Lesson Plan 12 New

Lesson plan _ Grade 12
Period: 1st
Date of preparation: August 19th, 2011

REVISION
I. OBJECTIVES:
1. Aim: By the end of this lesson, Ss will be able to:
- Have an overview about the textbook & workbook.
- Know about the curriculum.
- Know how to do the oral tests, the 15- minute tests, the 45- minute tests and the
term examination tests.
2. Knowledge:
- Vocabulary:
- Grammar/ Structures:
- (Pronunciation):
3. Skill: integrative skill
II. PREPARATION:
1. Teacher: textbook, workbook, chalk.
2. Ss: textbooks, workbooks.
III. PROCEDURE:
1. Warm-up: (5)
Guessing game: WHO AM I?
- Divide the class into 2 groups.
- Choose a student in the class, write his/her name on a piece of paper, dont show
it to the Ss.
- Have Ss to ask the YES/NO questions in turn to find out that student.
- Answer by saying YES/NO.
- The group finding out that student first will be the winner.
2. New lesson:
Teachers activities
Ss activities
INTRODUCTION
A. Textbook & curriculum(15)
- listen and take note.
- English 12 consists of 16 units 105
periods.
- one unit includes 5 periods: Reading,
Speaking, Listening, Writing &
Language focus.
- 6 themes:
+ You and me
+ Education
+ Community
+ Nature
+ Recreation
+ People & Places
B. Tests (10)
- Kinds of test:
+ Oral tests (Speaking)
Compiled by Nguyen Thi Ngoc Tam
Nguyen Huu Than High School
+ 15-minute tests (only one skill or

grammatical point)
+ 45-minute tests (R, L, W, LF)
+ End-of-term tests (R, L, W, LF)
- format of a test: Reading: 25%,
Listening: 25%, Writing: 25%,
Language focus: 25%.
REVISION (14)
Some important grammar points in - remind the use of each grammar point.
English 11:
Infinitive and Gerund
Reported speech with infinitives
Reported speech with gerund
Conditional sentence type 1, 2, 3

and conditional in reported speech
Pronouns
Relative clause
Relative
pronouns
with
preposition
Relative clauses replaced by

participle and to infinitive
Omission of relative pronoun
Cleft sentence
Conjunctions
Tag questions
IV. HOMEWORK ASSIGNMENT: (1)
- Revise the knowledge in English 11 to do the test.
- Prepare textbooks, workbooks & notebooks.
V. COMMENTS:
Period: 2nd
Date of preparation: August 22nd, 2011

TEST
I. OBJECTIVES:
1. Aim: By the end of this lesson, Ss will be able to revise some knowledge that
they learned in grade 11.
2. Knowledge:
- Vocabulary:
- Grammar/ Structures: past simple, past continuous, past perfect.

- Pronunciation: /tw/-/t/, /w/- /h/, /ju:/-/^/
3. Skills: doing a test
II. PREPARATION:
1. Teacher: tests
2. Ss: pens
III. PROCEDURE:
1. Warm-up:
2. New lesson: (45)
TEST
1. CHOOSE THE WORD WHOSE UNDERLINED PART PRONOUNCED
DIFFERENTLY FROM THAT OF THE OTHER WORDS.
1. A. twin
B. twice
C. twinkle
D. two
2. A. white
B. whale
C. who
D. wheel
3. A university
B. understand
C. unit
D. use
2. GIVE THE CORRECT TENSES OF THE VERBS.
A. Past simple or past continuous
1/ I (sit) __________ in a bar when Mary (come) __________ in.
2/ When I (go) __________ out, the sun (shine) __________.
3/ The light (go) __________ out while I (have) __________ tea.
4/ It (rain) __________ much during yesterday.
B. Past simple or past perfect
1/ They (go) __________ home after they (finish) __________ their work.
2/ He (do) _________ nothing before he (see) ___________ me.
3/ He (thank) __________ me for what I (do) __________ for him.
4/ I (be) __________ sorry that I (hurt) __________ him.
3. PUT THE VERBS IN BRACKETS INTO THE CORRECT FORM.
1. If it rains, he ______ ______ (stay) at home.
2. If I ________ (be) Dam Vinh Hung, I would be famous now.
3. Last month, if she ______ ______ (have) enough money, she would have
bought that house.
4. If my classmates _________ (give) me gifts on my birthday, I will be very
happy.
5. We ________ ________ (drive) to work if we had a car.
4. CHANGE THE FOLLOWING CONDITIONAL SENTENCES INTO
REPORTED SPEECH.
1. If I were you, I wouldnt buy that book, Mary said.
Mary said___________________________________________
2. If the weather is nice, we will go on a picnic with our friends, they said.
They said ___________________________________________
3. If I had got good marks, my father would have given a new bicycle to me,
David said.
David said ___________________________________________
4. We will come to see you if we have time, my friends said to me.
My friends said to _____________________________________
IV. HOMEWORK ASSIGNMENT:
- Prepare the next lesson- Unit 1: Reading.
V. COMMENTS:
Period: 3rd

UNIT1: Home Life
Lesson: Reading 1
I. OBJECTIVES:
- Understand the passage about home life.
- Guess the meaning in context.
- Talk about their family.
2. Knowledge:
- Vocabulary: biologist, household chore, join hands, shift.
- (Pronunciation):
3. Skill: Reading
II. PREPARATION:
1. Teacher: textbook, workbook, chalks.
2. Students: textbooks, workbooks, notebooks, pens.

III. PROCEDURE:
1. Warm-up:(5)
T write the following sentence on the blackboard and raise out the task:
Complete the sentence by filling the gaps with the suitable words:
build the house make it home.
- Ss work individually then exchange with their partners
- T calls some Ss to answer, then calls another to comment.
- Ss work in pairs to complete the sentence.
Expected answer:
Men build the house and women make it home.
- T lead Ss to new lesson.
2. New lesson:
Teachers activities
Ss activities
A. Pre-reading (10)
- ask Ss to do the following exercise.
Individual work
*How you understand the sentence
- read the sentence and choose the best
above?
answer.
Choose the best answer from a, b, or c: - give the answer in front of the class.
Men build the house and women make Expected answer
it home means:
c. mens responsibility is to work and
a. both men and women are good at
support the family and womens job is to
building house.
look after the family.
b. men and women have to live
seperately.
- T sets up the circumstance.
To have a happy family, husbands and
wives should join hands to earn money
and to do the housework.
* Pre-teach vocabulary:
Whole class
- work as (v): lm ngh.
- repeat the words in chorus.
- work on a night shift (v):lm vic theo
- read the words individually.
ca m.
- take down the words.
- join hands (v): work together
- take the responsibility for (v): chu
trch nhim v
- give a hand with (v): help with
- be under pressure of (v): chu p lc.
- mischievous (adj): tinh nghch
- obedient (adj): nghe li, ngoan ngon
- close-knit (adj): gn b
- frank (adj): thng thn
B. While-reading (18)
Activity: Multiple-choice
- Ask Ss to read through the passage
once.
- Ask Ss to read the exercise carefully
and do the task in pairs to find out the
best answers for each word/ sentence.
- Call on some Ss to give the answers.
- Comments on Ss answers and give
the feedback.
C. Post-reading(10)
Activity: Make sentence
- Ask Ss to work in groups of four to
make sentence with the words: until,
join hands, mischivous, close-knit.
- Walk around the class to help Ss when
they need.
- Then call on some Ss to give the
answers in front of the class.
- Give the corrections if necessary.
Pair work
- Read the requiremet of Task 1 in
textbook carefully and do the exercise
in pairs.
- Give the answers in front of the class.
Keys
1
2
3
4
5
B
C
A
B
A
Group work
- Discuss in groups to make sentences
with the available words.
- Present the answers in front of the
class.
- Another Ss listen and give comment.

- Learn by heart the vocabulary.
- Prepare next period, unit 1- Reading 2.
V. COMMENTS:

Period: 4th

UNIT1: Home Life
Lesson: Reading 2
I. OBJECTIVES:
- Understand the passage about home life.
- Talk about their family.
2. Knowledge:
- Vocabulary: secure, caring, trick, pressure.
- (Pronunciation):
3. Skills: Reading
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
T write the following sentence on the blackboard and raise out the task:
Complete the sentence by filling the gaps with the suitable words:
build the house make it home.
- Ss work individually then exchange with their partners
- T calls some Ss to answer, then calls another to comment.
- Ss work in pairs to complete the sentence.
Expected answer:
Men build the house and women make it home.
- T lead Ss to new lesson.
2. New lesson:
Teachers activities
Ss activities
A. Pre-reading (10)
- ask Ss to do the following exercise.

*How you understand the sentence
above?
Choose the best answer from a, b, or c:
Men build the house and women make
it home means:
a. both men and women are good at
building house.
b. men and women have to live
seperately.
- T sets up the circumstance.
To have a happy family, husbands and
wives should join hands to earn money
and to do the housework.
* Pre-teach vocabulary:
- secure (a): safe
- caring (a)
- play trick on someone (v)
- pressure (n)
* Checking vocabulary:
- Divide the class into 2 groups: A & B.
- Each group chooses 5 Ss to stand in a
line in front of the board.
- Write the words which have taught on
the board at random.
- Ask Ss to slap the correct words on the
board once listening to the explanations
or Vietnamese equivalents of the words.
With one correct word, the group
receives one point. The group with more
points wins the game.
Activity: Answering the questions
- Ask Ss to read the text carefully and
find out the answers.
- Call some representatives from some
groups to give their answers on board.
- Give correction.
Individual work
- read the sentence and choose the best
answer.
- give the answer in front of the class.
Expected answer
Whole class
- take down the words.
Group work
Slap the board
- Make into 2 groups: A & B.
- Each group chooses 5 Ss to stand in a
line in front of the board.
- Write the words which have taught on
the board at random.
- Slap the correct words on the board
once listening to the explanations or
Vietnamese equivalents of the words.
With one correct word, the group
receives one point. The group with more
points wins the game.
Group work
- Read the requiremet of Task 2
carefully and do the exercise in groups
of four.
- Read the text and do the exercise.
- Give the answers on board.
Expected answers
1. They are very busy. They have to work

long hours and sometimes they have to
work at night.
2. She is always the first one to get up in
the morning to make sure that her
children leave home for school having
eaten breakfast and dressed in suitable
clothes. She always makes dinner ready
before her husband comes home.
3. The daughter helps with household
chores: she washes the dishes and takes
out the garbage. She also looks after her
younger brother. The father sometimes
cooks some special dishes.
4. She attempts to win a place at
university.
5. Because they are a very close-knit
family and supportive of one another.
They often share their feelings and
whenever problems come up, they
discuss them frankly and find solutions
quickly.
C. Post-reading (10)
Comparison
- Ask Ss to talk about their families.
- T ask Ss to work in groups to discuss
the questions (compare the family
described in the text with your family)
- T walks around the class to help Ss
when they need.
- Then call on some Ss to do it in front
of the class.
- T gives the corrections
Group work
- Talk about their families.
- Discuss in groups the questions then
some present in front of the class.
- Another listen and give comment.

- Prepare next period, unit 1- speaking.
V. COMMENTS:

Period: 5th
Date of preparation: September 5th, 2011

UNIT1: Home Life
Lesson: Speaking
I. OBJECTIVES:
- Talk about household chores.
- Express ideas about family life.
2. Knowledge:
- Vocabulary: caring, share interest, make decision,
- (Pronunciation):
3. Skill: Speaking
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
Chain game
List some household chores:
- to clean the floor
- to cook meals
- to do the washing up
- to wash clothes
- to tidy the kitchen
- to iron clothes
- to hang / dry the clothes
- to repair/ mend things
- to take care of the baby/ to babysit
- to take out the garbage
- .
2. New lesson:
Teachers activities
Ss activities
A. Prepare to speak (10)
Whole class
1. Pre-teach the vocabulary
- repeat after the teacher.
- Chore (n)
: cng vic
- Responsibility (n): trch nhim
+ take the responsibility for
- make sentences with each word.
- Secret (n)
: b mt
- copy down the words.
- Share (v)
: chia s
- Personal (a): c nhn, ring t
- Original (a): thuc ngun gc
- Make a decision= decide (v):quyt
nh
- Work (v) = earn (v): kim tin
- Ask Ss to repeat the list of words in

chorus.
- Call some Ss to read individually.
2. Reading and ticking the
statements.
- guide Ss to do the assignments:
+ put a stick
+ say these sentences to friends
+ speak to the class
- call on some Ss to give the answers.
B. While-speaking (19)
1. Making questions
- guide Ss to make sentences with YesNo / Wh_questions.
- ask Ss to prepare a list of questions to
ask another student to find out whether
his / her family life is like yours.
Pair work
- work in pairs in order to read and put a
tick in to the statements which are true
towards Ss.
Exercise
r In my family, only my father
works.
r Members of my family share the
household chores.
r My responsibility in the family is
to wash the dishes.
r In my family, the interest we
share closely is watching
football.
r I often share my personal secrets
with my father.
r I always talk to my parents
before making an important
decision.
Individual work
- make questions.
Keys:
- Could you tell me who works in
your family?
- By the way who in your family does
the washing up?
- What about your brother? Does he
share the household chores?
- Whats your responsibility in the
family?
- What exactly do you have to do?
- How do you share the household
chores?
- What interests do your family
members share together?
- What do your family members often
do together in your free time?
2. Asking to collect information.

- ask Ss to work in pairs, one asks and
notes down their partners answers in
the table.
- call on some pairs to to act out their
dialogue.
- comment on the Ss presentation.
Who do you often share your secrets

with?
- Who do you often talk to before
making an important decision?
Pair work
- work in pairs and note down the
answers in the table.
who works in the both parents
family
who
does
the
household chores
your
friends
responsibility in the
family
the interest in the
family members share
closely
the person your friend
often shares his/ her
secrets with
the person your friend
talks to before making
an important decision
- act out the interview in front of the
class.
T does with a S as a model.
T: Hello, Minh. Could you tell me who
works in your family?
T: Does he share the household chores ?
T: And what about you? What s your
reponsibility ?
T : What do all members in your family
often do in your free time?
T: Who do you often share your secrets
with?
T : thanks a lot.
S: Only my father. My mother stays at
home and does the housework.
S: Yes, he does. Sometinmes hes
willing to give a hand with cleaning the
house.
S: I often wash the dishes and do
washing up.
S: We all enjoy watching our favourite

programme on TV.
S: My mother of course. I think she
understands my problem more clearly
than my father.
C. Production (15)
- ask Ss to work in pair with another
student and tell the information
collected to their partner.
- call on some Ss present their talk in
front of the class.
- comment on Ss talk.
Pair-work
- work with other partner and tell each
other the information collected from the
previous talk.
- present their talk in front of the class.
- other Ss comment Sss presentation.
Model
I talk to Tam. Both his parents work, but
only his mother does the household
chores. Tam has a brother and a young
sister. Only his young sister helps his
mother at home. His father, his brother
and Tam like football, but his mother
and his young sister like cooking. All
the children in the family talk to the
mother more often than to the father.

- Write a paragraph about the family of the friend you have just talked about.
- Prepare the next period, unit 1- listening.
V. COMMENTS:

Period: 6th
Date of preparation: September 7th , 2011

UNIT1: Home Life
Lesson: Listening
I. OBJECTIVES:
- listen and pick up special details.
- listen and understand general ideas.
2. Knowledge:
- Vocabulary: reserve, coach, spread out, leftover, flight.
- (Pronunciation):
3. Skills: listening
II. PREPARATION:
1. Teacher: textbook, workbook, CD player, CD, chalks.
2. Ss: textbooks, workbooks, notebooks, pens.
III. PROCEDURE:
1. Warm-up: (5)
-T asks Ss to work in group of six and rearrange the jumpled letter to make a
meaningful word.
+ bsutcej------------subject
+ skat ------------task
+ imeeaf ------------female
+ ctarfif ------------traffic
+ evlo ------------ love

+ tearfh ------------father
- Ss work in groups of six
- Each group which finishes the task first with the most correct words will be
winner.
2. New lesson:
Teachers activities
Ss activities
A. Pre-listening (10)
- Look at the picture and describe it by
- Ask Ss to look at the picture and
answering Ts questions.
describe what is happening in it with
Expected answers:
some questions:
- I see a big family in the picture.
- What do you see in the picture?
- Yes, I think they live in the same
- who are they?
house.
- Do you think they all live in a same
They are gathering at the table
house?
and eating
- What are they doing?
- I think it is a special meal.
- Is this a usual or special meal?
- ..
- Have they eaten up all the food on the
- I think people home often have a
table?
family reunion at weekends,
- On what occasions do people home to
holidays season, ..
have a family reunion?
- By coach, plane, a flight..
- How do they come home?
Practise reading some new words
- ask Ss to pronounce words which
appear in the questions
appear in the questions.
gather: ['g]
- T gives meaning.
special meal: ['spel mi:l]
- Guide Ss to read the words will appear reunion: [,ri:'ju:nin]
in the conversation:
holidays season:
reserved: [ri'z:v] : s d tr; v t d
coach: [kout]
tr
leftovers: ['left'ouvz] : thc n tha
Practise reading new words in chorus
crowded: ['kraudid]
: ng uc
spread out [spred aut ] trai ra
B. While-listening (18)
- Listen to teacher carefully.
- Give the sutuation and explain: you
will hear Paul and Andrea talking
about their family life. Listen to the tape - Skim through the sentences in the Task
and decide if the sentences given are
.
True or False.
- Underline key words in ech sentence.
- Have Ss read the sentences in the task
to make sure that they understand the
task clearly and underline key words in
each sentence.
- Play the tape the first time.
- Listen to the tape three times and do
- Ask Ss to do the task individually .

- Play the tape the second time. Ask Ss
to compare their answers with a partner.
- Call on some Ss to check their
answers.
- Play the tape the third time and stop in
the right answers to check the last time.
* Task 2:
- Ask Ss to read the situation and dicuss
the way to do the task in groups.
- Call on some to present in front of the
class.
- Listen and explain the situation again
- Have Ss read the questions to make
sure that Ss understand the task clearly.
- Ask Ss whether they can answer the
questions without listening again and
guess the answers by remembering or
not .
- Play the tape first time. Call some Ss
to check.
- Play the tape the second time. Ask Ss
- Call on some Ss to check their
answers.
- Play the tape the third time and stop in
C. Post-listening (10)
- Ask Ss to read the requirement
carefully and explain it.
- Ask Ss some questions:
Is family very important for you? Why
do you think so?
- Suggest some idea to Ss
+ place to share the secrets and find
solutions to problem arise.
+ Enjoy true love and comforts.
+ We are sure to be welcomed back
when have disappointments or failures
in life.
- Ask Ss work in pairs.
- Call on some Ss to present in front of
the class.
the task individually and in pairs.

Keys
1
T
2
F
3
F
4
T
5
T
- Study the situation and discuss the

way to do the task.
- Some present the own opinion of the
way to do the task.
- Read the questions carefully.
- Guess the answers .
- Listen to the tape three times and do
the task in pairs and individually.
Keys
Paul
Andrea
His family
Hers is a very
members are not close-knit family.
very close
The family often
The family often
eat the meals the go out to eat
mother cooks at
when they get
home.
together.
- Listen to teacher carefully.
- Take note some idea
- Work in groups
- Some present in front of the class.
Model
For me, family is very important. I
think, Its a place where we can share
the secrets and find solutions to
problem that arise. Only in families can
we enjoy true love and comforts. We are
sure to be welcomed back when we
have disappointments or failures in life.

- Listen and comment.

In not more than 100 words, write about your family reunion.
V. COMMENTS:

Period: 7th

UNIT1: Home Life
Lesson: Writing
I. OBJECTIVES:
1. Aim: By the end of this lesson, Ss will be able to write a letter to tell about their
family rules.
2. Knowledge:
- Vocabulary:
+ let sb do sth
+ allow sb to do sth
+ be allowed to do sth
+ have to do sth
+ permit sb to do sth
- (Pronunciation):
3. Skill: Writing a letter
II. PREPARATION:
2. Students: textbooks, workbooks.
III. PROCEDURE:
1. Warm-up: (5)
- T gives Ss a handout and explain the way to it.
+ in one minute, make as many sensible sentences as you can by joining the
elements in the columns of the table.
My
parents
My
mother
My father
I
(not) let
(not)be
allowed
(not ) permit.
Come home late

Do the household
chores.
Use the family
motorbike.
Talk on the phone
with friends.
+ work in groups of 8 to make sentences.
+ note Ss the way to use of (let, permit, be allowed, ..)
Let somebody do something, allow/ permit someone to do something, have
to do something
- T calls some representatives from some groups to write down the sentences on
the board.
- Which group has many true sentences will be the winner.
Expected answers:
- My parents dont let me come home late.
- My father permist me to use the family motorbike.
- I have to do the houehold chores.
- My father doesnt have to do household chores.

- I am allowed to talk on the phone with my friends.
2. New lesson:
Teachers activities
Ss activities
A. Pre- writing (10)
a. Activity 1: What rules do you have - add some more expressions about
in your family?
family rules.
- elicit the formation of some verbs
* some more rules:
- watering the plants and flowers
* let sb + V
- cleaning the house, tidying up the
*allow sb + to V
kitchen
*have to + V (obligation)
- looking after younger sisters and
*permit sb + to V
brothers
- have Ss add some more expressions
- act out some of their family rules in
about family rules.
front of the class.
- ask Ss to use the verbs & expressions Expected answers:
to make sentences talking about their
- In my family, all members have to do
family rules.
household chores.
- call on some Ss to express some ones
- I have to prepare meals when mother
in front of the class.
is out.
b. Activity 2: Outline and connectors. - My parents dont let me use the family
- elicit the outline of the writing by
motorbike.
answering the following questions.
- My parents permit me to go out with
Outline
my friends but they dont allow me to
+ Were your parents strict with you
come home late at nights.
when you were younger?
- I am allowed to talk on the phone.
+ What rules did you have about:
- note down the conectors and the
* homework?
outline.
* household chores?
* television and music?
* clothes, jewellery and hairstyles?
* bedtime/ staying out late?
+ What happened if you broke the rule?
- provide Ss with some connectors to
make their writing smooth.
Connectors
first, second ,further more, next,
finally..
B. While-writing (15)
- tell each student to write a letter to a
pen pal about family rules.
- go around to control and give help if
- listen to teacher carefully and take

note some important keys.
- practise writing individually.
Model writing
necessary.
Every family has its own rules. Mine

has a few. First, I have to prepare meals
because my mother is very busy with
her work. Next , I am permitted watch
TV after I have finished my homework.
My mother also lets me talk on the
phone with my friends provided that I
dont use it too long. As a girl, I am not
permitted to come home late except for
some special reasons. My parents dont
allow me use the family motorbike for
fear that I may have accident. Despite
the rules, we all fell comfortable and
safe because we know that our parents
want to the best things for us.
C. Post-writing (13)
- choose one writing and read it to the
- compare the writing to anothers.
class.
- take the note of checking
- then elecit corrective feedback from
- observe to the corrections of some the
the class and give final comments
others' writing.
afterwards.
- draw Ss attention to the format of the
- give commentations.
letter and the organisation of ideas and
language use.
- Write the letter about your family rules again.
- Prepare next lesson, unit 1- language focus.
V. COMMENTS:
Period: 8th

UNIT1: Home Life
Lesson: Language Focus
I. OBJECTIVES:
- recognize the differences in pronunciation of s ending sound.
- revise the use of some tenses: past simple, past progressive and present perfect.
2. Knowledge:
- Vocabulary:
- Grammar/ Structures: past simple, past progressive and present perfect.
- Pronunciation: /s/ & /z/
3. Skills:
II. PREPARATION:
2. Ss: textbooks, workbooks.

III. PROCEDURE:
1. Warm-up: (5)
- Write some sentences on the board and ask Ss to correct the mistakes in each
sentence.
1. When I was a little girl, I often help my parents with household chores.
2. Unlike most men my father enjoyed cooking.
3. My brothers never worked long hours like this before.
- ask Ss to dicuss in groups to find out the mistake in each sentence.
- gather the idea and explain in front of the class.
- repeat the way to identify tenses with some special words or situations.
Then asks Ss to read loudly these sentences and asks anothers to comment the
pronunciation.
Expected answers:
1. When I was a little girl, I often help (helped)my.
2. Unlike most men my father enjoyed (enjoys) cooking.
3. My brothers never worked (have never worked) long hours like this before.
2. New lesson:
Teachers activities
Ss activities
A. Pronunciation (15)
a. Presentation:
Whole class
- elicit the spelling rules from Ss.
- Listen to the teacher carefully to
- Guide Ss to pronounce of /s/ - /z/
identify the way pronouncing /s/ and /z/.
* Rule:
- Then observe the words on the board to
+ When verbs end with p, k, f , t
find out the words which have ending s
/s/
pronouncing /s/ and /z/.
+ When verbs end with n, d, v, y, m, l, r, - Read these words loudly after teachers
g, b
/z/
instructions.
- Write some words on the board and ask
Ss to find the words which have ending
/s/
/z/
s pronunce /s/ and /z/.
Bats
Bags
Bats, beaks, cats, dates, bags, beds, cans,
Kits
Kids
days.
Speaks
Speeds
- Ask Ss to read loudly.
Dates
Days
- Ask Ss to look the words in the book
Photographs
Halves
and practise reading in pairs.
- Then ask them read loudly in front of
the class.
- Ask anothers listen and comment.
- Ask Ss to read the sentences in silence
and find out the way to read of s in
each word of each sentence.
- Call on some Ss read loudly in front of
the class, and anothers listen and

comment.
B. Grammar (15)
I. Presentation
*Review the simple past, past
progressive and present perfect
tenses.
- Ask Ss to work in pairs and discuss the
forms and uses of the past simple, past
progressive and present perfect tenses.
- Ask Ss to answer some questions :
+ When do we use the past simple
tense?
+ What averbs of frequecy does it goes
with?
+ When do we use the past progressive
tense?
+ When do we use the present perfect
tense?
+ What averbs of frequecy does it goes
with?
II. Practice
Exercise 1:
- Ask Ss to work in pairs to do the
exercise 1.
- Ask Ss to choose their suitable verbs
in the sentences.
- Call the leader of each group present
their answers on the board.
- Ask the whole class to comment.
Pair work
- Work in pairs and discuss the forms
and uses of the past simple, past
progressive and present perfect tenses.
- Some Ss stand up and answer Ts
questions.
Form:
*Simple past :
S+ V2/ed + O
S + didnt + V1
Did + S + V1?
*Past progressive :
S + was / were (not ) + V-ing
Was / were + S + V-ing ?
* Present perfect:
S + have / has (not ) + V3/ed.
Have / has + S + V3/ed ?
Use:
* Past simple : happened and finished
with the definite time in the past ,not
related to the present.
-Ex : He bought a car yesterday.
* Past progressive:
* Present perfect : started in the past but
related to present or future and give the
result at present.
-Ex : She has learnt English since she
was in the grade 5.
Pair work
- Work in pairs and do the exercise.
Expected answers
1. Have you seen
2. Did you enjoyed it?.
3. has been.
4. Did you give/saw.
5. didnt listen
6. Have you two met before ?
7. Have you met ?

Exercise 2:
- Ask Ss to work in groups of four to do
the exercise 2.
- Ask Ss to decide which answer is the
most suitable ( A, B or C).
- Call the leader of each group present
their answers on the board.
- Ask the whole class to comment.
Group work
- Work in groups of four and do the
exercise.
Expected answers
1. B : havent written
2. C : have been
3. A : had
4. A : havent done
5. B : have stopped
6. B : am waiting
7. B : have changed
8. C : live
9. A : decided
10. B : becomes
11. B : told
12. C :moved
13. C : come
14. C : stay
15. B : am going
C. Production (8)
Group work
- Give some adverbs:
- Work in groups of four and make
Yesterday, at 7:00 p.m last night, lately sentences using the 3 adverbs.
- Ask Ss work in groups of four and
make sentences using those adverbs in 3 Feedback:
minutes, which group have the correct
1. I met Long at the school gate
answers first will be the winner.
yesterday.
- Call on the Ss to give the answers.
2. I was having dinner at 7:00 p.m last
- Comment on Ss answers.
night.
3. She has finished her household
chores lately.
- Learn by heart the rules to pronounce the sounds /s/ - /z/
- Revise the form and the use of tenses past simple, past progressive and present
perfect.
V. COMMENTS:

Period: 9th

UNIT 2: CULTURAL DIVERSITY
Lesson: Reading
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to:
- understand the passage about cultural diversity.
- guess the meaning in context.
2. Knowledge:
- Vocabulary: precede, confide, partnership, determine, sacrifice.
- (Pronunciation):
3. Skill: reading
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5) Game: Hot seats
- Break the class into two groups, A & B.
- Choose two representatives from the two groups to sit in the hot seat in the
front with their backs to the board.
- Write a word on a board and ask the groups to explain, describe or describe the
word in any wys so that their team mates in the hot seats can speak out the word.
- Award one point to the fastest group to succeed in guessing the word.
- The group with more points is the winner.
These are the words to guess:
house, love, money, job, health, fame.
Lead-in:
In your opinion, which of the above factors is the most important for a happy life?
Why?
In todays lesson, well focus on the different ideas about love and marriage of the
Americans and Asians.
2. New lesson:
Teachers activities
Students activities
A. Pre-reading (10)
- Ask students to work in groups of four
and guess what are happening in the
picture.
- Hang on the blackboard the table of
the questions to help students to guess
the activity in each picture:
- Which of the following factors is the
most important for a happy life ?W hy ?
- Love, money, parents approval, a
nice house,a good job, good
health...etc.
- Ask the representatives of the groups
to express their ideas in front of the
class.
- Give the feedback
* Pre-teach some new words
- Maintain [mein'tein] (v) duy tri
- Thought [o:t] (n) : y nh; y mun
- Appearance ['pirns] (n) ve b
ngoi; di n mao; tng mao; phong
thi
- unwise [,^n'waiz] (a) ngu xun, kh,
dai d t
- confide [kn'faid] (v) gii by tm s
- sacrifice ['skrifais] (v) hy sinh
- be obliged ['blaidd] (a) bit n
- Ask students to read up in chorus
twice.
- Ask students to guess the meaning of
the new words.
- Introduce the situation of the passage
- Show students the tasks of the reading
- Have the class read the small talks, to
scan the details and do the tasks
Task 1 : Finding out the meaning of
the words
- Ask students to read the passage in
skim to make sure the meaning of the
words.
- Call some students to show the
meanings.
Group work
- Work in groups to talk about the
activities in the pictures
- Look at the questions and try to
answer them in groups to discuss.
- One student speaks out his/her ideas in
front of the class .
- Look at the board, note down.
Whole class
- Read the new words in chorus twice.
- Work in groups to guess meanings of
the words.
- Listen to the teacher
- Write down the words.
- Read the passage in skim.

Individual work
- Show the meaning of the words.
- Work in groups to fill in the blanks.
- Read the italicized words/ phrases and
explain in front of the class.
Expected answers
1. precede : happen or exist
- Ask students to read the passage again

and do the task in groups of four
- Call on some students to read the
- Ask students to read the sentences
with the words given.
Task 2: Answering the questions
- Ask students to work in groups of 8 to
answer the questions given.
- Let Ss do in groups and walk around
to help them.
- Call on some students to show the
class the right answers
-Listen to the students and help them if
neccesary.
- Ask students to work in groups to
discuss about the question:
+ What are the differences between a
traditional Vietnamese family and a
morden Vietnamese family ?
- Give some suggested words to talk
about a family: number of children, the
house they like to have, the head of the
family , who works , who takes care of
the housework and children , the
income...
- Call on some representatives on the
groups to talk about the differences.
2. determine : find out

3. confide : tell somebody about
something very private or secret
4. sacrifice : willingly stop having
something you want
5. obliged : having a duty to something.
Group work
- Work in groups and fill in the blanks.
Expected answers
1.They are Physical attractiveness,
Confiding, Partnership of equals, Trust
built on love.
2. The young Americans.
3. A woman has to sacrifice more in a
marriage than a man.
4. Because he loves her not because he
has to.
Group work
- Read the questions carefully and work
in pairs to answer the questions.
- Work in groups to discuss to compare
to other groups.
- Talk in front of the class about the
class.
Expected answers
I think a modern family has fewer
children than a traditional one. The
heads of the family in a modern family
are both the husband and the wife.
Tthey share the household chores and
take care of their children....
-Listen to the teacher and take note

- Learn by heart the new words.
- Prepare next lesson, unit 3 - speaking.
V. COMMENTS:

Period: 10th

Lesson: Speaking
I. OBJECTIVES:
- know about some typical features of different cultures.
- talk about differences and similarities between Vietnamese and American
cultures.
2. Knowledge:
- Vocabulary: generation, nursing home, hold hands, income.
- (Pronunciation):
3. Skill: Speaking
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
Game: Choose the best answers
- Divide the class into 4 groups.
- Each group is given 3 cards A, B and C.
- Read the following questions one by one.
1. In Britain, what does a black cat mean?
A. good luck B. bad luck
C. a feature weeding
2. On the day of her wedding, what mustnt a Chinese bride do?
A. have a bath
B. look into a mirrorC. clean her shoes
3. In France, what creature brings you good luck?
A. a mouse
B. a spider
C. a fox
- Tell Ss in each group to discuss and decide which they have to choose A, B or C,
then hold up their cards.
- Write Ss answers on the board.
- Hang on a chart with the questions you have just read and check the answers
with the class.
- The group with the most answers wins.
Expected answer
1. A 2. B 3. C
Lead-in
You know, people of different cultures have different belief and concepts of
happiness. Today, well get to talk about the differences among cultures of some
countries in the world.
2. New lesson:
Teachers activities
Students activities
A. Preparing to speak (10)
- elicit some vocabulary.
Whole class
- help Ss to read the words correctly.
- read the words after teachers
* New Words
instruction.
- nursing home (n): nh an dng
- guess the meaning and the part of
- feature
(n): nt c bit
speech of the words.
- corresponding (a): tng ng v
- grocery (n) ca hng tp phm
- similarity
(n) s ging nhau
- give some useful expressions to
- elicit some useful expressions to
express the points of view.
express the points of view from Ss.
* Structures:
+ Agreement:
I think / feel / believe

In my opinion, ..
For me
+ Disagreement:
I dont agree .
Its not true
Thats wrong
B. Practice (15)
Activity 1: What is your point of view?
- ask Ss to read through the sentences in
task 1 and to pay attention to
pronunciation and stressed syllables.
- analyse the example in textbook
carefully.
- do model with a S and ask Ss to
practise in pairs .
- walk around the class and gives offer
when necessary.
- call on some Ss to do model in front of
the class to check.
- ask Ss to work in pairs to create the
same dialogues.
- go around for help and collect some
common errors.
- invite the answers from some Ss in the
class.
- comment on Ss answers.
Activity 2: Discussion
- ask Ss to work in pairs to find out the
corresponding features of Vietnamese
culture.
- guide Ss to work with some special
expressions like:
- Do you know that?
- It is said that
- It is said in the newspaper/on
TV/radio that.
- write 2 columns on the board so that
Ss give their ideas easily.
In American
In Vietnamese
Pair work
- read requirement carefully and do the
task in pairs.
- act out the ideas in front of the classs.
Model
A: I think a happy family should be
based on love.
B: I quite agree with you. Life will be
terrible if there is no true love between
a husband and a wife.
A: But in some Asian countries love is
supposed to follow marriage not
precede it.
B: For me, I dont think its true. (What
will happen if there is no true love even
after marriage?) . How can two people
who dont love each other live happily
in the same house?
Pair work
- read requirement carefully, observe the
sentences in the table and find out new
words.
- then, practise asking and answering
about the corresponding features of
Vietnamese culture.
- some pairs speak out their ideas in
front of the class and another Ss listen
and comment.
Suggested ideas
- In Vietnamese, old- aged parents live
with their children and grandchildren.
They want to be near their children so
that they can give them some help and
be taken care of by their own children
when they are sick.

- Its ok to ask about age, marriage and
- elicit these sentences on the board and income. Its just a way to show
guide Ss to read in chorus.
concerns.
- work model with a S.
- When visiting some ones house ,
- ask Ss to work in pairs and then call
Vietnamese greet older people first and
on some pairs to speak out in front of
then the younger ones later.
the class.
- Vietnamese people tend to buy
- ask another Ss to listen and give
groceries everyday because there are
comment on their bclassmates answers. always markets near the place where
they live.
Model 1
A: Do you know that its not polite to
ask question about age , marriage and
income in American?
B: Is that true? But its common to
people in Viet nam.
A: Yes, its just a way to show concern.
B: So we shouldnt do so with
foreigners or they may get upset.
Model 2
C: It is said that in America, two
generations live in a home. Is it the
same in Vietnam?
D: Not completely, because we still find
three or four generations living
together in the same home, especially in
the country or places in the big cities
where accommodation is difficult to
find.
C. Production (13)
Group work
Activity: Comparation
- work in groups to talk about the
- ask Ss to work in groups of four.
similarities and differences between
- ask groups to talk about the
Vietnamese and American cultures.
similarities and the differences between - present their ideas in front of the class.
the Vietnamese and American cultures. Model
- invite representatives from the groups There are differences between
to report their ideas to the class.
Vietnamese and American cultures. In
- give feedback and make comments.
America two generations live in the
same home. In Vietnam two, three or
four generations live under on roof. Its
traditinal for children to live near and
take care of their parents so old people
in Vietnam dont live in nursing home as

American do. Americans dont want to
be aske about age, marriage and
income while it is common in Vietnam.
However, there are some similarities
between Vietnamese and American
cultures. Both Vietnam and America are
multi-culture countries. Vietnamese and
Americans are friendly, hospitable, and
hard-working people who are always
proud of their countries. They hate war
and love peace.
IV. HOMEWORK ASSIGNMENT:(2)
- Write a short paragraph about the differences and similarities between
Vietnamese and American cultures.
- Prepare next period, unit 2- Listening.
V. COMMENTS:

Period: 11th

Lesson: Listening
I. OBJECTIVES:
- listen for the understanding of the passage about a wedding in Vietnam.
- listen for specific details.
2. Knowledge:
- Vocabulary: bride, groom, altar, banquet.
- (Pronunciation):
3. Skill: Listening
II. PREPARATION:
1. Teacher: textbook, workbook, chalk, pictures, CD player.
III. PROCEDURE:
1. Warm-up:
Game: (5) Brainstorming
- Ask Ss to work in groups of four and find out words related to the wedding.
Which group has the most words and finishes fastest will be winner.
Sugested answers
Gifts
photographs
banquet
ring
relatives
wedding
groom
cake
bride
Lead in
- Have you ever been to wedding ceremony?
- What did you see there?
Today, you will listen to two people talking about a wedding ceremony in
Vietnam.
2. New lesson:
Teachers activities
Students activities
Whole class
- show a picture of a wedding ceremony - look at the picture and describe it by
and ask what they see in the picture.
answering Ts questions.
- suggest Ss by asking some questions
Suggested answers
like:
S1: They often stand in front of theater
- What do you see in the picture?
praying and asking their ancestors
- who are they?
permission to be married.
- What are they doing?
S2: They exchange their wedding rings.
- Have you ever joined it?
S3: They get the presents from their
- What are the things which the grooms relative and their friends.
family have to bring to the bride family - practise reading some new words
before they have wedding ceremory?
appearing in the listening dialogue.
- What do they have to do in
- practise reading new words in chorus .
engagement
Vocabulary
- ask Ss to pronounce words which
- bride (n) : c du
appear in the questions. T gives
- groom (n): ch r
meaning.
- wrap (v) : gi
- guide Ss to read the words that will
- tray (n) : khay, mm
appear in the conversation.
-Master of the ceremony: (MC)
-altar (n) : bn th
-pray (v) :cu nguyn
-ancestor : ng b, t tin
-banquet (n) :big party
-blessing (n): happiness
-schedule (v): arange
Activity 1: Gap-filling
Individual work
- give the situation and explain: you
- listen to teacher carefully.
will hear Paul and Andrea talking
- skim through the sentences in the Task
about their family life. Listen to the tape 1.
and decide if the sentences given are
- underline the key words in each
True or False.
sentence.
- have Ss to read the sentences in the
- listen to the tape three times and do
task to make sure that they understand
the task individually.
the task clearly and underline the key
Keys
words in each sentence.
1. the grooms parents.
- play the tape the first time.
2. red papers.
- ask Ss to do the task individually .
3. altar.
- play the tape the second time .Ask Ss
4. at the wedding banquet.

- call on some Ss to check their
answers.
- ask students to compare the answers
with a partner.
- call on some students to go the board
to write their answers.
- ask students to explain their answers
- play the tape the third time and stop in
Activity 2: Answering the questions
- ask Ss to read the situation and dicuss
the way to do the task in groups.
- have the Ss read the questions to
make sure that they understand the task
clearly.
- ask Ss whether they can answer the
questions without listening again and
guess the answers by remembering or
not .
- play the first time, then call some Ss to
check.
- play the tape the second time. Ask Ss
- call on some Ss to check their
answers.
- play the tape the third time and stop in
Discussion
- ask Ss to work in groups of four and
dicuss the question:
What do families often do to prepare
for a wedding ceremony?
- call on some representatives from
some groups to give their ideas.
- give comments on Ss answers.
5. wedding cards/ money gifts
Group work
- study the situation and discuss the way
to do the task.
- some present their own opinion of the
way to do the task.
- read the questions carefully and guess
the answers .
- listen to the tape three times and do
the task.
Keys
1. The most important thing the grooms
family has to do on the wedding day is
to go to the brides house bringing a lot
of gifts wrapped in red papers.
2. They would pray and ask their
ancestors permission to be married.
3. After they pray and ask their
ascentors permission to be married.
4. The wedding banquet is often
scheduled at the groom and brides
home or at a hotel or at a restaurant.
5. They stop by each table to thank their
guests.
Group work
- work in groups of four and give the
answer for the questions.
Suggested answer
+ Clean the house
+ Decorate house, altar, etc.
+ Collect money
+ Book tables at a restaurant or rent a
cook to prepare banquet.
+ Send wedding cards to the guests,
relatives, friends, neighbors, etc).

- Prepare next lesson, unit 2 language focus.
V. COMMENTS:
Period: 12th
Date of preparation: September 21st , 2011

I. OBJECTIVES:
- distinguish between the differences in pronunciation of the ed ending sound.
- revise the use of some tenses.
2. Knowledge:
- Vocabulary:
- Grammar/ Structures: Tenses.
- (Pronunciation): /t/, /d/, /id/.
3. Skills: Pronouncing & writing
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5) Game: Who is the best at English
- Put the verbs in brackets in the sentences into the correct tenses and then try to
speak out them as exactly as possible
1. The police (arrest) .. an old man-beggar in front of the hotel yesterday.
2. I recently (miss) .. a number of interesting films.
3. (You, receive) his package yet?
- No, I yet.
Expected answer
1. arrested
2. havemissed
3. Have received?
havent
2. New lesson:
Teachers activities
Students activities
Whole class
- guide Ss to pronounce the words having - listen to teacher carefully and identify
the ending /ed/.
the way pronouncing /id/, /t/ and /d/
When verbs end with t,d
/id/
- then observe the words on the board to
When verbs end with p, k, f , s
find out the words which have ending in
/t/
ed pronounce /id/, /t/ and /d/.
When verbs end with n. d, v, y, m, l, r, g, - read these words loudly after teachers
b
/d/
instructions.
- write some words on the board and ask
Ss to find the words which have the
ending in ed pronounce /id/ and /t/, /d/
derived
, cleaned,
cancelled,
guessed, promoted, added, pressed,
/id/
/t/
/d/
founded
Wanted
Walked
Explained
- Ask Ss to read loudly.
Arrested
Knocked
Phoned
- ask ss to look at the words in the book
Started
Jumped
Rained
and practise reading in pairs.
Mended
Helped
Arrived
- then ask them to read the words loudly
Decided
Missed
Involved
- ask another Ss to listen and comment.
- ask Ss to read the sentences in silence
and find out the way to read of ed in

each word of each sentence.
- call on some Ss to read the sentences
loudly in front of the class, and another
ones listen and comment.
B. Grammar (15)
- give some sentences and ask Ss to
name the tense from each sentence.
1. I went to Paris last summer.
2. I was doing my homework at 6p.m
last Sunday.
3. My son had done his homework
before he went to bed last night.
4. They had been playing cards for 3
hours before I came.
5. The earth goes round the sun.
6. The students are learning English
now.
7. She has finished her homework since
9:00 p.m.
8. He has been living in London since
1990.
9. She will come back next week.
10. I am going to fly to London this
Friday.
C. Production (13)
*Exercise 1:
Asks sts to read the requirement and
discuss the way to do exercise.
Then asks sts to work exercise in pairs
Lets sts do and Walk around the class
and provide help when they need.
Call on some sts to present
Listens and gives the correct answers.
Pair work
- name the tenses in English.
1. Past simple.
Ex:I went to Paris last summer.
2. Past progressive
Ex:I was doing my homework at 6p.m
last Sunday.
3. Past perfect
Ex: My son had done his homework
before he went to bed last night.
4. Past perfect progressive
Ex: They had been playing cards for 3
hours before I came.
5. Present simple
Ex: The earth goes round the sun.
6. Present progressive
Ex: The students are learning English
now.
7. Present perfect
Ex: She has finished her homework
since 9:00 p.m.
8. Present perfect progressive
Ex: He has been living in London since
1990.
9. Future simple
Ex: She will come back next week.
10. Near future
Ex: I am going to fly to London this
Friday.
Pair work
Read the requirement and discuss the
way to do exercise.
Then do exercise in pairs .
Some presents in front of the class.
Key
1- Have you seen- saw- am going to
see.
2- Drank- havent drunk- drank.
3- Has written- did she write- wrote

4- Have been cooking- cookedcooked.
*Exercise 2: Multiple choice
Individual work
Asks sts read the requirement and skim Read the requirement and skim the
the passage
passage.
Choose the best to fit space with A,B or Choose the best to fit space with A,B or
C.
C.
Asks sts to underline the words which
Underline the words which are used in
are used in some tenses, and pay
some tenses, and pay attention to the
attention to the situation in some
situation in some sentences.
sentences.
Do exercise individually and compare
Asks sts do exercise individually
the answers with a partner.
Then asks them to compare their
Then stand up and speak out in front of
answers with a partner.
the class, anothers listen and give
Walk around the class and provide help commenting.
when they need.
Key
Call on some sts to present
1
2
3
4
5
6
7
8
Listens and gives the correct answers.
C A C A C A C A
*Exercise 3: Putting the correct form
Group work
of the verbs.
Read the requirement and discuss the
Asks sts read the requirement and
way to do exercise in groups.
discuss the way to do exercise in groups Do exercise individually and compare
and then, calls on some sts to present
with a partner.
their own opinions.
Some stand up and present.
Listens and guides sts to do exercise.
Key
Have sts do
1. moved.
2. moved 3. have
Walks around and gives help when
asked
4. have not stopped
necessary.
5. study 6. will fail 7. could talk.
Calls on some present in front of the
class.
Asks anothers listen and give comment.
- Do the exercise in workbook, part language focus.
- Prepare new lesson, unit 3- reading.
V. COMMENTS:

Period: 13th
Date of preparation: September 22nd , 2011

UNIT 3: WAYS OF SOCIALISING
Lesson: Reading
I. OBJECTIVES:
- Understand the passage about ways of socialising.
2. Knowledge:
- Vocabulary: verbal, non-verbal, approach, nod, informal.
- (Pronunciation):
3. Skill: Reading
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
Game: Matching up
- Ask Ss to match the meanings in the first column with the suitable gestures in the
second column.
Meanings
Gestures
1. Hello
a.

2. Be quiet
b.
3. We won
c.
4. Come here
d.
Expected answers:
1-d, 2-a, 3-b, 4-c
Lead in
- Do you often use these gestures to communicate?
- Do other people understand you?
When you want to attract someones attention, you might speak to them. Speech is
one of the most important ways of communicating, which is called verbal form of
communication. Or you can move your hands by waving, use gestures, which are
called non-verbal form of communication.
- Today, you get to know about ways of socialising through reading passage.
2. New lesson:
Teachers activities
Students activities
A. Pre-reading (10)
1. Pre-teaching vocabulary
Whole class
- help Ss read the words.
- repeat after the teacher.
- elicit Ss to find out the meanings and
- find out the meanings and the parts of
the parts of speech of the words.
speech of the words.
+ attract someones attention: draw
- note down the words.
somebodys attention
+ verbal (a): relating to words, spoken,
not written
+ non-verbal (a): relating to the
expressions of the face, gesture, eye
contact,etc.
+ nod (v): move ones head up and
down to show agreement
+ approach (v): come here

2. Checking
- read the English words and have Ss
say the Vietnamese meanings.
- say the Vietnamese meanings of the
words and have Ss speak out the
English words.
Activity 1: Whats the title?
- give the instructions to SS.
- tell Ss to read the passage and decide
which option is the best title for the
passage.
- ask Ss to compare the answers in
pairs.
- give the feedback.
Exercise 2: Gap Sentences
- give Ss the instruction.
- handout the copies with gapped
sentences about the content of the
reading passage.
* Handout
1. We can use either verbal or _____
Communication to attract someones
attention.
2. ______ and waving are considered to
be big, obvious non-verbal signals.
3. If we want to _____, we wait until he
passes us, catch his eyes, and nod
slightly to let him know we want him.
4. If you are _____ the school-yard and
see the teacher approaching, you can
use a ______ to attract his or her
attention.
5. _______ someone is usually
considered rude.
- get Ss to read the passage and then
close their books.
- ask Ss to fill in each blank with
suitable words/phrases then compare
the answers with other pairs.
Whole class
words.
- speak out the English words.
Individual work
- read the passage and decide which
option is the best title for the passage.
- compare the answer with their partner.
- give the answer.
Expected answer
A. Attracting Attention: Non-verbal
Cues
Pair work
- work in pairs and do the exercise.
- compare the answers with other pairs.
- give the answers in front of the class.
Expected answers
1. non-verbal
2. jumping up and down
3. attract the waiters attention
4. walking across/ a small friendly
wave.
5. pointing at

- call on some Ss to give the answers.

- check the answers with the class.
- give the feedback.
Discussion
- break Ss into groups of four.
- tell Ss to discuss the different
meanings of whistling and handclapping in Vietnamese culture.
- invite some groups opinions.
- make comments and give the
feedback.
Group work
- work into groups of four.
- give their groups opinions.
Suggested ideas
* Whistling:
In Vietnam, people whistle when:
- they are excited about something.
- they are happy/ feel relaxed.
- they want to draw someones attention
in very informal situations.
* Hand-clapping:
In Vietnam, people clap their hands
when:
- they want to encourage someone.
- they want to despise someone.
- they want to attract someones
attention.
- they want to give the signal to tell
someone to come near.

- Prepare next period, unit 3 speaking.
V. COMMENT:
Task 3(page 32)
Change Answering questions into Gap Sentences.
Period: 14th


Lesson: Speaking
I. OBJECTIVES:
- Practise giving compliments in different situations.
- Know how to respond to compliments.
2. Knowledge:
- Vocabulary: terrific, decent, handle, kid, tune.
- (Pronunciation):
3. Skill: speaking
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5) Scrambled Sentences
- Divide class into 6 groups (2 tables form a group).
- Write 6 sentences onto the cards, one sentence on each card. Scramble the word
order of each sentence.
- Give one scrambled sentence to each group. Ask each group to unscramble the
sentence as quickly as possible then stick their sentence on the board. The fastest
group with the correct sentence is the winner.
Expected answers:
a. I really enjoy your public speaking!
b. I thought your tennis game was excellent today.
c. Your hair style is terrific, Mary!
d. Thats a nice pair of shoes youre wearing.
e. What a lovely baby you have!
f. You really have a beautiful jacket!
Lead-in:
- When do you say these sentences?
- How often do you hear people complimenting each other in English?
- Do you often give or receive compliments?
Today, we will practise giving and responding to compliments in different
situations.
2. New lesson:
Teachers activities
Students activities
Whole class
- help Ss to read some new words.

+ terrific (a): wonderful
+ decent (a): of a good enough
standard or quality.
+ handle (v):
+ kid (v): joke
+ to be in/ out of tune with sb/sth: to
be/ not be in agreement with sb/sth.
- elicit the meanings and parts of speech
of the words from Ss.
2. Checking
- read the English words and have Ss
say the Vietnamese meanings.
words and have Ss speak out the
English words.
3. Useful expressions
- provide Ss with some useful
expressions.
* S + be/look + Adj.
Ex: Your blouse is really beautiful.
* I + really + like/love + O.
Ex: I really like your address.
* Thats + really + Adj + N.
Ex: Thats a really nice rug.
- ask Ss to read task 1(page 32, 33) and
give the ways of giving compliments
and the ways of responding to the
compliments.
B. Practice (20)
Activity 1: Giving compliments
- let Ss work in pairs to practise giving
compliments to suit the responds.
needed.
- call on some pairs to act out the
dialogues.
- give feedback and comments.
Activity 2: Responding to the
- repeat the words after the teacher.

- give the meanings and parts of speech
of the words from Ss.

words.
- speak out the English words.
- note down the expressions.

- read the dialogues and and give the
ways of giving compliments and the
ways of responding to the compliments.
Expected answers:
* Giving compliments:
- You really have a beautiful blouse.
- Your hairstyle is terrific.
- I thought your tennis game was a lot
better today.
* Responding to the compliments:
- Thats a nice compliments.
- Thanks. I think
- Youve got to be kidding.
Pairwork
- work in pairs to practise giving
compliments to suit the responds.
- some pairs act out the dialogue in front
of the class.
Suggested answers:
- What a beautiful dress youre
wearing.
- You have a decent motorbike.
- You played badminton very well today.
Pairwork
compliments
- let Ss work in pairs to practise
responding to the compliments.
needed.
dialogues.
C. Production (8)
Dialogue building
- have Ss build dialogues to practise
responding to the compliments in pairs.
needed.
dialogues.
- work in pairs to practise responding to

the compliments.
of the class.
Suggested answers:
- Thanks, Phil. I think thats because I
have practised a lot with the help of my
dancing teacher.
- Im glad you like listening to me
playing the guitar, Peter.
- Thats kind of you to say so, Tom.
Actually, my English is influenced by an
American teacher.
Pair work
- work in pairs to practise building
dialogues of responding to the
compliments.
of the class.
Model
A: Thats a fashionable jacket!
B: Oh, you like it?
A: Yeah, thats a nice color.
B: Thats very kind of you to say so.

- Prepare next period, unit 3- listening.
V. COMMENTS:
Period: 15th

Lesson: Listening 1
I. OBJECTIVES:
- listen for general information.
- listen for specific ideas.
2. Knowledge:
- Vocabulary: marvellous, argument, install, regulation, shank, apolectic,
startatling.
- (Pronunciation):
3. Skill: listening
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
- Ask Ss to find out as many things as possible that are necessary in our daily life.
- Call Ss to write on the board.
- Correct and give comments.
Feedback
lights
bridge
water
TV
necessary
furniture for our
daily life
telephone
bicycles
motorcycles
2. New lesson:
Teachers activities
- Show students the pictures in the
textbook and ask students to guess what
they are doing ?
- Ask students to work in pairs to ask
and answer the questions in the
textbook.
- Call some students to answer the
questions in front of the class. Then
explain their reasons.
Check the whole class.
* Pre-teaching some new words and
phrases.
- Ask students to read the words aloud
twice.
- Ask Ss to guess the meaning and part
of speech of each word.
- Explain some new words:
+ marvellous(a)
+ startling(a)
+ absolute(a):hon ton
+ installed: lp t
Students activities
Whole class
- look at the pictures and answer the
question.
Pair work
- listen the questions and give their own
answers.
Whole class
- read the words after Ts instruction.
- guess the meaning and part of speech
of each word.

+ chitchat(v)
Activity: T/F statements
+ Introduction: You are going to listen
to Linda Cupple, a social worker,
advise young people on how to use the
telephone in their family. Listen and
decideTrue or False statements.
- Ask students to read the statements
carefully before playing the tape. Ask
students to work in groups to guess the
answers.
- Play the tape (read the tapescript) once
for students to listen and do the task
- Ask students to work in pairs to check
the answers.
- Call some students to show their
- Comment on Ssanswers and give the
correct answers.
Activity: Discussion
Question
What should we do when using
telephone at home?
- Ask Ss to work in groups of four and
dicuss the question.
- Go around the class and give help if
needed.
- Call the representative from each
group gives the ideas in front of the
class.
Pair work
- Read silently the sentences given
before listening
- Work in pairs, listen the first time and
begin doing the task.
- Listen the second time decide the best
answer.
- Listen the third time and work in
groups to discuss the answers.
- Each group asks and explains why
they choose by some information
theyve listened.
Expected answers
1. T
2. F (the most obvious problem)
3. T
4. F(if your parents do not agree)
5. F (is made mostly by young people)
6. T
Group work
- work in groups of four to discuss the
answers.
- the representative from each group
gives the ideas in front of the class.
Suggested ideas:
- Limit the length of time for each call
- Reasonable time for calling
- Not call late at night/ early in the
morning.

- Prepare next lesson, unit 3-listening: Task 2
V. COMMENTS:

Period: 16th

Lesson: Listening 2
I. OBJECTIVES:
- listen for general information.
- listen for specific ideas.
2. Knowledge:
- Vocabulary: marvellous, argument, install, regulation, shank, apolectic,
startatling.
- (Pronunciation):
3. Skill: listening
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
- Ask Ss to find out as many things as possible that are necessary in our daily life.
- Call Ss to write on the board.
- Correct and give comments.
Feedback
lights
bridge
TV
water
necessary
furniture for our
daily life
telephone
bicycles
motorcycles
2. New lesson:
Teachers activities
- Show students the pictures in the
textbook and ask students to guess what
they are doing ?
- Ask students to work in pairs to ask
and answer the questions in the
textbook.
- Call some students to answer the
questions in front of the class. Then
explain their reasons.
Check the whole class.
* Pre-teaching some new words and
phrases.
- Ask students to read the words aloud
twice.
- Ask Ss to guess the meaning and part
of speech of each word.
- Explain some new words:
- Instrument (n) ( example)
- Duration (n) ( situation)
- Startling(adj) ( explanation)
- Apoplectic (adj) ( translation)
- chitchat (n):
Activity: Gap-filling
+ Introduction: You are going to listen
to Linda Cupple, a social worker,
advise young people on how to use the
telephone in their family. Listen and
decideTrue or False statements.
- Ask students to read the passage
carefully before playing the tape. Ask
students to work in groups to guess the
Students activities
Whole class
- look at the pictures and answer the
question.
Pair work
- listen the questions and give their own
answers.
Whole class
- read the words after Ts instruction.
- guess the meaning and part of speech
of each word.
Pair work
- Read silently the sentences given
before listening
- Read through the form to identify
what the missing information for each
gap is.
-Guess the words to fill in.
- Listen and fill in the missing
information.
part of speech from each blank.

- Play the tape (read the tapescript) once
for students to listen and do the task
- Ask students to work in pairs to check
the answers.
- Call some students to show their
- Comment on Ssanswers and give the
correct answers.
Activity: Summerising
Question
What should we do when using
telephone at home?
- Ask Ss to work in groups of four and
summarise the listening passage.
- Go around the class and give help if
needed.
- Call the representative from each
group gives their summary in front of
the class.
- Work in pairs, listen the first time and

begin doing the task.
- Listen the second time decide the best
answer.
groups to discuss the answers.
they choose by some information
theyve listened.
Expected answers
1.agreed
5.waking
2.to avoid
6.heart
3.particular
7.kindness
4.adults
8.to stick
Group work
- work in groups of four to summerise
the listening passage.
- the representative from each group
gives their summary in front of the
class.
Sample summary :
In this talk, Ms Linda Cupple gives us
some pieces advice on how to use the
family telephone. The first thing we
have to do is to work out a reasonable
length of time for a call. Next, we
shouldnt make a phone call or talk on
the phone during meals. We should also
avoid calling too early in the morning
or too late at night. Its best if we try to
stick to the familys regulation even if
you are allowed to used a separate
phone.

- Prepare next lesson, unit 3- writing.
V. COMMENTS:

Period: 17th
Date of preparation: October 1st , 2011

Lesson: Writing
I. OBJECTIVES:
- build sentences based on given words.
- re-order given sentences to make a complete paragraph.
2. Knowledge:
- Vocabulary: apologize, abrupt, thoughtful, discourtesy, interruption
- (Pronunciation):
3. Skill: Writing
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5) Game: Brainstorming
- Ask Ss to make as many words as possible beginning with APO...
- Call Ss to read aloud the words.
- Write on the board.
Expected words
- apology ['poldi] li t li; li xin li
- apologize ['poldaiz]
- apologist ['poldist] ngi bi n h , ngi bi n giai cho tn gio
- apoplectic [,p'plektik] o m t; d tc gi n; d cu
- apologetic [,pol'detik]
- apologetical [,pol'detikl] cam thy ho c biu l s hi tic; xin li
Lead in
Today we'll learn how to write an apology.
2. New lesson:
Teachers activities
Students activities
A. Preparing to write (10)
Pair work
- Introduce some words/ phrases
- work in pairs, then open books to read
relating to the writing.
the given words.
* Vocabulary
1 at hand : near, close by
2 farewell [,fe'wel] : goodbye
3. departure [di'pa:t] : leaving
- Check Ss' answers.
- ask Ss to practise reading these words
in chorus.
- ask Ss to make sentences then give
answers.
- Correct mistakes if necessary.
B. Practice (20)
Activity 1: Making sentences
- Introduce some words/ phrases
relating to the writing.
- Give some clues in using tenses of
verbs: the simple present or present
perfect.
- ask Ss to work in pairs and make the
sentences, then change the correct form
of the verbs.
- Move around to give help
- Check Ss' answers.
- Correct mistakes if necessary.
Activity 2: Re-ordering
- Ask Ss to work individually and
reorder the sentences so that they
become the correct passages.
- Move around to give help with new
words .
- Ask Ss to exchange their answers in
pairs to correct mistakes.
- Ask some Ss to give their answers.
- Listen to Ss and collect their mistakes
for indirect correction.
- Draw Ss attention to the format of the
- listen and take notes some new words.

- practise
reading these words in
chorus.
- make sentences then give answers
Pair work
- work in pairs, make the sentences,
then change the correct form of the
verbs.
- give the answers in front of the class.
Suggested answers
1. There are many ways to tell someone
goodbye, and most of them depend on
the situation at hand.
2. However, there is one rule that all
situation observe: We seldom say
goodbye abruptly.
3. In English it is necessary to prepare
a person for our departure .
4. We lead into the farewell by saying
something pleasant and thoughtful like
Ive really enjoyed talking to you.
5. We might also say something relating
to the time like Gosh, I can't believe
how late it is! I really must be going.
Individual work
- Listen to T's requirement.
- Order sentences into paragraphs. Then
exchange the answers in pairs to correct
mistakes .
- Read out finished passages.
- The whole class give comment.
Suggested answers
Paragraph1: 1.C , 2.E , 3.A , 4.B , 5.D
Its difficult to write rules that tell
exactly when you should apologize but
it is not difficult to learn how .If we
describing and the organisation of ideas

and language use.
- Call some Ss to read out their orders
then ask the whole class to give
comment
- Then elecit corrective feedback from
the class and give final comments
afterwards.
have done something to hurt someones

feelings, we apologize. An apology
indicates that we realize we have made
a mistake, and we are sorry for it. Its a
way of expressing our regret or sorrow
for something. When we apologize ,we
admit our wrong doing or discourtesy,
usually offer a reason for it, and express
regret.
Paragraph2: 1.C , 2.E , 3.B , 4.A , 5.D
The simplest way to apologize is to say
I am sorry. Lets take a common
situation. Tom is late for class and
enters the classroom. What does he do?
The most polite action is usually to take
a seat as quietly as possible and
apologize later. But if the teacher stops
and waits for him to say something, he
could apologize simply Im sorry. Im
late., ask a permission to take his seat
and sit down. Naturally, more than this
is needed , but it is not the time for it
because it has already caused some
interruption and doesnt need to make it
longer.
Whole class
- 2 Ss write paragraph 1 and paragraph
2 on the board.
- correct the mistakes if necessary.
C. Production (8)
Correction
- Ask 2 Ss to write paragraph 1 and
paragraph 2 on the board.
- Tell the class to correct the mistakes if
necessary.
- Answer the following question:
In what ways people say goodbye to someone?
- Prepare next lesson, unit 3- language focus.
V. COMMENTS:
Period: 18th
Date of preparation: October 4th , 2011
I. OBJECTIVES:
- Get some rules of the stress in two syllable words.
- Revise reported speech.

2. Knowledge:
- Vocabulary:
- Grammar/ Structures: Reported speech
- (Pronunciation): The stress in two syllable words
3. Skills:
II. PREPARATION:
2. Students: textbooks, workbooks, pens.
III. PROCEDURE:
1. Warm-up: (5)
Game: Odd one out
- Hang on a flipchart with the words.
- Tell Ss to read the words and underline the word with a different stress pattern
from the other.
a. middle
minute
mission
mistake
b. reason
remove
receive
review
c. artist
agree
allow
attract
d. common careful
crazy
complete
- The first student who has the correct answers will be praised.
Expected answers:
a. mistake b. reason
c. artist
d. complete
Lead-in:
- You are going to learn some rules of the stress in two syllable words.
2. New lesson:
Teachers activities
Students activities
A. Pronunciation
1. Presentation (10)
Whole class
- Give some examples to Ss.
- Listen to the teacher and repeat.
- Give the rules of the stress in two
Nouns & Adjectives
Verbs
syllable words.
Oo
oO
* Rules:
- artist
- remove
- Most two-syllable nouns and
- driver
- dislike
adjectives have the stress on the first
- famous
- rebuild
syllable.
- friendly
- become
- Most two-syllable verbs have the
- Ask Ss to give the rules of the stress
stress on the second syllable.
in two syllable words.
- Give answers:
Principles for putting stress on twosyllable words: Stress may fall on the
first or second syllable
-For verbs, adjectives, adverbs or even
prepositions that consist of long vowel
or dipthong (except /u/) in the second
syllable, stress falls on the second

syllable.
Ex: arrive, attract, correct, perfect,
alone, inside
-But, if the second syllable consists of
short vowel or dipthong /u/ or ending
with a consonant, stress falls on the first
syllable.
Ex: open, borrow, lovely, sorry, rather...
-For nouns consisting of short vowel in
the second syllable, stress is put on the
first syllable
Ex: money, product, larynx
-But, nouns consisting of long vowel or
dipthong in the second syllable, stress is
put on the second syllable
Ex: balloon, design, estate
* Some special cases
Abstract, conduct, contract, contrast,
desert, escort, export, import, insult,
object, perfect, permit, present, produce,
protest, rebel, record, subject.
-For verbs, stress is put on the second
syllable
-For nouns or adjs, stress is put on the
first.
2. Practice (10)
- Ask Ss to read the sentences, then
arrange the two syllable words in the
correct columns.
1.Linda Cupple is a social worker in my
village
2.Shakespeare was a famous English
writer
3.David Warren is Lindas teachers
doctor
4.Janet is having a number of problems
5.Michael is sailing across the river
6. Jenny is waiting for Michael to
return.
B. Grammar
1. Presentation (8)
Poster:
Individual work
- Read the sentences, then arrange the
two syllable words in the correct
columns.
Expected answers:
First syllable
Second syllable
- social
- across
- famous
- return
- writer
- teacher
- doctor
Whole class
- Pay attention to the examples and give
1. He says: I like coffee.

-> She says( that) she likes coffee.
2.The farmer says: I hope it rain
tomorrow.
-> The farmer says he hopes it rain the
next day.
3. Im very tired, she said.
-> She said she was very tired.
4. I will come to see her next week,
he said.
-> He said he would come to see her the
week after.
Remarks:
1 . If the reporting verb is the present
tense,the tenses of verb in the reported
clause doesnt change. We only change
personal pronouns, possessive adj.,
possessive pronouns, etc.
2. If the reporting verb is the past tense
(e.g, said, told),
*Tenses move one tense back.
Present => past
Present perfect => past perfect
Past => past perfect
* Time expressions
now
then
(two days) ago
two day before
today
that day
tonight
that night
tomorrow
the next/
following day
last night
the night before
yesterday
the day before
* Place
This -> that,
These / those -> those
Here -> there,
Modal verb changes: can -> could
will -> would
may -> might
Note: Other modal verbs dont change.
should, might, must
2. Practice (10)
the remarks about the reported speech.

- Take note the the remarks about the
reported speech.
Individual work
- Read the situation and change the
sentences into the reported speech.
- Some Ss stand up and speak out the
sentences theyve done.
Expected answers:
Exercise 1:
- Let students read the situation and
change the sentences into the reported
speech.
- Go around, listen and help them if
neccessary.
- Let students practise doing exercise
and each of them stands and speak out
the sentences theyve done.
- Give the feedback.
Exercise 2
- Ask students to read the dialogue
between Lan and Tuan , then they have
to complete the conversation Tuan had
with Tung by changing the sentences
into reported speech.
- Let students work in pairs
- Go around, listen and help them if
neccessary.
- Let students practise doing exercise
and each of them stands and speak out
the sentences theyve done.
2. Thuan said he worked for a big

company.
3. Thuan said he was their marketing
manager.
4. Thuan said the company had opened
an office in Ho Chi Minh City.
5. Thuan said it had been very
successful.
6. Thuan said he had been chosen to
run an office in District 5.
7. Thuan asked me how long I had been
learning English.
8. Thuan said he didnt have much time
to enjoy himself.
Pair work
- Read the dialogue and complete the
conversation Tuan had with Tung by
changing the sentences into reported
speech.
- Some Ss stand up and speak out the
sentences theyve done.
Expected answers:
2. was upset
3. was not interested
4. had promised to go to the cinema
5. hadnt turned up
6. didnt want to see you.
7. she didnt believe you had tried.
8. she would talk to you later
9. she had to go to otherwise she would
be late for school.
3. Production (5)
- Ask students to read the dialoge
between Tung and Tuan by using
reported speech to retell what Lan has
told Tuan.
- Go around and listen to students or
help the if they need.

- Learn by heart the rules of the stress in two syllable words.
- Learn by heart the rules of changing the direct speech into reported speech.
- Prepare next period, Test yourself A.
V. COMMENTS:
Period: 19th

TEST YOURSELF A
I. OBJECTIVES:
- Revise all the language skills and grammatical points which they have studied
and used in the three units: 1,2 and 3
- Improve the techniques of doing the simple tests.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills:
II. PREPARATION:
III. PROCEDURE:
1. Warm-up:
2. New lesson:
Teachers activities
Students activities
I. Listening (10)
Pair work
- Ask students to read all the sentences - Look at the exercise in textbook and
first.
listen to the task.
- Ask students to listen to the tape once. - Read the questions.
- Ask students to listen again and speak - Listen to the tape.
out the statements are true or false.
- Listen again and say the statements if
- Ask students to listen in the third time, they are true or false.
then work in pairs to compare and - Listen and discuss the answers in pairs
discuss the answers with each others to to find out the correct answers.
find the correct answers.
Expected answers:
1-T, 2-F, 3-F, 4-T, 5-T.
II. Reading (10)
Group work
- Present the task.
- Look at the textbook and listen to the
- Ask pupils to work in groups to teacher.
compare the answers they have already - Work in groups to discuss about the
done to find out the correct ones.
passage to finish the task.
- Give the correct answers to the class:
- Compare their results with the other
Expected answers:
groups.
1. We can communicate not only - Write the answers on the board.
through words but also through body - Listen to the teacher and correct the
laguage.
answers.
2. They are our posture, facial
expression, gestures.
3. If your posture is slumped and your
head is down , this could mean that you
are sad or lack cofidence.
4. A person who doesnt look away is
expressinga chllenge. A personwho
doesnt look at you is expressing lack of
interestor is shy.
5. Because that person might be angry
at you or feel superior to you.
III. Grammar (10)
Group work
- Present the task.
- Work in groups and practise writing
- Practise circling the correct anwer the sentences given in reported speech.
(A,B,C or D) to complete the letter.
- Compare the results with the other
- Ask students to work in groups to give groups.
the correct form of verbs in the passage. - Show the answers in front of the class.
* Give the correct form of verbs.
- Observe the keys and correct their
1, C: have been.
answers.
2, D : will be
Expected answers:
3,B : are having
1, Lan asked John what he had done
4,A : could have put off
before working for that company.
5,B : will have finished
2,Bill promised to come to see me the
6,D :have seen
next Sunday.
- Let students finish each of of the 3, Tom apologized for not ringing me
following sentences in such a way that earlier.
it has the same meaning as the original 4,Miss White thanked Peter for giving
sentence.
her present.
IV. Writing (13)
Group work
- Present the task to Ss.
- Students work in groups and practise
- Call the students to read the suggested

sentences in front of the class.
+ Give the number of your family
members, their names, ages and jobs.
+ How do they share the housework?
+ How do they behave?
+What are their hobbies?
+ What do you like about each of them?
+ ...
- Check their writings and help them
correct the mistakes if theyve made.
writing about their families.

- Two students go to the board to give
the writings by writing down.
- Read the letter carefully.
groups
- Correct mistakes.
Expected answers:
There are four people in my family, my
fathers name is Tuan,he is fourty-five
years old and he is a doctor. My mother
is Lan, she is fourty years old and she is
a teacher , my sister is Huong and she
is a student in Hanoi, I am Hoang,
sixteen years old and I am a pupil of
grade 12. We are a close- knite family,
we often share the household. ..........

- Revise the unit 1, 2, 3.
V. COMMENTS:

Period: 20th

REVISION UNIT 1, 2,3
I. OBJECTIVES:
- Revise the knowledge in unit 1, 2, 3.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills: Pronouncing, reading, integrative skill.
II. PREPARATION:
III. PROCEDURE:
1. Warm-up:
2. New lesson:
Teachers activities
I. Choose the word whose underlined part is pronounced
differently from the others.
A
B
C
D
1
seats
laughs
drops
bags
2
reads
banks
brothers
lives
3
covered
slipped
snowed
used
4
decided
tried
interested reminded
5
closed
jumped
walked
placed
B. Vocabulary (10)
Fill in each gap with one word from the table, there are
more words than needed:
arguments
formal
Get-together
chance
Nursing-homes contractual
banquets
well-behaved
hospital
rude
annoy
responsibility
1. My father is a doctor, he works on a ......... 3 times a
week.
2. In my family, I take the ........ to wash the dishes and take
out the garbage.
3. Students in my school are under a lot of study ............
4. The boy who are ........ people are mischievous.
5. On Monday mornings, all teachers and students ...... on
the schoolyard.
6. Marriages that are decided by the parents are called ......
marriages.
Students activities
Individual work
- Do the exercise.
- Give the answers
Expected answers:
1.D 2.B 3.B 4.B
Individual work
- Do the exercise.
- Give the answers
Expected answers:
1. nightshift
2. responsibility
3. pressure
4. rude
5. gettogether
6. contractual
7. nursing homes
8. banquets
9. formal
10. arguments

7. Old-aged parents in America live in................

8. Nowadays, wedding ...... are usually held at restaurants or
hotels.
9. It's considered to be ...... when a student waves to his
teacher to get attention.
10. The telephone often causes ..... between members of the
family.
C. Grammar (10)
I. Put the verbs in brackets into the correct tenses:
1. I ( buy) ...... a new house last year but I (not sell) ....... my
old house yet so now I have two house.
2. A: You ( be ) .......... the theater lately ?
B: Yes, I (go) ....... to see the Othello last week.
A: You (like) .... it ?
B: Yes but I ( can not ) ...... see very well, I sat at the back.
3. A: I (do) .... my housework all morning and I
(notfinish)....yet.
B: I ( do)..... mine, I (start) ..... at 6 a.m.
II. Change the following sentences into reported speech
beginning with given words:
1. Helen said " I have been here for six months ".
Helen said ......................................
2. Helen said " I will leave tomorrow '.
Helen said ........................................
3. Helen said to John " I will give you a ring when I arrive ".
Helen promise ...............................
4. John said to Helen " Remember to keep in touch ".
John reminded Helen ......................
5. Helen said to John " Thank you for the good time we had
together ".
Helen thanked ..............................
D. Reading (13)
Read the passage carefully and choose the correct
answer :
In the past, both men and women were expected to
get married at young age. Marriages were generally
Individual work
- Do the exercise.
- Give the answers
Expected answers:
Exercise 1:
1. bought-have not
sold
2. have been?
went- Didlike?could not
3. was doing-have
not finished
did started
Exercise 2:
1. Helen said that
he had been there
for six months.
2. Helen said that
he would leave the
next day.
3. Helen promise to
give John a ring
when he arrived.
4. John reminded
Helen to keep in
touch.
5. Helen thanked
John for the good
time they had had
together.
Individual work
- Do the exercise.
- Give the answers
Expected answers:

arranged by parents and family. It was not surprising to

find that the groom and the bride had only just met on the
day of their engagement or marriage.
In modern Viet Nam , this has changed completely as
people choose their own marriage-partners based on
love, and in consideration primarily to their own needs
and wants. Moreover, early marriage is quite illegal.
The traditional Vietnamese wedding is one of the
most important occasions. Regardless of westernization,
many traditional customs continue to be celebrated in
wedding ceremony by Vietnamese in both Vietnam and
foreign countries, often combining both western and
eastern elements. Beside the wedding ceremony, there is
also an engagement ceremony which usually takes place
half a year before the wedding. Due to the spiritual
nature of the occasion, the date and time marriage
ceremony are decided in advance by a fortune-teller. The
traditional Vietnamese wedding consists of the following
steps; the first is the ceremony to ask permission to
receive the bride, the second is procession to receive the
bride 9 along with the ancestor ceremony), the third is to
bring the bride to the groom's house for another ancestor
ceremony and to welcome her into the family then the
last is the wedding banquet. The number of guests at the
banquet is large, usually in the hundred. Several special
dishes are served. Guests are expected to bring gifts,
money and the groom and the bride will go from table to
table to thank their guests for their blessing and gifts.
1. In the past, ............................................
A. Vietnamese people were free to make a decision on the
marriage.
B. Vietnamese marriages were decided by parents and
family.
C. Getting married at early age was not allowed.
D. Parents had no right to interfere their children's marriage.
2. At that time, the fact that the bride and the groom had
only first met on the day of their engagement or
marriage was ............................
A. surprising B. popular
C.
D. strange
uncommon
3. Which sentence is true about Vietnamese modern
marriage ?
A. Most young people don't have their marriage based on
1.
2.
3.
4.
5.
B
B
C
B
C

love.
B. All marriages are arranged by parents and families
C. Marriage is quite westernization .
D. Couples do not get married at quite young age.
4. According to the passage, ..............................................
A. Overseas Vietnamese people don't like to have a
traditional wedding.
B. There is an engagement ceremony before the wedding
ceremony.
C. Many traditional customs don't exist in a traditional
wedding ceremony nowadays.
D. Vietnamese people never ask a fortune-teller the date and
time of the marriage ceremony.
5. Which does not exist in a Vietnamese wedding
ceremony ?
A. guests
B. dishes
C.
D. gifts
firecrackers
- Revise the knowledge in unit 1, 2, 3.
- Prepare the next period 45-minute test No 1.
V. COMMENTS:

Period: 21st
Date of preparation: October 8th, 2011

45-MINUTE TEST No 1
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to evaluate what they have
gained in unit 1, 2, 3.
2. Knowledge:
- Vocabulary: non-verbal, join hands, make decision,
- Grammar/ Structures: Tenses, reported speech.
- (Pronunciation):
3. Skills: Speaking, reading, writing.
II. PREPARATION:
2. Students: textbooks, workbooks, 45-minute tests No 1.
III. PROCEDURE:
1. Warm-up:
2. New lesson: (45)
A. The test
I. CHOOSE THE WORD WHICH HAS THE UNDERLINED PART
PRONOUNCED DIFFERENTLY FROM THE OTHERS.(1m)
1. A. kissed
B. stopped
C. phoned
D. looked
2. A. rained
B. needed
C. stayed
D. arrived
3. A. bats
B. stops
C. laughs
D. speeds
4. A. bats
B. kids
C. speaks
D. kits
II. CHOOSE THE WORD WHICH HAS THE STRESS DIFFERENT FROM
THE OTHERS.(0.5m)
1. A. suppose B. student
C. decide
D. arrive
2. A. famous B. social
C. attract
D. friendly
III. CHOOSE THE BEST ANSWERS.(2.5ms)
1. My father takes responsibilities __________ running the house.
A. for
B. down
C. on
D. in
2. I always talk to my mother before I ________ an important decision.
A. take
B. shake
C. make
D. lake
3. Who looks _________ the baby when you go to work?
A. up
B. down
C. after
D. before
4. She always helps her parents with _________ chores.
A. school
B. home
C. street
D. household
5. There are more children in Andreas family _______ in Pauls.
A. then
B. them
C. than
D. thank
6. Our parents join hands to give us a happy home.
A. work together
B. say goodbye
C. talk together
D. eat together
7. Christmas is the ________ important holiday in America.
A. best
B. better
C. most
D. less
8. A happy marriage should be ________ on love.
A. base
B. based
C. basing
D. basic
9. Young Asians are not as_________ as their American counterparts.
A. romance
B. romantic
C. romanticlyD. beauty
10. Waving hands is a ________ form of communication.
A. verbal
B. non-verbalC. verb
D. verbs
IV. PUT THE CORRECT FORM OF THE VERBS IN BRACKETS.(2ms)
1. Im sorry I ____________ (not, write) to you for so long.
2. She ____________ (move) to London two years ago.
3. What ________ you _________ (do) at 5 p.m. yesterday?
4. He often __________ (get) up early every morning.
V. REWRITE THE FOLLOWING SENTENCES.(3ms)
1. Mary said: I will see you tomorrow.
Mary said.
2. Peter said: I came back from London four months ago.
Peter said.
3. They said: We are watching TV now.
They said.
4. David said: I am not going out tonight.
David said.
5. He said: I was having dinner at 6:00 p.m yesterday.
He said.
B. She says: I left here in October.
She says.
VI. CHOOSE THE BEST ANSWERS.(1m)
It is difficult .. (1) rules that tell exactly when we should apologize, but it
is not difficult to learn how. If we have . (2) something to hurt
someones feeling, or if we have been impolite or rude, we should apologize. An
(3) indicates that we realize we have made a mistake, and we are sorry
for it. It is a way of expressing our regret for something. When we apologize, we
admit our wrongdoings, usually offer a reason .. (4) it, and express regret.
1. A. write
B. to write
C. writing
D. wrote
2. A. do
B. did
C. done
D. does
3. A. sorrow B. sorry
C. apologize
D. apology
4. A. for
B. in
C. on
D. at
----- THE END----Compiled by Nguyen Thi Ngoc Tam
B. The matrix of the test

Application
U
nit
Total
Periods: 6
Sentences:
11
Marks: 3,5
Periods: 4
Sentences:
6
Recognition
MC
Pronunciation: 2
Vocabulary: 6
Marks: 2
Comprehension
W
MC
W
Grammar: 3
H
ig
h
Low
MC
Marks: 1,5
Pronunciation: 2
Vocabulary: 3
Marks: 1,25
Grammar: 1
Marks: 0,5
Marks:1,75
Periods: 6
Stress: 2
Sentences: Vocabulary: 1
13
Marks: 0,75
Marks:
4,75
Reading:
4
Writing: 6
Marks: 3
Marks: 1

- Prepare next period, unit 4-Reading
V. COMMENTS:

Period: 22nd

UNIT4: SCHOOL EDUCATION SYSTEM
Lesson: Reading
I. OBJECTIVES:
- guess the meaning in context.
- scan for specific information.
- know about school education system in England.
2. Knowledge:
- Vocabulary: academic year, parallel, category, fee- paying, curriculum
- (Pronunciation):
3. Skill: Reading
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
Game: Hang man
SCHOOL
SCHOOL EDUCATION SYSTEM
- ask Ss to close books
- give instructions
- divide class into 2 groups
- ask Ss to guess the word
- choose the winner
Lead-in:
In our reading lesson today, well focus on the school education system in England
compared with the school education system in Vietnam.
2. New lesson:
Teachers activities
Students activities
A. Pre-reading (10)
Whole class
Activity 1: Describing picture
- Open the book
- Ask Ss some questions about the - Listen to the teacher
picture:
+ Who are they?
+ What are they doing?
+ Do you think they are English
students?
Activity 2: Facts about school
- Ask students to read the facts below
and decide whether the statements about
schools in Vietnam are true (T) or false
(F). Then compare their results with
their partners.
Facts about schools
1. Children start Grade 1 when they are
6 years old.
2. Schooling is compulsory from the age
of 6 to 16.
3. The school year generally begins in
September and ends in late May.
4. The students do not have any
examinations
when
they
finish
secondary school.
5. A school year consists of two terms.
Activity 3:Pre-teaching vocabulary
Vocabulary:
- academic year (n): nm hc
- parallel (adj): song song
- category (n): loai, nhm
- fee- paying (adj): ng tin # free
(adj): min ph
- curriculum (n): chng trinh hc
curricula
- core subject (n): mn hc chnh
- be made up of (v) = consist of (v): bao
gm
*Checking vocabulary: ROR
- Put each of the words which have
been taught in each circle on the board.
- Rub out one of the words but do not
rub out the circles.
- Get Ss to repeat the words including
the rubbed-out ones by pointing at the
empty circles.
- Continue until all the circles are
- Answer the questions
Individual work
- Listen to the teacher and open the
book Unit 1, part A: reading
- Look at the book, listen to the teacher and
work in pairs to decide whether the
statements about schools in Vietnam are
true (T) or false (F). Then compare their
results with their partners.
Expected answer:
1
2
3
4
5
T
F
T
F
T
Whole class
- ask Ss to repeat the list of new words
in chorus.
- call some Ss to read individually.
Individual work
- Repeat the words including the
rubbed-out ones.
- Come to the board and fill the circles
with the correct words.

empty. Ss now have to remember all the

words.
- Get Ss to come to the board and fill
the circles with the correct words.
B. While-reading(20)
Activity 1: Finding words or phrases
- Ask Ss work in pairs to find words or
phrases in the reading passage which
have the same meanings as the given
sentences.
- Move around the class and help
students if necessary
- Ask Ss give the answers.
- Comment on Ss answers and give
feedback.
Activity 2: Answering questions

- Ask students to work in groups of four
and answer the following questions
- Ask students look through the
passages then try to answer the
questions in right way
- Help students if necessary
(the answers in the passage)
- Walk round the classroom and correct
mistakes
Pair work
- Keep the book open
- Listen to the teacher then do task 1
- Ask the teacher if necessary
- give the answers in front of the class
- Write down the answers in the
notebook
Expected answer:
1. state schools
2. primary education
3. secondary education
4. compulsory
5. The General Certificate of
Secondary Education
6. curriculum (n)
Group work
- Work in groups of four and try to
answer the questions
- Practice with a partner, then write
them down in the notebooks
- Ask the teacher if necessary
- Listen to the teacher and make a brief
note about school education system in
England
Expected answer:
1. From the age of 5
2. 3 terms
3. The state school and the
independent
or public school systems
4. Yes.
5. There are 3 core subjects ( English,
Maths, Science)
6. When the students finish the
secondary school, they can take an
examination called the General
Certificate of Secondary Education.
C. Post-reading (8)
Make a dialogue
- Tell the others one of the most difficult
school subjects you are studying and
what you would like your friends and
your teacher to do to help you learn that
subject more effectively.
* Mapped dialogue
A
B
May/ ask/ questions/?
Yes
You /have/ difficulty/ your
studying?
Yes
Which school subjects/
Maths/
you / think/ the most
English
difficult?
..)
What/ you/ do / improve /it ask/
?
teachers
(friends)
/ help
I/ hope / your Maths /
English/be better/ some
days.
Thanks
Pair work
- Tell the others one of the most difficult
school subjects you are studying and
what you would like your friends and
your teacher to do to help you learn that
subject more effectively.
- Make a conversation based on the
mapped dialogue.
- Some pairs act out the dialogue in
front of the class.

- Prepare next period, unit 4 Speaking.
V. COMMENTS:
Period: 23rd
UNIT 3: SCHOOL EDUCATION -SYSTEM
Lesson: Speaking
I. OBJECTIVES:
- get some knowledge of the education system in Vietnam.
- talk about the similarities and the differences between the education systems in
Vietnam and in England.
2. Knowledge:
- Vocabulary: nursery school, kindergarten, primary school, lower secondery
school, upper secondery school.
- (Pronunciation):
3. Skill: Speaking
II. PREPARATION:
1. Teacher: textbook, workbook, chalk, pictures, projector, computor.

III. PROCEDURE:
1. Warm-up: (5)
* Game: Ordering
- Write on the board names of school education system in Vietnam:
+ upper secondary school, nursery school, primary school, kindergarten, lower
secondary school.
- Then, ask Ss to put them in order.
* Key:
nursery, kindergarten, primary school, lower secondary school, upper secondary
school.
Lead-in:
- Today, you will practice talking about school education system in Vietnam.
2. New lesson:
Teachers activities
Students activities
1. Activity 1: Pre-teaching vocabulary
Whole class
- Give Ss the list of the words.
- Listen to the T and repeat.
- Ask them to repeat the words in chorus. - Note down the words.
- Call some Ss to read the words
individually.
+ nursery (n): nh tre
+ kindergarten (n): mu gio
+ primary school (n): tiu hc
+ secondary school (n): cp 2, 3
+ lower secondary school (n): cp 2
+ upper secondary school (n): cp 3
+ optional (adj): ty chn
+ National examination for GCSE (n): ki
thi tt nghip
*Checking vocabulary: ROR
- Rub out these words gradually.
- Check if Ss remember the words.
Individual work
- Pay attention to the words.
- Read the words and try to remember
them after they have been rubbed out
2. Activity 2: Useful expression
from the board gradually.
- Give some useful expressions.
Whole class
+ When do children in Vietnam go to ...?
- Listen to the Ts instruction.
+ How old are children when they first go - Note down the useful expressions,
to .?
connectors and linking words.
+ How long is the primary school? / How
many years do children attend primary
school?
+ Which level do children move to after
they finish .?
+ Do all children have to go to nursery?
- Give Ss some connectors and linking
words.
+ Connectors:
First,
Second,
Third,
+ Linking words:
However,
But,
On the other hand,
B. Practice (18)
Activity: Questions & Answers
- Give a mapped dialogue to Ss.
- Model the dialogue with a student.
- Call on a pair of Ss to model the
dialogue.
* Mapped dialogue
A
B
- When do the children - When they
in Vietnam go to ?
areyears
- How long does the old.
education last?
- years.
- Ask Ss to work in pairs to study the table
in textbook, then ask and answer the
questions about the school education
system in Vietnam.
- Move around the class to help Ss if they
need.
- Call on some pairs to act out the
dialogue in front of the class.
- Listen to students and correct mistakes if
necessary.
Pair work
- Work in pairs.
- Practise asking and answering the
questions about the school education
system in Vietnam using the
information in the table.
- Act out the dialogue in front of the
class.
Model dialogue
A: Hi! Are you a student of this
school?
B: Yes! Youre new here, right?
Where are you from?
A: Im from America. And Im
interested in the Vietnamese
education system. Girls look so nice
in their ao dai.
B: Thank you. We like it, too.
A: Can you give me some information
about the education system in
Vietnam?
B: Its OK. Go ahead.
A: When do the children in Vietnam
go to primary school?
B: When they are 6 years old.
A: How long does the primary
education last?
B: 5 years.
C. Production (10)
Activity:
Writing the similarities and differences
- Let Ss work in six groups.
- Give each group a poster and a board
marker.
- Assign three groups to write the
similarities between the school system in
Vietnam and in England, and the other
three groups to write about differences.
- Walk round and help Ss if they need.
- Have Ss stick the posters on the board.
- Call on some groups to report their
results to the class.
- Give feedback and comment.
A: Thank you for spending time with

me.
B: Youre welcome.
Group work
- Work in groups to write about the
similarities and differences between
the school system in Vietnam and in
England.
- Stick the posters on the board.
- The representatives from some
groups go to the board to report their
results to the class.
Suggested answers
Differences
There are some differences between
the school systems in Vietnam and
England. Children in Vietnam start
primary school at the age of 6 and
finish this level at the age of 10 while
those in England study at primary
school from the age of 5 to 10.
Children in Vietnam start secondary
education at the age of 11 and finish
this level at the age of 17, but those
in England study at secondary
education from the age of 11 to 16.
Schooling
is
compulsory
for
Vietnamese children until the age of
14. However, in England, compulsory
education ends when children are 16.
Similarities
Vietnam and England school systems
have some similarities. First, students
in both countries have to follow the
national curriculum set by the
government. Second, the school
system is divided into 3 levels of
education like pre-school, primary
education and secondary education.
Third, after finishing secondary
schools, they all have to take the
national examination known as
GCSE.

- Prepare next period, unit 4 Listening.
V. COMMENTS:
Pictures:

Period: 24th

UNIT 4: SCHOOL EDUCATION SYSTEM
Lesson: Listening
I. OBJECTIVES:
- Listen for the understanding of the passage.
- Know more about school education system in Vietnam.
2. Knowledge:
- Vocabulary: tearaway, disruptive, methodical, well-behaved, struggle.
- (Pronunciation):
3. Skill: Listening
II. PREPARATION:
1. Teacher: textbook, workbook, chalk, CD player, CD, handouts.
III. PROCEDURE:
1. Warm-up: (5)
Game: Scrambled words
- Deliver handouts with the following:
a. t h i s o y r
b. n f h c e r
c. p i s s h y c
d. s m c i u
- Tell Ss that here are some of the school subjects that English secondary school
pupils usually have at school.
- Ask Ss to work in groups of four to work out what they are.
- The first group to have the most correct answers is the winner.
Expected answers:
a. history
b. French
c. physics
d. music
Lead-in:
- What school subjects are you good at?
- What subjects do you like to study most in your class?
In todays listening section, you will listen to the conversation between Jenny and
Gavin talking about what they do at school.
2. New lesson:
Teachers activities
- tearaway (n): ngi bc ng
- disruptive (a): gy ri
E.g:
A few disruptive students can easily
ruin a class.
- methodical (a): c phng php
- well-behaved (a): c x tt
- struggle (n): cuc u tranh
2. Checking: What and where
- Put each of the words which have
been taught in each circle on the board.
- Rub out one of the words but do not
rub out the circles.
- Get Ss to repeat the words including
the rubbed-out ones by pointing at the
empty circles.
- Continue until all the circles are
empty. Ss now have to remember all the
words.
- Get Ss to come to the board and fill
Students activities
Whole class
- Guess the meaning and parts of speech
of the the words.
- Listen to the teacher, then repeat the
words.
Individual work
- Repeat the words including the
rubbed-out ones.
- Come to the board and fill the circles
with the correct words.

the circles with the correct words.

Activity 1: Listen & tick
- Put Ss into pairs.
- Play the Cd player twice for Ss to
listen.
- Ask them to listen and put a tick to the
question to which the answer is Yes.
- Go over the answers with the class.
- Play the Cd one more time for Ss to
check the answers.
Activity 2: Listen & answer the
questions
- Let Ss listen to the passage again if
needed and ask them to answer the
questions.
- Ask Ss to compare the answers in
pairs.
- Call on Ss to write the answers on the
boards.
- Check the answers with the whole
class.
Chatting
- Tell Ss to work in pairs to talk about
their school.
Pair work
- Listen and put a tick to the question to
which the answer is Yes.
- Give answers in front of the class.
Expected answers:
Questions
Jenny
Gavin
3
4
5
6
Pair work
- Listen to the passage again if needed
and answer the questions.
- Write the answers on the boards.
Expected answers:
1. When he enjoyed the subjects.
2. He found it very difficult.
3. Because they were difficult for him to
do it in a short time.
4. Because he went away to boarding
school when he was quite young and he
didnt like that. So schools werent the
best days of the life.
Pair work
- Work in pairs to talk about their
school. Using the following questions:
+ How do you feel about your school?
+ What things do you like and What
things dont you like?

- Prepare next period, unit 4 Writing.
V. COMMENTS:

Period: 25th

Lesson: Writing
I. OBJECTIVES:
- Describe school education system in Vietnam.
- Write a passage about the formal school education system in Vietnam.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skill: Writing
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (8)
- Ask students some questions about school education systems in Vietnam.
1. How many levels of educations are there in your school system?
2. How long does it take to complete each level?
3. How many classes are there in each level?
4. When do children start Grade I?
Expected answers
1. 3
2. Primary: 5 years
Lower secondary- 4 years
Upper secondary - 3 years
- Lead Ss to the new lesson:
Today, you will write a paragraph on the formal school education system in
Vietnam.
2. New lesson:
Teachers activities
Students activities
Individual work
- Teacher introduces the task.

In about 150 words, write a paragraph
on the formal school education system
in Vietnam, using the information given
in Speaking Tasks on page 47.
- Guide Ss to write.
1. Topic Sentence
2. Supporting Details
3. Closing Sentence
- Walk round the class to give Ss
assistance.
- Listen to teachers instruction.

- Give some cues to write the paragraph.
Cues:
1. Topic Sentence
The formal school system in Vietnam
consists of two levels of education,
primary and secondary education.
2. Supporting Details
3. Closing Sentence
B. Practice writing (15)
- Ask Ss to write the paragraph about
the formal school education system in
Vietnam.
- Call on some Ss to read out their
writing in front of the class.
Individual work
- Use main ideas in the outline to write
a paragraph on the formal school
education system in Vietnam
Suggested answer.
The formal school system in Vietnam
consists of two levels of education,
primary and secondary education. The
children start Grade/ Year 1 at the age
of 6 and they normally complete the
primary education at the age of 10.
They move to lower secondary school to
study in Grade 6 when they are eleven
years old. They will finish nine-year
compulsory education when they
complete Grade 9 at the age of 14. The
children may go to upper secondary
schools if they pass all the subjects
tested at the end of Grade 9. They will
stay there until they complete Grade 12
at the age of 17. If they want to sit for
the entrance exam to universities or
colleges they have to take the national
examination for GCSE which takes
place at the end of Mayor beginning of
June. The academic year in Vietnam
runs from September to May and is
divided into two terms. The first term
ends in January with a week holiday
and the second term finishes in May

before a long summer holiday comes.
C. Production (10)
Peer corection
- Ask Ss to exchange their writings for - Exchange their writings for peer
peer correction.
correction.
- Correct mistakes.
- Copy down the correction.
- Rewrite the paragraph based on teachers correction.
- Prepare next lesson, unit 4-Language focus.
V. COMMENTS:
Period: 26th
Date of preparation: October 22nd , 2011


I. OBJECTIVES:
- Get some rules of the stress in three syllable words.
- Use the passive voice.
2. Knowledge:
- Vocabulary:
- Grammar/ Structures: The passive voice.
- Pronunciation: Rules of the stress in three syllable words.
3. Skill: Pronouncing, Writing
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (8)
- Write some three-syllable words on the board, and then pronounce those
words aloud.
- Pay attention to its stress.
- Ask Ss to read after
1. algebra
2. carefully
3. politics
4. physical
5. computing
6. compulsory
7. September
-How do we pronounce these words?
- Read again these words and lead to the lesson
Lead-in:
- Today, we learn how to pronounce three-syllable words.
2. New lesson:
Teachers activities
Students activities
A. Pronunciation
Whole class
a. Rules of word stress in three- - Listen and repeat from 2-3 times
syllable words (5)
- Some of them stand and read words
Give Ss some rules of word stress in aloud
three-syllable words
Group work
- Help students how to pronounce those - Practise reading in groups
words correctly by reading first as - Some groups compare with their results
model
and read the words in sentences aloud.
b. Practice(5)
- Read the words first: clearly, correctly
- Listen and correct their pronunciation
if its needed
- Let students read the sentences and
work in groups
- Listen and remark each group
B. Grammar
a) Presentation (5)
Passive voice.
S + to be + past participle
- Give some examples
E.g:
The poor should be concerned more by
the goverment.
- Ask Ss to make sentences with the
structures.
b. Practice
* Exercise 1: (5) Gap-filling
- Introduce the task: Fill each blank
with the simple present passive form of
the verb in brackets.
- Guide Ss to do
- Ask Ss to fill each blank with the
simple present passive form of the verb
in brackets.
- Correct mistakes.
* Exercise 2: (5) Rewriting the
sentences
- Introduce the task:
Rewrite the following sentences using
the passive voice.
- Guide Ss to do
- Ask Ss to rewrite the sentences using
the passive voice.
- Correct mistakes.
Whole class
- The answers may be various.
- Listen and give more sentences.
- Read the sentences in front of the
class.
Individual work
- Understand the task
- Fill each blank with the simple present
passive form of the verb in brackets.
Answers:
1. is separated
2. is set - must be followed
3. is made up
4. is paid
5. are selected
Individual work
- Rewrite the following sentences using
the passive voice.
Answers:
1. this school was built in 1997
2. This dictionary was published in
1870
3. A surprise party is going to be
organized by the students in my class
tomorrow morning
4. The kitchen is being painted now.
5. Romeo and Juliet was written by
Shakespeare in 1605
6. Shakespeares tragedies have been
translated into many languages.
7. A new primary school has just been
built in my village.
Exercise 3. (5) Gap-filling

- Introduce the task: Fill in the spaces of
the following passage with the correct
tense in passive voice of the verbs in
brackets.
- Guide Ss to do.
- Ask Ss to fill in the spaces of the
following passage with the correct tense
in passive voice of the verbs in
brackets.
- Correct mistakes.
C. Production (5)
Activity 1: Brainstorming
- Have Ss work in groups of four.
- Ask Ss to give 5 words which have 3
syllables.
8. English will be spoken at the

conference
9. The floor hasn't been cleaned (by
Jane) yet.
10. The house will be repainted soon.
Individual work
- Give the correct form of the verb in
each sentences using the passive voice.
Answers:
1. Was built
2. were sold
3. has been made 4. can be bought
5. are used.
6. can be used
7. is stored
8. are done
9. must be told
10.can be done
Group work
- Work in groups of four.
- Give 5 words which have 3 syllables.

- Do exercise part E-language focus in work book.
- Prepare next lesson, 45-minute correction.
V. COMMENTS:
Period: 27th

45-MINUTE TEST No.1 CORRECTION

I. OBJECTIVES:
gained in unit 1, 2, 3.
2. Knowledge:
- Vocabulary: non-verbal, join hands, make decision,
- Grammar/ Structures: Tenses, reported speech.
- (Pronunciation):
II. PREPARATION:
III. PROCEDURE:
1. Warm-up:
2. New lesson:
A. Marking
I. CHOOSE THE WORD WHICH HAS THE UNDERLINED PART
PRONOUNCED DIFFERENTLY FROM THE OTHERS.(1m)
1. A. kissed
B. stopped
C. phoned
D. looked
2. A. rained
B. needed
C. stayed
D. arrived
3. A. bats
B. stops
C. laughs
D. speeds
4. A. bats
B. kids
C. speaks
D. kits
II. CHOOSE THE WORD WHICH HAS THE STRESS DIFFERENT FROM
THE OTHERS.(0.5m)
1. A. suppose B. student
C. decide
D. arrive
2. A. famous B. social
C. attract
D. friendly
III. CHOOSE THE BEST ANSWERS.(2.5ms)
1. My father takes responsibilities __________ running the house.
A. for
B. down
C. on
D. in
2. I always talk to my mother before I ________ an important decision.
A. take
B. shake
C. make
D. lake
3. Who looks _________ the baby when you go to work?
A. up
B. down
C. after
D. before
4. She always helps her parents with _________ chores.
A. school
B. home
C. street
D. household
5. There are more children in Andreas family _______ in Pauls.
A. then
B. them
C. than
D. thank
6. Our parents join hands to give us a happy home.
A. work together
B. say goodbye
C. talk together
D. eat together
7. Christmas is the ________ important holiday in America.
A. best
B. better
C. most
D. less
8. A happy marriage should be ________ on love.
A. base
B. based
C. basing
D. basic
9. Young Asians are not as_________ as their American counterparts.

A. romance
B. romantic
C. romanticlyD. beauty
10. Waving hands is a ________ form of communication.
A. verbal
B. non-verbalC. verb
D. verbs
IV. PUT THE CORRECT FORM OF THE VERBS IN BRACKETS.(2ms)
1. Im sorry I have not written to you for so long.
2. She moved to London two years ago.
3. What were you doing at 5 p.m. yesterday?
4. He often gets up early every morning.
V. REWRITE THE FOLLOWING SENTENCES.(3ms)
1. Mary said: I will see you tomorrow.
Mary said that she would see me the next day.
2. Peter said: I came back from London four months ago.
Peter said that he had come back from London four months before..
3. They said: We are watching TV now.
They said that they were watching TV then.
4. David said: I am not going out tonight.
David said that he was not going out that night.
5. He said: I was having dinner at 6:00 p.m yesterday.
He said that he had been having dinner at 6:00 p.m the day before.
6. She says: I left here in October.
She says that she left there in October.
VI. CHOOSE THE BEST ANSWERS.(1m)
It is difficult .. (1) rules that tell exactly when we should apologize, but it
is not difficult to learn how. If we have . (2) something to hurt
someones feeling, or if we have been impolite or rude, we should apologize. An
(3) indicates that we realize we have made a mistake, and we are sorry
for it. It is a way of expressing our regret for something. When we apologize, we
admit our wrongdoings, usually offer a reason .. (4) it, and express regret.
1. A. write
B. to write
C. writing
D. wrote
2. A. do
B. did
C. done
D. does
3. A. sorrow B. sorry
C. apologize
D. apology
4. A. for
B. in
C. on
D. at
----- THE END----B. The result & experience
- The result:
Class
0-<3
3-<5
5 - < 6.5
6.5 - < 8
8 - < 10
12B3
12B4
- The experiece:


- Revise the results of the tests.
- Prepare for next lesson, unit 5-Reading
V. COMMENTS:
Period 28th

UNIT 5: HIGHER EDUCATION
Lesson: Reading 1
I. OBJECTIVES:
o Develop reading skills: skimming and scanning
o Get some new words about university life.
o Talk about plan for future (choose what university to apply when finishing
secondary education)
2. Knowledge:
- Vocabulary: campus, blame, scary, challenge, amazing.
- (Pronunciation):
3. Skill: Reading
II. PREPARATION:
2. Students: textbooks, notebooks, pens.
III. PROCEDURE:
1. Warm-up: (5)
QUIZ
- What university is it?
1. This is a very famous in the USA. It begins with letter H.
2. This is the most well-known university in France.
3. In England there are 2 most famous universities. They begin with letters O and
C.
- Answer key:
1. Harvard.
2. Sorbonne.
3. Oxford and Cambridge
+ Lead-in:
2. New lesson:
Teachers activities
Students activities
A. Pre-reading (10)
1. Vocabulary:
- Answer the eliciting questions.
- campus (n) (explanation) the buildings
of a university or college and the land
around them
- Give Vietnamese equivalents.
- room-mate (n) (example)
Ex: When I studied in Hue, I shared my
room with a room-mate from Nghe An.
- daunting (adj) (expalnation)
frightening in a way which makes a
- Take notes
person feel less confident.
- challenging (adj) (translation)
- graduate (v) from : to complete a
course in education (high school)/ to get
a degree (from university/ college)
Ex: Martha graduated from high school
2 years ago.
She graduated from Harvard this year.
2. Checking vocabulary: ROR
1. Gap-fill: (Task 1)
- Study the task carefully.
- Ask Ss to work in pairs, read the - Choose the right word to fill in the
sentences and fill in the gaps with the
blanks.
right forms of the words in the box.

- Exchange their answers for peer
- Call Ss to give the answers and
correction.
explanations
(parts
of
speech/ - Tell the class the answers.
meaning?)
* Key:
1. campus
2. blamed
3. scariest
4. challenges
5. amazing
2. Find out who ..... (Task 2)
- Look at the task, read the text again
- Ask Ss to work individually, read the
to give the answers.
text and find out the appropriate person * Key:
for each case.
Sarah : a / e
- Call Ss to give the answers.
Ellen : b / c
- Give feedback.
Brender : d / f
C. Post-reading (9)
Role-play
- Pair work.
- Ask Ss to work in pairs, one plays the
role interviewer, one plays the role:
Sarah, Ellen or Brenden.
- Ask them to role play to ask and
answer about university life.
- Play the role --> ask and answer.
- Call some pairs to present their talk in
front of the class.
- Give feedback
- Learn by heart all the vocabulary.
- Prepare for the next lesson- unit 5-reading 2.
V. COMMENTS:
..
..
..

Period 29th

Lesson: Reading 2
I. OBJECTIVES:
o Develop reading skills: skimming and scanning
o Get some new words about university life.
o Talk about plan for future (choose what university to apply when finishing
secondary education)
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skill: Reading
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
1. What are you going to do after you finish high school?
2. Which university would you like to attend?
3. Where will you live if you study at a university far from your house?
- Get feedback
- Lead Ss to the new lesson: higher education

2. New lesson:
Teachers activities
Students activities
A. Pre-reading (10)
- Ask Ss to work in pairs, ask and - Work in pairs, ask and answer the
answer the following questions:
questions
1. How do you say in English the names 1. Hue University
of these universities?
2. Hanoi University of Architecture
2. What university would you like to 3. Hanoi University of Natural Science
apply for and why?
4. I would like to apply for Hanoi
- Get feedback.
University of Natural Science.
- Give Ss suggested answers.
- Ask students to look through the - Read the text in silence.
passage and read in silence
- Find out new words.
- Help students read the passage
- Understand the aim of the text.
- Explain pronunciation and meaning of Do the tasks that follow.
new words which appear in the passage.
Answering the questions: (Task 3)
- Understand the task.
- Ask Ss to work in pairs, read the - Read the text again, answer the
questions and underline the key words.
questions on the text.
- Ask them to read the text and find the *Key:
information for each question.
1. She went out with her new friends,
walking around campus.
- Give feedback.
2. Because the people at the party were
busy playing some game, and no one
seemed to noticed her.
3. Her roommate blamed her for typing
and having a light on while she was
trying to sleep.
4. Brender thought his first year at the
college was probably the best and most
challenging year of his life.
5. The social calendars at the colleges
provide him plenty of opportunities to
meet non engineering students as well
as other engineers, many of whom have
become his best friends.
C. Post-reading (9)
Discussion
- Ask Ss to discuss the questions:
- Discuss the questions.
+ How do sts often feel when they leave - Give the answers in front of the class.
home for their first year study at a
university?
+What problem will you have when you
start your new life at a university. How
will you solve it?
- Revise the answers for the questions.
-Prepare next lesson- unit 5- SPEAKING
V. COMMENTS:
.
.
.
Period 30th
Date of preparation: October 31st, 2011
Lesson: Speaking
I. OBJECTIVES:
- talk about the application process to tertiary institution in Vietnam.
- get some new words relating application process.
2. Knowledge:
- Vocabulary: application form, entrance examination, to fill in, identity card
- (Pronunciation):
3. Skill: Speaking
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
MIMING: What's my job?
- Call on a S to go to the board and ask him/ her to choose a job that he/ she wants
to do in the future and mime a typical activity which it involves.
- Ask the whole class to look at their friends activity then ask him /her yes/ no
question to guess his/ her job
Possible questions:
- Are you mending something?
- Are you typing?
- Do you work outside?
- The S asks the others :
- What is my job?
- The others watch his/ her activities and make yes/no questions to guess the job
- The S answers the questions using only yes or no. The game is over if an S guess
the job.
2. New lesson:
Teachers activities
1. Vocabulary:
- tertiary education (adj) = at university
or college level.
- entrance university (n) (explanation)
- application form (n) (realia)
- fill in (v) (example)
2. Task 1: Ticking
- Ask Ss to work in groups of 4, read the
task and tick those which are obligatory
for someone to be admitted to a
university in Vietnam.
- Call on some Ss to give answers and
explanation (Vietnamese equivalents for
each item)
- Give feedback.
1. Task 2: Ask and answer
- Ask Ss to work in pairs, ask and
answer the questions about the
application process to tertiary study in
Vietnam using the cues in page 55.
- Go around to control and give help if
necessary.
- Call Ss to present their talk in front of
the class.
- Give feed back.
2. Task 3:
- Ask Ss to work in group of four,
discuss with their friends the process of
applying to a tertiary institution in
Vietnam.
- Go around to control and give help
when necessary.
- Call the preventative of each group to
present their ideas. (POST-SPEAKING)
- Give feedback.
C. Production (9)
REPORT
- Call the representative to present their
Students activities
- Answer the eliciting questions
- Give Vietnamese equivalents
- Take notes.
- Group work.
- Expected answers:
an application form
an identify card
a copy of the originals of school
certificate
a birth certificate
a copy of records of your
performance ay school
scores of the required examination.
- Pair work
- Group work.
- Discuss the process of applying to a

tertiary institution in Vietnam.
- Act out the answer in front of the

talk in front of the class.

- Ask other Ss to give comments.
- Give feedback
class.

o Prepare the next lesson: Unit 5 - Listening
V. COMMENTS:
.
.
.
Period 31st
Date of preparation: November 2nd, 2011

Lesson: Listening
I. OBJECTIVES:
- get detailed information on some problems students may have when studying in
a foreign country.
- express their opinions on where they prefer to do an undergraduate course
(abroad or in their own country), and explain their choice
2. Knowledge:
- Vocabulary: : international, available, majority, proportion
- (Pronunciation):
3. Skill: Listening
II. PREPARATION:
1. Teacher: textbook, workbook, Cd player, Cd, chalk.
III. PROCEDURE:
1. Warm-up: (5)
Interview
- Ask students to work in pairs and give them instructions: Imagine that in each
pair, one of you is a Vietnamese student studying in a foreign country; the other
ask her/him problems facing students when studying in a foreign country
- Call some pairs to report their interviews
- Give remarks and leads to listening task
Possible questions:
S1: What problem you have to face when studying in America?
S2: There are many problems such as: food, accommodation, living cost
2. New lesson:
Teachers activities
Students activities
Vocabulary
proportion (n) (synonym) ratio
available (adj) (of things): that you
can get buy or find. (of a person): free
to see or talk to people.
agriculture (n) (translation)
--> agricultural (adj)
majority (n) (antonym) minority
thoroughly (adv) (synonym) completely
- Read these words aloud and ask
students to read them in chorus and
individually
- pay attention to pronunciation and
stress.
Task1: Choose the best answer (3
questions)
- Ask students to read carefully all the
statements silently in 1 minute
- Explain some words if necessary
- Ask students to predict the answer
first.
- Play the record and ask students to
listen for main ideas of the text
- Play the record again and ask them to
do the task
- Ask students to compare their answers
with their friends
-Call some students to give their
answers
- Listen to and correct or comment
Task 2: Answer the questions
1. What does David advise the
international students to do at the
end of the course?
2. What does David advise the
international students to do to deal
with the long reading lists
-Listen to T and guess the meanings of

these words
- Practice reading the words in chorus
and individually.
- Read all the statements carefully

in 1 minute
- Listen to the record for the main ideas
of the text
- Listen again and tick true or false in
their books
- Check their answers with their friends
- Some students give their answers;
others listen and give comments
Expected answers:
1
C
2
A
3
C
- Read the questions

- Listen to the record again and choose
the best option
- Work in pairs and exchange their
answers
- Some students read aloud their
answers ; others listen and give
comments
Expected answers:
1. He advises them to find out when
- Ask students to answer the question if

possible.
- Play the record once again and ask
students to do the task
- Ask students to work in pairs to
exchange their answers
- Ask some students to read aloud their
answers
- Listen and give remarks. T can play
the record again if students cannot give
correct answers.
Ask and answer the question:
Would you prefer to do an
undergraduate course aboard or in
your country
- Ask students to read the request aloud
- Ask them to work in pairs again
,asking and answering the questions of
the task
- Go around and help students if
necessary
- Call some pairs to perform their
dialogues
- Listen and give remarks or good
marks if students do well
the tutor is available for tutorial

appointments.
2. He advises them to read the most
important items on the reading list.
- Work in group again and practice

asking and answering the questions of
the task
- Some pairs stand up talking in front of
the class; others listen and give
comments
Possible dialogue:
S1: Would you like to do an
undergraduate course in Vietnam or
abroad?
S2: Id like to do an undergraduate
course in Vietnam
S1: Why so?
S2: Because my English is not good
enough and I cannot afford tuition fees
and accommodation for studying
overseas.

o Ask Ss to learn by heart the vocabulary.
o Prepare the next lesson: Unit 5 - Writing
V. COMMENTS:
.
.
..

Period 32nd
Date of preparation: November 5th , 2011

Lesson: Writing
I. OBJECTIVES:
o Write a letter of request.
o Correct mistakes in a piece of writing.
2. Knowledge:
- Vocabulary: accommodation, tuition fee
- (Pronunciation):
3. Skill: writing
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
Hangman
- Divide the class into 2 groups, have Ss guess the word phrase corresponding to
13 cells
1
2 3 4
5 6 7 8
9 10 11 12 13
- Tell the Ss from each team to take turns to guess the letter of the phrase.
3
4
2
5
6
10
7
9
1
- If the letter appears in the word. The teacher will writes it in the cell.
- Each time they get wrong letter, a part of the body is drawn. If the picture is
complete, the Ss will lose the game.
- Answer key:
1
2 3 4 5 6 7 8 9 10 11 12 13
R
E
Q U
E
S T L E T T E R
2. New lesson:
Teachers activities
1. Questions:
- Set the situation: "Suppose you want
to apply for undergraduate program in a
university in England, what information
do you want to know?"
- Ask Ss to give their own ideas.
- Call some Ss to give the answer.
+ Lead-in: "How can you get this
information?"
--> Write a letter of request.
- In our today's lesson, you will get to
know how to write a letter of request to
ask for some information.
2. Reordering:
- Ask Ss to work in pairs, read the
following and rearrange the sentences to
make an appropriate letter of requests
A. I am looking forward to hearing from
you soon.
B. Dear Sir/ Madam,
C. Could you please send me some
information about the admission
requirements, tuition fees,
accommodation, and details of the
course?
D. I've read a lot about tertiary study in
England and very impressed by the
reputation of many famous universities
there. Now I am in the last year of the
high school and will finish secondary
education in 3 months.
E. Yours faithfully,
F. I am ready to supply any information
about myself if necessary.
G. Hoang Thanh Mai
H. I am very interested in an
undergraduate course on economics in
Birmingham University.
1. Outline: (Formal letter of request)
- Ask Ss to read the above letter and
Students activities
- Answer the questions.
- Give some ideas.
- Pair work
- Read the task and the rearrange the
sentences to make a suitable paragraph.
- Answer key:
1. B
2. D
3. H
4. C
5. F
6. A
7. E
8. G
- Read the letter and give the outline

give the outline of a letter of request.

o Introduction:
-Reasons for writing
- Your interest in tertiary study in
England (name of the program, the
university, ....)
o Request:
-Information (ask them to provide):
tuition fee, exams, accommodation, ....
o Further information: (happy to
supply)
- English proficiency
- Record of performance at school, ....
o Conclusion: (polite ending)
o Signature
2. Useful expressions: (request)
- Would you be kind enough to let me
know ...............?
- I wonder whether you could give me
some information about ..
- I should be very grateful if you could
let me have the following
information ..........
- Would you be willing to
supply .............?
- Could you please ......................?
3. Write it yourself:
- Ask Ss to work individually, write a
letter of request to ask for admission
requirements and some information
about the course.
necessary.
- Jot down Ss' mistakes for later
correction
C. Production (9)
Peer correction
- Ask Ss to work in pairs, exchange
their letter with a partner to correct
mistakes if any.
- Go around to control and give help.
- Call 2 Ss to write their letter on the
- Take note.
- Teacher --- Students.
- Give some expressions
- Take note
- Individual work.
- Write a letter of request.
Pair work
- Correct mistakes.

board.
- Check with the whole class.
- Rewrite the paragraph in the notebook
- Prepare for the next lesson: unit 5-Language focus
V. COMMENTS:
.
.
..
Period 33rd
Date of preparation: November 10th, 2011

Lesson: Language focus
I. OBJECTIVES:
- get some rules of the stress in more than three syllable words.
- use conditional sentences.
2. Knowledge:
- Vocabulary:
- Grammar/ Structures: conditional sentences.
- Pronunciation: the stress in more than three syllable words.
3. Skills: speaking, writing
II. PREPARATION:
1. Teacher: textbook, workbook, projector, computer, chalk.
III. PROCEDURE:
1. Warm-up: (5)
Game: Arrangement
- Hang on a poster with the following words:
economics
psychology
philosophy
engineering
sociology
mathematics
geographical
archeology
- Ask Ss to pronounce the words and put the them in the right column in the table
below, basing on their stress pattern.
1. oOoo
2. ooOo
3. ooOoo
- Call Ss to give the answer.
- Check with the whole class.
Suggested answer:
1. oOoo
psychology, philosophy
2. ooOo
economics, mathematics,
engineering
3. ooOoo
sociology, geographical ,
archeology
+ Lead-in:
Ask Ss: "What's the same thing in these words?"
--> "In our lesson today you'll get some rules about stress pattern in more than 3syllable words."
"They are all more than 3-syllable words".
2. New lesson:
Teachers activities
Students activities
1. Repetition:
Whole class
- Ask Ss to look at the words (textbook,
- Read the words in chorus after the
page 58), listen to the teacher and repeat. teacher.
- Call Ss to read aloud the words again.
- Read the words individually.
- Correct Ss' mistakes if any, give
feedback.
2. Rules:
- Ask Ss to look at the words in the
examples, and give some comment about
stress pattern of them.
- Write down the rules of the stress
Ex1:
pattern of more than 3-syllable words.
graduate undergraduate
+ We can build longer words by
adding a prefix or a sufix to the
require requirement
engineer engineering
* Here is a list of beginnings and endings
which do not change the stress of the
shorter word.
- able, -ably, - al, - ful, - in/-im,, - ish, ,
- ish, -less, - ly,- un- ness, - ise, - ment, ing, - hood, - er, - under.
Ex 2:
Examine examination
enthusiast enthusiastic
3. Practice:
- Read aloud the sentences (textbook,
page 59) as a model, ask Ss to listen.
- Ask Ss to work in pairs, practise
reading aloud the sentences.
- Call on some Ss to read aloud the
sentences in front of the class.
- Give feedback.
B. Grammar (20)
Warm up:
- Diliver the handouts to the Ss.
Handout:
Match the clauses in A with those in B
to make up the correct sentences.
A
B
1 If you are lazy,
if you came
earlier.
2 They would wait
I would have
for you
told you.
3 If I had known the You wont pass
answer,
the exam.
- Ask Ss to work in pairs to match the
clauses in column A with those in column
B.
Presentation:
- Give some examples and ask Ss to
comment and give the forms and the
usages of the conditional sentences.
Type 1:
Example:
- If it rains, we will get wet.
beginning or the end of the shorter

words. Usually, this does not change
the stress: it stays the same syllable as
the original words.
+ When we add the endings: -ion,

-ian, -ic, -ics, -ical, -ity, -logy, -nomy,
-metry, -graphy, the stress always
move to the syllable before these
endings.
Pair work
- Listen to the teacher.
- Work in pairs and practise reading
the sentences.
Pair work
- Work in pairs to match the clauses in
column A with those in column B.
+ Suggested answers:
1. If you are lazy, you wont pass the
exam.
2. They would wait for you if you came
earlier.
3. If I had known the answers, I would
have told you.
Type 1:
Form:
If clause
Main clause
Present simple Future simple
If - S + Vs/es+ S + can/will +
O
V1+O
Usage: This type of sentence implies
that the action in the if-clause is quite
- He will get there in time if he runs.

Type 2:
Example:
- If I had a car, I would lend it to you.
- I would tell it to you if I knew the
answer.
Note:
- In if-clause, Be were with all
pronouns.
Type 3:
Example:
- If I had had time, I could have seen the
film.
- We would have got lost if we hadnt
bought a map.
Note :
- If-clause can stand in front of / behind
the main clause.
- Unless = If not
In a condition with should or were, we
can invert the subject and verb and leave
ou if.
Ex:
- If you were ill, you could not go to
school.
Were you ill, you could not go to
school.
- If I should be elected, I would do
my best to represent your interest.
Should I be elected, I would do my
best to represent your interest.
In a condition type 3, we can invert the
subject and had and leave ou if.
Ex:
- If I hadnt carried out the order, I would
probable.
Type 2:
Form:
If clause
Past simple
Main clause
Present
subjunctive
S + would +
V1 + O
If-S + V2/ED +
O
Usage:
-Type 2 refers to the present and past
tense in the if-clause is not a true past
but a subjunctive, which indicates
unreality or improbability.
Type 3:
a. Form:
If clause
Main clause
Past perfect
Past subjunctive
could
If- S + had +
would
V 3/ED + O
S+ should +have +
V3/ED + O
b. Usage:
- It states that the action in the ifclause was unreal and didnt happen
in the past time.

have lost my job.

Had I not carried out the order, I would
have lost my job.
Practice
Exercise 1: Work in pairs and complete
the sentences using conditional
sentence type 1
- Ask Ss to work in pairs
-Introduce the task: Complete the
sentences using conditional sentence type
I.
- Ask Ss to complete the sentences using
conditional sentence type I.
- Correct mistakes.
Exercise 2: Express the situations using
conditional sentence type 2.
- Ask students to work in pairs, rewrite
the sentences.
- Give feedback
Exercise 3
- Ask students to do this exercise
individually.
- Call students to write sentences on the
board
- Correct
C. Production (9)
Game: Who is your partner?
(Reviewing 3 types of conditional
sentences)
- Group 1: main clauses
- Group 2: If clauses
- Guide students to play game.
- Match two clauses and reads.
- Comment Ss amswers.
Suggested answers
1. You will not be allowed to take
the entrance exam to a university.
2. If you are 10 minutes late.
3. You will not be allowed to take
the exam.
4. You wont be allowed to submit
your application form.
5. You wont be able to get into the
exam room.
Suggested answers
G1 - 2. If Sarah liked school, she
would study hard.
G2 - 3. I would/could do the test if it
was/were not too difficult.
G3 - 4. Peter would read a lot if he
found the time.
G4 - 5. If I spoke Korean, I could
translate this.
G5 - 6. If they wont be afraid of
flying, they would travel far a lot.
Suggested answers
1. have called
2.had installed
3. would have made
4.would have
given
5. would have given
6.had had
- Work in groups and think of the main

clauses or if clauses.
- Write the clauses on the board.
- Match the clauses together and give
comment.

o Prepare for the next lesson: unit 6- reading 1

V. COMMENTS:
.
.
..
Period 34th

UNIT 6: FUTURE JOBS
Lesson: Reading 1
I. OBJECTIVES:
o Develop reading skills: scanning and skimming.
o Guess meaning from context.
o Get some tactics for an interview .
o Talk about advices on the interview.
2. Knowledge:
- Vocabulary: vacancy, resume, keenness, jot down.
- (Pronunciation):
3. Skill: Reading
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
Guessing game
- Divide the class into 2 groups. One representative from each groups comes to the
board.
- Give each representative a piece of paper with a job on it.
- Ask other students from each group make Yes/ No questions to find out what the
job is. The representative just answers Yes or No
+ Lead-in:
- What job would you like to do in the future?
- Why do you choose that job
--> "You know if you want to get a job, you may have an interview. What do you
think the most important factor that would help you succeed in a job interview?"
2. New lesson:
Teachers activities
Students activities
A. Pre-reading (10)
Vocabulary:
- interview (n) (v) (example)
Ex: He has an interview next week for
the manager's job
--> interviewer (n)
--> interviewee (n) (explanation)
- candidate (n) (synonym) applicant
- qualification (n) (translation): nng
lc, trnh
- keenness (n) (explanation)
- create / make an impression on (v):
- vacancy (n)
- resume (n)
- certificate (n)
- jot down (v)
- concentrate (v) (on sb/ sth) (example)
Ex: You should concentrate on what the
interviewer is saying.
* Checking : R & R
- Ask students to look through the
- Explain pronunciation and meaning of
new words which appear in the passage.
Multiple choice: (Task 1/ Textbook)
passage then find and underline the
words in italic in task 1 in the passage.
- Ask them to guess the meaning of
these words in context.
explanations.
- Give feedback
- Give Vietnamese equivalents and take

notes.
- Do as Ts requirements.
-
Read the text in silence.

Find out new words.
Understand the aim of the text.
Do the tasks that follow.
Task1:
- Work in pairs.
- Study the task carefully.
- Choose the right option to finish the
task.
- Exchange their answers for peer
correction.
- Tell the class the answers.
1. B
2. C
3. A
4. B
C. Post-reading (9)
Discussion
- Work in groups of four to discuss the
- Ask Ss to answer the following questions.
questions:
1. What do you prepare for a job
interview?
2. What should we do and
shouldnt do before, during and
after an interview?
o Do the exercises in the workbook (unit 6-Reading)
o Prepare for the next lesson: unit 6-reading 2.
V. COMMENTS:
.
.
..

Period 35th

UNIT 6: FUTURE JOBS
Lesson: Reading 2
I. OBJECTIVES:
o Develop reading skills: scanning and skimming.
o Guess meaning from context.
o Get some tactics for an interview .
o Talk about advices on the interview.
2. Knowledge:
- Vocabulary: reduce, information, recommendation
- (Pronunciation):
3. Skill: Reading
II. PREPARATION:
2. Students: textbooks, notebooks, pens
III. PROCEDURE:
1. Warm-up: (5)
1. Tell the class some jobs you know?
2. Which job would you like to be in the future? Why?
- Get feedback
- Lead Ss to the new lesson: future jobs.
2. New lesson:
Teachers activities
Students activities
A. Pre-reading (10)
- Ask students to look through the - Read the text in silence.
- Find out new words.
- Understand the aim of the text.
- Explain pronunciation and meaning of - Do the tasks that follow.
new words which appear in the passage
True/ False statements
- Work individiually.
(Task 2/ Textbook)
- Answer key:
statements and underline the key words 1. F
5. T
in each statements.
2. T
6. F
- Tell Ss to read the text and find the
3. F
7. F
information for each statements.
4. T
8. T
- Ask Ss to compare the answers with a
partner.

explanations.
- Give feedback
C. Production (9)
- Ask Ss to work in groups of 4, to
discuss the following questions:
- Discuss the questions.
+ Which advice in the passage do you
find the most useful and least useful?
+ Why?
- Guide Ss to answer.
- Go round the class to help Ss if
necessary.
- Call on some Ss to give their answers.
- Correct mistakes
o Prepare for the next lesson: unit 6-Speaking.
V. COMMENTS:
.
.
..
Period 36th

UNIT 6: FUTURE JOBS
Lesson: Speaking
I. OBJECTIVES:
o Develop speaking skill: talk about job descriptions, and the job they work
like to do, the reasons why they choose the job.
o Get some new words relating jobs
o Express their own opinion about their favorite job.

2. Knowledge:
- Vocabulary: tourist guide, irrigation system, hotel receptionist, farming technique
- (Pronunciation):
3. Skill: Speaking
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
WHO AM I?
- Divide the class into 2 groups. Call a representative from each group to the
board.
- Give him a piece of paper with a name of a job on it.
- Ask the representative explain so that their group mates can guess what the word
is.
+ Lead-in:
- What job would you like to do in the future?
- Why do you choose that job?
2. New lesson:
Teachers activities
Students activities
. Matching: (Task 1/ textbook)
- Pair work.
- Put Ss into pairs. Ask them to read
- Match a job in A with the descriptions
task 1 and then match a job in A with at in B
least two description in B.
- Call some students to give the answers
and explanations.
- Give feedback.
2. New words:
- tourist guide (n) (explanation)
- irrigation system (n) (picture +
explanation)
- hotel receptionist (n) (explanation)
- farming technique (n) (translation)
1. Task 2:
- Put students into pairs.
- Ask them to tell their partner with job
in column A they would/ would not like
to do.

- Take notes
- Pair work.
- Tell their friend the job they would
(not) like to do. Explain the reasons
why they like or don't like.
- Ask them to explain the reasons why

they would like or would not like to do
the job.
- Tell Ss to use the cues given in column
B if necessary.
necessary.
- Call on some students to share their
opinion with the whole class.
- Give feedback.
- Group work
- Talk about the job they may do after
2. Task 3:
finish school/ or they would like to do
- Ask Ss to work in groups of 4.
in the future.
- Ask Ss to tell their friends the job they
may do after they finish school/ would
like to do in the future.
+ Cues:
- where to work
- who to work with
- salary
- working condition
- Ask other Ss to listen and take notes
for later report.
- Go around to control and give help.
C. Production (9)
- Call some students to report what they
have learnt from their friends to the
class.
- Listen, jot down some mistakes for
later correction.
- Give feedback.
- Act out the report in front of the class.

Example:
I've talked to Tuan. He wants to be a
doctor in the future. He choose this job
because he want to help the sick

o Do the exercises in the workbook (unit 6-Speaking)
o Prepare for the next lesson: unit 6-Listening.
V. COMMENTS:
.
.
..

Period 37th

UNIT 6: FUTURE JOBS
Lesson: Listening
I. OBJECTIVES:
o Develop listening skills: listen for gist and listen for detailed information.
o Get some new words relating jobs
o Summarize the main ideas of a passage
2. Knowledge:
- Vocabulary: workforce, economy, retail, wholesale, category, manufacturing,
service, goods.
- (Pronunciation):
3. Skill: Listening
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
. Discussion:
- Set the situation: "Below are the most popular jobs in the USA".
- Ask students to work in pairs, look at the jobs in the textbook and then discuss
the following question: "Which is the most popular job in Vietnam?"
- Give the meanings of the words if necessary.
+ Lead-in:
"You know, America is a highly developed country. The jobs above are the most
popular in the country. To know some more information about the workforce in the
US, let's start our today's lesson."
2. New lesson:
Teachers activities
Students activities
Vocabulary:
- Answer the eliciting questions.
- workforce (n) (explanation) all the
- Give Vietnamese equivalents.
people in a country or in an area who
- Take note.
are available for work.
- economy (n) (translation)
- retail (n) >< wholesale (n)
- category (n) (synonym) class
- manufacturing (n) (explanation) the
business or industry of producing goods
in large quantities in factories.
- service (n)
- goods (n) things that are produced to
be sold
1. Task 1: Diagram completion
- Individual work ---> Pair work (to
- Ask Ss to have a look at the diagram
compare the answers).
in the textbook.
- Explain some new words if necessary. - Answer key:
- Ask Ss to listen to the tape script and
1. Manufacturing
find the information to fill in the gaps.
2. Service
(2 times)
3. Transportation
- Ask Ss to compare the answers with a 4. Finance
partner.
5. services
- Play the tape again and check the
answers with the whole class.
- Individual work --> Pair work.
2. Task 2: T/F statements
- Answer key:
- Ask Ss to read through the statements 1. T
and underline the key words in each
2. T
statement.
3. T
- Explain some new words and
4. F
expressions if necessary.
5. F
- Have Ss listen to the tape scripts 2
times, ask them to listen and decide if
the statements are True or False.
- Ask Ss to compare the answers with a
partner.
explanations.
- Have Ss listen again to check the
answers.
Summary
- Group work.
- Put Ss into groups of 4, ask them to
take turn to summarize the passage,
- Summarize the passage.
using the information in task 1 and 2.
necessary.
- Call Ss to present their summary in
front of the class.
- Give feedback.
- Learn by heart all the vocabulary.
- Write a paragraph about workforce in the USA
- Prepare the new lesson: unit 6- writing
V. COMMENTS:
.
.
..

Period 38th
Date of preparation: November 21st, 2011

UNIT 6: FUTURE JOBS
Lesson: Writing
I. OBJECTIVES:
Understand the main information in job advertisement.
Write a letter applying for the job in the advertisement
Correct mistakes in a writing piece.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skill: Writing
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
- Show students four pictures (about landscapes, and tour guides, ...)
- Ask Ss: "What job is closely related to these pictures?"
+ Lead-in:
- Would you like to work as a tour guide?
- Why/ Why not?
- What qualifications should one have to become a tour guide?
2. New lesson:
Teachers activities
Students activities
1. Brainstorming:
Group work.
- Ask Ss to work in groups, supply some - Give some ideas to the questions
ideas.
Qualifications
of a tour guide
2. Fill in the notes: (Task 1)

advertisement and find the information
to fill in the notes.
+ Vocabulary:
- high school diploma (n) (realia)
- manner (n) (synonym) behavior
- accompany (v) (synonym) go with
3. Format:
- Elicit from the students the parts of a
letter of application, and what
information they should provide in each
part, using the cues in the textbook.
heading
greeting
introduction
body
conclusion
closing
..................
...............
..............,
........................................
..................................
..........................................
.............................................
.............................................
.........................................
......................................
.................
.......................
4. Useful languages:
- Provide Ss with some structures and
expressions
Ex: I am writing in reply to your
advertisement in SAI GON times.
Pair work.
- Answer key:
1. tour guide.
2. high school diploma.
3. have experience as a tour guide.
4. a good manner, willing to work for
long hours.
Individual work
- Give the names of each parts in a letter
of application.
- Give the information for each part of
the letter. (textbook)
- I should be very grateful if you would
send me further details about .
- I should like to make an application
for the post of
- I enclose a full curriculum vitae . As
you can see, I have had considerable
experience as an.
- I think I meet all the qualifications that
you specify
- If you consider that qualifications and
experience are suitable, I should be
available for interview at any time.
- Ask Ss to work individually, write a Individual work
letter of application.
- Go around to control the class and
give help if necessary.
C. Production (9)
Peer correction
- Ask Ss to work in pairs, exchange the
letter with a partner to correct mistakes
if any.
- Write the letter.
Pair work
- Exchange the letter with a partner and
correct mistakes.

- Write the letter again in the notebook.
- Prepare the new lesson: unit 6-LANGUAGE FOCUS
V. COMMENTS:
.
.
..

Period 39th
Date of preparation: November 23rd, 2011

UNIT 6: FUTURE JOBS
I. OBJECTIVES:
Practice pronouncing weak form and strong form of the following words:
and, but, at, for, of, to, from.
Practice reading aloud sentences with strong form and weak form of the
above words
Review of relative clauses.
Do exercises relating to the above point.
2. Knowledge:
- Vocabulary:
- Pronunciation: Strong forms or weak forms of some conjunctions & prepositions.
3. Skills: Reading, writing.
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
- stick the exercise on board.
- ask Ss to fill in each blank with a suitable prep.
Fill in each blank with a suitable preposition:
and, but, at, for, from, of, to
1. It is small _______ very heavy.
2. Daisy ________ her friend are eating ice-cream.
3. He was looking _______ the children in the park.
4. They drove _______ Glasgow last night.
5. He has a painting _______ Rome.
6. The picture is a present _______ you.
7. Where are you ___________?
Suggested answers:
1. but, 2.and, 3.at/for, 4.to, 5.of, 6.for, 7. from
- read these sentences as a model, asking sts to pay attention to strong form and
weak form of these prepositions.
- lead Ss to the new lesson.

2. New lesson:
Teachers activities
Presentation:
- ask Ss to listen to the tape/ teacher to distinguish
the different sounds of prepositions and conjunctions
a. Ill see you at lunch.
b. Whats he looking at?
c. He phones me from overseas everyday.
d. Where are you from?
- elicit some rules to pronounce the weak and strong
sounds from Ss, present Ss how to pronounce the
weak/ strong forms of prepositions and conjunctions.
Students activities
- listen to the tape/ teacher
to distinguish the different
sounds of prepositions and
conjunctions
- take notes
Practice
Activity 1: Listen and repeat
- listen and repeat
- play the tape, ask Ss to listen and repeat
- call on some Ss to read aloud the sounds in front of
the class.
- correct the mistakes if necessary.
Activity 2: Practice reading the sentences
- read the sentences and ask Ss to underline the weak
form or strong form of the prepositions and
conjunctions.
- ask Ss to practice the sentences individually.
- ask some Ss to read the sentences and gives the
feedback.
B. Grammar (20)
Presentation: Review relative pronouns
- ask Ss to recall the relative pronouns they have
learnt and recall the uses of them ( group work)
- divide the class into 4 groups and ask them to recall
the function, the uses of the relative pronouns
Group 1: Subjective pronouns
Group 2: Objective pronouns
Group 3: Possessive pronouns
Group 4: Adverbial pronouns
- give comments and correct feedback
Practice
Exercise 1: Filling in the blanks ( pair work)
- have Ss look through the statements and make sure
that they know all the meaning of the words in the
- underline the weak form

or strong form of the
prepositions
and
conjunctions.
- practice reading the
sentences
- give more examples
- recall the relative

pronouns they have learnt
and recall the uses of them
- pair work

sentences.
- exchange and share the
- go around the class to check and offer help if answers
necessary
- ask Ss to exchange the answers with other pairs for
peer correction.
- give feedback and correct answers
- individual work
Exercise 2: Matching ( individually)
- exchange the answers
- gives Ss handouts and ask Ss to match the with a partner for peer
sentences in column A with the sentences in column correction.
B
- go around the class to check and offer help if
necessary
- ask Ss to exchange the answers with a partner for
peer correction.
- call on some Ss to give their answers
- give feedback and correct answers
Column A
Column B
1. I read the book
a. who were playing
2. In the street, there football in the school yard.
were several people b. who had been wounded
3. Britain imports by an arrow.
many cars
c. that were written by a
4. The cowboyfell friend of mine
of his horse.
d. which were made in
5.
The
children Japan
.were
my e. who was waiting for the
students.
shop to open
C. Production: Sentence completion (9)
- give Ss handouts and ask Ss to complete the Pair work
sentences with correct relative clauses
- Give the answers in front
of the class.
- give feedback
a. I admired the teacher..
b. The man.is my brother
c. Ive lost the new pen
- Do the exercises in the workbook.
- Prepare the new lesson: TEST YOURSELF B.
V. COMMENTS:
.
.
..
Period 40th

TEST YOURSELF B
I. OBJECTIVES:
- Revise all the language skills and grammatical points which they have studied
and used in the three units: 4, 5 and 6.
- Improve their techniques of doing a simple tests.
- See how much students have achieved in their skills of reading, speaking,
listening, writing.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skill: Integrative skills
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
- Ask students something about the test yourself B
* Have you prepared it at home?
* Have you got any difficulties?
2. New lesson:
Teachers activities
Students activities
A. Listening: (10)
- Ask Ss to read through the sentences
Individual work.
in the textbook.
- Have Ss listen to the tape script (2/3
- Key:
times).
1. all sorts of things.
- Ask them to listen the passage and
2. learn at all.
information to fill in the bank.
3. things for themselves.
- Tell students to compare the answers
4. make them go.
with a partner.
5. a certain age.
- Call some students to give the
answers.
- Give feedback.
B. Reading: (10)
Individual --> Pair work.
passage and fill in each blank with a
suitable from the box.
- Answer key:
- Explain some new words or
1. final
expressions if necessary.
2. requirements
- Tell Ss to compare their answers with 3. when
a partner.
4. courses
5. subjects
- Ask the rest of the class to give
6. qualification
comments.
7. graded
- Give feedback.
8. equivalent
9. count
10. who
C. Grammar (19)
1. Exercise A:
Pair work.
- Ask Ss to work in pairs, rewrite the
- Rewrite the sentences, using the words
sentences with the words given.
given.
- Elicit from students some structures
Answer key:
used in the exercise.
1. The windows have been cleaned.
(passive voice, reported speech,
2. A supermarket is going to be built in
conditional sentences)
- Call Ss to write the answers on the
board.
- Ask other Ss to give their own
comments.
- Give feedback.
this area.
3. Lan is said to have won a special
prize.
4. If you listen carefully, you'll know
what to do.
5. If I had a car, I would give you a lift.
6. If we had brought a city map, we
wouldn't have got lost.
Pair work.
2. Exercise B:
- Rewrite the sentences, using the words
given.
sentences then join them, using relative Answer key:
clauses.
1. The windows have been cleaned.
- Call Ss to write the answers on the
2. A supermarket is going to be built in
board.
this area.
- Ask Ss to read the answers and give
3. Lan is said to have won a special
comments.
prize.
- Correct with the whole class.
4. If you listen carefully, you'll know
+ Answer key:
what to do.
1. The girl who answered the phone told 5. If I had a car, I would give you a lift.
me you were out.
6. If we had brought a city map, we
2. The chair that was broken two days
wouldn't have got lost.
ago has now been repaired.
3. I saw some people whose car had
broken down.
4. I recently went back to my hometown
where I was born.
- Review from unit 4, 5, 6 to get ready for the coming 45-minute test No.2.
- Do the writing task (textbook)
V. COMMENTS:
.
.
..
Period: 41st

REVISION UNIT 4, 5 & 6
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to revise the knowledge
learnt in unit 4, 5 & 6.
2. Knowledge:
- Vocabulary: vocabulary in unit 4, 5 & 6.
- Grammar/ Structures: passive voice, conditional sentences, relative clauses.
- Pronunciation: stress in three-syllable words and more than three-syllable words.
3. Skills: reading, writing
II. PREPARATION:
1. Teacher: textbook, workbook, handouts, chalk.
III. PROCEDURE:
1. Warm-up: (5)
- Recall Ss of the knowledge they have learnt in unit 4, 5 & 6.
Lead-in: Today, you will revise the knowledge learnt in unit 4, 5 &6.
2. New lesson:
Teachers activities
Students activities
- Have Ss recall the main points of
- Give the main points of pronunciation
pronunciation in unit 4, 5, 6.
in unit 4, 5, 6:
- Deliver the handout.
+ Stress in three-syllable words
- Ask Ss to do the exercise I.
+ Stress in more than three-syllable
- Ask Ss to give the answers in front of words
the class.
+ Weak/strong forms of some
conjunctions & prepositions
Handout:
- Work individually.
Which word has the different stress - Do the exercise.
from the rest?
1. a. curriculum
b. compulsory
Suggested answers:
c. application
d. accompany
1. c
2. a. independent
b. interviewer
2. b
c. institution
d. information
3. b
3. a. agricultural
b. competitor
4. d
c. similarity
d. international
4. a. geography
b. majority
c. identify
d. tertiary
B. Vocabulary (10)
- Have Ss recall the themes in unit 4, 5, - Give the themes:
6.
+ School education system
- Have Ss to do the exercise II in
+ Higher education
handout.
+ Future jobs
- Ask Ss to give the answers in front of - Work individually.
the class.
- Do the exercise.
Handout:
Choose the best answer :
1. In Viet nam, it is for all
motorists to wear helmets.
A. compulsory B. dutiful
C. forceful
D. voluntary
2. Mathematics and literature are the
most important subjects in most schools
in Vietnam.
A. key B. central C. major D. core
3. The interviewer asked her some
questions that .. to her future jobs.
A. joined
B. connected
C. related
D. associated
4. . of the department, I would like to
thank you all.
A. On behalf
B. Instead
C. In place
D. In case
5. Certain courses at this college are
compulsory. Others are ..
A. choices
B. optional
C. selective D. voluntary
6. During the ., you should speak
slowly and clearly.
A. interview
B.interviewing
C. interviewee
D. interviewer
C. Grammar (19)
- Have Ss recall the grammar points
learnt in unit 4, 5, 6.
- Have Ss to do the exercise II in
handout.
- Ask Ss to give the answers in front of
the class.
Choose the best answer :
1.If Tan Son Nhat Airport.clear of
fog, we will land there.
A. is
B. was
C. will be
D. could be
2. If I ....... ten years younger, I would
apply for the job.
A. am
B. was
C. were
D. had been
Suggested answers:
1. A
2. D
3. C
4. A
5. B
6. A
- Give the grammar points:

+ Passive voice
+ Conditional sentences
+ Relative clauses
- Do the exercise.
Suggested answers:
1. A
2. C
3. B
4. C
5. B
6. B
7. B
8. A
3. .................... if a war happened ?

A.What you would do
B.What would you do
C.What will you do
D.What you will do
4.If she............the train last night,
she............ there on time.
A. took / were
B. takes / will
C. had taken / would have been
D. had taken / would be
5. His short stories,..usually had
unhappy endings, were collected and
published.
A. who
B. which
C. whom
D. that
6.Ms Linda, ....... many of her students
talk about, is living happily in Canada.
A.who
B.whom
C. that
D.whose
7. People . can speak English
can be understood in many countries.
A. whose
B. who
C. whom
D. which
8. I would like to know the reason ......
he decided to quit the job.
A. why
B. which
C. that
D. when
9. His parents wouldnt let him marry
anyone . family was poor.
A. who
B. whose
C. which
D. whom
10. .. you study harder, you will fail
the final examination.
A. As
B. If
C. When
D. Unless
11. Some people think that "Hamlet"
by Shakespeare.
A. wrote
B. has writte
C. was written D.had been written
12. Job vacancies in the Situation
Vacant.
A. are advertised
B. is advertised
9. B
10. D
11. C
12. A
13. C
14. D

C. are advertising D. be advertised

13. The academic year in Vietnam .
into two terms.
A. divides
B. divided
C. is divided
D. has divided
14. A new primary school . in my
village recently.
A. have been built
B. has been building
C. have been building
D. has been built
- Revise the exercises.
- Prepare for 45-minute test.
V. COMMENTS:
.
.
..
Period: 42nd

45-MINUTE TEST No 2
I. OBJECTIVES:
gained in unit 4, unit 5 and unit 6.
2. Knowledge:
- Vocabulary: birth certificate, job vacancy, job interview, nursery school,
curriculum, education system.
- Pronunciation: stress in more than three-syllable words.
3. Skills: reading, writing.
II. PREPARATION:
III. PROCEDURE:
1. Warm-up:
2. New lesson: (45)
A. The test
I. Read the passages carefully and choose the best answer. (2.5ms)
"Where is the university?" is a question many visitors to Cambridge ask,
but no one can give them a clear answer, for there is no wall to be found around
the university. The university is the city. You can find the classroom buildings,
libraries, museums and offices of the university all over the city. And most of its
members are the students and teachers or professors of the thirty-one colleges.
Cambridge was an already developing town long before the first students
and teachers arrived 800 years ago. It grew up by the river Granta, as the Cam was
once called. A bridge was built over the river as early as 875.
In the fourteenth and fifteenth centuries more and more land was used for
college buildings. The town grew much faster in the nineteenth century after the
opening of the railway in 1845. Cambridge became a city in 1951 and now it has
the population of over 100,000. Many young students want to study at Cambridge.
Thousands of people from all over the world come to visit the university town. It
has become a famous place all around the world.
1. When did the university begin to appear?
2. When did the town really begin to develop ?
3. What do most visitors come to Cambridge for?
4. Why did people name Cambridge the "city of Cambridge?
5. How many people live in Cambridge?

II. Which word has the different stress from the rest? (1m)
6. A. statistics
B. politics
C. physical
D. September
7. A. cinema
B. algebra
C. chemistry
D. computing
8. A. mathematics B. psychology C. engineering
D. similarity
9. A. geography
B. philosophy C. psychology
D. economics
III. Choose the best answers. (4ms)
10. A birth __________ gives the date and place of a persons birth.
A. paper
B. degree
C. certificate
D. diploma
11. Job _____________ are advertised in the Situation Vacant.
A. places
B. vacancies
C. seats
D. positions
12. She applied ______________ the new post of training officer.
A. on
B. in
C. for
D. with
13. I have just been called for a job ___________. I am so nervous.
A.interview
B.interviewee
C. interviewer
D. interviewing
14. The academic year in Vietnam ______________ into two terms.
A. divides
B. is divided
C. will be divided D. has divided
15. People think that "Chi Pheo" _________________ by Nam Cao.
A. wrote
B. has written
C. was written
D.had been written
16. A new primary school ________________ in my village recently.
A. has been built
B. has been building
C. have been building
D. have been built
17. Bicycles................in this way.
A.must not leave
B.must be leaving C.must not left
D.must not
be left
18. Schooling is ________ for all English chilren from the age of 5 to 16.
A. free
B. compulsory
C. optional
D. difficult
19. _______ school helps children develop their intellectual and physical skills.
A. Nurse
B. Nurses
C. Nursing
D. Nursery
20. His short stories, .usually had unhappy endings, were collected and
published.
A.who
B.which
C.whom
D.that
21. My form teacher is the person _____________ advice I always ask for.
A. who
B. whom
C. whose
D. that
22.There have been a lot of improvements in the state _____ system in Vietnam
recently.
A. educate
B. education
C. educational
D. educator
23. The national _______ is a programme of study in all the main subjects that
children aged five to sixteen in state school must follow.
A. syllabus
B. course
C. plan
D. curriculum
24. If I had gone to the party last night, I _______________ tired.
A. am
B. were
C. would have been
D. would be
25. If Tuan ________________ to Australia, he will have a good opportunity to

improve his English.
A. comes
B. came
C. come
D. had come
IV. Find an error in each sentence that needs correcting. (1m)
26. My close friend, that has just got Sacombank's scholarship, is an excellent
student.
A
B
C
D
27. I don't know the reason which he refused such a good job.
A
B
C
D
28. If he works more slowly, he wouldn't make so many mistakes.
A
B
C
D
29. Computers are using in many fields such as business, medicine and education.
A
B
C
D
V. Rewrite the following sentences so that their meanings stay the same as the
root ones. (1.5m)
30. If Tan Son Nhat Airport is clear of fog, we will land there.
Unless
31. Mary is an exellent student. Her family is very poor.
Mary
32. The interviewer asked me five questions yesterday.
I
B. The matrix of the test
Application
U
nit
Total
Periods: 5
Sentences:13
Marks: 3,5
Recognition
MC
Stress: 2
Vocabulary: 5
Marks: 1,75
Periods: 6
Stress: 2
Sentences: 11 Vocabulary: 1
Marks: 4,5
Periods: 6
Sentences: 7
Marks: 2
Marks: 0,75
Vocabulary: 3
Comprehension
W
MC
Grammar:
5
Marks:
1,25
Grammar:
3
Marks:
0,75
Grammar:
3
Marks: 0,75
W
Grammar: 1
H
ig
h
Low
MC
Marks: 0,5
Reading: 5
Grammar: 1
Marks: 3
Grammar: 1
Marks: 0,5
Marks:0,75
- Prepare next period, 45-minute test correction.
V. COMMENTS:
Period: 43rd
Date of preparation: November 3rd, 2011

I. OBJECTIVES:
gained in unit 4, unit 5 and unit 6.
2. Knowledge:
- Vocabulary: birth certificate, job vacancy, job interview, nursery school,
curriculum, education system.
- Pronunciation: stress in more than three-syllable words.
3. Skills: reading, writing.
II. PREPARATION:
III. PROCEDURE:
1. Warm-up:
2. New lesson: (44)
A. Marking
I. Read the passages carefully and choose the best answer. (2.5ms)
1. 800 years ago.
2. In 1845.
3. To visit the university town.
4. Because there was a bridge over the river Cam.
5. Over 100,000 people.
II. Which word has the different stress from the rest? (1m)
6. C 7. D
8. B
9. D
III. Choose the best answers. (4ms)

10. C 11. B 12. C 13. A 14. B 15. C 16. A 17. D 18. B 19. D 20. B
21. C 22. B 23. D 24. C 25. A
IV. Find an error in each sentence that needs correcting. (1m)
26. B 27. B 28. A 29. A
V. Rewrite the following sentences so that their meanings stay the same as the
root ones. (1.5m)
30. Unless Tan Son Nhat Airport is clear of fog, we will not land there.
31. Mary, whose family is very poor, is an exellent student.
32. I was asked five questions by the interviewer yesterday.
B. The result & experience
- The result:
Class
0-<3
3-<5
5 - < 6.5
6.5 - < 8
8 - < 10
12B3
12B4
- The experience:

- Revise the results of the tests.
- Prepare for next lesson, unit 8 - Reading
V. COMMENTS:
...

Period: 44th
Date of preparation: December 5th, 2011

UNIT 8: LIFE IN THE FUTURE
Lesson: Reading
I. OBJECTIVES:
- Read for specific information to understand the passage.
- Know the life in the future.
2. Knowledge:
- Vocabulary: pessimistic, optimistic, terrorism, labor-saving, depression, etc.
- (Pronunciation):
3. Skill: Reading
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
- Ask Ss some questions.

1. Whats this?
2. Do you have a robot at home?

3. When do you have a robot?
Lead-in: Our lesson today is about Life in the Future.
2. New lesson:
Teachers activities
Students activities
A. Pre-reading (10)
- Ask students to look at the picture,
- Listen to the questions and give the
page 80 and ask:
answers.
What are the people going to
do?
Does it look like a normal
airplane?
How is it different?
Do you think that life in the
future will be like this?
* Discussion
1. Do you think life will be better in the
future? Why/ Why not?
2. List three things that might happen
in the future.
- Call a pair to report their discussion.
* New words
- Corporation(n): a large business
company
- Chore(n): a job that is not interesting
but that you must do
- Burden(n): something that is heavy
and difficult to carry
- Influence(v): to have an effect on or
power over sb/sth so that he/she/it
changes
- Methane(n): a gas without color or
smell, that burns easily and that we
can use to produce heat
Task 1: Find words or phrases in the
passage which have the following
meanings
- Work in pairs and discuss the

questions.
- Some pairs report their answers in
front of the class.
- Read the words after the teacher.
- Give the meaning of the words after
teachers eliciting.
- Note down the words.
- Read the passage in silence

- Do the task 1 individually
- Discuss the answers in pairs.

silence.
-Ask students to discuss the answers in
pairs.
- Write down the answers on the board.
- Check students understanding of the
words by asking them to give the
Vietnamese equivalents.
- Let the whole class read the new
words twice or three times.
Task 2: Answer the following questions
- Go around to supervise students if
necessary.
- Ask representatives of groups to
answer the questions.
- Give comment
Task 3: Scan the text to find

information to complete the note.
- Ask Ss to work in pairs to do the task.
- Call some Ss to give the answers.
C. Post-reading (9)
Discussion:
What are the advantages of robots?
- Give the answers.

Suggested answers
1. Pessimists
2. Optimists
3. Economic depression
4. Terrorism
5. Wiped out
6. Space shuttle
- Do task 2 in groups.
- Answer the questions.
Suggested answers
1. Many large corporations will be
wiped out and millions of jobs will
be lost.
2. The security of the earth will be
threatened by terrorism, as terrorist
groups will become more powerful
and more dangerous.
3. People will be living in much
cleaner environment, breathing
fresher air and eating healthier
foods. They will also be better
looked after by a modern medical
system. Domestic chores will no
longer be a burden thanks to the
interventions of labor- saving
devices.
4. They are developments in micro
technology- computer and
telecommunication
- Do the Task in pairs.
1. Work: factories will be run by
robots, offices will go electronic,
many people will work from home.
2. Travel: travel by space shuttle very
fast, at 15000 kms per hour; cars
could run on electricity or methane
gas and fitted with computers.
- Discuss the questions in groups.
- Report what they have discussed.
What are the disadvantages of robots?

(write the answers on the board)
- Ask one group to report what they
have discussed.
- Give feedback and correct some
serious or common mistakes.
- Listen to the feedback and take note.

Suggested answers
Advantages: save labor, do difficult
jobs so that men have more time to
enjoy life or do more creative work.
Disadvantages: replace human beings
in many fields, so many people will
lose their jobs or go jobless.

- Prepare for next lesson, unit 8 Speaking.
V. COMMENTS:
.
.
..
Period: 45th
Date of preparation: December 7th , 2011

Lesson: Speaking
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to :
- ask and answer about changes of people and the world in the future.
- say the predictions that are likely or unlikely to happen by the end of the 21 st century.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills: Speaking
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)

- Have students look at the pictures and ask them:

What can you see in the picture?
Who is he? What is his job?
Predict what will have happened to John by the end of 2018?
E.g. By the end of 2018, he will have been a successful engineer.
Suggested answers:
A man, two cars, a swimming pool, a building...
He is John. He has graduated from a university.
By the end of 20018, he will have been very rich/ had two cars/ had a very
large swimming pool.....
Lead-in:Today we will say what will happen in the future.
2. New lesson:
Teachers activities
Vocabulary:
- to be declared open: to be stated
publicly and officially
- holiday resort: a place where a lot
of people go to on holiday
- a cure for: a medicine or treatment
that can cure an illness, etc.
- holiday maker: a person who goes
on holiday.
- running on: the action or sport of
running
- cold war: the war against common
cold.
- Call 2-3 students to read new words
again.
- Give some examples and elicit the
future perfect tense:
Students activities
- Give the meanings of the words
- Read the new words
- Take notes
- Give the form and the use of the future

perfect tense:
The Future Perfect Tense.

1. What will happen in 2099?
Chinese astronauts will land
on Mars.
2. What will have happened by 2100?
Chinese astronauts will have
landed land on Mars.
Set the scene: We are going to say
what will have happened by the end of
the 21st century.
B. Practice speaking (20)
Task 1
Look at these newspaper cuttings from
the future. They were written on 1st of
April. Say what will have happened and
what people will be doing by the end of
the 21st century
- Ask Ss to work in pairs to say what
will have happened and what people
will be doing by the end of the 21st
century.
Example: By the end of the 21st
century, Chinese astronauts will have
landed on Mars.
Task 2
Which of these predictions are likely /
unlikely to happen? Give one reason for
each.
- Ask Ss to look at Task 1 again and
decide which predictions are likely or
unlikely.
- Give some useful expressions:
* Expressions:
Form:
Ac : S + will + have + Ved/3 +
Pa : S + will + have + been + Ved/3 +
Use: a future action finishes before a

point of time in the future.
- Work in pairs.
- Some Ss give their answers in front of
the class.
Answer keys:
- By the end of the 21st century,
the third city on the moon will have
been opened. The new city will have
had the population of over 200,000
people.
scientists will have found a cure for the
common cold.
the oldest world citizen will have
celebrated her 150th birthday.
Vietnam tourism will have welcomed
the fiftieth holiday-maker back from the
Jupiter.
the first car running on sea water will
have finished.
- Work in groups of four to do the task.
Model:
I think it is very unlikely that by the end
of the 21st century, Chinese astronauts
will have landed on Mars, because it is
Its possible/ likely that
too far from the earth.
Its impossible/ unlikely that

In my opinion/ I think, believe/ from
my point of view
Because + clause
Because of + N/ N.P/ V-ing/
- Ask some good Ss the questions to
give a model.
- Ask Ss to work in groups of 4 to ask
and answer about the predictions.
- Move around the class for help.
- Call on some groups to present their
ideas in front of the class.
- Give comment on Ss answers.
C. Production (9)
Task 3
Making some more predictions about
what life will be like one hundred years
from now.
- Ask Ss to work in groups of three to
discuss the task.
- After about 3 minutes of discussion,
call some groups to report what they
have done.
- Work in groups of three to make

predictions.
- Some groups report what they have
discussed.
Model:
I think it is likely by the end of 2106,
scientists will have found a cure for
AIDS thanks to the developments of
science and technology

- Write a paragraph about what life will be like 100 years from now.
- Prepare next lesson, unit 8 Listening.
V. COMMENTS:
.
.
..

Period: 46th

Lesson: Listening
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to understand the passage
about life expectancy.
2. Knowledge:
- Vocabulary: Incredible, fatal, centenarian, eradicated, eternal life, life expectancy.
- (Pronunciation):
3. Skills: Listening
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
Game: Miming
- Divide the class into 2 groups. Ask 1 representative from each group to go to the
board to mime the words or phrases given.
+ Eating
+ Laughing
+ drinking
+ Doing exercise
+ Going to bed
Lead-in:
Today we will listen to the interview about peoples life expectancy in the future.
2. New lesson:
Teachers activities
Students activities
* Discuss the question:
Which of the following factors do you
- Work in pairs and discuss the
think might help people have a long and questions.
healthy life?
- Some Ss report in front of the class.
+ No smoking? Why?
+ Laugh a lot? Why?
- Ask one pair to report what they have
discussed.
* Vocabulary:
Incredible (adj): impossible or very
difficult to believe
centenarian(n ):a person who live to
be 100 years
eradicate (v): to destroy or get rid of
sth completely
life expectancy (n): the number of
years that a person is likely to live
eternal life (n): life without ending;
existing or continuing forever
mushroom (v):rise quickly
curable (adj.): (used about a disease)
that can be made better
- Give the meaning, then take notes

- Repeat after the teacher.


again.
* Task 1: Listen to the interview about
peoples life expectancy in the future
and decide whether the following
statements are true or false
- Have students read through the
statements and underline the key words
- Give the meaning of some new words
if necessary
- Play the tape or read the passage twice
- Ask some students to give their
answers. Ask them to give reason for
their answers. If their answers are right,
repeat them; if not play the tape again.
* Task 2: Listen again and answer the
questions about the interview.
- Ask students to discuss the answers to
the questions in pairs.
necessary.
- Play the tape again
answers.
- If most students do not catch the
information for the questions, let them
listen again to the passage once more.
- Read the statements in Task 1.

- Listen to the passage and answer the
questions.
Suggested answers:
1. F (Some scientists can predict)
2. F (Because we look after
ourselves, eat more healthily, cut
down on things like butter,
alcohol and cigarettes)
3. F (80)
4. T
5. T
6.
- Discuss the answers to the questions in
pairs.
- Answer the questions, and correct the
wrong answers
Suggested answers:
1. Eating more healthily, cutting
down on things like butter,
alcohol and cigarettes.
2. The development in medical
science.
3. In ten years time AIDS will also
be brought under control. / Well
have been able to bring AIDS
under control.
* Discussion: Discuss the advantages
- Work in groups
and disadvantages of having a very long * Advantages:
life.
- Do many things they want to do/
- Put Ss into groups, ask them to discuss
enjoy life more
the advantages and disadvantages of a
- See their children and
very long life.
grandchildren grow up
- Call on some representatives from
- Help their children and
some groups to give the answers.

- Give the comments on Ss answers.
grandchildren
Children and grandchildren are
happy with them
* Disadvantages:
- Too weak to do things and often
ill
- Feel lonely when children have
grown up and busy with their
own lives, and friends are dead.
- Report what they have discussed
- Listen to the teacher and correct the
mistakes.
-

- Learn by heart the new vocabulary.
- Prepare next lesson, unit 8- Writing.
V. COMMENTS:
.
.
..

Period: 47th

Lesson: Writing
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to write about the ideal
world in which they would like to live in the year 2020.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills:
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
Brain storming
- Ask Ss to work in groups of 4.
- Have students think about problems we might face up to in the future.
For example: terrorism, pollution, natural disasters, etc
- Call on some students to present their ideas.
Suggested answers:
Over population, pollution, shortage of food, racial discrimination, education.
Lead-in:
Today you will write about the ideal world in which you would like to live in the
year 2020.
2. New lesson:
Teachers activities
Students activities
Task 1: Your school organizes a
- Read the text and take notes some new
competition for students to write about
words.
the world in which i would like to live
in the years 2020. Read the paragraph
below and answer the question
* New words and expressions
Under the threat of terrorism:
Live in harmony:
Live in clean healthy environment:
My main desire is :
Materialistic (a):
Let the whole class read the new

* Answer the questions
necessary.
answers. If their answers are right,
repeat the answers, if they are wrong,
give them the answers.
- Elicit the outline:

What are your concerns about:
+ World peace?
+ The environment?
+ The people?
* Write about the ideal world in which
you would like to live in the year 2020
using the ideas you have discussed in
Task 1.
- Have students try to use the expression
like: my main desire is to, I would
also wish
- Go around to supervise them. Note
down serious and common mistakes.
- Ask students to exchange their works
to check
- Correct some typical mistakes from
Ss writing.
C. Production (9)
- Ask students to use the writing work
to make a conversation between two
students about life in the future.
- Answer the questions in pairs.

Suggested answers:
1. World peace: peaceful world, no war,
no conflicts, no threat of terrorism,
people love in harmony
- Employment: everyone has a job.
- Environment: clean and healthy, less
noise, less pollution, larger parks,
wildlife is protected.
- People: less materialistic, less selfish,
less violent, and more loving.
2. Yes, they are.
3. Yes, I wish people can do the job that
they like, and they no longer suffer from
fatal diseases.
- Write the main ideas based on the
given outline.
- Write the description individually
- Exchange the writing

mistakes.
- Work in pairs to make a conversation

about life in the future.
- Act out in front of the class.
Model:
A: What do you think about life in the
future?
B: Its better than it is today

A: What do you think about world
peace?
B: Well,
- Learn by heart the new vocabulary.
- Prepare next lesson, unit 8- Language focus.
V. COMMENTS:
.
.
..
Period: 48th
I. OBJECTIVES:
- Pronounce correctly the contracted forms of auxiliaries(have and has).
- Know how to use articles and some preposition phrases.
2. Knowledge:
- Vocabulary:
- Grammar/ Structures: Articles and some preposition phrases.
- (Pronunciation): Contracted forms of auxiliaries(have and has)
3. Skills:
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
Match the full forms of auxiliaries in column A with the contracted forms of
auxiliaries in column B.
A
1. I have
2. you have
3. he has
4. she has
5. it has
6. I have not
7. you have
not
8. he has not
9. she has not
10. it has not
B
a. its
b. shes
c. Ive
d. youve
e. hes
f. he hasnt
g. it hasnt
h. I havent
i. you havent
j. she hasnt
Suggested answers:
1. c 2. d 3. e 4. b 5. a 6. h 7. i
8. f
9. j 10. g
Lead-in:
Today you will learn how to pronoun the full and contracted forms of auxiliaries.
2. New lesson:
Teachers activities
Students activities
A. Pronunciation: (15)
- Model the sounds of the full and
- Listen and repeat after the teacher or
contracted forms of auxiliaries.( with
the tape.
the tape).
- Ask Ss to repeat the sounds after the
- Practice reading the sentences.
tape.
- Ask Ss to practise reading the
sentences in pairs.
B. Grammar (24)
Presentation of prepositions.
- Give the prepositions that they know.
(Network)
- Elicit the prepositions from Ss.
In
on
prepositi
ons
Of with
- Give the handout and ask Ss to give
the suitable prepositions.
Verbs /
Prepositions
Nouns
Adjs
believe ..............................
famous ..............................
.............................. holiday
..............................
time
listen ..............................
fond ..............................
arrive ..............................
Practice.
Exercise 1. Choose the
appropriate prepositions.
exercise.
- Give the Ss the handout so that they
- Fill in the gaps with the suitable

prepositions.
- Work in pairs to discuss the answers

together.
Answer key
1. in 2. of 3. on 4. at 5. to 6.
in 7. about 8. for 9. between,
opposite 10. to

can learn by heart at home.

HANDOUT
- on time: ng gi, khng chm tr
- in time (for something / to do
something): va ng lc (lm g ).
- to die of : cht v (bnh)
- to be / go on holiday / business :
i ngh h / cng tc
- at the end of something at the
beginning of something: (vo)
cui (vo) u
- in the end # finally: cui cng, sau
cng
- a friend of mine
a friend to me
- to believe in: tin tng vo
- to warn someone about / against
someone / something: canh bo ai
phng ai / ci g.
- to be famous for: ni ting v
- among: gia (t 3 ngi tr ln)
between (and ): gia (2
ngi)
- across: ngang qua, pha bn kia
opposite: i din vi
- to be / get married to someone : kt
hn vi ai
Presentation of articles.
- Elicit the articles from Ss.
-Give the handout and ask Ss to choose
the suitable articles.
Handout:
Choose the appropriate articles.
A. How did you go to the bookstore
yesterday?
B. I went there by a / an / the /
bus.
A. What did you buy?
B. A / An / The / book.
A. How is a / an / the / book?
- Do the exercise from the handout.

- Give the answers, then draw the use of
the articles.
1. The Indefinite Article A & AN.
(Mo t khng xc nh A & AN).
- Mo t khng xc nh dng
trc danh t m c s t.
- Mo t a c dng trc cc
danh t bt u bng cc ph m.
Ex: A car
- Mo t an c dng trc cc
danh t bt u bng cc nguyn m: a,
e, i, o, u hoc h cm.
Exs: An umbrella
B. It is interesting.
- Elicit the use of the articles.
- Give the Ss the handout so that they
can learn by heart at home.
HANDOUT
NOTES:
Ta dng a trc cc danh t
bt u bng u khi u c
c nh mt ph m.
Ex: A uniform
Khng dng a, an trc
nhng danh t s nhiu.
Ex: a books
Khng dng mo t trong cc
cm t nh:
- at college, at home, at lunch, at
night, at school, at sea, at work,
- by accident, by air, by bus, by
bicycle, by car, by chance, by
mistake, by plane, by train,
- in bed, in class, in love, in
need, in prison,
- on duty, on foot, on fire, on
land, on purpose, on time, on
vacation,
Khng dng mo t trc danh
t ring.
Ex: When I was in Japan, I
met Susan and Tim.
Khng dng mo t trc
Christmas, church, school,
market.
Ex: I go to market.
Lun dng mo t The trc
mt loi kh c m nhc c
bit.
Ex: John plays the piano.
Dng The trc tn ring ca
bin, vnh, sng, ni, ao nh:
The Atlantic, the bay of
Biscay, the gulf of Mexico, the
An hour
Mo t khng xc nh dng trc
danh t no m trc cha c ni
r.
Ex: I bought a book.
2. The Definite Article THE. (Mo
t xc nh THE).
Mo t xc nh dng trc danh t
c nhc n trc .
Ex: The book is very interesting.

Answer key
1.
2. , ,
3. , the, the
4. the,
Mkong, the Alps,

Practise.
Exercise 2. Put a / an / the or in
each space to complete the following
sentences.
exercise.
5. the,
6. the,
7. The,
8. an, the, the
9. , the
10. A, a

- Learn by heart the word phrase in the handouts.
- Prepare next lesson, Test yourself C.
- Do exercise:
Fill the prepositions in the blanks:
1. Dont worry. Everything is........control.
2. Sorry, I seem to have taken the wrong umbrella........mistake.
3. That wasnt an accident. You did it ......purpose.
4. We thought the two films were very similar......a great extent.
5. Police officers dont have to wear uniform when they are.......duty.
V. COMMENTS:
.
.
..
Period: 49th

TEST YOURSELF C
I. OBJECTIVES:
- Check themselves their skills in reading, speaking, listening, writing.
- Improve their knowledge through the test yourself.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills: Reading, speaking, listening, writing
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (4)
- Greeting
- Ask students something about the test yourself C
2. New lesson:
Teachers activities
Students activities
A. Listening(2.5 points) (10)
- Present the task: Listen and complete - Look at the book and listen to the task
the table below
- understand the task
- Tell students the topic of the table
- Listen to the tape carefully
- Get students to look through the table - Fill in the blanks with the words
- Explain the meaning of new words
theyve just heard
- After that turn on the tape of the passage - Correct mistakes
aloud twice
Keys:
- Let students fill in the blanks with the 1.B, 2. C, 3. A, 4. B, 5. C.
words they have just heard
- Go round the class to control the work
- Then turn on the tape of the passage the
last time for students to check their
results
- Correct mistakes
B. Reading (2.5 points) (10)
- Present the task: Read the passage and - Look at the textbook and listen to the
choose the statements are True or False. teacher then read the passage and
- Get students to work in groups, choose the statements are True or False.
discuss about the passage
- Work in groups to discuss about the
- Go round the class to control the passage
discussion
- Finish the task
- State the best option
- Compare their results with the other
- Correct mistakes
groups, and correct.
Keys:
1. F, 2. F, 3. T, 4. T, 5. F.
C. Grammar(2.5 points) (10)
- Recall the grammar of articles.
- Guide students how to do
- Work in groups to complete the
- Give them some new words:
sentences
- Do the first as an example.

- Ask students to the exercise.
groups
- Call the to on board.
- Correct mistakes
- Go round the class to control the sets Keys:
activities
Part A.
- State the keys
1. The, 2. An, 3. 4. The, 5. A, 6. .
- Correct mistakes
Part B.
1. Although Nam worked very hard, he
didn't pass the exam.
2. Although I was very tired, I couldn't
sleep.
3. Even though she had all the ..
4. Although the traffic was bad, we
arrived on time.
D. Writing(2.5 points) (10)
- Guide students how to write
- Listen to the teacher carefully.
- Give students some models and - Work in groups or in pairs then write.
structures to writes..
- Ask students to write.
groups.
- Go round the class to control the
students activities
- Correct mistakes
- Prepare next lesson Revision 1.
V. COMMENTS:
.
.
..

Period: 50th

REVISION 1
Passive Voice and Conditional Sentences
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to use the correct passive
sentence and conditional sentences.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills: Writing
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (10)
- Ask Ss to answer some questions.
1. Do you know when was this school built at the first time?
2. How many students have been taught since 1999?
3. If you were the headmaster, what should be done to make our school better?
- Call some Ss to answer orally.
- Take note the answer on the board and feedback.
- Instroduce the revision grammar point.
2. New lesson:
Teachers activities
Students activities
A. Passive voice (15)
- Give examples and ask Ss to give remarks.
- Study the examples and give
Ex1: This bike is made of plastic.
remarks on the form
Ex2: Her book was read by thousand of students - Build the form.
last year.
Ex3: These rooms have been painted several
times.
- Ask Ss to give remarks on the form.
1- Form.
To be + Past participle (PII)
2- Rules of changing active to passive.
- Study the model
2.1) Subject, object, verb.
- Give explanation to the rules.
Ex1:
VietNam exports rice.
- Write down.
-> Rice is exported by VietNam.
- Study the active
- Give the equivalents to
passive
Active: Subject
verb obiect
- Write down
Passive:Subject
be + PII bobject
2.2) Tenses:
Active tenses
- simple present
- simple past
- present continuous
- past continuous
- present perfect
- past perfect
Passive tenses
- S + is/am/are + PII
- S + was/were + PII
- S +is/am/are + being
+ PII
- S +was/were+ being
+ PII
- S + has/have + been
+ PII
- S + had + been + PII
2.3) Modal verbs:( can, could, may, must,
should)
S + modal verbs + be + PII
Ex1: Our village may be flooded in the rain
season.
- Study the structures of passive

tenses.
- Give some examples.
- Study the structures of passive

voice of modal verbs.
- Give some examples.
B. Conditional sentences (19)
1.1) Conditional sentence type 1.
a- Form
Ex1: If he visits us, I will tell him the truth.
If clause
Main clause
S + V(simple present tense)
S + will + V(infinitive)
b- Use
b.1) Express an real condition that is in present
or may happen in the future.
Ex1: If I have time, I'll visit you.
Ex2: He will get good marks if he studies
harder.
b.2) Will" can be replaced by " can, may, must,
should
Ex1: If you feel tired, you can stay at home.
Ex2: We may finish our before noon if we start
now.
Ex3: If you want a good job, you must work
hard now.
1.2) Conditional sentence type 2.
a- Form
- Study the model.

- Give explanation to the form.
- Write down.

Ex1: If he lived next to us, we would ask him

for help.
If clause
Main clause
S + V(simple past tense)
S + would + V(infinitive)
b- Use
b.1) express an unreal condition that can't
happen.
Ex1: If I were a millionaire, I would buy a
luxury car.
Ex2: What would you do if you won 100.000$?
1.3) Conditional sentence type3 .
a- Form
Ex1: If he lived next to us, we would ask him
for help.
If clause
Main clause
S + V(past perfect tense) S + would have + V(infinitive)
b- Use
b.1) express an unreal condition in the past that
coundn't happen.
Ex1: If he had studied hard, he would have
entered an university.
Ex2: We wouldn't have missed the train if we
had got up earlier.
* Notice:
Ifnot.. = Unless (tr phi)
Ex1: If he doesn't call her, she will be unhappy.
-> Unless he call her, she will be unhappy.
- Study the model.

- Write down.
- Study the model.

- Write down.

V. COMMENTS:
.
.
..

Period: 51st

REVISION 2
Relative Clauses, Prepositions and Articles
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to revise the use of
Relative Clauses, Prepositions and Articles
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills: Writing
II. PREPARATION:
III. PROCEDURE:
1. Warm-up:
2. New lesson:
Teachers activities
Students activities
A. Relative clauses (15)
1. Defining and non-defining -Recall the use of defining and nonrelative clause
defining relative clauses.
a. Defining relative clause
a. Defining relative clause
Ex: I saw the girl . She helped us last
Dng b ngha cho danh t ng
week .
trc , ta khng bo c v khng c
b. Non- Defining relative clause
du phy
- Ta dng mnh quan khng xc nh + I saw the girl who / that helped us
khi :
last week
+ Trc danh t quan h c : this / b. Non- Defining relative clause
that / these / those / my /
- Dng b ngha cho danh t ng
her / his /
trc , l phn giai thch thm , ta c
+ T quan h l tn ring hoc
th bo c v c du phy.
danh t ring .
Ex:
Ex: My father is a doctor. He is fifty

years old .
2. Reduced forms:
- i vi cu ch ng.
a. V-ing:
Ex : The man who is standing
overthere is my father.
b. V-ed/3
- i vi cu b ng.
Ex : The chair which is made in Japan
is expensive.
B. Articles (14)
1. Mo t khng xc nh a / an :
Khng c dng a / an :
+Danh t s nhiu nh apples, dishes,
women, children ..
+Danh t khng m c nh gold,
sugar, water, milk, time, money,
information, news, lunch, breakfast,
weather.
2. Mo t xc nh the : c s
dng khi :
Trc nhng danh t duy nht nh
the earth, the moon, the world, the
sun, the universe, the president.
Trong cu trc : the N of ( the) N nh
the major of London.
Trc cc t : The United Kingdom,
The United States, the Atlantic /
Pacific, , the guitar, the violin, the past,
the future, the ground, the same, the
next, the only, the previous, the
My father, who is fifty years old , is a

doctor .
- Recall the reduced forms of relative
clauses.
+ The man standing overthere is my
father.
+ The chair made in Japan is expensive.
- Recall the use of a/ an.

c dng trc danh t m c s t
din ta mt iu g cha r, cha
c th, chung chung, cp ln u.
An + danh t bt u l 1nguyn m
( a, o, e, u,i ) v h cm ( an hour, an
honest man ..... )
A + danh t bt u l 1 ph m (hoac
a unit , a university , a uniform..)
A / an cn c dng trc danh t ch
ngh nghip( a doctor, an engineer)
-A/ an cn c dng trc cc t ch
s lng nh a couple, a great deal of =
a lot of, a few, a little, a half ..
- Recall the use of the.
- Danh t c cp c th trc ,
ngi ni hoc ngi nghe bit r.
Ex : Whose is the car outside ?
Danh t c lp li.
Ex : She works for a computer
company. The company has sent her to
work in different parts of the country.
following, the cinema, the radio.

The + Adj : the poor, the rich, the blind,
Danh t c theo sau bi cm t
the deaf, the Vietnamese, the Chinese.
hoc mnh .
Ex : The students who have just passed
the tests can sit for the entrance exam.
-Trc so snh nht ( the most + Adj
hoc the Adj est ) hoc sau s th t
nh the first, the second, the last ..
Ex : He is the fastest runner in the race.
C. Prepositions (15)
- Deliver the handouts:
- Ask Ss to so the exercise individually.
Handout:
Underline the correct answers:
1) Your father is very kind
(with/for/to/in) David.
2) Hurry or you will be late
(for/at/on/from) school.
3) Were they present (in/at/on/about) the
meeting?
4) She was confused (with/on/about/in)
the dates.
5) His book is different
(about/from/for/between) mine.
6) Your plan is similar (with/to/of/for)
his.
7) The boy is afraid (of/on/in/about)
snakes.
8) She is accustomed (with/to/on/of)
getting up early.
9) He was successful (in/with/of/to) his
job.
10) That student is very quick
(with/at/for/about) mathematics.
- Receive the handouts and listen to the

teachers instructions.
- Do the exercise individually.
Suggested answers:
1. to
2. for
3. at
4. about
5. from
6. to
7. of
8. to
9. in
10. at

- Prepare next lesson, Revision 3.
V. COMMENTS:
.
.
..
Period: 52nd

REVISION 3
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to do the exercises to
revise the knowledge they have learned in units 4, 5, 6, 8.
2. Knowledge:
- Vocabulary: Vocabulary in units 4, 5, 6, 8.
- Grammar/ Structures: + Passive voice.
+ Conditional sentences.
+ Relative clauses.
+ Prepasitions and articles.
- (Pronunciation):
3. Skills: Writing
II. PREPARATION:
III. PROCEDURE:
1. Warm-up:
2. New lesson:
Teachers activities
Students activities
A. Presentation (2)
- Give the handouts to Ss and ask them

to do the exercises in the handouts.
B. Practice (30)
- Ask Ss to do the exercises
individually.
Handout:
Mark the letter A, B, C, or D on your
answer sheet to indicate the word that
differs from the rest in the position of
the main stress in each of the
following questions.
Question 1: A. politics
B. statistics
C. primary
D.
chemistry
Question 2: A. argument B.
maximum C. supportive
D. vacancy
answer sheet to indicate the word
whose underlined part is pronounced
differently from that of the rest in each
of the following questions.
Question 3: A. applicant B. oblige
C. bride
D. confide
Question 4: A. believed B. allowed
C. considered
D.
attracted
Question 5: A. books
B.
groups
C. parents
D.
mid-terms
answer sheet to indicate the sentence
that has the same meaning as the
original one in each of the following
questions.
Question 6: His parents made him
study for his exams.
A. He was made study for his exams
by his parents.
B. He is made studying for his exams
by his parents.
C. He is made to study for his exams
by his parents.
- Receive the handouts and listen to the

teachers guidances.
- Do the exercises.
Suggested answers:
1. B
2. C
3. A
4. D
5. D
6. D
7. C
8. B
9. B
10. A
11. C
12. C
13. A
14. C
15. B
16. B
17. A
18. D
19. A
20. B
21. C
22. D
23. B
24. B
25. C
26. D
27. C
28. C
29. C
30. A

D. He was made to study for his exams

by his parents.
Question 7: I didn't know his address
so I didn't write to him.
A. If I knew his address, I would write
to him.
B. If I know his address, I will write to
him.
C. If I had known his address, I would
have written to him.
D. Unless I didn't know his address, I
would write to him.
Question 8: I haven't had a Chinese
meal for ages.
A. It was ages since I have had a
Chinese meal.
B. A Chinese meal hasnt been had for
ages
C. I don't have a Chinese meal very
often.
D. A Chinese meal has not been served
any longer.
answer sheet to indicate the correct
answer to each of the following
questions.
Question 9: Children with.........parents
often do better at school than those
without.
A. support
B. supportive
C. supported
D.
supporting
Question 10: I often share my personal
secrets.............my father.
A. with
B. on
C. for
D. at
Question 11: She is very timid completely lacking in...............
A. confident
B.
confide
C. confidence
D. confidently
Question 12: The robbers............as
soon as they left the bank.
A. arrested
B. had arrested
C. were arrested D. have been arrested
Question 13: There are
times.............pointing at someone is
perfectly acceptable.
A. when
B. which
C. whose
D. how
Question 14: Maria: "Thanks for the
lovely evening." ~ Diana:"................."
A. No, it's not good
B. Yes, it's really great
C. I'm glad you enjoyed it
D. Oh, that's right
Question 15: There are only...........few
seats left for tonight's musical
at............university.
A. the / the
B. a / the
C. the / a
D. the /
Question 16: Our parents join hands to
give us..........nice house
and..........happy home.
A. a / the
B. a / a
C. /
D.the / a
Question 17: I got........ .the station just
in time to see Jack getting..........the
train.
A. to / off
B. at / from
C. to / from
D.
at / off
Question 18: We must
apologize...........our teacher.............our
lateness.
A. for / to
B. for / about
C. to / about
D. to / for
Question 19: The success of a shared
holiday depends on.............you share it
with
A. whom
B. which
C. that
D. when
Question 20: If students want a.............,
they have to pass the final examination.
A. credit
B. certificate
C. level
D. tip
Question 21: I don't.............him for

getting angry because she's behaving
dreadfully.
A. accuse
B. care
C. blame
D. approve
Question
22:
I
take
it
as
a(n)...............when people say I look
like my mother.
A. wish
B. apology
C. greeting
D. compliment
Question 23: If John had installed an
alarm, the thieves............into his house.
A. wouldn't break
B. wouldn't have broken
C. will not break
D. do not break
Question 24: Monkeys belong to the
group of animals............as primates.
A. know
B. known
C. knowing
D. to know
Question 25: I hope you don't
mind............to come and meet her.
A. to be asked
B. be asked
C. being asked
D. to ask
Question 26: We.............each other
since we left university.
A. don't meet
B. are meeting
C. will not meet D. have not met
Question
27:
If
I.............you,
I.............him say such thing.
A. am / will allow
B. were / wouldn't have made
C. were / wouldn't let
D. have been you / wouldn't have asked
answer sheet to show the underlined
part that needs correction.
Question 28: We bought the stereo who
A
B
had been advertised at a reduced price.
C
D
Question 29: Peter was having his hair
A
B
cutting when John called.

C
D
Question 30: The work performing by
A
these officers is not worth our paying
them
B
C
any longer.
D
C. Production (12)
- Elicit the answers from the Ss.
- Correct the mistakes if necessary.
- Give the answers.

- Correct the exercises and mark them
to evaluate the test.

- Prepare the next lesson, Revision 4.
V. COMMENTS:
.
.
..

Period: 53rd
Date of preparation: December 21st , 2011

REVISION 4
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to do the exercises to
revise the knowledge they have learned in units 4, 5, 6, 8.
2. Knowledge:
- Vocabulary: Vocabulary in units 4, 5, 6, 8.
- Grammar/ Structures: + Passive voice.
+ Conditional sentences.
+ Relative clauses.
+ Prepasitions and articles.
- (Pronunciation):
3. Skills: Writing
II. PREPARATION:
III. PROCEDURE:
1. Warm-up:
2. New lesson:
Teachers activities
Students activities
A. Presentation (2)
- Give the handouts to Ss and ask them - Receive the handouts and listen to the
to do the exercises in the handouts
teachers guidances.
A. Practice (30)
- Ask Ss to do the exercise individually. - Do the exercise individually.
Handout:
Suggested answers:
Choose the word whose stress is
different from the others.
1. C
Question 1: A. summary B. physical
C. decision
D. different 2. C
3. B
Question 2: A. labour
B. people
C. replace
D. future
4. A
5. D
Choose the word with deferent
6. B
pronunciation of the underlined part.
Question 3: A. talked
B. accepted 7. A
C. stopped
D. liked
8. D
Question 4: A. subject
B. accuse
C. refuse
D. future
9. D
10. D
11. C
Choose the words or phrases
12. A
that best completes the sentences
Question5: He is the man _..... car was 13. D
stolen last week.
14. A
A. whom
B. that
15. B
C. which
D. whose
Question 6: "What a lovely house you 16. C
have!" - " ._"
17. A
A. You're welcome
B. Thank you 18. B
C. Of course
D. I think so
Question 7: "Thank you for the nice
gift." - " .. "
A. You're welcome
B. I'm glad you like it
C. But do you know how much it costs?
D. In fact, I myself don't like it
Question 8: What is.longest river in
world?
A. the/a
B. a/the
B. C. a/a
D. the/the
Question 9: A new year is often
devided_.... two semesters .
A. in
B. about
C. for
D. into
Question 10: Gold .. in California in
the 19th century.
A. discovered
B. discovering
C. was discovering D. was discovered
Question 11: If I were in your shoes, I
__............ the offer.
A. accepted
B. will accept
C. would accept
D. accept
Question 12: A: What do you learn
English_________?
B: _______ get a good job.
A. for/To
B. to/For
C. for/For
D. to/To
Choose the sentence which has the
closest meaning to the original one.
Question 13: Hung didnt call Lan
because it was too late.
A. Hung will call Lan, if it is early.
B. If it were not late, Hung would
call Lan.
C. Hung didnt plan to call Lan, but
he changed his mind at the last minute.
D. If it hadnt been so late, Hung
would have called Lan.

Question 14: I have always wanted to
visit Paris. It is the capital of France.
A. I have wanted to visit Paris,
where is the capital of France.
B. I have wanted to visit Paris,
which is the capital of France.
C. I have wanted to visit Paris, that
is the capital of France.
D. I have wanted to visit Paris where
is the capital of France.
Mark letter A, B, C or D on the
answer sheet to show the underlined
part that needs correction.
Question 15: Her last book was
A
publishing in 20 languages many years
B
C
D
ago.
Question 16: I'll send you my
A
address as soon as I will find
B
C
somewhere to live.
D
Question 17: Because of the traffic was
A
heavy, we were late for work.
B C
D
Question 18: Food and supplies are
A
often carrying through desert by camels.
B
C
D
C. Production (12)
- Elicit the answers from the Ss.
- Give the answers.
- Correct the exercises and mark them
to evaluate the test.
- Prepare for the first term test.
V. COMMENTS:
.
.
..
Period: 55th
Date of preparation: January 7th , 2012

UNIT 10: ENDANGERED SPECIES
Lesson: Reading 1
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to know some endangered
species which are plant and animal species.
2. Knowledge:
- Vocabulary: biologist, vulnerable, enact
- (Pronunciation):
3. Skills: Reading
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
- T hangs out some pictures, then put them away and asks Ss to answer the
questions.
1. What can you see in the pictures?
2. Which of them are in danger of becoming extinct?
Suggested answers:
1. Tortoise, rhinoceos, monkey, elephant, leopard, parrot
2. Elephant, leopard, rhinoceros are in danger
Lead-in questions
- Ask students to open their books, look at the pictures, and do the tasks that
follow.
+ Which of the animals and insects below can be found in Vietnam?
+ Which of them are in danger of becoming extinct?
2. New lesson:
Teachers activities
Students activities
A. Pre-reading (10)
Vocabulary
+ Biologist (n)
+ Urbanization (n)
+ Drive sth to the verge of
+ Vulnerable (a)
+ Enact (v)
- Elicit some vocabulary.
- Help Ss to read the vocabulary
correctly.
Task 1 :
- Ask students to read through the text
once to find out some new words, guess
the main idea.
- Explain new words (give the
Vietnamese equivalents),.
- Ask students to work individually in 5
minutes to do this task.
- Guide students to read through the
passage , then focus on only the
sentences surrounding the suggested
words to do the task effectively.
- Give students some more words that
may be new/ unfamiliar to them.
- Guide the students to read the words
in chorus and individually.
-Give correct answers.
Task 2:
and choose A,B,C,D to complete the
following sentences about the reading
passage
- Ask them to work individually to do
the task and give the evidence to prove
the keys.
- Move round to make sure that all
students are working and to help them if

- Write down the words into the
notebooks.
- Read through the text and find the new

words, try to guess the meanings of
those words in contexts:
- Work individually to read the text and
do task 1
Suggested answers
1.C
2.D
3.A
4.B

- Write down the correct answers
- Read through the text find the new
words.
- Work in pairs to answer the questions
Suggested answers
1.D
2.B
3.A
necessary.
- Ask some students to report and give
feedback.
C. Post-reading (9)
Brainsrorming
- Ask Ss to name some more
endangered animals that they know.
4.A
5.D
- Work in groups of six and discuss the

answers.

- Prepare the rest exercise of the lesson unit 10: Reading 2
V. COMMENTS:
.
.
..
Period: 56th

Lesson: Reading 2
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to know some endangered
species which are plant and animal species.
2. Knowledge:
- Vocabulary: extinction, diversity, endangered
- (Pronunciation):
3. Skills: Reading
II. PREPARATION:
III. PROCEDURE:
1. Warm-up:
2. New lesson:
Teachers activities
Students activities
A. Pre-reading (7)
Vocabulary
+ Extinction (n)
+ Diversity (n)
+ Endangerd (a)
- Elicit some vocabulary.
- Help Ss to read the vocabulary
correctly.
Task 3:
- Ask students to read the passage again,
then work in pairs to find evidence in
the passage to support these statements
- Walk round the class to give help if
necessary.
- Give suggested words, phrases or
useful suggestions.
- Correct the students work.
- Ask students to work in group to scan
the text again.
- Ask them to work in small groups of
three or four to summarize the reading
passage by writing one sentence for
each paragraph.
- Encourage them to summarize the
reading passage.
- Ask one or two pairs to report.
- Write down the words into the

notebooks.
- Read through the text and find the new

words.
- Work in pairs to give evidence in the
passage to support these statements.
Suggested answers
1. The first sentence of the second
passage.
2. The third paragraph.
3. The fourth one.
- Work in group to summarize the
reading passage.
Suggested answers
1. Over 24 thousand plant and animal
species all over the world are classified
as endangered.
2. The main causes of extinction or
endangerment are habitant destruction,
commercial exploitation and population.
3. Biodiversity is important for humans
as it provides food ,clean air, water,
fertile soil and other products.
4. Different efforts have been made to
conserve endangered species.
5. The task of conservation should be
shared by international organization,
governmental agencies ,industry and
individuals.

- Prepare next period unit 10: Speaking.
V. COMMENTS:
.
.
..
Period: 57th

Lesson: Speaking
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to talk about the
information of some endangered animals.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills: Speaking
II. PREPARATION:

III. PROCEDURE:
1. Warm-up: (5)
Hang out the pictures of 4 animals and ask Ss to give the name of them.
Suggested answers:
1.It is a tiger
2.It is a rhino
3.It is a panda
4.It is an elephant
2. New lesson:
Teachers activities
Students activities
- Ask students to work in pairs to - Work in pairs to discuss the three
discuss the four questions and find the questions and find the answers.
answers.
1. Panda, rhino, tiger, elephant.
- Move round to make sure that all 2. We can find these animals in the
students are working and to help them if forests in Asia, Africa,etc
necessary.
3. Rhino can be used for medicine
- Ask some students to report and give 4. All of them are in danger.
feedback.
- Correct the students work and give
remark.
Activity :
Ask and answer questions about 4 - Listen to the teacher
endangered animals.
- Work in pair to do task 2
- Asks Ss to read the information about Model dialogue:
the giant panda, tiger, rhino, elephant.
A: Where do giant pandas live?
- Explain how to do task 2
B: They live in bamboo forests in the
- Walk round from group to group to mountain in central and western China
A: What is the population of pandas in
- Encourage students to speak out what the world?
they think even a phrase or a singular B: Only about 600.
word.
A: How are they?
- Check and give feedback.
B: about 1.2 to 1.5m
A How much do they weigh?
B: About 75 kg to 160 kg
A: what do they eat
B: Bamboo
A: Why are they in danger?
B: People destroy their habitat and hurt
them for trade.
- Work individually and make a report

on the animals.
C. Production (9)
- Ask Ss divide into 4 groups to give an
oral report on the animals mentioned in
task 2.
- Ask each group to do a report on each
animal.
- Walk round from group to group to
- Encourage students to speak out what
they think .
- Work in group to give an oral report.

- Present their report in front of the
class.
Model report:
Group 1: Giant pandas live in bamboo
forests in the mountain in Western
China .only about 600 pandas are living
there. They attain a height of 1.2m to
1.5m and weigh from 75kg to 160 kg
they are in danger because People
destroy their habitat and hurt them for
trade.
Group 2: Rhino
Group 3:tiger
Group 4 elephant

- Write a short paragraph about the rhino.
- Prepare next period, unit 10 Listening.
V. COMMENTS:
.
.
..
Period: 58th

Lesson: Listening
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to know about the life of
gorillas.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
II. PREPARATION:
1. Teacher: textbook, workbook, chalk, Cd player.
III. PROCEDURE:
1. Warm-up: (5)
- Rearrange the letters to make a meaningful word:
OLLARIG
Suggested answer:
GORILLA
2. New lesson:
Teachers activities
Students activities
discuss and choose the best answer
- Work in pairs to discuss and give
A,B,C
correct answers
- Guide the students to answer if
- Listen and repeat the words after the
necessary.
teacher.
- Give further information.
- Explain the words that will appear in
the listening text.
- Ask students to read in chorus then
individually.
Task 1
- Ask students to read the statement at
least once first.
- Ask them to guess the answers
- Play the tape once then check how
many answers can students find.
- Play the tape again.
- Check and give remarks.
- Call some sts to say out their
-Read the statement once to get the

main contents.
- Listen to the tape and do the task.
- Find evidences to each of the
answers.
- Represent if being asked.
Keys:
1.A 2.B 3.D 4.B 5.C
answers and the evidences they get

to prove their answers.
Task 2
- Ask them to guess the answers.
many answers can sts find.
- Call some students to say out their
answers and the evidences they get to
prove their answers
- Ask the Ss to summarise the main
ideas of the passage ,using the
information and the answers in task 1
and 2.
- Move around to help if necessary.
- Give remarks.
- Listen to the teachers explanation

then correct the answers oneself.
- Read the questions once to get the
main contents.
answers.
- Represent if being asked.
1.peaceful
2.plant eating
3.a few females and their young
4.plants and a few insects
5.in trees
6.in grasses
7.civil war
8.forests being cut down
-Work in group to summarise the main
ideas of the passage.

V. COMMENTS:
.
.
..

Period: 59th
Date of preparation: January 17th, 2012

Lesson: Writing
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to write about measures to
protect endangered species.
2. Knowledge:
- Vocabulary: Words related to endangered species.
+ The tenses.
+ Connectors
- (Pronunciation):
3. Skills: Writing
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
- Ask Ss to do the following exercise:
Fill in the chart with some information about endangered species problems:
Endangered
species
Causes
Measure to save them
Feedback:
Endangered
Causes
Measure to save them
species
Tiger
- habitat
- build habitat reserves
destruction - protect forest
Rhino
- pollution
- Lead-in: Today, you are going to write a paragraph about measures to protect
endangered species.
2. New lesson:
Teachers activities
- Explain as clearly as possible the way
to write a paragraph:
+ topic sentence
+ supporting idea
+ supporting idea
+ Concluding sentence
+ connectors: first, second, third....
Task 1
- Ask students to look at Task 1.
- Ask Ss to work in groups and give the
measures for the problems.
- Move around to give help.
Task 2
write paragraph.
Students activities
-
Listen to the teacher.

Get the task.
Work in pairs to do the task.
Listen to the teacher to correct
oneself.
- Work in groups to do the task

Suggested answers
1.We should have different activities to
raise people s awareness of the need to
protect these animals.
2.Goverments should raise sufficient
funds for projects to save endangered
animals.
3. There should be programs to raise
peoples awareness of the need to
protect rare and endangered animals.
3.Humans must keep water ,air, and
land clean to preserve natural habitats
for wild animals.
4.Goverments should have a good
policy to improve the life of people who
live in or near endangered animals
habitats
5. Conferences should be held with the
participation of these countries to raise
their awareness and supply them with
some ideas other countries have taken.
6. There should be campaigns to ask
people not to use these products. Make
them feel guilty to use them.
7. The Governments can ask other
organizations to help. Apart from that,
in some countries, they make these
places interesting enough for tourists to
go there.
- Work in groups and write a paragraph
about the measures to protect
- Walk round to give help if necessary.
endangered species.
C. Production (9)
- Ask some groups to represent their
work, ask other to give remark.
- Choose some good writing to read in
class and give remark.
- Represent the task on board if being

asked.
- Read the writing to get others
remarks.
- Do as the teacher asked.

- Rewrite the paragraph at home.
- Prepare the next period unit 10: Language Focus.
V. COMMENTS:
.
.
..
Period: 60th
Date of preparation: January 31st , 2012

I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to know the modal verbs
such as may, might, must, mustnt, neednt.
2. Knowledge:
- Vocabulary: may, might, must, mustnt, neednt.
- Pronunciation: Rhythm
3. Skills:
II. PREPARATION:
1. Teacher: textbook, workbook, chalk, CD player.
III. PROCEDURE:
1. Warm-up:
2. New lesson:
Teachers activities
Students activities
- Explain the way to stress syllables
- Get the teachers explanation.
- Help students to know the
1.Tell me the time.
pronunciation
2. Show me the way .
- Play the tape
3. Some carrots and cabbages
- Ask Ss to repeat
4.Come for a swim
- Listen to Ss and check
5.The clock on the mantelpiece
- Call some students to read aloud the
6. I think he wants to go tomorrow
sentences.
7.Its not the one I want.
- Give feedback
B. Grammar (29)
1. Presentation: Modal verbs
- Give some examples about the Modal
verbs (may, might, must, mustn't ,
neednt)
Example:
There is a lot of cloud. It may rain.
I havent found my book. I might
have left it in my classroom. I am
not sure.
When you live in London. You must
drive on the left.
You neednt do the exercise. It is not
necessary.
She was still sleeping when I came.
She must have stayed up late.
Remarks:
- May, might . possibility
- Must obligation
- Need necessity
2. Practice
Exercise 1:
- Guide the students how to do the
exercise.
- Divide the class into groups, ask them
to do the exercise.
- Correct the students work if
necessary.
Exercise 2:
8.Most of them have arrived on the bus

9.Walk down the path to the end of the
canal
10.Im going home today for Christmas
11.A bird in the hand is worth two in the
bush.
12. If you dont have the best ,make the
best of what you have.
- Practice reading in chorus or
individually.
- Read the examples and infer the usage
of the modal verbs.
- Work in pairs and do the exercises.

Suggested answers:
Exercise1:
1. might rain
2. may/might wake
3. may/might bite
4. may/might need
5. may/might slip
6. may/might break.
Exercise 2:
1. neednt come
2. neednt walk
3. neednt ask
4. neednt tell
5. neednt explain.
Exercise 3:
1. must
2. mustnt
3. neednt
4. must
5. musnt
6. neednt
exercise.
- Divide the class into groups, ask them
to do the exercise.
7. neednt
8. must,mustnt
- Listen to the teacher and write down
correct answers
Exercise 3:
- Guide Ss to do exercise.
- Call Ss to complete the sentences
necessary.
- Do the exercises in unit 10, part Language Focus in Workbook.
- Prepare Test Yourself D
V. COMMENTS:
.
.
..
Period: 61st
Date of preparation: January 29th, 2012

TEST YOURSELF D
I. OBJECTIVES:
2. Knowledge:
- Vocabulary:
- Grammar/ Structures: Modal verbs
- (Pronunciation):
3. Skills: Reading, Listening, Writing
II. PREPARATION:
III. PROCEDURE:
1. Warm-up:
- Ask students something about the test yourself D
2. New lesson:
Teachers activities
Students activities
A. Listening (12)
- Present the task: Listen and complete - Look at the book and listen to the task
the table below
- understand the task
- Tell students the topic of the table
- Listen to the tape carefully
- Get students to look through the table - Fill in the blanks with the words
- Explain the meaning of new words
theyve just heard
- After that turn on the tape of the passage - Correct mistakes
aloud twice
Keys:
- Let students fill in the blanks with the 1. bamboo shoots, leaves, 2. 12, 3. 600,
words they have just heard
4. half,
- Go round the class to control the work 5. cloning (the panda).
- Then turn on the tape of the passage the
last time for students to check their
results
- Correct mistakes
B. Reading (12)
- Look at the textbook and listen to the
teacher then read the passage and
choose the statements are True or False.
- Work in groups to discuss about the
passage
- Finish the task
- Go round the class to control the sets - Compare their results with the other
activities
groups, and correct.
- State the keys
Keys:
- Correct mistakes
1. F, 2. N, 3. T, 4. T, 5. T.
C. Grammar (10)
- Work in groups to complete the
sentences
groups
- Correct mistakes
- Go round the class to control the sets Keys:
activities
1. neednt, must, mustnt, 2. mustnt, 3.
- State the keys
neednt, must, 4. mustnt,
- Correct mistakes
5. mustnt, 6. mustnt,
7. neednt.
D. Writing (10)
- Give students some models and - Work in groups or in pairs then write.
structures to writes..
groups.
- Go round the class to control the - Correct mistakes
students activities
- Correct mistakes
- Do the exercises again.
- Prepare next period, unit 11 Reading 1
V. COMMENTS:
.
.
..
Period: 62nd
Date of preparation: February 1st , 2012

UNIT 11: BOOKS
Lesson: Reading 1
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to know about books.
2. Knowledge:
- Vocabulary: Words related to reading books.

- (Pronunciation):
3. Skills: Reading
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
1.What do you do in your free time?
2.Can you name some advantages of reading books?
Suggested answers:
1. Play sports, watch TV, read books, etc
2.Enrich knowledge and relax.
2. New lesson:
Teachers activities
Students activities
A. Pre-reading (10)
- Ask students (to work in pairs) to open - Work in pairs and discuss the the
their books, look at the pictures, and do questions.
the tasks that follow.
- Report the answers in front of the
1. Do you often read books?
class.
2. What kind of books do you enjoy
reading most/least?
3. How do you read books?
- Ask them to work in 3 minutes,
meanwhile the teacher moves round to
help if necessary.
- Ask some pairs to report .
- Work individually to read the text then
do Task 1
Task 1: Finding Vietnamese
equivalents
Suggested answers:
1. swallow: oc ngn ngu
once to find out some new words, guess 2. dip into: c qua loa
the main idea.
3. taste: c qua
4. hard-to-pick up-again: khng th
Vietnamese equivalents), guide the Ss
nht ln li c
to get the main contents of the reading
5. digest: c v suy ngm
text.
6. chew: nghin ngm

passage , then focus on only the
- Give students some more words that
may be new/ unfamiliar to them.
- Guide the students to read the word in
chorus and individually.
Task 2: T/ F/ NM
Decide whether the statements given in
task 2 page 120 are true, false or not
mentioned
once to find out some new words, guess
the main idea.
Vietnamese equivalents), guide the Ss
to get the main contents of the reading
text.
- Ask Ss work in pairs to discuss the
answers together.
passage, then focus on only the
- Call on some Ss to write the answers
on the board.
- Check the answers and give the
feedback.
C. Post-reading (9)
Talking about your favourite books
- Ask Ss to work in groups of six and
talk about their favourite book.
Cues:
+ Title
+ Main Characters
+ Theme
- Comment and correct pronunciation
mistakes if necessary.
7. hard - to -put - down: kh t xung
Work in pair to give answers.

- Share the key with other Ss.
Suggested answers:
1. NM
2. F
3. NM
4. T
5. F
- Find in the text the evidence to prove
the keys.
- Work in groups of six.

- Some representatives report their
favourite books in front of the class in
turns.

V. HOMEWORK ASSIGNMENT: (1)

- Read the passage again and prepare for the next tasks.
V. COMMENTS:
.
.
..
Period: 63rd
Date of preparation: February 2nd , 2012

UNIT 11: BOOKS
Lesson: Reading 2
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to know about books.
2. Knowledge:
- Vocabulary: Kinds of books
- (Pronunciation):
3. Skills: Reading
II. PREPARATION:
III. PROCEDURE:
1. Warm-up:
2. New lesson:
Teachers activities
A. Pre-reading (15)
* Pre-teaching the vocabulary
+ information
+ entertainment
+ wonderful source
+ travel book
- Help Ss to read the words correctly.
* Checking the vocabulary
- Deliver the handouts and ask Ss to fill
the suitable words into the gaps.
Handout:
a. If you love travelling, buy a_______ .
b. Books are a _______ of knowledge.
c. Video games is a kind of ________ .
- Comment on Ss answers and give the
feeedback.
Task: Answering questions
and answer the questions
- Ask them to work in pais to do the
task and give the evidence to prove the
keys.
necessary.
feedback.
C. Post-reading (9)
- Ask students to work in group to scan
the text again.
- Ask them to work in small groups of
three or four to do the task.
- Ask one or two pairs to report.
Students activities
- Work in pairs and fill the words into

the gaps.
- Do the task in pairs.

- Give the answers for the questions.
Suggested answers:
1. Three
2. When you find a good story and have
time to enjoy it.
3. Read a few pages to see if its the one
you can easily read and understand.
4. Television can bring you all the
information and stories with colour
picture and action.
5. Books are still a cheap way to get
information and entertainment; you can
keep a book forever and read it many
times.
- Work in group to do the task.
Suggested answers:
a. thriller
b. romance
c. novel

necessary.
feedback.
d. science
e. craft
f. fiction
g. comic
h. biography

- Prepare the next period unit 11- Speaking
V. COMMENTS:
.
.
..
Period: 64th
Date of preparation: February 4th , 2012

UNIT 11: BOOKS
Lesson: Speaking
I. OBJECTIVES:
- Ask and answer about reading habits
- Talk about characters in a book.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills: Speaking
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
- Ask Ss to give name of some stories.
Suggested answers:
1.fairy story
2.historical story
3.detective story
4.war story
5.adventure story
2. New lesson:
Teachers activities
- Complete the following conservation
and practise reading it.
- Explain how to do the task
-Ask students to work in pairs to discus
the three questions and find the
answers.
remark.
B. Practice speaking
Task 2: (10)
- Explain the requirements
- Ask Ss to work in pairs and do the
task.
- Guide the students how to speak by
giving them useful suggestions.
- Walk round from group to group to
- Encourage students to speak out what
they think even a phrase or a singular
word.
Task 3: (10)
- Complete the following conservation
and practise reading it.
discuss the three questions and find the
answers.
remark.
Students activities
- Work in pairs to discuss the three
questions.
Suggested answers:
+ What sort (kind) of books do you like
to read?
+ How do you often read books?
+ When do you often read books?
- Work in pairs to ask and answer.
Model dialogue:
A: What do you often do in your free
time?
B: Reading books
A:What sort of books do you often
read?
B:novels.
A:How do you read them?
B:When I find a good story
A:When do you often read books?
B: Whenever I have free time
- Work in pairs to discuss the three
questions and find the answers.
Suggested answers:
+ What are you reading at the moment?
+ Who is the main character?
+ What is he/she like/

Task 4: (10)
-Ask students to work in pairs to discus
the three questions and find the
answers.
-Practise the model consevation with
one student
-Ask Ss to do task 4
- Listen and work in pairs to do task 4

Model dialogue:
A: What are you reading at the
moment?
B: Im reading happy life.
A: Who is the main character?
B:John.
A: What is he like?
B: ........
C. Production
Task 5: (4)
- Ask students to work individually to
- Work individually and make a report
make a report on the books their friend on the books their friend have read.
have read.
- Present the report in front of the class.
- Move round to check the activities and
to make sure that students are working
effectively.
- Ask one or two students to report in
front of the whole class.
- Prepare next period, unit 11- Listening
V. COMMENTS:
.
.
..
Period: 65th
UNIT 11: BOOKS
Lesson: Listening
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to catch detail information
from the listening passage.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills:
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
- Ask Ss to look at the pictures and to answers the questions:
1. "What are they doing?"

2. What do you know about books?
Suggested answers:
1. They are reading
2. Author, title, main character, plot
Lead in " Our lesson today will focus on a story that a woman has just read "
2. New lesson:
Teachers activities
Students activities
- Explain the words that will appear in - Listen and repeat:
the listening text.
Incredible
- Ask students to read in chorus then Wilderness
individually.
Fascinating
Unnoticed
Journey
Peronality
Survive
Renioned
B. While-listening
Task 1 (10)
least once first.
- Call some sts to say out their
answers and the evidences they get
to prove their answers.
Read the statement once to get the

main contents.
answers
Keys:
1. B, 2. C, 3. B, 4. A, 5. A
Task 2 (14)
Ask them to guess the answers.

Play the tape once then check how
many answers can sts find.
- Call some students to say out their
prove their answers.
- Listen to the teachers explanation

then correct the answers onself.
- Read the questions once to get the
main contents.
Keys:
1. family
2. strength
3. humans
4. journey
5. pet.
- In group, ask students to discus the - In groups, ask and answer the
guided question, find the answer.
question.
S1: Do you like to read the book ?
- Give remarks or even suggestions.
S2: Yes, I do.
S1: Why?
S2: Because I want to know about
animals life
......
- Listen to the teachers guide to correct
oneself.
V. COMMENTS:
.
...
Period: 66th
UNIT 11: BOOKS
Lesson: Writing
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to write a book report.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills: Writing
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
- Discuss these questions

1. Name some sorts of books you know.
2. What sort/kind of books would you like reading?
Suggested answers:
1. They are detective books, picture-books, science books, science fiction books.
2. I'd like reading
Lead-in: Today, you will write a book report.
2. New lesson:
Teachers activities
Students activities
Task 1:
- Ss work in pairs and give the correct
-Have Ss put these questions under the headings.
correct headings
- Go to the board and write their
answers.
1.What was your opinion of the book?
Expected answers:
2.Where is the book set?
The correct headings
3.Would you recommend the book?
4.Who is the author?
headings
Questions
5.What is the main theme of the story?
General
7, 4, 9
6.Who are the main characters?
introduction
7.What is the title of the book?
Summary of the
2, 5, 6, 8
8.What is the plot of the story?
books content
9.What type of book is it?
Conclusion
1, 3
-Go over the answers to the class
* Elicit structures:
+ Tenses: Simple present
* Explain as clearly as possible the way
to write a passage.
Task 2: Ask and answer the above - Work in groups to find out some
questions about a book you have just dialogues like this.
read
Suggested dialogue
- Ask student to read the request of task S1- 7. What is the title of the book?
one and translate.
S2: The Old Man and the Sea .
- Give students the structures and some S1- 4. Who is the author?
new words.
S2- Ernest Hemingway.
S1- 9. What type of book is it?
- Walk around and help them.
S2- A story about an aging Cuban
- Call some to stand up and answer the fisherman
questions
S1- 2. Where is the book set?
S2- In Cuba
S1- 5. What is the main theme of the
book?
S2- The story centers upon Santiago, an

aging Cuban fisherman who struggles
with a giant marlin far out in the Gulf
Stream. The fish is so huge that it pulls
his boat.
S1- 6.Who are the main characters?
S2- Frankenstein
S1- 8. What is the plot of the story?
S2- Two days and nights pass in this
manner, during which the old man
bears the tension of the line with his
body. When he reaches the coast, there
is only the skeleton of the fish left
because a pack of sharks follow the
trail to Santiago's boat and each shark
takes an enormous bite out of the
marlin.
The Old Man and the Sea is
noteworthy in twentieth century fiction,
reaffirming Hemingway's worldwide
literary prominence as well as being a
significant factor in his selection for the
Nobel Prize in Literature in 1954
S1- 1. What was your opinion of the
book?
S2- Interesting
S1- 3. Would you recommend the book?
S2- Yes
C. Production (9)
Task 3: Write a report on the book you
have read recently based on the results
of Tasks 1 and 2.
- Explain the requirements: Writing a
paragraph
write paragraph.
- Work in groups of five to write the

paragraph.
- Present their work in front of the class.
Suggested beginning:
"Recently I have read an interesting
book, it is

- Rewrite the report on the book you have read.

V. COMMENTS:
.
.
..
Period: 67th

UNIT 11: BOOKS
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to :
- know how to make rhythm in a sentence.
- know the uses of the passive voice with modal verbs.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills: Writing, reading.
II. PREPARATION:
III. PROCEDURE:
1. Warm-up:
2. New lesson:
Teachers activities
- Explain the rhythm
-Help
students
to
know
the
pronunciation.
- Help Ss practice reading the
sentences:
1. Why did you behave like that ?
2. Come for a swim
3. I think it will be find
4. Shes gone for a walk in the park
5. I wonder if hell ever come back
-Let Ss to listen to the tape.
B. Grammar (15)
Modals in passive voice
- Give the some some sentences in
active voice and ask Ss to change them
into passive voice.
Example
a. I can do this exercise.
b. My mother must have left the
wallet in the shop.
- Elicit the form of modals in passive
voice.
2. Form:
* S + Modals + be + past participle +
(by O)
C. Practice (19)
Exercise1: Rewrite the sentences in the
passive.
exercises.
- Ask Ss to work in pairs and do the
exercise.
necessary.
Exercise2: Complete the conservation
Students activities
Get the teachers explanation.
Practice reading in chorus or
individually.
- Change the sentences into the passive

voice.
a. This exercise can be done by me.
b. The wallet must have been left in
the shop by my mother.
- Give the form of the modals in passive
voice.
Exercise1:
Suggested answers:
7. This machine mustnt be used after
5.30 p.m.
8. This machine must cleaned every
tine you use it
9. The flowers should be kept in a
warm sunny place
10. Your bill should be paid before you
with the suitable passive form of the

verbs in brackets
exercises.
- Divide the class into groups of four,
ask them to do the exercises.
necessary.
leave the hotel

11. we should be given the information
now
12. Toothpaste can be bought at the
drugstore
13. The children should be warned not
to speak to strangers
14. The mystery cant be solved
15. Travelers cheques can be
exchanged at most banks
16. She shouldnt be told the news. It
might kill her
Exercise 2:
- Work in groups of four and do the
exercise.
Suggested answers:
1.will be prepared
2. Is food going to be cooked?
3. will be pre-packaged
4. can be warmed
5. should food be chosen
6. has to be offered
7. could be selected
8. ought to be made

- Do exercise 3, 4 and 5 (page 74 and 75) in the students work book
V. COMMENTS:
.
.
..

Period: 68th

REVISION UNIT 10, 11
I. OBJECTIVES:
learnt in unit 10 and unit 11.
2. Knowledge:
- Vocabulary: Vocabulary in unit 10 and 11.
- (Pronunciation):
3. Skills: Writing
II. PREPARATION:
III. PROCEDURE:
1. Warm-up:
2. New lesson:
Teachers activities
A. Presentation (5)
- Ask Ss to recall the themes learnt in
unit 10 and 11.
B. Practice (30)
- Give the exerice and ask Ss to do
individually.
I. Choose the word that is
pronounced or stressed differently
from the others.
1. A. rhinoceros
B. conservation
C. environment D. extinction
2. A. derive
B. species
C. tortoise
D. threaten
3. A. disappearance
B.
generation
C. conservation D. vulnerable
4. A. industry
B. different
C. habitat
D. introduce
II. Change the following sentences
into passive voice.
1. People can eat most of food at
the party.
2. My sister should make the dress.
3. They couldnt decide the exact
time of the match.
4. We should do all the homework
at home.
5. Nobody could steal your car.
6. I cant do these exercises
quickly.
7. A French architect must design
the palace.
8. No one could open that box for
the past hundred years.
III. Fill in the blank with the suitable
modal verbs: must, mustnt, neednt,
may, can, could.
1.You _______ touch that switch,
Students activities
- Listen to the teacher and recall the
themes in unit 10, 11.
- Give the answers.
Unit 10: Endangered species.
Unit 11: Books.
- Do the exercises individually.
Suggested answers.
Exercise 1
1. B
2. A
3. D
4. D
Exercise 2
1. Most of food at the party van be
aeten.
2. The dress should ve made by my
sister.
3. The exact time of the match couldnt
be decided.
4. All the homework should be done at
home
5. Your car couldnt be stolen.
6. These exercises cant be done quickly
by me.
7. The palace must be designed by a
French architect.
8. That box couldnt be opened for the
past hundred years.
Exercise 3
1. mustnt
2. neednt
whatever you do.

2.I can manage to go shopping alone.
You _______ go with me.
3.My father has just given me a letter to
post. I _______ remember to post it.
4._____ I seat here, sir? Yes, of
course.
3. must
4. may/ can
IV. Choose the best option to

complete the following sentences.
Exercise 4
1._______ is the existence of a wide
1. B
variety of plant and animal species
2. A
living in their natural environment.
3. C
A. Extinction
B. Biodiversity
4. A
C. Conservation
D. Generation
5. B
2.The sad fact is that the cheetah is now
6. A
one of the _______ species.
7. A
A. endangered
B. danger
8. B
C. dangerous
D. dangerously
9. B
3.Toxic chemicals are one of the serious
10. B
factors that drive wildlife to the ___ of
11. D
extinction.
12. A
A. fence
B. wall
C. verge
D. bridge
4. It is a top secret. You _______ tell
anyone about it.
A. mustn't
B. needn't
C. mightn't
D. won't
5. You _______ forget to pay the rent
tomorrow. The landlord is very strict
about paying on time.
A. do not have to
B. mustn't
C. needn't
D. may not
6. Peter has been working for 10 hours.
He _______ be very tired now.
A. must
B. has to
C. needn't
D. should
7. I am not deaf. You _______ shout.
A. neednt
B. mustn't
C. need
D. must
8. He only had time to________into the
report. He couldnt read it thoroughly.
A. see
B. dip
C. break
D. read
9. A ________is a book or a movie with
an exciting story about crime or spy.
10. comic
B. thriller
C. romance
D.
biography
11. A________is a book or movie that
tells a story about a love affair.
A. horror
B. nonfiction
C. thriller
D. romance
12. His lecture was interesting, but too
much to________all at once.
A. digest
B. process
C. manufacture
D. convert
C. Production (9)
- Elicit the answers from SS.
- Correct the mistake if necessary.
- Give the answers.

- Check their exercises and take note the
correct answers.

- Revise the exercises in unit 10, 11.
- Prepare for the next lesson, 45-minute test.
V. COMMENTS:
.
.
..
Period: 69th

45-MINUTE TEST No. 3
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to recall the knowledge
they have learnt in unit 10 and unit 11.
2. Knowledge:
- Vocabulary: Words in unit 10 and unit 11.
- Grammar/ Structures: Modal verbs and Modals in the passive voice.
- (Pronunciation):
II. PREPARATION:
1. Teacher: Textbook, workbook, tests, chalk.
2. Students: Pens.
III. PROCEDURE:
1. Warm-up:
2. New lesson: (45)
A. The test
I. Choose the word which has the stress different from the others. (1.5m)
1. A. elephant
B. mosquito
C. habitat
D. animal
2. A. parrot
B. tortoise
C. leopard
D. reserve
3. A. vulnerable
B. rhinoceros
C. environment
D. tomorrow
4. A. survive
B. swallow
C. novel
D. comic
5. A. slowly
B. thriller
C. fiction
D. extinct
6. A. digest
B. panda
C. rhino
D. tiger
II. Choose the best answers. (2ms)
1. Toxic chemicals have ________ many species to the verge of extinction since
2000.
A. written
B. eaten
C. driven
D. spoken
2. The Red List has been introduced to _______ peoples awareness of
conservation needs.
A. high
B. raise
C. rise
D. low
3. A ____________ book tells stories through pictures.
A. biography
B. craft
C. comic
D. science fiction
4. I dont have much time. So, I just ______ into the story.
A. swallow
B. chew
C. digest
D. dip
5. A: How high is a rhino?
B: Its from __________________.
A. 65 to 70 kg
B. 2 to 4 years
C. 1,2 to 1,8 m
D. 400 to 500 USD
6. She hasn't eaten anything since yesterday. She_________ be really hungry.
A. might
B. will
C. must
D. can
7. You _________ throw litter on the streets.
A. mustn't
B. couldn't
C. needn't
D. won't
8. A: What _____ she like?
B: Shes intelligent and humorous.
A. is
B. was
C. does
D.did
III. Put the correct modal verbs in into brackets: must, mustnt, may or
neednt. (1m)
1. You __________ ring the bell. I have a key.
2. We ___________ drive fast. There is a speed limit here.
3. A: ________ I come in?
B: Sure, please come in.
4. My teacher asked me to do this homework. I ___________ remember to do it.
IV. Choose the underlined part in each sentence that needs correcting. (0.5m)
1. This exerxise might be write with a pencil during the examination.

A
B
C
D
2. You must make noise, or you will wake the baby.
A
B
C
D
V. Put the correct form of the words in brackets. (1.5m)
1. The number of animals has been reduced
... (destroy)
because of habitat ________.
2. If you enjoy reading stories about love affairs, .. (romantic)
a ____________ is a right book for you.
3. Books are wonderful source of ___________
.
(know)
and pleasure.
VI. Rewrite the following sentences.(2ms)
9. Can you decide the exact time of the match?
10. Nobody could steal your bicycle.
11. A French architect must design the palace.

...
12. You neednt do these exercises quickly.
..
VII. Answers the questions. (1.5m)
Alice Walker has written book of poetry and short stories, a biography, and
several novels. She is probably best known for her novel The Color Purple,
published in 1982. The book vividly narrates the richness and complexity of black
people especially black women in Georgia in the 1920s and 1930s. Although
the novel came under bitter attack by certain critics and readers, it was applauded
by others and won both the American Book Award and the Pulitzer Prize for
fiction. It became a bestseller, selling over 4 million copies, and it was made into a
successful film by noted director Steven Spielberg. Telling a story through letters
was a narrative structure commonly used by eighteen-century novelists, but it is
not often used in contemporary fiction. Unlike most epistolary novels, which have
the effect of distancing the reader from the events described by the letter writer,
The Colour Purple used the letter form to draw the reader into absolute intimacy
with the poor, uneducated, but wonderfully observant Celia, like William
Faulkner character Dilsey, does not simply survive, but prevails.
1. What kind of books did Alice Walker write?
.
2. Is The Colour Purple is a book of fiction?.
3. How many copies of The Color Purple were sold at that time?

----- THE END----B. The Matrix of the test

Application
U
nit
Total
Recognition
Comprehension
Low
MC
W
MC
W
MC
W
- Periods: - Sentences: +Voc: 1 - Sentences:
6
Pronunciatio Sentences:
+ Speaking:
n: 3
Marks: +
1
10 sentences +Vocabulary: 0,5
Grammar:
: 11
2
4
- Marks:0,25
- Marks:1,25
- Marks:3
- Marks: 1
- Periods: - Sentences: +Voc: 2 +
- Sentence: - Sentences:
6
+
Grammar: + Grammar: +
Pronunciatio Marks: 4
4
Speaking: 1
Sentences n: 3
1
+ Reading: - Marks:
11 : 19
+
- Marks: 1 3
0,25
Vocabulary:
- Marks: 3,5
- Marks: 2
7
- Marks:
1,25
- Prepare next period, unit 12 - Reading
V. COMMENTS:
Period: 70th
UNIT 12: WATER SPORTS
Lesson: Reading
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to know about the water
polo.
2. Knowledge:
- Vocabulary: Words related to water polo.
- (Pronunciation):
3. Skills: Reading
II. PREPARATION:
H
ig
h

III. PROCEDURE:
1. Warm-up: (5)
- Give two words: water sport and football
- Asks some questions:
1. Where can people play these sports?
2. Which sport do you think is more popular?
3. Do you know anything about Water sports?
- Leads in new lesson: Water sports
2. New lesson:
Teachers activities
Students activities
A. Pre-reading (10)
- Look at the picture and answer the
- Ask students to look at the picture and questions:
answer the questions:
- Can you name the sport in the
picture?
Yes, it is Water Polo.
- Where is it played ?
- How do people play it ?
- Ask students to look at the questions
It is played in a pool.
in Before you read, page 119, working
in pairs to discuss the question in part
People play it with a ball, which is
Before you read:
passed each other by hand or advanced
- Call a pair to report their discussion
with the head over the water between
- Teach some new words: ask students
players arms.
whether they know the words, if they do
not know them, explain in English then
ask them to give Vietnamese
equivalents to check their understanding
- Tie (n) (explanation)
- Foul (n) :
- Opponent (n) (synonym) rival
- Penalty (n) : Hinh phat
- Eject (v) : (example)
Ex: Ronaldo got a red card and was
ejeceted.
- Goalie (n) :
- Read the words.
again.
- Read the passage in silence
silence
Task 1- Ask students to do Task 1:
Find the words in the passage that can
match with the definition on the right
column.
-Ask students to discuss the answers in
pairs.
- Ask individuals to do the Task 1
- Write down the answers on the board.
Task 2: Complete the sentences.
- Asks students to do the task in pairs
and read scan the passage to find
information in the text to fill words in
the blanks
- Goes round to give help
- Checks answers and give feedback
- Do the task
Task 3: Answer the questions

- Ask students to find answers for all
questions in the passage individually
first, then compare in pairs
- Calls some students to present their
answers in front of the class
- Listens to the students and corrects
mistakes
- Calls on some students to write
answers on the board
- Corrects mistakes again.
- Do independently first then work in

pairs
- Present answers in front of the class
and correct in notebook
Key:
1. People can play it in a pool.
2. It is in the centre of the pool.
3.The ball can be advanced by passing
with one hand or swimming with the
head above the water and the ball
between the arm so it rides on the wave
create by the swimmers head
4. Only the goalie can hold/ is allowed
to hold the ball with both hands.
5. The player is ejected after committing
five personal fouls.
C. Post-reading (9)
Compare water polo with football
- Ask students to do After you read in
groups
(write the answers on the board)
- Ask one group to report what they
have discussed

- Give the answers.
- Write down the answers
1. e 2. c 3.a 4.b 5.d
- Work in pairs and do the task

Key:
1. 18 ; 30 meters; 20 meters
2. White caps; blue caps; red caps with
the number 1 in white.
3. Their own goal lines.
4. Holding or punching the ball.
5. Five to eighty minutes.
Suggested answers:
+ Football:
* On a pitch or play ground
* 11 players
* Rules:
- the ball is advanced with a foot.
- only the goalie can hold the ball with
hands.
- Give feedback and correct some

serious or common mistakes.
- a touch of the ball on the arm or hand

is awarded with a shot from the spot of
the foul.
- major foul in the penalty area is
awarded a penalty from a penalty spot.
- a player is ejected when he receives a
red card.
* Time:
- Two halves, 45 minutes each
+ Water polo:
* In a pool
* 7 players
* Rules:
- Minor foul, such as holding or
punching the ball, is awarded with a
free throw from the spot of the foul.
- major foul ia penalized by one minute
in the penalty box.
- a player commits five personal fouls is
ejected.
* Time:
- into quarters from 5 to 8 minutes in
length.

- Prepare next lesson, unit 12 Speaking.
V. COMMENTS:
.
.
..
Period: 71st

Lesson: Speaking
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to know some essential
information about water sports.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills: Speaking
II. PREPARATION:

III. PROCEDURE:
1. Warm-up: (1)
- Ask ss some questions about water sports.
1. What did we learn last period?
2. Where can people play water polo?
3. How many players are there in a team?
4. Where is the ball when the game starts?
5. Do you know another water sports?
Suggested answers:
1. We learn about water sports: Water polo.
2. They play it in a pool.
3. There are 7 players: 6 swimmers and a goalie.
4. It is in the centre of the pool.
5. Yes.Lead-in: Today, we are going to learn about another water sports and how
they are played.
2. New lesson:
Teachers activities
Task 1. Work in pairs.
- Ask students to look at Task 1
- Ask students to do Task 1:
Ask sts to work in pairs : Look at the
pictures and match the names with the
appropriate water sports
- Walk around the class to guide or
supervise them and give them help if
necessary.
Suggested questions:
- What is the sport in ..?
- What do you call the sport..?
- What is the name of the sport.?
- Ask some pairs to report what they
have talked
- Give comments; correct the common
mistakes after they finish.
Students activities
- Look at Task 1
- Do Task 1
Work in pairs. Ask and answer.
Suggested answers:
A. What is the name of the sport in the
upper left picture?
B. It is swimming.
A. What do you call the sport in the
upper center picture?
B. It is water polo.
upper right picture?
B. It is synchronized swimming
lower left picture?
B. It is windsurfing.
upper centre picture?
B. It is scuba-diving.
upper right picture?
B. It is rowing.
Task 2. Work in pair.
- Ask students to do Task 2 in pairs,
look at the table and talk about each of
water sports
+ Take an example by asking some
questions.
1. Where do they play water
polo?
..in a pool.
2. Do they play it with the ball?
Ball.
3. Do they pay in a team?
in a team.
Example ; Water polo is played in a
pool . It is played with a ball and
people play it in a team.
C. Production (9)
Discuss the question.
+ Ask Sts some question:
Do you prefer scuba diving to water
polo? Why?
I prefer.to ., because it
is..
+ Give some adjectives:
Interesting
Dangerous
Adventurous
Healthy
Good health
Good shape
Cheap
Safe
Popular
- After about 3 minutes of discussion,
call some groups to report what they
have done
- After students finish, give them
comments: correct some pronunciation
mistakes they have made
- Read aloud the words and ask the
whole class to repeat.
- Do Task 2 in pairs
- Report what they have talked.
Suggested answers:
2. Rowing is played in a lake or on a
river or in the sea. It is played with a
boat and people in a team( a player can
play it individually) use oars to push the
boat to go forwards.
3. Windsurfing is played in the sea or a
lake, especially when there is a strong
wind. It is played with a board and a
sail. People can play it individually.
4. Scuba-diving is played in the sea.
People who play it must have required
equipment: an air stank, a regulator, a
pair of fins and a mask. People usually
play it in pair or a team
mistakes.
- Read the example.
- Do Task 3 in pairs.
- Report what they have talked.
Model:
I prefer swimming to scuba diving
because it is an easy, healthy and
good shape.


- Practice talking about the water sports,.
V. COMMENTS:
.
.
..
Period: 72nd
Date of preparation: February 22nd, 2012

Lesson: Listening
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to learn more about
synchronized swimming.
2. Knowledge:
- Vocabulary: Words related to synchronized swimming.
- (Pronunciation):
II. PREPARATION:
1. Teacher: textbook, workbook, Cd player, chalk.

III. PROCEDURE:
1. Warm-up: (5)
Game: BINGO
- Ask Ss to write five water sports they enjoy doing most. If Ss have all the five
words ticked first, they will win the game. Then say out BINGO
*Suggested words:
Swimming Water polo Windsurfing Rowing Synchronized swimming
Sailing Body boarding.
- Ask Ss to look at the picture on page 132 in textbook and answer the questions:
+ Do you do any water sports?
+ Are you good at swimming?
+ What is the water sport in the picture?
+ Is it played in a swimming pool or in the sea?
+ Is it played with or without equipment?
+ Is it played individually or in a team?
Lead in: "Today you are going to listen for synchronized swimming" .
2. New lesson:
Teachers activities
Students activities
Pre-teaching vocabulary
- Ask Ss to listen and repeat chorally
- Listen and repeat chorally and
and individually
individually
+ Synchronized swimming
+ Annette Kellerman
+ Katherine Curtis
+ Chicago Teachers College
+ Wright Junior College
+ Amateur Athlete Union
- Explains unfamiliar words to
students.
Task1: Listen the passage and Choose
the best answer A, B, or C
- Ask Ss to read the statement at least
once first.
many answers can Ss find.
- Read through the statements and

underline key words
- Listen to the tape
- Do the task individually and compare
the answers
- Say out their answers

- Call on some Ss to say out their
- Checks and gives feedback.
* Task2: Listen again and answer the
questions
- Ask Ss to work in pairs again. Read
the questions aloud then ask Ss to listen
- Play the recording twice
- Check their answers together.
answers
- Ask Ss to ask and answer above
questions in pairs.
Guessing the game
- Divide the class into groups of five or
six
- Choose one of the sports to talk about.
Try to give as much information on the
game as possible.
+ It is the most popular sport in the
world.
+ People often play it in a field.
+ The game is played by two teams of
ten players and a goalkeeper, using a
round ball that must not be handled
during the game except by the
goalkeeper. The ball can be advanced
by kicking up and down the playing
field. Teams try to kick the ball into the
1. B - in a glass tank
2. C - both national and international
publicity
3. A gymnastic and diving
4. B 1939
5. A March 1, 1940
- Work in pairs again. Read the
questions aloud, listen and answer the
questions
- Listen
- Say out their answers
1. The great Australian swimmer,
Annette Kellerman
2. She founded a water ballet club in
1923
3. Cutis did
4. It received major publicity when
AAU was founded on March 1, 1940
5. In 1986 at Los Angeles Games in
1984
-Ask and answer above questions in
pairs.
- Work in group.
- Listen carefully
- Guess the name of the sport
Answer:
* Football

other teams goal.

- Ask S to guess the name of the sport
- Comment and give feedback.
- Prepare next lesson, unit 12-Writing.
V. COMMENTS:
.
.
..
Period: 73rd
Date of preparation: February 23rd, 2012

Lesson: Writing
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to write instruction on how
to play a game.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills: Writing
II. PREPARATION:

III. PROCEDURE:
1. Warm-up: (1) Game: Hot Seat
- Divide the class into two groups: Tom and Jerry
- Choose two representatives from the two groups to sit in the hot seat in the
front with their backs to the board.
- Write the word on the board and ask the groups to explain, describe or define the
word in any ways so that their team mates in the hot seat can speak out the
word.
- Award one point to the fastest group to succeed in guessing the word
- The group with more points is the winner
- These are the words to guess:
+ Swimming Water polo Windsurfing Rowing Skiing Synchronized
swimming Sailing.
* Lead in: Today, well learn how to write instructions for an activities
2. New lesson:
Teachers activities
Students activities
1. Chatting
- Listen and answer:
+ Do you like swimming?
+ Yes, I do
+ Where do you often go swimming?
+ In a swimming / a lake / a river...
+ How long can you swim?
+ About an hour
+ Do you do warming up exercise + Yes, I do
before swimming?
+ ....
+ What exercise do you often do? How - Listen and take notes
do you do it?
+ u ngn tay
2. Pre-teaching vocabulary:
+ cch xa nhau
+ fingertips (n):
+ ci xung, khom lng xung
+ apart (adv): separately, not together
+ bend (v): to lean in a particular - Listen and say out the English words
direction.
answer:
Checking: Vietnamese English
- Listen and take notes.
- T says out Vietnamese words, Ss say
out the English words
3. Grammar focus: Using positive
commands to give instructions
For example: Stand with your feet apart.
Activity 1: TASK 1:
- Work in pairs. Read the sentences
- Ask Ss to work in pairs. Read the carefully and match an appropriate
sentences carefully and match an action with a sentence
appropriate action with a sentence
- Compare their answers together then
- Ask Ss to compare their answers say them out.
together then say them out.

- Walk around and help them.
- Call on some Ss to stand up and
- Let Ss look at the pictures then say out
the instructions.
Activity 2: TASK 2:
- Ask Ss to work in groups of four. Tell
them to look at the pictures and the cues
then give the instructions on each
action.
- Ask Ss to write their instructions on
individually
- Ask Ss to exchange their writings. Tell
Ss in each group to read and make
corrections if needed and choose the
best one.
- Stand up and answer the questions

1B
2D
3A
4C
- Look at the pictures then say out the
instructions.
- Work in groups of four, look at the
pictures and the cues then give the
instructions on each action.
- Write their instructions on individually
Suggested answer:
Stand with your feet apart, Raise your
hands above your head. Bend forward,
fingertips touch the ground. Then bend
again, fingertips touch the ground
between the feet. Finally push each arm
back to the first position
- Exchange their writings.
C. Production (9)
Making a poster
- Work in groups
- Divide the class into two groups
- Give each group a poster and a
marker.
- Choose a representative from each - Write instructions on how to daily
group to be a secretary.
morning exercise.
- Each group writes instructions on
how to daily morning exercise.
- Walk round the class to control and
- Stick their posters on the board
- Give feedback and make comments.
- Write the instructions on how to play a game you know very well.
- Prepare next lesson, unit 12 - Language Focus.
V. COMMENTS:
.
.
..

Period: 74th
Date of preparation: February 25th, 2012

I. OBJECTIVES:
- pronounce the words that have deaf sounds.
- review grammar point: transitive and intransitive verbs.
2. Knowledge:
- Vocabulary:
- Grammar/ Structures: Transitive and intransitive verbs.
- Pronunciation: Elision
3. Skills: Speaking and Writing
II. PREPARATION:

III. PROCEDURE:
1. Warm-up: (5) Name the pictures
- Show some pictures and ask Ss to name them.
1.
2.
3.
4.
Suggested answers:
1. castle
2. family
3. postman
2. New lesson:
Teachers activities
- Ask students to read words following
the tape
*Listen and repeat :
- Read loudly then ask students to repeat
- Introduce : elision
- Correct pronunciation for the students
* Practise these sentences
- Read the sentences loudly
- Ask students to repeat
- Correct pronunciation for students
B. Grammar (29)
- Introduce exercises to the students.
- Let students see all sentences in part
Pronunciation and give comments of
verbs.
- Give explaination:
1. verbs + obj = transitive verbs
2. verbs + not obj = intransitive verbs
- Ask students to make questions with
who/ whom/ what in pairs.
4. garden
Students activities
- Read after the tape.
- Read in chorus then individually.
- Listen to the tape and practise
speaking.

- Read the sentences and underline
verbs
- Give comments:
1. the verbs do, like, climb, deliver +
Obj
2. the verbs sleep + no Obj
- Make questions in pairs
- Calls some students to give their

answers
- Corrects mistakes
Exercise 1
- Introduce how to do it
- Let them work individually then
compare with partner
- Walk round, check and give feedback
Exercise 2
- Ask students to put the verbs into the
right column transitive or intransitive
verbs.
- Ask students to do it in pairs
- Check the answers and ask students to
make sentences with those verbs
- Correct mistakes
* Remarks:
- Most transitive verbs can be used in
the passive
- Intransitive verbs can never be used in
passive
Exercise 3
- Introduce Exercise 3 to students and
explain how to do it
- Ask students to do it
- Let them work in groups to find
sentences that have transitive verbs,
then turn them into passive
- Walk round and help them
- Check, correct mistakes
- Do individually then in pairs

Key:
Intransitive verbs: sleep, lie, occur,
arrive, rain, exist
- Do the task in pairs
- Make sentences:
1. I help my friend to do homework.
2. My father has grown many kinds of
flowers.
......
- Listen to the teacher and copy down

- Do the task in groups
Key:
1. The bill will be paid by An.
3. Towels are supplied by the hotel.
5. My mistakes were noticed by
everyone.
7. I wasnt surprised by the news.
9. The story was told by an old man.

- Do exercises 1, 2, 3 (page 80, 81 - workbook)
V. COMMENTS:
.
.
..
Period: 75th
I. OBJECTIVES:
gained in unit 10 and unit 11.
2. Knowledge:
- Vocabulary:
- Grammar/ Structures: Modal verbs and modals in the passive voice.
- (Pronunciation):
II. PREPARATION:
III. PROCEDURE:
1. Warm-up:
2. New lesson: (44)
A. Marking (44)
I. Choose the word which has the stress different from the others. (1.5m)
0.25 mark/ 1 correct answer
1. B 2. D 3. A 4. A 5. D 6. A
II. Choose the best answers. (2ms)
1. C 2. B 3. C 4. D 5. C 6. C 7. A 8. A
III. Put the correct modal verbs in into brackets: must, mustnt, may or
neednt. (1m)
1. neednt
2. mustnt 3. May
4. must
1. C 2. A
1. Destruction
2. Romance
3. Knowledge
VI. Rewrite the following sentences.(2ms)
13. Can the exact time of the match be decided by you?
14. Your bicycle couldnt be stolen.
15. The palace must be designed by a French architect.
16. These exercises neednt be done quickly by you.
VII. Answers the questions. (1.5m)
1. Book of poetry and short stories, a biography, and several novels.
2. Yes, it is.
3. Over 4 million copies.
B. The result & experience
- The result:
Class
0-<3
3-<5
5 - < 6.5
6.5 - < 8
8 - < 10

12B3
12B4
- The experiece:

- Revise the result of the tests.
- Prepare for next lesson, unit 13-Reading
V. COMMENTS:
Period: 76th
Date of preparation: February 29th, 2012

UNIT 13: THE 22ND SEA GAMES
Lesson: Reading
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to know more information
about the 22nd Sea Games.
2. Knowledge:
- Vocabulary: Words related to Sea Games.
- (Pronunciation):
3. Skills: Reading
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
- Let students to listen to a song For the world tomorrow and ask Ss to answer
some questions:
1. In what event was it first sung?
2. When and where was this event held?
Answers
1. The 22nd Sea Games
2. In Vietnam in 2003
- Leads in new lesson: The 22nd Sea Games
2. New lesson:
Teachers activities
Students activities
A. Pre-reading (10)
- Asks students to work in pairs to look - Look at picture and answer the
at picture and answer the questions
question
1. Where event was it?
1. In 2003
2. Where do you think the event took 2. In Ha Noi
place?
- Goes round to listen to students
- Calls some pairs to answer
- Leads in new lesson.
- Asks students to open the books and - Do the task independently
read the passage silently
Key:
- Lets students do task 1
1. ngi say m th thao
Task 1 :
2. on kt
- Asks students to do the task invidually 3. danh hiu
then compare answers with partner
4. mn th dc th hnh
- Asks students try to guess meanings 5. tinh thn cao
through the passage or look up 6. ng bo
dictionary
- Checks answers with the whole class
and gives feedback
Task 2:
- Asks students to scan the passage and

find information to complete the
sentences
- Asks students to do individually first
then compare with partner
- Goes round to give help
- Checks answers and give feedback
- Calls some students to read loudly
completed sentences
Task 3:
- Asks students to find answers for all
questions in the passage in pairs
- Goes round to provide help
- Calls some students to present their
answers in front of the class
- Listens to the students and corrects
mistakes
- Calls on some students to write
answers on the board
- Corrects mistakes again.
C. Post-reading (9)
- Asks students to work in groups and
talk about names of some of the
Vietnamese athletes they love and say
what they are famous for, and what
aspects of sportsmanship they admire
- Goes round to help students
- Calls some students to present in front
of the class
- Listens to students and correct
mistakes, gives marks.
- Read individually then compare their

answers with partners
Key:
1. the 5th to 13th December, 2003
2. 90 golds
3. the Swimming and Shooting Events
4. some point in the future
- Work in pairs to answer the question

- Listen to their friends and the teacher
- Correct answers
Key:
1. It was solidarity, co-operation for
peace and development.
2. 444 gold medals were won at the Sea
Games.
3. The Vietnamese Womens Football
team successfully defended the Sea
Games title.
4. The Thai Mens Football team won
the gold medal.
5. It was because firstly, to prepare for
the 22nd Sea Games, Vietnam carried out
an intensive programme for its athletes,
which included training in facilities,
both home and abroad; secondly, with
the strong support of their countrymen,
the Vietnamese athletes competed in
high spirits.
- Work in groups to do the task.
- Some students practise talking in front
of the class.
- Listen to their friends talking and give
comment


- Prepare next lesson Unit 13- Speaking.
V. COMMENTS:
.
.
..
Period: 77th
Date of preparation: March 3rd , 2012

Lesson: Speaking
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to report some of the
records at the 22nd SEA Games and the sports result of the match.
2. Knowledge:
- Vocabulary: Vocabulary related to the Sea Games.
- (Pronunciation):
3. Skills: Speaking
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
Game: Miming
- Divide the class into 2 groups, each group tells and presents some of the sports.
The group gives more names will be the winner.
- Lead-in: "In todays speaking section, you will practice talking about some
names of sports"
2. New lesson:
Teachers activities
Students activities
Task 1
- Asks students to look at symbols and names Task 1
of sports
1. football (soccer) 2. tennis
- Calls some students to speak
3. swimming
4. cycling
- Corrects pronunciation and gives answers.
5. basketball 6.
(running)athletics
- Asks students to look at the books and talk
about some of the records at the 22nd SEA
Games, using the information in the table
- Asks students to pronounce some words
(names of athletes and sports)
- Lets students work in pairs
- Goes round to check their activities
- Calls some students to practise speaking
Task 2: Talk about each of water sports.
Records of the 22nd SEA Games
Athletics (Men's
Bloonthung (Thailand)
200m)
20.14 seconds.
Women's Marathon Erni (Indonesia) 2 hours
(42m)
52 minutes 28 seconds.
Men's Long Jump Amri (Malaysia) 7.76 m
Women's High Jump Ruphai (Thailand) 1.86
m.
Task 2 :
- Look at the book
- Work in pairs
- Listen to their friends
Suggested answer:
A: Hi Nhien. What are you
doing?
B: Well, Im searching for sport
records at the 22nd SEA Games.
A: Its great. Could you tell me
about the record of the Mens 200
meters?
B: A man coming from Thailand
won the game.
A: Whats his name?
B: Hes Boonthung.
A: What was his record?
Swimming
(men's1500m)
Cycling (Women's
25km cross-country
Yurita (Indonesia) 13
minutes 19.26 seconds.
Maria (Philippines) 1
hour 29 minutes 35
seconds.
Tennis (Men's
Dannal (Thailand)
Singles)
defeated Febi
(Indonesia) 6 2, 6 - 1
Ex: Boonthung, the Thai, won the Men's 200
metres. He ran 200 metres in 20.14 seconds.
C. Production (9)
Task 3: Make a report on the sports results,
using information in the scoreboard
- Goes round to provide help
- Calls some students to speak loudly in front
of the class
- Corrects pronunciation and gives comments
- Gives marks.
B: He ran 200 meters in 20,14

seconds.
A: Wow! How excellent he was!
He ran very fast.
-Students divide in pairs.
-Students express their opinions.
Task 3 :
- work in pairs to do task 3
Suggested answer
- Thailand and Malaysia played
in the Womens Football ThirdPlace Playoff. The Thai team
won the bronze medal. The
results (score) was 6-1.
- Thailand and Vietnam played in
the Mens Football Final. The
Thai team won the gold medal.
The score was 2-1.
- Thailand and Vietnam played in
the Womens Volleyball Final.
The Thai team won the gold
medal. The score was 3-0.
- Discuss in groups of four Ss
- Asks Ss to discuss and practice
in groups
- Present the modal in front of the
class
- Take notes and do the exercise
at home.

- Write a paragraph about the sports results.
V. COMMENTS:
.
.
..
Period: 78th
Date of preparation: March 4th , 2012

Lesson: Listening
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to know more about the
athletes records in the 22nd Southeast Asian Games as well as their jobs when the
Games are over.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
II. PREPARATION:
1. Teacher: textbook, workbook, CD player, chalk.
III. PROCEDURE:
1. Warm-up: (5)
Guessing words
- divide the class into 2 groups.
- tell Ss that the teacher is thinking about a word.
- give Ss some clues about the word and tell Ss they have two chances to guess the
word.
Whats this?
1. This word is a name of a sport.
2. This sport can be done alone.
3. This sport needs to have a pole to do with.
4. To do this, you have to be very good at jumping.
Who are they?
1. They play together in a team.
2. They successfully defended the SEA Games title in the 22nd SEA Games.
3. They were all girls or women, no men in their team.
- go around the class to help.
- give correct answers.
Answers
- Pole Vaulting
- The Vietnamese Womens Football Team.
2. New lesson:
Teachers activities
Students activities
I. Look at the picture on page 142 and - Work in pairs to look at the picture
answer the questions:
and answer the questions.
- ask Ss to work in pairs to look at the - Some pairs speak out.
picture and answer the questions.
- go round to listen to Ss.
- call some pairs to speak out.
II. Vocabulary:
- odd (n)
- to clear (v) [kli]
- podium (n) ['poudim] :
- milkmaid (n) ['milkmeid] :
- proposal (n) [pr'pouzl] :

- deal (n) [di:l] :
- tempting (adj) ['tempti] :
III. Checking vocabulary:
Corrects pronunciation.
- Read word by word.
- Ask Ss to repeat in chorus and
individual and write them on the
blackboard.
- Rub out some words and ask Ss to
remember.
I. Task1:
- Ask Ss read questions first to
understand the contents.
- Play the tape the 1st time.
- Play the tape 2nd time and ask Ss only
give short answers.
- Call on some Ss to answer in front of
the class.
- Call on 4 Ss to write answers on the
board.
- Correct mistakes and give correct
answers.
II. Task 2:
- Ask Ss to listen to the 2 nd newspaper
article about the players of Vietnams
Womens Football team and decide
whether the statements are T or F.
- Play the tapes 2 times.
- Check answers and ask Ss to give their
evidences.
- Correct the answers.
- Ask Ss to work in groups, choosing
one of their favourite football players or
athletes to talk about but do not say out
his or her name. Try to give as much
information about him/ her as possible.
The other groups guess who he/ she is.
- Listen carefully
- Repeat after the teacher in chorus and
individual and write down.
I. Task1:
-Read questions first to understand the
contents.
- Listen carefully.
Answers:
1. one
3. 4.8m
2. Thailand
4. No, he didnt
- some Ss answer in front of the class.
- 4 Ss write answers on the board.
II. Task 2:
- Listen to the 2nd newspaper article
about the players of Vietnams Womens
Football team and decide whether the
statements are T or F.
- Listen carefully.
- Give answers in front of the class.
Answers:
1
2
3
4
5
T
F
T
T
F
- Work in groups of four and discuss the

task.
- Act out in front of class.
Suggested ideas:
- Male or female
- Where he/ she from
- What he/ she looks like
- What sport he/ she plays
- What he/ she is good at
- Which team he/ she belongs to

- he/ she has ever won a gold medal
- Write a short paragraph about your favourite football player/ athlete on their
notebooks.
- Prepare next lesson, unit 13 Writing.
V. COMMENTS:
.
.
..
Period: 79th

Lesson: Writing
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to describe a sporting event
(a football match).
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills: Writing
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
Game: Miming game
- divide the class into 2 groups.
- have each group nominate one representative.
- write activities on a piece of paper.
Activities:
- Swimming
- Volleyball
- Mountain- climbing
- Playing computer games
- Basketball
- Badminton
- Football
- ask each representative to mime the activities, and the members of his/ her
groups will have to guess what the activity is. The 2 representatives take turn to do
the miming 4 times. The group which has more correct answers will win the game.
- declare the winner.
2. New lesson:
Teachers activities
Students activities
I. Task 1
- ask Ss to work in groups and go - work in groups and go through the list
through the list of questions and put the of questions and put the questions in the
questions in the suitable sections: suitable sections: Introduction, Details
Introduction, Details of the match and of the match and Conclusion.
Conclusion.
- walk round to help.
- call on some Ss to give answers in
front of the class.
- comment and give correct answers.
- some Ss give answers in front of the
II. Task 2:
class.
- ask Ss to work in pairs, asking and
answering the above questions about a - work in pairs, asking and answering
football match they have watched the above questions about a football
recently.
- go around to help and give some
useful
languages
and
special
expressions.
Useful language
- a friendly football match between..
- in the first half/ second half/ extra
time
- keep the ball way from the goal
- by combination of passing and
dribbling
- save a shot struck at close range
- give a kick (short) straight into the
goal
- make a goal against/ score a goal
- jump up and cheer.
B. Practice Writing (20)
Task3:
- ask Ss to write a description of the
football match mentioned above by
using suggested above words.
- ask Ss to work individually.
- go around to provide help.
match they have watched recently.

- take notes of the main information.
- write a description of the football

match mentioned above by using
suggested above words.
- work individually.
Sample writing
To celebrate the Ho Chi Minh
Communist Youth Unions Foundation
Day, our school sport club recently
played a friendly football match with
Thang Long High schools Football
team. The match was held at 2.30 p.m
on 25th of march on our schools
playground.
The match took place in cool
weather, which was good for both
teams. From the beginning, two teams
played very excitingly. In the first half,
we always kept the ball away from our
goal and led the ball toward our
neighboring team. However, after 30
minutes, the opponents scored a goal.
The goal was so fine that all of the
audiences jumped up and cheered.
From then on, the match became more
exciting. In the second half, our team
played in greater determination. One of

our excellent defenders, Hung, took a
ball and passed it skillfully to our
striker, Lam, who gave a final kick into
the goal. The stadium was broken
again in the shouts and whistles of the
spectators. It was one against one. The
atmosphere at the stadium made the
match became tenser and tenser. Both
teams tried to win. Many good chances
to make more score were missed.
Everyone had tried their best but no
more score was given.
The match ended in a drawn but all
of us were very happy. I felt very proud
of my schools football team. They had
shown a wonderful way of playing, a
sportsmanlike style young, fair and
impartial.
C. Production (9)
- call on some Ss to read loudly their - some Ss read loudly their writing.
writing.
- give comments on their friends
- correct mistakes and give marks.
writing.
- Rewrite their writing at home.
- Prepare for the next lesson, unit 13 Language focus.
V. COMMENTS:
.
.
..
Period: 80th

I. OBJECTIVES:
- practise reading linking.
- use the double comparison.
2. Knowledge:
- Vocabulary:
- Grammar/ Structures: Double comparison
- (Pronunciation): Linking
3. Skills: Reading, Writing
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
Miming the actions
Stand up, take off your coat, put on your hat, look at the board, turn off the lights,
turn on the fan,
- divide the class into two groups. Each group chooses a representative.
- write each action on a piece of paper.
- ask each representative to mime these actions, and the members his/ her groups
will have to guess and say out what the action is. The two representatives take
turns to do the miming. The group which has more correct answers will win the
game.
2. New lesson:
Teachers activities
Students activities
I. Linking:
- listen to the teachers explanation
- explain the linking:
carefully and copy down.
The act of linking sound between an - listen carefully and repeat in chorus
ending consonant and a beginning and individual
vowel.
Example: look at, take off
- listen carefully and repeat in chorus
II. Listen and repeat:
and individual.
- help students to know the
pronunciation.
- play the tape and ask Ss to repeat in
chorus and individual.
- listen to Ss and check
III. Practice these sentences:
- play the tape and ask Ss to repeat in
chorus and individual.
- listen to Ss and check.
B. Grammar (29)
I. Presentation: Double comparison
1. Structure 1:
- listen to the teacher carefully.
Comparative + and +
- Take note of the main information.
Comparative
* Short adjectives: harder and harder, - Give their own examples.

bigger and bigger, better and better
* Long adjectives: more and more
difficult, more and more expensive
Use: We repeat comparatives to say
that
something
is
changing
continuously.
Example:
- Its becoming harder and harder to
find a job.
- Its becoming more and more
difficult to find a job.
- Your English is improving. It is
getting better and better.
2. Structure 2:
the +
comparative
comparative, the +
* Short adjectives:
The sooner, the better
The younger, the easier
* Long adjectives:
The more expensive., the
more..
Use: We use the.the
(with two comparatives) to say that one
thing depends on another thing.
Example:
- The earlier we leave, the sooner we
will arrive.
- The younger you are, the easier it is
to learn.
- The more expensive the hotel, the
better the service.
II. Practice:
- work in pairs to do exercise 1.
1. Exercise 1:
1. Exercise 1:
- ask Ss to do Exercise 1.
Answers
- introduce how to do it.
2. e
- let them work in pairs to do matching
3. a
with the instruction: comparative + and
+ comparative
- walk round, checks and gives
feedback.
2. Exercise 2
- introduce Exercise 2 to Ss and explain
how to do it
- ask Ss to work individually and
complete
the
sentences
using
comparative structure: comparative +
and + comparative.
- remind Ss to remember shortadjectives
and
long
adjectives
comparison.
in front of the class..
- correct the answers.
3. Exercise 3
- introduce Exercise 3 to Ss and
explains how to do it.
- ask Ss to complete the sentences,
using the structure the + comparative,
the + comparative.
- ask Ss to do the task individually first
then compare with partners.
- go round to observe.
- call on some Ss to present their
answers.
- correct mistakes and give feedbacks.
4. b
5. d
6. g
7. f
2. Exercise 2
- work individually and complete the
sentences using comparative structure:
comparative + and + comparative.
- some Ss give their answers in front of
the class.
Answers
1. shorter and shorter
2. more and more expensive
3. worse and worse
4. more and more complicated
5. better and better
6. more and more active
7. more and more difficult
8. closer and closer
3. Exercise 3
- complete the sentences, using the
structure the + comparative, the +
comparative individually first then
compare with partners.
- some Ss give their answers in front of
the class.
Answers:
1. The warmer the weather, the
better I feel.
2. The more you practise your
English, the faster you will learn.
3. The longer he waited, the
more impatient he became.
4. The more electricity you use,
the higher your bill will be.
5. The more expensive the hotel,
the better the service.
6. The more I got to know him,
the more I liked him.
7. The more you have, the more
you want.

- Revise the exercises.
- Prepare next lesson, Test yourself E.
V. COMMENTS:
.
.
..
Period: 81st

TEST YOURSELF E
I. OBJECTIVES:
- Check themselves their skills in reading, speaking, listening and writing.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills: reading, speaking, listening and writing
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
Chatting
- Ask students something about the test yourself E.
2. New lesson:
Teachers activities
Students activities
A. Listening (10)
- read thetext careffully before listening.
- ask Ss to read the text carefully before - listen to the text and write down the
listening.
missing words or number.
- ask Ss to listen to the text and write
- some Ss answer in front of the class .
down the missing words or number.
Answers:
- call on some Ss to answer in front of
1. illustrations
the class .
2. preserve
- give feedback and correct answers.
3. bamboo
4. 868
5. knowledge
B. Reading (10)
- present the task: Read the text and
- work in groups: Read the text and
decide which type of sport (A - E)
decide which type of sport (A - E)
corresponds with each description.
corresponds with each description.
- get students to work in groups and do Work in groups & after finish the task
the task.
then share their answers with the other
- go round the class to control.
groups
- state the best option.
Answers:
- correct mistakes.
1. B: Synchronized swimming
2. D: Snorkelling
3. A: Swimming
4. C: Water polo
5.E: Scuba diving
C. Grammar: (10)
- recall the grammar of transitive and
Read the orders of the task
intransitive verbs.
Work individually & then share their
- guide Ss how to do.
answers with their partner.
- ask students to do the exercise.
Give their answers to the class
- call on Ss to do on -listen
the board.
to the teacher - Answers:
- go around the class to control the sets 1. I, T
2. T,I
3. T,I
activities.
4. I, T
5. T, I
6. I, T
- give the keys.
7. I, T
8. I, T 9. I, T 10. T, I
- correct mistakes.
D. Writing (9)
- guide Ss how to write.
- write individually.
- give Ss some models and structures to - give their writings to each other to self
write.
correct.
- ask students to write.
- go round the class to control the
students activities.
- correct mistakes.
- Prepare next lesson, unit 14 Reading.
V. COMMENTS:
.
.
..
Period: 82nd

UNIT 14: INTERNATIONAL ORGANIZATIONS
Lesson: Reading
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to know about
International Red Cross.
2. Knowledge:
- Vocabulary: Some international organizations.

- (Pronunciation):
3. Skills: Reading
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
Matching game:
divide the class into 2 groups.
- stick the symbols/ logos of the International Organizations to the board.
- distribute the cards of the name of the International Organizations to the Ss:
WWF, UNESCO, UNICEF, WHO, UN, FIFA
- call out the symbols in any order and the representatives of each group should
run to the blackboard and tick the names under the symbols.
- check Ss understanding of the instructions
- declare the winner.
2. New lesson:
Teachers activities
Students activities
A. Pre-reading (10)
I. Look at the picture and answer the - look at picture and answer the
questions
questions.
- ask Ss to work in pairs to look at - some pairs answer.
picture and answer the questions.
Suggested answers
- go round to listen to Ss.
1.giving medical aids-taking care of
- call some pairs to answer.
victims of poverty
II. Vocabulary:
2. Yes
+ to dedicate (v) ['dedikeit] :
+ to appal (v) ['po:l]:
+ to result (v) [ri'z^lt] :
- listen carefully
+ disaster- stricken (adj
- repeat after the teacher in chorus and
+ epidemic (n) [,epi'demik] :
individual and write down.
+ tsunami (n) [tsu'na:mi] :
+ to wash away
- read word by word.
- ask Ss to repeat in chorus and
individual and write them on the
blackboard.
III. Check vocabulary
- say some words in English and ask Ss
to speak them out in Vietnamese.
I. Task 1:
- ask Ss to open the books and read the
passage silently.
- ask Ss to do the task individually then
compare answers with a partner.
- check answers with the whole class
and give feedback.
II. Task 2:
-ask Ss to go through the reading text
and decide whether the statements are
true or false.
-walk round the classroom and correct
mistakes.
- ask some Ss to give their answers in
front of the class.
- comment and give correct answers.
III. Task 3: Answer the question.
- ask Ss to find answers for all questions
in the passage in pairs.
- go round to provide help.
- call some Ss to present their answers
- listen to Ss and correct mistake.
- call on some Ss to write answers on
the board.
- correct mistake again.
C. Post-reading (9)
- ask Ss to read the passage again and
fill a suitable word for the following
paragraph.
- listen to Ss and correct mistakes.
I. Task 1:
- do the task individually
-read the passage.
- do the task individually then compare
answers with a partner.
Answers:
1. dedicated
2. appealed
3. initiated
4. appalled
5. resulted
II. Task 2:
- go through the reading text and decide
whether the statements are true or false.
some Ss give their answers in front of
the class.
Answers:
1
T
2
T
3
T
4
F
5
T
III. Task 3: Answer the question.

- find answers for all questions in the
passage in pairs.
- some Ss present their answers in front
of the class.
Answers:
1. The Red Cross Federations mission
is to improve the lives of vulnerable
people.
2. 186 countries.
3. People in the country can get quick
help and supports when they are in
difficulty.
- read the passage again and fill a
suitable word for the following
paragraph.
Answers:
1. appalled
2. lack
3. of
4. in
- learn new words by heart.
- prepare for the next lesson.
V. COMMENTS:
.
.
..
Period: 83rd
Date of preparation: March 11th, 2012

Lesson: Speaking
I. OBJECTIVES:
- talk about international organizations and their roles in the world
- report on discussion results and use it in the real life.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills: Speaking
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
- Divide the class into 2 groups: Each group tells and presents some of the
international organizations. The group gives more names will be the winner
- Call 2 groups to present their results on the board
- Correct pronunciation and mistakes
- Declare the winner
Answers:
WHO, UN, TWO, UNICEF
Introduce the new lesson
"In todays speaking section, you will practice talking about some international
organizations"
2. New lesson:
Teachers activities
Students activities
1. Pre-speaking:
- Listen to teacher and repeat.
New words:
1. establish (v) - (to) build
2. attainment (n): accomplishment &
achievement
3. carry out (v):
4. advocate (v): to recommend or support sth
5. endanger (v): to cause danger to sb/sth
Checking: ROR
- Work in pairs to discuss the
* Discuss the questions (page 155)
questions, then give the answers.
1. What does WHO stand for?
2. When was WHO established?
3. What is its major objective?
4. What are its main activities?
Task 1: Asks students to read the passage Task 1
answer the questions.
1. Who stands for the World
- Calls some students to speak
Health Organization.
- Corrects pronunciation and gives answers
2. It was established on 7 April
- Lets students work in pairs
1948
- Goes round to check their activities

- Calls some students to practise speaking
Task 2: Ask and answer about the International

UNICEF
WWF
- Founded: 1948
- Founded: 1961
- Headquarters: New
- Headquarters:
York
New York
- Aims: to advocate for - Aims: to protect
the protection of
endangered wild
children's rights, to help animals and their
meet their basic needs
habitat.
and help them reach their
full potential.
- Activities:
- Activities:
+ carry out research
+ provide supports and on endangered
funds for the most
species.
disadvantaged children + collect data on
victims of war, disasters rare and endangered
and extreme poverty.
animals and plants.
+ carry out education
development
programmes for children.
organizations.(UNICEF & WWF).
Task 3: Tell a partner what you know about
one of the above mentioned international
organization. Use the information from Task 1
and 2.
3. Its major objective is the

attainment by all peoples of the
highest possible level of health
4. Its main activities are carrying
out research on medical
development and improving
international health care
Task 2 :
- Look at the book
- Work in pairs: Ask and answer
- Listen to their friends
Suggested answer:
A: Hi Nhien. Could I ask you
some questions, please?
B: Yes, of course.
A: What does UNICEF stand
for?
B: It stands for United Nations
Children's Fund.
A: When was UNICEF founded ?
B: 1948.
A: Where is it located?
B: New York.
A: What are its main aids?
B: To advocate for the protection
of children's rights, to help meet
their basic needs and help them
reach their full potential.
A: What are its major/main
activities?
B: They are:
+ Provide supports and funds for
the most disadvantaged children
victims of war, disasters and
extreme poverty.
+Carry
out
education
development programmes for
children
Task 3 :
- Work in pairs to do task 3
- Students express their opinions.
The report begins:
UNICEF is an organization that

was founded in 1948 .
C. Production (9)
- Ask Ss to discuss and practice in groups and - Discuss in groups of four Ss.
report to the class.
- Report in front of the class
- Go round to provide help
- Take notes.
- Call some students to speak loudly in front of
the class
- Correct pronunciation and gives comments
- Give marks.
- Write a short paragraph about your favourite organisation.
V. COMMENTS:
.
.
..
Period: 84th

Lesson: Listening
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to get information about
the United Nation .
2. Knowledge:
- Vocabulary:
- (Pronunciation):
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
Guessing game
- Ask Ss to look at the picture and answers the questions:
1/Where is building?
2/ Do you know how many nations United Nations has ?
Expected answers
1/ It is in New York, The United States
2/ 51 at the beginning and now 207
Lead in: " Our lesson today will focus on THE UNITED NATIONS "
2. New lesson:
Teachers activities
Students activities
- Explain the words that will appear in - Pay attention to the teachers
the listening text.
explanation.
New words
- leader (n)
- goals and purposes (n)
- to work together for
- be at war
- Ask students to read in chorus then
individually.
Listen and repeat
-Ask Ss to listen to the Ts
pronunciation and repeat
destruction
organization
independence
international colonies
United
Nation
- Explains unfamiliar words to students
* Task1: Listen and circle the best
answer (A, B, C / D)
least once first.
- Ask them to guess the answers.
- Check and gives feedback.
* Task2: Listen again & fill in the
missing words
- Ask Ss read the passage carefully and
guess the answers if they can.
many correct answers Ss can find. Then
play the tape again.
- Check and gives remarks.
- List as many as possible the names of
the international organizations
- Ask students to work in groups and
summarise the main ideas of the
passage.
- Give remarks or even suggestions.
- Listen to the tape and do the exercise.

- Give the answers.
Answers
1. In 1945
2. Many people became homeless
3. 4 (four)
- Read through the statements
- Listen to the tape and then do the task
individually & compare the answers
- Listen to the tape and do the exercise.

- Give the answers.
Answers
1. solve international problems
2. the UN
3. in its goals
4. at war
5. independence
- Work in groups and discuss to give the
answers.
Suggested answers
*
UNESCO:
United
Nations
Educational, Scientific, and Cultural
Organization
* NATO: North Atlantic Treaty
Organization
* APEC: Asia-Pacific Economic
Cooperation
* ASEAN: Association of Southeast
Asian Nations
*
FIFA:
International
Football
Association Federation
(Fdration Internationale de
Football Association)
* VAT: value added tax
* IMF: International Monetary Fund

* FAO: Food and Agriculture
Organization
* G-7: America, Japan, German,
France, Italia, England, Canada
* Interpol: International Criminal
Police Organization
* ISO: International Organization for
Standardization
* ILO: International Labor
Organization
- Write a short paragraph about the UN.
V. COMMENTS:
.
.
..
Period: 85th

Lesson: Writing
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to write a short description
of an international organization.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills: Writing
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
Game: Hat magic
* Matching
- Divide the class into 2 groups and play the game.
- Ask the groups to choose the sentences in turn to give the answers.
- Declare the winner with more correct answers.
Organizations
Year founded
1. WWF
a. 1.3.1947
2. WHO
b. 1948
3. UN
c. 7.1948
4. UNICEF
d. 1945
5.
International
RED e. 1864
CROSS
f. 8.8.1967
6. IMF
g. 1961
7.ASEM-Asia-Europe
Meeting
Answers
1
2
3
Introduction: Write a description of international organization.

2. New lesson:
Teachers activities
Students activities
* Vocabulary:
Task 1: Discuss the question ( p 158)
- have an opportunities (v.ph): c c hi - Ss work in pairs and discuss the
- do research on (v.ph) : nghin cu
question
- be good at (v.ph)
: gioi
- Go to the board and write their
- charity (n)
: hi t thin
answers.
Task 1: Discuss the question ( p 158)
Model :
- Have Ss put these questions under the S1: Which international organizations
correct headings
would you like to work for , WWF,
- Go over the answers to the class.
WHO, UN ?
* Elicit structures:
+ Tenses: past simple
+ Connectors: firstly, secondly,
finally,
* Explain as clearly as possible the way
to write a passage.

Task 2:
- Ask students to use the ideas they have
discussed above to write a paragraph
about the reasons why they choose to
work for one of the above international
organizations.
- Ask students to work in groups of
three. - - Go around for helping
C. Production (9)
S2: I like to work for WHO.

S3: Why do you choose to work for
WHO ?
S2: Because I like biology and Im very
good at it . If I work for WHO, I will
have a chance to do much medical
research and help improve international
health care. I will meet people from
difference countries in the world and I
will speak English at work.
Task 2:
- Write a paragraph about the
international organizations.
Model :
I like to work for the WHO for the
number of reasons. Firstly, I really like
biology and Im very good at it . If I
work for WHO , I will have a chance to
do much medical research and help
improve international health care.
Secondly, I will meet people from
difference countries in the world and I
will speak English at work. Thirdly,
.
- Some Ss read their writings in front of
the class.
- Listen and comment their friends
writing.

- Rewrite the paragraph again at home.
- Prepare next lesson, unit 14 Language Focus.
V. COMMENTS:
.
.
..

Period: 86th

I. OBJECTIVES:
- pronounce the sentences that have the falling tune.
- use some phrasal verbs.
2. Knowledge:
- Vocabulary:
- (Pronunciation): The falling tune.
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
Listening the questions.
- Read some questions and ask Ss to recognize their intonation.
- What do you think of it ?
- What does ASEAN stand for ?
Answer: The sentences have the falling tune at the end.
2. New lesson:
Teachers activities
Students activities
A. Intonation (10)
- Explain the way to read THE - Ss pay attention to teacher and repeat.
FALLING TUNE in each sentence.
- Give some examples related to the
* Some cases to fall tune : Narrative intonation and reading them as the
sentences; Imperative ; Wh-questions.
samples, then anwer the question What
- Read the sentences loudly
intonation can be used in the sentences?
- Ask students to repeat
Answer
- Correct pronunciation for students
The falling tune or the rising tune.
* Practice reading the sentences
- Liten to the tape and repeat.
- Play the tape and ask Ss to read after
the tapes. (Reads aloud the sentences)
- Call some Ss to read and correct
mistakes.
B. Grammar (29)
I. Presentation
- Let students get their attention to focus
on phrasal verbs
Phrasal Verbs : a phrasal verbs
followed by an special preposition to
have another meaning. (learn by heart).
- Give some examples related to the
PHRASAL VERBS.
Eg :
after
for
look
into
out
at
down
up
II. Practice
Exercises 1: Complete the sentences
below, using the words from the box.
Some words can be used more than
once. (page 159)
- Asks students to do Exercise 1
- Introduce how to do it
- Lets them work individually then
compare with partner
- Walks round, checks and gives
feedback- Explains examples
Exercise2: Complete the sentences
once. (page 160)
- Introduces Exercise 2 to students and
- Asks students to put the verbs into the
right column transitive or intransitive
verbs
- Asks students to do it in pairs
- Checks the answers and asks students
to make sentences with those verbs
- Corrects mistakes
Exercise3: Complete the sentences
- Listen to the teacher and give some

examples
Examples: call for, come cross, get over,
take after, ...
- Work individually and do the

exercises.
Answers
Exercise 1 :
1. give up
6. look up
2. fill in
7. Turn off
3. turn on
8. fill in
4. take off
9. go on
5. wash up
10. Put on
Exercise 2:
1. The door opened and I went in
2. up
3. out
7. down
4. around
8. away
5. on
9. down
6. up
10. on
correct answers
Exercise3:
1. The trouble with Frank is that he
never turns up on time for a meeting
(arrives)

once. (page 160-161)
- Introduces Exercise 3 to students and
- Asks students to do it
- Lets them work in groups to find
sentences that have transitive verbs,
then turn them into passive
- Walks round and help them
- Checks, corrects mistakes.
2. look after
3. takes after
4. got over
5. held up
6. try out
7. went off

- Revise the exercises and learn by heart the phrasal verbs.
- Prepare next lesson Revision 12, 13 and 14.
V. COMMENTS:
.
.
..

Period: 87th
Date of preparation: March 21st, 2012

REVISION UNIT 12, 13, 14
I. OBJECTIVES:
they have learnt in unit 12, 13 and 14.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills: Writing
II. PREPARATION:
III. PROCEDURE:
1. Warm-up:
2. New lesson:
Teachers activities
Students activities
I/ Pick out the word whose
- Do the exercises individually.
underlined part is pronounced
differently.
Answers
1. a. taste
b. tie
I. 1. d
c. crest
d. digestion
2. a
2. a. scuba- diving
b. hummock
3. d
c. fund
d. punishment
II. 4. a
3. a. enact
b. eject
5. d
c. penalty
d. expedition
II/ Pick out the word that has the
stress differently from that of the
other words.
4. a. bamboo
b. leopard
c. panda
d. parrot
5. a. fascinating
b. biology
c. priority
d. endangerment
B. Grammar and vocabulary (15)
III/ Choose the best answer.
6. If the phone rings, it .be for
me.
a. can
b. will
c. would
d. shall
7. Although he tried he ..not make
it.
a. would
b. should
c. might
d. could
8. I prefer scuba- diving.
a. to windsurf
b. than windsurf
c. to windsurfing d. than
windsurfing
9. Mary, you are .to take part in the
game.
a. supposed
b. supported
c. exposed
d. indicated
10. Neither Mary nor her
sister.to join the water polo.
a. go
b. are going
c. have gone
d. is going
11. Tell me ..you want, and Ill
try to get it for you.
a. that do
b. what do
c. that if
d. what
12. When people are driving, they
..keep their eyes on the road.
a. wouldnt
b. should
c. would
d. shouldnt
13. Whats the name of the
man..car you borrowed?
a. who
b. which
c. that
d. whose
14.Anyone . must pay before next
Friday.
a. who are interested in the job
b. who are interesting in the job
c. who is interested in the job
d. whose job is interested
15. Would you like to come on a
picnic with us? He.us to come on a
- Do the exercise individually.

Answers
III. 6. a
7. d
8. c
9. c
10. d
11. d
12. b
13. d
14. c
15. c
16. a
17. a
18. b
19. c
20. b
21. b
22. d
23. c
24. b
25. c
26. a
27. A
28. C
29. B
30. B

picnic with them.

a. advised
b. ordered
c. invited
d. begged
16. My bicycle last night.
a. was stolen
b. stolen
c. was stealing
d. stole
17. I cant find my books. I..it in
the restaurant last night.
a. must have left
b. had left
c. left
d. might leave
18. I wish everything ..so
expensive.
a. would be
b. wouldnt be
c. wont be
d. could be
19. We should plant trees along the
streets to . Our city.
a. beautiful
b. beautifully
c. beautify
d. beauty
20. We had an ..trip to Nams
native village last Sunday.
a. enjoyed
b. enjoyable
c. enjoying
d. enjoyment
21. Life in the countryside is very.,
isnt it?
a. peace
b. peaceful
c. peacefully
d. peacefulness
22. You can select what you want; its
your.
a. choose
b. chose
c. chosen
d. choice
23.The telephone went.,
everyone wake up at one.
a. in
b. on
c. off
d. with
24. I was born in New York but I
grew.in England.
a. at
b. up
c. about
d. of
25. He ran too quickly so I cant catch
up .him.
a. off
b. on
c. with
d. after
26.I wish you can see and hear all sort
of
A
B
C
people speaking here.
D
27. The man told me dont wander
alone in
A
B
the streets at night.
C
D
28. Would you give up playing football
if
A
B
you break you leg?
C
D
29. This is the place which I was born
and
A
B
C
grew up.
D
30. I spoke very slowly in order the man
A
B
could understand what I said.
C
D
C. Reading (19)
IV/ Complete the passage, using the -correct
Do the exercise individually.
words.
Many kinds of animals are
Answers
endangered by human beings. The
1. a
United State government list of
2. c
endangered species (1)
3. b
.alligators, tigers, grizzly bears,
4. c
some kinds of whales. And over three
5. a
dozen species of butterflies. What
has(2)..to the scarcity of these
animals, which many become extinct(3)
. Vital protection?
One important factor is that (4)
animals have been widely
hunted and killed for food or for their
beautiful skins. (5)accordance
with the Endangered Species Act , it is

illegal in the United State to hunt, sell,
or to collect endangered species.
1. a. includes
b. consist
c. comprise
d. cover
2. a. gone
b. brought
c. led
d. given
3. a. with
b. without
c. beyond
d. out of
4. a. few
b. much
c. many
d. a lot
5. a. on
b. with
c. from
d. in
- Revise the exercises again.
- Prepare for next lesson, 45 minute test No. 4.
V. COMMENTS:
.
.
..
Period: 88th
Date of preparation: March 22nd, 2012

45-MINUTE TEST No. 4
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to recall the knowledge
they have learnt in unit 12, 13 and 14.
2. Knowledge:
- Vocabulary: Words in unit 12, 12 and 14.
- Grammar/ Structures: + Transitive verbs and Intransitive verbs.
+ Double comparision.
+ Phrasal verbs.
- (Pronunciation):
II. PREPARATION:
1. Teacher: Textbook, workbook, tests, chalk.
2. Students: Pens.
III. PROCEDURE:
1. Warm-up:
2. New lesson: (45)
A. The Matrix of the test
U
nit
Total
Recognition
Comprehension
Application
High
Low
MC
W
MC
W
MC
W
- Periods: - Sentences:
- Sentence: - Sentences:
5
Pronunciatio
Sentences: + Writing:
+ Speaking:
n: 2
+
3
1
12 sentences Vocabulary:2
Grammar:
: 10
- Marks:1
2
- Marks:0,25
Marks:
- Marks:
- Marks: 1,5
3,25
0,5
- Periods: - Sentences: +Voc: 1 - Sentence:
5
+
Sentences: + Reading:
Pronunciatio
+
4
13 Sentences n: 2
Grammar:
: 11
Vocabulary: Marks: 2
- Marks: 2
0,5
- Marks:
4
- Marks: 1
0,5
- Marks: 2
- Periods: - Sentences: +Voc: 2 +
- Sentences:
5
Pronunciatio
Grammar:
+
14
Sentences n: 2
2
Speaking: 1
:9
Vocabulary:2
- Marks: - Marks:1
Marks: Marks:0,5
- Marks:
2,75
1
0,25
B. The test (44)
Choose the word which has the stress different from the others. (0.75 m)
1. A. defend
B. podium
C. rival
D. scoreboard
2. A. eject
B. opponent
C. penalty
D. disaster
3. A. initiate
B. epidemic
C. overwhelming D. hesitation
Choose the word which has the underlined part pronounced different from
the others. (0.75 m)
1. A. milkmaid
B. podium
C. precision
D. title
2. A. appal
B. appeal
C. advocate
D. away
3. A. rubbish
B. tsunami
C. struggle
D. vulnerable
Choose the best answers. (3 ms)
1. In water polo, both teams sprint _____ the ball from their goal lines.
A. at
B. of
C. for
D. with
2. Bill is ______________.
A. lazier and lazier

B. more and more lazy
C. lazier and more lazy
D. more lazy and lazier
3. Water polo is played in a ________.
A. field
B. yard
C. school
D. pool
4. WWFs aim is to protect endangered animals and their habitat.
A. goal
B. event
C. headquarter
D. office
5. I prefer scuba-diving _____ rowing because it is adventurous.
A. up
B. off
C. to
D. in
6. A: What was the result?
B: It was 2-0.
A. number B. score
C. winner
D. goal
7. A: When was UNICEF founded?
B: In 1948.
A. built
B. born
C. established
D. grown
8. Peter never arrives on time for class.
A. turns on B. turns off
C. turns up
D. turn round
9. The baby resembles his mother, doesnt he?
A. take off B. take after
C. put on
D. look afer
10. The faster we walk, _________ we will get there.
A. the soonest
B. the soon
C. the more soon
D. the sooner
11. Hurry _____! The bus is coming.
A. of
B. off
C. for
D. up
12. John put ______ his best clothes for the interview.
A. on
B. in
C. out
D. off
Choose the underlined part in each sentence that needs correcting. (0.5m)
1. The WHO stands for the World Health October.
A
B
C
D
2. This man has dedicated his whole life with helping children.
A
B
C
D
Put the correct form of the words in brackets. (1.5m)
1. Erni, the ______________, won the Womens Marathon.
(Indonesia)
2. Thailand was ___________ second with 90 gold medals.
(rank)
3. The ________ will work as milkmaids when they stop playing football. (play)
Rewrite the following sentences, using passive voice. (1.5m)
1. The news doesnt surprise me.
.
2. Did the army surround the enemy?
.
3. The chef will prepare the food.
.
Answers the questions. (2 ms)
The Asian Games takes place every four years. The spirit of the Asian Games
has been built up over a long period of time, spreading the message of unity,
warmth, and friendship through competitive sports. It helps to establish the

relationship among individual athletes, coaches, trainers, officials, volunteers
and spectators who come together from many different backgrounds and
cultures.
Just 11 countries and regions with 489 athletes participated in the first
Asian Games in New Delhi in 1951, with only six sports. The 15 th Asian
Games took place from December 1st through December15th, 2006, in Doha,
the capital of Qatar. More than 10,000 athletes, who represented 45 countries
and regions, took part in 39 sports and 424 events of the games. Some new
events such as chess and triathlon were also included in the Games.
The 15th Asian Games Doha 2006 truly have been the Games of Your Life
for all.
1. What message do the Asian Games spread?
..
2. When did the first Asian Games take place?
..
3. How many countries took part in the first Asian Games?
..
4. How many games and events were organized at the 15th Asian Games?
..
---THE END--IV. HOMEWORK ASSIGNMENT: (1)
- Prepare next period, unit 15 - Reading 1
V. COMMENTS:
Period: 89th

UNIT 15: WOMEN IN SOCIETY
Lesson: Reading 1
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to know the role of women
in society in the old days and nowadays.
2. Knowledge:
- Vocabulary: Words related to the topic( society, women....)
- (Pronunciation):
3. Skills: Reading
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
Picture describing
- Ask Ss to look at the picture in the textbook (page 162).
- Put Ss into pairs, ask and answer the following questions:
a. What is the woman doing in each picture?
b. How many roles does this woman have?
c. Is her life typical of a Vietnamese woman's life? Why/Why not?
Lead-in:
a. Do you think that women were respected in the past?
b. What about nowadays? Do they play an important role in society?
"In our lesson today we will get some information about the women roles in
society"
2. New lesson:
Teachers activities
Students activities
A. Pre-reading (10)
1. Vocabulary:
- Answer eliciting questions
- chilbearing: (n) (translation)
- homemaking (n) (explanation) taking
care of the family.
- struggle: (n) (synonym) fight
- discriminate (v) (translation)
--> discrimination (n)
- right (n) (translation)
- equal (adj) (explanation)
- Take note
- status (n) (explanation) position in
society
2. Checking vocabulary: Rub out and
remember.
- Pair work.
1. Word meaning: (Task 1/ Textbook)
- Answer Key:
- Ask Ss to read through the task.
1. nn vn minh nhn loi.
- Have Ss read the text individually and 2. vic sinh con
guess the meaning of the words in task
3. s tham gia
1.
4. Thi i khai sng
- Ask Ss to compare their answer with a 5. nhng nim tin n su vo tim thc.
partner.
6. vic sn sc gai nh
- Call some Ss to give the answers,
7. nng lc tr tu
explanations
8. c hi lm vic bnh ng
- Give feedback.
2. Multiple choice: (Task 2/ textbook)
- Put Ss into pairs. Ask them to read the - Pair work.
questions and underline the key words
in each question.
- Answer key:
- Have Ss read the text and choose the
1. C 2. D 3. C 4.B 5. A
best answers.
- Call some pairs to ask and answer the
questions.
- Give feed back.
C. Post-reading (9)
- Ask Ss to work in group of 4 to
- Group work.
discuss the differences in women's roles
in the past and at present.
(Ex: what jobs did women use to do in
- Discuss the differences in women's
the past? How about nowadays?)
roles through time.
necessary.
- Call Ss to report their discussion to the
class.
- Give feedback.
o Learn by heart all the vocabulary.
o Prepare for the next lesson, unit 15 Reading 2.
V. COMMENTS:
.
.
..
Period: 90th

Lesson: Reading 2
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to know the role of women
in society in the old days and nowadays.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills: Reading
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (7)
- Ask students to list out the jobs that men and women often do in one minute.
- Ask students question:
Did women do these jobs in the old days? Why?
- Lead in: Today, well study a new lesson. Anout the women in society.
2. New lesson:
Teachers activities
Students activities
A. Pre-reading (12)
- Ask Ss to work in pairs and discuss the
questions.
- Work in pairs to discuss the questions.
+ What rights have women gained in
most parts of the world today?
+ What were the main roles of women
in the old days?
Titling: (task 3/textbook)
- Individual work.
option in Task 3, then read the text
again and choose the best title for the
- Answer key: C
passage.
- Call Ss to give answer and
explanation.
- Give feedback.
- Let students work in groups to summarise
the reading passage by writing one sentence
for each paragraph.
- Has students work in groups and
- Walk around the class, listen to
students
discussions
and
offer
suggestions when necessary
- Give comments
- Ask students to tell the content of the
small talks
- Ask to tell themselves.
- Have discussion then present ideas in

front of the class
- Present the content of the small talks
again
Keys
Paraghraph1 : Women in the old
societies
Paraghraph2 :The struggle for womens
rights
Paraghraph3: The statue of women in
society todays.
Cues
1. In the past, women were restricted
to the role of mothers and wives due to
the widespread doubt about their
intellectual ability.
2. The struggle for the womens

rights began in the 18th century as
European
political
philosophers
believed that women should be treated
equally.
3. Women now enjoy important legal
rights such as equal work opportunities
and equal pay, the right to vote and to
gain education.
-Listen to the teacher and take note.
V. COMMENTS:
.
.
..
Period: 91st

Lesson: Speaking
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to know how to express
opinions and express degrees of agreement.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills: Speaking
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
- Ask Ss to look at the picture and answer the question:
Do you think what the boy and the girl are going to do?
Suggested answers:
+ I think the boy is going to fall down and the girl is going to score a goal.
+ I think the boy can hold the ball.
2. New lesson:
Teachers activities
Students activities
- Teach Vocabulary through matching.
- Orally in turn.
Keys:
1.-e 2.-f
3. a
A
B
4.-b
5.
c
6. -d
1. rubbish
a. organize or to be
charged of Sth
2.sympathetic b. the way youre
feeling
at
a particular time
3. run
c. to give too little or
no attention or care to - Do the task
Sb/ Sth
4.temper
d. to look after or to -Work in pairs and practice saying
aloud
educate children
5. neglect
e. anything that is
thrown
away
or
worthless
6. rear
f. showing that you
understand
others
peoples
feeling,
especially
their
problem
- Check by asking Ss to give
Vietnamese equivalents
- These expressions are commonly used
when people are expressed the

agreement or disagreement. Place them
under the appropriate heading then
practice with a partner
- Give instruction
- Introduce some expressions that we
can use to agree and disagree about
something
- Ask student to work individually then
work in groups
2.Model
Giving point of view: In my
opinion, I think, from my point
of view, .
Giving agreement: I agree with
you, I quite agree with you, I
think so,
Giving disagreement: Im sorry, I cant;
I dont agree with you; I think you
shouldnt..
- Ask Ss to work in groups. One states
his or her point of view and others give
their agreeing or disagreeing based on
task 1
- Work with some Ss to give a model
T : I think men are usually stronger
than women
S1: I agree with you completely
S2: Im afraid, I disagree.
......
- Read and respond to these statements,
using useful expression in task 1 and
then practise it with a partner
- Ask students to work individually then
in pairs
- Walk around the class to help student
when necessary
- Check and give suggestions
- Ask student to practise it with a
partner
- Do the task
- Practise with partners.
A :Men are usually stronger than
women
I think so .(Thats the reason why men
often do hard work ,such as building
,carrying things...)
B : Women are usually more
sympathetic than men
I dont think so because there are
fathers who are gentle and understand
their
children better than theirs
wives....
- Work in groups
- Practise the conversation
Answer:
-A: Hi,what do you think about the
statement Married women should not
to go to work?
B: Hi, .I dont agree with it .
- Corrects students pronunciation if

necessary
- Ask Ss to work in groups of 3 to
discuss the statement: Married women
should not to go to work
- Encourage Ss to give explanations
- Work with some Ss to give a model
T : I think married women shouldnt go
to work.
S1: I quite agree. I think if they stay at
home they have time to look after their
children and husbands.
S2: I dont agree. Its too boring to be
housewives all their lives.
C. Production (9)
- Work in groups to discuss whether you
agree or disagree with the statement
WOMEN ARE THE SECOND-CLASS
CITIZENS.
Make small talks on the following
topics, using the starting and ending of
a conversation
- Divide the class into 4 groups
- Ask each group to discuss one topic
and make a small conversation
- Walk around the class and help all
students when necessary
- Ask students to present the
conversations
- Give comments.
A: why?
B: In my opinion ,its unfair for women.
If they dont go to work ,they have to
stay at home all the time .Its too boring
to be housewives all their lives.
FOR:
1.Its nonsense to claim that men and
women are equal and have the same
abilities
2.There are too many jobs that women
cant do.
3.Top-levelpolitical negoation between
countries are almosr controlled by men
4. They are impossible to be both wives,
mothers and successful career women
5. The employers cant trust them
because they often leave job to get
married and have children.
- Work in groups
- Practise the conversation
Answer:
FOR:
1.Its nonsense to claim that men and
women are equal and have the same
abilities
2.There are too many jobs that women
cant do.
3.Top-levelpolitical negoation between
countries are almosr controlled by men
4. They are impossible to be both wives,
mothers and successful career women
5. The employers cant trust them
because they often leave job to get
married and have children.
AGAINST:
1.Women won their dependence years
ago.
2....
Model dialogue:
-A: Hi,what do you think about the
statement Married women should not
to go to work?
B: Hi, .I dont agree with it .

A: why?
B: In my opinion ,its unfair for women.
If they dont go to work ,they have to
stay at home all the time .Its too boring
to be housewives all their lives.
- In not more than 80 words write about your opinion about the statements:
+ Married women should not go to work
+ Women are the second-class citizens
-Prepare the next lesson.
V. COMMENTS:
.
.
..
Period: 92nd

Lesson: Listening
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to give some information
about women and the role of them in society.
2. Knowledge:
- Vocabulary: Words related to society, women
- (Pronunciation):
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
- Ask students look at the pictures and have a comparison
- Let students look at the picture and describe and answer some questions:
1, Where does the woman come from?
2, What is she doing?
3, Does she have a happy life? why do you know?
Answers
1.from a village in Vietnam/ America
2.She is working / making a speech
3,......
2. New lesson:
Teachers activities
Students activities
- Have Ss say out some womens daily - Work in pairs
activities at random then decide which -Answer the question.
ones belong to the village woman and * Village woman:
which belong to city woman.
+ get up early
Let students answer the following + work with animals
question
+ work on the farm
+ Is the life of a city women easier + have low living-standard
than that of a village woman nowadays + live in the country
?What is your point of view? Why?
* City woman:
* Vocabulary:
+ work in an office
- to hold up: nng ln, a ln
+ go to the cinema at weekend
- domestic(a): thuc v gia nh
+ dress well
- three-fourths: 3/4
+ play sports
- to respect : ngng m, tn trng
+have higher living-standard
*Checking : Rub out and remember
a. Task 1: You will hear a passage - After three times of listening, each
abut women and their roles in society. group gives their answers
Listen to the passage and choose the - Read quickly and discuss in pairs or
best answer to complete each sentences

- Ask Ss to guess the answers in silence
individually
- Listen to the CD in pairs
- Let students read some sentences
given and explain some new words if
necessary
- Read or let students listen first
- Give more information if students
wonder or not clear
- Let students listen the second time
- Check their listening
- Let students listen the third time and
let them choose the best answers
- Observe the class and listen to each
groups feedbacks
b. Task 2: Ask students to listen again
- Let students read the questions first
and quickly- work in pairs to find out
the key words.
- Let students listen again and ask them
to discuss in groups to answer the
questions
- Listen to each group and remark.
C. Post-reading (9)
- Ask Ss to do pair work
- Ask some pairs to act aloud
* Suggested ideas:
o What time/ get up?
o What time/ leave for
work?
o What time / finish work?
o How long/ do domestic
work?
o How much/ earn?
o enjoy/ weekend? Why?
Why not?
o enjoy/ life? Why/ Why
not?
- Listen and remark.
groups to find the answers which can be

listened before
- Can guess what will be heard again
- Work in groups and give answers:
1B ,2C ,3C,4A,5B
- Listen again (1-2 times)

- Discuss to give correct answers:
1.40%
2.they earn nothing for doing their
domestic work
3.they produce more than half of the
food
4.80%
5.at 4.45 am
6.at 9.30 pm.
- Work in pairs, one plays the role of a
city woman and the other is an
interviewer
- Interview her about her daily activities
- Other groups listen and write down
some information and then report to the
class
- Listen and copy in their notebooks.
- One answers orally, others listen then
report to the class.


- Write about 100- 150 words what your sister or your mothers daily activities.
V. COMMENTS:
.
.
..
Period: 93rd

Lesson: Writing
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to write a report to describe
information from a statistics of the activities and the time that women do every
week.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills: Writing
II. PREPARATION:

III. PROCEDURE:
1. Warm-up: (5)
- Ask students to name the activities and the time that women often do every day.
- Let students work in groups.
Activities
Father Mother Time
cleaning the floor
washing clothes
tidying the kitchen
mending things
.....
TOTAL
Remark and lead in.
2. New lesson:
Teachers activities
Students activities
* Vocabulary
- Listen and explain some new words - Continue working in pairs
and useful expressions if they do not - Each pair ask and answer
know
- Listen and write down
+the chart shows/presents/illustrates.... - give more examples
+As can be seen from the chart
+According to the chart
+In general/generally speaking
+when-however-but-whereas
+approximatelyinterestinglysurprisingly
+ respectively
+ to reduce to increase
+ distribution(n)
-Expected answers:
* Explaining the chart:
1. The evarage hours of housework per
week
1. What does the chart illustrate?
2. Nunber of hours of housework
2. What does the vertical axis show?
3. Three groups of family( without
3. What does the horizontal axis show? children- family of 1-2 children- family
- Let students go through the questions of 3 or more children
give in the book Look at the chart and
- Go around and help if necessary.
- Go over the answers with the whole - Read quickly themselves
class.
- Read the form quickly and find some
1. In general, married women do more

housework than men do.
2. They have more housework when
they have more children.
3. Married men have to do less
housework when they have more
children.
4. Married men and women without
children spend 20 or 30 hours on their
housework per week respectively
5. It takes men and women with one or
two children 15 and 50 hours
respectively to do their housework
every week.
6. They are 10 and 50.
7. Married men should spend more time
sharing the housework with their wives.
- Listen and remark.
b. Task 2
- Ask students to do certain things
- It means we use short information but
its real
- Ask students to read the model of
chart first
- Ask students to describe
some
information in a chart.
C. Production (9)
- Ask 2 or 3 students who may be good
at English to write on the board.
- Let students change their report and
practice speaking about the person
theyve written about.
new words if it has

- Listen and repeat, then write down in
notebooks
- Check among groups
- Change among groups
- Write a report individually.
- One student of one group reads aloud

a report
- Discuss and correct mistakes
themselves.

- Rewrite the report again at home.
- Prepare next lesson, unit 15 Language Focus.
V. COMMENTS:
.
.
..
Period: 94th

I. OBJECTIVES:
- show the rising tune in a sentence.
- learn the use of phrasal verbs.
2. Knowledge:
- Vocabulary:
- Intonation: The rising tune
3. Skills: Reading, writing
II. PREPARATION:

III. PROCEDURE:
1. Warm-up: (7)
-Ask Ss to join the game Ring the gold bell
-Ask Ss to set up questions for the given situations
S1: You are waiting for a letter from a friend. When you see the postman, what
will you ask?
S2: Your friend has just come back from a long journey. What will you ask
him/her?
S3: You want to invite your close friend, Ann, to go to the cinema with you, what
will you say?
-Call some Ss to read the questions aloud.
Answers
+Do you have any letters for me?
+Have you got any letters for me?
+Did you have a good holiday?
+ Did you have a good time?
+Would you like to go to the cinema with me tonight?
+Can you go with me to the cinema tonight?
- Lead in: Now, you will learn the rising tune.
2. New lesson:
Teachers activities
Students activities
A. Intonation (13)
The rising tune
Read aloud
a. Presentation
- Listen and repeat from 2-3 times
- Help students how to read correctly - Some of them stand and read words
with the rising tune :
aloud
- Ask Ss to find out when they say a
sentence or phrase with the rising
-Listen to the teacher or the CD
+In a yes-no question
- Read the sentences in chorus aloud
+In a tag question( a real -Practise in pairs
question)
- Listen and copy down.
+In a phrase to express surprise
b. Practice
- Read the sentences first: clearly,
correctly
- Listen and correct their pronunciation
if its needed
-Explain to read the rising tune in YesNo questions and sentence stress
- Let students read the sentences and
work in groups
- Listen and remark each group.

B. Grammar (24)
Phrasal verbs
I. Presentation
- Ask students to list out as many
phrasal verbs they have learnt as
possible just in one minutes
-Let students work in pairs.
-Ask Ss some questions:
What should we do when we leave the
room?
Do you look after your parents when
they are ill?
Do you look after them?
- Check, correct mistakes , give reasons
and mark
Elicit the use:
* Some phrasal verbs have an object
The particle can come before or after
the object
If the object is a pronoun, it must
come before the particle.
Eg :
bring up find out
give away put
aside
pick up carry out give up
put
on/off/up
clear up knock out
make up leave out
take up wear out
look up work out
Some phrasal verbs have an object,
but the particle cannot move.
do without
come across
see
to
live on
go over
stand
for
pick on
come into
count
on
run into
make for
ask
after
deal with
look round
get at
-Practice in pairs.
-List some phrasal verbs : fill in ; turn
on; go over ; look at ; make up; look
after ....
-Answer in turn:
We should turn off the lights.
We should turn the lights off.
We should turn them off
Yes, of course we do.
-Give more examples
- Listen and copy.

call for
see about
join in
II. Practice
* Exercise 1:
Let students read all the answers and
work in groups to choose tone of the
following verbs(in the correct form)+
the correct preposition to complete the
sentences
-Go around and help if necessary
- Listen and remark
*Exercise 2:
-Introduce Exercise 3 to students and
- Ask students to do it
-Ask students to fill each of the blanks
with an appropriate preposition if
necessary
-Let them work individually
- Walk round and help them
- Read and do the exercise

- Work in their own and compare each
other
- One or two students give the correct
form of phrasal verbs on the board
Keys:
1,glanced at 2,invited to
3,listen to 4,throw...at
5,staring at 6,speaking to
7,wrote to
8,point...at
- Work themselves and each student
reads sentences
- Other students listen and remark each
other
- Keys:
1, for 2, for 3, to 4, for
5, about 6, x 7, about
8, x 9, for 10, for
III. Production
- Give Ss the handouts:
- Work in pairs to discuss the answers.
1. Why dont you let me show - Give the answers in front of the class.
you....London?
Key:
2. Jane is going to pick us.....after work.
1.around
3. Have you found.....what time the
2.up
plane took.....?
3.out/off
4. Harry was brought.....by his
4.up
grandparents.
- Ask Ss to put one word in each space.
- Remind of phrasal verbs.
- Prepare next lesson, 45-minute test number 4 correction.
V. COMMENTS:
.
.
..
Period: 95th
Date of preparation: March 31st , 2012

45-MINUTE TEST No. 4 CORRECTION
I. OBJECTIVES:
gained in unit 12, 13 and 14.
2. Knowledge:
- Vocabulary: Vocabulary in unit12, 13 and 14.
- (Pronunciation):
3. Skills: writing
II. PREPARATION:
2. Students: textbooks, workbooks, 45-minute tests No. 4.
III. PROCEDURE:
1. Warm-up:
2. New lesson:
A. Marking (44)
I. Choose the word which has the stress different from the others. (0.75 m)
0.25 mark / 1 correct answer
1. A
2. C
3. A
II. Choose the word which has the underlined part pronounced different from
the others. (0.75 m)
1. D
2. C
3. B
III. Choose the best answers. (3 ms)
1. C
2. A
3. A
4. D
5. C
6. B
7. C
8. C
9. B
10. D
11. D
12. A
1. D
2. C
1. Indonesian
2. ranked
3. players
VI. Rewrite the following sentences, using passive voice. (1.5m)
1. I am not surprised by the news.
2. Was the enemy surrounded by the army?
3. The food will be prepared by the chef.

VII. Answers the questions. (2 ms)
1. Unity, warmth, and friendship through competitive sports.
2. In 1951.
3. 11 countries.
4. 39 sports and 424 events of the games.
---THE END--B. The result & experience
- The result:
Class
0-<3
3-<5
5 - < 6.5
6.5 - < 8
8 - < 10
12B3
12B4
- The experiece:

- Prepare next lesson, unit 16 - Reading
V. COMMENTS:
.
.
..
Period: 96th
Date of preparation: April 1st, 2012
UNIT 16: THE ASSOCIATION OF SOUTH EAST ASIAN NATIONS
Lesson: Reading
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to know about ASEAN.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills:Reading
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
- Give the following logo and ask students to guess the name this organization.
- Recheck and introduce the new lesson:

The Association Of Southeast Asian Nations.
2. New lesson:
Teachers activities
Students activities
A. Pre-reading (9)
- Ask some questions about some -Discuss and give correct answer.
questions.
Answer:
1. What does ASEAN stands for?
1. ASEAN stands for the Association of
2. When did Vietnam join this Southeast Asian Nations
association?
2. In 1995
- Let students write some information
about ASEAN.
- Let each student stand up and speak
their opinions
- Go around and help them if necessary.
- Let students open the book and read
silently while teacher reads aloud and
correctly
- Ask students to read themselves and
write down some information.
- Let students work in pairs to do the
task 1
Task 1
- Let students fill each blank with a - Work in pairs to discuss and fill with
suitable work.
suitable words.
- Ask students to work individually then Answers:
in pairs.
1. justice
2. GDP
- Walk around the class to help students 3. diverse
4. integration
when necessary.
5. accelerate
6. enterprises
-Correct students pronunciation if
necessary.
- Check and give suggestions.

Task 2
- Let students read all sentences and - Work in pairs to do the exercise.
explain some new words if necessary.
- Listen and correct if needed
Answers:
1T 2F
3F 4T 5F 6F
Task 3 Answering questions
- Put Ss in pairs.
- Ask them to answer the questions.
Answers:
1. Indonesia, Malaysia, the Philipines,
Singapore and Thailand.
2. They are to accelerate economic
growth, social progress and cultural
development and to promote peace and
stability through respect for justice, and
the rule of law, in the relationship
between countries in region.
3. US$ 1405 billion.
4. In 1998.
5. Trade, investment, industry, services,
finance, agriculture, rural development,
forestry, energy, transportation and
communication, science and technology,
small and medium enterprises and
tourism.
Discussion
If you were a Vietnamese leader, what - Work in groups of four to discuss the
would you expect ASEAN do for your
question.
country?
- Give the answer in front of the class.
- Ask Ss to work in groups of four to
Suggested answers:
discuss the question.
+ To train human-resources.
- Go around to give help if necessary.
+ To solve the unemployment in
- Call some representatives to report
Vietnam.
their groups ideas.
+ To consume goods of Vietnam.
- Give comments.
+ .
- Write a short summary about the ASEAN.
- Prepare the next period, unit 16 Speaking.
V. COMMENTS:
.
.
..
Period: 97th
Date of preparation: April 3rd, 2012
Lesson: Speaking
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to talk about the names
and the capitals of ASEAN countries and the main characteristics of each nation.
2. Knowledge:
- Vocabulary: Words to speak about ASEAN.
- (Pronunciation):
3. Skills: Speaking
II. PREPARATION:

III. PROCEDURE:
1. Warm-up: (7)
Brain storming
- Ask Ss to name the members of ASEAN.
Answers
+ Vietnam, The Philipines, Laos, Singapore, Indonesia, Thailand, Myanmar,
Cambodia, Brunei.
2. New lesson:
Teachers activities
Students activities
- Ask students to open the book and
- Work in pairs
look at the flags and match with their
- Look at the picture and name them.
countries and mentioned, then give the
names of the capital of each nation.
- Go around and listen to them.
- Let students open the books and
- Work in pairs to ask and answer about
discuss and use the information in task
the nations given.
1 and the fact below to talk about some - Some pairs act out their dialogue in
of the ASEAN countries
front of the class.
- Ask Ss to work in pairs to ask and
Model
answer the information about the
A: What is the area of Malaysia?
nations given.
B: 330,252 sq. km.
- Listen and correct.
A: What is the population of Malaysia?
B: 27,174,000 people.
C. Production (15)
- Ask students to work in pairs and
-Work in pairs and talk about some of
discuss to talk about some of the
the ASEAN countries
ASEAN countries.
Key
- Ask one group to do the task as a
Malaysia has a total area of 330,252
model
square kilometers .Its capital is Kuala
- Go around listening to some groups
Lumpur. The population in Malaysia is
and help them if needed
27,174,000.People speak Malay,
- Ask some pairs to stand in front of the English and Tamil in every day
class and practise speaking
conversations .The Malaysians are
- Some groups go on speaking each
religious. They follow Islam and
other
Buddhism. Their currency is Ringgit.
- Listen to each group and correct or
give mark if they do it well.

- Write a paragraph about one of the nation in ASEAN.
V. COMMENTS:
.
.
Period: 98th
Date of preparation: April 5th , 2012
Lesson: Listening
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to know about the country
speaking English and main religions in the ASEAN countries.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
- Ask students to close the book
- Ask students to list the name of ASEAN countries using the English.
Answers
Some ASEAN countries such as the Philippines, Brunei, Singapore, and Malaysia
use English as second language.
2. New lesson:
Teachers activities
Students activities
Preteaching vocabulary
- Listen and repeat after the teacher.
- Elicit some words from Ss.
+ Buddhist
+ Muslim
+ Catholic
+ God
+ Geo-political entity
+ Predominantly
- Help Ss to read the words correctly.
Task 1
- Let students read some sentences - Read silently the sentences given
given and explain some new words if before listening
necessary
- Listen the first time
- Read or let students listen first
- No, we havent
Have you got anything from the - Listen the second time and begin
dialogue between Mr Hung and his doing the task
daughter Nga?
groups to decide the best answer
- Check their listening
- Let students listen the third time and they choose by some information
let them choose the best answer to theyve listened
complete each of the following
sentences
-Keys : 1C , 2A , 3C, 4A, 5B
- Observe the class and listen to each
groups feedbacks
- Give more information if students
wonder or not clear
Task 2
- Before listening, let students read - Work in groups and guess
quickly some questions in the task 2

- Let students listen the first time: Who
can guess some words?
- Let student listen the last time and let
them work in groups to speak out
- Listen and correct their listening.
- Ask students to summarize the content
of the conversation between Nga and
her father-Mr Hung
- Ask students to write a short passage
to guess what Ngas essay will be about
- Listen to each group and correct
mistakes if theyve done.
- Listen and do the task

- Speak out their listening
- Try to write down the answers
Key:
1. Tomorrow(the next day)
2. The US
3. Around 50 million
4. In the Philippines
5.
Three-Islam,Buddhism
Catholicism
and
- Work in groups and each group has

one person who says about it
- May answer in different ways
- Write in groups and ask someone to
speak out their writing
- Other groups listen and copy some
information and give some questions.

- Write a short passage about the content of the listening text( 70 words).
V. COMMENTS:
...
..
Period: 99th
Lesson: Writing
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to write a letter of
recommendation.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills: Writing
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
- Show the picture:
- Ask Ss to answer the question: Where is it?

Answer
Ha Long Bay
2. New lesson:
Teachers activities
Students activities
Task 1
- Work in pairs and do the task 1.
- Ask students to open their books
Key
- Introduce the students do the task 1
1,I would like to recommend a well-Let them work in groups and know place in Vietnam to you
complete the letter with the missing 2,It is about 170 km from Hanoi
sentences in the box
3,The beach is an ideal place for
-Go around and help
swimmers
-Explain some new words if necessary 4,People here are very friendly and
-Give correct answers
hospitable
5,I am sure you will have a wonderful
-Give form of a recommendation letter time here in Ha long bay
Outline
+Date
+Salutation
+Body
.location
.natural features
.places to visit
.food
.people
........
+Closing
+Signature
- Introduce to do task 2
- Let students read quickly the task 2
David ,your pen pal ,is going to spend
his summer vacation in one of the
ASEAN countries. You want him to
visit Vietnam .Write a letter to him
recommending a significant place you
are familiar with.
- Explain some new words if necessary
- Ask some other groups to write down
a paragraph using some cues below
and then each student on be half of his
group read aloud.
C. Production (9)
- Ask students to read anothers letter
- Ask some students to read loudly
their letter
- Listen and correct if needed.
- Work in groups of four and write a

letter of recommendation.
- Practise writing in groups

- Each member of groups reads aloud
his/ her writing
- Other group appreciate and correct
mistakes each other
- Each group does the writing and read
aloud

- Rewrite the letter.
- Prepare next lesson, unit 16 Language focus.
V. COMMENTS:
...
..
Period: 100th
Lesson: Language focus
I. OBJECTIVES:
- Pronunciate the rising falling tune correctly.
- Use of adverbial clause of time.
2. Knowledge:
- Vocabulary:
- (Pronunciation):

II. PREPARATION:
III. PROCEDURE:
1. Warm-up:
2. New lesson:
Teachers activities
Students activities
A. Intonation (15)
- Close the books.
- Read these sentences
a. Introduce the rising-falling tune
- Let students practise pronunciating
these sentences.
- Listen and repeat following the teacher
- Listen and correct the syllables - Read in silent first
students read.
- Some of each groups read aloud
b. Let students open the books and read
aloud the words given and try to
pronunciate these sentences with the
rising tune.
- Listen and check for pronunciation
- Ask students to listen and read after
these sentences.
B. Grammar (29)
Adverbial clause of time
-Introduce the way of using adverbial
clause of time through some example
- Ask students to give some examples
- Listen and remark
b. Let students practise doing exercises
Exercise 1
- Ask students to do exercise themselves - Do the exercise themselves
then discuss in groups.
Keys
1. She will phone you as soon as she
arrives in Ho Chi Minh City.
2. After the war was over we started
rebuilding the country.
3. They met a lot of people while they
were on holiday.
4. Before you leave dont forgot to turn
off the lights.
5. I will stay till you get back
6. Well come to see you whenever we

are in hanoi
7. There is a danger of war as long as
imperialism exits
8. Tom sang a merry song as he walked
away.
Exercise 2
- Ask students to supply the correct - Work in groups and give the correct
form of the verbs in brackets
tense of verb and explain why they did
- Listen and remark
it
- Each group answer and give reasons
Keys
1. arrives
2. arrives
3. are playing 4. got
5. have finished 6.(had) graduated
7.am
8. have read
Exercise 3
- Let students combine two sentences, - Read silently and discuss in pairs,
using one as an adverbial clause of time groups
with the given conjunction
Keys
-Go around and help if necessary
1. Lets go out before it starts raining
-Give correct answers.
2. Ill give you my address when I have
found somewhere to live
3. After he had done his homework ,he
went to bed
4. Well let you know as soon as we
have made our decision
5. I havent met them since I left school
6. Robert suddenly began to feel ill
while he was doing the exams
7. Kate will come back home after she
has finished the last semester.
- Do the exercises again.
- Prepare next lesson Test yourself F.
V. COMMENTS:
...
..

Period: 101st
Date of preparation: April 8th, 2012

TEST YOURSELF F
I. OBJECTIVES:
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills: Reading, speaking, listening, writing.
II. PREPARATION:
III. PROCEDURE:
1. Warm-up: (5)
- Ask students something about the test yourself F
2. New lesson:
Teachers activities
Students activities
A. Listening (10)
Teacher asks Sts to read and find - Students work in pairs: reading and
decide to choose the answer.
new words. Teacher explains:
Asks Sts to read the statements Expected answers
carefully and underline key words 1. 16 November 1945
2. 193
before listening the first.
Asks Sts to finish the exercise after 3. 60
4. teacher-training
listening the second.
5. heritage
Asks Sts to listen to the tape (the
third time) and then discuss in pairs
about the final answer.
Goes around the class, helps Sts
discuss about the answers if
necessary.
Asks some Sts to give the answers,
others give feedback.
Teacher gives Sts to listen once
more.
- Correct mistakes.
B. Reading (10)
Teacher explains new words/ - Students work in pairs: read and
decide to choose the answer.
phrases:
Labor-intensive : (adj) cn nhiu nhn Suggested answering.
1. Arab countries
cng
2. In textile, toy, shoe and
Propotion (n) t l
electronic sectors
Exclude (v) ngn chn
3.
70%
Reserve (v) : dnh ring
4. They depend on their husbands
Asks Ss to read the passage and
or fathers
then answer the questions.
5. The access to education and
Goes around the class to get the change in economic status.

fettle of Sts and helps them with
vocabularies, the way to express if
necessary.
Teacher asks a representative in
some pairs to present the result in
front of the class. Other pairs gives
feedback
Teacher corrects in general and
tells the point of marks so that Sts
remark themselves.
C. Grammar (10)
- Recall the grammar of articals.
Suggested answers:
- Giude students how to do
1. grow up
- Give them some newwords:
2. stay on
3. wait up
- Ask students to to the exercise.
4. give in
5. catch up
Teacher asks Sts to discuss about
6. speak up
the answer in pairs/ groups.
7. Watch out
Teacher asks a representative in
8. cool off
each group to present the result in
9. keep up
front of the class. Other group
10. fall behind
gives feedback
Teacher corrects in general and tells the
point of marks so that Sts remark
themselves.
- Call the to to on board.
- Go round the class to control the sets
activities
- Correct mistakes.
D. Writing (9)
- Give students some models and
structures to writes.
In about 120 words, write about the
changes in womens role in the family in
comparison with that 50 years ago.
The following cues might be useful to
you.
Education

- Discuss in groups to get the
information and write the outline.
- Each person use the outline to write a
short paragraph.
- Peer correction.
- Underline the mistakes
- Assess on the content: 1 mark, use
correct / exact words / sentence
structure : 1 mark, coherence : 0.5 mark

Social activities
Work
Economic dependence
groups.
Number of children
- Correct mistakes
Domestic chores
+ to study all the lessons again.
- Call the to to on board.
+ to prepare to review all the knowledge
- Go round the class to control the
of grade 12.
students activities
- Correct mistakes.
V. COMMENTS:
.
.
..
Period: 102nd

REVISION 1
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to revise some knowledge
learnt in unit 10, 11, 12.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills: Writing
II. PREPARATION:
III. PROCEDURE:
1. Warm-up:
2. New lesson:
Teachers activities
Students activities
I. Choose the word whose underlined - Work individually.
part is pronounced differently from
the others in the same line.
Answers
1. a. habitat
b. nature
1. a
c. danger
d. race
2. b
2. a- moon
b- book
3. d
c- root
d- choose
4. d
3. a- board
b- above
5. b
c- handball
d- climbing
6. c
4. a- chemist
b- conservation 7. c
c- canoeing
d- century
II. Choose the word whose main
stressed syllable is different from the
rest .
5. a. eject
b. crossbar
c. except
d. commit
6. a. decline
b. award
c.picture
d. advice
7- a- rhinoceros
b- extinction
c- industry
d- identify
B. Grammar and Vocabulary (20)
III. Choose the best answers (marked
A, B, C or D) to complete the
following sentences
8. My father gave me a letter to post. I
.forget to post it.
a. dont have to
b. mightnt
c. mustnt
d. neednt
9. The flowers ..in a warm
sunny place.
a. should keep
b. should be
kept
c. should be keep
d. should have
kept
Answers
8. c
9. b
10. b
11. d
12. c
13. d
10- Government should have . . . . . . . . .

solution to protect endangered species
of animals
a- surely
b-effective
c- wonderful
d- sensitive
11- Many plants and animals around the
globe are now threatened . . . . . . . . . .
extinction
a- in
b- on
c- of
d- with
12- Habitat destruction is having a bad
influencerare species
a- to
b- with
c- on
d- for
13- Bus number 06 .pass Cat
Dang T- junction. But maybe youd
better ask the driver.
a- must
b- should
c- ought
d- might
14- Wildlife habitat reserves are being
established to . . . . . . . . . endangered
species from extinction
a- prevent
b- distinguish
c- preserve
d- survive
15The
factory
was
fined
for . . . . . . . . . chemicals into the river
a- discharging
b- dumping
c- producing
d- exposing
16-Many Asian people . . . . . . . . . like
hunting elephants for ivory and tigers
for bones and hides
a- particular
b- particularly
c- particularity
d- particularize
17- I phoned him late yesterday but he
didnt answer. He .. then.
a. must sleep
b. must be slept
c. must be sleeping
d. must have been sleeping
14. a
15. a
16. b
17. d
18. d
19. c
20. c
21. a
22. d
IV. Choose the underlined part

among A,B,C,D that needs correcting
.
18- Dont worry! The train will be

arrived
a
b
c
d
soon.
19- John succeeded in his work because
of
a
b
c
he had worked hard.
d
20- I find it wonderfully to travel
abroad by
a b
c
d
ship in summer.
21- Species become extinct or
endangerment for a number of reasons,
but
a
b
the primary cause is the destruction of
c
habitat by human activities
d
22- The environment where wild
animals
a
are living is now badly destroying
b
c
d
C. Reading (14)
V. Choose the best answer by circling
the letter A,B,C or D to complete the
passage .
The relationship between teachers and
Answers
students is less formal in the US
23. c
(23)____ in many other countries,
24. a
especially at college level . American
25. d
college students do not stand up (24)
26. a
____ their teachers enter or leave the
27. d
classroom. Students are generally
encouraged to give (25)____ during
class, to stop by professors' offices (26)
____ extra help, and even to phone if
they are absent. Most teachers allow

students to enter the class late or leave
(27) ____ .
23. a. as
c. than
24. a. when
c. if
25. a. money
c. out
26. a. by
c. for
27. a. on time
c. late
b. so
d. more
b. which
d. because
b. decision
d. questions
b. on
d. about
b. in time
d. early

- Revise the lesson again.
V. COMMENTS:
.
.
..
Period: 103rd

REVISION 2
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to able to revise some
knowledge learnt in unit 13, 14, 15.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills: Writing
II. PREPARATION:
III. PROCEDURE:
1. Warm-up:
2. New lesson:
Teachers activities
Students activities
I. Choose the word whose main - Work individually.
stress is put syllable from that of - Give the answers in front of the class.
Answers
the others in the group.
1. B
1. A. commit
B. movement
2. B
C. eject
D. depend
3. C
2. A. opponent
B. personal
4. B
C. continue
D. decision
5. C
3. A. referee
B. engineer
C. reference D. interfere
II. Choose the word whose
underlined part differently from
that of the others in the group.
4. A. penalty
B. penalize
C. petrol
D. pencil
5. A. foul
B. found
C. fought
D. fowl
B. Grammar and Vocabulary (20)
III. Choose the word or phrase
(A, B, C or D) that best
completes each sentence.
6. In recent years, fouls have been - Give the answers in front of the class.
________ severely in football Answers
matches.
A. forgiven
B. ejected 6. C
C. penalized
D. scored 7. A
7. 'The match ended in a tie'. The 8. B
9. C
word 'a tie' in this sentence closely 10. B
means
.
11. C
A. a draw B.a necktie
12. B
C. a rope
D. a knot
8. Unemployment is a(n)________
cause of poverty.
A. minor
B. major
C. unneeded
D. useless
9. He was lucky to escape from the
accident with only______ injuries.
A. important
B. serious
C. minor
D. major
10. More fouls were_____________in
the final match than expected.
A. done
B. committed
C. achieved D. completed
11.
Emotional
problems
can
seriously_______ with a student's
work.
A. involve
B. affect
C. interfere
D. influence
12. It's only ____ problem. Don't
worry!
A. major
B. minor
C. serious D. severe
13. B
14. B
15. C
16. C
17. C
18. D
19. A
20. C
21. C
22. B
23. A
24. C
25. A
13.The rescuers________________
for their bravery and fortitude in
locating the lost mountain climbers.
A. were praising
B. were praised
C. praised
D. have praised
14.
Many
strange
things
_______ last night.
A. happening
B. happened
C. were happened D. have happened
15. The exam results are being
______ on Thursday.
A. announce
B. announces
C. announced
D. to announce
16. What ______________the
weather like during your holidays

there?
A. does
B. did
C. was
D. are
17. She finally finished____________
the room at 8:30 p.m.
A. clean up
B. to clean up
C. cleaning up D. cleaned up
18. The policeman ____ me not to
park there.
A. said
B. suggested
C. made
D. told
19. ______________how to use this
vacuum cleaner and I'll help you
clean the house.
A. If you show me
B. When you show me
C. Unless you show me
D. Show me
20. You dont work at weekends, do
you?
.
A. Yes, I don't
B. No problem
C. Of course not
D. Never mind
21. Many inventions in technology
_______ in the past forty years.
A. are made
B. were made
C. have been made
D. are being made
22. In order to avoid infection,______________
.
A. it's necessary to drink boiled
or bottled water
B. you should always drink
boiled or bottled water
C. drinking boiled or bottled

water is a necessity
D. to drink boiled or bottled
water is necessary
23. Let's ______________it
anymore!
A. not mention
B. not to mention
C.
not
mentioning
D. don't mention
24. _____________,
America
depends on Africa for 40% of its oil
imports.
A. Interesting
B. Interest
C. Interestingly
D. Interested
25. I'd rather send her an e-mail ___.
A. than telephone her
B. by to telephone her
C. to telephoning her
D. from telephoning her
C. Reading (14)
IV/ Read the passage and choose the
best answer.
The World Trade Organization
( WTO) , founded on January 1, 1995,
aims to encourage international trade to
flow as freely as possible., making sure
that trade agreements are respected and
that any disputes can be settled. In the
five years since it founding, the WTO
has become well- known as one of the
worlds most powerful economic
organizations, taking its place alongside
the World Bank and International
Monetary Fund. The system of globe
rules for international trade, however,
dates back haft a century to 1948 when
the General Agreements on Tariffs and
Trade ( GATT) was founded after World
Answers
26. d
27. c
28. b
29. a
30. c

War II. As time went by, it became

clear that the GATT had two major
drawbacks the limited areas of trade it
covered, and lack of an effective system
to settle disputes.
After seven years of trade talks
ending in 1994, the so-called Uruguay
Round finally gave birth to the WTO,
complete with effective system to settle
disputes and to form new rules covering
trade in services and intellectual
property. Even after seven years of talks
and with 22,500 pages of agreements
reached, problems remained, especially
in the difficult to-deal-with areas of
agriculture and services.
26. What is the purpose of the WTO?
a. to encourage international trade to
flow freely.
b. to make sure that trade agreements
are respected.
c. to settle any disputes.
d. all of the above.
27. The writer think that the WTO has
become.
a. more powerful than any other
economic organizations.
b. the worlds most powerful
c. one of the worlds powerful
d. less powerful than World Bank and
International Monetary Fund.
28. According to the passage, the GATT
stopped working.
a. in 1948
b. in 1994
c. after World War end
d. during the seven years of the
Uruguay round talk
29. The word it in bold refers
to.
a. the WTO
c. The GATT
b. the World Bank
d. the International Monetary Fund
30. The word went by could best
placed by.
a. flew
b. flowed
c. passed
d. past
V. COMMENTS:
.
.
..
Period: 104th

REVISION 3
I. OBJECTIVES:
1. Aim: By the end of this lesson, students will be able to revise some important
knowledge learnt in the second semester.
2. Knowledge:
- Vocabulary:
- (Pronunciation):
3. Skills: Writing
II. PREPARATION:
III. PROCEDURE:
1. Warm-up:
2. New lesson:
Teachers activities
Students activities
A. Phonectic (10)
1 5. Pick out the word whose
underlined and bold part is
pronounce differently from that of
the other words.
1.A.browse
B.tow
Answers
C. blow
D.close
2.A. dangerous
B. patient
1.A
2.D
3.D
4.A
5.A
C. nature
D. damage
6.D
7.A
8.B
9.B 10.B
3.A. secret
B. season
C. serious
D.sugar
4.A. write
B. work
C. would
D.way
5.A. whole
B. when
C. which
D.why
6 10. Pick out the word that has
the stress differently from that of the
other words.
6.A. hospital
B. careful
C. balance
D. describe
7.A. heritage
B. improvement
C. disturbing
D. establish
8.A. terminal
B. convenient
C. digital
D. camera
9.A. information
B.
appropriate
C. documentary
D. entertainment
10.A. education
B. activity
C. opposition
D. demonstration
B. Grammar and vocabulary (20)
11 25. Choose the best answer
among A, B, C or D that best
completes cad sentence.

11. Lets check our hotel room_______
before we pay for it.
A.out
B. away
C. up
D.off
12. He lost the tennis match, so we will
try to cheer him__________A.off
B. away
C. on
D.up
13. Clean all the countertops _____
before you leave the kitchen.
A. out
B. off
C. away
D. about
14. Did you clear ________ your desk
drawers before you moved to your new
office?
A.up
B.off
C. out
D.at
15. She cleaned _________ all the food
she spilled onto the floor.
A.up
B. out
C. of
D. away
16. He will cross_____ each item as it is
depleted.
A. away
B. off
C. up
D. with
17. He asked her___________, but she
didnt have time to visit him just then.
A. out
B. about
C. in
D. on
18. We could see an appalled ___on her
face when she knew that he had killed
someone.
A. signal
B. mark
C. expression
D. sign
19. Vaccine supplies started to run dry
as the flu outbreak reached proportions.
A. epidemic
B. disaster
C. deadly
D. falling
20. I_________ no hesitation in
recornmending her for the job.
A.put
B. give
C.pay
D.have
Answers
11.A
16.B
21.A
12.D 13.B 14.C 15.A

17.C 18.C 19.A 20.D
22.B 23.D 24.C 25.C

21. HCR is one of the biggest

international aid __________caring for
refugees.
A. agencies
B. groups
C. societies
D. federations
22. It is _______ that all candidates
must submit three copies of their
dissertation.
A. stated
B. laid down
C. requested
D. asked
23. The cyclone has __________many
thousands of deaths.
A. resulted in
B. led to
C. caused
D. All are correct
24. The sudden resignation of the
financial director, put the company in a
very _____position.
A. weak
B. unsteady
C. vulnerable
D. collapsed
25. The mechanic broke the engine
_______its many components
A. up into
B. into
C.down into
D.off into
26 30. Choose the underlined part
among A, B, C or D that needs
correcting.
26. Since learning that cigarettes cause
A
B
C
cancer, many people have stopped to
smoke
26.D
27.D
28.D
29.D 30.D
D
27. Do you think the film that is on
Horizon
A
B
Cinema is exciting enough to watch
for?
C
D
28. Everyone said that they would
attend his
A
B
birthday party, but nobody turned on

C
D
29. If you are going on holiday, dont
forget to
A
B
C
take me back a souvenir.
D
30. As time went by, the poor girl grew
more
A
B
C
and more beautifully.
D
31 35. Choose the correct sentence
among A, B, C or D which has the
same meaning as the given one.
31. The game ended up in a tie.
A. The players were all wearing ties.
B. The teams ended with the same
score.
C. The players regularly became
confused about the end of the game.
D. The referees stopped the game early
32. The lady informed me that tickets
are sold out.
A. The tickets have just gone on sale.
B. All the tickets have been sold.
C. The concert has been cancelled.
D. The lady still has a few tickets for
sale.
33. Jim came down with flu and had to
stay in.
A. Jim came down and then had to stay
home with flu.
B. Jim had to stay home in case he
caught flu.
C. Jim had to stay home because he had
flu.
D. Jim came down to stay with flu. V
34. Dont believe in him.
A. You shouldnt count on him.
B. You shouldnt trust him.
31.B
32.B
33.C
34.D
35.D

C. You shouldnt believe what he says.

D. A and B are correct.
35. Tom couldnt figure out what was
the matter with Carol.
A. Carol told Tom she couldnt solve
the math problem.
B. It seemed that Carol was angry with
Tom.
C. Carol had nothing to say to Torn.
D. It wasnt clear to Tom what Carols
problem was.
C. Reading (14)
3645. Choose the word or phrase
among A, B, C or B that best fits the
space in the following passage:
United Nations Childrens Fund
(UNICEF) organization was (36)
______ by the United Nations in 1946
to provide food, clothing and
rehabilitative programs (37)______
European children brutalized by War II
(1939-1945). In 1950 the United
Nations made UNICEF (38) _____ for
improving the welfare of all children
worldwide. The organizations miss
threefold: (1) to ensure that basic
nutrition, health, and education needs of
children are (39) _____, (2) to give
children the opportunity to (40)
_____their potential, and (3) to create
an international ethical standard of
behavior toward children.
Since 1950 UNICEF has focused
primarily (41) _____promoting
sustainable development in more than
150 (42) _____nations. By providing
community-based services to teach
community leaders to build wells and
sewage-disposal systems, UNICEF has
helped (43) _____ millions of
children with clean drinking water and
sanitary living conditions. By training
educators to develop effective school
Answers
36.D
41.C
37.A 38.A 39.D 40.C

42.B 43.A 44.D 45.D

programs, the (44) _____has enabled

children around the world to benefit
(45) _____a primary school education
.In recognition of its efforts, UNICEF
received the 1965 Noble Peace Prize
36. A. set up
C. founded
correct
37. A. to
C.of
38. A. responsible
C.responsibility
39. A. left
C. invite
40. A. increase
C. expand
41. A. at
C.on
42. A. developed
C. development
43. A. provide
C. bring
44. A. agency
C. body
45. A. with
C. under
B. established
D. All are
B. for
D.about
B. responsibly
D. responded
B. lived
D. met
B. enlarge
D. rise
B. in
D. to
B. developing
D. All are correct
B. offer
D. give
B. organization
D. All are correct
B. of
D. from

- Prepare next lesson The 2nd semester test.
V. COMMENTS:
.
.
.



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Lesson plan _ Grade 12

Date of preparation: August 19th, 2011

Lesson plan _ Grade 12

+ 15-minute tests (only one skill or

Infinitive and Gerund

Reported speech with infinitives

Reported speech with gerund

Conditional sentence type 1, 2, 3

Relative clauses replaced by

Omission of relative pronoun

Date of preparation: August 22nd, 2011

Lesson plan _ Grade 12

- Grammar/ Structures: past simple, past continuous, past perfect.

Lesson plan _ Grade 12

Date of preparation: August 24th, 2011

Lesson plan _ Grade 12

2. Students: textbooks, workbooks, notebooks, pens.

Lesson plan _ Grade 12

IV. HOMEWORK ASSIGNMENT: (2)

Compiled by Nguyen Thi Ngoc Tam

Lesson plan _ Grade 12

Date of preparation: August 25th, 2011

Lesson plan _ Grade 12

- ask Ss to do the following exercise.

Lesson plan _ Grade 12

1. They are very busy. They have to work

IV. HOMEWORK ASSIGNMENT: (2)

Compiled by Nguyen Thi Ngoc Tam

Lesson plan _ Grade 12

Date of preparation: September 5th, 2011

Lesson plan _ Grade 12

- Ask Ss to repeat the list of words in

Lesson plan _ Grade 12

2. Asking to collect information.

Who do you often share your secrets

Lesson plan _ Grade 12

S: We all enjoy watching our favourite

IV. HOMEWORK ASSIGNMENT: (1)

Compiled by Nguyen Thi Ngoc Tam

Lesson plan _ Grade 12

Date of preparation: September 7th , 2011

Lesson plan _ Grade 12

+ evlo ------------ love

Lesson plan _ Grade 12

- Ask Ss to do the task individually .

the task individually and in pairs.

- Study the situation and discuss the

Compiled by Nguyen Thi Ngoc Tam

Lesson plan _ Grade 12

- Listen and comment.

Compiled by Nguyen Thi Ngoc Tam

Lesson plan _ Grade 12

Date of preparation: September 8th , 2011

Come home late

Lesson plan _ Grade 12

- My father doesnt have to do household chores.

- listen to teacher carefully and take

Lesson plan _ Grade 12

Every family has its own rules. Mine

Date of preparation: September 10th , 2011

Lesson plan _ Grade 12

2. Ss: textbooks, workbooks.