish 8. lucky money 9. mountain
* Activivty 4:
check Give some words about the topic
Gives answer key
Write the words in bold in activity 3 in the

asks Ss to give some words correct group
they know each of the topics. a. square, supermarket, school, shop,
Asks Ss to put the words in theater, museum
bold in activity 3 in their b. 2. desert, rocks, forest, mountain
appropriate group. c. wish, greet, lucky money, new clothes
Allow ss to work together for C. Grammar:
this task Activity 5:
Give the answers
- cold
- hot
a. Viet Nam is much hotter than Sweden.

Do the first sentence with Ss as b. 2. The andes in the longest mountain
a model range in the world.
Ask them to indentify the c. A car is often more expensive than a
adjective motorbike.
asks them to give the opposite d. HCMC is noisier than Hoi An
then ilicit the new sentence e. The air in the city is often more polluted
beginning the the subject “Viet than the air in the countryside.
Nam...” f. Ba Be Lake is the largest natural lake in
Asks Ss to do the same Viet Nam.
Activity 6:
Answer the teacher’s questions
- sometimes, usually.....
- searching for information, playing
games, chatting, watching movies, ...
Asks Ss some questions:

104
- How often do you online?
- What do you do online?
Choose should or shouldn’t to complete the
Tells Ss the Internet is useful, sentence
but sometimes it can be 1. should 2. should 3. should
dangerous because it is difficult 4. shouldn’t 5. should 6. should
to say if the information they Activity 7:
receive can be trusted. complete the passage with: WILL or WONT
CEOP is a police agency (sở, 1. won’t be 2. will be 3. will celebrate
nhánh) of the UK government, 4. will spend 5. will visit 6. will take
which helps reduce child 7. will go 8. won’t cook 9. will have
exploitation and protects D. Everyday English
children when they go online. Activity 8
do the task in pairs
1. a 2. c 3. f 4. b 5. d
asks Ss to complete the passage

and then read the passage
Asks Ss to work in pairs to

match the questions with the
replies to make mini dialogue
and practise saying the
dialogues together.
4. Consolidation
5. Homework
- Prepare for the next lesson: Review 2: Skills.
- Do the “Test yourself 2”: Exercise 1- 8 (P.48- 51 WB)
Review 2
TiÕt 51 Ngµy d¹y: ....... /12/2014
skills
I. Aims
the skills they have practised since unit 4.
II. Objectives
By the end of the lesson, Ss can review skills( reading, speaking, listening
& writing they have learnt from unit 4-5-6 by doing exercises.
III. Materials
- Text book
105
- Board, chalk,...
- CD record &cassettes.
V. Procedure
1. Warmer
- Greeting.
2. Revision
- T checks Ss’ homework. - T - Ss
- Ask if Ss have any questions or not.

3. New lesson
A. Reading
- Ss do individually and check their * Ex1 (individual)
answers with a partner before giving KEY:
their answers to T. T confirms the Gone with the wind: 3, 5
correct answers A space Odyssey: 1, 2, 4
- T checks Ss’s answers .
B. Speaking:
- Have Ss work in pairs, asking and *Ex2
answering questions with the
suggestions.
- T moves around to help weaker Ss.
*Ex3
- Ask each group to choose the Ss work in groups taking turns talking about
student who does the task best to arrangements for the trip.
talk in front of the class. Ask some
others Ss to give comment.
C. Listening:
- Have Ss look at the adjectives *Ex4. (individual)
which the man uses to describe his KEY : great, sweet, tasty, fresh, delicious,
meal in a restaurant. Play the
good.
recording for Ss to do the task.
*Ex5. (individual)
- Have Ss look at the manu, play the
recording for Ss to complete the MENU
menu. Appetizer Salad
Main dish Fish, vegettables
Dessert An ice-cream
Drink A cup of tea
D. Writing:
- Set up the writing activity *Ex7. (individual)
- T: Always think about what you
106
are going to write. You should use :
first, next, then, after that, finally.
4. Consolidation
Teacher sumarise and review unit 4, 5, 6.
5. Homework
- Review unit 1-6.
- Prepare for the first semester test.
TiÕt 52 Ngµy d¹y: ...... /12/2014

Revision
I. Aims
This lesson will help students revise the language they have studied since
unit 1.
II. Objectives
By the end of the lesson, Ss can review knowledges they have learnt from
unit1 to unit 6 by doing exercises.
III. Materials
- Text book
- Board, chalk,...
V. Procedure
1. Warmer
- Greeting.
2. Revision
- T checks Ss’ homework. - T - Ss
- Ask if Ss have any questions or not.

3. New lesson
Exercise 1: Give the correct form of the verbs in brackets (simple past or present
perfect).
1. I ___________________ (never / go) to Vienna.
2. My great great grandfather ___________________ (have) five sisters
3. He ___________________ (live) in Manila for a year when he was a student.
4. Oh no! I ___________________ (lose) my wallet!
5. ___________________ (you / see) Julie today?
6. At the weekend, they ___________________ (play) football, then they
___________________ (go) to a restaurant.
7. I ___________________ (read) six books this week.
107
8. Amy ___________________ (live) in Portugal when she was young.
9. She ___________________ (visit) her grandmother last month.
10. The Vandals ___________________ (invade) Rome in the year 455.
11. She ___________________ (live) in seven different countries, so she knows
a
lot about different cultures.
12. I ___________________ (go) to the cinema last night.
13. Ow! I ___________________ (cut) my finger!
14. ___________________ (you / see) ‘The King’s Speech’?
15. John ___________________ (never / understand) the present perfect.
III. Write sentences in comparison:
1. Which / long / river / the world?
2. Trang / as/ intelligent / the class.
3. He / clever / of all.
4. My character / different / hers.
5. The price / this car / same / that car.
IV. Change into the passive:
1. We set the table.
2. She pays a lot of money.
3. I draw a picture.
4. He doesn’t open the book.
5. Noone swept this street last night.
6. Does your mum pick you up?
7. They wear blue shoes.
8. What did they do last Sunday?
4. Consolidation
Teacher retells the aims of the lesson.
5. Homework
- Review unit 1-6.
TiÕt 53 Ngµy thi ......../12/2014
The first term test

A. Aims
108
thÝch hîp.
B. Objectives
TEST 1+2
I. Speaking (2 pts.)
There is a general conversation between you and your teacher.
Your teacher will ask you questions to get information about personal
details (home town, schools, jobs, family, etc.).
You will also have to spell your surname.
II. Listening
Shirley and Roger are talking about the things they have got to do when
they are out. Tick the places they will go to on the list below (2 pts.).
 Off-licence  Furniture shop
 Hardware store  Bakery
 Post office  Pet shop
 Florist  Bookshop
IV. Reading:
Read the passage and fill in each gap with a suitable word/phrase
from the box. There are TWO words/phrases that you DO NOT need to use
(2 pts.)
advice unfit diet unhealthy put on
stays a little healthy too much keep fit
Do you feel good? Are you fit and (1)______________? Maybe you think
you are overweight and need to go on a diet. Or maybe you are
(2)______________ slim and need to (3)______________weight. Here is some
(4) ____________ for you.
Firstly, it is important not to do things that are bad for you - so, do not eat
(5) ______________ or go to bed late. If you have an
(6)______________lifestyle, try to change some of the things you do - only do
the things that are good for you. Make sure you eat a balanced diet, including a
lot of fresh fruit and vegetables. Do plenty of exercise to (7) ______________:
go running in the morning, or join your local gym. If you are very (8)
______________, though, you should start with just a little swimming.
TEST 1
III. Phonetics, vocabulary and grammar.
109
Circle the correct answer A, B, C, or D to complete each of the
following sentences. (2 pts.)
1. He bought ____________books and then left for home.
A. much more B. a few C. a lot D. a little
2. Tan Da secondary school ____________in 1993.
A. has been founded B. is founded C. was founded D.
founded
3. How____________money do you spend a month?
A. many B. much C. long D. more
4. Circle the letter preceding the word whose underlined part is pronounced
differently from that of the others.
A. map B. hat C. what D. cap
5. He can’t swim, and I can’t, ____________.
A. either B. neither C. so D. too
6. The doctor says my father will become ill____________he stops
smoking.
A. until B. if C. when D. unless
7. The coffee isn’t very sweet. I’ll add some more____________.
A. sugar B. salt C. pepper D. lemon
A. chicken B. cheap C. architect D. chair
V. Writing.
Finish each of the following sentences in such a way that it means
exactly the same as the sentence printed before it (2 pts.).
1. His character is different from mine.
- My character is not _________________________________________.
2. I last took a photo in 2006.
- I have___________________________________________________.
3. People speak English all over the world.
- English__________________________________________________.
4. Did they buy this laptop last year?
- Was this_________________________________________________?
TEST 2
III. Phonetics, vocabulary and grammar.
Circle the correct answer A, B, C, or D to complete each of the
following sentences. (2 pts.)
1. There are not____________eggs in the fridge.
A. some B. many C. any D. much
2. Our homework____________every day.
A. is done B. was done C. are done D. were done
3. My friends like photography, and I like it____________.
A. either B. too C. so D. neither
110
A. decision B. vision C. measure D. sure
5. Be a Buddy was founded____________to help the street children.
A. since 2011 B. for 3 years C. every year D. in 2011
6. The doctor says my father will become ill____________he stops
smoking.
A. until B. if C. when D. unless
7. The room smells____________. Somebody has smoked in here.
A. bad B. baddy C. badly D. badder
Ahigh B. rough C. tough D. laugh
V. Writing.
Finish each of the following sentences in such a way that it means
exactly the same as the sentence printed before it (2 pts.).
1. My house is different from yours.
- Your house is not _________________________________________.
2. I have never write a letter before.
- This is___________________________________________________.
3. People grow rice is Viet Nam.
- Rice____________________________________________________.
4. Noone swept this street last night.
- This street_________________________________________________.
TiÕt 54 Ngµy d¹y ....../12/2014
Correcting the first term test

A. Aims
sau kh«ng lÆp l¹i nh÷ng lçi sai ®ã.
häc cña b¹n.
B. Procedure
1. Warmer
- Greeting.
111
2. New lesson
+ Kü n¨ng viÕt, ng÷ ©m cßn h¹n chÕ.
+ Grammar mistakes: irregular verbs
I. Speaking (2 pts.)
II. Listening (2 ®iÓm) - Mçi c©u ®óng ®îc 0,5 ®iÓm.
 Off-licence  Furniture shop

 Hardware store  Bakery
 Post office  Pet shop
 Florist  Bookshop
IV. 2 ®iÓm (Mçi c©u ®óng ®îc 0,25 ®iÓm)
1. healthy 2. a little 3. put on 4. advice
5. too much 6. unhealthy 7. keep fit 8. unfit
Đề số 1
III. 3 ®iÓm (Mçi c©u khoanh ®óng ®îc 0,5 ®iÓm)

1B 2C 3B 4C 5A 6D 7A 8C
1. My character is not the same as his.
2. I haven’t taken a photo since 2006.
3. English is spoken al over the world.
4. Was this laptop bought last year?
Đề số 2
III. 3 ®iÓm (Mçi c©u khoanh ®óng ®îc 0,5 ®iÓm)
1C 2A 3B 4D 5D 6D 7A 8A

112
1. Your house is not the same as mine.
2. This is the first time I have written a letter.
3. Rice is grown in Viet Nam.
4. This street was not swept last night.
3. Homework
- Prepare for the next lesson: Unit 7: Getting started
113

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TiÕt 01 Ngµy d¹y: ......

Ss work individually to do the task then

Ask Ss if they notice any other particular Activity 2

Have Ss work in pairs to put the leisure Activity 4

- Ask Ss to read the text and underline READING

- Ss can use the language in 4 for

- If time allows, call on two or three

3. Listen and complete the table

- Have Ss cover the box and write

- Ss work individually then

Teacher’s activities Students’ activities

Divide the class into two teams for this

Have Ss look at the sentences and

IV. Groups work

T writes the phrase ‘Gobi Highlands’on

Give Ss time to read the sentences. Check

- Ss look at each picture, then at 2. Write a sentence.

Work in groups of four or five. Take turns to

Solve the crossword puzzle .

Ss work individually to answer the 1b: Comprehension questions

Ss work in pairs and label each picture. 2. Matching:

- Ss work in pairs and discuss 3. Matching

6. Listen and read the following

3. Answer the questions

- Ss do this individually and II. Vocabulary

IV. Everyday English:

- Ss do the task individually then *Ex 7: Key:

TiÕt 25 Ngµy kiÓm tra ........./10/2015

Written test 45’’

TiÕt 29 Ngµy d¹y ........./10/2015

- Get Ss to work pairs.

- Ss work in pairs. Encourage Ss to

- Ss work in pairs and role-play,

* Tell Ss to read the text 2. Reading:

- Two pairs of Ss join together. 6/ Interview.

Activity 3: Gap fill

Activity 5: Gap fill, using too or either

- Ss work in groups. IV. Project

- Ss do the exercise individually 3. Can you find the expressions in the

- Ss work individually and 5. Activity 5

Act2. Listen and check.

- Ss work in pairs, choosing SPEAKING

TiÕt 41 Ngµy kiÓm tra ......./11/2015

Written test 45’’

then third throw with disadvantages crowds on

- Ss do the task individually. b. Matching

- Have Ss work independently, filling

- Have Ss work independently. Ss

- T plays the recording twice. Ss

- Ss work in pairs first practise

- T plays the recording and Ss listen

- Ss discuss the moral lesson of

- Ss do the exercise individually,

- Ss work in pairs asking their

TiÕt 45 Ngµy d¹y ......../12/2015

Correcting the test

1. popular 2. from 3. moved 4. ate

5. too 6. of 7. them 8. with

V. 2 ®iÓm (Mçi c©u ®óng ®îc 0,5 ®iÓm)