Giao An Tieng Anh Lop 8 Moi

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GIÁO ÁN TIẾNG ANH 8 CHƯƠNG TRÌNH MỚI
HỌC KÌ 1
UNIT 1 : LEISURE ACTIVITIES
Lesson 1: Getting started
I.Objectives:
1. Knowledge:
By the end of the lesson, students will be able to:
-understand new words and structures in the dialogue
-answer the questions after reading the dialogue.
2. Skills: Drill listening, speaking and reading mainly.
3. . Education: Educate ss to use: Verbs of liking +gerunds
II. Main languages:
1. Vocabulary:
+ leisure +wool
+trick +melody
+ craft kit +DIY
+craft
+It’s right up my street
+Vietnamese folk songs
2. Structure: +I like reading comics
+Stop reading comics
3. Grammar: Verbs of liking
III. Teaching aids:
1. Teacher’s preparation :
-Teacher’s plan of lesson 1
- Use of teacher and students’ books
- Use ;
+cassette and tape
+pictures
2. Students’ preparation :
-Textbook
-Ss’ book
IV. Teaching procedures:
-Management: From beginning to the last of teaching time
-New lesson:
Teacher’s activities The content
1.Warm up :
-Ask Ss prepare photos or magazine cut-outs
about some popular leisure activities including
those you often do in their spare time
-Ask Ss to describe them in English .Then ask
them to guess which activities you may enjoy
doing .Encourage Ss to do the same in pairs
.One S writes a short list of activities and the
other guesses
2.Presentation :
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-Ask Ss open their books to the picture

.Introduce Mai, Phuc and Nick
-Ask Ss to guess where they are and what they
are doing .For more able classes ,brainstorm
questions with Ss and wire them on the
board .Questions may include :
+What can you see in the picture ?
+Why do you think Mai ,Phuc and Nick are
there ? 1.Listen and read :
+What are they holding in their hands ? *New words :
+What are they talking about ? -trick (n)
-Ask Ss read the dialogue in silence to find out-craft (n)
new words and structures -craft kit (n)
-Explain new words and structures by asking -wool(n)
Ss -leisure (adj)
-Let Ss give examples -folk songs (n)
-melody (n)
-Ask Ss repeat new words and structures after -It’s right up street
the teacher *New structure:
-Have some Ss read aloud before the class -> Verbs of liking +gerunds
-Let Ss read the dialogue in front of the class -I like reading comics
-I’ll enjoy listening to the melodies
-Ask Ss do part a individually
-Call Ss read their keys before the class a. Circle the correct answer:
->Keys :
-
1.library
2.book
-Ask Ss read the dialogue again to do 3.dog
part “b” in groups 4.craft kit
-Let Ss answer before the class 5.folk music
6.Vietnamese
-Call Ss tick the board b. Which leisure activities do you

thinkPhuc, Mai and Nick have ?Tick
-Ask Ss look at the board and correct (V) the boxes .Then find the
information from the conversation
to explain your choice
Phuc Mai Nick
1.pet
training
2.making
crafts

3.reading
4.listenin
g to music
-Let Ss practice part “c” in pairs 5.learning
-Have Ss to practice before the class in pairs languages
6.playing
sports
7.helping
parents
with DIY
3.Practice : *c. Answer the questions

-Ask Ss work in pairs to match the words /
phrases in the box to the photos , then they -to check out something means to
listen together to check their answers examine something to get more
information about it order to be certain
-It’ s time aloud ,ask Ss to use adjectives to say that is suitable (on true or safe)
what they think of these activities eg exciting , -It’s right up your street ,it is the type
interesting .... of thing that you are interested in or
that you enjoy doing
-Ask Ss work individually to do the task then 2. Find words / phrases in the box to
compare their answers with a partner describe the photos .Then listen to
Tell Ss they need to look for the surrounding check your answers :
key words in order to complete the task .Note 1. playing computer games
that good and satisfied fit both items 1 and 2. playing beach games
5 .Acknowledge the point with Ss who have 3.Doing DIY
them the other way round 4.taxting
5.visiting museums
4.Consolidation : 6.making crafts
-Let Ss play a game in pairs talk about a
leisure activity .Try to keep going for one
minute each .When the time is up ,find a new
partner and talk about another activity
5.Homework :
-Ask Ss learn by heart new words and 3.Complete the following sentences
structures with words in the bo
-Write about the leisure activity 1.satisfied
2. exciting , relaxing
3.fun
4. boring
5.good
*Game : Changing partners
Can use :
-describe the leisure activity
-say if you have done this activity or
not
-share you feeling about the activity

*Feedback:…………………………………………………………………………
……………………………………………………………………………………...

Lesson 2 : A closer look 1
I.Objectives:
1. Knowledge:
By the end of the lesson ,students will be able to :
-use the lexical items related to leisure activities
-pronounce /br/ and /pr/ .
2. Skills: Drill listening and speaking mainly.
3. . Education: Educate ss to pronounce /br/ and /pr/
II. Main languages:
4. Vocabulary:
+ pricot
+bracelet

+ average
+socializing
5. Structure: +I like reading comics
+Stop reading comics
6. Grammar:
III. Teaching aids:
1. Teacher’s preparation :
- Use ;
+cassette and tape
+pictures
2. Students’ preparation:
-Textbook
-Ss’ book
-Management: From beginning to the last of teaching time
-New lesson:
Teacher’s activities Students’cativities
1.Warm up :
-Ask Ss use network to answer the question : - Use this network to answer :
What do you often do in your free time?
2.Presentation :
-Ask Ss look at their book and read in silence : A. Vocabulary :
-Explain new words 1.Look at the following pie chart on
leisure activities in the US and answer
the questions :
*New words :
-average
-Let Ss work in pairs to examine the pie-chart -socialize (v)
closely in order to understand its contents -communicate (v)
,including the heading , subheading , figures ,
colour codes and notes
-Allow enough time for this step .Do not give
correction
-Then ask Ss to answer the questions that
follow the chart
-Ask Ss practice before the class :
3.Practice :
-Have Ss to prepare part 2 individually to
complete the task .After giving corrective -> The answers :
feedback , draw their attention to the part of 1. In 2012 ,people in the UK spent 5.1
speech of the words mentioned (eg .relaxing hours a day on sport and leisure

comes from the verb relax with-ing added and it activities
refers to the activity) 2.The main activities they did include :
-Then introduce the concept of gerund ( a noun relaxing and thinking , using the
made from a verb by adding-ing ) computer for leisure , participating in
-Give Ss some examples where a gerund is sports , socializing and communicating ,
transformed from a verb and used as a noun watching TV and other leisure activities
.For more able class ,ask Ss to make their own 3.The 3 most common activities were :
sentences watching TV, socializing and
communicating and using the computer
-Ask Ss to cover the category labels for leisure
-Have Ss look at the words and try to guess
what these words have in common .T may elicit 2/ Complete the table with information
from Ss by asking questions from the pie chart
-Ask Ss to work in pairs to complete the task Name of Verb
.Once they have finished and T has given activities
corrective feedback , encourage them to add 1relaxing relax
more words in each category 2.thinking think
-Have Ss work in small groups .Allow them 3.using use
enough time 6to think about what their average 4.doing do
day may look like (including ,study and work) 5.socialising socialise
and how much time is spent on leisure activities 6.communica communicate
.If there is plenty of time encourage them to 7.watching watch
calculate these times as percentages and put 8.reading read
them in a simple pie chart similar to 1
-Have Ss write down how much time they
spend leisure on an average day and three
activities they do the most.
-Ask Ss move around and talk with at least
three other classmates to find out who spends
most time on leisure and what the most popular
activities in the class are
-Have Ss work individually to complete this

task .Once they have finished
-Ask Ss work in pairs to compare their answers.
-Play the recording for Ss to check and then
repeat
-Pause the recording to drill difficult items 3. Look at the words .Match them to the
-Ask Ss to add more words which contain these category labels :
clutters. For a more able class .Ss may make
sentences with these words and practice saying
them
1-e 5-d
2-b 6-h
3-f 7-c
4-a 8-g

4. How much time do you spend a day

on leisure activities ? What are the
three activities that you do the most ?
Share your ideas with a partners
B. Pronunciation :
5.Complete the words under the
pictures with /br/ or /pr/ .Listen to
check your answers and repeat
1.apricot 5.princess
2.bridge 6.president
3.bracelet 7..present
4.bread 8.
6. Listen and repeat :
1. ricot jam
2. bread
3. president
4. bracelets
5. brush
6, present
4.Consolidation :
-Have Ss practice the words with the clusters
first
-Then ask Ss to repeat the whole sentence .If
the time allows ask Ss to cover their book and
listen to the recording .If they hear the word
with cluster /pr/ they have to raise up their left
hand , if it is cluster /br/ they raise their right
hand
5.Homework :
-Ask Ss learn by heart new words and
structures
-Write about the leisure activity
* Feedback:…………………………………………………………………………..
…………………………………………………………………………………………

I. Objectives:

1. Knowledge:
-understand new grammar :
+Verbs of liking +gerunds
+Verbs of liking +to –infinitive
-practice by using them to do exercises
2. Skills: Drill listening , speaking and writing mainly.
3. . Education: Educate ss to understand and use new graammar
II. Main languages:
1.Vocabulary:
+ adore
+fancy
+ don’t mind
2.Structure: +He likes playing football

+We like to play football
13.Grammar: +Verbs of liking +gerunds
+Verbs of liking +to –infinitive
III. Teaching aids:
1.Teacher’s preparation :
- Use ;
+cassette and tape
+pictures
2.Students’ preparation :
-Textbook
-Ss’ book
-Management ;From beginning to the last of teaching
-New lesson :
Teacher’s activities Students’activities
1.Warm up :
Questions :
-Answer teacher’s questions +Do you like playing sports ?
+Which sports do you like best ?
2.Presentation : ->
-Explain new grammar : +Verbs of liking +gerunds
If we want to follow a verb with another +Verbs of liking +to –infinitive
action, we must use a gerund or an infinitive
-Let Ss read or play the recording in Getting 1. Read the conversation in Getting
started for Ss to listen and ask them to started again .Underline verbs that are
underlined the verbs of liking followed by followed by a gerund :
gerunds or to-infinitives that they find in the
text
-May ask Ss to cover the text and just listen
to identify these verbs

-Go through the Look out box with Ss *Look out :

-Tell Ss that verbs of liking / disliking are The verbs :love, like ,hate and prefer can
often followed by gerunds but verbs such be used with both gerunds and to-
infinitive without much change in
meaning
-She loves going out with her friends
= She loves to go out with her friends
* Learning trip :Verbs of liking :
-adore
-Introduce Ss to the Learning tip box where -love
they can differentiate the diffirence in terms -like
of degree these verbs of liking / disliking -enjoy
-fancy
-don’t mind
-dislike
-don’t like
3.Practice : -hate
-detest
-Ask Ss work individually and then compare
the answers with their partner 2.Tick the appropriate box . Then listen
-Then play the recording for Ss to check their to check :
answers a. Followed by gerund only : enjoy , detest
and , fancy
b. Followed by both gerund and to-
infinitive : love, prefer
-Have Ss work in pairs to complete this task
-Then give feedback to Ss as a class 3. Write the correct form of the verbs :
1.....making ....
2.....to watch or watchimg.....
3....skateboarding ....
4...learning .....
5....sitting .....
-Ask Ss practice in groups of 5 or 6 4. Write sentences about what you like or
-Give Ss to work individually at first and don’t like doing in your free time ,
write each sentence on a trip of paper , then beginning with the following .Then share
in their group mix the strips what you have written with your partner
-Ask Ss guess who wrote that sentence
1.I adore ........

2. I love ..........
3. I fancy ..........
4. I don’t mind ..........

5. I don’t like ............
-Help Ss quickly get used to to the e-mail by 6. I detest................
asking :
+Who wrote this e-mail ? 5. Look at the following e-mail that Minh
+ To whom ? Duc wrote to a new penfriend
+What is it about ? a. There are 6 grammar mistakes in his e-
mail .Can you find and correct them :
-Have Ss scan the e-mail to find answers
-Ask Ss work individually and compare their

answers with a classmate
1. like do -> like to do / doing
2.enjoy do -> enjoy doing
3.don’t like have ->don’t like to have /
don’t like having
4.don’t mind to do -> don’t mind doing
5.hate spend -> hate spending
6.love eat out -> love to eat out/ love
eating out
-Ask Ss to read the e-mail again and answer *b Answer the questions :
the questions 1. The activities Duc mentions in his e-
mail are ; playing video games , watching
TV , going to the park , playing football ,
helping his parents , doing homework and
eating out with his family
2.The two activities he enjoys the most
are playing football with his friends and
eating out with his family
6. Write a similar e-mail to tell your
friend about your free time , using the
verbs of liking +gerunds or verbs of
liking + to-infinitives .Swap your work
with a partner and check for mistakes
4. Consolidation :
-Ask Ss work individually to write the e-mail

then exchange it with their partners and
check for mistakes .If there is time , have
them the e-mails ask and answer about
afterwards , using the questions in 5b as a
guide .If there is not enough time , this task
can be done as a group –writing task

5. Homework :
-Ask Ss learn by heart new words and
grammar
-Give examples with liking verbs
*Feedback:……………………………………………………………………………
……………………………………………………………………………………….
Lesson 4 : Communication
I. Objectives:
1. Knowledge:
- read and understand articles
2. Skills: Drill reading , speaking and writing mainly.
3. . Education: Educate students to understand and use new grammar
II. Main languages:
7. Vocabulary:
+ hang out
+protection
+ weird
+addict
+be hooked
2.Structure:
3. Grammar:
III. Teaching aids:
- Use ;
+cassette and tape
+pictures
-Textbook
-Ss’ book
-Management ;From beginning to the last of teaching time
-New lesson :
1.Warm up :
-Ask Ss answer the questions : -Questions :
+Do you like reading in your free time ?
+What kind do you like best ?
+Do you often read articles on the
magazine ?
-> Extra vocabulary ;
-window shopping
2.Presentation : -to sound weird

-Refer to any words in the Extra vocabulary -to be hooked on something
box that Ss do not jet know -to be addicted to something
-Ask Ss to try to guess what the meaning is
and how that may relate to leisure activities
-Explain to Ss that they are going to read 1. Read the following article on the
about some activities teenagers do in their magazine 4 Teen website
free time
-Have Ss cover the text and just look at the
photos (with name and country )
-Encourage Ss to guess what these Ss in the
photos like doing as leisure activities
-Then set a reading time limit and have Ss
speed read the text
-Let Ss close the books and play a memory
game dividing Ss into competing groups to
tell how much information they can remember
from the text
3.Practice :
-Ask Ss if they notice any other particular
features of the text .Elicit answers Ss by
drawing their attention to the form of the text
-Explain that is from webpage and that these
abbereviation
-Then have Ss work in pairs to complete the
task
-Have Ss write short text or messages
2. Can you understand the abbreviations
-Have Ss work in pairs or small groups to in the text ? Use this
complete the table Now add to the dictionary other
abbreviations used for online chatting /
texting that you know
3.Find information in the text to

complete the table
1.Emily :
-hanging out with friends ( window
-Allow Ss to read the text more closely to fill shopping)
in the table -working as a volunteer
She loves it
2.Hang :
-cloud watching
She adores it .It’s easy
3.Linn :

going to community centre , painting ,
dancing , doing drama
She loves it
4.Minh :
-playing football
-helping his aunt in running cooking
-Have Ss work in pairs to put the leisure classes
activities in the text in order from the most He likes it .It’s fun
interesting to the most boring 5.Manuel:
-Allow plenty of time for this activities where -playing computer games
Ss are encouraged to discuss , give opinions -doing judo
and negotiate with each other in order to agree He’s addicted to it .It’s OK
on a mutual list
5.Homework : 4. Work with your partner and put the
-Ask Ss learn by heart new words and activities in 3 in order from the most
grammar interesting to the most boring .Then
-Tell about their leisure activities in their free compare your ideas with other pairs
time
* Feedback:…………………………………………………………………………..
………………………………………………………………………………………..

Lesson 5 : Skills 1
I. Objectives:
1. Knowledge:
-read for general and specific information about the possible effects of spending too
much time on the computer
-talk about good and bad sides of leisure activities
2. Skills: Drill reading and speaking mainly.
3. . Education: Educate ss to read and speak fluently
II. Main languages:
1.Vocabulary:
+ generation +rely
+ban +gaming
+ virtual +exist

+get out
2.Structure: +I think computers are useful
+I agree with you
3.Grammar:
III. Teaching aids:
- Use ;
+pictures
-Textbook
-Ss’ book
-New lesson :
Teacher’s activities Students’ activities
1.Warm up :
Ask Ss answer the questions Questions :
-Do you have a computer /
+Do you like it ?
+What are the benefits of using
2.Presentation : computers ?
-Start the lesson by doing a quick class survey on A. Reading :
how many Ss use computers frequently and what 1. What are the benefits of using
they use them for (eg. Watching movies listening computers or mobile phones for
to music, playing games, ,accessing social media, leisure activities ? What are the
doing homework..) harmful things it may bring us ?
-Ask Ss give examples of your own use of
computers and mobile phones
-Then have Ss work in pairs to discuss the
questions .Call on some pairs to share their ideas
once they have finished their discussion
-Ask Ss write the ideas on the board
-Ask SS look at the title and the picture and

predict what they are going to read .Say that they
are going to read about a student named Quang
-Encourage to develop their ideas by guessing
what Quang’s story is about
-Then ask Ss to read the text and underline any
work they don’t know
-Have Ss discuss any unfamiliar words from the
text
-Let Ss work individually to choose the best 2. Read the text and choose the
answer .They need to be able to explain their correct answer :
choice as well
3.Practice :

-Tell Ss for this exercise they will need to look at
the keywords in the responses in order to find
out the questions
-Have Ss work individually then compare their
answers with a partner
*New words :
-mind (n)
-rely (v)
-ban (n)
-gaming (n)
-get out (v)
=>
1-B
-Explain the Language notes 2-C
3. Write the questions for the answers

based on information from the text
-Ask Ss give examples
1. Is Quang ‘s garden real ?

2. What is problem with using
technology in your free time ?
3.What leisure activities do teenagers
do these days ?
-Explain to Ss that these speech bubbles are from 4.What are the benefits of using the
Quang and his friends . Ss may work in pairs or computer?
in groups but they will need to say why they
think who says what , based on the information B. Speaking
from the passage .Go through the phrases in the *Language notes :
Language notes box with Ss .For one of the -Giving an opinion :
speech bubbles , demonstrate how you can use + I think that .....
this language + In my opinion......
A; In my opinion , computer games train your -Asking for an opinion :
mind and your memory + What do you think ?
B; That so true + How do you feel about that?
-In pairs , have Ss choose a speech bubble and -Agreeing :
combine it with the language in the Language + I agree with you
notes box + That so true
+ Exactly
-Disagreeing :
+I’m afraid I don’t agree

-Ask for volunteer to demonstrate their short + I don’t think so
exchanges 4. Quang and his parents are talking
about how he should spend his free
time .Decide which statements are
from Quang and which are from his
4.Consolidation : parents
-Before the role-play starts , arrange Ss into 3
groups : the group that play Quang , The group -> Keys :
that plays Quang’s parents and the group that Quang’s parents : Go on and play a
plays his teacher sport .It’s good for you
-Ask each group to brainstorm how they are -Quang : I’ve made lots of friends
going to express their opinion .When they are from the game network
ready , put Ss into new groups which contain -Quang : I think computer games train
Quang ,Quang’s parents and Quang’s teacher my mind and my memory
-Tell Ss that they can use the language in 4 for -Quang’s parents : You see your real
their role-play and emphasise that the phrases in friends less and less
the Study skill box should be used in their -Quang : my English is much better
discussion because i surf the net
-if the time allows , call on 2 or 3 groups to Quang’s parents : Sitting for too long
repeat their role-play for the class in front of the computer makes your
5.Homework : eyes tired
-Ask Ss learn by heart new words and grammar 5. Role-play : WHAT “S THE
-Give examples with Language notes SOLUTION?
Quang , his parents , and his teacher
are discussing the impacts of his
using the computer .Play the
following roles
* Feedback:…………………………………………………………………………….
…………………………………………………………………………………………..

Lesson 6 : Skills 2
I. Objectives:
1. Knowledge:
-listen for specific information about ways of spending time with friends
-write to discuss an opinion about leisure activities
II. Main languages:
1.Vocabulary:
+ obesity
+irritate
+ virtual

+get out
+I agree with you
3.Grammar:
III. Teaching aids:
- Use ;
+cassette and tape
+posters
-Textbook
-Ss’ book
-New lesson :
1.Warm up :
Ask Ss answer the question : What do you think about computers?
2. Presentation : A. Listening
-Share some of the things you often enjoy doing 1. What do you usually do with your
with friends in your free time friends in your free time ?
-Ask Ss to tell each other what they usually do
with their friends
-Ask some pairs to volunteer to tell the class if 2. Listen to the radio programme and
they find each other’s answers interesting answer the questions
-Tell Ss that they are going to listen to a radio
programme
-Ask Ss to look at the questions and underline
the key words before T plays the recordimg ->
1. The topic of this week’s programme is
hanging out with your friends
2.There are 2 main ways : hanging out
indoors or outdoors
3. Listen again and complete the table

Hanging out with your best friends
What to Why
-Play the recording as many times as needed do
-Ask Ss work individually then compare Watching . ....than
answers with their partner ...(1) ..... a ...(2)
Making ... creative
(3)
Playing ... good for
(4) your ..(5)
Watching . fun
..(6) ....

Going to .. educating
(7) yourself
B. Writing :
3-4 :practice &Consolidation : Writing to give an opinion
-Have Ss cover the box and write some of these -> Organising your ideas :
words / phrases on the board *.Introducing your opinion :
-Ask Ss where in a paragraph they often see +In my opinion
these words and what could be the purpose for +I believe
using them *.Explain your opinion :
+ Firstly , secondly, thirdly, finally
+besides , also , in addition
*. Concluding / summarizing your
opinion :
+For tree reasons
+in short
+As I have noted
4. Complete the following paragraph
with the words in the purple box :
1.In my opinion /I believe
-Ask Ss work individually to complete the task 2.Firstly
and discuss their answers with a partner 3.Secondly
. Remind Ss that for some gaps there is more 4.Besides /Also/ In addition
than one correct answer 5.For these reasons /In short /As I have
noted
5. Now write a similar paragraph to

answer one of the following questions
-This task can be done in small groups where

each group chooses one question .They then
agree on an opinion and work together to
brainstorm the ideas to argue for thei points
.Each member will need to write his/her own
piece
-Remind Ss to use the connectors they have
learnt earlier in order to better organise their
ideas
5.Homework :
-Ask Ss write a similar paragraph
* Feedback:…………………………………………………………………………..
………………………………………………………………………………………..


Lesson 7 :Looking back & project
I. Objectives:
1. Knowledge:
-use grammar to do exercises
-give plenty of time to brainstorm ideas for a group activity
2. Skills: Drill reading , speaking and writing mainly.
3. . Education: Educate ss to understand grammar
II. Main languages:
1.Vocabulary:
+ thriller
+software
+ addition
+
2.Structure: +I like using computers because they are useful
+I prefer to live in the city
3.Grammar:
III. Teaching aids:
- Use ;
+posters
-Textbook
-Ss’ book
-New lesson :
1.Warm up :
Use network to practice : What are you going to join your leisure
activity?
A. looking back
2. Presentation : *Vocabulary :
1.Which one is the odd one out
-Ask Ss complete this exercise individually or in
pairs 1. DIY
-Ask once they have finished they should be able 2.hanging out
to explain their answers as well .Accept different 3.hospital
answers if Ss can explain their decisions 4.detest
logically 5.boring
6.computer
-Ask Ss complete this task individually

-Let Ss to give their leys before the class 2. Rearrange the letters to find the
-Ask one S write the keys on the board name of the activities
1.socialising
2.relaxing
3.communicating with friends
4.doing DIY
3.Practice & consolidation : 5.using computers
-Have Ss work individually to complete the 6.making crafts
exercise .If the time allows ,T may ask Ss to
swap their work with each other for peer *Grammar :
correction 3.Fill the gaps with the correct form
of the verbs
1.working
-Have Ss complete the sentences using their own 2.learning /to learn
ideas .Remind them to use gerunds or 3.seeing
to=infinitives 4.doing
-Have some Ss read out their sentences .Accept 5.meeting
all answers as long as they make sense 6.play
4.Complete the following sentences
with your own ideas
-Ask Ss work individually .Then compare their
answers with a partner
-Ask Ss practice before the class
-Call Ss write the keys before the class
5. Read this paragraph from

www.thinkuknow.co.uk by CEOP ,
the UK govement agency that helps
-Allow Ss plenty of time to do this task .For protect children from harm online
each activity they choose , they should be able to and offline in the UK and
give at least one reason to be protected when internationally .Choose the most
they go online suitable words / phrases to fill the
gaps
=> Keys :
1.Firstly
2.Secondly
3.Thirdly
-Ask Ss to complete the self-assessment 4.In addition
-Have Ss discuss as a class what difficulties 5.In short
remain and what areas the Ss have mastered *Communication :
6.Choose from the leisure activities in

this Unit .Explain why you think
-Explain that Ss are going to make a poster to so .Then exchange your ideas with a
promote a group leisure activity partner
-Place Ss into groups of about 6 .Give them
plenty of time to brainstorm ideas for a group
activity
-Once the groups have chosen their activities
-Next , the groups should design their
promotional posters
-Finally ,give each group 5 minutes to present *Finished
and promote their activity to the rest of the class
5.Homework
-Ask Ss write a similar paragraph
B. Project : Join our leisure activity
-Plan a trip to local cultural centre to

find out what slasses /clubs /activities
are being offered to teenagers .Note
down as much detailed information
about these activities
-Visit your local or school library as a
group .Each group member chooses a
book to read .
* Feedback:……………………………………………………………………………
………………………………………………………………………………………….
UNIT 2 : LIFE IN THE COUNTRYSIDE

Lesson 1 : Getting started :It’s harvest time
I. Objectives:
1. Knowledge:
-understand new words and structures in the dialogue
-answer the questions after reading the dialogue .
2. Skills: Drill listening ,speaking ,reading and writing mainly.
3. . Education: Educate ss to use new words and grammar

II. Main languages:
8. Vocabulary:
+ expect
+herd
+ load the rice
+buffalo-drawn carts
+It’s right up mi street
2. Structure: +How ‘s your stay in the countryside ?
+I would like to visit the countryside at harvest time
3.Grammar:
III. Teaching aids:
- Use ;
+cassette and tape
+pictures
-Textbook
-Ss’ book
-New lesson :
!. Warm up :
-Review the previous unit by calling on some Ss
to act out some leisure activities .The class makes
a guess .
-Then ask Ss to decide which leisure activities are
more common in the countryside and why
-Write the word : “countryside” on the board
.Brainstorm words and phrases describing
activities which take place in the countryside .For
more advanced classes ,some comparisons of the
countryside and the city can be encouraged here
2.Presentation : Activities which take place in the
-Ask Ss to look at the title of the conversation countryside :
and the picture and ask them some prediction +load the rice onto buffalo-drawn
questions about what they are going to read carts
+What is the conversation about ? +fly a kite
+Which season is harvest time in ? +go herding the buffalo
+What do you think the countryside is like at
harvest time ?
+What do farmers do ?
1.Listen and read :

+What do the children do ?

-Encourage Ss to answer the questions .Their
answers can be as simple as one word or phrase
-Explain new words :
-Play the recording ,Ss listen and read
-Ask Ss if their predictions are correct
-Ask Ss work independently

-Ask Ss to read the sentences and decide if they
are true or false
-Let Ss compare answers with a partner
-Have Ss correct the false sentences ,T write the
correct answers on the board
*New words :
-expect (v)
3.Practice : -buffalo-drawn carts (n)
-Ask Ss to try to answer the questions without -herd (v)
refering to the conversation first -envious (adj)
-Then ask Ss refer to the conversation again for a. Are these sentences true(T) or
the correct answers false (F)
-Correct the answers as a class 1.T
-Ask Ss to look at the words and make sure they 2.F :Nguyen joins the boys in
understand their meaning .If they do not ,ask herding the buffaloes
them to refer to the conversation and have a 3.F :rice is transported home on
guess buffalo-drawn carts
-Then ask them to do the exercise .When they 4.T
finish , ask them to check their answers with their 5.T
partner b. Answer the following questions
-Have Ss work in small groups to discuss and tick 1.He ‘s in the countryside
the correct box and look for expressions to 2.Right on his first day there
support their answer 3.it’s big and colorful
4.His grandfather
5.He means that he wishes he were in
the countryside too
-Ask Ss work independently to label the pictures c. Complete the sentences with the
-Have them compare their answers with a partner words in the box
-Write the correct answers on the board 1.colourful
2.move slowly
-Ask Ss work in pairs to brainstorm some more 3.harvest time
countryside activities .Give them a time limit .For 4.paddy field
examples ,two minutes to make their lists 5.herding
-Call on each pair to share their list with the class 6.buffallo-drawn cart
.
-Write the combined list of activities on the board d. In groups , discuss and find how
and leaves it there to be based in the next Nguyen feels about his stay in the
activity .Before moving on ,T makes sure countryside .Tick(v)
everybody understands all the vocabulary on the the appropriate box .Look for
board expressions from the conversation

4.Consolidation : to support your ideas :
-Divides the class into two teams for this game He likes it :
.They can give themselves a relevant team name +It’s more exciting than I expected
such as the “horses” and the “buffalloes’ .They +It looks great up there in the sky
charades with the countryside activity vocabulary +I live more happily and there ‘s still
from Activity 2 and the Ss list on the board .To a lot more to explore
increase the fun element , give the teams a time
of 10 seconds to guess the activity before it 2.Match the activities with the
moves to the other team .T keeps score on the pictures
board and announces the winning team at the end
5.Homework :
-Ask Ss learn new words and grammar by heart
-Make a list ‘ Countryside charades”
1-e 4-c
2-f 5-d
3-a 6-b
3.Can you think of some more
things that children do in the
countryside ?Make a list
4.Game :
Countryside charades
*Feedback:……………………………………………………………………………
………………………………………………………………………………………..

I. Objectives:
1. Knowledge:
-use the lexical items related to the topic of life in the countryside
-pronounce correctly words containing the clusters /bl/ and /cl/ .
2. Skills: Drill listening and speaking mainly.
3. . Education: Educate ss to use adjectives to describe the person , the life and the scenery
II. Main languages:
9. Vocabulary:
+ hay
+vast
+ brave
+nomadic
10. Structure: +Vietnamese people are friendly
+life in the countryside is boring
11. Grammar:
III. Teaching aids:

- Use ;
+cassette and tape
+pictures
-Textbook
-Ss’ book
-New lesson :
1.Warm up :
Remind Ss of the vocabulary they learnt in
GETTING STARTED before moving on to
this lesson which focuses on words
describing the countryside
2.Presentation : A. Vocabulary
-Ask Ss listen to the recording and repeat the
words .Make sure that they pronounce the 1.Listen and repeat the words
words with the correct stress pattern *New words :
-Explain new words and ask Ss repeat new -hay(adj)
words -vast (adj)
-Nowcheck understanding of these words -brave (adj)
-Elicit ideas from the Ss .Say “Give mean -nomadic (adj)
exampleof something vast” .Go through all 2.Put the words in 1 into the appropriate
the words in this way to make sure everyone category .Some wprds can be used in
understands them more than one category;
-Ask Ss work individually to describe Words
-Let Ss compare their answers with a partner people friendly,br
and then discuss as a class .There may be ave ,
some variations in the answers .For a more boring,no
able class ,encourage Ss to explain why they madic
choose that word for the category ,colourful
life slow,hard,
boring,inc
onvenient,
peaceful,n
3.Practice : omadic,co
lourful
-Make sure Ss understand the meaning of the scenery colourful,
verbs first .There may be some cofussion vast,
about the difference between /pick/ and /pick peaceful
up/ is the specific verbs used for collecting
fruit ,vegetables or flowers through the 3.Match the nouns / noun phrases in the
action is the same as the more general box with each verb
term/pickup/ =>Keys :

-Ask Ss then work independently or in -ride : a horse , a camel
pairs .When they have finished ,let them -put up : a tent , a pole
exchange their answers with a -collect : hay , water
partner/another pair .Then T click the correct -herd : the buffaloes , the cattle
answers -pick : wild flowers , apples
4.Use the words from 1 and 3 to complete

-Ask Ss use the vocabulary they have learnt the sentences .Remember to use the
in activities 1 and 3 to do this exercise correct form of the => Keys :
1.picking 5.peaceful
-Ask Ss to look at the sentences and decide if 2.inconvenient /collect 6.nomadic
an adjective or a verb is missing .This 3.herd 7.vast
narrows down the area of words they need to 4.ridden/ brave 8.put up/ hard
refer to . B. Pronunciation
-Ask Ss then complete the sentence by 5.Listen and repeat the words .Pay
themselves attention to the initial clusters
-Let Ss check their answers as a class
-/bl/ : blackberry, blind, bloom, blossom

-Ask Ss listen and repeat .Pause the -/cl/ : clothing, climb, click, clay, clock,
recording to drill difficult clear
-Have Ss say the words individuaaly or in
small groups 6.Listen and circle the word you hear
-Have Ss listen and circle the words

-Have Ss do the activity in pairs and
challenge each other to choose the correct 1.blame
words 2.blast
4.Consolidation 3.blue
-Have Ss look at the sentences and underline 4.clock
the words with clusters /bl/ and /cl/ first 5.close
-Ask Ss listen and repeat
5.Homework :
-Ask Ss to pronounce words fluently 7.Listen to the sentences and repeat
-Learn the use adjectives
1....blowing ....
2...climbed......
3....bloom....
4..clear , blue...
5....Blind ....
*Feedback:………………………………………………………………………………
………………………………………………………………………………………….

UNIT 2: LIFE IN THE COUNTRYSIDE

I. Objectives:
1. Knowledge:
-review comparative forms of adjectives
-learn comparative forms of adverbs
3. . Education: Educate ss to use new grammar to do exercises
II. Main languages:
1.Vocabulary:
+ donate
+densely
2.Structure: + I can get up earlier than usual
+A village is less densely populated known as the countryside
13.Grammar: + comparative forms of adjectives
+comparative forms of adverbs
III. Teaching aids:
- Use ;
+cassette and tape
+pictures
-Textbook
-Ss’ book
-New lesson :
1-2 Warm up Presentation :
-Remind Ss of comparative forms of adjectives

learnt in previous lesson by asking questions 1.Complete the passage below with a
like : suitable comparative form of the
+Which river is longer ,the Mekong or the Red adjectives provided
river ?
+Who is the tallest boy in our class ?
+Who is the tallest girl in our class ?
-Ask Ss do exercise 1 .Go round and help Ss if
necessary
-let Ss exchange their answers .Check as a class
and write the answers on the board with the full
forms of comparison.Keep them for later 1.higher
reference when the comparative of adverbs is 2.easier
taught 3.better
4.more exciting
5.more convenient
6.happier
-First revise the different use of an adjective 7.more friendly
and an adverb. For example , T writes : 8.fast
+Life in the city is slow/slowly 9.safer
+He is moving slow/slowly 10.best
-Ask Ss to choose the right word for each
sentence.
-Introduce the comparative form of adverbs by
changing the second sentence to
He is moving more slowly than before *Comparative of adverbs :
-Elicit the form comparative from Ss before 1.more/less +adverb-(than) is the form
letting them read number 1 in the table of comparative for almost all adverbs
-Then introduce comparatives of irregular of manner ending in –ly
adverbs like /fast/ , /hard/,late/,/early/ well/ -Can you walk moreslowly ? I can’t
-Let Ss read number 2 and 3 in the table catch up with you
3.Practice : -Hanh acts less responsibly than
-Ask Ss prepare Ex2 individually anyone here
-Ask Ss give the keys 2.Adverb+er +(than) is the form of
-Ask Ss write their keys on the board compararive adverbs of manner with
the same form as adjectives
+fast->faster
+hard-.harder
+ealy->ealier
+late->later
-The rain is coming .Let’s run faster
3.Some irregular forms of adverbs of
--Ask Ss prepare Ex3 individually manner
+well->better
-Ask Ss practice before the class +badly->worse
-I believe you’ll do better in the next
test
2.Complete the sentences with

suitable comparative forms of the
-Have Ss do this exercise independently adverbs in the box
-Check the answers as a class 1.more slowly
2.more soundly
3.less traditionally
4.more generously
-Ask Ss do independently .Walk around and 5.more healthy
help Ss who have difficulty writing the answers 3.Finish the sentences below with a
-let Ss check their answers with a partner suitable comparative forms of hard
.Check as a class and write the correct answers ,late,fast,welland badly
on the board underlining the comparatives
1.better 4.harder
2.faster 5.worse
3.later 6.earlier
4.Underline the correct comparative

forms to complete the sentences
1.more optimistically
2.more popularly
3.less densely populated
4.more quickly
5.more easily
6.netter
5.Write the answers to the questions
below
=> Keys :
1.The countryside is more peaceful
than the city
5.Homework : 2.A computer works faster at calculus
-Learn by heart Comparative of adverbs than a human being
-Give examples 3.Life in a remote areas is hader that
that in a modern town
4.HoChiMinh City is more expensive
than Hue
5.A buffallo can plough better than a
horse
 Feedback:…………………………………………………………………….
………………………………………………………………………………


Lesson 4 : Communication
I. Objectives:
1. Knowledge:
- read for specific information about an unusual lifestyle in the countryside through
visitors’ eyes
2. Skills: Drill learning , speaking ,reading and writing mainly.
3. . Education: Educate ss to understand and use new grammar
II. Main languages:
12. Vocabulary:
+disturb
+beehives
2.Structure:
3. Grammar:
III. Teaching aids:
- Use ;
+cassette and tape
+pictures
-Textbook
-Ss’ book
-New lesson :
1.Warm up ;
This page looks at online posts which are
common features of social media sites .They
allow people to review things or give their
opinions about things .they also allow others
to respond to the posts with their own
opinions .As such an online dialogue
occurs .The writing style of online posts is
usually short ,informal and honest or direct
2.Presentation :
-Refer to the words in the Extra vocabulary 1.Read the posts on Holidays in the

box countryside
-Ask Ss if they know their meaning .if they *New words :
don’t ,wait until Ss have done the reading -disturb (v)
-Then ask them to guess the meaning of each -beehives (n)
word in context -dig hole (n)
-Explain that Ss are going to read some -unforgettable (adv)
online posts from people all over the world 2.What are the attitudes of these people
-Elicit from the Ss where these people live towards their experiences ? Tick (v) the
.Establish that they all live in big cities .They appropriate box
are talking about their experiences of staying beehives
in the countryside .They all have very Positive Neutral Negative
different opinions of the experience Dennis
-Now ask Ss to read the posts .Check that from
everybody understands the meaning of each Londo
post before moving on n
3-4 :Practice & consolidation : Julie
-Ask Ss do this exercise independently from
-Ask them to look for expressions which Paris
help them decide their answers Phirun
-Then ask Ss compare their answers with a from
partner and discuss any difference . phnom
-Then check answers as a class Penh
-Put Ss into groups of between 5 and 7 Yumi
from
-Explain that now they have a chance to Seoul
reply to each post with their own opinions Emi
-Hand out a piece of blank paper for each from
post Tokyo
-Have the group write the name of each post Lan
at the top eg Bob from London from
-Ask each S write a short reply to a post and Ha Noi
then passes the paper to the person on their Bob
left .They take the next paper from the from
person on their right ,They read the reply and Hong
then add their own Kong
-Ask Ss refer to the examples as models for
their answers .Encourage Ss to choose a 3.Work in groups .Reply to the osts in
variety of posts with different attitudes 1 .Write down your replies
-Ask Ss write down their replies Discuss and share your replies with the
-Then ask each group to read out one of class
their reply chains to a post and discuss it as a -Bob : In my opinion,the countryside has
class benefits that a boring person would never
5.Homework : discover
-Write down your replies -Bob ; I think this is one of the reasons for
urbanization
* Feedback:…………………………………………………………………………

………………………………………………………………………………………

Lesson 5 : Skills 1
I. Objectives:
1. Knowledge:
-read for specific information about an unusual lifestyle in the countryside Mongolian
nomadic life
-talk about what they like or dislike about life in the countryside
2. Skills: Drill reading and speaking mainly.
II. Main languages:
4. Vocabulary:
+ nomad
+the nomads’ home
+ put up
+ger
5. Structure: +I think computers are useful
+I agree with you
6. Grammar:
III. Teaching aids:
- Use ;
+pictures
-Textbook
-Ss’ book
-New lesson :
1.Warm up :
-Write the phrase “Gobi Highlands” on the
board and ask Ss if they know what and
where it is
-Then write the word Mongolia next to it
-Ask Ss brainstorm what they know about
this country and its people
-if possible T shows Ss some pictures and
ask Ss to pick the ones they think are of
Mongolia
2.Presentation : A. Reading :
-Ask Ss to read the headings first and make
sure they understand their meanings .They 1.Quickly read the passage and choose

then read each part of the passage and the most suitable heading A,B,C for each
choose the correct heading for it .if time paragraph
allows ,ask Ss to underline the words *New words :
/phrases which help them make their -nomadic (adj)
decision . -nomad (n)
-Let Ss exchange their answers -ger(n)
-Allow them some time to explain to one => Key :
another about their choice 1.The importance of cattle to the nomads
-Check the answers as a class 2.The nomads’ home
-Ask Ss to read the passage again and 3.Nomadic children’s lives
underline the words (a-e)
-Have Ss try to guess the meaning of these
words ,based on the context 2.Match the descriptions with the words
-Let Ss complete the task independently and phrases from the passage
-Let Ss remember the main information of

the passage without having to reread it
-Ask them to read the questions and do the
exercise independently
-May guide Ss to look for key words which
can help them find the part of the passage => Key :
where the information for the answers is 1-b 4-a
given 2-d 5-c
--Ask Ss individually refer to the passage 3-e
and underline at least one thing they like 3.Read the passage again and choose the
about Mongolian nomadic life and one best answer A,B,C or D
thing they don’t like about it .They can then
start the interview : =>
+one asks 1-A 4-B
+other answers 2-C 5-B
Based on the facts they have underlined 3-A 6-D
-Encourage them to follow up and talk
about as many different details as possible B. Speaking :
-To follow up ,T can ask some pairs to 1.Work in pairs .Interview your partner to
report on their likes and dislikes .T can see if he/she likes or dislikes Mongolian
make two list of their likes and dislikes on nomadic life ;
the board and see which ideas are the most
common
*likes :
A: What do you like about their nomadic

like ?
B: Well, the children learn to ride a horse
*dislikes : A: And what don’t you like about it ?
B: They can’t live permanently in one
place

5.a: Work in pairs .Discuss and find :
-Let Ss move from talking about nomadic -two things you both like about the
life to the countryside in VN countryside
-Ask Ss work in pairs ,discussing which -two things you both dislike about the
two things they both like and which things countryside
they both dislike .They can make a list in
order to report the class later
-For more advanced Ss and if time allows ,
let the whole class listen to each list and 5.b:Report your findings to the class
discuss what they think about these likes Example :
/dislikes Both of us love picking fruit in the summer
.It can be hard work but very satisfying
5.Homework :
-Write down your reports about likes /
dislikes in the countryside
*Feedback:…………………………………………………………………………
...........................................................................................................................

Lesson 6 : Skills 2
I. Objectives:
1. Knowledge:
-listen for specific information about changes in the countryside
-write a short paragraph about changes in the countryside
3. . Education: Educate ss to listen and write fluently
II. Main languages:
1.Vocabulary:

3.Grammar:
III. Teaching aids:
- Use ;
+cassette and tape
+posters
-Textbook
-Ss’ book
-New lesson :
1.Warm up :
-Use word net to ask Ss answer -What do you like about the coutryside ?
-What don’t you like about the
countryside ?
2.Presentation : *A. Listening ;
-Give Ss time to look at the changes (A-F) 1.listen to a boy talking about changes
.Ask questions to make sure that Ss understand in his village and tick the changes he
the meaning of the words / phrases mentions
-T plays the recording and Ss tick the changes
which are mentioned => Key :
B. Electrical appliances in the homes
-Give Ss time to -Check if they know the word C. Means of transport
“earthen” E. School
-Ask Ss listen to the recording again (as many F. Visitors
times as needed or if time allows ) and 2.Listen again and say if the sentences
complete the exercise . are true (T) or false (F)
-T checks their answers as a class
3.Practice : 1.F 4.T
-Ask Ss to read the questions first to see what 2.T 5.T
kind of information they need to find 3.F
-Let some Ss might be able to answer some
questions without listening to the recording
again
-Play the recording Ss listen and decide what
words / phrase to write down for the answer 3.Listen again and answer the questions
-Ask Ss compare their answers with a partner . in no more than Four words
-Check as a class
-First ,reminded Ss of the changes in the
villages from the listening passage
-Can help by writing the changes in brief on
the board as a guide for the writing exercise
For example :
earthen houses ->brick houses => Keys :

1.His parents
2.life outside their village
3.Nearby/ Near the village
4.The way of life
*B Writing :
4.What do you think ?
-Place Ss into small groups of 3 or 4 .Ss in Which changes in the listening do you
each group work together to decide which rural see as positive ?which do you see as
area they will talk about negative ?
-Then Ask them discuss and note down some Support your opinion with a reason
changes they can find in this area .Write it out
4.Consolidation : Ex :
It’s good for the villagers to have tVs
-Ask Ss use their notes about te changes in a .They can now have more fun and learn
rural area to write a paragraph describing the more about different people and different
changes places
-Can guide their writing by providing them 5.Work in groups .Discuss and find
with some key words/ phrases like “the list some changes in a rural areas .Make
change is “ or “The change we are most notes of the changes
interested in is” .If there is not enough time to
write the paragraph in class
-Can assign it as homework
5.Homework :
-Write down the changes in the countryside
6.Write a short paragraph about the

changes
*Feedback:………………………………………………………………………….
………………………………………………………………………………………..

Lesson 7 :Looking back & project
I. Objectives:
1. Knowledge:
-use grammar to do exercises
-give plenty of time to brainstorm ideas for a group activity
2. Skills: Drill reading , listening , speaking and writing mainly.
3. . Education: Educate ss to understand grammar
II. Main languages:
1.Vocabulary:
+ thriller
+software
+ addition
+
2.Structure: +My father works harder than Lans’
+A lion runs faster than a horse

3.Grammar:
III. Teaching aids:
- Use ;
+posters
-Textbook
-Ss’ book
-New lesson :
1.Warm up :
Encourage Ss to complete Looking Back
without referring to the previous sections
in the unit .Ss should use what they
remember from the unit to complete this
section
2.Presentation :
-Ask Ss complete this exercise A. Looking back
independently *Vocabulary :
-Correct the answers 1.Use the words and phrases in the box to
describe the picture .A word / phrase may
-Ask Ss look at each picture ,then at the be used for more than one picture
verb that goes with it. Ss write the
sentences in their full forms ->key :
-Goes round while Ss are writing and helps Picture:peaceful,vast,quiet,pasture,paddy
them with any difficulties .When Ss have field
finished ,T can choose some sentences and Picture b:quiet ,paddy field, harvest time
asks Ss to write them on the board ,rice
-Give feedback .If a sentence is incorrect Picture c:peaceful,vast,quiet,nomadiclife,
,ask Ss to correct it inconvenient ,pasture,cattle,horses
2.look at each picture and write a sentence
describing each person is doing .Use the
verbs in brackets
-Ask Ss complete this task
independently .They can then exchange
their answers with a partner
-Check as a class
-Ask Ss to read the situations carefully and => Keys :
decide which two things are being 1.A boy is riding a horse
compared 2.A man is herding his cattle/sheep
-Let Ss may refer to the completed 3.A girl is picking apples (from apple tree )
sentences in 3 as a guide for this sentence 4.A boy is flying a kite
completion 5.The children are around in the fields
-Ask Ss complete the exercise /countryside

independently and then compare their 6.A woman is collecting water from the
answers with a partner river
*Grammar :
-Check as a class 3.Look at the pictures and complete the
sentences .Use suitable comparative of the
adverbs in brackets
-Ask Ss work in groups .They take turns
to ask the questions and note down the
answers 1.faster than
-Call the groups then assigns a group 2.earlier than
representative to report 3.better than
4.more skillfully than
5.more beautifully than
4.Read the situations below and complete
the sentences with suitable forms of the
adverbs in brackets
-Ask Ss to complete the self-assessment => Key :
-Let Ss discuss what difficulties remain 1...faster than a camel
and what areas 2...more happily than those in the city
4.Consolidation 3...more heavily on the weather than people
-Divides Ss into groups and instructs them in many other jobs
on what they have to do 4..worse than I do
-Hand out two pieces of paper –one for
brainstorming ideas
-Have Ss present their countryside pictures
in the next lesson .when all the groups *Communication :
have given their presentation ,the whole 5.Work in groups
class can vote for the best You are planning a trip to the
countryside .Work together and answer
the question :
What will you do during the trip ?
Write the answers in the table below
*Finished :
B. Project :I love the countryside
5.Homework :
-Write Exercises in their notebooks
*Feedback:………………………………………………………………………….
………………………………………………………………………………………

UNIT 3
PEOPLES OF VIET NAM
I /Aims :
1. Knowledge: By the end of the lesson, students should be able to:
- Pronounce words containing clusters: /sk/, /sp/ and /st/ correctly in isolation and in context.
- Use the lexical items related to cultural groups of Viet Nam.
- Ask and answer different question types.
- Use articles a, an, the.
2. Skills
- By the end of the unit, Ss will be able to:
Speaking
- Talk about the life of ethnic groups.
Listening
- Listen for specific information about a traditional groups.
Reading
- Read a passage about the life of ethnic groups.
Writing
- Write a recipe for a traditional dish.
II. Methods: Introduce the lessons, lead in the new lesson. Students practice in pairs( close pairs
and open pairs), discuss in groups.
III. Teaching aids: English book 8, CD audio player, pictures, sub- board.
IV. Anticipated problems:
- Some students may make mistakes when using articles.
- S may not know 54 peoples in VN , so teacher will be ready give help
V. Procedure.

UNIT 3: PEOPLES OF VIET NAM.

PERIOD 16: lesson 1: Getting started
.
I/ Objectives:
By the end of the lesson , Ss will be able to get acquainted with the topic about ethnic groups of
Viet Nam.
* Language content:
1. Vocabulary: Different cultural groups of Viet Nam.
3. Grammar: + Questions with question words.
+ Articles: a, an, the.
II/ Teaching aids : Text books , cassette , chalk , pictures and some boards.
III/ Procedure :
Steps and Learning activities Language Models

time focus
A. Warm – T: Ask Ss to do in two teams to solve the cross
up.( 5’) word puzzle. The team with the more points wins Review +whole class,
the game vocabulary team work.
1. I’d like to ………buffaloes in the fields
2. The farmers are very busy during harvest time
3. Have you ever ridden a ……….? + herd
4. People in the country are often open and + friendly
…………….. Present
5. There are many ……. paddies in my vocabulary
hometown + ethnic(a)
6. I think ……. life is more interesting than
………. city life
H E R D
T I M E
H O R E S
F R I E N D L Y
R I C E
C O U N T R Y
Activity 1: Listen and read
Ask Ss to look at the picture in Getting started
and Ask Ss some questions:
1. Can you guess who are they? Individual

B. Getting 2. Where are they? Questions
started( 5’) 3. What are they talking about? with Whole class
Ss: Answer the questions question
T: Quickly write Ss’ answers on the board words.
- Play the recording Vocabulary
Ss: Listen and read the dialogue Ethnic (a)
T: Ask Ss if their guesses on the board are ethnology(n)
correct ethnic group
T: Give some new words (n)
Ex a: Find the opposite of these words
T: Ask Ss to do Ex individually
T: Ask them to share the answers with their
C. Doing partner
( 27’) T: Ask one to write the answers on the board Individual
S: Write the answers on the board, others correct Vocabulary: Pair work
then give the right answers. + boring(a)
1. interesting + interesting
2. largest + majority
3. minority + minority
4. southern + southern
EX b: Answer
T: Ask ss to answer the questions orally without
reading the dialogue
Ss: Ask and answer in pairs
T: Call two Ss write on the board
Ss: Write the answers on the board
T: Ask them to read the conversation and check
the answers Pair work
Ss: Read then check the answers Questions
T: Call Ss to correct with: where,
1.They are in the Museum of Ethnology what, how,
2.They want to know about the ethnic groups of which.
VN
3. They are 54
4. The Viet ( Kinh) have the largest population
5. Yes, they do.
Ex c: Find the expressions
Ask Ss to read the conversation again then find
the expressions
T: Ask Ss to do Ex a individually
partner
T: Ask one to write the answers on the board
S: Write the answers on the board, others correct
then give the right answers Individual
Ex d: Work in pairs Expression: Pair work
Ask Ss to role- play the example conversation in + Exactly
pairs + How

Encourage Ss to use How + adj ! interesting!
Activity 2: Label the picture + I see
T: Ask Ss to look through the pictures ten read + That’s
the words and phrases then work in pairs and awesome!
label each picture
Ss: Work in pairs
T: Help Ss to read the words correctly Role - play
T: Ask Ss to give their matching Pair work
S: Give their answers
T: Ask Ss to give their explanation for their
matching and give the meaning of the words and Vocabulary Pair work
phrases 1.five-
T: Help them if necessary colored
Activity 3: Complete the sentences sticky rice
T: Ask Ss work individually to fill the words or 2.terraced
phrases from the box in to each gap fields
Ss: Work individually 3.festivals
T: Have them compare the answers with their 4.folk dance
partners 5.open – air
Ss: Compare market
T: Ask for Ss’ answers then give correction 6.musical
1. ethnic instrument
2. heritage site 7.costume Individual
3. stilt houses 8.stilt house
4. festivals
5. member
6. terraced fields
Activity 4: Complete the table
Ask Ss to work in pairs and complete the table
Ask them to write answers on the board
Ask ss to add more words to the table
Ss: Add more words to the table.
T: Ask Ss to play the game : Quick quiz
T: Guide how to play the game
Divide the class into two teams, the monitor
controls the game. The team which is faster and
has more correct answers wins the game Question
Quick quiz game: words: Pair work
1-Which ethnic group has the smallest What,
population? – The Odu group where,
2- Do the Hmong have their own language? Yes which,
D.Perfoming 3- Where do the Coho live?- Lam Dong whose
(5’) 4- What color is the Nung’ s clothing?
Dark indigo
5- Which group has the largest population, the
Tay or the Thai? – The Tay
6- Whose arts are displayed at the museum in Da
E.Home- Nang? The Cham’s Team work

work(3’) Ask students to complete all the exercises
*Feedback:…………………………………………………………………………………..
.......................................................................................................................................

PERIOD 17: lesson 2: a closer look 1
I/ Objectives:
1. Educational aim: - Practice the vocabulary and pronunciation of the unit
2. Knowledge and skills:
- Vocabulary: (in)significant, minor, complicated, major
- Grammatical structures:
- Sounds: / sk / , / sp / , /st/
II/ Teaching aids:
- Lesson plan, visual pictures , aids
III/ Procedures :

time focus
A. Warm Brainstorm
– up.( 5’) + Where the H’mong live? +whole
+ What their costumes are? class, team
+ Their way of life work.
+ Their culture
T: Help Ss some information if they don’t know
* Presentation: Activity 1: Match T: Ask Ss to read
B.Vocabu the adjectives in column A and match them with ADJ
-lary(25’) the opposites words / phrases in column B + major Whole class/
S: work in individually then compare with their +minor individuals.
partner +complicated
T: Ask them to give the answers +insignificant
S: Compare the answers with their friends’ on the + basic
board then give the correct answers +……
* Practice: Activity 2: Use some words from 1 to
complete the sentences
T: Ask Ss to work in individual Individuals
Ss: Work in individual + written
T: Ask some Ss to give the answers + traditional
Ss: Ss write the correct answers on the board + important
T: Ask the whole class to give comment + simple/ basic
Ss: Give comment and correct + rich
T: Ask Ss to read the whole sentences
* Performance: Activity 3:Work in pairs
T: Ask Ss to work in pairs to complete the words
form the pictures given + ceremony
Ss: Work in pairs + pagoda Pair work
T: Have them complete the words + temple

Ss: Complete the words + waterwheel
T: Ask them to write the words on the board + shawl
Ss: Remark and correct + basket
T: Ask them to give other words which are related
to the life of ethnic minority people
* Presentation: Activity 4: Listen and repeat the
words
C.Pronu- T: Ask them to listen to the recording then repeat
nciation. the words they hear Clusters: Individual
(10’) S: Listen and repeat the words they hear /sk/, /sp/, /st/
T: Call some Ss to read the words they hear aloud
S: Read aloud the words
T: Correct their pronunciation
* Practice: Activity5: Listen and put the words in
the right column
T: Ask Ss to listen again
S: Listen then compare the answers with their
partner Individual
T: Ask them to give the answers then correct.
Activities 6: Listen and read the following
sentences.
T plays the recording two or three times, helps St /sk/ school,
recognize all the words with /sk/, /sp/, /st/ basket, task
* Performance: /sp/: speech, Individual
T: Ask Ss to find the words that have the sounds display, crisp,
/sk/ , /sk/ , /st/ space
Finish all the exercises /st/: stamp,
first, station,
instead
D. Home-
work. (5’)
Whole class
* Feedback:……………………………………………………………………………….
……………………………………………………………………………………………..

I/ Objectives:
1. Educational aim: - Review: + Articles ( a, an, the)
+ All types of questions and question words
- Vocabulary:
- Grammatical structures: - All types of questions and question words
II/ Teaching aids:
III/ Procedures :


time focus
A. Warm Asking: How many types of questions have you Whole class.
– up.( 3’) learned? Group.
Ss: work in groups of 4 then find out the answer for
the question in only two minutes
Ask Ss to give answers
Call others to give comment
T: Correct Ss’ answers on the board then ask them Whole class/
to make some examples for each type of questions individuals.
S: Make examples
*Presentation
B.Gramm Activity 1: Read the passage Individuals
ar1(15) T: Ask Ss to do the exercise individually in 5’ Questions:
S: work in individually then read aloud to the class Review:
T: Correct their pronunciation , intonation and When, where,
stress and give explanation if necessary who, which
how…..
Individuals
Tay family
Pair work
Stilt house
* Practice: Activity 2: Write the questions for the
answers
T: Ask Ss to work in individual
Ss: Work in individual
T: Ask some Ss to give the answers
Ss: Ss write the answers on the board Pair work
T: Ask the whole class to give comment
Ss: Give comment and correct
T: Ask Ss to read the whole sentences
1. Who is living in the house/ Individual
2. How many children do they have?
3. Do the grandparents stay at home?
4. How often does Mrs. Pha go shopping?
5. How far is Vang’s boarding school?
6. When does Vang go home?
7. How do they live?
8. Would they like to live in the city?
Activity 3: Complete the questions and answers

T: Ask Ss to work in pairs to complete the
sentences Individual
Ss: Work in pairs
T: Ask them to write the missing words on the
board
Ss: Remark and correct
Activity 4: Work in pairs
T: Ask Ss to work in pairs to complete the 1. who Individual
sentences 2. Which
Ss: Work in pairs 3.Which
T: Ask them to write the sentences on the board 4.Which
Ss: Remark and correct 5. What
1. Who does the shopping in your family? Pair work
2. Who is the principal of our school?
3. Which subject do you like better, English or
Math? Whole class
4. What is the most important festival in VN?
( The Lunar New Year)
5. Which ethnic group has a larger population,
the Khmer or the Cham? (The Khmer:
1,260,600. The Cham: 161,700)
* Performance: Make questions and then answer
using question words.
* Presentation: Activity 5: Underline the correct
article to finish the sentences
T: Ask Ss to repeat the use of : a, an, the .
T: Ask them to look at the LOOK OUT in the book
to know more about them Pair work.
C.Gram- T: Ask Ss to do the Ex individually
mar 2 . S: Work individually
(15’) T: Call some Ss to read aloud their answers Individual
T: Call other Ss to comment
* Practice. Activities 6: Write the sentences
T: Ask Ss to do this exercise individually The usage of
S: Do individually then compare the answers with articles: a, an,
their partner the
T: Call some Ss to write the answers on the board
S: Write on the board
T: Call others to remark then give right answers
Individual
Have Ss remind the usage of A, AN,
THE and all types of questions
Ex 3, 4, 5 / 5- Workbook
D.
Perform-
ing.(10’)

E. Home-
work.(2’) Whole
-class
* Feedback:……………………………………………………………………………….
……………………………………………………………………………………………..

PERIOD 19: lesson 4: communication
.
I/ Objectives:
1. Educational aim: By the end of the lesson, ss will be able to describe and give opinions about
peoples of VN.
2. Knowledge:
- Vocabulary: Northwest region, Northeast region, Red River Delta, The Central Highlands,
Mekong River Delta
- Grammatical structures: Giving opinions about ethnic groups
3. Skills:
- Speaking
II/ Teaching aids:
- T: lesson plan, visual pictures
III/ Procedures :
Steps and time Learning activities Language Models

focus
A. Warm – Play Kim’s game:
up( 5’): - T divides the class into two groups. Vocabulary Group.
- T shows ss pictures about some activities about ethnic
and asks ss to have a quick look, then write groups.
on the board what activities there are in the
pictures
- The group has more words wins the game.

B.
Communication.
(25’) *. Getting started.
Quiz: What do you know about ethnic Pairwork.
groups of VN?
T: Ask Ss to work in pairs to do the quiz
S: work in pairs
T: Check and give explanation.
1.B 2. A 3. C 4. B 5. C 6. A
* Doing: Matching:
T: Ask ss to do this task in groups . Group
Let them discuss then write down the ethnic * Vocabulary work.
groups in the correct box Northwest
Ss: do this exercise in groups and give T the region
answers. Northeast
T : confirms the correct answers. Encourage region
ss to add other ethnic groups they know to Red River
the list Delta
S: add some more if they know The Central
T: move round the groups and give Highlands
assistance where needed . Mekong River
Northwest region: Viet, H mong, Lao Delta
Northeast region: Viet, Hmong, Nung, Tay
Red River Delta: Viet
The Central Highlands: Viet, Bahnar, Brau,
Ede, Giarai, Sedang
Mekong River Delta: Viet, Cham, Khmer
C. Performing. T: Bring the groups back together
(10’) Write on the board subject that Ss can talk Vocabulary Group
about in relation to these groups about ethnic work.
Elicit these subject if possible groups
Give some facts to facilitate the activity
Give ss time to prepare and then let them
talk in groups
- Complete your speaking about the ethnic
D. Homework. groups Whole
(5’) - Exercise in the Workbook class.
* Feedback:……………………………………………………………………………….
……………………………………………………………………………………………..


PERIOD 20: lesson 5: skill1
I/ Objectives:
1. Educational aim: - Read for general and specific information about ethnic minorities
- Talk about our own ethnic group
- Vocabulary: canal, cattle, poultry ( chim muông), bamboo, weave cloth
( thổ cẩm), ornament ( đồ trang trí )
II/: Teaching aids:
Lesson plan, visual pictures , aids
III/ Procedures :

focus
A. Warm up.(2’) Ask ss to look at the picture then guess Vocabulary Individuals
about ethnic
groups.
+ Who are they?

+ Where do they live?
B. Reading(15’) + What is their population?
* Pre- task. Pair
T: Give ss time to discuss the questions in
pairs and then as a class.
Encourage ss to make guesses if they are not
sure Individuals
Call some ss to read the questions from
aloud.
As ss read the questions aloud, T reminds the
rest of the ss to think about what the answer
will be, without looking at the text.
Ask ss to read the text and underline any
words they don’t know.
Let ss read in chorus once.
Call on some ss to read aloud to the class.
Check their pronunciation and intonation.
Explain the new words and clarify anything
difficult.
* Task cycle:

Exercise 2:- Ask ss to read the text again and
answer the question individually.
- Have ss compare the answers with a Individuals.
classmate.
- Call some ss to write the answers on the
board and T : ask them to explain their
answers.
- T: confirm the correct answers.
Complete
1. farmers
2. bamboo
3. stilt
4. songs
5. ceremonies
Exercise 3:
- Ask ss to read the text again and answer the
questions in pairs.
- Have ss compare the answers with a Pairs.
classmate.
board and T: ask them to explain their
answers.
- T: confirm the correct answers
Answer the questions
1. Yes, they do
2. Their main food is rice
3. It is well known for being unique,
colorful and strong
4. Thai women do
5. They worship their ancestors
* Language analysis:
Vocabulary: Whole
- ancestor(n) class.
* Pre stage: - poultry(n)
Look at the two pictures and ask and answer - unique(adj)
some questions about them. - ornament(n)
C. *Through stage:
Speaking(15’) - Ask ss to read the facts about the Bru- Vocabulary Pair.
Van Kieu people and Khmer people about ethnic
- Divide the class into two groups, ach group.
preparing to talk about one ethnic Individual.
group. Otherwise, Ss may work in
pair , each of them talks about about
one ethnic group. Grou or
* Post stage: pair.
Some volunteers to present to the rest of the

class
Work in group to talk about their own ethnic
group. Ask them to focus on one or two Individual.
aspect such as clothing, food, ways of living,
customs, and traditions, festivals, beliefs,..
D. Performing. Encourage ss to talk about changes in the life Group.
(10’) of the people over time Individual.
Ask students to complete all the exercises
Whole
E. class.
Homework(2’)
* Feedback:……………………………………………………………………………….
……………………………………………………………………………………………..

PERIOD 21: lesson 6: skill 2
I/ Objectives:
1. Educational aim: -By the end of the lesson, ss can:
- Listen to get specific information about a traditional speciality
- Write a paragraph about how to cook a traditional dish

- Vocabulary: Words related the topic
- Grammatical structures: lexical items related to the topic
II/ Teaching aids:
- Lesson plan, visual pictures
III/ Procedures :
focus
A.Warm pu(3’) Give Ss some suggestions: rice, colour, Tet, Individual.
tradition -> Which food is it?
Ss: Discuss then give the answer

B.Listening(15’ -> Sticky rice
) * Pre task. Structures: Individual/
+ Do you like sticky rice? Questions with pair.
+ When do we traditionally have sticky rice? question words.
* Task cycle. General
Ex 2:Play the recording once then ask ss to questions. Individual.
listen carefully and tick True or False Vocabulary:
according to what they hear in the passage
- Ask them to give the answer
- Play the recording again then check
Ex3
- Ask ss to listen again then complete the Individual.
sentences
- Ss listen then write down the words they
hear
- Play the recording again for them to check
- T: Correct as a class
* Language analysis.
Some vocabularies
* Pre stage.
Ask ss to read the note carefully
S: Read the note carefully
C.Writing(15’) * Through stage. Pair or
Have ss write full sentences to show the steps individual.
to cook the rice
Make sure that they use proper connectors
first/ firstly/ second/ secondly/ … and pay Connectors:
attention to spelling and punctuation first/ firstly,
* Post stage. second/
Collect some Ss’ writing papers and mark

them then give comments to the class secondly…..
Write a paragraph as homework
D.
Performing(10’
)
Whole
E. Homework. class.
(2’)
* Feedback:……………………………………………………………………………….
……………………………………………………………………………………………..

PERIOD 22: lesson 7: Looking back
I/ Objective:
1. Educational aim: -By the end of the lesson, ss can:
- Use action verbs to talk about ethnic peoples
- ask and answer different question types
- Use articles: a, an, the
- Pronounce the words containing clusters/ sk/ , / sp/ , and / st/ - write a paragraph about how to
cook a traditional dish
- Vocabulary: Words related the topic "People of Viet Nam "

II/ Teaching aids:
IV/ Procedures :
Steps and time Learning activities Language focus Models

A.Warm up. Ask ss to come to the board to write as Vocabulary about Individual./
(5’). many ethnic peoples as possible. ethnic groups in Group.
VN.
B.Looking * Vocabulary: Ex 1;
back(25’) T: Let ss repeat the words as a class to 1. cultural
practice pronunciation groups Individual.
Ask ss to complete the exercise 2. communal,
individually activities
Ask them to share the answers with 3. costumes,
their partner diverse
Ask them to give the answer with the 4. ethnic Pair.
whole class 5. unique
Give the correct answers Ex 2
1. Cultural
2. Peaceful
3. Richness
4. diversity
* Grammar: 5. Traditional
Activity 3
Ask ss to read the passage aloud Questions with
Clarify any difficulties question words. Pairwork.
Ask ss to do the task in pairs Make questions
Call them to give the answers aloud 1. What are these
Ask class to give comments houses built on?
Give the correct answers 2. Where is the
entrance?
3. Which house is
the largest, tallest
and the most
elaborate building in
the village?
4. What is it built
Activity 4: for?
T: Ask ss to complete the exercise 5.Who can sleep in
individually this house
Ask them to share the answers with Individual.
their partner Review Article: a,
Ask them to give the answer with the an, the.
whole class
Give the correct answers
Activity 5 : Write true sentences about
yourself
Ask ss to work individually then

compare the answers with their partner
T: Call some ss to write the answers on Article: a, an , the
the board
T: Confirm the answers
* Communication.
Role play
T: Ask ss to work in pairs. Take turn to
ask about the cultural groups of VN.
The person asking can look at the book. Pair.
The first person to get five correct
answers is the winner
Students can:
C. Project
D. ++ Talk about
Performing(10’ different groups.
) + Ask and answer
different types of
question.
+ Pronoun words
containing
cluster/sk/, /sp/, /st/
Review all the knowledge. + Write a paragraph
about how to cook a
traditional disk.
Whole class.
E.
Homework(2’)
* Feedback:……………………………………………………………………………….
……………………………………………………………………………………………..

REVIEW 1( UNIT 1-2-3).
PERIOD 23: lANGUAGE
I/ Objective:
The aim of this review is to revise what Ss have studied and practiced in units 1, 2 and 3.
2.
Language:
- Pronunciation: /sk/, /sp/, /st/, /br/, /pr/, /bl/, and /cl/
- Vocabulary: From unit 1 to unit 3.
- Grammar: Comparative, article, gerund and infinitive after some verbs.
II/ : Teaching aids.
- Lesson plan, visual pictures.
III/ Procedures :

focus
A. Warm up(3’) Ask Ss some Questions Wh-questions Individual.
B. Revision and words
practice(35’) T may ask Ss what they have learnt so far
in terms of language and skills. Summarize
their answers and add some more
information if necessary. Encourage Ss to
recall and speak out as much as possible.
*Pronunciation
1. Listen and repeat the following words
and phrases.
T plays the recording and Ss repeat. Play
the recording as many times as necessary.
Pause and correct Ss’ pronunciation.
2. Listen to the sentences and underline
the words with /sk/, /sp/, /st/, /br/, /pr/,
/bl/, and /cl/ in the following sentences. Clusters: Individual.
Then read the sentences aloud. /sk/, /sp/,
Play the recording two or more times, if /st/, /br/,
necessary. Help Ss recognize all the words /pr/, /bl/, and
with /sk/, /sp/, /st/, br/, pr/, /bl/, and /cl/ /cl/
then underline them ad instructed. T may
ask Ss to read the sentences as a class, or
individually. Check pronunciation and
intonation.
Key:
1. I used to climb tress when I was small.
2. How can we improve our speaking
skills?
3. How annoying, the stadium has closed!
4. I want to buy a blue skirt for my mother.
5. ‘On a dark day, I saw a witch riding a
broom in the sky…’
*Vocabulary

3. Organize these words and phrases into
pairs of opposites and write them in the
blanks.
Ss do the task individually and then share
their answers with a partner. Check Ss’ Individual
answers. Vocabulary
Key: Peaceful – Pair work
Peaceful - noisy hard - easy noisy hard –
boring - exciting easy
Forget - remember traditional - boring -
modern country life - city life exciting
Love - hate majority - Forget –
minority remember
4. Put a verb in the correct form in each traditional –
gap to complete the sentences. modern
Ss do this exercise individually. T may ask country life -
some Ss to write their answers on the city life
board. T corrects as a class. Love – hate Individual.
Key: majority - Pair work
1. like/ enjoy, listening, visiting 2. minority
forget 3. flying/ to fly
4. mind, to do/ doing 5.
Playing/ to play
*Grammar
5. Complete the sentences with the
correct comparative form of adverbs
from the adjectives in brackets.
Ss do this individually and compare their
answers with a partner. Call some Ss to go
to the board to write their answers. Others Individual.
Ss comment. T corrects as a class. Grammar Pair work
Key:
1. later 2. more 3. Comparative
more fluently 4. Better form of adverbs
5. more simply 6. Faster 7. & adjectives
More carefully
6. Fill each blank with an article (a, an,
or the) to complete the passage.
Ss do the task individually. T checks. Call
some Ss to read the whole passage.
Key: 1. a 2. an 3. the
4. the 5. the 6. a
7 Everyday English
Match the sentences in A with those in B. article (a, an, or Individual.
Then practice with a friend. the) Pair work
Ss do the task individually. Then they
practice in pairs. After checking their
answers, ask one or two pairs to act out the

dialogues.
Key: 1. b 2. e 3. a
4. c 5. d
Help Ss remember all the knowledge
they’ve learnt from Unit 1 to Unit 3
- Do exercises in workbook.
C. Whole class
Consolidation(5’
)
D.
Homework(2’)
* Feedback:……………………………………………………………………………….
……………………………………………………………………………………………..
REVIEW 1( UNIT 1-2-3).

PERIOD 24: SKILLS
I/ Objective:
The aim of this review is to revise what Ss have studied and practiced in units 1, 2 and 3.
2.
Skill: Reading, speaking, listening, writing.
- Lesson plan, visual pictures.
III/ Procedures :

focus
A. Warm up(3’) Ask Ss some Questions Wh questions Individual.
B. Revision and Reading words
practice(35’) 1. Read the following letter from Kim to
her pen friend, Jon.
a Tick (v) true or false.
Ss do the task individually, then check with
a partner. T corrects. Individual.

Key: 1. T 2. T 3. F
4. T 5. F
b Write questions for the underlined
phrases in the letter. Wh questions
Ss do the exercises in pairs. T corrects as a words
class. Pair work
Key:
1. Which museum does Kim love to visit an
Saturday afternoon?
2. How many (clay and stone) objects are
display at the museum?
3. What can you learn in this museum/ Da
Nang Museum?
Speaking
2 Work in pairs. Talk about what your
family members like to do in their free Gerunds and Pair work
time. infinitive after
Ss work in pairs and talk about what their some verbs.
family members like to do in their free
time. Encourage them to talk as much as
possible, using the verbs of liking they have
learnt. After some time, T may last Ss swap
pairs and continue to talk. T goes round and
gives assistance if necessary.
Listening
3 Listen to the passage and choose the
correct answer.
Play the recording once or twice. Ss listen Individual
and choose their answers.
Play the recording again for Ss to check
their answers. Explain the new words or
anything difficult if necessary.
Key: 1. B 2. A 3.
A 4. C 5. B
Writing Individual
4 Giving your opinion
Write a paragraph giving your opinion
about life in the countryside. You may
begin like this:
In my opinion/ I think life in the
countryside has many good points. Firstly,
…
You may use the following cues:
* People (friendly…)
* Life (peaceful, simple, slow…)
* Food (fresh, cheap…)
* Traditional activities
Before writing, have Ss brainstorm ideas

about life in the countryside: advantages,
disadvantages, what they like and dislike,
ect…Then explain the writing task. Also
have them brainstorm words and phrases
they may need for their writing.
Give Ss time to do the writing task. Then
collect their papers to check out of class.
Sample writing:
Inmy opinion, life in the countryside has
many good points. Firstly, country folk are
friendlier than city folk. Secondly, life as
slower and simpler than in the city. The
food is fresher and the air is cleaner.
Finally, there are lots of traditional
activities that we can do in the countryside
such as horse - riding, swimming in the
river or kite - flying. Fro these reasons, I
like country life.
Help Ss remember all the knowledge
they’ve learnt from Unit 1 to Unit 3
C. - Do exercises in workbook.
Consolidation(5’
)
D. Whole class
Homework(2’)
* Feedback:……………………………………………………………………………….
……………………………………………………………………………………………..

PERIOD 25: 45- minute test(number 1)
The aim of this review is to test what Ss have studied and practiced in units 1, 2 and 3.
2.Unit 1 To Unit 3.
Vocabulary: Words from
Grammar: Tenses, Verbs followed by a gerund and an infinitive, comparison, article.
Skills: Reading, listening, writing.
- Lesson plan, paper test.
III/ Procedures :
A. LISTENING :
I. In this part , you listen to a conversation and do a matching exercise..
Listen to Sam talking about his holiday. What did he do on each day?
For questions 1-5, select an activity for each day. You can listen to the conversation twice.
1. Monday – A. Read on the beach.
2. Tuesday – B. Went canoeing
3. Wednesday – C. Went shopping
4. Thursday – D. Climbed a mountain
5. Friday – E. Went for a long walk
F. Visited museum
G. Went swimming
II. Listen to the talk and complete the notes. Write no more than three words for each
answer.
1. In Britain, people start to decorate their house a…………………….before 25th December.
2. In Christmas time, the most important activity is the…………………………………..
3. The British people put their gifts……………………..of the Christmas tree.
4. The British open their Christmas presents on…………………………………………
5. The British family have a…………and Christmas pudding for the dinner on Christmas day.
Answer: 1………………………. 2…………………………….
3………………………. 4…………………….. 5……………………..
B. USE OF ENGLISH:
I. Write A,B,C, or D which best completes the sentences :
1. The shopping mall is one of the top destinations to see friends and ____________.
A. hang out B. stay outdoor C. eating out D. playing games

2. Many parents find it difficult to.____________ with their teenage sons or daughters.
A. socialize B. communicate C. disturb D. gather
3. We don’t have many carnivals in Viet Nam; ____________,we have many traditional festivals.
A. nevertheless B. while C. although D. because
4. The volunteers have to work much__________ usual to save the dying animals from the forest
fine.
A. as hard as B. more hard than C. harder than D. the hardest
5. We can see the ___________ cross the desert with their camels from the plane.
A. nomads B. nomadic C. ethnic D. ancestors
6. In some areas, when you meet old people, you _____________ take off your hat to greet them
and show your respect.
A. should B. shouldn’t C. don’t have to D. have to
7. Grass grows so thinly that __________ can't feed properly.
A. poultry B. cattle C. dairy D. mammal
8. She is bad and always wants to hurt people. She is__________
A. evil B. harmful C. moral D. kind
II. Supply the correct Tense or Form of the Verbs in parentheses : (1pt)
1. The minority of students ___________ to read books nowadays. (prefer )
2. Which of you ___________ good writing? (have )
3. We prefer staying at home to ___________ out with friends at the weekends. (go )
4. Do you fancy ___________ with friends on Facebook? (chat )
5. Everybody has to work hard for world___________ . (peaceful)
C. READING :
I. Read the passage, and then decide whether the statements that follow are True or False :
Hoa lives in a village by the Mekong River. Every day, like most of her friends, she walks to
school. It is 3 kilometers away. After class, she often helps her mother collect water from the
river and feed the chickens. At the weekend, the villagers often gather at the community hall
where there is a TV. The adults watch TV, but more often, they talk about their work and
exchange news. The children run about, playing games and shouting merrily. Laughter is heard
everywhere.
1. Hoa’s village is located by a river. 1. ………...
2. Her school is near enough for her to go to school on foot. 2. ………...
3. Hoa does some chores before going to school. 3. ………...
4. The villagers often talk about their children. 4. ………...
5. The adults don’t often watch TV because of the laughter. 5………….
II. Read the passage and answer the questions.
TRADITIONS AND CUSTOMS IN GREAT BRITAIN
Every nation and every country has its own customs and traditions. In Britain traditions
play a more important part in the life of the people than in other countries. Englishmen are proud
of their traditions and carefully keep them up
It has been the law for about 300 years that all theatres are closed on Sundays. No letters
are delivered, only a few Sunday papers are published
To this day an English family prefers a house with a garden to a flat in a modern house
with central heating. English people like gardens. Sometimes the garden in front of the house is a
little square covered with cement painted garden in imitation of grass and a box of flowers.

Holidays are especially rich in old traditions and are different in Scotland, Ireland, Wales
and England. Christmas is a great English national holiday, and in Scotland it is not kept, except
by clerks in banks, all shops and factories are working.
1. How important are traditions in Britain?
………………………………………………………………………………………………
2. What do Englishmen do to their traditions?
…………………………………………………………………………………………….
3. Which does an English family prefer, a house with a garden or a flat?
……………………………………………………………………………………………
4. Find sentences in the text which shows that the English people like gardens very much.
…………………………………………………………………………………………….
5. How is Christmas kept in Scotland?
………………………………………………………………………………………………
D. WRITING
I. Rewrite the second sentence so that it has a similar meaning to the first sentence
1. Mai enjoys writing short stories when she has free time.
Mai is .……….……….……….……….……….…………………………………….
2. Jill doesn’t run as fast as Tom.
Tom runs……….……….……….……….……….……….……….……….
3. No one in the class is more intelligent than Peter.
Peter ….……….……….……….……….……….……….……….……….
II. Write full sentences using the suggested words and phrases given
1. What/ be/ main/ food/ Thai people? ……….……….……….……….……….……….………
2. Mr. Henry/ sometimes/ go/ hunt/ and/ cut/ wood/ the forests.
……….……….……….……….……….……….……….……….……….……
III. Write a paragraph ( 80 to 100 words )giving your opinion about life in the
countryside. You may begin like this:
In my opinion/ I think life in the countryside has many good points. Firstly…………
You may use the following cues:
. People (friendly….)
. Life (peaceful, simple…)
. Food (fresh, cheap..)
. Traditional activities.
IV. Homework:Redo the test at home and prepare unit4: Getting started.
* Feedback:……………………………………………………………………………….
……………………………………………………………………………………………..
UNIT 4
Our customs and traditions
I /Aims :

- Pronounce words containing clusters: /spr/, /str/ correctly in isolation and in context.
- Use the lexical items related to the topic “ customs and traditions”.
- Use should and shouldn’t correctly and appropriately to give advice.
- Express obligation and necessity using the correct form of have to.
2. Skills
Speaking
- Ask about and describe different customs and traditions.
Listening
- Listen to get specific information about a traditional dance of an ethnic group in Viet Nam.
Reading
- Read for specific imformation about family customs and traditions.
Writing
- Write a description of a traditional Japanese dance.
III.Teaching aids: English book 8, CD audio player, pictures, sub- board.
- Some students may make mistakes when using should, shouldn’t, have to.
V. Procedure.
UNIT 4: CUSTOMS AND TRADITIONS.

I/ Objectives:
1. Educational aim: - Introduce new topic “ our customs and traditions ”
By the end pf the lesson may get some information about our customs and traditions
- Vocabulary: customs, tradition, accept, to pass down, generation, table manner
II/ Teaching aids : Text books , cassette , chalk , pictures and some boards.
III/ Procedure :
CUA BAI 3 CHUA CHINH
time focus
A. Warm Give some pictures of some ethnic monorities and Review
– up.( 5’) their traditions and customs to help students know vocabularies +whole class,
more about the words “ customs “ and ‘ traditions” related to team work.
before leading to the Getting started ethnic
minorities.
B. Getting Individual
started( 1

0’) Activity 1: Listen and read Vocabulary: Whole class
Ask Ss to look at the picture in Getting started and -custom ( n)
Ask Ss some questions: -accept (v)
1. Can you guess who are they? -table manner
2. Where are they? -to pass down
3. What are they talking about?
Ss: Answer the questions
T: Quickly write Ss’ answers on the board
- Play the recording
Ss: Listen and read the dialogue
C. Doing T: Ask Ss if their guesses on the board are correct -accepted Individual
( 22’) a/ Find the the words or phrases that means: -generations Pair work
T: Ask Ss to do Ex a individually -spot on
T: Ask them to share the answers with their partner -sharp
T: Ask one to write the answers on the board -social
S: Write the answers on the board, others correct -table
then give the right answers then read out the lines in manners
the dialogue that contains the words
b/ True or false 1- T
T: Ask Ss to do Ex a individually 2- F
T: Ask them to share the answers with their partner ( there are
T: Ask one to give the answers also social
S: Write the answers on the board, others correct ones
then give their explanation 3- T
c/ Answer 4- F
T: Ask ss to asnwer the questions orally without ( there are a
reading the dialogue lot of customs
Ss: Ask and answer in pairs for table Pair work
T: Call two Ss write on the board manners in
Ss: Write the answers on the board the UK )
T: Ask them to read the conversation and check the
answers
Ss: Read then check the answers Individual
T: Call Ss to correct Pair work
c/ Answer
1- It’s eating dinner at 7 p.m. sharp
2- He’s surprised
3- They both refer to something that develops
over time
4- A custom is something accepted. A tradition
is something special and it is passed down
through the generations
They should find information about a custom or - Modal verb: Role - play
tradition Should and Pair work
d/ Find the sentences in the conversation and fill have to.
in the missing words 1- have to:
Ask Ss to read the conversation again then find the it’s an
sentences in the conversation then fill in the missing obligation –

words you have no
T: Ask Ss to do Ex a individually choice Individual
T: Ask them to share the answers with their partner 2- should: It’s
T: Ask two ss to write the answers on the board a suggestion
S: Write the answers on the board, others correct or advice – It Pair work
then give the right answers would be best
Activity 2: to follow it
a/ Match
T: Ask Ss to look through the pictures then ask 1- g 2- c
them what they see in each of them then tell them to 3- f 4- h
fill in the gaps with some customs and traditions of 5- e 6- a
Vietnamese people 7- b 8- d
Ss: Read the identify the new words they do not Individual
know
T: Help Ss to read the words correctly
T: Ask Ss to give their matching
S: Give their answers
T: Ask Ss to give their explanation for their
matching and give the meaning of the words and
phrases
T: Help them if necessary
b/ Write ( C )custom or T ( tradition) under each
picture 1- C 2- C
T: Ask ss to do individually or T 3- C
T: Ask them to compare the answers in pairs 4- T
T: Ask them to give the answers 5- C 6- C
S: Give the answers then explain their choice 7- T 8- C
Activity 3: Game : Customs and traditions or T Pair work
experts
T: Ask Ss to work in groups of four
D.Perfor Set a time limit of five minutes
ming (5’) S: Write down as many local customs and traditions
as possible
The groups with the most customs and traditions is
the winner
T: Ask the winning group to present their customs Group work
and traditions
Other groups add some more if they can
E.Home-
work(3’)
Whole class
*Feedback:…………………………………………………………………………………..
.................................................................................................................................................


.
I/ Objectives:
1. Educational aim: - Practice the vocabulary and pronunciation of the unit 4.
- Vocabulary:
- Sounds: / spr / , / str /
II/ Teaching aids:
III/ Procedures :

time focus
A. Warm Ask ss to call out some customs and traditions they
– up.( 5’) remember from the previous lesson. Tell them that +whole
in this lesson they are going to learn some class
expressions with the words “ custom” and “
tradition”
B.Vocabu VOCABULARY
-lary(25’) Draw ss’ attention to the Watch out box The words:
Explain to them the words “ custom” or “ tradition” custom and
can be countable or uncountable tradition.
Activity 1: Match Whole class/

T: Ask Ss to read the first halves of sentences in individuals.
column A them with the second halves in column B
S: work in individually then compare with their
partner
T: Ask them to give the answers
S: Compare the answers with their friends’ on the
board then give the correct answers.
1- e 2- d 3- a 4- g 5- b 6- c 7- f
Activity 2: Complete the expressions
Ss: Work in individual Some
T: Ask some Ss to give the answers expressions:
Ss: Ss write the correct answers on the board - It’s the
T: Ask the whole class to give comment custom for Sb
Ss: Give comment and correct to do St.
T: Ask Ss to read the whole expressions - There is a
tradition that
Clause.
Activity 3:Read the following customs and - According to
traditions tradition +
T: Ask Ss to work in pairs to complete the activity clause. Pair work
Ss: Work in pairs ………
T: Ask them to give their ideas - Words and
Ss: Remark and give comments expressions
Activity 4: complete the sentences related to
T: Ask Ss to work in individual customs and
Ss: Work in individual traditions.
T: Ask some Ss to give the answers Individual
Ss: Ss write the correct answers on the board
T: Ask Ss to read the whole sentences Clusters:
Activity 5: Listen and complete the words /sk/, /sp/, /st/
T: Ask them to listen to the recording then complete
the words they hear
C.Pronu- S: Listen and complete the words they hear
nciation. T: Call some Ss to read the words they hear aloud Individual
(10’) S: Read aloud the words 1- straw
T: Correct their pronunciation 2- street 3-
Pay attention to the sounds / spr / And / str / spring
Activity 6: Listen and circle the words with the 4- spray 5-
sounds / spr / And / str / astronaut
T: Ask Ss to listen to the recording 6- frustrated
S: Listen then compare the answers with their 7- espresso
partner 8- newsprint
T: Ask them to give the answers then play the Individual
recording again to check their answers
T: Ask Ss to find the words that have the sounds

/spr/ , /str/
Finish all the exercises
D. Whole class
Homewo-
rk.(5’)
* Feedback:……………………………………………………………………………….
……………………………………………………………………………………………..

.
I/ Objectives:
- Vocabulary:
- Sounds: / spr / , / str /
II/ Teaching aids:
III/ Procedures :

time focus
A. Warm Ask ss to call out some customs and traditions they
– up.( 5’) remember from the previous lesson. Tell them that +whole
in this lesson they are going to learn some class
expressions with the words “ custom” and “
tradition”
B.Vocabu VOCABULARY
-lary(25’) Draw ss’ attention to the Watch out box The words:
Explain to them the words “ custom” or “ tradition” custom and
can be countable or uncountable tradition.
Activity 1: Match Whole class/
T: Ask Ss to read the first halves of sentences in individuals.
column A them with the second halves in column B
partner
1- e 2- d 3- a 4- g 5- b 6- c 7- f
Activity 2: Complete the expressions

Ss: Work in individual Some
T: Ask some Ss to give the answers expressions:
Ss: Ss write the correct answers on the board - It’s the
T: Ask the whole class to give comment custom for Sb
Ss: Give comment and correct to do St.
T: Ask Ss to read the whole expressions - There is a
tradition that
Clause.
Activity 3:Read the following customs and - According to
traditions tradition +
T: Ask Ss to work in pairs to complete the activity clause. Pair work
Ss: Work in pairs ………
T: Ask them to give their ideas - Words and
Ss: Remark and give comments expressions
Activity 4: complete the sentences related to
T: Ask Ss to work in individual customs and
Ss: Work in individual traditions.
T: Ask some Ss to give the answers Individual
Ss: Ss write the correct answers on the board
T: Ask Ss to read the whole sentences Clusters:
Activity 5: Listen and complete the words /sk/, /sp/, /st/
T: Ask them to listen to the recording then complete
the words they hear
C.Pronu- S: Listen and complete the words they hear
nciation. T: Call some Ss to read the words they hear aloud Individual
(10’) S: Read aloud the words 1- straw
T: Correct their pronunciation 2- street 3-
Pay attention to the sounds / spr / And / str / spring
Activity 6: Listen and circle the words with the 4- spray 5-
sounds / spr / And / str / astronaut
T: Ask Ss to listen to the recording 6- frustrated
S: Listen then compare the answers with their 7- espresso
partner 8- newsprint
T: Ask them to give the answers then play the Individual
T: Ask Ss to find the words that have the sounds
/spr/ , /str/
D. Whole class
Homewo-
rk.(5’)

* Feedback:……………………………………………………………………………….
……………………………………………………………………………………………..
I/ Objectives:
1. Educational aim: - Review : + “should and shouldn’t” to express advice
+ “have to” to express obligation or necessity
- Vocabulary:
- Grammatical structures related to modal verbs: should, have to.
II/ Teaching aids:
III/ Procedures :

time focus
A. Warm T: Give a situation: “ Your brother is going out with Modal verbs: Whole class.
– up.( 3’) a friend. The weather forecast says it’s a hot sunny Should, have
day. Give him some advice to.
T: Encourage ss to give their advice freely
If ss mention “ should or shouldn’t , tell them that
in this lesson they are going to review “ should or
shouldn’t to express advice about customs and
traditions
Remind ss of the modal verbs Whole class/
B.Gramm Activity 1: Look at the pictures and complete the Should and individuals.
ar1(15) sentences with “ should or shouldn’t” shouldn’t to
T: Ask ss to look at the pictures and quickly express advice.
describe what they see Individuals
T: Ask Ss to do the exercise individually in 5’
S: work in individually then read aloud to the class
T: Correct their pronunciation , intonation and
stress and give explanation if necessary.
1- should 2- shouldn’t 3- should
4- shouldn’t 5- should
Activity 2: Match the situations in A with the Pairwork
advice in B.
T: have the ss read the situations in A to make sure
they understand them
T: Ask Ss to work in pairs
Ss: Work in pairs
T: Ask some Ss to give the answers Whole class
Ss: Ss read the answers aloud
Ss: Give comment and correct Individual
T: Ask Ss to give some other advice for these
situations.

1- b 2- c 3- e 4- d 5- a
C.Gram- Activity 3: Complete the sentences with the correct Individual
mar 2 . form of “ have to’ “Have to” is
(15’) Ask ss to pay attention to the Remember box first used to express
T: Ask Ss to work in individually to complete the obligation or
sentences necessity.
Ss: Work in individually 1- have to
T: Ask them to write the missing words on the 2- have to
board 3- has to
Ss: Remark and correct 4- had to/ don’t
have to
Activity 4:Choose A or B to convey the meaning of 5- does… have
the first sentence. to
T: Ask Ss to work in individually Ss: Work in 6- didn’t have Individual
individually to
Activity 5: Read the e-mail. Find and correct
mistakes.
T: Ask ss to read the e- mail quickly Individual
T: Ask Ss to do the Ex individually to find out the
mistakes
S: Work individually
T: Call some Ss to read aloud their answers
T: Call other Ss to comment
D. Activities 6: Write the sentences Individual
Perform- T: Ask Ss to do this exercise in pairs S: Do in pairs
ing.(10’) then share the ideas with the whole class Pair work
E. Home- Do exercise in Workbook

work.(2’)
Whole class.
* Feedback:……………………………………………………………………………….
……………………………………………………………………………………………..

PERIOD 30: lesson 4: Communication
I/ Objectives:
1. Educational aim: By the end of the lesson, ss will be able to describe the table manners in the
UK and compare with those in VN
2. Knowledge:
- Vocabulary: prong, , palm, tray, mat, host/ hostess
- Grammatical structures: Giving opinions about the table manners
3. Skills:
- Speaking, listening.
II/ Teaching aids:

- Lesson plan, visual pictures + teacher and students’ books.
III/ Procedures :

focus
up( 5’): - T divides the class into two groups. Vocabulary Group
- T shows ss pictures about some table about table work.
manners in VN and UK and asks ss to have manners.
a quick look, then write on the board the + prong(n)
B. differences b/ w them. + tray (n)
Communication. - Introduce some new words in the box + mat (n)
(25’) - Use the pictures in (1) to give the + cutlery (n)
meanings of the words : “ prong, tray, mat, + palm (n)
cutlery” + host (n)
- To teach the word “ palm” point to the T’s + hostess (n)
palm
- To teach the word “ host, hostess” , give
an explanation: when you invite some
guests to your house, your mother is the
hostess and your father is the host
Activity 1: Look at the pictures then
discuss the differences b/w them - Pair work
T: Ask Ss to work in pairs to do the task
S: work in pairs
T: Check and give explanation
-In the first picture, people are sitting on the
mat to have the meal. In the second picture,
they sitting around the dining table
-In the first picture, people are using rive
bowls and chopsticks. In the second picture, Pairwork.
they are suing cutlery
Activity 2: Write T/ F
T: Ask ss to do this task in pairs .
Ss: do this exercise in pairs and give T the Some words
answers. related to table Pair work.
T : confirms the correct answers. manners in
Activity 3: Listen Britain.
T: Ask ss to listen to Nick giving a
presentation on the table manners in Britain Individual
S: listen to the recording twice
T: Ask ss to give the answers and the reason
for their choice
Ask them to correct the false sentences
1. F ( You hold the folk in the left and the
knife in the right * Vocabulary
2. T - tray (n)
3. F ( There is also a spoon and a forl for - mat (n)

dessert)
4. T
5. F ( You should never use your own
cutlery to take more food from the
serving dish – use the serving spoon)
6. F ( You should break off the bread with
your hands)
7. F ( Guests have to wait until the host or
hostess starts eating)
Activity 4 . Work in pairs
Ask ss to read the table manners in the book
first
Ask ss to discuss if they follow the same Vocabulary Pair work.
table manners in their family related to table
S: Discuss then give their ideas manners in
T: Ask them to add some more table Viet Nam.
manners in 3’
Call some ss to represent their ideas
T: quickly write some of the Ss’ extra table
manners on the board
Activity 5 ; There is a British exchange

student in your class. You invite her to
dinner at your home. Play the roles
C. Performing. Ask ss to work in pairs and role – play Pair work.
(10’) Ask them to continue the conversation in
the book or make their own
After some time, call some pairs to act out
the conversation in front of the class
Call others to give comments
Give praise and feedback on Ss’
conversations
E. Home assignment(3’)
groups
- Exercise in the Workbook
Whole
D. Homework. class.
(5’)
* Feedback:……………………………………………………………………………….
……………………………………………………………………………………………..

Date of planning:.28./.10./.2015.
Date of teaching:…./ 10/ 2015.
I/ Objectives:
1. Educational aim: - Read for general and specific information about customs and traditions

- Talk about customs and traditions
- Vocabulary: celebrate, anniversary
II/ Teaching aids:
- T: lesson plan, visual pictures , aids
III/ Procedures :

focus
A. Warm up. - T asks Ss some questions about their Vocabulary Individuals
(2’) families’ customs and traditions. about customs
B. *Pre - task: and traditions.
Reading(20’) Activities 1: Answer the questions Pair work.
Ask ss to look at the pictures and answer the
questions in pairs
Elicit answers from Ss
- Picture 1: A family is celebrating a birthday
- Picture 2: People are making Chung cake
- Picture 3: A family is at an amusement park
Activity 2:
Ask Ss to read the passage quickly and tell if
Mi is writing about her family or her society
Elicit answers from Ss
- She’s writing about her family Individuals
* Task cycle:
Exercise 3:Decide in which paragraph each
detail is mentioned. Wtite A, B, C in the
blank
Introduce the new type of reading exercise
Instruct the way to do this kind of exercise Individuals
- Read the statements and underline the
key words
Eg: in statement 1, the key words are ‘ name”
and “ Italian dish”
- Begin with statement 1, read through
the passage quickly and locate the key
words
- Stop to read the part that includes the
key words more carefully to make
sure the information matches
T may model with the first statement
S: Work individually then compare their
answers with a classmate.
1- C 2- A 3- C 4- B 5- A 6- B
Exercise 4: Answer the questions
- Ask ss to read the text again and answer the
questions in pairs.

- Have ss compare the answers with a Individuals.
classmate.
board and T : ask them to explain their Pair work.
answers.
1/ They are: having lunch together on the
second day of Tet, spending Sunday
together, and celebrating her grandparents’
wedding anniversary on the first Sunday of Individuals.
October.
2/ They usually go to the cinema or go for a
picnic together
3/ They don’t remember
4/ They made five- colored sticky rice served
with grilled chicken
5/ They love family customs and traditions
because they provide a sense of belonging.
- T focus on some words related to customs
and traditions.
* Pre stage:
- T asks some questions about customs and How to Whole
tradition. organise a class.
*Through stage: presentation on
Exercise 5:Work in pairs and discuss the customs and
questions tradition.
- Ask ss to take to ask each other the Vocabulary:
C. three questions about their own family - sense of
Speaking(15’) customs and traditions belonging(n)
- T can move about the class facilitating Individual.
where necessary and assessing how Ss
are doing. Vocabulary
* Post stage: about customs Pair work.
Exercise 6: and traditions..
T: Ask two pairs of Ss to join together. One
pair interviews the other. One S interviews
and the other notes down the answers in the
table, then the second pair interviews the first
pair
Ask ss to present what they’ve found out to
the whole class. Pair work.

D. Performing.
(6’) Individual.
Whole
E. class.
Homework(2’)
* Feedback:……………………………………………………………………………….
……………………………………………………………………………………………..

.
I/ Objectives:
1. Educational aim: By the end of the lesson, ss can:
- Listen to get specific information about a traditional dance of an ethnic group in VN
- Write a paragraph about a traditional dance
- Vocabulary: Words related to the topic
II/ Teaching aids:
III/ Procedures :
focus
A.Warm up(3’) - T asks Ss to tell about some ethnic groups’ Individual.
traditions they know.
B.Listening(15’ * Pre task.
) Ask ss to look at the picture and share what Individual/
they know about this tradition with a partner pair.
Elicit ss’ answers and have them share as
much information as possible
Write the name of the traditional dance on Individual.
the board: The xoe dance
* Task cycle.
Exercise 2: Ask ss to listen to Mai’s
presentation and complete the table
- Play the recording once then ask ss to Structures:
listen carefully and complete the table Questions with Individual.
- Ask them to give the answer question words.
- Play the recording again then check. Make General
changes to the answers on the board but do questions.
not confirm the correct asnwers now Vocabulary:
1-happpy and wealthy
2- private gathering

3- 30
4- the circle dance
5- social
6- fire
7- the music
8- culture and lifestyle
Exercise 3: T/ F?
- Ask ss to listen again then decide if the
sentences are T or F
- Ss listen then write down the answers they
hear Pair or
- Play the recording again for them to check individual.
- T: Correct as a class
1- T 2- F 3- F 4- T 5- T
- Some vocabularies:
Vocabulary:
* Pre stage: - spiritual (adj)
Exercise 4: - conical (adj)
Ask ss to work in pairs and make sentences - scave (n)
using the given information - reflect (v)
Encorage ss to write the full sentences Vocabulary:
C.Writing(15’) T: Move round then give comments - The Obon
* Through stage: dance. Pair work.
Exercise 5: - honour (v)
Ask Ss to write their description individually
based on the sentences they have made
beginning with the given sentence.
Ss write this in groups on big pieces of paper
* Post stage: Individuals.
Ask the groups exchange their descriptions
to spot any mistakes
Share them with the whole class
Collect some ss’ work to mark at home Work in
Ss know more about traditional dance of group.
some ethnic groups and tell about them.
Write a paragraph as homework
D.
Performing(10’ Whole
) class.
E. Homework.
(2’)

* Feedback:……………………………………………………………………………….
……………………………………………………………………………………………..

PERIOD 33: lesson 7: Looking back
.
I/ Objectives:
1.By the end of the lesson, ss can:
- Use action verbs to talk about a traditional dance
- Use : should and shouldn’t , have to
- Pronounce the words containing clusters/ sk/ , / sp/ , and / st/
II/ Teaching aids:
III/ Procedures :

focus
A.Warm up. Ask ss to come to the board to write as many Vocabulary Individual./
(5’). customs and traditions they know as about customs Group.
possible. and traditions..
* Vocabulary 1- respect
B.Looking Activity 1 2- worshipping
back(25’) Ask ss to complete the exercise individually 3- wrap Individual.
Ask them to share the answers with their 4- host
partner 5- cutlery Pair work.
Ask them to give the answer with the whole 6- genertions
class a
Give the correct answers.
1- respect 2- worshipping 3- wrap
4- host 5- cutlery 6- generations
Activity 2:
- Have ss read through the expressions . Some
- Ask ss to work individually expressions:
Ask them to compare the answers with their - There’s a Individuals
partners tradition that.. Pair work.
Check and confirm the correct answers -According to
Give comments tradition…
Activity 3: Complete the wordwebs - follow the

Set a time limit for this activity about 5’ tradition of..
Ask ss to write down as many family and - break with Individuals.
social customs and traditions in the tradition by….
wordwebs as possible - have the
T and others give comments on the answers custom of…
* Grammar
Activity 4: Complete the sentences
Ask ss to complete the exercise individually Modal verb:
Ask them to share the answers with their 1- should wait
partner 2- shouldn’t Individual.
Ask them to give the answer with the whole break
class 4- should
Give the correct answers. follow
1- should wait 2- shouldn’t break 5- shouldn’t
4- should follow touch
5- shouldn’t touch
Activity 5:Underline one mistake
T: Ask ss to complete the exercise
individually
Ask them to share the answers with their
partner
Ask them to give the answer with the whole Individual
class
Give the correct answers
1- has to -> . have to
2- should -> shouldn’t Pair work.
3- have to has -> have to have Modal verbs:
4- should to -> should - Have to
have avoid - > have to avoid - should
* Communication
Activity 6: Game “ What should I do”
Ask ss to work in groups , take turn to
choose one of the scenarios for each other.
The secretary writes down the advice each
member gives Group work.
The group votes for the person giving the
best advice
- T can conduct if there is time left.
What Ss’ve learnt from the lesson.
- Do exercises in workbook- Unit 4.
C. Project Whole class.

D.
Performing(10’
)
E.
Homework(2’)

*Feedback:
………………………………………………………………………………………………………
……………………………………………………………………….
UNIT 5
FESTIVALS IN VIET NAM
I /Aims :
- Stress correctly multy- syllable words with –ion and – ian endings.
- Use the lexical items related to the topic “ Festivals in Viet Nam”.
- Use simple and compound sentence.
- Review complex sentences.
- Write complex sentences using subordinators because, if, when, although, even though.
2. Skills
Speaking.
- Talk about festivals.
Listening
- Listen for specific information about festivals.
Reading
- Read for specific imformation about festivals.
Writing
- Write about festival Ss like or have been to.
- Some students may make mistakes when using subordinators.
V. Procedure.
UNIT 5: FESTIVALS IN VIET NAM.
I/ Objectives:
1. Educational aim: - Introduce new topic “ festivals in Viet Nam ”
By the end of the lesson may get some information about the festivals in Viet Nam
- Vocabulary: oriental, reunion, regret, bamboo swings, wristling, dragon boat.
II/ Teaching aids:
- T: lesson plan, visual pictures, cassette and tape.
III/ Procedures:

time focus
A. Warm Give some pictures of some festivals in the world as Vocabularies
– up.( 5’) well as in Viet Nam to help students know more related to +whole
about the festivals before leading to the Getting festivals. class, team

started work.
B. Getting Activity 1: Listen and read
started( 1 Ask Ss to look at the picture in Getting started and
0’) the heading Which festival should I see? Ask Ss
some questions:
1. Where are Duong and Peter?
2. What are they doing?
3. What might they be taking about?
Ss: Answer the questions
T: Quickly write Ss’ answers on the board Individual
- T: guide the new words to the ss *Vocabulary
- Play the recording -oriental(a) Whole class
Ss: Listen and read the dialogue -reunion(n)
T: Ask Ss if their guesses on the board are correct -regret(v)
T: Give some new words -bamboo(n)
C. Doing a/ Tick True or false -swings(n)
( 22’) T: Ask Ss to do Ex individually -wristling(a)
T: Ask them to share the answers with their partner -dragon boat(n) Individual
T: Ask one to give the answers Pair work
S: Write the answers on the board, others correct
then give their explanation.
1- T
2- T
3- F
4. F
5. T
b/ Answer
T: Ask ss to asnwer the questions orally without
reading the dialogue
Ss: Ask and answer in pairs
T: Call two Ss write on the board
Ss: Write the answers on the board Pair work
T: Ask them to read the conversation and check the
answers
Ss: Read then check the answers
T: Call Ss to correct
1. In April. They can see a grand opening Individual
ceremony, ao dai festion show, Dem Phuong Dong Pair work
or oriental night show, royal court music
performances........and sport activities.
2. Duong's family prepare a five-fruit tray and
chung cake.
3. Because there are many interesting things to see
and enjoy, it would take too long to describe them.
4. In Bac Ninh, on 12th of the first lunar month.
5. Because it is near Ha Noi, it takes place right
after Tet holiday and is full Role - play
c/ Find the following in the conversation and Pair work

explain the meaning. 1. Used as
- Ask ss to look at the dialouge again and underline sugestion or
the phrases give advice.
- Have ss use the context to try to explain when they 2. Sounds +adj:
may use the phrases. used to give
- Call ss to explain each phrase before class and your first Individual
others remark. impression of
1. Used as sugestion or give advice. what you hear
2. Sounds +adj: used to give your first impression 3. To stress that Pair work
of what you hear it is worth
3. To stress that it is worth spending time or money spending time
doing something or money doing
4. To show surprise and to check that something is something
really ok to do. 4. To show
surprise and to
d/ Make short conversations with the four check that
expressions in C. something is Individual
- Have ss role-play, practising the phrases in C. really ok to do.
- Call on some pairs to perform to the class. T: Why don't
Activity 2: you come with
Use the words in the box to label the pictures. us to the Lim
- Ask ss to read all the words in the box and look at festival
D.Perfor the pictures S: sounds great. Pair work
ming (5’) - Have ss work in pairs , matching the words with T: you won't
the pictures. regret it.
- Call some pairs to read their answers.and have ss S: Are you
read the words chorally. T correct their sure?
pronunciation . T: Of course. Pair work
- Check their answer .
Activity 3: Match the words with the pictures of
the festivals
- Ask ss to look at the pictures and guess which a. ceremony
festival it is. b.anniversary
- Have ss read the names of the festivals in the box c. reunion
and work individually, match the names of the d. procession
festivals with the approriate pictures. e. carnval
then cross check with a partner. f. performance
1.d 2.a 3.c 4.b 5.e Individual
Activity 4: Match the festivals in 3 with their
description.
- Ask ss to read all the description in the box. -
- Have ss work in pairs, matching the descriptions
of the fetivals with their names.
- Call ss to give their answer and T check ss'
answers.
1.c 2.b 3.e 4.d 5.a
Activity 3: Game : Festivals Individual
T: Ask Ss to work in groups of four

Set a time limit of five minutes
S: Write down as many festivals as possible
The goups with the most festivals is the winner
T: Ask the winning group to present one of the Group work
festivals.
Other groups add some more if they can
E.Home-
work(3’)
Whole class
*Feedback:
………………………………………………………………………………………………………
……………………………………………………………………….

PERIOD 35: lesson 2: A closer look 1
I/ Objectives:
1. Educational aim: - Practice the vocabulary and pronunciation of the unit
- Vocabulary: preserve, ritual, commemorate, incense, procession, companion,politician.
- Sounds: / ion / , / ian /
II/ Teaching aids:
- Lesson plan, visual pictures , aids ,cassette and tape
III/ Procedures:

time focus
A. Warm Ask ss to call out some festivals they remember Words related whole class
– up.( 5’) from the previous lesson. Tell them that in this to Festivals
leson they are going to learn some expressions with
the word related to the topic
B.Vocabu Activity 1: Match
-lary(25’) T: Ask Ss to read the first halves of sentences in Whole class/
column A them with the second halves in column B individuals.
partner
1. c 2.e 3. a 4. b 5.d
Activity 2: Complete the sentences using words in
1.
Ss: Work individually 1-
T: Ask some Ss to give the answers commemorate

Ss: Ss write the correct answers on the board 2- worship
T: Ask the whole class to give comment 3- preserve
Ss: Give comment and correct 4- ritual
T: Ask Ss to read the whole expressions 5- performance
Activity 3:Match the nouns with each verb. A
noun can go with more than one word 1. Watch: ....a
T: Ask Ss to work in pairs to match verbs with ceremony, a
nouns on a piece of paper the swap the answers show
with another pair to check. 2. Have... (all Pair work
Ss: Work in pairs can fit)
T: Ask them to give their ideas 3.
Ss: Remark and give comments Worship: ...... a
Activity 4 a: Look at the table below what can you god, a hero
noticeabout these words. 4. Perform: .....
C.Pronu- T: Ask Ss to look at the word list. Then ask " What a ritual, a
nciation. do you notice about the endings?" How many ceremony, a Individual
(10’) syllable does each word have?" show.
- Have ss answer and sum up. -Stress of
T: Model stress in different words with the ending words ending
-ion and-ian. Ask ss to look at the rules in the in-ion and-ian
Remember box. Discuss the rule with the class and
elicit some pronunciations from Ss. 1. They are all
T: Remember : With the words ending in the suffix words with
-ion and- ian the syllable immediately before the more than two
suffix syllables. Individual
Activity 4b: Listen and repeat the words. 2. They end
T: Play the recording and ask ss to listen and repeat with the suffix
the words, pay attention to the stress on the syllable -ion and -ian
immediately before the ending -ion and -ian. 4b/
T: Call some Ss to read the words they hear aloud, - competition Individual
pay attention to the stress of the words. -
T: Correct their pronunciation commemoratio
Activity 5: listen and stress the words below. n
T: Play the recording and ask Ss to listen to the - procession
recording and stress the words. Ask them to pay - preservation
attention to the stress on the syllables immediately - confusion
before the ending-ion and - ian. -magician
S: Listen then compare the answers with their -musician Whole class
partner -vegeterian
T: Ask them to give the answers then play the -companion
- compe'tition Activity 5:
- commemo'ration listen and
1. pro'cession 2. com'panion stress the
3. pro'duction 4. compe'tition words below.
5. poli'tician 6. mu'sician
7. his'torian 8. lib'rarian
T: Ask Ss to find the words that have

the ending - ion and ian.
D. Whole class.
Homewo-
rk.(5’)
*Feedback:
………………………………………………………………………………………………………
……………………………………………………………………….

PERIOD 36: lesson 3: A CLOSER LOOK 2
I/ Objectives:
1. Educational aim: - Review : + Simple sentences and compound sentences.
- Vocabulary: neverthless, moreover, otherwise, therefore.
- Grammatical structures: -
II/ Teaching aids:
- Lesson plan, visual pictures , aids , cassette and tape.
III/ Procedures :

time focus
A. Warm Asking some questions Whole class.
– up.( 3’) Whole class/
B.Gramm T: Recommend about simple sentences and 1. My mother individuals.
ar1(15) compound sentences. likes cooking
-T: Give some examples and ask ss "which sentence very much
is a simple sentence and which sentences is ===> simple Individuals
compound sentence? " sentence
S: sentence 1: simple sentence 2. While my
S: S2 : compound sentence simple mother was
T: What is a simple sentence? cooking in the
S: A simple sentence is one independent clause. kitchen, my
T: OK. Notice that a sentence that has two verbs as father came.
in the sentence is still a simple sentence because it ===> Pairwork
has only one clause. compound
T: What is a compound sentence? sentence.
S: A compound sentence is two or more
independent clauses joined together. Ex: I was tired,
T: OK. Each clause is of equal inportance and could so I went to
stand alone. They can be joined with conjunctions bed early. Whole class
and, but , or, so, yet or conjunctive adverbs
however, neverthless, moreover, therefore, Activity 1:
otherwise. Write S for Individual
Activity 1: Write S for simple sentences and C for simple

compound sentences. sentences and
T: have the ss read all the sentences to make sure C for
they understand them compound Individual
T: Ask Ss to work in pairs sentences.
Ss: Work in pairs 1- S 2- C
T: Ask some Ss to give the answers 3- C 4- S 5-
Ss: Ss read the answers aloud S
T: Ask Ss to read the sentences aloud Activity 2: Individual
Activity 2: Connect each pair of sentences with an
approriate conjunction in a box to make 1. At the Mid-
compound sentences. fall festival we
- Have ss read all the sentences and all the can carry
conjunction in the box. beautiful Individual
Ask ss to pay attention to the Remember box first lanterna, so it's
T: Ask Ss to work in individually to join the a memorable
sentences using conjunction in the box childhood
Ss: Work in individually experience
T: Ask them to write the sentences on the board 2. and
Ss: Remark and correct 3. but Individual
1. At the Mid-fall festival we can carry beautiful 4. or
lanterna, so it's a memorable childhood experience. 5. yet
Activity 3: Connect each pair of sentences with an Activity 3:
C.Gram- approriate conjunctive adverbs in the box to make 1. however/
mar 2 . compound sentences. neverthless Pair work
(15’) - Have ss read all the sentences and all the 2. therefore
conjunction in the box. 3. moreover
Ask ss to pay attention to the Remember box first 4. otherwise
T: Ask Ss to work in individually to join the 5. neverthless/ Whole class.
sentences using conjunctive adverbs in the box however
Ss: Work in individually
T: Ask them to write the sentences on the board
Activities 4:Match the independent clause with the
independent ones to make complex sentences.
- Ask ss to read the grammar box Complex Individual
sentences carefully . Go through the grammar point
with the class to make sure every body understands.
T: Explain the meaning of the subordinators,
translating if necessary.
T: Ask ss to read all the sentences in the box and
match the clause individually and check them with
one or more partners.
T: corrects as a class.
1. b 2. d 3. e 4. f 5. a 6. c
Activity 5: Fill in the blank with one suitable
subordinator when, while, even though, although,

because or if.
- Ask ss to read the passage about elephant race
festival fill in the blank with a suitable subordinator. Activity 5:
- Call some ss to give their answers and others 1. because
remark. 2. if Pair work
Activity 6:Use your own words/ phrases to 3. when
complete the sentences below. compare your 4. while
sentences with your partners. 5. when
- have ss work in pairs to complete the sentences. 6.
- ask ss to swap their senrences with other pairs. although/even
D. - Have ss read their answer aloud. though.
Perform- - T: Call other ss to remark and T give feedback. Pair work
ing.(10’) 1. _________, I have never been there.
2. _________, we shouldn't miss it.
3. _________, you should visit Giong temple.
4. _________, they take a lot of photos
5. _________, they can enjoy the beautiful scenery
of the area.
- Ask ss to make sentences using conjunctive
adverbs.
Workbook
E. Home-
work.(2’) Whole class
* Feed back:…………………………………………………………………………………
……………………………………………………………………………………………….
DUYET NGAY

PERIOD 37: lesson 4: COMMUNICATION
I/ Objectives:
1. Educational aim: By the end of the lesson, ss will be able to describe and give opinions about
festivals in VN.
2. Knowledge:
- Vocabulary: bamboo archway, coconut , green rice flakes, clasped hands, floating lantern
- Grammatical structures: making dialouge about festivals.
3. Skills:
- Speaking, communicating, listening
II/ Teching aids:

III/ Procedures :
focus
up( 5’): - T divides the class into two groups. Vocabulary Group
- T shows ss pictures about some table about work.
manners in VN and UK and asks ss to have a traditions in
quick look, then write on the board the Viet Nam.
differences b/ w them. bamboo
- Introduce some new words in the box archway,
B. - 1. Look at the pictures. Discuss the coconut , green
Communication. following questions with a partner and rice flakes,
(25’) then write the right words under the claspedhands,
pictures. floating lantern
a. What are the things in the pictures?
b. Do you know the festival at which they
appear?
Ask Ss to look at the pictures and answer
the questions.
2. Now listen to an interview between a
TV reporter and a man about a festival to - Pair work
check your answers.
Play the recording and let Ss check their
guesses.
Key:
a. 1.bamboo archway 2. Green rice
flakes 3. Potatoes 4. Coconuts
5. pia cake 6. Clasped hands
7. Lanterns 8. Dragon boat race Pairwork.
b. Ooc bom boc festival
3. Listen to the interview again and
complete the table below with the answers Some words
to the suggested questions. related to
Where? 1. traditions in Pair work.
……………………… Viet Nam.
When? 2.
………………………
Who is worshipped? 3. Individual
……………………….
What activities? 4.
……………………….
Ask SS to work in pairs, making full
questions based on the given queston words * Vocabulary
and giving as many answers as possible
based on what they can remember from the
previous listening. Play the recording again
for Ss to answer. If Ss haven’t been able to

answer all the questions, play the recording
another time. Check the answers with the
whole class.
Suggested questions:
1. Where is the festival held?
2. When is the festival held?
3. Who do the people worship at the festival?
4 – 6. What activities do people do at the
festival?
Key: 1. Soc Trang 2. 14th, 15th Vocabulary
th
evenings od the 10 lunar month 3. related to
Moon God. trations in VN. Pair work.
4. have a worshipping ceremony 5.
float paper lanterns 6. hold dragon boat
races
C. Performing. 4. Role - play in groups of three. One of
(10’) you is a reporter; two of you are locals. Do
an interview about a local festival. It can
be a real or an imaginary festival.
What’s the festival called?
It’s……………….
Example:
A: Good morning. Can I ask you some
questions about this festival? Pair work.
B:Yes, of course.
A: What is the festival called?
B: It’s……………. It’s help
in………………
A: Who do you worship at the festival?
C: We
worship……………………………….
Before the role-play begins, give Ss a little
timeto decide which festival to talk about and
assign roles. Note that Ss could also invent a
festival. Use the example in 4 and the
listening in 3 as models. When everyone has Whole
finished, ask some groups to role-play in class.
front of the whole class.
Ask ss to work in pairs and role – play
Ask them to continue the conversation in the
book or make their own
After some time, call some pairs to act out
the conversation in front of the class
Call others to give comments
Give praise and feedback on Ss’
conversations
D. Homework. groups

(5’) - Exercise in the Workbook
* Feedback:………………………………………………………………………………….
……………………………………………………………………………………………….
PERIOD 38: lesson 5: SKILL 1
I/ Objectives:
I/ Objectives:
1. Educational aim: - Read for general and specific information about festival in Viet Nam.
- Talk about festivals in Viet Nam.
- Vocabulary:
II/ Teaching aids:
III/ Procedures :
focus
A. Warm up. - T asks Ss some questions about traditions Vocabulary Individuals
(2’) in Viet Nam. about traditions
B. 1. Below are pictures from websites about in VN.
Reading(20’) festivals in Viet Nam. Work in groups to Pair work.
* Pre – task: answer the following questions.
1. What are the people doing in each picture?
2. Who do people worship at the Hung King
Temple Festival?
3. Who do people worship at the Huong
Pagoda Fastival?
A HUNG KINH TEMPLE FESTIVAL
B HUONG PAGODA FASTIVAL
In small groups, have Ss look at the pictures
and answer the questions, but don’t check the
answers with the class. Individuals
2. Now read the information about these
festivals to check your ideas.
Give Ss two minutes to skim the passages
and check their answers in 1. Explain that to
* Task cycle skim, they must move their eyes very quickly
over the text to get a general idea of the Individuals
subject.
3. Find words in the passage that have
similar meaning to these words or phrases.
Now give Ss one minute to scan the passages
to find the words. Explain that to scan they
must move their eyes quickly over the text to
look for specific information, rather than
reading every word. Ask Ss ti ubderline or

cirle the words they find with a pencil. T may
help Ss work out the meanings of these
words from the context. Then check with the
whole class.
4 Read the information again and answer
the following questions.
Set a longer time limit for Ss to read the text
again and answer the questions. Ask Ss to
note where they found the information that
helped them ta answer the questions. Ss can 1. kings Individuals.
compare answers with apartner before 1. emperors
discussing them as a class.
1. When does the Hung Kinh Temple Pair work.
Festival take place? 2. includes as an
The Hung King Temple festival takes place important part
* Language from the 8th to 11th day of the third lunar of something
analysis month. 2. features
2. What is included in the offerings to the 3. interresting,
Hung Kings? full of fun Individuals.
Incense, specialities such as chung cakes, day 3. joyful
cakes and five-fruit trays. 4. from aboard
3. Why is it joyful to go to the Hung King 4. from overseas
Temple Festival? 5. going for a
Because there are many joyful activities long walk
including bamboo swings, lion dances, 5. hiking
wrestling and xoan singing performances. 6. natural
4. What do people do to worship Buddha at surroundings
the Huong Pagoda Festival? 6. scenery
People join a procession and make offerings
of incense, flowers, fruit and candles.
5. Which of the activities at the Huong
Pagoda Festival do you like most?
Ss’ own answers.
5. a work in pairs. Your teacher is
organizing a trip. You have two options:
going to Huong Pagoda or going to Hung
Kinh Temple. You have to decide the Whole
following: class.
1. Which place do you prefer to go to?
C. Explain your choice.
Speaking(15’) Example: I prefer to go to Huong
Pagoda because I really want to
travel
Along Yen Stream by
boat. Individual.
* Pre stage How about you?
2. What things should you take with you?
Why? Pair work.

Example: I think we should take a
bottle
Of water because we’ll need it
when we’re
Climbing the mountain.
First, ask Ss to work in pairs, choosing one of
the two places: Huong Pagoda or Hung King
* Though stage Temple to go to. Remind Ss to give a reason How to Pair work.
for their choice like in Example 1. organise a trip.
b. Now report your decisions to the class. Vocabulary:
Which location is more popular and why? - sense of
Ask Ss to report their decisions to the class belonging(n)
and decide which location is more popular.
Remember to ask Ss to say why the chosen
location is more popular. Vocabulary Individual.
Remember the knowledge. about traditions Whole
in VN. class.
* Post stage
D. Performing.
(6’)
E.
Homework(2’)
* Feedback:……………………………………………………………………………….
……………………………………………………………………………………………..
DUYET NGAY


I/ Objectives:
1. Educational aim:By the end of the lesson, ss can:
- Listen to get specific information about heroes in VN
- Write a paragraph about a festivals in VN.
II/ Teaching aids:
III/ Procedures :
A.Warm up(3’) T writes the word ‘hero’ on the board as the Individual.
centre of a word web and asks volunteers to
come up and add any words or phrases to
the word-web connected with the topic of Individual/
‘heroes’. (Accept all ideas and don’t correct pair.
anything. Then tell Ss they are going to
listen to a passage about a Vietnamese
‘hero’ and open the books.) Individual.
1. Work in pairs. Describe the picture
B.Listening(15’ and answer the questions.
) 1. Who is Saint Giong?
* Pre task 2. What did he do for the country?
T asks to work in pairs, describing the Structures:
picture and then answer the questions. Questions with Individual.
2. Listen to a tour guide giving question words.
Information about the Giong Festival and General
* Task cycle circle the correct answer A, B, or C. questions.
Tell Ss that they are going to listen to a tour Vocabulary:
guide giving information about the Giong
Festival. Ask them to read the questions
carefully and try to predict the answers
based on what they know. Remind them to
pay attention to key words in the options.
Play the recording and ask Ss to circle the
right answers. Check their answers with the
whole class.
Key: 1. B 2. A 3. C
3. Listen to the talk again and write
answers to the questions below.
Have Ss underline key words in the
questions. Play the recording. Ask them to Pair or
write answers on a piece of paper. If individual.
necessary, plat the recording again for Ss to
check the answers. Then select Ss to read
out their answers to the class. Elicit any
corrections from the class as you write their
answers on the board.

1. How different is Saint Giong from other Vocabulary:
heroes in Viet Nam? - mythical (adj)
He is a mythical hero, who grew from a - giant (adj)
three-uear-old child into a giant overnight. - defend (v)
2. When do the preparations for the festival - reflect (v)
begin? Vocabulary:
The preparations begin one month before - some
* Language the festival. conjunctive Pair work.
analysis 3. What kind of ceremony takes place after adverbs.
the procession?
A religious ceremony.
4. What happens when night falls?
There is a cheo performance.
5. How important is this festival? Individuals.
This festival shows the love for our
motherland and the preservation of our
cultural heritage.
Audio script:
The Giong Festival is celebrated every year
in Phu Linh Commune, Soc Son District, Ha
Noi. This festival commemorates the hero,
Saint Giong. He is considered a mythical
hero because he grew from a three-year-old
child into a giant overnight. He is
worshipped for defending the country from
foreign invaders-the An.
Altrough this festival is held from the 6th to
the 12th day lunar month, people of the 4th
lunar month, people start preparing
traditional clothing for the procession and
for various festival performances one month
beforehand. During the festival, the
procession starts at the Mother Temple and
goes to Thuong Temple where a religious
ceremony is performed. When night falls, a
cheo pay is performed. Then the festivities
end with a thanksgiving procession on the
12th.
This festival shows our love for the
motherland and the preservation of our
cultural heritage.
4. Work in pairs. Discuss with your
partner the festival in Viet Nam that you
like best. Use the web below to take notes.
C.Writing(15’) Set a time limit for Ss to brainstorm ideas Work in
* Pre stage and write their notes. Move around, helping pairs.
Ss with ideas where necessary.
5. Now use the notes to write an article

about this festival for the school website.
Remember to add any necessary
connectors below to make compound and - Connectors
compound and complex sentences. used to make
* Through Ask Ss to refer back to the reading passages compounds and Individual
stage in skills 1 for useful language and ideas, and complex
note some necessary expressions and sentences.
language as well as connectors they may When ,while
need on the board.
Ask Ss to work individually to write a first because
draft. And Whole
Display all or some of the articles on the but class.
wall/ board. Other Ss and T give comments. so
Ss edit and revise the articles as homework. First
Write a paragraph as homework then
* Post stage moreover
D. Whole class
Performing(10’
)
E. Homework.
(2’)
* Feedback:……………………………………………………………………………….
……………………………………………………………………………………………..

PERIOD 40: lesson 7: LOOKING BACK
I/ Objectives:
1.By the end of the lesson, ss can:
- Use lexical items related to the topic “ Festivals in VN”.
- Use : Conjunctions: and, but, or, yet, so and conjunctive adverbs: However, nevertheless,
moreover, therefore, otherwise.
II/ Teaching aids:
III/ Procedures :

A.Warm up.(5’). Ask ss to come to the board to write as Vocabulary about Individual./

many festivals in VN they know as festivals in VN Group.
possible. 1. incense
B.Looking Activity 1 2. offerings
back(25’) Ask ss to complete the exercise 3. pray
* Vocabulary. individually 4. Lantern Individual.
Ask them to share the answers with their 5. crowds
partner 6. cheering Pair work.
Ask them to give the answer with ethe
whole class
Give the correct answers.
1. incense 2. offerings
3. pray 4. Lantern 5. crowds
6. cheering
Activity 2:
- Have ss read through the text.
- Ask ss to work individually Individuals
Ask them to compare the answers with -commemorates Pair work.
their partners
Check and confirm the correct answers
Give comments performances
1. ethnic 2. commemorates ancient
3. respect 4. ritual procession Individuals.
5. ancient 6. procession ethnic
7. perform 8. Performances
Activity 3:Choose the correct answer. ritual
Ask ss to work individually respect
Ask them to compare the answers with
their partners perform
* Grammar. Check and confirm the correct answers
T and others give comments on the Individual.
answer.
1. if 2. Even though 3. Conjunctions: and,
Because 4. While 5. When but, or, yet, so and
Activity 4: Use your own words or ideas conjunctive
to complete the sentences below. adverbs: However,
Ask ss to complete the exercise nevertheless,
individually moreover, therefore,
Ask them to share the answers with their otherwise.
partner
Ask them to give the answer with the
whole class
Give the correct answers. Individual
Suggested answers:
1. When the Lim festival begins, people
come to see the quan ho singing
performance. Pair work.
2. Because we have many festivals in
January, we call it the month of fun and

joy.
3. If you go to the Hue festival, you can
enjoy an ao dai fashion show.
4. Even though/ Although sticky rice is
very tasty, it’s hard to eatit every day.
5. While/ When we are boiling chung
cakes, we often listen to our Group work.
grandparents’ stories.
Activity 5:Put the follow things and
activities in the correct right columns.
T: ask Ss o do the task individually to
sort the words and phrases for the two
festivals.
Ask them to give the answer with the
* whole class
Communication New Year Festival Individual
. family reunion
the first-footer
firework displays
kumquat
visiting relatives
Activity 6: 6. Work in pairs, find out Whole class.
which festival your partner prefers.
Which three things or activities does
your partner like best in the festival
he/ she chooses? Why? Mid-Autumn Pair work.
Ask Ss to interview each other about the Festival
3 activities that like best and give mooncakes
reasons. Encourage them to give as Hang Nga and Cuoi
many reasons as possible. stories
- T can conduct if there is time left. welcome-the-moon
What Ss’ve learnt from the lesson. party
- Do exercises in workbook- Unit 5. floating lanterns
lion dance Pair work.
C.
Performing(10’)
D. Project
The whole
E. class.
Homework(2’)
*Feedback:
………………………………………………………………………………………………………
……………………………………………………………………….

DUYET NGAY
UNIT 6
Folk tales
I /Aims :
- Use an exclamatory sentence with the correct intonation.
- Use the lexical items related to the topic “ Folk tales”.
- Use the past continuous tense correctly.
- Distinguish between the past continuous tense and the simple past tense.
2. Skills
Speaking
- Talk about a legend/ folk tale/ fairy tale/ fable( its plot, main character….).
Listening
- Listen to get specific information I a fairy tale.
Reading
- Read for specific information in a fairy tale.
Writing
- Write a narrative of a legend/ folk tale/ fairy tale/ fable.
- Some students may make mistakes when distinguishing between the past continuous tense
and the simple past tense.
V. Procedure.
UNIT 6: FOLK TALES.

I/ Objectives:

1. Educational aim: - Introduce the topic of the unit.
2. Knowledge
- Vocabulary: lexical items related to the topic.
- Grammar: Review: Past simple, past continuous, exclamations.
3. Skills: L, S, R, W.
II/ Teaching aids:
- Ss: vocabularies related to hobbies
III/ Procedures :
Steps and Learning activities Language focus Models

time
A. Warm – Game: Hanging man Vocabularies
up.( 5’) - Play in 2 big groups. related to foke +whole
- Topic: F O L K T A L E S tales. class, team
Lead in: work.
B. Getting T: Ask ss some questions:
started( 10’) + Have you ever read a famous Vietnamese
legends?
+ What is its title?
+ What is it about? Individual
+ What are the main characters in it?
S: Answer in turns
T: Collect ss’ answers then write on the
board then lead to the new lesson
Activity 1: Introduction *Vocabulary Whole class
Ask ss to look at the picture in Getting -a legend
started and ask ss some questions: -a folk tale
+ Where are Duong and Nick? -a fairy tale
+ What are they doing? -a fable
+ What are they talking about? - title(n)
Ss: Answer the questions - genre (n)
T: Quickly write Ss’ answers on the board - character (n)
- Play the recording - plot (n)
Ss: Listen and read the dialogue
T: Ask Ss if their guesses on the board are
correct
T: Give some new words
C. Doing Activity 2: Choose the correct answer: Individual
( 22’) T: Ask Ss to do Ex a individually Pair work
partner
T: Ask one to tick on the board
S: Write the answers on the board, others
correct the false sentences then give the
right answers

Activity 3: Matching
T: Ask Ss work individually to match the
words or phrases with their meanings
Ss: Work individually
T: Have them compare the answers with
their partners
Ss: Compare
Activity 4: Complete the table Pair work
Ask Ss to work in pairs and complete the
table Individual
Ask them to write answers on the board Pair work
Ask ss to add more words to the table
Ss add more words to the table.
Title Lac Long Quan, Au Co
Genre Legend
Main Lac Long Quan, Au Co and
characters their sons
The plot - Lac Long Quan married Au
Co.
- Au Co gave birth to 100 baby
boys.
- LLQ missed the sea.
- LLQ took fifty of their sons to
the sea.
- Au Co took others to the
mountains.
Activity 5: Grammar: Exclamations Individual

Have ss discuss the questions in pairs. * Exclamatory
Then, draw ss’ attentions to the structure, sentenses:
meaning and the use of exclamatory -What + a/ an + Pair work
sentences by analyzing the instructions and Adj +
examples in the remember box. N(singular
Write these words and phrases on the board: countable) + S +
1. handsome/man. V!
2. interesting/game. -What + Adj +
3. good/news. N(uncountable/
4. lovely/dogs. plural coun) + S
5. brave/women + V!
Elicit the first answer from the ss. -What a
Then give ss a minute to write out the rest handsome man!
of the sentences. -What a
Check the answers with the class. interesting game!
-What good
news!
-What lovely
Activity 6: Matching: dogs!

Have ss quickly match the types of stories -What brave
with their definitions. women!
Play the recording for ss to check their Key: Individual
answers. 1. C 2. D
Put ss into pairs to think of an example or 3. B 4. A
each type of story.
T can add time limit to increase the fun.
Ss raise their hands when they have
completes their lists. Pair work
Check them with the class.
*Wrap- up (5’)
Activity 7: Game: Guess the story.
Have ss work individually, filling in the
D.Performi- table with information of the legend, folk Individual
ng (5’) tale, fable, or fairy tale they know.
First, model this activity with a more able Pair work
student.
Then, ask ss to work in pairs.
T may go around to help ss.
Call some pairs to practice in front of the
class.
Whole class
E.Home-
work(3’)
*Feedback:…...
………………………………………………………………………………………………………
…………………………………………………………………..
UNIT 6: FOLK TALES.

PERIOD 44: lesson 2: A CLOSERLOOK 1
I/ Objectives:
1. Educational aim: - Practice the vocabulary and pronunciation of the unit.
2. Knowledge:
- Vocabulary: words related to the topic.
- Pronunciation: intonation in exclamatory sentences.
3. Skills: Speaking, Listening and writing.
II/ Teaching aids:
III/ Procedures :
IV/ Procedures :

focus
A. Warm – up( Ask ss to repeat the words or phrases +whole
5’): indicating the folk tales they have learned in class, team
the previous lesson work.
Lead to the new lesson
B.Vocabulary. Activity 1: Match the characters with the
(25’) pictures
T: Ask ss to read the characters in the box
and match them with the suitable pictures. Individual
S: work in individually then compare with
their partner
S: Compare the answers with their friends’
on the board then give the correct answers Whole class
1. G 2. C 3. E 4. B
5. H 6. A 7. D 8. F
Activity 2: Match the adjectives with the Adjectives
pictures
T: Ask ss to work in pairs Positive
Ss: Work in pairs cheerful
T: Ask some Ss to read the words in the box generous
carefully to make sure they understand the brave
sentences kind
S: Read the sentences carefully then share
their answers Negative
T: Ask Ss to write the correct answers on the cruel
board mean Individual
1. G 2. F 3. A 4. E evil (điều ac) Pair work
5. B 6. C 7. H 8. D greedy
Activity 3:Complete the table wicked (hung
a. ác)
T: Ask Ss to work individually. fierce (dữ
Ss: Work individually tợn)
T: Have them complete the table cunning (xảo
Ss: Complete the table quyệt)
T: Ask Ss to write the correct answers on the
board
b. +whole
- Ask ss to do in pairs using the adjs in a to class, team
describe characters in one of their favorite work.
C. folk tales. Notes:
Pronunciation. - Then, asks some ss to say the sentences in The intonation
(10’) front of the class. of the
Activity 4: Listen and repeat exclamatory
T: Ask Ss to read out the sentences first sentences: Individual
S: Read the words silently - Falling tone at
T: Ask them to listen and repeat the the end of the

recording, pay attention to the intonation of sentence.
each sentence.
S: Listen and repeat the words they hear Whole class
T: Call some ss to read the words they hear
aloud
S: Read aloud the words
T: Correct their pronunciation
Activity 5: Listen and repeat
T: Ask Ss to read the sentences in pairs.
Call some ss to practice before the class.
T: Ask them to listen and repeat the
recording, pay attention to the intonation of
each sentence. Individual
S: Listen and repeat chorally. Pair work
T: Correct their pronunciation.
C. Wrap- up (5’)
Play game: Slap the board.
(the vocabulary they have just learnt) Whole class.
D. Home Ex 1, 2, 3,4 / …- Workbook
assignment(3’)
*Feedback:…...
………………………………………………………………………………………………………
…………………………………………………………………..
UNIT 6: FOLK TALES.

I/ Objectives:
1. Educational aim: By the end of the lesson, ss will be able to know how to use the grammar
points correctly.
2. Knowledge:
- Vocabulary: words related to the topic
- Grammar: + Past continuous & Past simple.
3. Skills: Speaking and writing
II/ Teaching aids:
- Ss: study the lesson in advance.
III/ Procedures :

A. Warm – up( Chatting +whole
5’): - What did you do yesterday? class, team
- What did you do last Sunday? work.
- What were you doing at 8 pm yesterday?
- What were you doing at 9 am last
Sunday?
+ Lead in
B. * Past continuous. GRAMMAR
Grammar(35’) Activity 1: Form and use * Past
a. Form: continuous.
T: Ask ss to do the exercise individually 1. Form:
S: work in individually then compare (-) Positive: S +
with their partner were/ was + V-ing Individual
T: Ask them to give the answers (+) Negative: S +
S: Compare the answers with their friends’ weren’t/ wasn’t +
on the board then give the correct answers V-ing
Activity 2: Use: (?) Questions:
T: Elicit some rules from ss. Were/ Was + S +
Ss: Think about T’s requests and give the V-ing ?
rules they guess. * Short answers:
T: Give feed back and ask them to read (+) Yes, S + were/ Whole class
the Grammar box. was.
T: analyzes the examples in the Grammar (-)No, S +
box. weren’t/ wasn’t.
Ss: Give some more examples.
Activity 2: Completing the sentences. 2. Use
T: Ask Ss to work individually. Ask them - To describe an
to look at the grammar box if necessary. action that was in
S: do the exercise and compare the progress at a
answers in pairs before checking with the stated time in the
whole class. past. Individual
Key Ex: At 6 pm Pair work
1. was wearing 2. were you going yesterday, I was
3. was going 3. ran cooking.
5. was not waiting - To describe an
Activity 3: action that was in
a. Describing the pictures progress when
T: Ask Ss to do this exercise individually another shorter
S: Do individually then compare the action happened.
answers with their partner (this shorter
C. Performing. T: Call some ss to write the answers on action is
the board expressed by the +whole
S: Write on the board simple past.) class, team
T: Call others to remark then give right Ex: When she work.
answers phoned me last
a. Key: night, I was
1. The servant was spinning in the sleeping.

wood. She phoned me
2. The girl was picking flowers by the side last night while I
of the road. was sleeping.
3. The knights were riding their horses
to the castle. Individual
4. Ciderella was dancing with the
prince.
5. Sait Giong was flying to the
heaven.
6. The ogre was roaring with anger. Whole class
b. Ask and answer:
T models with one more able student.
Then, ask ss to practice in pairs.
T goes around the class to provide help.
Call some pairs to practice in front of the Model:
class. T: What was the
servant doing?
Activity 4: Write the correct form of the S: She was
verbs: spinning
T: Ask Ss to work individually. Ask them Individual
to look at the grammar box and the Look 2. What was the Pair work
out! box girl doing?
S: do the exercise and compare the The girl was picking
answers in pairs before checking with the flowers by the side Individual
whole class. of the road. Pair work
3. What were the
knights doing?
Activities 5: They were riding
a. Complete the fable with the correct their horses to the
form of the verbs: castle.
T: Ask Ss to do this exercise individually 4. What was
S: Do individually then compare the Ciderella doing?
answers with their partner She was dancing
T: Call some ss to write the answers on with the prince. Individual
the board 5. What was Sait Pair work
S: Write on the board Giong doing?
T: Call others to remark then give right He was flying to
answers the heaven.
b. Discussion: 6. What was the
- Have ss discuss the questions the ogre doing?
question in pairs. It was roaring with
D. Wrap- up - Ask some pairs to give the answers to anger.
(5’) the whole class.
- T gives some comments and invite Pair work
comments from ss.
Have ss remind the usage and form
of past simple and past continuous tenses
and some linking verbs (When/While)

Ex 3, 4, 5 - Workbook
Whole class.
E. Home
assignment(3’)
*Feedback:…...
………………………………………………………………………………………………………
…………………………………………………………………..
DUYET NGAY
UNIT 6: FOLK TALES.

I/ Objectives:
1. Educational aim:
By the end of the lesson, ss will be able to use the functional language in everyday life contexts.
2. Knowledge:
- Vocabulary: extra words related to the topic
- Grammar: Past continuous & Past simple.
3. Skills:
- Speaking.
II/ Teaching aids:
III/ Procedures :
time
A. Warm – Play Kim’s game: +whole
up( 5’): - T divides the class into two groups. class, team
- T shows ss pictures with folk tales and asks work.
ss to have a quick look, then write on the
board.
- The group has more words wins the game.
B. Introduction:
Communicati - What fairy tales did you like to read when
on you were very little? Individual
(25’) - How fairy tales are structured?
Lead in: Today, we are going to do some
activities with a fairy tale. Please think of
what information is normally at the

beginning, in the middle, and at the end of a
fairy tale.
Activity 1:
a. Vocabulary
- T: Go through the vocabulary with ss by 1. Vocabulary Whole class
giving explanations in English. - granny:
- Ss: listen to the T and take notes - scream: tiếng
b. Matching: hét
Ss do this exercise individually and give T the - swallowed: nuốt
answers. Individual
T confirms the correct answers. Pair work
T asks ss to make one sentences with each
picture (if time allows)
1.h 2. a 3.e 4.f 5.d 6.c 7.b 8.g
Activity 2: Retell the fairy tale: +whole
C. Ask ss to work in group of six, in turn class, team
Performing(1 retelling the fairy tale to the group member in work.
0’) their won words.
Set a three-minute time limit per story and
have one group member keep time.
Then they can choose the best storyteller in
their group.
Activity3: Discussing and writing an ending
for the fairy tale.
- Ask ss to work in groups, discussing and Group work
writing an ending for the fairy tale.
- Encourage then to have fun and be creative.
- Choose a student from each group to read
the ending to the whole class.
- After each student has finished, invite some
comment from ss in other groups.
- T makes some comments and corrects ss’
mistakes if there are any.
- Have ss vote for the best fairy tale ending.
- Give your opinions about cooking,
collecting stamps, collecting glass bottles,
watching TV and gardening
- do exercises: … in the work book.
D. Home - Be ready for the next lesson. Whole class
assignment(3
’)
*Feedback:…...
………………………………………………………………………………………………………
…………………………………………………………………..
UNIT 6: FOLK TALES.


I/ Objectives:
1. Educational aim: - Read for general and specific information about
- Describe and
2. Knowledge
- Vocabulary:
3. Skills: Reading and speaking
II/ Teaching aids:
- T: lesson plan, visual pictures, aids
III/ Procedures :
A. Warm up.(2’) 1. Warm up: Guessing Game: +whole
B. Reading(20’) What story is it? class, team
* Pre – task: These words related to the story: work.
two brothers, fruit, bag, eager, gold,
sea
-> The Starfruit Tree
Activity 1: Vocabulary:
- Ask ss to scan the passage to find the
words in the box. 1. Vocabulary:
* Task cycle - Help Ss work out the meanings of  fortune: a large
these words from the context. amount of money.
Activity 2: Answer the questions:  Starfruit Tree: tree Individual
- Ask ss to read the text again and with green fruit
answer the question individually. shaped like a star.
- Have ss compare the answers with a  ripe: ready to be
classmate. eaten.
- Call some ss to write the answers on  filled: put gold
the board and T : ask them to explain into the gab until
their answers. Ss can either paraphrase there is no more
the original information from the text space.
or read out loud the part of the text  replay: pay back Whole class
where the answer to each answer is load: something that
located is being carried.
1. He gve his younger brother only a
star ftuit tree. Individual
2. The eager promised to repay him in Pair work
gold.
3. He offered to swap his fortune for his
brother’s starfruit tree. 1. greedy
4. He filled a very large bag and all his 2. time
pockets with gold. 3. fortune
* Language 5. He was dropped (by the eager) into 4. gold
analysis the sea. 5. swapped +whole
Activity 3: Complete the table: 6. dropped class, team

- Ask ss to read all the sentences and work.
decide which word form the blanks
need.
- Ss try to complete the sentences
without reading the text again.
- Have ss compare the answers with a
C. partner.
Speaking(15’) - Check and confirm the correct
* Pre stage answers from the text.
Activity 4: Read the stories
summarizes and decide … individual
- Ask ss to work individually to read
* Though stage the stories summarizes.
- Help them with any new vocabulary.
Activity 5:
* Post stage - Ss work in pairs, asking and Pair work
answering about the stories
D. Performing. - T goes around the class to provide
(6’) help. Words to describe
- Call ss to answer the questions. characters or
D. Wrap- up (5’) creatures in the fairy Group work
Game: Who am I? tales/legends/fables.
- First, remind ss of the words to
describe characters or creatures in the
fairy tales/legends/fables.
- Ss play in groups of five.
- One member choose a character in
any of the stories in 4.
E. - The others ask Yes/No questions to
Homework(2’) discover who that person is. Whole class
- T goes around to provide support.
E. Home assignment(3’)
Ask students to complete all the
exercises
UNIT 6: FOLK TALES.

I/ Objectives:
1. Educational aim: -By the end of the lesson, ss will be able to:
- Listen to get specific information about the topic
- Write a paragraph about the topic.
2. Knowledge and:
- Vocabulary: Words related the topic.
3. Skills: Listening and writing.
II/ Teaching aids:

III/ Procedures :

A.Warm up(3’) T writes the word ‘ fairy tale’ on the board 1. Once upon a - Whole
as the centre of a word web and asks time, there was a class.
volunteers to come up and add any words king, a qeen, and
or phrases to the word-web connected with a princess.
the topic of ‘fairy tale’. (Accept all ideas 2. One night an
and don’t correct anything. Then tell Ss ogre captured
they are going to listen to a fairy tale.) the princess and
Activity 1: put her in his
B.Listening(15’) Ask Ss to look at the pictures and make tower. - Individual
* Pre task some guesses about the fairy tale: 3. One day a
? What/ who do you thimk the main dragon heard the
characters in the fairy tale? princess cry for
? What may happen in the fairy tale? help.
Activity 2: 4. At the end of
* Task cycle - Have ss read through the word web and the story, the
guess the words or phrase to fill in each dragon married - Individual
blank . the princess.
- Ask ss to write their guesses on the
board..
T: Now you are going to listen to the story. 1. castle
* Language - Play the recording twice and ask ss to 2. give gold
analysis listen and complete the word web. 3. with
- Ask ss to compare their answer with each anger
other and then with the word / phrase on 4. breath
the board. strong back
- Play the recording again for pairs to Make notes
check their answers. - Title: Pair work
T: Ask ss to make notes about one of their - Main
favorite fairy tale or invent their own fairy characters:
C.Writing(15’) tale. - Plot: - Individual.
* Pre stage - Call one to write his or her story on the
board.
* Through stage - Others ss and T comment on the story on
* Post stage the board.
- T: collect some writings to correct at
home
D. T: Ask ss to retell about his or her story
Performing(10’) Rewrite the story.
E. Homework. - Whole
(2’) class
*Feedback:…...
………………………………………………………………………………………………………
…………………………………………………………………..

DUYET NGAY
UNIT 6: FOLK TALES.
I/ Objectives:
1. Educational aim: After the lesson, ss will be able to:
- Review the lexical items related to the topic.
- Review the grammar of the unit.
- Make questions and answers about the topic.
- Grammatical structures: +
II/ Teaching aids:
- Ss: draw a mind map about the languages of the unit.
III/ Procedures :

A.Warm up.(5’). A. Warm – up( 5’): Play: Lucky - Whole
number class.
- T explains the rule.
- T gives the explanation and ss say the
word.
- Ss play in 2 big groups.
. Lucky number
1 2 3 4
5 6 7 8 - Individual
B.Looking 9 10 11 12 Key:
back(25’) Activity 1: Matching: 1. witch
* Vocabulary. - Ss do this task individually to match the 2. hare
words in two columns. 3. knight
- T corrects their mistakes. 4. ogre
Activity 2: Complete the passage 5. fairy
- Ss work in pairs. 6. tortoise - Individual
- T tells ss to write the answers in their 7. giant
note books. 8. dragon
- T gives explanation if necessary.
- T corrects the mistakes. Characters
- Then, T let ss read the passage woodcutter
individually. witch
Activity 3: Filling the gaps dragon
* Grammar. - Have ss work in groups and write the fairy
answers in their note books. giant
- T. checks the answers. hare
Activity 4: Rewrite the sentences emperor Pair work
- Ss work individually first to write the tortoise
sentences. knight

- Then they work in pairs to swap their ogre - Individual.
sentences. eagle
- T gives correction and calls some ss to Buddha
read the sentences aloud. Personality
Activity 5: Complete the sentences. cruel
- Ss do the task individually. kind
- Then, they can check their answers with generous
a partner. mean
Activity 6:Matching wicked
* - Ss read the questions and answers once cheerful - Whole
Communication or twice. Then match them. fierce class
. - Ss work in pairs and role play their evil
questions and answers, and then write all cunning
C. sentences in their notebooks. brave
Performing(10’) - T will conduct if there is enough time. greedy
D. Project Ask students to complete the project.
E.
Homework(2’)
------------------------------------------------------------
GIÁO ÁN TIẾNG ANH 8 CHƯƠNG TRÌNH MỚI
HỌC KÌ 2
UNIT 7
POLLUTION
I /Aims :
By the end of this unit, students can:
* pronounce the words ending in-ic and –al correctly in isolation and in context.
* use lexical items related to the topic “Pollution” to talk about types of pollution
* use words and phrases showing cause/ effect relationships to describe the causes and effects of
pollution.
* use conditional sentences type 1 and type 2 correctly and appropriately to describe pollution.
2. Skills
Speaking
* take about the causes and effects of water pollution as well as ways to reduce it.
Listening
* listen to get specific information about thermal pollution
Reading
* read for general and specific information about water pollution
Writing
* write about the causes and effects of one pollution type

- Some students may make mistakes when distinguishing between conditional sentences type 1
and type 2.
V. Procedure.
UNIT 7: POLLUTION.
Date of teaching: 11/ 1/ 2016.
I/ Objectives:
2. Knowledge
- Vocabulary: lexical items related to the topic.
- Grammar: Review: conditional sentences type 1 and type 2.
II/ Teaching aids:
- Ss: vocabularies related to hobbies.
III/ Procedures :

time
A. Warm – Review the previous before Ss open their Vocabularies
up.( 5’) books by asking them to take part in a small related to +whole
game. Ss word in two big groups A and B. fairytales. class, team
Make a paper ball. Throw the ball to one work.
student in group A and he/ she has to call
out one fairytale. If he/ she is right group A
gets one point, then he/ she throws the ball
to a student in group B. The game stops
when time is up. The group with more Individual
points wins.
Ask Ss is they know any story about the Vocabularies
environment or pollution. related to
Write the unit title on the board “pollution”. pollution.
Ask Ss to call out things which cause Whole class
pollution, e.g., cars, factories, cows,… Now
B. Getting start the lesson.
started( 10’) Ask Ss to open their books and look at the *Vocabulary
picture. Ask them some questions: 1. Dead (adj)
Who can you see in the picture? 2.Aquatic(adj)
Where do you think they are? 3.Dump(v/n)
What can you see in the picture? 4.Poison(v/n)5.
What do you think the people in the Polluted(adj)

picture are talking about? 6. To come up
Ss answer the questions as a class. with
Play the recording and have Ss follow
along. After that, Ss can compare their
answers with the information in the Individual
dialogue and add some more details to their Pair work
C. Doing answers.
( 22’) a Find a word/ phrase that means:
Ss word independently to find the words
with the given meanings in the
conversation. Allow them to share answers
before discussing as a class. Remember to
ask Ss to read out the lines in the dialogue
that contain the words. Quickly write the
correct answers on the board. * Adverb clause
Key: of cause and
1. Dead 2. Aquatic 3. Dump 4. reason.
Poison5. Polluted 6. To come up with - She’s surprised
Have Ss look at the Watch out! Box and because she sees
quickly read the information. Ask them if the fish are dead. Pair work
they know what I can’t believe my eyes - He’s sneezing
means. Then explain to them that this so much because Individual
expression means you are very surprised at the air is not Pair work
something you see. clean.
b Answer the questions.
Have Ss read the questions to make sure * Conditional
they understand them. Ss read the sentences type 1
conversation again to answer the questions. and type 2.
Ss exchange their answers with a classmate.
Call on some Ss to write their answers on
the board. Check their answers.
Key: 1. They are in Mi’s home village.
3. She’s surprised because she sees
the fish are dead.
4. It’s dumping poison into the lake.
5. He’s sneezing so much because
the air is not clean.
c Tick (v) T (true) or F (false) or NI (no
information).
Have Ss read the sentences quickly to make
sure they understand them. Ask them firstly Individual
to decide if the sentences are true, false or
there is no information without reading the
dialogue. Then have some Ss write their Pair work
answers on the board. Now ask Ss to read
the conversation again to check their
answers. Ask Ss if they want to change the
answers on the board and ask them to

explain their choices. Confirm the correct
answers.
Key: 1. F(It’s polluted by the factory). 2.
T 3. NI 4. T 5. T
2. There are different types of pollution.
Write each type under a picture.
Have Ss look at the pictures. Ask them what
they see in each picture. Now tell Ss that in
the box are some types of pollution. Ss read
these and identify any new words they do
not know. Explain the new words so that Ss
can understand the pollution types. Ss do
this activity in pairs. Call on some Ss to
give their answers and write them on the
board. Individual
Key:
A. Radioactive pollution B. noise
pollution C. visual pollution D.
Thermal pollution
E. Water pollution F. land/ soil
pollution G. Light pollution H. air Pair work
pollution
3. Complete the sentences with the types
of pollution.
Have Ss read through the sentences to get a
general understanding. T may teach some Individual
words which T thinks Ss do not know such
as contamination. Pair work
Ss do this activity individually and then
compare their answers with a classmate.
Call on some Ss to stand up and give their
answers. Confirm the correct answers.
Key:
1. thermal pollution 2. Air pollution A. Radioactive
3. radioactive pollution 4. light pollution pollution Whole class
5. Water pollution 6. Land/ Soil B. noise
pollution 7. Noise pollution 8. pollution C.
visual pollution visual pollution
D. Thermal
pollution
E. Water
pollution
F. land/ soil
pollution G.
Light pollution
H. air pollution
4. Work in groups. Which types of

pollution in 3 does your neighbourhood Pair work
face ? Rank them in order of seriousness.
D.Performi- Give reasons for your group’s order.
ng (5’) Vote for the group with the best reasons.
Organise game for this activity. Ss word in
groups of six. In five minutes, Ss write Individual
down the pollution types their
neighbourhood faces and rank them in order Pair work
of seriousness. They also have to give
reasons for their order. Call group
representatives to present their group’s
order and reasons. Have the class vote for
the group with the best reasons.
If time does not allow, do not have Ss do
this activity. Instead just ask Ss to quickly Whole class
review the pollution types.
E.Home-
work(3’)
*Feedback:…...
………………………………………………………………………………………………………
…………………………………………………………………..
UNIT 7: POLLUTION.
I/ Objectives:
2. Knowledge:
- Vocabulary: words related to the topic.
- Pronunciation: intonation in exclamatory sentences.
II/ Teaching aids:
III/ Procedures :
IV/ Procedures :
focus

A. Warm – up( Ask Ss to call out the types of pollution they +whole
5’): learnt in the previous lesson. Tell them that class, team
in this lesson they are going to learn different work.
forms of some words as well as some words/
phrases to talk about the causes and effects
of pollution.
B.Vocabulary. 1. Complete the table with appropriate
(25’) verbs, nouns, and adjectives. Individual
Have Ss look at the table in the book. Make Poison
sure that they understand what to do. Ss Contaminate
complete the exercise individually and then Pollution
compare their answers with a partner. Call Polluted
on some Ss to write their answers on the Death Whole class
board. Check their answers. Damaged
Key: 1. Poison 2. Contaminate 3.
Pollution 4. Polluted 5. Death 6.
Damaged
2. Complete the sentences with the words
from the table in 1. You do not need to use
all the words. The first letter of each word
has been provided.
Have Ss read each sentence silently to have a
general understanding and decide which
word form should be put in each blank. For
example, the word to be filled in the blank in
sentence 1 is an adjective. Point out that the Individual
provided letter is a clue to help them find the Pair work
word. Ss do the exercise and then compare
their answers with a partner. Call on one or Poisonous
two Ss to give out the answers before Pollutants
confirming the correct ones. Dead
Key: 1. Poisonous 2. Pollutants Contaminated
3. Dead 4. Contaminated 5. Damage 6. Damage
Pollute Pollute
Have Ss look at the language box. Tell Ss
that the words and phrases in the box express
cause and effect relationships. Ss have learn +whole
so, because of. Quickly go through the rest The words and class, team
of words/ phrases as follows: phrases in the work.
- Because/ since and due to/ because of are box express
used to talk about the causes of something. cause and effect
Because and since are synonyms and they relationships. -
come before a clause. so, because of.
Due to and because of are synonyms and - Because/ since Individual
they come before a noun phrase. and due to/
Have Ss read the example sentences and because of are
underline the clause or noun phrase. used to talk
- Other words and phrases in the box express about the causes

the effects of something. of something. Whole class
So comes before a clause. Because and
To cause, to lead to and to result in are since are
synonyms and come before a noun phrase.To synonyms and
make Sb/ sth do sth is another way to express they come Whole class
the effects. After somebody/ something is an before a clause.
infinitive verb without to. Due to and
Have Ss read the example sentences and because of are
underline the clause, noun phrase, or synonyms and
infinitive. they come
For more able Ss, T may have Ss read the before a noun
sentences and explain the rules themselves phrase.
by using the words and phrases.
3a Decide which sentence in each pair of
sentences is a cause and which is an effect.
Write C (for cause) or F (for effect) next
to each sentence. Note that the words in
brackets relate to Activity 3b. Individual
Ask Ss to read the each pair of sentences and Pair work
decide which sentence is an effect. Ss
compare their answers with a partner before
giving the answers to the teacher. Confirm
the correct answers.
b. Combine the sentences in each pair into
a new sentence that shows a cause/ effect
relationship. Use the cause or effect signal
word or phrase given in brackets. You will
have to add, delete, or change words in
most sentences. +whole
Ask Ss to read the example. Ask them what class, team
changes they can see in the sentence. T may work.
have Ss look at the language box again to
remind them of the structures. Now Ss have
to combine each pair of sentences in 3a into
a complete sentence using the word/ phrase
in brackets. To save time assign sentences 2 Individual
to 5 to different Ss and have Ss word only
these. Call on some Ss to write their
sentences on the board and correct them
carefully. T can ask Ss to write all the
sentences at homework.
2. Oil spills from ships in oceans and rivers Individual
lead to the death of many aquatic animals Pair work
and plants.
3.Households dump waste into the river so
it is polluted.
4. Since the parents were exposed to Whole class.
radiation their children have birth defects. Whole class

5. We can’t see the stars at night due to the
light pollution.
4. Work in groups. Look at the pairs of
pictures. Give as many sentences as
possible to show cause/ effect
relationships.
Have Ss look at the pictures in 1. Ask Ss
which picture shows the cause and which
shows the effect. Then ask them to read the
example sentences and pay attention to the
cause/ effect words or phrases. Ss work in
pairs to write sentences showing cause/
effect relationships. For a more able class, T Individual
may have Ss do the whole exercise. With Pair work
other classes, just ask Ss to work with the
pair of pictures in 2. Ask ss to identify the
picture showing the cause and the one
showing the effect. Then together make up
sentences, using the cause/ effect words or
phrases. The rest can be done as homework.
This activity can also ba carried out as a
game. Divide the class into 12 groups. Two
groups work with the same pair of pictures in
2, 3 or 4. In three minutes, groups of Ss write +whole
down as many sentences based on the given class, team
picture pair as possible on a sheet of paper. work.
When time is up, the group with the most
sentences is the winner. They stick their
sheet of paper on the board and read the
sentences aloud. Other groups and T givens
comments. Other groups can add any Individual
sentences they have. T may Ss’ work home
to mark it.
Suggested answers:
2. The soil is polluted, so plants can’t grow.
3. We won’t have fresh water to drink
because of water pollution.
4. We plant trees, so we can have frest air.
Pronunciation
Stress in words ending in – ic and – al. Whole class
Ask Ss to look at the rules in the box and the
examples. Go through the rules with them.
For a more able class, have Ss give some
more examples.
5. Listen and mark the stress in each
word, then repeat it.
Play the recording for Ss to tress the words.
Ask some to say where the tress in each 1. ar’tistic

word is. Confirm the correct answers. Play 6. ’physical
C. the recording again for Ss to repeat the 2. ath’letic
Pronunciation. words. Call on some Ss to pronoun. 7. he’roic
(10’) 6. Underline the words ending in –ic and 3. his’toric
circle the words ending in –al in the 8. po’etic Individual
following sentences. Mark the stress in 4. his’torical Pair work
each word. Listen and check your 9. bo’tanic
answers, then repeat the sentences. 5. ’logical
Have Ss do the activity individually. Play the 10. Bo’tanical
recording for Ss to check their answers. Then
elicit the correct stress patterns from Ss. Play
the recording again for Ss to repeat the
sentences. Ask some Ss ro read out the 1. scien’tific
sentences. 2. ’national
Ask students to complete all the exercises 3. ’madical
4. ’chemical +whole
5. dra’matic class, team
work.
whole class
D. Home
assignment(3’)
*Feedback:…...
………………………………………………………………………………………………………
…………………………………………………………………..
UNIT 7: POLLUTION.
I/ Objectives:
points correctly.
2. Knowledge:
- Grammar: + Conditional sentences type 1& 2.
3. Skills: Speaking and writing

II/ Teaching aids:
III/ Procedures :
A. Warm – up( Conditional sentences type 1: review Conditional +whole
5’): Elicit the form and use of the conditional sentences type 1 class, team
sentence type 1 from Ss. Ask Ss to give If + subject + V work.
some example sentences. (present simple),
B. 1. Put the verbs in brackets into the subject + will/
Grammar(35’) correct from. can/ may.. + V
+ Lead in (bare infinitive)
Ss do this exercise individually then Ex: If I have a lot
compare their answers with a partner. of money, I will
Have Ss read out their answers. Confirm buy a bog house.
the correct ones.
Key:
1. recycle; will help 2. won’t dump; fines Individual
3. travel; will be 4. will save; don’t waste
5. use; will have
2. Combine each pair of sentences to
make a conditional sentence type 1
Have Ss read the pair of sentences. Ask
two Ss ro write the new conditional
sentences type 1 on the board while other
Ss write their own sentences. Ask Ss to Whole class
comment on the sentences on the board.
Give feedback on these sentences and
other Ss to correct them if necessary.
Teacher can make this activity a game. Ss
work in groups and write the sentences on
a big piece of paper. Go through the
groups’ sentences and give marks to the
groups with all correct sentences. Conditional
Conditional sentences type 2 sentences type 2
Write this incomplete sentence on the The conditional Individual
board: If I were a billionaire, I would sentence type 2 Pair work
. Ask some Ss to complete the sentence describes a thing
orally. Write the most original answer on which is not true
the board. Tell Ss that this sentence is an or is unlikely to
example of the conditional sentence type happen in the
2. present or future.
Have Ss look at the structure os the If + subject + V
conditional sentence type 2 in the (past simple),
language box. Draw Ss’ attention to the subject + would/
example sentence on the board. Underline could/ might + V
the subject, verb, etc. in this example and (bare infinitive) +whole
explain the structure of the sentence at the Example: If it class, team

same time. wasn’t noisy in work.
Ss read the second example in the here, I could hear
language box. Tell them that this sentence you clearly. (But
is a piece of advice. it’s very noisy in
Ask Ss give one or two example. here)
3.Match anif - clause in A with a The conditional
suitable main clause in B sentence type 2
Ss do this exercise individually, and then can be used to
compare their answers with a classmate. give advice. Individual
Check Ss’ answers. Example:If I were
4. Put the verbs in brackets into the you, I would see
correct from. the doctor
Ss do this exercise individually. Invite two immediately.
Ss to the board to write their answers. Go Note: We can use Whole class
through the answers with the class. Have both was and were
other Ss correct the answers if necessary. with I/ he/ she/ it
5. Write a conditional sentence type 2 in the if-clause.
C. Performing. for each situation, as in the example.
Have Ss quickly read the example. Ask Ss
to comment on the example. They may see
that the meaning of the original sentences
was made opposite in the new conditional
sentence (i.e. positive into negative form
for the first sentence and negative into Individual
positive for the second sentence). Have Ss Pair work
do this exercise individually and then
compare the answers with a classmate.
Ask one or two Ss to write their sentences Individual
on the board. Pair work
Key:
2. If there weren’t so many billboards in
our city, people could enjoy the view.
3. If there wasn’t/ weren’t so much light in
the city at night, we could see the stars
clearly.
4. If we didn’t turn on the heater all the
time, we wouldn’t have to pay three
million dong for electricity a month. Individual
5. If the karaoke bar didn’t make so much Pair work
noise almost every night, the residents
wouldn’t complain to its owner.
6. She wouldn’t have a headache after
work every day if she didn’t work in a
noisy office.
6. CHAIN GAME
Work in groups. Student A begins with
a conditional sentence type 1 or type 2.
D. Wrap- up Student B uses the end of student A’s Group work

(5’) sentence to begin his/ her own sentence.
Student C does the same. Continue the
game until the teacher tells you to stop.
Which grouphas the most sentences?
Put Ss in groups of five or six to play this
chain game. Explain that the aim of the
game is to keep the chain going for as
long as possible using type 1 or 2
conditional sentences. If a group hesitates permanent: give Whole class.
for more than 10 seconds they are out. the definition
Walk around the class listening to groups (lasting forever;
and monitoring the game. Groups that are never changing) or
still going when the five minutes is up are give the antonym Individual
the winners. Note that the aim is to (this is the
practice the language in a fun, verbal way opposite of
so be sure to keep the atmosphere light. temporary).
Tell that in this lesson they will have the - earplug: draw a
opportunity to explore noise pollution, a pair of earplugs on
common pollution type that not many the board and
people recognize as a pollution. explain. We put
Go through the extra vocabulary with Ss. these into our ears
If Ss do not know any word in the box, to keep out noise
quickly teach it. or water. group work
T can teach the words using different - affect: tell Ss that
ways. this is the verb
- permanent: give the definition (lasting form of the noun
forever; never changing) or give the effect.
antonym (this is the opposite of
temporary).
- earplug: draw a pair of earplugs on the
board and explain. We put these into our
ears to keep out noise or water.
- affect: tell Ss that this is the verb form of
the noun effect.
+whole
class.
E. Home
assignment(3’)
*Feedback:…...
………………………………………………………………………………………………………
…………………………………………………………………..

UNIT 7: POLLUTION.
I/ Objectives:
1. Educational aim:
By the end of the lesson, ss will be able to talk about noise pollution, a common pollution type
that not many people recognise as a pollution.
2. Knowledge:
- Vocabulary: extra words related to the topic
- Grammar:
3. Skills:
- Speaking.
II/ Teaching aids:
- Lesson plan, visual pictures, text book.
III/ Procedures :
time
A. Warm – Ask Ss to tell kinds of pollution. - Kinds of whole class.
up( 5’): Tell Ss that in this lesson they will have the pollution.
oppoturnity to explore noise pollution, a
common pollution type that not many people
recognise as a pollution.
B. Whole class
Communicati - T goes trough the extra vocabulary with Ss. - Vocabulary: Individual
on If Ss donot know any word in the box, T permanent(adj)
(25’) quick teaches it. earplug(n)
+ permanent(adj): Give the definition(lasting affect(v)
forever; never change) or give the antonym hearing loss(n)
(this is the opposite op temporary). bloodpressure(n)
+ earplug: draw a pair of earplug on the board
and explain “ we put these into our eara to
keep out noise or water.”
+ affect: It is the verb form of the noun Whole class
effect.
+ hearing loss: ask if Ss know the verb form
of loss. If they do not, give them the verb to
lose. Then give a simple explanation “When
you have hearing loss, you can’t hear things Individual
clearly.” Pair work
+ blood pressure: give an example (My father
has high blood pressure. Whenever he goes to
hospital, the nurse measures his blood
pressure.) and ask if Ss can guess the +whole
meaning. T may give the Vietnamese class,

translation. individual.
1. Have Ss read the questions in the + The questions
questionnaire to make sure they understand in the
everything. Explain any unclear points. Then questionnaire.
Ss answer the questionnaire individually. Pair work
Remind them to circle their answers.
2. Ss work in pairs to compare their answers
ans see if they have any different answers.
They do not have to reach an agreement at Work in
this stage. Ask some pairs to report on their person
differents.
3. Play the recording for Ss to check their
answers. Ss listen to the recording twice. If
there are any incorrect answers, Ss correct
them. Ask Ss if any of the answers has
surprised them, and if so, why.
Key: 1. B 2. C 3. A
4. B 5. C 6. A
7. A
Audio script:
Noise is constant an loud sound. To measure
the loudness, or volume of sounds, people use
a unit called a decibel. When a sound is
louder than 70 decibels, it can cause noise
pollution. Do you know that the noise from a
vacuum cleaner or a motorcycle can result in
permanent hearing loss after eight hours? The
sounds of a concert are even more serious.
They can reach as high as 130 decibels and
may cause immediate and permanent hearing
loss. Noise pollution can also lead to
headaches and high blood pressure. If you are
listening to music through headphones, and
other people can hear it, it means the music is
too loud and unsafe. If there seems to be a
ringing or buzzing in your ears, it means the
noise is effecting you and damaging your
hearing. Wearing earplugs when you go to
concerts or other loud events, and listening to
music through headphones or headsets at safe Whole class
levels can help you reduce the effects of noise
pollution.
C. 4. Ask Ss which of the eight questions in the Group work
Performing(1 questions ways to prevent noise pollution.
0’) Have Ss work in groups in five minutes to
discuss more ways to reduce noise pollution.
Ss write their answers on a big piece of paper
and then prevent their answers. Have Ss vote

for the best ways.
This activity can be carried out as a game to
find out which group in five minutes can Whole class
come up with the most ways. The winning
group then presents the answers to the whole
class. Other groups add more if they have any
different ways.
D. Home - Do exercises: … in the work book.
assignment(3 - Be ready for the next lesson.
’)
*Feedback:…...
………………………………………………………………………………………………………
…………………………………………………………………..
UNIT 7 : POLLUTION.
I/ Objectives:
1. Educational aim: - Read for general and specific information about water pollution.
- Talk about causes and effects of water pollution as well as the solution to
water pollution.
2. Knowledge
- Vocabulary: extra words related to the topic: water pollution.
II/ Teaching aids:
III/ Procedures :
A. Warm up.(2’) - Ask Ss to tell kinds of pollution. +whole
B. Reading(20’) class.
* Pre – task: 1. Have Ss do this activity in pairs. One + Pair work.
student looks at the picture A on page
12 while the other looks at picture B on 1. Vocabulary:
page 15. They ask each other Yes/ No + groudwater: the
questions to find out the differences water beneath the
between the two pictures. T may model earth’s surface.
asking and answering questions with a + Pesticide(n):
strong student. For example: + Herbicide(n)
T (picture A): Are there five ducks in + “point sourse” Individual
your picture? pollution:
S (picture B): Yes, there are. Are the + “ non- point
ducks black in your picture? sourse” pollution:
T: No, they aren’t. They’re white.
…
Call on one student to report on the
differences. Other Ss can add
some more.

Ask Ss what the pictures tell them Whole class
(water pollution). Lead to the second
activity.
Picture A
- The ducks are white.
- They’re going to the lake.
- There aren’t any factories near the
lake.
- The lake water is clean.
Picture B
- The ducks are black.
- They’re going from the lake.
- There are some factories near the
* Task cycle lake.
- The lake water is dirty/ black.
2. Mi and Nick have decided to give a Words to describe
presentation on water pollution to water pollution.
the class. Read what they’ve Individual
prepared and answer the questions. Pair work
Ask Ss to read the passage quickly and
answer the questions. Tell Ss that the
first two questions ask for general
information while the rest focus on
details. Ss can underline past of the text
that help them with the answers. Ss
compare their answers before giving
the answers to T.
Key: +whole
1. The second paragraph tells about the class, team
causes of water pollution. work.
2. The third paragraph tells about the
effects of water pollution.
3. It’s the water beneath the Earth’s
surface..
4. They are industrial waste, sewage,
pesticides, and herbicides.
5. They are pollutants from storm water
* Language and the atmosphere. individual
analysis 6. They use herbicides to kill weeds.
3. Read the text again and complete
the notes about the effects of water
pollution. Fill each blank with no
more than tree words. Pair work
Remind Ss quickly of the way to do
this type of exercise. Ss read the
sentences quickly to underline the key 1. cholera
words. For example, in sentence 1, the 2. die
key words are drinking water, untreated 3. polluted water

and outbreak. Then they locate the key 4. dead
words in the passage and pick the 5. aquatic pants
suitable words to fill each blank. For
instance, for the blank in sentence 1, a
noun should be filled in. Have some Ss
read aloud their answers. Confirm the
correct ones.
Key: 1. cholera 2. die 3.
polluted water 4. dead 5.
C. aquatic pants Group work
Speaking(15’) 4. Work in group and discuss the
* Pre stage solutions to water pollution. Make
notes of your answers.
Ss work in groups to discuss the
solutions to water pollution. To help
them focus their ideas, T can suggest
they make two sub-headings.
Point source pollution.
Non-point source pollution. Whole class
They can then give through each cause
in the presentation and think of the
solutions. For example:
Factories dump industrial waste.
Solution 1: Give heavy fines to
companies that are found doing this.
Solution 2: Educate companies
about the environment.
Solution 3: Give tax breaks to
companies that find “clean” ways to
dispose of their waste.
They make notes of the answers on a
piece of paper. Invite one group to
quickly present their solutions. Other
groups add any ideas if necessary. As it
is an open activity, accept all the
* Though stage answers as long as they make sense.
5. Now complete the diagram of
water pollution. Use the information
from the text for the causes and Water pollution:
effects and your groups’ idias for the + Definition: Group work
solutution. Causes:
Ss work in groups to give a + Point source
presentation about water pollution. pollutants:
Other groups listen anf give comments. + Non- point sourse
The class may vote for the best polltutants:
presentation and T can give them Effects:
marks. If the class size is small and + Human:
time allows, all the groups can presents. + Animals: Group work

* Post stage 6. Make a presentation about the + Plants:
D. Performing. water pollution based on the Sollutions:
(6’) diagram. +
Ask some groups to give a presentation +
about water pollution. Other groups +
listen and give comments. The class
may vote for the best presentation and
T can give them marks. If the class size Whole class
is small and time allows all the groups
can present.
E. - Ask students to complete all the
Homework(2’) exercises
*Feedback:…...
………………………………………………………………………………………………………
…………………………………………………………………..
UNIT 7 : POLLUTION.
I/ Objectives:
- Listen to get specific information about the topic: Thermal pollution.
- Write a paragraph about the causes and effects of one type of pollution in your area.
2. Knowledge
- Vocabulary: extra words related to the topic: pollution.
II/ Teaching aids:

A.Warm up(3’) T asks: What do you know about the Works related to - Whole
thermal pollution? thermal class.
B.Listening(15’) 1. Describe what you see in the picture pollution.
* Pre task and talk about the relationship between
them. + algal bloom
Ss work in pairs describing the pictures + cooling tower
and the relationship between them. Call on + power station
one or two Ss to give their answers. Play
the recording for Ss to check their answers. - Individual
Ask Ss what they know about thermal
pollution.
Key: The first picture shows an algal
bloom in coastal seawater.
The second picture shows the
cooling towers from a power station.
They are both related to thermal 1. hotter - Individual

pollution. 2. cooler
* Task cycle 2. Have Ss quickly read the diagram and 3. cool
identify the from of the word/ phrase to 4.warm rivers
befilled in each blank. For example, the 5. warmer water
words for blanks 1 and 2 are adjectives. 6. fish
Play the recording once. Ask for Ss’ population
answers and write them on the board. If all 7. Harmful
the answers are correct, more to the next 8. colour
activity. If Ss are not sure about their 9. Poison
answers, play the recording again for Ss to 10. Cool down
check. Pair work
Make changes to the answers on the board.
Key: 1. hotter 2. cooler 3.
cool 4.warm rivers 5. warmer - Individual.
water
6. fish population 7. Harmful 8.
colour 9. Poison 10. Cool down
Audio script:
* Language Reporter: Does thermal pollution mean
analysis that bodies of water get hotter, Mr Nam?
Mr Nam: Not always. Sometimes the
water becomes colder, and that’s thermal
pollution. - Whole
In general, thermal pollution + discharge class
means a change in the water temperature. + reservoir
Reporter: That’s interesting! What
causes it?
Mr Nam: Power stations are factor.
They use water in the nearby
lakes or rivers to cool their
equipment, which heats up
the water. Then they dump
the hot water back
into its source.
Reporter: Are there any other causes?
Mr Nam: Yes. Thermal pollution may
also happen due to the
discharge of cold water from
reservoirs into warm rivers.
Reporter: Thermal pollution can have
dramatic effects. Right?
Mr Nam: Certainly. Most aquatic
creatures need a certain
temperature to survive.
Warmer water has less
oxygen in it, and this can
harm fish populations.
Beside, warmer water can

cause harmful algal blooms.
This can change the colour of
the water like in the first
picture and more seriously,
the algae poisons the fish.
Reporter: What can we do, Mr Nam?
Mr Nam: In many places, they build
cooling towers like in the
second picture to cool down
the water from power
stations.
Reporter: Anything else we can do? …
Writing
In this writing part, Ss are asked to write
about the causes and effects of one
pollution type in their area. Recap on the
types of pollution by turning quickly back
to the beginning of the unit in the
C.Writing(15’) GETTING STARTED section.
3. Ss work in pairs and decide which
* Pre stage pollution type their area they are going to
discuss. Have Ss take notes of the causes
and effects. Move around to offer help as
pairs discuss their ideas.
4. Ss stay with their partner. One writes
* Through stage about the causes and the other writes about
the effects based on their notes from 3. Pair work
Remind Ss to use markets like firstly,
secondly finally to navigate through their
points. Move around to offer help and take
notes of any structures or language that Ss Pair work
are struggling with. Bring the whole group
together if there is a point T wants to
clarify, then they can continue with the
writing.
5. Now have Ss share their work with each
other and combine it to make a complete
* Post stage article. Tell them that they should add one
or two sentences at the beginning to
introduce the topic and other ones at the
end to conclude their article. Note, if Ss
D. need more support, post the sample article Individual
Performing(10’) (see next page) on the board as a reference
when Ss get to this stage of the lesson.
This will help them structure their work.
Next, have pairs swap and read each
other’s articles. Finally, ask for volunteer
pairs to read their articles out to the class

and have Ss comment on them. Then
collect all the articles for marking.
Sample article:
Water pollution
There are several types of pollution.
However, water pollution is the most
serious in our area.
It is caused by several factors. Firstly,
families dump sewage into the river. In the
past it was a very beautiful river, but now
the water is almost black. Secondly, there
are two new factories in our area, and they
are dumping chemical waste into the lake
and river. Thirdly, pesticides are another
source of pollution. Farmers in our area
usually use these to kill insects.
Water pollution badly affects our area. We
do not have enough fresh waster to water
the plants and crops. People cannot raise
fish in the river and the lake because the
water there is so polluted. In addition,
there are no more wild ducks near the river
today since they cannot find fish for food.
Another negative effect is that sometimes
in the afternoon there is a bad smell from
the polluted river, so people do not like
walking along it anymore.
People in our area al aware of this
problem, and we are thinking of ways to
solve it.
- Ss do exercises in workbook
E. Homework. Whole class

(2’)
*Feedback:…...……………………………………………………………………………
UNIT 7: POLLUTION.
6.
I/ Objectives:
- Review the lexical items related to the topic: pollution.

- Review the grammar of the unit: Conditional sentence I and II.
II/ Teaching aids:
III/ Procedures :

focus
A.Warm up.(5’). A. Warm – up( 5’): Play: Lucky number - Whole
- T explains the rule. class.
- T gives the explanation and ss say the
word.
. Lucky number
1 2 3 4
5 6 7 8
B.Looking 9 10 11 12
back(25’) 1. Complete the sentences with the correct
* Vocabulary. form of the words in brackets. - Individual
Ss do this activity individually then compare
their answers with a partner. Check Ss’
answers. 1. pollution
Key: 1. pollution 2. contaminated 2. contaminated
3. death 4. Poisonous 5. 3. death
pollutions 4. Poisonous
2. Write types of pollution in the word 5. pollutions
web.
Ss do this exercise individually. Ask some - Individual
Ss to write their answers on the board.
Confirm the correct answers.
Key:
1. radioactive pollution 2. noise pollution
3. visual pollution 4. thermal 1. radioactive
pollution pollution
5. water pollution 6. land/ soil 2. noise
pollution 7. light pollution 8. air pollution
pollution. 3. visual
3. Rewrite the sentences, using the words pollution
in brackets. 4. thermal
Ss write the sentences using the words in pollution Pair work
brackets. Ss compare their sentences with a 5. water
partner. Have two Ss write sentences on the pollution
board. T and other Ss give comments. 6. land/ soil - Individual.
This activity may be conducted as a game if pollution

T wants to lighten the atmosphere. Ss write 7. light Whole class
the sentences in pairs. Pick the sentences of pollution
three quickest pairs. Announce the winning 8. air pollution.
pair with the most correct sentences.
Key:
1. The residents of the street cannot sleep
because of the loud noise from the music
club.
2. Vy had stomachache since she eat a big
dinner.
3. The road in from of my house was
flooded due to the heavy rain.
4. His mother is unhappy because his room
is untidy.
5. Too much carbon dioxide (CO2) in the
atmosphere causes global warming. - Whole
Grammar class
* Grammar. 4. Put the verbs in brackets into the - individual
correct forms.
Ss do this exercise individually and then Conditional
share the answers with a classmate. Check sentence type I
their answers & II.
Key:
1. Won’t be; don’t take 2. Continue; will
be 3. Were/ was; would wear
4. do; will see 5. Woud…
travel; didn’t have 6. Wouldn’t be; didn’t
take care
5. Complete the sentences, using your own
ideas. Individual
Ss complete the sentences individually using
their own ideas. Remind them to identify
whether the sentence is a conditional
sentence type 1 or type 2. Call some Ss to
share their sentences. Accept all the
sentences if they make sense.
* Communication
Communication 6. Work in groups. Discuss what your
. would do or say in each situation.
C. Ss work in groups to discuss what they
Performing(10’) would do or say in each situation. Ask Ss to
read the example. Ss may not need to
discuss all the situations. Two or three
groups may discuss the same situation.
Move around the class to listen to their
ideas.
PROJECT

D. Project What would you do if…???
Ask Ss to read the information about the Group work
project. Ask if Ss still remember what a
collage is. They made a collage in Grade 7.
If they do not remember clearly, tell them
that a collage is a picture made by sticking
photographs, pictures or drawings onto a
surface. Remind Ss that they should use
conditional sentences type 2 to give the
presentation.
Ss work in groups to do the project
following the instructions in the book.
Answer Ss’ questions if there are any.
Remember to have Ss present their collage Whole class
in the next lesson and vote for the best.
Ask students to complete the project.
E.
Homework(2’)
*Feedback:
………………………………………………………………………………………………………
………………………………………………………………
UNIT 8
ENGLISH SPEAKING COUNTRIES
I /Aims :
* pronounce the words ending in – ese and ee correctly in isolation and in context.
* use the lexical items related to the topic of people and places in English speaking countries
* use the present simple to talk about future activities
2. Skills
Speaking
* talk about interesting facts of a country
Listening
* listen for specific information about a day trip to an amazing town
Reading
* read for specific information about the attractions of a country
Writing
* write a description of a schedule for a visit or a tour
- Some students may make mistakes when using the present simple to talk about future
activities

V. Procedure.
UNIT 8: ENGLISH SPEAKING COUNTRIES.

I/ Objectives:
2. Knowledge
- Vocabulary: lexical items related to the topic “ English speaking countries”
- Grammar: Review: use the present simple to talk about future activities
II/ Teaching aids:
- Ss: vocabularies related to hobbies.
III/ Procedures :

time
A. Warm – - Prepare some photos or magazine cut-outs Vocabularies
up.( 5’) of some famous monuments or items from related to “ +whole
English speaking countries. Show them to English speaking class.
Ss and have them guess what country each countries”
monument/item is from. Ask Ss if they
know of a common thing among these
countries. It’s the language: English.
Write the title “English speaking countries”
on the board. Ask Ss to call out names of
English speaking countries and their main
cities. Then ask Ss to share any interesting
facts they know about these places.Ask Ss Vocabularies
to open their books and look at the picture. related to
Ask them some questions: “English
1. Ask Ss to look at the title of the speaking Whole class
B. Getting conversation and the picture. Ask them countries”
started( 10’) some questions: Individual
* Where are the children? Pair work
* What do you think they are doing?
Ss answer the questions as a class.
Play the recording and have Ss follow
along.
a Find a word or an expression from the *Vocabulary Individual
C. Doing conversation which you use when you…. 1.Awesome
( 22’) Ss work independently. Guide Ss to look at 2. Any of the
the beginning of a reply/ a sentence for the following:
answers. Allow Ss to share answers. Check Absolutely/
their answers. Right.
Key: 1. Awesome, just awesome 2. Any of 3. It’s hard to
the following: Absolutely/ Right. say
3. It’s hard to say 4. Perhaps

4. Perhaps + accent (n)
Ask Ss: Do you know any other expressions
which have the same meaning? Individual
b. Read the conversation again and Pair work
answer the questions.
Play the recording again without letting Ss
read along. Ask ss to try to answer as many
questions as possible. Ss then read the
conversation again to check their answers.
Have some Ss read out their answers.
Correct the answers as a class. Individual
Key: 1. He’s at an international summer
camp (in Singapore).
2. They come from different Pair work
countries/ from all over the world.
3. He has made new friends, visited
places, (and taken part in different
activities.)
4. Because he uses English every day
with people from different countries.
5. Two boys from Australia and a
girl from the USA.
6. After July 15th.
2. Complete the sentences with the words
or phrases from the box. * Grammar:
Ask Ss to underline these words/ phrases in Review: use the Individual
the conversation and make sure they present simple to
understand their meanings. Ss work talk about future
independently to complete the sentences. activities
Have them share their answers in pairs.
Then elicit the answers from the whole
class. Pair work
Key:
1. summer camp 2. native English
speaking countries 3. native speakers
4. the USA 5. accents
6. official language Individual
Note:
Your first language is often known as your Pair work
mother tongue, and your second language
may refer to a language used as an official
language in your country, like English in 1. the USA 2.
Malaysia, Singapore, India or it could The United
simply mean the foreign language you learn Kingdom 3.
at school as part of the curriculum. Singapore 4.
3. Put the names of the countries under Australia 5.
their flags. Canada 6. New Individual
Have Ss work in pairs/ groups to match the Zealand

D.Performi- flags with the countries. T checks. Note: Whole class
ng (5’) Key: The UK, or the
1. the USA 2. The United Kingdom 3. United Kingdom
Singapore 4. Australia 5. Canada 6. = Great Britain +
New Zealand Northern Ireland
Note: Great Britain/
The UK, or the United Kingdom = Great Britain =
Britain + Northern Ireland England +
Great Britain/ Britain = England + Scotland Scotland + Wales
+ Wales The USA = The
The USA = The United States of American. United States of
It is also known as the US, or the united American. It is
States, or even just the States. also known as
In Canada, there are two official languages: the US, or the
English and French. united States, or Group
4. GAME: Where are they? even just the work
From groups of five or six. The first group States.
to find all the countries wins. If possible, In Canada, there
prepare a black and white world map on A3 are two official
paper or quickly draw a world map on the languages:
board. Ask one student from the winning English and
group to go to the board and mark the six French.
countries so that other groups can see and Whole class
check.
- Learn by heart vocabulary & grammar.
E.Home- Do exercises……in workbook.
work(3’)
*Feedback:…...
………………………………………………………………………………………………………
…………………………………………………………………..

I/ Objectives:
2. Knowledge:
- Vocabulary: words related to the topic: English speaking countries
- Pronunciation: Stress. In words ending in – ese and –ee.
II/ Teaching aids:
- Ss: vocabularies related to English speaking countries
III/ Procedures :
time focus
A. Warm Ask Ss to call out the names of some English
– up.( 5’) speaking countries they learnt in the previous +whole
lesson. Tell them that in this lesson they are going class
to learn different forms of some words as well as
some words/ phrases related to the topic.
B.Vocabu 1. Write the names for the people who belong to
-lary(25’) these places. Then listen and repeat the words. The words
Ask Ss to work individually. Then allow them to related to the
share their answers with a partner. Play the topic: English
recording for Ss to check their answers. speaking Whole class/
Ss listen and repeat. (Point out the change of stress countries individuals.
from ‘Canada to Ca’nadian).
Key:
1. the Americans 2. The English
3. The Scottish/ the Scots
4. The Welsh
5. the Irish 6. The Canadians
7. The Australians
8. The New Zelanders
Individuals


focus
A. Warm – up( Ask Ss to call out the names of some English +whole
5’): speaking countries they learnt in the previous class, team
lesson. Tell them that in this lesson they are work.
going to learn different forms of some words
as well as some words/ phrases related to the
topic.
B.Vocabulary. 1. Write the names for the people who Vocabulary:
(25’) belong to these places. Then listen and 1. the USA – Individual
repeat the words. the Americans
Ask Ss to work individually. Then allow 2. England – the

them to share their answers with a partner. English
Play the recording for Ss to check their 3. Scotland –
answers. the Scottish/ the Whole class
Ss listen and repeat. (Point out the change of Scots
stress from ‘Canada to Ca’nadian). 4. Wales – the
Key: Welsh
1. the Americans 2. The English 5. Ireland – the
3. The Scottish/ the Scots Irish
4. The Welsh 6. Canada – the
5. the Irish 6. The Canadians Canadinas
7. The Australians 7. Australia –
8. The New Zelanders the Australians
2. Change the words into a noun(N, an 8.New Zealand Individual
adjective (A) or verb (V). – the New Pair work
Ask Ss work individually or in pair. Check Zealanders
the answers as a class. If time allows, have
two Ss write their answers on the board and
then confirm the correct answers.Key:
1. historic N = history
2. symbol V = symbolize 1. historic
3. legend A = legendary N = history
4. iconic N = icon 2. symbol
5. Spectacle A = spectacular V = symbolize
6. Festive N = festival 3. legend +whole
7. Scenery A = scenic A = legendary class, team
8. Attraction V = attract 4. iconic work.
3. Use the words in the box to complete N = icon
the sentences. 5. Spectacle
Firstly T asks Ss to read each sentence and A= spectacular
decide what the part of speech is for each 6. Festive
word to be filled in the blank. N = festival Individual
For example, the word for the blank in 7. Scenery
sentence 1 is a noun. They then complete the A = scenic
sentences. Confirm the correct answers as a 8. Attraction
class. V = attract
Key: 1. icon 2. symbolizes3. scenic Whole class
4. unique 5. attracts 1. icon
4. Match the words/ phrases with the 2. symbolizes
pictures. 3. scenic
T has Ss look at the pictures. Ask them what 4. unique Whole class
they see in each of them. Allow them then to 5. attracts
work individually to match the words/
phrases to the pictures. Check the answers as
a class by asking Ss in which countries, from
the list in 1, they might see these things or
ask them to give an example of these things. 1. castle
Key: 1. castle2. loch3. parade 4. 2. loch
monument 5. state 6. cattle station 3. parade

Pronunciation 4. monumen
C. Stress in words ending in-ese and - ee 5. state Individual
Pronunciation. 5. Listen and repeat the words. 6. cattle station
(10’) Ask Ss to listen and repeat. Then have Ss say
the words individually. With stronger
groups, have Ss mark the stress in the words
first and say the words aloud before they
listen to the recording. Then play the
recording for them to listen, check and
repeat.
Key: - ese - ee
Audio script:
Canto’nese employ’ee Canto’nese
Taiwa’nese adop’tee employ’ee
- ese: Contonese, Taiwanese, Japanese, Taiwa’nese
Portuguese Jaerviepa’nese addre’ssee adop’tee
- ee: employee, adoptee, - ese: +whole
addressee, interviewee Contonese, class, team
Portu’guese interview’ee Taiwanese, work.
6. Mark the stress in the underlined Japanese,
words. Then listen and repeat the Portuguese
sentences. Jaerviepa’nese
T puts the underlined words on the board. addre’ssee
Have volunteer Ss come and mark the stress - ee: employee,
in the words first. Ask for a show of hands adoptee,
from the rest of the class if they think the addressee,
stress is correct or not. Then play the interviewee
recording. Ss listen, check and say the Portu’guese Whole class
sentences. Have Ss correct the stress on the interview’ee
board if necessary. Call on some Ss to say
the sentences individually.
Key: 1. Chi’nese 2. refu’gee
3. trai’nee 4. Japa’nese
D. Home 5. guaran’tee
assignment(3’) Ask students to complete all the exercises
*Feedback:…...
………………………………………………………………………………………………………
…………………………………………………………………..


I/ Objectives:
points correctly.
2. Knowledge:
- Grammar: Present tenses.
3. Skills: Speaking, reading and writing
II/ Teaching aids:
III/ Procedures :
A. Warm – up( - T asks Ss tell something they’ve known +whole
5’): about English speaking countries. class, team
1. Complete the sentences with the work.
B. correct forms of the verbs ( present Grammar points: Individual
Grammar(35’) simple, present continuous or present present simple,
perfect tense) present continuous
Remind Ss about the use of the present or present perfect
simple, present continuous and present tense ( the uses
perfect and their distinct time signals. and the forms)
Then let them do 1 individually. Allow Ss 1. has served
to share ideas in pairs or small groups. 2. is increasing
Encourage Ss to explain how they decided 3.symbolizes

on the tense in each sentence. Correct as a 4. from
class. 5. has celebrated
Key: 1. has served 2. is increasing 6. is
3. symbolizes4. from 5. has
celebrated 6. is
2. Four of the underlined verbs in the Individual
passage are incorrect tense. Find and Pair work
correct them.
Let Ss work individually first. Then let
them share and discuss in pairs or small
groups. Check, and have Ss explain why a
certain tense is used.
Key:
In the passage
2. visit have visited
3. increases is ancreasing
5. has celebrates celebrates
7. are dancing dance
Present simple for the future
C. Performing. 3a. Read the schedule and underline the
verbs in the sentences describing the
activities.
Ask Ss to read the monthly schedule for +whole
the extra activities at Vancouver Christian class.
School. Then have them underline the
verbs in the sentences.
Key:
1. The Debating Competition takes place
in the Main Hall on April 3 rd.
2. The bus for the excursion to the
chocolate factory leaves at 8.00 a.m os
April 14th. REMEMBER!
b. Work in groups. Discuss the We use the present
questions. simple with a Group work.
Allow Ss time to discuss and find the future meaning Individual
answers to the questions. If Ss are having when we talk
difficulty answering question 2, T may ask about schedules,
questions such as ‘Is a schedule usually programmes, ect
for present or future activities?’ Then have ( for example:
Ss read the REMEMBER! Box. publis transport, Whole class
Key: 1. The future 2. The cinemas,
present simple television,
D. Wrap- up 4. Use the verbs in the box in the correct school….)
(5’) forms to complete the sentences Ex:
describing other activities. + The train to Individual
Have Ss do this exercise independently. T Bristol leaves at Pair work
check the answers as a class. 11.45 from
Key: platform four.

1. starts – finishes + Our school year
2. taken place starts next week
3. holds on September 5 th.
4. hosts
5. Lasts
5. Make notes of some activities your +whole
school has planned for next week. Write class.
five sentences about the activities, using
the simple present with a future
meaning.
Ss do this exercise independently. T Individual
encourages them to be imaginative. Walk
around and help Ss with new vocabulary.
Ss can exchange and talk about their
schedule with a partner first. Once they
have done this, ask them to write down the
sentences. Remind Ss that in this case, the
present simple is used to talk about
practical information: place, time, day,
date, so this should be the focus of their
sentences. Ss can use the sentences in 4 as
a model. If time allows, let them share
with the class. Otherwise, T may set the
writing for homework. Whole class.
E. Home Ex 3, 4, 5 - Workbook
assignment(3’)
*Feedback:…...
………………………………………………………………………………………………………
…………………………………………………………………..


I/ Objectives:
1. Educational aim:
By the end of the lesson, ss will have some general knowledge of peoples and landmarks in
English speaking countries.
2. Knowledge:
- Vocabulary: extra words related to the topic.
- Grammar:
3. Skills:
- Speaking, reading and writing.
II/ Teaching aids:
III/ Procedures :
time
A. Warm – T can start with a brainstorming session to - English whole class.
up( 5’): see how much Ss know about English speaking
speaking countries. Encourage Ss to talk in countries
English.
Tell Ss that in this lesson they will have the
B. oppoturnity to explore peoples and landmarks Whole class
Communicati in English speaking countries. - Vocabulary: Individual
on - T goes trough the extra vocabulary with Ss. + territory (n):
(25’) If Ss donot know any word in the box, T land that is under
quick teaches it. the control of a
+ territory (n): land that is under the control particular
of a particular country. country.
+ North Pole (n): the point on the surface of + North Pole (n):
the Earth that is furthest north. the point on the
+ Arctic Circle (n): an invisible ring on the surface of the
most nothern part of our planet, including the Earth that is Whole class
Arctic region; the center of the Arctic Circle furthest north. Individual
is the North Pole. + Arctic Circle
1. Do the quiz and choose the correct (n): an invisible
answers. ring on the most
Have Ss do the quiz individually as quickly as nothern part of
possible. Set a time limit to keep the pace our planet,
lively and increase the fun element. Ss then including the
share their answers in pairs or small groups Arctic region; the
and discuss where their answers differ. Check center of the
as a class by asking for a show of hands for Arctic Circle is

each question. Note that the quiz format the North Pole.
should be kept light and fun.
Key:
1. C 2. A 3. C
4. B 5. B 6. B 7. C +whole
8. A 9. B 10. A class,
2. Write the names of the countries next to individual.
the facts.
Have Ss work independently. Then Ss
compare their answers in pairs. T confirms
the correct answers as a class. 1. the USA
Key: 2. New Zealand
1. the USA 2. New Zealand 3. The United
3. The United Kingdom 4. Canada Kingdom
5. Australia 4. Canada
Both activities 1 and 2 are to confirm and 5. Australia Work in
broaden Ss’ knowledge of English speaking person
countries and focus on English fluency.
Encourage them to discuss with one another.
The experience will be more meaningful this
way.
3. GAME: How much do you know about a
country?
a. Work in groups. Choose a country and
together find out as much about it as
possible.. Then prepare a small
introduction of that country. Don’t say the
name of the country.
Put Ss into groups of five or six. Explain that
now they have a chance to put together what
they know about a country, including all the
information they have got so far from the
lesson too. Ask them to write the information Whole class
in short notes first without mentioning the
name of the country (e.g: -far north/ north
America; -cold; -two languages: English and Group work
French…).
b. Each group then presents their
introduction to the class. The class…
Ask each group to stand up in font of the
class. Each member of the group will give
one fact about the country. When they have
finished, the rest of the class can guess what
C. country it is. Where every group has done Whole class
Performing(1 their presentation, the class can vote for the
0’) most informative and interesting one.
- Do exercises: … in the work book.

D. Home - Be ready for the next lesson.
assignment(3
’)
*Feedback:…...
………………………………………………………………………………………………………
…………………………………………………………………..

I/ Objectives:
1. Educational aim:
+ Read for specific information about the attractions of a country.
+ Talk about interesting facts of a country.
2. Knowledge
- Vocabulary: extra words related to the topic: English speaking countries
II/ Teaching aids:
III/ Procedures :
A. Warm up.(2’) - Ask Ss to tell about How much you +whole
B. Reading(20’) know about a country. class.
* Pre – task: 1. Discuss the questions. Then read + Pair work.
the passage.
1. Where is Scotland? 1. Vocabulary:
2. What is this land famous for? + haunt (v)
Allow Ss two or three minutes to + piping (n)
discuss the questions. Draw a map of + fire brigade (n)
Great Britain and highlight Scotland on
the map. Leave it on the board while
the class reads the passage silently. T Individual
may ask Ss to underline the things that
Scotland is famous for. Have Ss call
out their answers and say where they
found the information in the passage.
Key:
1. It’s in the north of Great Britain.
2. Any or all of the following: It’s
famous for its rich and unique culture
as well as its amazing natural beauty,
its historic castles, its traditional
* Task cycle festivals, and its whisky.It is also
famous for various inventions. Whole class
2. Match each place or event with its Words to describe
two features. places.
Ask Ss to read the passage again. Ask

them to scan the places first. Read
carefully the information about each
place and choose the two features
related to it. Individual
Ss work individually, then chack their Pair work
work in pairs. Ask Ss to call out their
answers and show where the
information appears.
Key: 1. Edinburgh: d, f
2. Castles: a, c
* Language 3. Highland Game: b, h 4. +whole
analysis Lochs: e, g class, team
3. Read the passage again and work.
answer the questions
Have Ss read the passage again and
write out the answers independently. T
may invite two Ss to write their
answers on the board. Confirm the
correct answers. For a more able class,
T may ask Ss to answer the questions
without reading the passage again.
Key:
1. Yes, it is.
2. A ghost
3. Piping, drumming, dancing AUSTRALIA-
4. the telephone, television, penicillin, interesting facts:
C. the rain coat - world’s only
Speaking(15’) 5. In 1824 country which covers individual
* Pre stag Speaking an entire contonent. Pair work
T asks Ss some questions. - world’s capital of
* Though stage 4. Work in pairs. Talk about the sports and outdoor
thing(s) you like most about activities( 70% of the
Scotland. Give reasons. population regularly
Give Ss a minute to think about the participate)
thing they like most about Scotland, - world’s longest
and prepare their reasons. They then fence(5,400 km; built
work in pairs, asking and answering to protect world’s
about their choice. If time allows, call largest population of
on some pairs to share with the class. sheep( about 175
Encourage Ss come up with more milliom); claimed
questions about Scotland. tobe seen from outer
Example: space.
+ What do you like about Scotland? - world’s largest
I like the castles cattle station( Ann
* Post stage + Why? Creek station); larger Group work
D. Performing. Because I want to see the ghost. than Belgium.
(6’) 5. Work in groups. Read and discuss
these interesting facts about

Australia. Prepare a short
introduction of Australia. Then
present it to the class.
Have Ss work in small groups. Ask
them to look through the interesting
facts, and discuss if there is any piece
of information they are not clear about.
Check as a class to make sure that the
information is understood correctly.
Only then can Ss start working on
preparation for their presentation. Tell
them that they can add some facts they
know, or delete some facts they do not
like from the provided notes. Then call
E. on some groups to present. The class Whole class
Homework(2’) may then vote for the best presentation.
- Be ready for the next lesson.
*Feedback:…...
………………………………………………………………………………………………………
…………………………………………………………………..

I/ Objectives:
* listen for specific information about a day trip to an amazing town
* write a description of a schedule for a visit or a tour
2. Knowledge
- Vocabulary: extra words related to the topic: English speaking countries.
II/ Teaching aids:
focus
A.Warm up(3’) - T asks Ss to tell about Australia. Individual.
B.Listening(15’) Listening
* Pre task. Wanaka - New Zealand
A tour guide is talking about the schedule Vocabulary Individual/
for a day trip to Wanaka, a town in the far related to pair.
south of New Zealand. Wanaka - New
Ask Ss to look at the pictures and read the Zealand
introduction to the listening. Ask them
what features from the pictures they are

interested in. and what they think Wanaka
is like.
* Task cycle. 1. Listen and fill in the time for the Individual.
schedule of events.
Ask Ss to read the questions. T then plays
the recording and Ss write the answers. T
can play the recording at least twice. Elicit
the answers from Ss and write the correct
on the board.
Key:
1. 9.30 2. 12. 30
3. 4.00 4. 4.15
2. Listen again and choose the right Individual.
* Language answer A, B, or C.
analysis: Give Ss some time to read the events.
Check if they know the meaning of the “ illusion”
words “ illusion” ( something that appears ( something that
tobe there but is not) and “ 3- hologram” appears tobe
(three - dimensiomal image). Ss then listen there but is not)
to the recording anain, as many times as “ 3- hologram”
needed if time allow, and choose the (three -
correct answers. dimensiomal
T checks the answers as a class. image).
Key:
1. B 2. C 3. C 4. B 5. A
C.Writing(15’) Writing
* Pre stage: 3a. Choose four activities from the list
that you would like to do in a two-day
visit to Washington D. C., the capital of
the USA. Group work
Ask Ss to work in groups of three or four.
Read the activities and decide on the four Vocabulary
activities they would like to do together in related to
their two – day visit to Washington D.C. Washington
* Through stage: b Schedule your visit. D.C.
Once they have made their decision, allow
them time to schedule their visit and fill in
* Post stage the schedule table.
4. Write a passage describing the
D. schedule for your visit. You can start
Performing(10’) with:
Have each group write a description of their
visit. The description should include: the Group work
name of the activity, the time they do it,
and what it involves. If possible, give each
group a big piece of paper to write their
answers. Ask the two quickest groups to
present their answers. Other groups and T

give comments. Give marks to the groups.
Other groups complete their writing as
homework and bring it back in the next
lesson.
Sample writing:
This is the schedule for our group’s two-
day visit to Washington D.C. On the first
day we plan to go to the White House early
at 8 o’clock. This way, we avoid the
crowds. Then we get on a Hop-on Hop-off
trolley, which rides around the city. We do
some shopping and go for a nice lunch.
Then we see some of the sights of the city.
On the second day, we take the 8.30 shuttle
bus to the canoe club to join a canoe trip
along the C & O canal. This canal is
famous for its beautiful scenery, especially
in autumn. The trip takes about three hours.
In the afternoon, we visit the National
Children’s Museum. The brochure says that
this museum offers children a lot of fun
activities where they can learn through Whole class.
E. Homework. playing.
(2’) - Do exercises: … in the work book.
*Feedback:…...
………………………………………………………………………………………………………
…………………………………………………………………..

.
I/ Objectives:
- Review the lexical items related to the topic: English speaking countries.
- Review the grammar of the unit.
- Grammatical structures: The simple present tenses.
II/ Teaching aids:
III/ Procedures :

focus
A.Warm up.(5’). A. Warm – up( 5’): Play: Lucky number - Whole
- T explains the rule. class.
- T gives the explanation and ss say the - Group
word. work
1. Match the words with the definitions.
B.Looking Ss complete this exercise independently.
back(25’) Check their answers as a class.
* Vocabulary. Key:
1. c 2. e 3. f 4. Vocabulary:
b 5. d 6. a - lock: a - Individual
2. Choose the best answer A, B, or C to Scottish for
complete the sentences. “lake”
Ss work individually. They can then double - Kilt: a male
check with their partner. Confirm the skirt which is
correct answers. often worn on
Key: special
1.C 2. A 3. C occations.
4. B 5. B 6.A - Puzzling: - Individual
Grammar confusing or
* Grammar. 3. Decide if the sentences have a present questionable.
meaning (P) or a future meaning (F). - castle:
Ss complete this task independently or in - legend:
pairs. Check as a class - accent:
Key:
1. F 2. F 3. P 4. P 5. F Grammar
4. Complete the sentences with the The simple with
appropriate present tense of the verbs in a present
brackets. meaning (P) or
Ask Ss to read the sentences carefully and a future Individual.
look for clues that help them decide which meaning (F).
tense should be used for each blank. Have
Ss complete the exercise independently and
then exchange their answers. Ask two Ss to Present tenses
write their answers on the board. Confirm
the correct answers.
Key:
1. faces 2. doesn’t set
3. has won 4. has done - Whole
5. is 6. are trying class
Communication
Check your knowledge! Individual
5. Work in groups. Discuss if the
Communication. statements are correct.
Ss work in groups. They discuss the
C. statements and decide if they are true. If
Performing(10’) they are true. If they are not, find the true

answer. Check as a class.
Key:
1. Scottish men wear kilts.
2. The USA has the biggest population. - Group
3. California is a state in the USA. work
4.They live in Astralia.
5. English and French.
Finished!
Ask Ss to complete the self-assessment.
Discuss as a class what difficulties remain
and what areas Ss have mastered.
PROJECT
Explore us!
This project aims to encourage Ss to do
D. Project more research about the capitals in English
speaking countries, to explore them and
find out as much as possible about their
culture, they historic and natural beauty…
This means they can research whatever
they are interested in and think can attract
people. Background Whole class
Divide Ss into groups of four or five and knowledge of
instruct them on what they have to do. English
Encourage them to think creatively and speaking
daringly. Tell them to keep in mind who countries.
this poster is for. These can help decide:
- Which attractions you would include in
your poster.
- What information about the attraction you
would introduce.
- Which picture you would use for your
poster.
- the design for your poster.
Have Ss present their poster in the next
lesson. When all groups have given their
presentations, the whole class can vote for
the best.
E. Homework(2’) Whole class
*Feedback:…...…………………………………………………………………………… UNIT
9: NATURAL DISASTERS
I /Aims :
* pronounce words ending in –logy and –graphy correctly in isolation and in context
* use the lexical items related to the topic ‘Natural disasters’

* use the past perfect tense to talk about an action before a stated time or another action in the
past
* Passive voice: review
* respond to news
2. Skills
Speaking
* talk about a natural disaster and what to do when it happens.
Listening
* listen for specific information about a natural disaster in a news report
Reading
* read for specific information about a natural disaster in a news report
Writing
* write a news report on a natural disaster
- Some students may make mistakes when using the past perfect tense to talk about an action
before a stated time or another action in the past
V. Procedure.
UNIT 9: NATURAL DISASTERS.

I/ Objectives:
2. Knowledge
- Vocabulary: lexical items related to the topic “ Natural disasters”
- Grammar: Review: use the past perfect tense to talk about an action before a stated time or
another action in the past
- Passive voice: review
II/ Teaching aids:
- Ss: vocabularies related to “ Natural disasters”.
III/ Procedures :

time
A. Warm – - T helps Ss review the previous unit by Vocabularies +whole
up.( 5’) asking them to take part in a quick game. - related to “ class.
T divides the class into two teams. Using a English speaking
soft ball or rolled up ball of paper, have a countries”
student in Team A throw the ball to the
other team, calling out an English speaking
country, e.g., England. Whoever catches the

ball must think of a thing or a place that
country is famous for e.g., Big Ben,
London, Liverpool, afternoon tea. The
Beatles, etc. Continue with other countries
B. Getting until the time is up. Vocabularies Whole class
started( 10’) 1. Ask Ss to look at the title of the related to
conversation and the picture. Ask them “ Natural Individual
some questions: disasters” Pair work
Write the unit title on the board ‘Natural - volcano (n)
Disasters’. - tornado (n)
Elicit any information Ss know about - flood (n)
natural disasters by asking about natural - forest fire (n)
disasters that have happened where they - earthquake (n) Individual
love or anywhere else in the world that they - tsunami (n)
know of. - mudslide (n)
What was the natural disaster? - drought (n)
When did it happen? - debris (n)
Was there any damage to people or - trap (v) Individual
C. Doing property? Pair work
( 22’) a. Read the conversation again and fill in
the gaps with no more than three words.
Ask Ss to read each sentence and locate the
information in the conversation, then choose
suitable words/ phrases to fill each blank. Ss
work independently. Then allow them to
share answers before discussing as a class.
Key:
1. tropical storm 2. Injured
3. damage 4. trapped
5. medical supplies
6. temporary accommodation
b. Responding to news *Vocabulary Individual
T model an exchange with a student by Responding to
giving some bad news, ‘My cat died.’ and good news
eliciting ‘That’s terrible!’ from the student. Wow! Pair work
Focus on intonation, stressing the first That’s great!
syllable of ‘terrible’. Do the same with other That’s a relief!
Ss around the class. Encourage Ss to have How wonderful!
fun exaggerating their intonation as they That’s awesome!
reply to T. Tell Ss to refer back to the Responding to
conversation to find the other phrases. In bad news
pairs, Ss practice saying the phrases with How terrible!
correct intonation. (Play the recording again Oh dear!
a model if necessary) Oh no!
2a Write the responses into the corrects That’s Individual
columns. Then listen, check and repeat. shocking!
First, have Ss work independently. Then That’s awful!
allow them to share answers before playing

the recording for them ti check. Play the
recording for Ss to repeat the phrases.
Remind Ss to play attention to their
intonation as they practice.
Responding to good news- bad news
Wow! Oh dear! Pair work
That’s great! That’s awful!
That’s a relief! How terrible! * Grammar:
How wonderful! Oh no! Review: use the
That’s awesome! That’s shocking! past perfect tense
b. Match the sentences (1-6) to the to talk about an
responses (a-f). Then practise the action before a
exchanges with a partner. stated time or
First, have Ss work independently. Then another action in
allow them to share answers before T gives the past Individual
comments. Point out that some of the - Passive voice:
responses could fit more than one statement. Pair work
If Ss can justify their choice, then accept it.
Ask Ss to work in pairs, practicing the
exchanges with good intonation. T goes
around the class to provide help.
Key:
1. b 2. d 3. f 4.
c 5. a 6.e
3. Match the natural disasters with the
pictures. Then listen, check your answers * Vocabularies
and repeat. Can you add more? related to Individual
First, have Ss work in pairs to match the “ Natural
words/ phrases to the pictures. Then allow disasters” Whole class
them to share answers with another pair
before playing the recording for them to
check. Play the recording for Ss to repeat
the words/ phrases.
Key:
1. C 2. D 3. F
4. B 5. G 6.A
7. H 8. E
4. Work in pairs. Ask and answer
questions about common natural
disasters in some areas in Viet Nam. Group
D.Performi- Ask Ss which of these natural disasters can work
ng (5’) happen in Viet Nam. Then model this
activity with a more able student. Next ask
Ss to work in pairs. Go around to provide
help. Call on some pairs to practice in front
of the class.
Do exercises……in workbook. Whole class

E.Home-
work(3’)
*Feedback:…...
………………………………………………………………………………………………………
…………………………………………………………………..

I/ Objectives:
- Vocabulary: erupt (v), strike (v), rage (n/v), collapse (v), shake (v), scatter (v),
evacuate (v), put out (v)
- Pronunciation:
- Stress in words ending in –logy and – graphy.
II/ Teaching aids:
III/ Procedures :

time focus
A. Warm Ask ss to tell about some natural disasters they’ve
– up.( 5’) experienced. +whole
B.Vocabu VOCABULARY class
-lary(25’) 1. Fill in each blank with a suitable verb in the
correct from from the box below. Then listen,
check and repeat.
Write the first verb erupt on the board and elicits The words
the past tense from Ss, writing erupted on the board. related to
Do the same with all the verbs. T may ask for a natural
translation of the verbs to check their disasters: Whole class/
understanding. Leaving them on the board as a erupt(v) individuals.
reference. Then have Ss work independently to do strike(v)
the activity. Ask them to share their answers with rage(n/v)
one or more partners. Play the recording for Ss to collapse(v)

repeat the sentences. With a stronger class, T may shake(v)
wish to ask Ss to make some more examples with scatter(v)
the verbs in the box. Finish all the exercises evacuate(v)
Key: put out (v)
1. struck 2. erupted 3. shook bury (v)
4. buried 5. raged 6. Collapsed: rush into(v) Individuals
Audio script: debris (n)
1. Yesterday, a terrible storm struck the rural area of shelter (n)
Ha Giang Province.
2. Villagers rushed into public shelters as soon as
the volcano erupted.
3. Hundreds of buildings were completely destroyed
when the earthquake shook the city.
4. The mudslide buried the whole village while
people were still sleeping in their houses.
5. The forest fire raged for eight hours and some
animals were badly injured or killed.
6. We managed to run out of the house into the
street before the walls collapsed. Individual
2. Match the verbs in column A to the nouns in Some Pair work
column B. Then listen, check and repeat. expressions:
First, have Ss work independently. Then, ask them 1.scatter debris
to share their answers with one or more partners. T
may ask for translation of some phrases to check 2. take shelter
their understanding. Play the recording for Ss to 3.evacuate the
repeat the phrases. village
Key: 1. b 2. d 3. a 4. e 5. C 4. provide aid
Audio script: 1. scatter debris 5.
2. take shelter 3. evacuate the village Put out the
4. provide aid 5. Put out the forest fire forest fire
3. Now use the phrases in 2 in the correct from to 5. Put out the
complete the sentences. forest fire
Have Ss complete the sentences individually, using Individual
the phrases in 2. Then have some read out their
answers before checking with the whole class.
Confirm the correct answers. - Words and
Key: expressions
1. Provide aid 2. Put out the forest fire 3. Took related to
shelter 4. Scattered debris 5. Evacuate the village. natural
Pronunciation disasters.
C.Pronu- Stress in words ending in -logy and -graphy Individual
nciation. 4. Listen and repeat these words. Pay attention
(10’) to the stressed syllables.
Play the recording and ask Ss to listen and repeat
the words, playing attention to the stressed syllables Words ending
of each word. T may play the recording as many in -logy and
times as necessary. Explain the rule in the -graphy
REMEMBER! Box and ask some Ss to give some REMEMBER

words ending in -logy and -graphy. For the words
5. Listen and mark the stress on the correct ending in –
syllable in the words below. Pay attention to logy and –
-logy and -graphy. graphy, place Individual
Ask Ss to work in pairs to practice saying the words
the stress on
and mark the stress on the correct syllable in each the third
word. Then T plays the recording. Ss listen and syllable from
check. T may pause after each word and ask them to the end.
repeat chorally. Correct their pronunciation if soci’ology
necessary. clima’tology
Key: 1. soci’ology 4. clima’tology zo’ology
2. zo’ology 5. as’trology as’trology Whole class
3. bibli’ography 6. de’mography bibli’ographyd
6. Read the following sentences and mark (‘) the e’mography
stressed syllable in the underlined words. Then
listen and repeat the sentences.
Ask Ss to work in pairs to mark the stress in the Whole class
words and practice saying the sentences. Call some
Ss to give the answers and say the sentences in front
of the class. Then ask Ss to listen while T plays the
recording. T may pause after each sentences and ask
them to repeat chorally. Correct their pronunciation.
If there is not enough time, after Ss mark the stress,
play the recording for them, then check their
answers and repeat the sentences.
Audio script:
1. We are studying the ge’ography of Asia.
2. I had a bi’ology lesson this afternoon.
3. They share a common interest in
pho’tography.
4. A bi’ography is a book that tells the story
of someone’s life, written by someone else. ge’ography
5. Zo’ology is the scientific study of animals
and their behaviour bi’ology
- Learn new words by heart.
- Practice pronounce words ending in – logy and - pho’tography.
graphy
D. bi’ography Whole class
Homewo-
rk.(5’) Zo’ology
* Feedback:……………………………………………………………………………….
……………………………………………………………………………………………..

.
I/ Objectives:
points correctly.
2. Knowledge:
- Grammar: Passive voice, past perfect tenses.
II/ Teaching aids:
III/ Procedures :
5’): about natural disasters. class.
B. The passive voice: review Individual
Grammar(35’) Ask if Ss remember how to from the Grammar points:
passive voice. T may ask one student to The passive
write the from on the board and have other voice: review
Ss give examples. The passive voice
If they do not remember well, ask to read is formed with the
the REMEMBER! box. Draw Ss’ verb to be in the
attention to how the passive voice is appropriate tense
formed by analysing the rule. Then ask and form, and the
some more able Ss to give some examples past participle of
to illustrate this. the main verb.
1. Read the conversation in GETTING Only verbs which
STARTED and underline any sentence can take an object Individual
in the passive voice that you can find. can be used in the Pair work
Check your findings with a partner. passive.
Ask Ss to read the conversation in Ex:
GETTING STARTED again and - Only a few
underline all instances of the passive voice minor injuries
that they can find. Then, ask them to share were reported.
their findings with one or more partners - Medical
before checking with the whole class. supplies, food and
Key: equipment have
Was anyone injured? also been sent.
Only a few minor injuries were reported.
It seems many houses and public buildings
were destroyed or flooded, and thousands
of people were left homeless.
They’ve sent workers to free people who
were trapped in flooded homes.
Medical supplies, food and equipment

have also been sent.
They’ve been taken to a self place where
temporary accommodation will be
provided for them.
2. Complete the sentences using the Key:
correct passive from of the verbs in 1. Food and
brackets. blankets have been
Have Ss work independently. Then, ask given out to
C. Performing. them to share their answers with one or homeless people +whole
more partners. Ask some Ss to say their (by volunteers) class.
answers aloud. Confirm the correct 2. Ten people
answers. trapped in
Key: collapsed
1. was scattered 2. Are built buildings have
3. Were taken been freed (by the
4. will be predicted 5. Will be delivered/ rescue workers) so
are going to be delivered far.
3. Rewrite the following sentences using 3. Was the whole
the corrects passive voice. village destroyed
Invite two Ss to write the sentences on the (by the storm)?
board while other Ss write the sentences in 4. If the area is hit
their notebooks. Ask some Ss to give by the storm, a lot Group work.
comments on the sentences on the board. of damage will be Individual
Confirm the correct sentences. caused.
For a class that needs more support, model 5. A garden party
the first sentence for Ss. Have Ss write the is going to be
next two sentences and correct them organized to raise
carefully. The rest can be done as money for the
homework. victims of the
The past perfect flood.
4a Read part of the conversation from
GETTING STARTED. Pay attention to
the underlined part. The past perfect
Ask Ss to read part of the conversation * Forms:
from GETTING STARTED, paying (+) Positive Whole class
attention to the underlined part. Then, Subject
refer to the yellow box, explaining the + had + past
from of the part perfect tense and going participle Individual
through the examples. (-) Negative Pair work
b When do we use the past perfect? Can Subject
you think of any rules? + had not/ hadn’t
Now ask Ss to think about the rules for the + past participle
past perfect tense. First, try to elicit them (?) Questions:
from Ss. Then go through the rules in the Had +
boxes by analyzing the examples given. subject + past
Then ask Ss to give some more examples participle
of their own. Had + +whole
5. Complete the sentences by putting subject + not + class.

the verbs in brackets into the simple past participle
past or past perfect. Hadn’t
First, have Ss work independently. Then, + subject + past
ask them to share their answers with one participle Individual
or more partners. Ask some Ss to say their * Short answers
answers aloud. T give comments, and to Yes/ No
makes any correction if available. questions:
Key: (+) Yes,
1. had left, erupted 2. arrived, had subject +
stopped 3. had spent, arrived had
4. got, hadn’t taken 5. Found, had bought (-) No,
6. Work in pairs. Ask and answer the subject +
following questions about you. hadn’t
First, ask Ss to prepare their answers * The usage:
independently. Then model the activity by - The past perfect
asking a student one of the given is used to describe
questions. Ask Ss to work in pairs. T may an action before a Pair work.
go around to provide help. Call some pairs stated time in the
to practice in front of the class. past.
7. GAME Ex:
Work in two teams. Take turns to give People had
reasons why you were pleases/ upset/ managed to leave
happy/ angry, etc. Use the past perfect the flooded
for the event that had happened. Each villages by 11
correct sentence gets one point. The o’clock last night.
team with the most points wins. - The past perfect
Model the game with the whole class first. is used to describe
D. Wrap- up Divide the whole class into two teams an action that
(5’) (e.g. left side and right side). Then allow happened before Team work.
members from the two teams to take turns another action in
in giving reasons why they were pleased/ the past.
upset/ happy/ angry, ect. Count the correct Ex: People had
sentences to find the winning team. already left the
If time does not allow, T can choose either flooded villages
activity 6 or 7 for Ss to do. when the rescue
Ex 3, 4, 5 - Workbook workers arrived.
Whole class.
E. Home
assignment(3’)

*Feedback:…...
………………………………………………………………………………………………………
…………………………………………………………………..

I/ Objectives:
1. Educational aim:
By the end of the lesson, ss will have some general knowledge of natural disasters.
2. Knowledge:
- Grammar:
3. Skills:
II/ Teaching aids:
III/ Procedures :
time
A. Warm – YOUR VIEWS ON NATURAL NATURAL whole class.
up( 5’): DISASTERS DISASTERS
Before Ss open their books, ask them to work

in groups to discuss the question. Can we
prevent natural disasters with the help of - Vocabulary:
B. modern technology? - climate change Whole class
Communicati Help Ss understand the meanings of the = a permanent Individual
on words in Extra vocabulary, and any other change in weather
(25’) words from the text you think they won’t conditions.
know, by using examples, definitions or even - victim = a
traditions. person who has
- climate change = a permanent change in been attacked,
weather conditions. injured or killed
- victim = a person who has been attacked, as the result of a
injured or killed as the result of a crime, a crime, a disease,
disease, an accident, ect. an accident, ect. Whole class
- in charge = in a position of having control or - in charge = in a Individual
responsibility for sb/ sth. position of having
1. Listen to a radio programme on 4 Teen control or
News. Then fill in the gaps with the words responsibility for
you hear. sb/ sth.
First, have Ss read the interview and guess
what the missing word for each gap in the
interview is. Write the Ss’ ideas on the board.
Ask Ss to say which question each person is
answering (Sarah and Peter: the first
question; Nubita and Linh: the second
question). Then play the recording. The first
time, ask Ss to close their books and listen
only. Then play the recording again and allow
Ss to fill in the gaps as they listen. Ask Ss to +whole
share their answers in pairs before playing the 1. flooded class,
recording a final time to allow pairs to check 2. warming individual.
their answers. Refer Ss back to the ideas on 3. used
the board and decide together if all of them 4.unprepared
are possible options. If time is limited, T may 5. Reminding
play only the sentences that include the
information Ss need for their answers. global warming.
Audio script:
Welcome to ‘Nature and You.’ Today we
have asked our listener our listeners around
the world to call us to express their views on Work in
these two questions: ‘Are there more natural person
disasters now than there were in the past?’’’
and ‘Are we prepared to deal with natural
disasters?’
- Hi, I’m Sarah from Sydney, Australia. I
think there are more naturaldisasters now than
there used to be. Whenever I what the news
on TV, I see places that are flooded or
affected by drought. I’m certain this is the

result of climate change and global warming.
- Hello, I’m Peter from London, England. I
don’t think that there are more natural
disasters now than in the past. But more are
being reported on the news in shorter time
periods. We’ve seen them so often on the
news that we’ve become used to them.
- Hi, everyone, I’m Nubita from Tokyo, Whole class
Japan: I think recent earthquakes and
tsunamis just show how unprepared we are to
deal with them. Despite all the technology
and knowledge available to us nowadays,
many people become victims of natural
disasters.
- Good evening everyone, I’m Linh from ha
Noi, Viet Nam. I don’t think we can prepare
for natural disasters as nobody knows when
or where they are going to strike. It’s Nature’s Whole class
way of reminding us who is in charge and that
we should show more respect to the natural
environment.
2. Read the listeners’ views on natural
disasters again and decide who you agree
with and who you disagree with.
Ask Ss to decide whose opinions they agree
with and who they disagree with. Ss make Pair work.
notes of the reasons for their decision
3. Answer the two questions. Express your
own views and write them down below.
Have Ss make notes of their answers to the
two questions in the interview. Remind Ss
that it does not matter what their answers are,
and that it is more important that they justify
their answers. T may go around to provide
help. Pair work
4. Work in pair. Now compare your views
with a partner. Do you share the same
views?
C. Ask to work in pairs to share their answers
Performing with a partner. Encourage each pair to
(10’) negotiate for the same views. If time allows,
have some Ss report on their answers.
Otherwise, move around the class while Ss do
this activity and give assistance.
- Do exercises: … in the work book. Whole class

D. Home
assignment
(3’)
*Feedback:…...
………………………………………………………………………………………………………
…………………………………………………………………..

I) Objectives :
1. Educational aim : - Read for general and specific information about how to prepare for a
natural disaster..
- Talk about natural disasters and ways to prepare for them.
2. Knowledge:
- Vocabulary : essential wreak havoc destructive guidelines emergency
- Grammatical structures :
II) Teaching aids : Text books, cassette, chalk, pictures and some boards.
III) Procedure :
Steps & ttime Learning activities Language Models
focus
A. Warm up ( 5’) - Before Ss open their books, ask the question: class work
‘What can we do to prepare for a natural
disaster?’
- See if any Ss can come up with some ideas.
- Make notes on the board.
- As an option, this could be done in
Vietnamese with T showing how to express
these ideas in English.
- Now have Ss open their books.
B. Reading 1- Read an article about how to prepare for
a natural disaster. Look at the words in the individually
box, then find them in the article and
underline them. What do they mean?
- Ask Ss to scan the article to find where the
words/phrases wreak havoc, essential, wreak
destructive, guidelines, and emergency are in havoc,
the article. essential,
- Ask if Ss know the meaning of the words/ destructive,
phrases. guidelines
- If they do not, T may help Ss work out the
meanings of these words from the article.
- T can also explain the words/ phrases.

Suggested answers:
- Wreak havoc: do great damage or harm to
sombody/ something.
- essential: necessary.
- destructive: causing major damage, from the
verb destroy.
- guidelines: rules or instructions telling you
how to do something, especially something
difficult.
- emergency: a suddenly serious and dangerous
event or situation.
2. Read the article again and answer the
questions
- T may set a longer time limit for Ss to read the
article again and answer the questions.
- Ask Ss to note where they found the individually
information that helped them to answer the
questions.
- Ss can compare answers before discussing
them as a class.
pair work
Key:
- Because they can wreak havoc across large
areas and cause loss of life or damage to
property.
- Learn about the risk in your area and read the
information about natural disasters on local
government sites.
- Enter all the emergency contact numbers in
your mobile phone so you can call the rescue
and emergency workers if necessary.
- Your emergency supply kit should include
food, water, medication, personal hygiene
items, copies of personal documents and some
money.
- We need to know the evacuation routes and
shelters.
C. Speaking 3a. Read the news reports (A-C) and match
each one to the correct picture (1-3).
- First, ask Ss to read each news report.
- T may help with the new vocabulary.
- Then ask Ss to match each news report to the
correct picture. individually
- Have some Ss read out their answers before
checking with the whole class.
Key :
1. C 2. B 3. A
3b. Work in pairs. Each pair can choose one

of the reports in 3a. Role-play telling each
other about the news. Use the example
below.
- First, remind Ss of the responses they
practised in GETTING STARTED, e.g.,
That’s shocking!; refer them back to this
section if necessary.
- Now ask Ss to work in groups of three and pair work
role-play telling each other about one of the
news reports in 3a.
- T may go around to provide help.
- After finishing, T may call on some groups to
do the role-play in front of the class.
4a. Make a list of things to do before, during
D. Performing and after each of the disasters in your area.
You can read the article in 1 again for ideas.
- Ask Ss what disasters often happen in their
area.
- Elicit the answers from Ss and choose two
disasters that happen the most.
- Divide the class into two groups; each will
discuss one disaster.
- Ss work in pairs within each group to discuss
and write down what to do before, during and
after this disaster.
- Move around the class to help Ss if necessary.
4b Discuss what you should do in the event
of a natural disaster in your area. Use the
information from the table above.
- Now have Ss form new pairs: one student
from each group above. pair work
- Have Ss ask and answer questions about the
things they should do in the event of each
disaster they had discussed in a.
- If time allows, invite some pairs to
demonstrate their conversations in front of the
class.
Write the Ex4 n notebooks
pair work
E. Homework
*Feedback:
………………………………………………………………………………………………………
………………………………………………………………………….

I) Objectives :
1. Educational aim : By the end of the lesson, Ss will be able:
- Listen for specific information about a natural disaster.
- Write a news report on a natural disaster.
- Vocabulary : words related the topic.
- Grammatical structures lexical items related the topic.
II) Teaching aids : Text books, cassette, chalk, visual pictures and some boards.
III) Procedure :
Steps & Learning activities Language Models

ttime focus
A. Warm Ask Ss to tell kinds of natural disasters. class work
up ( 5’)
B. Listening 1. Listen to the news report and correct the following
statements.
- Remind Ss about listening for keywords in statements.
- Play the recording and ask Ss to correct the statements.
- Then ask two or three Ss to write their answers on the
board.
- Play the recording again for Ss to check the answers.
Key: pair work
1- A typhoon hit Nghe An Province last night.
2- Dozens of people were seriously injured in the storm.
3- There was extensive damage to property in Cua Lo, a + coastal
coastal town in Nghe An. (a)
4- The storm had already weakened when rescue workers + weaken
arrived in the area. (v)
5- According to the weather bureau, heavy rain will + weather
continue over the next few days. bureau (n)
Audio script: + rage
Nghe An Province was badly affected again when a (v/n)
typhoon hit the area last night. The storm began at around
11 p.m. and raged throughout the night. Dozens of people
were seriously injured and hundreds of others were left
homeless. The severe winds caused extensive damage to
property, including homes and businesses, particularly in
Cua Lo, a coastal town in Nghe An. The storm had individually
already weakened by the time emergency workers arrived
in the area. Rescue operations have started and many
people trapped in collapsed or damaged buildings have
been freed. Workers are now clearing up the debris left by
the severe storm. The government has already sent rescue
equipment to Nghe An, as well as food and medical
supplies. People left homeless have been taken to safe
areas, where temporary accommodation will be built to
house them. The weather bureau has issued flood
warnings for Nghe An and nearby provinces as heavy rain
is expected to continue over the next few days.

2. Listen again and complete the data chart.
- First, ask Ss to work in pairs to discuss the missing word
for each gap from the information they have heard in 1.
- Then play the recording again and allow Ss to fill the
gaps as they listen.
- Ask Ss to share their answers in pairs before playing the
recording a final time to allow pairs to check their
answers.
- If time is limited, T may play only the sentences that
include the information Ss need for their answers.
Key:
1. winds 2. 3. 4. 5.
homeless damage flood debris pair work
6.
accommodation
3. Have you or one of your family members

experienced a natural disaster? Make notes about it in
the table below. Alternatively, you can write about a
natural disaster you have read about.
- Ask Ss to make notes about a natural disaster they or
one of their family members have experienced in the
C. Writing given table.
- Remind them that they do not have to write full
sentences and they can use abbreviations.
- Then, ask Ss to share their notes with their partners.
- T may ask some more able Ss to read out their notes to
the whole class.
4a. Use your notes in 3 to write a new report.
4b. Swap new reports with a partner and review each
other’s drafts. Make revisions and corrections if
necessary. Then present your final news report to the
class.
- Set up the writing activity.
D. - Remind Ss that first and most important thing is always
Performing to think about what they are going to write.
- In this case, Ss can use the chart in 3 as a model for their
report.
- T may still need to provide some help with the language
necessary for writing. group work
- Ask Ss to write a draft report first.
- Then have them write their final version in class or at
home, depending on time allowed.
- If they write in class, they can also do it in pairs or
groups.
- T may display all or some of the reports on the wall/
board and invite other Ss to give comments.
- Ss edit and revise their reports as homework.

- Note that the audio script provides a good model of a
news report.
- This structure can be used to write another news report.
- Write the news report in the notebooks.
E.
Homework
*Feedback:
………………………………………………………………………………………………………
………………………………………………………………………….

PERIOD 78: lesson 7: looking back and project.
I) Objectives :
- Use the words to talk about natural disasters.
- Use the words and phrases to complete the sentences.
- Use past simple and past perfect to write about bad things that happened
yesterday.
2. Knowledge:
III) Procedure :

ttime focus
A. Warm - This is the review section of the unit, so encourage class work
up ( 5’) Ss not to refer back to the unit pages.
- Instead they can use what they have learnt during
the unit to help them answer the questions.
- That will help T and Ss see how far they have

progressed, and which areas need further practice.
- The questions in Looking Back match the
Finished! Self-assessment statements at the end of
this lesson.
- Ss should check how well they did on each question
and use that information when filling the self-
assessment.
I) Vocabulary
B. Looking 1. Match the words (1-6) to their definitions (A-F).
back - Have Ss work independently.
- Then they can check their answers with a partner
before discussing the answers as a class. drought individually
- However, tell Ss to keep a record of their original mudslide
answers so they can use that information in their self- flood
assessment. tsunami pair work
Key: tornado
1. earthquake
1. C 2. F 3. D 4. B 5. A 6. E
2. Use the words form the box in the correct form
to complete the sentences.
- Have Ss work independently.
before discussing the answers as a class.
- However, tell Ss to keep a record of their original
answers so they can use that information in their self-
assessment.
Key:
1. 2. put 3. take 4. 5. individually
evacuated out provided scattered
II) Grammar pair work
3. Decide which of the sentences can be changed to
passive voice. Write them down. Explain why two
of them cannot.
before discussing the answers as a class.
- However, tell Ss to keep a record of their original
answers so they can use that information in their self- passive
assessment. voice
Key:
1. The tickets will be collected (by Mr.Smith).
2. A play was put on (by the students) at the end of individually
term.
3. The sentence cannot be written in the passive pair work
because its main verb is is not a transitive verb.
4. The message was taken (by Julie).
5. The picture as painted by a local artist.
6. The sentence cannot be written in the passive

because its main verb arrive is3not a transitive verb.
4. Match the two parts to make complete
sentences.
before discussing the answers as a class. past simple
- However, tell Ss to keep a record of their original or past
answers so they can use that information in their self- perfect
assessment.
Key:
1. d 2. f 3. a 4. b 5. c 6. e
5a. Imagine five bad things that happened to you
yesterday, and write them down. individually
- First, ask Ss to work individually writing down, or
inventing five bad things that happened to them
yesterday. pair work
C. - Then allow them to share the sentences with a
Performing partner.
5b. Work in groups. Add time clauses to your
sentences as the following examples. Remember to
use the past perfect.
- Ask Ss to work in groups.

- Remind them to add time clauses and use the past individually
perfect with their sentences.
- Then ask each student to take turns to say out their
sentences to the members of their group.
III) Communication
6. Read the news headlines. In pairs, use the
expressions from the box in GETTING
STARTED to respond to them.
- First, model this activity with a more able student.
- Then ask Ss to work in pairs, using the expressions groupwork
from the box in GETTING STARTED to respond to
the news headlines.
- Call on some pairs to practice in front of the class.
- Do all the ex again.
D.
Homework pair work
*Feedback:
………………………………………………………………………………………………………
………………………………………………………………………….

PERIOD 79: REVIEW 3 (UNITS 7 – 8 – 9)

LANGUAGE
I) Objectives :
1. Educational aim : By the end of the lesson, Ss will:
- Revise the language they have learnt and the skills they have practised in Units 7,8 and 9.
- Summarise their answers in notes.
2. Knowledge:
III) Procedure :

ttime focus
A. Warm - Ask Ss what they have learnt so far in terms of class work
up ( 5’) language and skills.
- Summarise their answers in3notes in a top corner of
the board and add some more if necessary.
I) Pronunciation
B. Review 1. Markthe stress on the correct syllables in the words.
Then listen and repeat.
- Review the rules of stress in words ending in –ic, -al,
-ee, -ese, -logy, and –graphy with Ss as a class.
- Have Ss then mark the stress independently. pair work
- Play the recording.
- Ss listen and correct their answers.
- Confirm their answers. prediction
- Ss listen again and repeat, in chorus and individually. icon
Key nature
Nepa’lese ath’letic eco’nomic ge’ography cultural
‘musical tech’nology bi’ology ‘physical flood
pho’tograph refe’ree Japa’nese exami’nee pollution individually
y
II) Vocabulary

2. Complete each sentence with the suitable form of the
word provided.
- Ask Ss to read the sentences and decide what kind of
word is needed for each sentence (a noun? a verb? an
adjective? ...).
- Elicit their answers.
- Let Ss do the exercise independently.
- Ss can then share their answers with a partner.
- Check and write the answers on the board.
Key: pair work
1. predict 2. Iconic 3. natural

4. culture 5. flooded 6. polluted
3. Match the definitions with their words.

- Ask Ss to do this exercise individually.
- Check Ss’ answers and write the correct ones on the
board
Key:
1. c 2. a 3. f 4. b 5. d 6. e
III) Grammar
4. Choose the correct answer A, B, C or D to complete
the sentences.
- This exercise revises the use of present tenses,
conditionals, and passive voice.
- Have a brief revision if necessary.
- Then have Ss do it individually.
- Ss exchange their answers and discuss if there is any
difference in their answers. individually
- Check and write the correct answers on the board.
Key:
1. A 2.B 3. C 4. A 5. C 6. B
5. Use the verbs in baskets in the correct form to
complete the conditional sentences.
- Have Ss read and decide which type of conditional is
used in each sentences.
- Elicit their answers. passive
- Then let Ss do this exercise independently. voice
Key:
1. get; will grow 4. don’t act; will lose

2. was/were; would not 5. was/ were; would be
have to work
3. could choose; would go 6. used; would be

6. Choose the correct voice to complete the sentences.
- Ask Ss to look ate the subjects and the verbs to decide if
an active or a passive is needed. groupwork
- Have them do the exercise in pairs.
Key:
1. have been 2. organised 3. is made up
sent
4. is caused 5. was chosen 6. have replaced
IV) Everyday English pair work
7. Match the sentences in A with replies in B.
- Have Ss do this exercise in pairs.
- Correct their answers and ask some pairs to act out the
mini dialogues.
Key:
1. e 2. a 3.g 4. b 5. d 6. f
- Do all the ex again in the notebooks.
E. pair work
Homework
*Feedback:
………………………………………………………………………………………………………
………………………………………………………………………….
PERIOD 80: REVIEW 3 (UNITS 7 – 8 – 9)

SKILLS
I) Objectives :
1. Educational aim : By the end of the lesson, Ss will be able to practise the skills they have
practised in Units 7,8 and 9
2. Knowledge:
III) Procedure :

ttime focus
A. Warm Ask Ss about types of pollution and natural class work
up ( 5’) disasters.
I) Reading
B. Review 1. Read the text and choose the correct answer
A, B, C, or D for each question.
- Ss read the text and answer the questions
independently.
- Ss comapre their answers with a partner before
giving them to T.

- Have Ss explain where they got the answers from pair work
in the text.
Key
1. B 2. D 3.A 4. B 5.C tremendous
II) Speaking permanently
2. Work in pairs. Choose one of the topics and levee system
make a short conversation.
- The focus of this speaking exercise is on fluently.
- Let Ss work in pairs to choose their topic and pair work
think about their questions and answers.
- Remind them to use expressions they have learnt
from the conversations in GETTING STARTED
to respond in a natural way to what they hear.
- They then practise between themselves.
- Ss in pairs act out their conversations in front of
the class.
III) Listening
3. Listen to Nguyen talking with his friend
Phong, who has just come back from a visit to
Singapore and decide if the sentences are true
(T) or false (F). pair work
- Ask Ss to read the statements carefully first.
- T then plays the recording.
- Ss listen and decide if the statements are true or
false.
- Write Ss’ answers on the board.
- Don’t confirm their answers at this stage. individually
- Have Ss listen again and check their own answers.
- Correct their answers.
Key:
1. T 2. T 3. F 4. F 5. F 6. T
Audio script:
Nguyen: Is Singapore really as clean as it’s
advertised?
Phong: Yes, it is.
Nguyen: How can they do that?
Phong: They have a very strict policy on keeping
the environment clean. Before we started our tour,
the tour guide warned us that we could be fined or
arrested for spitting or littering.
Nguyen: But how would they know?
Phong: There are hundreds of officers in plain
clothes. Their job is to blend into the crowd and
spot anyone who breaks the law.
Nguyen: Really? But how could you know about it?
Phong: There are posters in public places to tell individually
people what they should or shouldn’t do.

Nguyen: That’s a good idea.
Phong: And from a young age, children are taught
how to behave at school and in the family.
Nguyen: Habits start early, right?
Phong: Yes. Once you’ve learnt them, they become
lifetime habits.
IV) Writing
4. The school is organising FIGHT
POLLUTION DAY to raise students’ awareness
of the dangers of pollution. Choose one activity
you would like your friend to participate in and
write to him/ her introducing it.
- First, have Ss read to understand the schedule of
the Fight Pollution Day.
D. - They then choose the activity they would like their
Performing friend to participate in and write to him/ her to
introduce it.
- Remind Ss that they can use the present simple to
talk about practical aspects of an event in the future.
- For example: Group work
The event takes place on Saturday, 4 April.
The event starts at 8.30 and finishes at 12.00.
We pick up trash and or it for recycling.
- T can call on a student to write his/ her letter on
the board.
- Other Ss and T comment on it.
- Ss then refer back to their own work and see if
they want to make any changes.
- Collect some work to correct at home.
- Do all the ex in the notebooks.
E.
Homework
*Feedback:
………………………………………………………………………………………………………
………………………………………………………………………….

Period 81 45- minute Test ( No 3)
A / The Aims
-To check the languages and skills Ss learnt from Unit 7 to Unit 9
-To appreciate the result of teaching and learning.
-To encourage Ss to work harder
B/ Language content:
-Vocab & grammar
-Pronunciation
-Skills
C/.Teaching aids
Paper, preparation,cassette,tape
D/.Procedure
*.Warm up
Greetings
LISTENING
I. Listen and complete the form below. Write NO MORE THAN THREE WORDS AND/
OR NUMBER for each answer.
Travel safe
INSURANCE PLC
Department: Motor insurance
Client details:
Name: Elisabeth (1)…………………………
Date of birth : (2)………………………………
Address: (3)…………………………………..(road), Callington.
Policy number: (4)……………………………………..
Accident details:
Kind of accident: (5)……………………………….
Date: (6)…………………………………………….
Time: Approx(7)………………………………….
Supporting evidence: (8)…………………………………….
Medical problem (If any) (9)………………………injury.
Time recommended having a checkup: (10)…………………………hours.
II. Listen to the conversation and choose the correct answer to each question.
1. How many times did Nick try to phone his brother?
A. Three B. Four C. Five
2. Mike asked Nick……………………………….
A. why he got very angry
B. what he wanted to tell Tom
C. if he had the wrong number.
3. Where was Tom when Nick phoned the last time?

A. He was out. B. He was busy C. He was at home.
4. Nick wanted to get in touch with Tom because………………………..
A. his landline telephone was out of order.
B. they was cut off.
C. he had a crossed line.
5. Nick had a communication breakdown because of…………………………
A. a language barrier.
B. cultural differences.
C. a lack of communication channels.
PHONETICS
I. Choose the word whose underlined part is pronounced differently from that of the
others.
1. a. natural b. disaster c. damage d. accent
2. a. watched b. collapsed c. caused d. laughed
II. Choose the word whose main stress pattern is placed differently from the others.
1. a. natural b. disaster c. volcano d. typhoon
2. a. earthquake b. thunderstorm c. temperature d. experience
3. a. extensive b. dangerous c. furniture d. carriage
VOCABULARY AND GRAMMAR
I. Choose the best answer A, B, or C to complete the sentences.
1. The government is sending…………………...to the flood victims.
A. touch B. aid C. accommodation D. provision
2. The Maori’s language and……………..have had a great impact on New Zealand life.
A. festivals B. dances C. culture D. customs
3. The government has declared a state of…………..following the earthquake.
A. accident B. situation C. extension D. emergency
4. Niagara Falls is a great……………………on the border of the USA and Canada. Thousands of
Visitoers come to see it every month.
A. tradition B. spectacle C. relaxation D. view
5. The forest fire…………….for eight hours, killing all of the animals.
A. burst B. occurred C. raged D. spread.
6. Never _______ till tomorrow what you can do today.
A. put off B. take over C. turn out D. get away
7. Thanks _______ the financial aid he received, he was able to attend the university.
A. for B. to C. about D. of
8. I hope the weather improves. _______ we’ll have to cancel the pinic.
A. However B. Although C. Therefore D. Otherwise
9. The car would have survived the tornado if it _______ on the other side of the road.
A. parked B. had parked C. were parked D. had been parked
10. I can remember _______ the letter. I posted it on Friday morning.
A. post B. posting C. to post D. have posted
II. Use the correct form of the word given to complete each sentence.
1. Volcanic eruptions are one of the most _______ natural disasters. (destroy)
2. The two teachers have different _______ of their students. (expect)
3. The most _______ earthquake in Japanese history damaged Tokyo and Yokohama.
(disaster)

4. Thanks to ______ conservationists, many kinds of plants and animals are protected,
(enthusiasm)
5. They are meeting to find ways to protect the forests from _______ (forest)
III. Circle a mistake in each sentence, and then correct it.
1. Don’t speak English with him; he hardly not know any English. ………………..
2. We’ve decided to cancel our picnic despite it’s forecast to rain tomorrow. …………………
3. Researchers haven’t found out what has led in the pollution of the river. …………………
4. Radiation may result to childhood cancer. …………………
5. Water from power stations may cause water in rivers and lakes hotter. ………………….
6. Could you tell me how much does it cost and where to buy it? …………………
READING COMPREHENSION
I. Choose the word or phrase (a, b, c, or d) that best fits the blank space in the following
passage.
Environmental pollution is contamination of air, water and land from (1) _______ waste. Air
pollution is the release of chemicals and particles into the (2) _______. Water pollution (3)
_______ surface runoff, leakage into groundwater, liquid spills, wastewater discharge and
littering. If toxins (4) _______ on the ground or if an underground storage tank leaks, soil can
become contaminated. Well known (5) _______ include herbicides and pesticides.
Environmental pollution can have a deadly effect (6) _______ humans and ecosystems.
Pollution (7) _______ to depletion of the ozone layer, global warming and climate change. In
conclusion, pollution is a bigger concern in other parts of the world, (8) _______ developing
countries.
1. a. man-doing b. man-made c. man-making d. man-done

2. a. atmosphere b. ocean c. soil d. forest
3. a. occurs b. pollutes c. includes d. affects
4. a. spill b. have spilled c. are spilling d. are spilled
5. a. contaminates b. contaminating c. contaminants d. contamination
6. a. in b. to c. on d. at
7. a. causes b. leads c. prevents d. takes
8. a. mainly b. mostly c. especially d. largely
II. Read the passage carefully, then choose the correct answers.
FLASH FLOOD KILLS SCORES OF MOROCCANS
Casablanca, Sept. 24
UPI-A flash flood swept across the coastal plain about 100 miles southwest of here, killing a
large number of villagers in a market place yesterday morning. Reporters from the area said 75
bodies had been counted, and dozens of people were missing.
The flood followed heavy rains which filled the coastal plain’s dry creek beds to overflowing.
The flood crest, several feet high, hit the village of Khemis Nagua at mid-morning yesterday as
farmers from the surrounding area joined townsfolk in an open market place.
The roaring water swept the village’s flimsy dwelling places, the market sheds, shoppers,
cattle and farm implements for almost as soon as it started, the reporters said, as the crest swept
out to sea. Rescue workers quickly moved into the area from Safi, about 25 miles further south.
- scores (n): rất nhiều - crest (n): ngọn (sóng) - flimsy (adj): dễ đổ
1. When did the flood occur?
………………………………………………………………………………………………

2. In which country is the village which was flooded?
a. Khemis Nagua b. Casablanca c. Safi d. Moroco
3. What happened to the creek beds?
a. They were swept for miles across the plains.
b. The mattresses on them were ruined by the flood waters.
c. They were flooded.
d. They were swept out of the flimsy houses.
4. What happened to the crest of the flood water eventually?
a. It went down the drain. b. It went into the sea.
c. It was evaporated by the sun. d. It soaked into the ground.
5. What does flash mean in line 1 of the passage?
a. sudden b. severe c. devastating d. great
WRITING
I. Rearrange the words and phrases in each group to from a complete sentence.
1. tradition/ today/ old/ first- footing/ the/ still/ of/Scotland/ is/ practiced/ in/./
……………………………………………………………………………………………..
2. was/ destruction/ after/ much/ tornado/ the town/ massive/ rebuilt/ of/ the/ of/ the/./
……………………………………………………………………………………………..
3. English speakers/ increasing/ the/ fast/ of/ number/ world/ is/ the/ in.
……………………………………………………………………………………………..
4. tourist/ something/ or/ a/ needs/ like/ castle/ spot/ special/ haunted/ a/ geyser/ a/ visitors/ to/
attract/./
……………………………………………………………………………………………..
5. theories/ the/ of/ plane/ mysterious/ Amelia Earhart/ disappearance/ in 1937/ and/ created/ a lot
of/ has/her/has/./
……………………………………………………………………………………………..
II. Write a new sentence using the word given, so that it has a similar meaning to the original
one.
1. They will have to change the date of the meeting again.
The date____________________________________________________________
2. Nobody must expect to be rich without hard work.

Unless______________________________________________________________
3. She was tired, but she stayed up late to watch the late film on TV.
In spite of___________________________________________________________
4. We don’t take a trip to space because we don’t have enough money.
If we_______________________________________________________________
5. I think you should do your exercises before playing games. (If)
___________________________________________________________________
6. He failed the exam because he studied lazily. (result)
___________________________________________________________________
III. Complete the following sentence using the words given.

1. You/ not pass/ coming exam/ unless/ work/ hard.
___________________________________________________________________
2. James Watt/ Scottish scientist/ invent/ steam engine.
___________________________________________________________________

3. I/ very interested/ his articles/ global warming/ the Times.
___________________________________________________________________
4. Although/ weather bureau/ predict/ there/ be/ heavy rain/ it/ sunny/ this morning.
___________________________________________________________________
5. Watch/ television/ may discourage/ people/ take exercise/ play sports.
___________________________________________________________________
IV. Write a passage about how to prepare for a natural disasters ( about 100 words)
* Homework: Prepare new lesson
* Feedback:
………………………………………………………………………………………………………
………………………………………………………………………………………
………………
UNIT 10: communication
I /Aims :
* pronounce the words ending in –ity and – itive correctly in isolation and in context.
* use lexical items related to the topic ‘Communication’
* use some verbs that are followed by to –infinitive, tenses.
2. Skills
Speaking
* talk about communication now and in the future.
Listening
* listen for general and specific information about netiquette.

Reading
* read for general and specific information about communication in the future.
Writing
* write an email using netiquette.
- Some students may make mistakes when using some verbs that are followed by to –
infinitive.
V. Procedure.
UNIT 10: communication

I/ Objectives:
2. Knowledge
- Vocabulary: lexical items related to the topic “ Communication”
- Grammar: Review: use the future continuous and verbs that are followed by to –infinitive,
tenses.
- Talking about communication now and in the future
- Using netiquette when communicating online.
II/ Teaching aids:
- Ss: vocabularies related to “ Communication”.
III/ Procedures :

time
A. Warm – Introduction The past perfect +whole
up.( 5’) Before starting this unit, T does a quick learn in Unit 9 class.
whole - class activity to review the past
perfect learn in Unit 9. For example, T can
write two sentences on the board and ask Ss
to change them into one sentence using past
perfect.
I missed the school bus. I was annoyed.
(I was annoyed, as I had missed the school
bus./ I had missed the school bus so I was
annoyed.)
B. Getting Now start the new lesson. T can prepare one
started( 10’) of these lead – ins for this unit. Vocabularies Whole
*. Prepare two photos: one of people talking related to class
to each other face – to – face using verbal “Communication
language, gestures, facial expressions, body forms and Individual
language ect, and one of people communication Pair work

communicating with animals. Ask Ss to technology”
guess the topic of this unit. Once Ss have
got the answer, ask them to work in pairs to
list down as many ideas as they can about
how people communicate. Individual
*. Bring a mobile phone into the class. Elicit
the phone’s functions from Ss and write
them on the board. Then discuss with Ss
which functions are helpful for
communicating, and which functions are Individual
not. Ask Ss to explain their choice. Pair work
1. Listen and read.
Ask Ss to open their books and look at the
pictures but cover the text. Introduce Phuc
and Nick talking on…; the phone and the
other pictures of Phuc, mai, and Nick.
Brainstorm questions with Ss and write then
on the board. Questions may include:
What do you think Phuc and Nick are
talking about on the phone?
Where are Mai and Phuc in the first
picture? Vocabularies
What are they doing there? related to
Where is Nick in the second picture? “ Individual
What is he doing there? Communication”
What is it in the third picture? What
does it mean? *Vocabulary Pair work
What is a possible connection between 1 wait for ages
picture 1, 2 and 3? 2. Show up
Accept all possible answers from Ss. 2. Show up
Remember not to give correction at this 3. Get through
stage. 4. “My battery
For a more able class and if time allows, ask was flat.”
Ss to work in pairs to build a story based on 5. “Are you
the pictures. Have Ss report their stories. kidding”.
Accept all versions. 6. “We can try
Tell Ss they are going to listen to the again.” Individual
conversation between Phuc and Nick. Play
the recording. Elicit the connection between
the pictures. Were their earlier guesses
correct?
a Find words or phrases in the
conversation that mean:
C. Doing Tell Ss they can uncover the text. Play the * Grammar:
( 22’) recording again. Have Ss work individually Review: use the
then in pairs to find the words/ phrases. future continous Pair work
Key: tense to express
1 wait for ages 2. Show up being in the

3. Get through process of doing
4. “My battery was flat.” st at a specific
5. “Are you kidding”. time in the future.
6. “We can try again.”
b Decide if the statements are true (T) or
(F).
Have Ss work individually then in pairs to Individual
compare answers with each other. Correct
the task as a class and encourage Ss to Pair work
explain for both T and F options.
Key:
1. T 2. T
3.F (Nick was waiting outside the wrong
cinema.)
4. T 5. T 6. T
c Why couldn’t Phuc, Mai, and Nick see
the fim together as was their plan? What
was the problem? Was it only because of
Nick’s mobile phone? Individual
Ask Ss to work in groups of three or four
and discuss the questions. For a more able Whole
class, ask the groups to play the roles of class
Phuc, Mai, and Nick. What would they do if
they were them?
Key:
They couldn’t see the film together because
Nick went to the wrong cinema. They didn’t
communicate clearly the name and address
of the cinema beforehand. Then they were
not able to contact each other because the
battery of Nick’s mobile phone was flat.
2 Match the words/ phrases with the
photos about ways of communication. Group
Then listen to check your answers. work
Ss work in pairs to complete this task. After * Vocabularies
they have finished, go through each item as
a whole class. Ask Ss to further explain the 1. having a video Pair work
meaning of the words/ phrases in the box, conference
and/ or how they work. Allow Ss to use 2. Emailing
Vietnamese if necessary. 3. Video chatting
Key: 4. Meeting face-
1. having a video conference to-face
2. Emailing 3. Video chatting 5. using social
4. Meeting face-to-face media
5. using social media 6.Using telepathy
6. Using telepathy
7. Sending letters (snail mail) 7.Sending letters
If there is time, ask Ss to work in pairs to (snail mail)

tell each other if they have ever used these
ways of communication.
3. Fill the gaps with the correct from of
the words/ phrases from the box in 2.
Draw Ss’ attention to the words/ phrases
from the word box in 2 again. Tell them to
do this task by first underlining the cues in
each item. Also remind Ss to consider the Look out! Pair work
part of speech of the missing words (where These noun can be
applicable). Explain the Look out! box. used as verbs:
Key: email- to email;
1. Using social media 2. meet face – to emailing.
face 3. email; sending letters/ snail mail conference – to
4. Using telepathy 5. video chatting conference;
6. have a video conference conferencing
4. GAME
In groups, brainstorm all the different
ways you have communicated so far
today. The person with the most ideas in
the winner.
Ss work in groups. Set a time limit and ask
Ss to write down as many different ways
they have communicated so far today as
D.Performi- they can. The person with the most ideas is Group
ng (5’) the winner. work
Alternative, this can be a competition
between groups where they collect
information from each member and collate
it to find the winning group with the most
communication ways.

Do exercises……in workbook.
E.Home- Whole
work(3’) class
*Feedback:…...
………………………………………………………………………………………………………
…………………………………………………………………..

UNIT 10: COMMUNICATION.

.
I/ Objectives:
Communication forms and communication technology
Stress in words ending in –ity and –itive
- Vocabulary: Form of communication: Verbal meeting F2F, Non- verbal using signs, multimedia
texting.
- Pronunciation:
- Stress in words ending in – ity and – itive.
II/ Teaching aids:
III/ Procedures :

time focus
A. Warm Ask ss to tell about some kinds of communication
– up.( 5’) they often use. +whole
B.Vocabu 1. Choose words/ phrases from the box to The words class
-lary(25’) describe the photos about other ways of related to
communication. communication
Ss work individually first then in pairs. Encourage : individual
them to describe how the communication happens 1. using music pair work
in each picture. 2. using signs
For a more able class, ask Ss to describe how each 3. leaving a
way of communication is different from the others. note
Key: 4 painting a
2. Communication technology. Match the words picture
with the definitions. 5.
If it is possible, prepare some photos of the communication Whole class/
technology mentioned. If you have a computer non-verbally individuals.
connected to the Internet in the classroom, go online with animals
and show Ss an example of how these 6. using codes
communication channels work, especially a chat 7. sending
room and a message board. flowers
Some useful websites (for learning and teaching 8. using body
English): language
Chat room:
http:// www. englishclub.com/esl-chat/ The words

http:// www. tolearnenglish.com/chat.php related to Individuals
http:// www. learnenglish.de/englishchat.html communication
message board: technology:
http:// www. bbc.co.uk/dna/mble/home - chat room
http:// forum.wordreference.com/forumdisplay.php? - multimedia
f=6 - landline
http:// www. usingenglish.com/forum/forums/3- phone
learning – English - smart phone
Ss then work individually or in pairs to complete - message
the exercise. Similar to exercise 1, after giving board.
corrections, T can share with Ss some of their own
experiences of using these technologies.
Key:
1. d 2. e 3. b 4. c 5. a Individual
3. Complete the diagram with the Pair work
communication examples you have learn so far.
Some can be put in more than one category. Can
you add more ideas? Forms of
This task can be done in groups where Ss discuss communication
and write down their ideas. Encourage Ss to think :
of all communication forms they have learnt, or the - Verbal
ones they know, and put them in the correct meeting F2F
categories. - Non- verbal Group work
4. Debate. Choose one or more pairs of ways of using signs
communicating. Which one is better? Why? - Multimedia
T can arrange a debate where two teams complete texting
with each other. Each team is assigned one from of
communication. The rest of the class will be the
audience. The two competing teams have to try Pair work
every way possible to convince the audience their Individual
communication from is better. Then the audience
will decide which team is the winner.
For a less able class where debating might be too
challenging, this can be done as pair work. Ss
discuss each of the communication pairs and decide
which one is better. Tell Ss they will need to think
about both the advantages and the disadvantages.
Back as a class, elicit some pairs of Ss, or ask for a
show of hands about which mode of communication
is better. Then elicit why.
Pronunciation
Stress in words ending in -ity and -itive
For words ending - ity and - itive, place the stress
on the syllable before the suffix.
Stress in words ending in-ity and –itive
Ask Ss to cover the pronunciation box. Write the
words ‘opportunity’ and ‘positive’ on the board. Individual
Ask Ss to read them aloud and try to identify which Words ending

syllable is stressed. Find two more words ending in -ity and
C.Pronu- with the suffixes –ity and –itive. Ask Ss to say them -itive
nciation. aloud. Then elicit the pronunciation rule with tha REMEMBER
(10’) class. Have Ss read the pronunciation box and For the words
check if their rule is correct. ending in – ity
5. Mark the stress for the following words, then and – itive,
listen and repeat. place the Whole class
Ss work individually then in pairs to compare their stress on the
answers. Tell Ss to mark the word stress. Play the syllable before
recording and have Ss check the answers. Have Ss the suffic.
practice these words.
Key: 1. com'petitive Whole class
6. Fill the gaps with the words in 5 and practice 2. in’finitive
saying the sentences. Then listen and check. 3. individual
Ss work individually then compare the answers with re’petitive
their partners. Play the recording for Ss to check. 4.
Allow them plenty of time to practice these ‘positive
sentences with correct stress. 5. a’bility
Key: 6.
1. nationality 2. repetitive 4. possibility 5. possi’bility
Ability 7.
Audio script: curi’osity
1. What’s his nationality? – He’s Japanese. 8.
2. Try not to use this word too often otherwise your natio’nality individual
text will become repetitive.
3. Sport can be either competitive or non –
competitive.
4. There’s a good possibility that they will win.
5. Her dancing ability is impressive!
If time allows, ask Ss to make their own sentences
with these words and read them aloud to their
partners.
- Learn new words by heart.
- Practice pronounce words ending in – logy and -
graphy
D.
Homewo- Whole class
rk.(5’)
* Feedback:……………………………………………………………………………….

……………………………………………………………………………………………..

I/ Objectives:
points correctly.
2. Knowledge:
- Grammar: Future continuous tense, Verb + to- infinitive.
II/ Teaching aids:
III/ Procedures :
5’): about communication technology. class.
B. Grammar Individual
Grammar(35’) The future continuous: review Grammar points:
1. Listen again to part of the the future
conversation in GETTING STARTED. continuous tense
Underline the future continuous tense * The use:
and answer the questions. We use the future
Review continuous tense
We use the future continuous tense to to express being
express being in the process of doing in the process of
something at a specific time in the doing something
future. at a specific time
Remind Ss of the story in GETTING in the future.
STARTED: how Phuc, Mai and Nick * Forms: Individual
planned to see a film together but Nick (+) Positive Pair work
went to the wrong cinema and they were Subject
not able to contact each other. Ask Ss + will be + V-ing
what Phuc and Nick decide on the phone (-) Negative
about how they would try it again this Subject
Sunday afternoon. + won’t be + V-
Write ‘2.30.p.m. show’ and ‘4.15.pm. ing
show’ on the board. Ask Ss if they (?) Questions:
remember which show Phuc and Nick Will +
chose and why. subject + be + V-
Play the recording and ask Ss to answer ing?
the two questions.

Key: * Short answers
1. He will be having his Vietnamese class to Yes/ No
2. They will be watching a film at the questions:
cinema. (+) Yes,
Then draw Ss’ attention to the Review subject +
box. Write different times of the day on will.
the board (e.g. 7 a.m., 10 a.m., 12 p.m., (-) No,
ect.) and ask Ss to work in pairs to tell subject +
each other what they will be doing at these won’t.
times tomorrow. Ex:
2. Complete the sentences with the Tonight at 8.30
future continuous. p.m Mai will be
Draw Ss’ attention to the Look out! box. watching TV at
C. Performing. Then ask them to underline the specific home. +whole
time expression in each item. Ss work class.
individually then on pairs to compare their Note: A specific Individual
answers. time is often
Key: included when
1. will he still be sleeping; will be using the future
studying 4. Will she be staying; will continuous tense.
be writing
2. will be having
5. Will be playing
3. will be eating
6. Will be learning
3. Look at the years provided. Work in
groups to predict when the following
may happen in the future. Then Verbs + to-
compare your answers with other infinitive
groups. If we want to Group work.
Have Ss work in groups to decide which follow a verb with Individual
year to put in the gaps. Then go through another action, we
each sentence with Ss, asking each group must use either a
to call out their choice. If there is any gerund or an
difference in the answers among the infinitive.
groups, ask them for an explanation for Ex: They want to
their particular choice. see Superman this
Verb + to – infinitive Sunday.
4. Look at the conversation in
GETTING STARTED again and write Some common
down all the verbs that are followed by verbs followed by
to – infinitive that you can find. to- infinitive:
Verb + to – infinitive - want, try, need, Whole class
If we want to follow a verb with another choose. Decide,
action, we must use either a gerund love…..
(Unit 1) or an infinitive. Individual
Ss work individually to complete the task. Note: some verbs Pair work
Write on the board: such as love, hate,

I also wanted to call you want to do prefer can be
something. followed by both a
Ask some volunteers to write the rest on gerund and to
the board in a similar way. -infinitive.
Tell Ss to look at the watch out! box.
Provide the list of common verbs followed
by to -infinitive. Ask Ss if they know any +whole
other verbs that are followed by to – class.
infinitive.
Remind Ss that some verbs such as love,
hate, prefer can be followed by both a
gerund and to -infinitive.
If time allows, ask Ss to practice marking
sentences with these verbs.
5. Choose the best answer.
Ss work individually then in pairs to
compare their answers
Key: Individual
1. c 2. b 3. a
4. c 5. a Pair work
6. The Dream List. Imagine we are in
the year 2050. Work in pairs and select
three ways of communication that you
D. Wrap- up think will be most common. Then make Pair work.
(5’) the list longer by sharing your ideas
with another pair using full sentences.
Remind Ss of the different ways f
communicating from the beginning of the
unit. Draw their attention to the time
expression (year 2050) and ask them
which verb tense should be used. Give an
example if necessary. Then Ss work in
pairs and share their ideas with other pairs
to make a “Dream List”. If it is possible,
this task can be done as a mingle activity
where one pair has to talk to at least three
other pairs. Remind them to use full
sentences.
If time does not allow, T can choose either
activity 6 or 7 for Ss to do.
Whole class.
E. Home
assignment(3’)
*Feedback:…...
………………………………………………………………………………………………………
…………………………………………………………………..


.
I/ Objectives:
1. Educational aim:
By the end of the lesson, ss will have some general knowledge of communication.
2. Knowledge:
- Grammar:
3. Skills:
II/ Teaching aids:
III/ Procedures :
time
A. Warm – YOUR VIEWS On kinds of COMMUNICAT whole class.
up( 5’): communication. ION.
B. Communication breakdown
Communicati Extra vocabulary
on Introduction - Vocabulary: Whole class
(25’) First have Ss guess what they think - Language Individual
communication breakdown means. Refer to barrier: When
the Look out! box. Remind Ss of what people can’t
happened in the text in GETTING communicate
STARTED. Ask Ss why they think this because they
communication breakdown happened and don’t talk the
how to avoid it. T can share with Ss an same language.
experience of communication breakdown that - cultural
T has had. difference:

Then go through the Extra vocabulary box -communication Whole class
with Ss. Give examples to future explain each channel Pair work
word where needed. - shrug
1. Match the following possible reasons for (shoulders)
communication breakdown with the to raise your
examples. Can you add in some more shoulders and
reasons and examples? then drop them to
Do the first item with Ss. Then Ss work in show that you do
pairs to complete this task. Once they have not know or care
finished, encourage them to add in some more about sth
reasons and examples. - glance(n, v): a
Key: quik look/ to look
1. A 2. B 3C 4. C quikly at st/sb.
5. A 6. B Look out! +whole
2. If you don’t understand body language, Communication class,
communication breakdown may happen. breakdown means individual.
Match the body language with the a lack of
meaning. Add more examples if you can. communication or
Elicit from Ss what body language is. Explain a failure to
that understanding body language can help exchange
people avoid communication breakdown. T information.
may give an example and ask Ss to guess
what trying to say.
Ask Ss to cover the text and just to look at the
pictures. In pairs Ss work out the messages Work in
from the pictures. Then Ss can uncover the person
text and do the matching.
Confirm the correct answers.
If time allows, ask Ss if they have ever used
these body communication ways before. Ask
them to add more examples and demonstrate
these for the class to guess their meaning.
Key:
1. c 2. A 3. e 4. b
5. d
3. Using abbreviations for online chatting
and texting is not always easy to Abbreviations
understand. Can you decode the following for online
sentences written in texting/ chatting style chatting and
without looking at the cues? texting:
Write on the board some of the language for
online communication learnt in Unit 1 and 1. Where r u? Whole class
ask Ss if they can read them in the full form. We r @ Lotte on
Explain that using abbreviations for online 2/F.
chatting and texting is not always easy to 2. I’ll b 5 mins
understand. Ss then work in pairs to complete late. CUS.
this task. 3 Wanna c a
If time allows, ask Ss to add more online movie this wkd?

communication shorthand that they know and 4. Pls call me rite
write a short message to their partner using bck. Thx.
this language. 5. Hi! Wox r u
Key: doin 2nite? Whole class
1. Where are you? We are at Lotte on the 6. Did u c it:
second floor. LOL.
2. I’ll be 5 minutes late. See you soon.
3 Do you want to see a movie this weekend?
4 Please call me right back. Thanks.
5. Hi! What are you doing tonight?
6. Did you see it? Laugh out loud! Group work
4. Ideas Bank. Work in groups. For each Pair work.
communication breakdown mentioned in 1,
think of a future technology idea that will
help avoid it. Share your ideas with the
C. class.
Performing Ss work in groups to make their group’s ideas
(10’) Bank by discussing a technology solution that
will help people avoid the communication
breakdown mentioned in 1. The groups then
make a short presentation of their ideas to Whole class
share with the class to make a big ideas Bank.
D. Home
assignment
(3’)
*Feedback:…...
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I) Objectives :
1. Educational aim : - Read for general and specific information about communication in the
future.
- Talk about communication in the future.
2. Knowledge:
- Vocabulary : in real time, interact, three - dimensional images, cyber world, network
III) Procedure :
focus
A. Warm up - Before Ss open their books, ask the question: class work
( 5’) ‘What can we do to avoid communication
breakdown?’
- What do you think of communication in the
future?
- See if any Ss can come up with some ideas.
- Make notes on the board.
- As an option, this could be done in
Vietnamese with T showing how to express individually
these ideas in English.
- Now have Ss open their books.
Reading
1. Look at the letters the children from Viet
B. Reading Nam and Sweden sent to each other in a
penfriend project. Why do you think they 1.
chose this way to communicate with each immediately, individually
other? without
Ask Ss when was the last time they sent delay: in real
somebody a real letter, to whom, and on what time
occasion. Then ask Ss to look at the photos. 2. to
Explain that these are the letters Ss from two communicate
schools in Viet Nam and Sweden sent to each with or react
other in a pen friend project. Ask Ss to to: interact
brainstorm the reasons why they think these Ss 3. the
chose this way to communicate with each opposite of a
other. flat image:
Then ask Ss what they think is happening in three-
the two other photos in the text. dimensional
2. Read the text. images
COMMUNICATION IN THE FUTURE: 4. the digital
WHAT IS THERE FOR US? world: cyber
Look at the highlighted words and match world individually
them with their meanings. 5. a system
Ss read the text quickly for the first time. Ask of connected
them to pay attention to the highlighted words parts to share
and do the matching task. information:

Key: network pair work
1. in real time 2. interact 3. three -
dimensional images 4. cyber world 5.
network
3. Answer the following questions.
Ss try to find the answers individually first
then compare the answers in pairs. Once they Pair work
have agreed on the answers they can practice
asking and answers with each other.
Key:
1. They love to write and real letters. One
student likes to send sweets with the letters as
well.
2. They are telepathy and holography.
Telepathy uses a device in our head to
communicate by thought over the network.
Holography gives three-dimensional images
and we will be able to interact with each other
in real time.
3. She prefers to use real, face-to-face
communication because she thinks this makes
life more interesting.
Speaking Group work
4. In small groups, decide whether you
agree with the author of this text. Why/ why
C. Speaking not? Share your ideas with the class.
First ask Ss where in the text the author’s
opinion is expressed. Then they work in pairs
or small groups to tell each is they agree with
the author’s opinion or not, and explain why.
Then call on some pairs/ groups to share what
they have discussed.
5. Class survey. What ways of
communication do you use for the following
purposes now and what will they be in the
D. Performing year 2030? Group work
This can be done as a mingle activity where Ss
stand up and talk to different classmates to
complete the survey. Otherwise, Ss can do it in
groups of five or six where each member
completes the survey himself/ herself and
shares it with the group. The group leader will
then report to the class either the ways of
communication that are most mentioned or the Whole class
ways of communication that the group likes
best.
Write the Ex4 in notebooks

E. Homework
*Feedback:
………………………………………………………………………………………………………
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I) Objectives :
- Listen for specific information about netiquette.
- Write an email using netiquette.
- Vocabulary : words related to the topic.
- Grammatical structures lexical items related to the topic.
III) Procedure :
ttime focus
A. Warm Ask Ss to tell about communication in the future. class work
up ( 5’)
B. Listening Listening
Netiquette the rules of
1. Look at the way this message is posted on an e – correct or
learning message board. Can you find any polite
problems with it? behavior
Ask Ss to look at the message board. Ask them who among people
posted the message and who they think the massage is using the
for. Ask them to try to identify what problems in terms Internet pair work

of communication politeness they think the message
has. COPS
2. Listen to this interview between a 4 Teen LOCK: a
magazine reporter and Dr Minh Vu about function that individually
netiquette and answer the questions. turns all
Write on the board ‘netiquette’ and ask Ss what they letters into
think it means. Explain they are going to listen to a capital form.
researcher talking about the way we communicate
online. Explain CAPSLOCK in the box if necessary.
Have Ss look at the questions first. Encourage them to
give some answers. Then play the recording. Ss work
individually then in pairs to compare their answers.
Key:
1. The word is a combination of ‘net’ and ‘etiquette’.
It’s a set of rules for behaving properly online.
2. Don’t say and do unpleasant things online, just like
in real life.
3. It’s how we communicate with each other online.
3. Listen again to the interview and complete the
following grid.
Before playing the recording again, first ask Ss to look
at the grid and try to complete it with as much
information from the recording as they can remember.
Elicit the answers from Ss. If their answers are correct,
move to the next activity. Otherwise, play the pair work
recording again.
Key:
Should Shouldn’t Why/ why not
1. Use CAPS LOCK in email, posts, and comments 1. Use CAPS
v It looks like are shouting at people LOCK in
2. Check your email for mistakes or errors v email, posts,
It shows respect for your reader. and comments
3. Use a lot of shorthand v It
v This may confuse your reader. looks like are
4. Respect discussion rules and use polite language shouting at
v People may not know who you are butpeople
2. Check your
you’ve judged by the quality of your email for
writing mistakes or
Audio script: errors v
Reporter: Dr Minh Vu, what exactly is It shows
‘netipuette’? respect for
Dr Minh Vu: The word is a combination of ‘net’ and your reader.
‘etiquette’. It’s a set of rules for behaving 3. Use a lot of
properly online. shorthand
Reporter: Could you tell us the main rule of
netiquette? v
Dr Minh Vu: Remember that the people we’re This

communicating with online are real people. Don’t may confuse
say and do unpleasant things online, just your reader.
like in real life. 4. Respect
Reporter: But sometimes perhaps it’s not what we discussion
communicate, but how we communicate…? rules and use
Dr Minh Vu: Absolutely. For example, if you write polite
emails, or post comments using caps lock, language v
this means you are shouting at people! People
Reporter: Of course it’s not polite at all. What else may not know
should we do when sending emails? who you are
Dr Minh Vu: Check your message for spelling but
mistakes before you send it. It shows respect towards
the other person. Don’t use too much you’ve
shorthand. This may confuse your reader. judged by the
Reporter: How about behavior in chat rooms and quality of
on message board? your writing
Dr Minh Vu: Follow discussion rules. Use polite
language. People may not know who you are
but you’ve judged by the quality of your
writing.
4. Look at the message in 1. Work with a partner to
improve it with the netiquette you have learnt so group work
far.
Ss work in pairs to complete this task. You may call
two or three pairs to write their versions of the
message on the board and the class votes for the best
one.
Writing Pair work
Writing an email using netiquette.
Draw Ss’ attention to the REMEMBER! box. If
possible, illustrate each of the bullet points mentioned
by an example you find from the Internet, or those that
you create yourself. REMEMBER
C. Writing 5. Put the following parts in their correct place to :
make an email. - Always individual
Key: 1. c 2. f 3. e 4. b check that
5. a 6. d you’ve
6. Write a short email to your teacher to submit completed the
your group homework for this week. Check if you Subject line
have used the netiquette learnt. and/ or have
First Ss work in groups to discuss what information included the
they would include in the mail. They may look at the attachment.
email in 5 for ideas. Then Ss work individually on this - An email to
D. task. Ask them to pay attention to the netiquette they a senior
Performing have learnt. When Ss have finished, they swap the person should Individual
writing with their partner to check before handing it in be more
to T. For a more able class, T may ask Ss to try the formal than to
following tasks as homework (Ss may look at 4 for a friend.

more ideas): Write a short post on your class message - Keep the
board to ask how many words the final essay should message short
be. and accurate.
Write a short post on a message board to help - Always
somebody answer the question what does check your
communication breakdown mean? work for
- Write the news report in the notebooks. mistakes.
E.
Homework
Whole class
*Feedback:
………………………………………………………………………………………………………
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PERIOD 89: lesson 7: looking back and project.
.
I) Objectives :
- Use the words to talk about communication.
- Use the words and phrases to complete the sentences.
2. Knowledge:
III) Procedure :

ttime focus
A. Warm LOOKING BACK class work
up ( 5’) Encourage Ss not to refer back to the unit. Ask them
to keep a record of their answers to each exercise so
that they can use that information to complete the self
– assessment box at the unit.
B. Looking Vocabulary
back 1. Complete the sentences using the cues provided.
Ask Ss to complete the sentences by using the 1. body
support from the picture, the letter cues, and the language individually
meaning of the sentences. They work individually 2.
first and then compare with a partner. Multimedia

Key: 3. Face - to pair work
1. body language 2. Multimedia - face
3. Face - to - face 4. cultural
4. cultural differences 5. Telepathy differences
6. Netiquette 5.
2. Write the following text messages/ chat lines in Telepathy
shorthand form. 6.
Challenge Ss to try this task without looking back at Netiquette
COMMUNICATION. Have two or three Ss write individually
their answers on the board
Key: pair work
1. Thx 4 ur gift 2. BTW, what r u doing 1. Thx 4 ur
this wkd? gift
3. Pls call me write now 4. LOL! 5. C 2.
U 2nite. BTW, wot
3. Have you ever used music, art, codes, signs or r u doin
any non – verbal ways to communicate? Tell a this wkd?
partner what you did. Was the communication 3. Pls call
successful? me rite
Ss work in pairs for this task. Remind Ss that these now
are non – verbal ways of communication. Then call 4. LOL!
on some pairs to report their talk. 5.CU 2nite.
Grammar
4. Underline the correct answer.
Ss work individually then in pairs to compare their
answers.
Key: individually
1. will not be sleeping 2. Will be playing
3. Will he be doing The future pair work
4. will be waiting 5 will not be using; will continuous
be using 6. Will be raining tense
5. Gerund or to - infinitive?
Ss work individually then in pairs to compare their
answers. If time allows encourage Ss to think of other Gerund or
verbs that are followed by gerunds and by to - to -
infinitives and make sentences using them. infinitive
Key:
1. talking 2. To use 3. To
show
4. communicating 5. Chatting 6. To
have
Communication
6 Ss discuss this task in pairs. Remind them that they individualy
can choose to talk about forms of communication
C. people will be using or will not be using in the year
Performing 2100 and they should give the reasons why they think pair work
so.
For a more able class, this can be done as a debate if

some particular forms of communication are selected
beforehand for Ss to discuss.
Ask Ss to complete the self - assessment box. Identify
any difficulties or weak areas and provide further
practice.
6 Choose any three forms of communication in this
unit and work with a partner to decide if people will
be using them in the year 2100 or not. Give at least
two reasons for each decision.
PROJECT
“Action. Take one! Action. Take two!”
Remind Ss of: past simple individually
- The reasons for communication breakdown in or past
PROJECT COMMUNICATION perfect
- different ways of communicating in GETTING
STARTED and A CLOSER LOOK 1
Put them into groups and ask them to think of a group work
sketch or a role – play of a communication
breakdown. Give them time to brainstorm some
ideas. Move around the class, giving help where
necessary.
Alternatively, T can prepare the following scenarios
if Ss are short of ideas or time. Print each sketch on a
piece of paper and fold it up. Each group will pick
one piece of paper and prepare their performance.
More than one group can have the same sketch,
because they will interpret it differently. Ss may pair work
prepare the sketch out of class if more time is needed.
On the performance day, more than one group may
act out a similar play, put look for their different
interpretation of the communication breakdown as
well as their solution. Make sure everyone gives each
group lot of encouragement and praise for their acting
attempts.
Sketch 1
The confused teacher
Susan is a teacher from London who comes to a small
town in Viet Nam to teach English. She has her first
lesson today and is very impressed by one of her
students – Lien. Lien speak English very well and is
very active in the class. Later that day Susan runs into
Lien in the corridor. Susan wants to compliment Lien
and she says, ‘Lien, your English is excellent!’. And
Lien answers ‘No it’s very bad!’ Susan feels rather
confused and she doesn’t know why Lien responds to
her this way.
Sketch 2
The best restaurant

Jerry and Diana are from the USA and they are now
on holiday in France. They eat out in a restaurant and
they find the food and the wine excellent. At the end
of the meal the chef asks how they have enjoyed the
evening and Jerry holds up his thumb and index
finger to make a circle. Seeing that, the chef’s face
suddenly falls and he leaves immediately without a
word. Jerry and Diana are left wondering what they
have done wrong.
Sketch 3
The missing fork and the giant drink
Hoang Ly is from Ha Noi and now she’s visiting her
grandparents in Ho Chi Minh City. Minh Anh, her
friend in Ho Chi Minh City is talking her to eat out.
When the food is brought out, Ly notices there is one
fork missing on the table, so she asks the waiter for
one. ‘Chú mang hộ cháu một cái dĩa nữa được không
ạ?’. Then the waiter bring her a big plate. Ly thinks
perhaps the restaurant is too noisy and the waiter
couldn’t hear what she said.
After that, Minh Anh comes and visits Ly’s
grandparents. They offer her tea and Minh Anh hears
Ly’s grandmother telling her, ‘Cháu vào lấy thêm
một cái chén nữa cho Minh Anh’. Minh Anh is a bit
nervous because she doesn’t feel like she wants to
drink such a huge bowl of tea, especially after her big
meal with Hoang Ly.
Key: (NB. Encourage each group to try to find their
own reasons and provide these keys only if they ask
for help.)
Sketch 1
Communication breakdown = cultural differences
In Viet Nam it is typical to deny the compliments you
receive. This is a way to show your modesty.
However, in western cultures, people who give
compliments often expect you to take about them,
and denial of compliments, especially if it is repeated,
may be rude and make the other person feel
uncomfortable. In this situation, Lien may just
politely thank her teacher.
Sketch 2
Communication breakdown = cultural differences
In the USA, holding up one thumb and index finger
to maker a circle means OK, good, excellent, while in
France, this gesture means something not so good,
event worthless.
Sketch 3
Communication breakdown = language barrier

When the people in Ha Noi and some other provinces
in northern Viet Nam say ‘dĩa’ they mean a fork,
while this word means a palate for the people in
southern Viet Nam.
Meanwhile, ‘chén’ in northern Viet Nam means a
small teacup whereas in southern Viet Nam the word
means a bowl you use to eat when having meals.
- Do all the ex again.
Whole class
D.
Homework
*Feedback:
………………………………………………………………………………………………………
………………………………………………………………………….
Unit 11 : SCIENCE AND TECHNOLOGY

I) Aims:
1. Knowledge : By the end of this unit, students can :
- pronounce the words ending with the prefix un- and im- correctly in isolation and in context.
- use lexical items related to the topic “ science and technology”.
- use the future simple and future continuous to talk about science and technology in the future.

- use the direct speech and indirect speech to report what people say or tell.
2. Skills : By the end of this unit, students will be able to :
- Speaking : Talk about the role of science and technology.
- Listening : Listen to specific information about how science and technology solve some
problems in the future.
- Reading : Read for specific information about the role of science and technology. -
Writing : Write to express agreement and disagreement about the role of science and technology.
II) Methods : Introduce the lessons , lead in the new lesson. Students practice in pairs ( close
pairs and open pairs ), discuss in groups.
III) Teaching aids : English book 8, CD audio player, pictures, sub- board.
IV) Anticipated problems:
- Some Ss may misunderstand the future and the future continuous tenses.
- Some Ss may not know about role of science and technology.
V) Procedure.
Unit 11 : science AND TECHNOLOGY
Period 90 : Lesson 1 : Getting started.
I) Objectives :
 Pronounce words with the prefix un- and im- correctly in isolation and in context.
 Use the lexical items related to science and technology.
 Use the future simple and future continuous to talk about science and technology in the
future.
 Use direct speech and indirect speech to report what people say or tell.
 Read for specific information about the role of science and technology in the future.
 Talk about the roles of science and technology.
 Listen for specific information about how science and technology solve some problems in
the future.
 Write to express agreement and disagreement about the roles of science and technology.
III) Procedure :
Steps & Learning Activities Languag Models
Time e focus
A-Warm Introduction class work
up ( 5’) - Review the previous unit by asking Ss to call out all the
forms of communication that they can remember from the
previous unit.
- Then divide the class into two teams.
- Call out a form of communication, e.g., body language.
- The first group to give an example of body language gets a
point, and so on.
- Put the heading ‘Science and Technology’ on the board.
- Do a brainstorming session by asking Ss to suggest any
words or phrases related to this topic.
- Accept all ideas, organize them in a word web if possible.
1. Listen and read
- Ask Ss to open their books to Unit 11, cover the
B- Getting conversation and look at the picture. class work

started ( 5’) - T asks prediction questions:
What can you see in the pictures?
Do you know these characters? developm
Where are they now? ent
What are they talking about? ... enormous
Ss answer the questions as a class. benefits
- Play the recording and have Ss listen and follow along.
- Check if Ss’ predicted answers match the conversation.
- If not, have Ss correct them.
a) Find the words in A in he conversation. Then match
C- Doing them to the words in B with similar meanings.
( 27’) - Ask Ss to read the conversation again and do the exercise
in pairs.
- Elicit the correct answers and write them on the board.
- Have Ss subtitute the B words into the conversation to
check that they match. vocabular
- Finally, explain the meaning of any complex words in y
Vietnamese if necessary.
Key: individuall
1.c 2.b 3.d 4.e 5.a 6.f y
b) Answer the questions.
- Ss work individually to answer the questions.
- Ss compare answers with a partner and then discuss as a
class.
- Have Ss say wher they found the answers in the
conversation.
Key:
1. They are at the Science Club.
2. It is the roles of science and technology in the 21st
century.
3. Science and technology are greatly changing
everything.
4. He told Nick that only robots would work in factories
and clean our homes in the future.
5. He/ She said that there would be no more schools:
they’d just stay at home and learn on the internet.
c) Work with partner. What fields are mentioned in the
conversation which are affected by science and - science:
technology? knowledg
- Ss work in paris. e about
- Tel Ss to refer back to the conversation and do the task. the world,
- Check their answers. especially
Key: based on
1. the economy (economic 4. travel (traffic jams) examinin
development) g, testing
2. the workplace (robots in 5. education (school via and
factories) the internet) proving
3. the home (robots cleaning facts.

our homes) - pair work
d) Put a word/ phrase from the box in each blank technolog
- Have Ss do this exercise in pairs. y: things
- Ask some Ss to present their answers. and ways
- Confirm the correct answers. of doing
Key: things
1. field 2. space 3. the 4. economic 5. flying that are
key development cars based on
knowledg
Look out! e about
Help Ss distinguish the two words. science
- science: knowledge about the world, especially based on and
examining, testing and proving facts. computer
- technology: things and ways of doing things that are based s.
on knowledge about science and computers.
2 Put one of the words/ phrases from the box in each gap.
There is one extra. pair work
- Tell Ss that in the box are some more words and phrases
related to science and technology.
- Let them work in pairs.
- Check their work by calling on some Ss to read out their
sentences.
- Allow Ss to write the translations next to the words.
Key:
1. science 2. 3. 4. 5.
subjects technology researchers machines scientif individuall
ic y
progre
ss
3 Give the opposite of the words in brackets using the
prefix un- or im-
- Tell Ss to look at the example.
- T may give some more.
- Then let them do the task by themselves. pair work
- After that, they swap their answers with a partner.
- Correct Ss’ answers as a class.
- Then let them repeat the words in chorus.
Key:
1. 2. 3. 4. 5.
unknown unrealisti impossib unimport unpollute
c le ant d
4 GAME: FIND SOMEONE WHO ...

- Set this up as a mingle activity.
- Let Ss stand up and move around with pens and paper/ pair work
D- notebooks to ask questions and take notes.
Performing ( - Observe and assist where needed.
5’) - Once a student has a name in each box they should sit back

down.
- Continue until all, or most, Ss have sat back down.
- Congratulate the winner(s).
- T calls on the winning Ss to present their results to the
class.
Reference: Some scientists of Viet Nam:
Vâ Hång Anh Lª V¨n Thiªm TrÇn §¹i NghÜa
Hµ §×nh §øc Hoµng Tuþ Phan Lu¬ng CÇm
- Learn and practise writing the new words.
- Do all the ex. in the notebooks.
-
Homework
*Feedback:
………………………………………………………………………………………………………
………………………………………………………………………….
TTCM DUYET NGAY
Unit 11 : Science and technology

Period 91 : Lesson 2 : a close look 1.
I) Objectives :
By the end of the lesson, Ss will be able to get acquainted with the topic about science and
technology.
 Language content :
1. Vocabulary : words about science and technology.
2. Pronunciation : - Stress in words starting with un- and im-
III) Procedure :
Steps & Learning Activities Languag Models
Time e focus
A-Warm up - Explain to Ss that there are three common ways of class work
( 5’) forming nouns indicating people, but don’t say what they
are.
- Write the following on the board:
to learn -->
to invent -->
science -->
- Try to elicit from Ss how these words are changed to
mean a person who does these things.
- Now see if Ss can give some more examples.
- Finally, have Ss open their books and read the Look
out! Box.
1. Complete the following sentences with nouns
B- indicating people
Vocabulary - Do this activity the first time around as a quiz. v+ -er/ class work
( 15’ ) - Divide the class into two teams. -or/ -ist =
- Read out item one and ask Team A to answer. N

- If they get it wrong, the option goes to Team B to
answer.
- Keep a score on the board to increase the fun element.
- Now have Ss work individually to do the task in their
books.
- Finally, ask some Ss to write the answers on the board.
- Correct their answers as a class.
Key:
1. 2. 3. 4. 5.
adviser/ chemist designer programmer biologist
advisor
2. Write a noun from the list under each picture.
- Ss work in pairs and discuss what the word is for each vocabular
picture. y
- T checks as a class.
- For more able Ss, have pairs write the descriptions of
these people in the same style as activity 1. individuall
- Then put pairs together to read out their descriptions y
and challenge each other to guess the person, like the
quiz in 1.
Key:
1. chemist 2. software 3. 4. physicist
developer engineer
5. doctor 6. 7. 8.
conservationist explorer archeologist
3) Give the correct form of the words in brackets.
- T ask Ss to read the sentences and guess part of speech
of the word to be filled each blank.
- Have Ss call out their guesses. individuall
- Ss work individually. y
- Ask some Ss to write their answers on the board.
- Check their answers as a class.
Key:
1. 2. 3. 4. 5.
developmen scientist exploratio medica economi
ts s n l c
Stress in words starting with un- and im-

- Explain to Ss that the prefixes un- and im- are used to
make adjectives (and adverbs) negative. individuall
- Explain to them that when these prefixes are added, the y
stress of the new word does not normally change.
- Give some examples.
4 Listen and repeat the following words. Mark the
stressed syllables in the words.
- Play the recording for Ss to repeat the words.
- Play the recording as many times as necessary.
- Correct Ss’ pronunciation, especially the stress.

- Then have Ss mark the stress on the words by drawing
circle above the stressed syllable.
Audio script:
C. unforeseen unlucky immature unwise
Pronunciati impatient unhealthy impure unhurt
on impossible unlimited unnatural impolite
( 20’) 5 Put the words from 4 in the right columns.
- Have Ss read out the words first.
- Then they work in groups to put the words in the right
columns. individuall
- Call on some Ss to write the answers on the board. y
- Confirm the correct answers.
Key:
oO oOo ooO oOoo
un’wise un’lucky unfore’seen un’limited
im’pure un’health imma’ture im’possible
y
un’hurt im’patient impo’lite un’natural
6 Fill the gaps with one of the words in 5. Listen and
check, then read the sentences.
- Have Ss work individually to write down the words.
- Play the recording two or three times for Ss to check.
Key:
1. 2. 3. 4. 5.
impure unhealthy impossibl unlimited impatient
e
- learn and practise writing the vocabulary.

- Practise listening and repeating the words starting
with un- and im-
group
work
D-
Homework (
5’)
individuall
y

*Feedback:
………………………………………………………………………………………………………
………………………………………………………………………….

I) Objectives :
By the end of the lesson, Ss will be able to get acquainted with the topic about natural disasters.
1. Vocabulary : words about science and technology.
2. Grammar structures : - Future tenses.
- Reported speech.
III) Procedure :
Steps & Time Learning Activities Language Models
focus
A-Warm up - Ss have already learned the future simple will do class work
( 5’) and the future continuous will be doing.
- Tell Ss that his is a review section.
- T may help Ss recall the form and uses of these
two tenses.
- Also remind them of the uses of present simple
and going to to express future actions.
B- Grammar1 1. Put the verbs in brackets into the correct
( 35’ ) tenses.
- Have Ss work individually.
- Check their answers as a class. will + V individually
- Tmay ask why a certain tense is used to check will be +
that Ss understand the rules. V-ing
Key:
1. will 2. will 3. will 4. 5.
have be she be won’t decide;
working pass will
support
2. Work in pairs. Read the following
predictions about the year 2040 and say
whether you think it will happen.
- Tell Ss to study the example first.
- Then they work in pairs to do the activity.
- Encourage them to talk as much as possible.
- Remember that there is no ‘right’ or ‘wrong’ as pairwork

long as their sentences are grammatically correct.
- Move around the class and listen to Ss.
- If there is a point which everyone is confused
about, bring the class back together and do a quick
review of it. vocabulary
Reported speech:
- Explain to Ss the differences between direct
speech and reported speech.
- Go through the table carefully, using the
examples to clarify the rules.
3) Look at the conservation in GETTING individually
STARTED again. Find and underline the
examples of reported speech.
- Tell Ss to refer back to the conversation in
GETTING STARTED and find the examples of
reported speech.
- Focus them on the use of the verbs.
Key:
Well, my dad told me that only robots would work
in factories and clean our homes in the future.
Our science teacher said that there would be no individually
more schools: we’d just stay at home and learn on
the internet.
4- Complete sentence b in each pair so that it
means the same as sentence a, using reported
speech.
- Ss work in pairs.
- Ask them to write down the sentences in their
notebooks.
- Call on some Ss to read out what they have done.
- For a class which needs more support, have two
Ss write their answers on the board.
- Correct their mistakes.
Key:
1. Nick said that he came from a small town in
England.
2. My friend said that Brazil would win The
World Cup. pair work
3. Olive told Chau that she was leaving Viet Nam
the next day/ the following day.
4. David told Catherine that he was unable to read
her writing.
5. Minh said that he had overslept that morning.
5 Change the following sentences into reported
speech, using the words given in brackets.
- Ss do this task individually.
- While they are working, some Ss may write their
C. Performing sentences on the board.

- Correct their sentences as a class.
Key:
1. He said (that) he hadn’t said anything at the
meeting the week beofre/ the previous week.
2. She told me that letter had been opened.
3. Tom said that in 50 years’ time we would
probably be living on Mars.
4. Mi said she hoped they would build a city out at individually
sea.
5. Son told us that his wish was to become a
young inventor.
6 GAME: MY FRIEND SAID ...
- This speaking activity could be daunting for
some Ss, so allow the pairs to plan what they are
going to say before they come to the front of the
class.
- This should help Ss to speak with fluency and
accuracy, and as naturally as possible.
- Encourage them to give true sentences about
themselves.
- Ideally, all Ss should have a chance to talk
before the class.
- do all the ex.in the notebooks.
D- Homework
( 5’)
pair work
*Feedback:
………………………………………………………………………………………………………
………………………………………………………………………….

Period 93 : Lesson 4 : communication
I) Objectives :
1. Educational aim : - By the end of the lesson, Ss will be able to talk about the role of science
and technology.
2. Knowledge:
- Vocabulary :

III) Procedure :

focus
A. Warm up ( 5’) - Quickly review the grammar points that are class work
used in this section; the past simple and reported
B. speech.
Communication 1- Match the inventors in A with their
inventions in B.
- This activity can be done as a class
competition.
- Ss work individually.
- Give them one minute to match by drawing
lines from the inventors to the inventions. class work
- For increased fun, count down the fina 10
seconds and then tell everyone to stop.
- Now have Ss swap books and mark each
other’s answers.
- Elicit the answers from Ss in full sentences,
Thomas Edison invented the ligh bulb.
- Ask for a show of hands for those who got all
eight right, then seven, and so on. the light
- If time allows, T may ask questions about bulb
these inventors to find out what Ss know about penicillin
them: the internet
+ Are they still alive/ dead? the
+ What are they famous for? telephone
+ Do you know anything interesting about the
them? airplane
+ Do you know any interesting sayings by
them? (Graham Bell: ‘Self-education is a
lifelong affair.’/ Thomas Edison: ‘Genius is one
percent inspiration and ninety-nie percent
perspiration.’...)
Key:
- Thomas Edison invented the light bulb.
- Sir Alexander Fleming discovered penicillin.
- Alexander Graham Bell invented the
telephone.
- The Wright brothers invented the airplane.
- James Watt invented the steam engine. individually
- Mark Zuckerberg invented Facebook.
- Tim Berners – Lee invented the Internet.
2. Work in groups. Discuss the question:

Which invention is more useful?
- Form groups of three or four Ss to discuss the

inventions.
- Encourage Ss to talk as much as possible; this
is a fluency state, so don’t worry about accuracy
at this point.
- Move around the groups and give assistance group work
where needed.
- Invite some groups to present their ideas.
- Other groups can add some ideas if possible.
3a. Ha had an interesting dream last night in
C. Performing which she met and interviewed Alexander
Graham Bell, the inventor of the telephone.
3b Two days later, Ha told her friend what
Alexander Bell said. Now report what Ha told
her friend, using reported speech.
- Call on two confident Ss to come to the front
and act out the dialogue between Ha and
Alexander Graham Bell.
- Then put Ss into pairs to report on the
conversation.
- Have Ss make notes of their answers to the two
questions in the interview.
Suggested answers:
- Alexander Bell said/ told me (that) he was
born in 1847 in Scotland. pair work
- He said/ told me (that) he had always liked ...
- He said/ told me (that) he had taught ...
- He said/ told me (that) he had invented ...
4. Work in pairs. One of you is a reporter,
and the other is Tim Bernes- Lee. Role-play,
using the information given.
- Let Ss work in pairs to role-play, using the
information given.
- Walk around to observe and give help if
needed.
- If time allows, ask some pairs to role-play in
front of the class.
- The class then votes for the best performance.
- do all the ex again in the notebooks.
D. Homework
pair work
*Feedback:
………………………………………………………………………………………………………
………………………………………………………………………….

Unit 11 : Science and technology

Period 94 : Lesson 5 : skills 1
.
I) Objectives :
1. Educational aim : - Read for general and specific information about the role of the science and
technology in the future.
- Talk about the role of the science and technology in the future.
2. Knowledge:
- Vocabulary :
- Grammatical structures : - Future tenses.
III) Procedure :
focus
A. Warm up ( 5’) Write these headings on the board: class work
Travel Health
Homes
Brainstorm with the class some predictions for
future developments in these three fields.
Encourage Ss to use their imagination. Now
open the book and do the reading tasks.
B. Reading 1. Quickly read the passages. Match the
headings with the passages. individually
Ask Ss to read the passages quickly looking for
key words and then match them with the
headings.
Key: 1. B 2. A 3. C
2. Underline the flowing words and phrases 1. To
in the text. Match each of them with its explore
explanation. Mars/ To individually
Have Ss do the task individually. Then Ss can find out if
check their answers in pairs. Elicit the answers there is, or
from Ss. ever has
Key: 1. D 2. A 3. E 4. B been, life
5. F 6. C there/ To
3. Answers the questions. explore the
Ask Ss to read the passages again and answer possibility
the questions. Ss can ask and answer in pairs. T of being
corrects the answers as a class. If time allows, able to live
have Ss show where they found the answers. there.
Key: 2. They
1. To explore Mars/ To find out if there is, or help people
ever has been, life there/ To explore the live longer.

possibility of being able to live there. 3. 70 or 75
2. They help people live longer. years.
3. 70 or 75 years. 4. Solar individually
4. Solar panels and solar windows. panels and
5. They can do chose such as cleaning, cooking, solar
washing, and organizing things. windows.
Speaking 5. They can
Set up the SPEAKINGstage by getting Ss to do chose pair work
think about the pros and cons of advancement such as
in science and technology. Explain that nothing cleaning,
is ‘black and white’; there are always cooking,
advantages and disadvantages. For example, washing,
say: and
More and more robots will be invented and organizing Pair work
used in the future. One of the advantages of this things.
is that robots will be able to do dirty or
dangerous jobs that humans don’t want to do.
At the same time, there are disadvantages -
C. Speaking robots will replace people in some areas so
there will be unemployment.
4.Think about your ideas about scientific
advances in these fields. Look at the example
and make notes.
Ss work in pairs to think about these pros and
cons. Encourage Ss to think of as many ideas as
possible. Move around to give some cues and
observe.
Nuclear energy: - convenient, clean,
available…
- expensive, unsafe, Group work
environmentally unfriendly…
Nutrition pills: - people can live longer,
convenient,…
- expensive, create an
ageing population, create overpopulation…
Smart phones: - convenient, quick,
entertaining…
- environmentally
unfriendly, discourage face-to-face
communication,
people can be tracked at all
times…
Space travel: - exciting, adventurous… Group work
- expensive dangerous…
5. Work in groups. Express your agreement
and disagreement about how scientific
D. Performing advances can help us solve problems in the
future.

Divide the class into groups of five or six. Each
group talks about one of the fields in 4. Tell Ss
to read the example before they start. Whole class
Encourage them to use the phrase give in the
Look out! box. While Ss are talking, T goes
around to give assistance if necessary.
If time allows, have Ss summarise their group’s
ideas and present to the class.
E. Homework Write the Ex4 in notebooks

Period 95: Lesson 6: skills 2
I) Objectives :
- Listen for specific information about how science and technology solve
some problems in the future..
- Write to express agreement and disagreement about the roles of science and
technology.
2. Knowledge:
III) Procedure :

ttime focus
A. Warm Ask Ss to tell something about science and class work
up ( 5’) technology.
B. Listening 1. Listen to the conversation and choose the best
summary
- Have Ss read the three options.
- Then play the recording and elicit the answer from
Ss.
Key:
- b. The benefits and drawbacks that advances in
science and technology may bring to people’s lives. pair work
2. Listen again to the conversation between Nick,
Duong, and Chau. Circle the words and phrases as
you hear them problems
- Play the recording again, once or twice. high yields
- Ask Ss to listen carefully and tick the words/ phrases
according to what they hear in the passage.
Key:
1. problems 2. high yields 3. the moon
4. 5. on television 6. bring
overcrowding unemployment

3. Listen again and answer the questions.

- Play the recording again.
- Tell Ss to take notes/ write down the key wordq as
they listen.
- Then they answer the questions in writing or individually
verbally.
- Correct their answers as a class.
Key:
1. High yields in farming will (help feed the growing
population on earth).
2. (We may be able to live) on other planets.
3. He says he likes the idea of having lessons at home
with a robot, and on the internet.
4. Yes, she does.
5. He thinks there will be many new problems.
Audio script:
Nick: Hey, Duong and Chau, do you remember
Dr. Nelson’s talk on science and
technology?
Chau: Yes. He said that science and technology
would help us solve the world’s problems
in the future. pair work
Nick: Right. I think world hunger is a problem
now, and developing ways to the high
yields in farming will help feed the
growing population on earth.
Duong: Good point. Also we may be able to live
on other planets, so overcrowding won’t
be a problem any more ...
Nick: And I like the idea of having lessons at

home with a robot, and on the internet.
Duong: And no more paper books. We’ll have e-
books, and tablets for everything.
Chau: That doesn’t sound like a benefit to me.
I’d still want to go to school. I’d like to
communicate face-to-face with teachers
and friends. In my opinion, science and
technology will bring new problems to
people.
Duong: Like what?
Chau: Well, robots will bring unemployment,
and high yields in farming may destroy
the environment and sending people to
Mars may cause pollution ...
Nick: You’re right. So many new problems ...
- Tell Ss to read the notes in the box carefully.

4. Look at the sample paragraph and fill the
outline below. group work
C. Writing - Have S read the sample paragraph.
- Explain that the first sentence in the sample is the
topic sentence which tells the reader whether the
author agrees or disagrees with the statement.
- The following sentences express the reasons.
- The last sentence is the concluding sentence, which
summarises the main points in the paragraph.
- Now have Ss work in pairs to fill the outline.
- Check as a class.
5. Make notes, then write a paragraph on the I agree/
following topic. disagree with
- Have Ss read the argument put forward. the idea that...
- Then work in pairs to make notes using the model in Firstly,
D. 4. Secondly
Performing - They must decide if they agree or disagree, give Furthermore,
three supporting points, then conclude their argument. In addition...
- Move around to provide help. In short/ For
- If time allows, have Ss work from their notes to these
write the paragraph in about 100 words. reasons...
- Make sure that they use proper connectors first/
firstly, second/ secondly, ... and pay attention to pair work
spelling and punctuation.
- T may collect some Ss’ work and mark them, then
give comments to the class.
- Otherwise, help Ss develop a good outline for their
writing and write the paragraph as homework.
- Remind Ss to bring their work to class in the next
lesson. pair work
- Do ex.5 in the notebooks.
E.
Homework
*Feedback:
………………………………………………………………………………………………………
………………………………………………………………………….
Unit 11: SCIENCE AND TECHNOLOGY

Period 96: Lesson 7: looking back
I) Objectives :
- Use the words to talk about science and technology/ inventions
- Use the future tenses and reported speech skillfully.

- Express agreement and disagreement about how science and technology

can help us solve problems in the future.
2. Knowledge:
III) Procedure :
Steps & Learning activities Langua Models

ttime ge focus
A. Warm - This is the review section of the unit class work
up ( 5’) - Tell Ss to record their results for each exercise in the
LOOKING BACK section in order to complete the final
Finished! Now I can ... assessment.
I) Vocabulary
B. 1. Write the correct form of the words in brackets.
Looking - Ss can do the task by themselves or in pairs.
back - Correct as a class.
- After that let some Ss read the sentences aloud.
Key: pair work
1. 2. 3. 4. 5.
scientifi environment developmen discoveri unnatur
c al ts es al producti
2. Complete the word web with the fields that could ve
benefit from science and technology laborator
- Give Ss a few minutes to complete the word web. y
- T may give some cues/ examples:
- Engineering - Medicine individual
- Farming - Space exploration ly
- Home life - Communication
- Entertainment - Architecture
- Energy - Leisure
...
- Have Ss read out loud their answers.
3. Fill each gap with a word from the box to complete the
passage.
- Let Ss read the passage and complete this exercise
individually.
- Less advanced classes can complete this exercise in pairs.
Key:
1. inventions 2. laboratory 3. science individual
4. inventing 5. benefits 6. productive ly
II) Grammar
4. Change the sentences into reported speech
5. Rewrite these sentences in direct speech.
- First, let Ss repeat the rules of changing the pronouns, the
verb(s), and ime and place expression in reported speech.

- Have them do tasks 4 and 5 in their notebooks.
- Then call on some Ss to read their answers, sentence by
sentences.
- Correct their answers. reported
Key: speech
4.
1. He said that they were doing an experiment.
2. She told me that I had to sign the paper again.
3. Tam said that they had watched a television documentary
on the future of nuclear power.
4. They announced that the 10 o’clock flight to Kuala
Lumpur would be an hour late.
5. Scientist said that in 50 years’ time we might be living on
the moon.
5. individual
1. Kien said, “I missed/ have missed the train.” ly
2. Duong said, “I can run very fast.”
3. “I’ll hand in the report tomorrow,” Mia told me.
4. She said, “I’m reading a science fiction book about life on
Venus.”
5. “I’ll be a lawyer I grow up,” he told me.
III) Communication
6. Write one prediction for each of the following fields,
based on the cues and your own ideas. Then share it with
the class.
C. - Have Ss work individually.
Performi - Tell them to be imaginative.
ng - Make sure they write a prediction for at least three of the
fields.
- Have Ss read out one of their predictions to the class.
- Others can ask them questions about their prediction.
- This can also be done in small groups.
Finished!
- Tasks Ss to complete the self-assessment.
- Discuss with the class what difficulties remain and what
areas Ss have mastered.
- Provide further practice on the weak areas of the class. individual
- Do all the ex.again in the notebooks. ly
D.
Homewor
k

*Feedback:
………………………………………………………………………………………………………
………………………………………………………………………….
UNIT 12 LIFE ON OTHER PLANETS

I) Aims:
1. Knowledge : By the end of this unit, students can :
* pronounce correctly the words ending in -ful and -less in isolation and in context
* use the lexical items related to the topic ‘Life on other planets’
* use may and might correctly
* report questions
* report questions
2. Skills : By the end of this unit, students will be able to :
- Speaking : talk about what life may be like on other planets
- Listening : listen for specific information about liens
- Reading : read for general and specific information about life on other planets
- Writing : describe an alien
II) Methods : Introduce the lessons , lead in the new lesson. Students practice in pairs ( close
pairs and open pairs ), discuss in groups.
III) Teaching aids : English book 8, CD audio player, pictures, sub- board.
IV) Anticipated problems:

Some Ss may misundrestand the use of may and might correctly
V) Procedure.
Period 99 : Lesson 1 : Getting started.
I) Objectives :
III) Procedure :
Steps & Learning Activities Language Models
Time focus
A-Warm Introduction class work
up ( 5’) Before Ss open their books review the previous unit by
asking them o play a game.
On the board write the words transportation
communication, housing and energy and ask two groups
of four Ss to list the future technologies they expect to see
in these fields. Set a time limit and the game stops when
the time is up. The team with more items wins.
Ask Ss where and how fast they think we can travel with
new technology. Ask them if we could travel to other
planets with those means of transport that they have listed.
B- Getting 1. Listen and read.
started ( 5’) Ask Ss to look at the picture and the heading What could
happen to Earth? and answer the questions as a class:
Where are Duong and Nhi? class work
What are they doing?
What might they be talking about?
Now have Ss listen to the conversation without reading
the text to see if their predictions were correct. Follow up
with the same questions.
a. Tick (v) true (T) or false (F).
Play the recording and have Ss work independently . Ss
do not read the conversation. Play the recording once or
twice. Pause the recording at the appropriate place if Ss aliens
need help with comprehension. Then allow Ss to share 2. Space
their answers with a partner before discussing as a class. buggy
Key: 3. UFO
1. F 2. T 3. F 4. T 5. 4.
C- Doing F Weightless
( 27’) b. Read the conversation again and answer the galaxy
questions. 6.
First, ask Ss not to look at the conversation to answer the Spaceship
questions, then have them read the conversation again and 7. Solar
check their answers. If time allows, have them show system individually

where to find the answers in the conversation. 8. planet
Key:
1. James Kirk is the captain of the spaceship.
2. They went to Nibiru planet.
3. It happens in 2259.
4. It’s the name of the spaceship that the crew travels on. pair work
5. He wants to destroy Earth.
c. Can you find the sentences in reported speech in the
conversation? Underline them.
Ask Ss to look at the conversation again and underline the
sentences in reported speech. Have Ss read aloud the
sentences.
Key:
1. That’s funny, Trang also asked me what I thought
would happen to Earth in the future?
2. I said I didn’t know but that Earth moght be run by
aliens!
2. Use the words/ phrases in the box to label the
pictures. Then listen and repeat.
Have Ss work in pairs to match the words with the aliens
pictures. Then check their answers. Explain that UFO is 2.
an acronym, which stands for unidentified flying object. UFO pair work
Afterwards, have Ss repeat the words chorally. Correct 3. Space
their pronunciation if necessary. Check their buggy
understanding if necessary. 4.
Key: Planet;
1. aliens 2. Space buggy 3. UFO 4. planet
Weightless weightless
5. galaxy 6. Spaceship 7. Solar system 8. Solar
planet system
3. Use the words/ phrases in 2 to fill in the blanks. 7. individually
Have Ss work independently to fill the words/ phrases in Galaxy
the blanks, then check with a partner. Elicit Ss’ answers. 8.
Key: spaceship
1. aliens 2. UFO 3. Space buggy
4. Planet; planet
5. weightless 6. Solar system 7. Galaxy 8.
D- spaceship Weightless pair work
Performing ( 4. GAME: WHAT AND WHERE
5’) Listen and follow the teacher’s instructions to play the
game.
Ask Ss to play the game.
* Draw a word web with several circles on the board.
Elicit the words/ phrases in 2 from the class and write
them in the circles, one word circle.
* When all the words/ phrases are written in the circles,
give Ss one minute to remember the position of each
word/ phrase.

* Now rub out the words as Ss say them out loud, leaving pair work
only the circles.
* Ss work in two big groups. Ask them to take turns to fill
in the circles with the correct words.
- * The group that has more correct answers in the winner.
Homework - Learn by heart new words.
*Feedback:
………………………………………………………………………………………………………
………………………………………………………………………….

I) Objectives :
By the end of the lesson, Ss will be able to get acquainted with the topic life on other planet.
3. Vocabulary : words about life on other planet.
4.Pronunciation : * pronounce correctly the words ending in -ful and -less in isolation and
in context
III) Procedure :
Steps & Time Learning Activities Language Models
focus
A-Warm up Introduction class work
( 5’) Write letters M, V, N, J, S on the board and ask Ss
to volunteer to write any name of any planet that
they know beginning with these letters. Give them
three minutes.
B- Vocabulary Vocabulary
( 15’ ) 1. Use the manes of the planets in the box to
label the diagram of the solar system.
Now have Ss open the books and work
independently. Then, ask them to share their
answers with a partner. If necessary, ask for
translation of some words or phrases in the box to
check their understanding.
2. Now scan the passage and check your
answers. Names of class work
Have Ss work in pairs, read the passage and check some
their answers in 1. Then check Ss’ answers as a planets in
class. solar
Key: system.
A. Mercury B. Venus C. Mars
D. Jupiter E. Saturn F. Neptune Mercury
3. Write the names of the planets that match Venus
the Roman Gods. Mars

Have Ss work individually to fill in the blanks Jupiter
without reading the passage again. Have them Saturn
compare their answers in pairs. Ss read the Neptune
passage again to confirm their answers.
Afterwards, check Ss’ answers as a class.
Key: individually
1. Neptune 2. Saturn 3. Mars 4.
Jupiter 5. Venus
4a. Add suffixes -ful or -less to the words in the
box. Note that some words can use either suffix.
T can explain that to from adjectives, we can add suffixes
suffixes -ful or -less to a noun or a verb. Ask Ss to -ful or
work in pairs to from words with the ending -ful -less to the
or -less. Ask Ss to swap pairs to check their words in
answers, then check their answers as a class. Ask the box.
Ss to add some words that are formed in this way Note that
if time allows. some individually
Suggested answers: words can
Weightless waterless resourceful/ use either
resourceless airless beautiful suffix.
wonderful
b. now use the topic of space to make a
sentence for each new word. Compare your
sentences with a partner.
Ask Ss to work in pairs to write a sentence about
the topic of space for each word. Then swap their
sentences with another pair’s to peer check. individually
Afterwards, have some Ss read out loud their
sentences and correct Ss’ work if necessary.
Pronunciation
Stress in words ending in -ful and -less. individually
5. Put the stress in the correct place in the
words. Then listen and check.
Explain to Ss that when we add suffixes -ful or
C. -less to a word, the tress of the word remains
Pronunciation unchanged. Play the recording and ask Ss to listen
( 20’) and stress the words. Checks Ss’ answers as a
class.
Audio script:
‘thoughtless ‘meaningful ‘helpless
‘meaningless ‘helpful ‘thoughtful
‘useless ‘plentiful ‘useful
6. Read the following sentences and mark the
stressed syllable on the words in italics. Then
listen and repeat.
First, have Ss work individually to mark the stress
in each word. Then ask Ss to compare their
answers with a partner. Have them practice

reading the sentences. Play the recording and ask
Ss to listen, check their answers and repeat the
sentences. If time allows, call on some Ss to read group work
out the sentences, paying attention to the stress in
each italicized word.
Audio script:
1. her speech on the environment was
‘meaningful.
2. My teacher is so ‘helpful when we don’t
understand something.
3. I was ‘helpless to stop the dog biting me.
4. This dictionary is so ‘useful.
5. There is ‘plentiful water for life on earth.
- learn and practise writing the vocabulary.
- Practise listening and repeating the words
starting with un- and im- individually
- Learn by heart all the knowledge.
D- Homework
( 5’)
*Feedback:
………………………………………………………………………………………………………
………………………………………………………………………….

I) Objectives :
By the end of the lesson, Ss will be able to get acquainted with the topic about natural disasters.
Grammar structures : - Moda verbs: may, might.

- Reported speech.
III) Procedure :
Steps & Learning Activities Language Models
Time focus
A-Warm up Grammar class work
( 5’) May and might: review
Draw Ss’ attention to the REMEMBER !box. Then
ask some more able Ss to give examples.
1. Use may/ might to fill in each of the blank.
Ask Ss to work individually to fill in the gaps. Have
them compare the answers with a partner and explain
B- their answers. Check the answers as a class and ask for
Grammar1 Ss’ explanations. Note that in relation to points 1 and 2 Modal
( 35’ ) in the REMEMBER! box. May and might are both verbs: may,
equally correct in this activity. Ss much only might. individually
distinguish between these and point 3 in the box: may
for permission.
Key:
1. may/ might 2. may/ might
3. may/ might 4. may
5. may/ might 6. may/ might
7. may/ might 8. may
Reported speech: questions
We use the verb ask when reporting questions. In
reported questions we use the statement word
order and the question mark is omitted.
Ask Ss about the rules of changing statements from
direct into reported speech that they learn in the
previous unit. Tell them that in this lesson they are Pair work
going to learn about reported questions.
Ask Ss to read again the conversation between Duong
and Nhi in GETTING STARTED to find the
question in reported speech. Then have a student read
aloud the reported question and write it on the board.
Get a student to come to the board to rewrite the Reported
question in direct speech. Correct it if necessary. speech.
Ask Ss to look carefully at the two questions (one is
reported and one is direct) to compare them in terms of
the verb tense, order of verb and auxiliary. Then ask
them what verb is used as the reporting verb. Have individually
some Ss answer, give feedback or correction if
necessary.
Write the question that Nhi asked Duong in
GETTING STARTED: Could Earth ever be in that
kind of danger? On the board. Ask a volunteer to come
to the board to write that question in reported speech.
If the S can write the reported question correctly, ask

all other Ss to look at it and the direct question to
compare them interms of verb tense, order of verb and
the connection between the reporting verb and the individually
question part. If the S does not write the reported
question correctly, ask the whole class to give
comments and correct it.
Now draw Ss’ attention to the language box on
reported questions, ask them to read the box carefully.
2. Nick claimed that he had seen a UFO. Read the
interview between a reported and Nick, and finish
the following sentences.
Have Ss work in pairs and do the exercise. Ask some
Ss to read out their answer, and correct the answers as
a class.
Key:
1. what 2. Had seen; had landed
3. What 4. Had been going
5. had looked 6. Had been; had looked like 7. Had
seen 8. Had hidden
3. Circle the correct word in italicsto complete each pair work
sentence.
Let Ss work individually and check their answers with
a classmate. Then check the answers as a class.
Key:
1. ask 2. if 3. before 4.
different
4. Read other questions by the interviewer. Rewrite
them as reported questions.
Ask Ss to work individually to write questions in
reported speech. Have one student write the answers
C. on the board and get feedback from other Ss.
Performing Afterwards, check the answers as a class. For a class
which needs more support, have Ss write the first two
reported questions and correct these carefully with the
whole class. Have Ss explain the changes they have
made. Have them do the rest for homework.
Key:
1. The interviewer asked if he went for a walk every individually
day.
2. He asked how Nick had left when he had seen the
alien.
3. He asked what the alien had looked like.
4. He asked why Nick hadn’t taken a photo of the
alien.
5. The interviewer asked how long the UFO had
stayed there.
6. The interviewer asked if Nick had seen any UFOs
since then.

5. Work in groups of three. One is Nick and the
others are Nick’s friends. Ask and answer
questions about what Nick saw. Then report the
friends’ questions and Nick’s answers to the whole
class.
Have Ss work in groups of three for 5 to 10 minutes.
Go around to see if Ss need help. Then ask the student
who plays Nick’s role to report orally the questions he
was asked. Get another student in the group to report pair work
what Nick answered. Ask the whole class to listen
carefully and give feedback. Correct this group’s work
if necessary. Ask other groups to do the same if there
D- is enough time.
Homework
( 5’)
*Feedback:
………………………………………………………………………………………………………
………………………………………………………………

Period 102 : Lesson 4 : communication
.
I) Objectives :
1. Educational aim : - By the end of the lesson, Ss will be able to talk about lifes on other planets.
2. Knowledge:
- Vocabulary :
III) Procedure :

focus
A. Warm up ( 5’) - Introduction class work
Before Ss open their books, ask them which
planet they would like to go to if they had a
chance. Ask them to give the reasons why. Then
tell Ss that they will join a teenagers’ blog to
read some discussions on whether they believe
in the existence of other life forms in the galaxy.
Check if Ss understand the meanings on the
words in Extra vocabulary. If they do not,

quickly teach the words by using synonyms or class work
even translation. Tall them that NASA stands
for national Aeronautics and Space
B. Administration.
Communication 1. Five teenagers are discussing the possibility
of other life forms in our galaxy. Read the
comments they have posted on an online Words
forum. related to
Have Ss read the comments. Ask them to do the life on
reading as fast as fast as possible and remember other
the ideas. Move around the class. Bring planets.
everyone together if there are ideas or words
that need clarifying.
2. Work in groups to decide if you agree or
disagree with each of the opinions and ideas
in 1. Say why or why not.
Ask Ss to work in groups. Tell Ss that they can
look at the blog and use the example to discuss
the five ideas.
If Ss agree, ask them to add any details from
their imagination about the planet. Elicit the
reasons why there may be inhabitants there,
what those inhabitants may look like, how they
can communicate, how they can travel…
If Ss disagree, ask them to justify their choice.
Suggestions for disagreements:
- I disagree with Nhi because the inhabitants
there may be able to live in high temperatures. individually
They may have bodies which can resist heat. Or
they may have a special machine to cool down
the atmosphere of the place where they live.
- I disagree with Duc because the inhabitants
there be able to extract liquid from underground
to survive. Their bodies may be adapted to the
environment there. They may not need oxygen
but hydrogen or nitrogen to breathe.
- I disagree with Anh. Any planet can be
considered powerful. Any inhabitant is proud of
his/ her own planet. group work
3a. Work in pairs. Imagine you are going into
space. Decide together what you will take
with you. You can add any item you think
C. Performing necessary. Remember to give reasons.
Put Ss in pairs. Make sure that Ss work with a
new partner for a change. Ask to use the
suggestions in the pictures and the example.
encourage Them to add any items they may
think necessary. Remind them to give a reason

for each choice. Go around to help Ss. Note this
is not meant to be serious; Ss can suggest silly
or funny things as long as they justify them.
b. Report your decisions to another pair or to
the class.
Ask Ss to report their decisions to the class or to
another pair. Give feedback if necessary.
pair work
D. Homework
pair work
*Feedback:
………………………………………………………………………………………………………
………………………………………………………………………….

Period 103 : Lesson 5 : skills 1
I) Objectives :
1. Educational aim : - Read for general and specific information about life on other planets.
- Talk about life on other planets
2. Knowledge:
- Vocabulary :
- Grammatical structures : - reported speech. Modal verb may, might.
III) Procedure :
focus
A. Warm up ( 5’) Reading class work
1a. Look at the pictures and discuss the
questions.sk
Ask Ss to cover the reading passage, look at the
pictures of the two planets and answer the
questions. Ask them: What else can you infer
from the picture?
B. Reading b. Read the text below and check your
answers. individually
Give Ss two minutes to skim the passage and
check their answers.
2. Find words in the passage that have
similar meaning to these words or phrases.
Have Ss scan the passage to find the words in 1. To
red and match them with the definitions. Ss explore
should check the meanings of the words from Mars/ To individually

the context. Then check their answers as a find out if
class. there is, or
Key: ever has
1. poisonous 2. twice 3. been, life
experiences there/ To
4. traces 5. surface 6. explore the
climate 7. accommodate possibility
3. Match the headings with the paragraphs of being
(1-3). There is one extra. able to live
Tell Ss that to finish this part, they should there.
underline key words in the headings. Next, sak 2. They
Ss to skim the text again, using the key words help people
in the headings to do the matching. live longer.
Key: 3. 70 or 75
1. C 2. B 3. A years.
4. Read the text again and answers the 4. Solar individually
questions. panels and
Set a longer time limit for Ss to read the text solar
again and answer the questions. ask Ss to note windows.
where they found the information that helped 5. They can
them answer the questions. Ss can compare do chose pair work
answers with a partner before discussing them such as
as a class. For a class which needs more support cleaning,
with the previous exercises, let them do this cooking,
exercise as homework. Remember to check washing,
their answers in the next lesson. and
Key: organizing Pair work
1. It is also called the Red Planet things.
2. The lowest temperature is -87 degrees
Celsius and the highest may be a bit higher then
zero.
C. Speaking 3. Because 95% of the atmosphere is carbon
dioxide.
4. A day on Mars is a bit longer.
5. It is twice as long as a year on Earth.
Speaking
5. Work in pairs. One is a human and the
other is a Martian. Use the suggestions below
to ask and answer about life on Earth and
life on Mars.
First, have Ss read the table of information
carefully. Answer their questions if they have
any. Ss work in pairs to ask and answer Group work
questions based on the suggested information in
the table and the example. Set a time limit of 5
to 10 minutes. When they finish, ask the student
who plays the role of the human from one pair,
and the student who plays the role of Martian

from another pair to role – play in front of the
whole class. Have them ask and answer
questions about food and drink. Have another
pair do the same, asking and answering about
sleep and travel. Then have a third pair to finish
with environment and problems.
6. Now swap pairs. The human of one pair
works with the Martian of the other pair. Group work
Take turns to report what your previous
partner said about life on their planet your
new partner to see if he/ she said similar
D. Performing things.
Ask the ‘humans’ and ‘Martians’ to from new
pair. This time they use reported speech to
report their previous partner’s answers:
New human: What kind of food did the human Whole class
say she ate?
New Martian: She said that she ate rice, break,
meat and fruit and vegetables.
E. Homework New human: Yes, that’s right!
*Feedback:
………………………………………………………………………………………………………
…………………………………………………………………………
Period 104: Lesson 6: skills 2
I) Objectives :
- Listen for specific information aboutlife on other planets.
- Describe an alien.
2. Knowledge:
III) Procedure :

ttime focus
A. Warm Introduction class work
up ( 5’) Ask a couple of Ss to come to the board and draw
their versions of an alien. Ask Ss how they would feel
if they saw an alien. Ask Ss if they think aliens are
very different from humans, and what differences
there may be
Listening
ALIENS
B. Listening 1. Work in pairs. Describe the pictures and answer
the questions. pair work

Ask Ss to work in pairs to describe the pictures and Jupiter
answers the questions.
2. Listen to Tom’s imagined description of what an 2. Much
alien from another planet may be like. Fill each bigger
blank with no more than three words from the
recording. 3. More
Before Ss listen, ask them to read the information in powerful
the table carefully and try to predict the answers. Tell
them that to do this they should highlight key words 4. Lots of
in the questions and decide the part of speech of the hair
words they will need to fill in the blanks, then listen
carefully to find the words from the recording. Play 5. Thick skin
the recording twice. Have two Ss write their answers 6. four eyes
on the board. Confirm the correct answers.
Key: 7. Happiness
1. Jupiter 2. Much bigger 3. More powerful individually
4. Lots of hair 5. Thick skin
8. Fear
6. four eyes 7. Happiness 8. Fear
9. Energy 10. rocks
9. Energy
3. Listen again and tick (v) true (t), false (F) or not
given (NG).
Have Ss work individually to underline the key words 10. rocks
in the statements. Ask Ss to do the exercise without
listening to the recording first. Write their answers on
the board without confirming the correct answers.
Play the recording again for Ss to check. T may pause
at the sentences that include the information Ss need
for the answers.
Key:
1. F 2. NG 3. T 4. F
5. F 6. F
Audio script:
I think the inhabitants of Jupiter may be very different pair work
to human beings. This is how I imagine them:
They may be much bigger and more powerful than
humans. Jupiterians may have eight legs and be able
to move very fast. They may have a lot of hair all over
their bodies and their skin might be very thick so they
can live in temperatures of around -145 degrees
Celsius. They may have four eyes and be able to see
very far. They may also have a very good sense of
smell and they may even be able to sense others’
feelings like happiness or fear. And I don’t think they
eat and drink like us. Instead, they get all their energy
from he rocks. They may charge their bodies by
plugging their feet into the rock, just like charging a
battery. That way, they don’t even need to breathe air.
The only way they may be similar to use is they live

in family units of parents and children. They may also
use language to communicate with each other.
Writing
4. Work in pairs. Imagine what an alien may be
like. Use your imagination to fill in the web below.
C. Writing Set a time limit for Ss to brainstorm ideas and write
their notes. Move around and help Ss if necessary.
Ask Ss to refer back to the speaking in 5, SKILLS 1
and listening in 2 and 3, SKILLS 2 for useful
language and ideas.
5. Now use the notes to write a description of your
alien. group work
D. Now have Ss work individually to write descriptions
Performing of their alien. Give Ss a time limit for this. For a class
which needs more support, make copies of the audio I agree/ pair work
script and give each student one. The script can act as disagree
a writing model, but make it clear that Ss should withthe idea
change the content to match their own ideas. that...
6. Swap your work with your partner. How Firstly,
different is your description from your partner’s. Secondly
Ss swap their writing with a partner. They comment Furthermore,
one each other’s work. Ss revise and edit their writing In addition... pair work
in class if time allows, or else as homework. In short/ For
these
E. reasons...
Homework
*Feedback:
………………………………………………………………………………………………………
………………………………………………………………………….

Period 105: Lesson 7: looking back
I) Objectives :
- Use the words to talk about life on other planet.
- Use the modal verbs: may and might and reported speech skillfully.
2. Knowledge:
III) Procedure :

ttime focus
A. Warm - This is the review section of the unit class
up ( 5’) - Tell Ss to record their results for each exercise in the work
LOOKING BACK section in order to complete the final
Finished! Now I can ... assessment.
B. Looking I) Vocabulary
back 1. Encourage Ss not to refer back to the unit pages. Instead,
they can use what they have learn during the unit to help
them do the exercises.
Vocabulary
1. Rearrange the letters to label the pictures.
2. Fill each gap with a suitable word from the box. aliens pair
1 &2 Ask to work individually, then compare their answers work
with a partner. Ask some Ss to write their answers on the 2. space
board. buggy
Key: 3.
1. weightless
1. aliens 2. space buggy 3. 4. solar
weightless 4. solar system system
5. planet 6. spaceship 7. Flying planet
saucer 8. Galaxy individu
2. 6.ally
spaceship
1. accommodate 2. surface 3. traces
4. experienced 5. climate 6. NASA
Grammar 7. Flying
3, 4 & 5 Ask Ss to do them individually first. Then have Ss saucer
check their answers with a partner before having them 8. Galaxy
discuss as a class. Remind Ss to keep record of their accommoda
original answers so that they can use that information in te
their self – assessment. 2. surface
3. Underline the correct answers.
Key: 3. traces
1. if 2. had been 3. who4. had been 5. how6. experienced
ate 7. what 5.individu
climate
C. 4. Put the words. Phrases in the correct order to make ally
Performing reported questions.
6. NASA
Key:
1. He asked me how I would react if I saw an alien.
2. The teacher asked me which planet was most suitable
for human life.
3. My friend asked me when humans had first landed on
the moon.
4. She asked me hat the difference between a planet and a
star was.
5. They asked if there was water on Mars.
5. Change the following questions into reported
questions.
1. The teacher asked her students what the essential

conditions for human life were.
2. Samuel asked the scientist if humans had been able to
communicate with people on other planets.
3. Nick asked the journalist if the Roswell UFO incident
had taken place in the U.S in June 1947.
4. Vanessa asked her uncle who the witness in the Roswell
UFO incident had been. individu
5. The son asked his father when humans would be able to
travel from one planet to another more easily.
6. Diane asked her mother why people couldn’t move to
Mars immediately.
Communication reported
6. Choose the right sentences (A-E) to put into the speech
dialogue.
First, ask Ss to do the task in pairs. Then check Ss’
answers as a class. Set a time limit of two minutes for Ss to
re-read and to remember the dialogue as much as they can.
When they finish, ask some pairs to rehearse the dialogue.
Key:
1. B 2. D 3. A 14. C 5. E
D.
Finished! Now I can…
Homework Finally ask Ss to complete the self-assessment. Identify
any difficulties and weak areas and provide further
practice.
*Feedback:
………………………………………………………………………………………………………
………………………………………………………………………….

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VietJack.

com Facebook: Học Cùng VietJack

-Ask Ss open their books to the picture

-Call Ss tick the board b. Which leisure activities do you

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3.Practice : *c. Answer the questions

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UNIT 1 : LEISURE ACTIVITIES

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-Have Ss work individually to complete this

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4. How much time do you spend a day

UNIT 1 : LEISURE ACTIVITIES

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2.Structure: +He likes playing football

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-Go through the Look out box with Ss *Look out :

-Ask Ss guess who wrote that sentence

1.I adore ........

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-Have Ss scan the e-mail to find answers

-Ask Ss work individually and compare their

-Ask Ss work individually to write the e-mail

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3.Find information in the text to

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UNIT 1 : LEISURE ACTIVITIES

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-Ask SS look at the title and the picture and

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3. Write the questions for the answers

-Ask Ss give examples

1. Is Quang ‘s garden real ?

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UNIT 1 : LEISURE ACTIVITIES

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3. Listen again and complete the table

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5. Now write a similar paragraph to

-This task can be done in small groups where

-Ask Ss write a similar paragraph

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UNIT 1 : LEISURE ACTIVITIES

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-Ask Ss practice before the class

-Call Ss write the keys before the class

5. Read this paragraph from

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B. Project : Join our leisure activity

-Plan a trip to local cultural centre to

UNIT 2 : LIFE IN THE COUNTRYSIDE

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1.Listen and read :

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-Ask Ss work independently

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UNIT 2 : LIFE IN THE COUNTRYSIDE