Giao An HK1 Anh11 CB

LÊ KIM TƯỜNG - Tr ường THPT Cẩm thủy 1, Thanh hoá
Unit 1: FRIENDSHIP Date:

reading
I. Objectives
By the end of the lesson, Ss will be able to:
- Develop such reading micro-skills as scanning for specific ideas, skimming for general
information, and guessing meaning in context.
- Use the information they have read to discuss the t opic.
II. Teaching aids
Textbook, handouts.
III. Anticipated problems
Ss may need help with the discussion task, so T should be ready to help them.
IV. Procedure
Tim Steps Work
e arrangemen
t
6’ WARM UP Group work
Competition game – Network
- T prepares a handout with a network of the word “Friendship”.
Friendship
- T divides the class into 8 groups and gives each group a handout . T asks Ss to
complete the network . The winner will be the group completing the network in
the shortest period of time .
10’ BEFORE YOU READ Pair work
Discussing the picture and poem and whole
- T ask the whole class to look at the picture on page 12 an ask them some class
question :
+ What are the girls and boy doing in the picture ?
+ How do they feel ?
+ What does the picture tell you ?
Suggested answers :
+ One boy is playing the guitar , and the other girls and boys are singing .
+ They sem very happy because I can see their smile .
+ The picture tells me that friends can happily do many things together . /
Friedship is a nice thing that brings hppiness to us .
1
- T ask Ss o work in pair to read the short poem on page 13 and answer the
question : “What do you think of friend in the poem ?”
- T calls on some Ss to answer the question . T may give some comments and her
suggestion : The friend in the poem is very dedicated and thoughtful . He / she is
willing to help his / her friend in any circumstances .
Pre- teaching Vocabulary
Note : T should only teach the words which do not appear in Task 1 .
Lasting (adj) = lifelong (adj) : existing or continuing a long while (bÒn v÷ng ,
l©u dµi )
To be concerned with : quan t©m tíi ai , çi g×
Constant (adj): happening all the time or repeatedly, that doesn’t change (thêng
xuyªn, kh«ng thay ®æi)
Constancy (n): sù kh«ng thay ®æi
Rumour (n): piece of information, or a story, that people talk about, but that may
not be true ( tin ®ån)
Gossip (n): informal talk or stories about other people’s private lives, that may
be unkind or not true (chuyÖn tÇm phµo)
Trust (n): the belief that SO/STH is good, sincere, honest, etc... and will not try to
harm or trick you (sù tin tëng)
Sorrow (n): a feeling of great sadness because STH very bad has happened (sù
®au khæ)
Pursuit (n): something that you give your time and energy to, that you do as a
hobby (sù theo ®uæi, ®am mª)
- If there is some time left, T may ask some Ss to make sentences with the above
words to check their understanding.
6’ WHILE YOU READ Whole class,
Setting the scene individual
You are going to read a passage about the qualities of a long lasting friendship. work and
While you are reading, do the tasks in the textbook. pair work
Task 1
Instruction: Fill each blank with one of the words in the box.
- T writes these words on the board:Acquaintance, incapable of, mutual,
unselfish, give and take, friend, loyal to, suspicious
- Then T instructs Ss to read the passage quickly and stop at the lines that contain
these words to guess their meanings (except for the word “friend” as this word is
familiar with Ss)
- Ss guess the meaning of the words based on the contexts in the sentences. For
example, to guess the meaning of unselfishn Ss may realise that this word is the
noun of unselfishness in line 5. Therefore, they may guess the meaning of
unselfish first. Ss can pay attention to the prefix un- and such phrases as
concerned only, his own interest and feelings in the following sentence.
- T checks that Ss understand the words correctly. T can check Ss’ understanding
by asking them to provide the Vietnamese equivalents to the words.
- Next, T instructs Ss to use some strategies to do Task 1:
+ First, Ss should read through the sentences provided in the task to identify
the part of speech of the word to fill in each blank. For example, in sentence 4 the
2 words should be nouns.
+ Read the first sentence carefully to understand the meaning roughly. Read
the words / phrases in the box to choose the most suitable one to fill in the blank
+ Continue with the rest of the sentence.
- T asks Ss to work individually to do the task
- T goes around to help Ss when necessary.
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- T asks Ss to exchange their answers with other Ss.
- T asks Ss for their answers and tells them to explain their choices.
- T gives the correct answers:
1. mutual 5. give and take
2. incapable of 6. loyal to
3. unselfish 7. suspicious
4. acquaintance/friend
Task 2
Instruction: You are to read the passage again and dicide which of the choices
A,B,C or D most adequately sums up the ideas of the whole passage.
5’ - T gets Ss do the task individually and then find a peer to compare their answer
with. T might want to give them some time to re-read the passage.
- T might also want to give Ss some strategies to find the main idea of the
passage:
+ Ss should read the text carefully and try to summarize it in the Ss’s own
words
+ Then Ss search through the list of main ideas provided in the task to find
the most suitable one.
+ Ss should make sure the main idea chosen sums up the entire text and not
just one idea within it.
- T calls on some Ss to give their answers and asks other Ss to say whether they
agree or disagree.
- T gives feedback and the correct answer:
Answer : B
Task 3
Instruction: You are required to answer the six questions in the book.
- T asks Ss how to do this task. If they do not remember, T may instruct
them to use some strategies to do the task:
+ First, skim the six questions to understand them. As Ss do this they:
* underline the key words. For instance, in question 1 Ss can underline
what, first quality, friendship, ...
* decide what information they need to find in the text
* look for questions words like “why” which indicates Ss should read for
specific thing like a reason.
+ Go back to the first question and locate the information for the question by
finding the key words in the passage and mark the place.
+ Read the part carefully to find the answer . Ss can use their own words.
+ Continue with the rest of the questions.
- T asks Ss to work individually to do the task, then discuss their answers with
their peers.
- T calls on some Ss to write their answers on the board and ask then to explain
their choices.
1. The first quality for true friendship is unselfishness. It tells us/me that a person
who is concerned only with his/her own interests and feelings can’t be a true
friend. (paragraph 2)
2. Because they take up an interest with enthusiasm, but they are soon tired of it,
and they feel the attraction of some new object. (line 2-3, paragraph 3)
3. The third quality for true friendship is loyalty. It tells us/me that the 2 friends
must be loyal to each other, and they must know each other so well that there can
can be no suspicions between them. (line 1-3, paragraph 4)
4. Because if not people cannot feel sae when telling the other their secrets .(line
3
1-3 , paragraph 5 ) .
5 . Because they cannot keep a secret , eithr of their own or of others’ . (line 3-
4 , Paragraph 5 )
6 . The last quality is sympathy . It tell us / me that to be a true friend one must
sympathise with his / her friend one . Where there is no mutual sympathy between
friends . there is no true friendsship . (last paragraph )
10’ AFTER YOU READ Pair work ,
Instruction: You are required to work in pairs to discuss the question in the group work,
textbook. & whole
- T asks Ss to work in pairs to discuss the question in the book. class
- When all pairs have finished, T asks every 2 pairs to share ideas.
- T calls on some Ss to report their ideas to the class.
- T gives feedback.
2’ WRAPPING UP Whole class
- T summarizes the main points of the lesson.
- T asks Ss to learn by heart all of the new words and do the extra exercise as
homework.
EXTRA EXERCISE
Read the following passage about pen pals. Complete the passage by filling each blank with the
suitable form of the word given at the end of each line.
PEN PALS
Pen pals(or penpals or pen friends)are people who(1)write to each other,particularly via postal mail.
regular
A penpal (2) is often used to practise writing and reading in a foreign language, improving literacy,
RELATION
to learn more about other countries and life-styles, and to ameliorate (3) . As with any friendships
LONELY
in life, some people remain penpals for only a short time, while others continue to exchange letters
and presents life-long. Some penpals (4) arrange to meet face to face. Penpals come in all ages,
EVENTUAL
(5) and cultures.
NATIONAL
Pals may seek new pen friends (6) on their own age group, a specific occupation,
BASE
hobby, or select someone (7) different from them to gain knowledge about the world around them.
TOTAL
Being part of a penpal network can be a way to gain a valuable (8) of the world, and an
UNDERSTAND
Appreciation for cultures and lifestyles very different to your own.
Answers: 1. regularly 2. relationship 3. loneliness 4. eventually 5. nationalities 6. based 7. totally 8.
understanding
UNIT 1 : Period 2: (speaking)

I. Objectives
By the end of the lesson, Ss will be able to describe the physical characteristics and personalities
of their friends, using appropriate adjectives.
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II. Materials
Textbook, handouts.
Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help.
IV. Porcedure
Time Steps Work
arrangement
Competition game – Word search
- T divides the class into small groups of 3 – 4 Ss. Then T distributes the
following puzzle handout for Ss to do in their own groups. Which group
finishes first and has all the correct answers will be the winner.
- A variant of this activity: T draws or prepares 2 big copies of the word search
and hangs them on the board. T calls 2 pairs of Ss to go to the board and ask
them find all the adjectives as quickly as possible. The pair with the quickest
and most correct answers will be the winner.
The adjectives in the box below are hidden in the puzzle. Find them as
quickly as possible.
Tall medium handsome

Beautiful honest sincere
Caring understanding humorous
H O N E S T S I G N S A D
U I U H R N O I N U B O C
M T N G G F T E R U E G A
O U H D E A N H B T A E R
R T A L L D M E D I U M I
O O N G R A B H O L T N N
U N D E R S T A N D I N G
S H S I N C E R E S F M U
S M O U G E N E R O U S O
R I M F A U D A A R L I D
E E E U U N O U H R H M H
I A M A S A U L R B L M A
N E C U N T E N S E D
M S
12’ TASK 1
Instruction: You are going to look at the picture of 4 people on page 15 and
describe them in pairs.
- Before letting Ss do the task, T asks them to read Useful language on page 16.
T may ask If Ss know the meanings of the adjectives provided.
- T elicits or teaches some words:
Forehead (n): (T points at his/her forehead) tr¸n
Crooked (adj): an adjective you can use to describe one’s nose ( mòi kho»m)
- T may ask Ss to provide some adjectives/expressions used to describe
people’s appearance. She may also give Ss a handout of these adjectives and
expressions.
Describing people’s appearance
Height Tall, medium, short
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Build Slim, plump ( bô bÉm, ®Çy ®Æn), overweight/obese (bÐo

ph×),
Thin, muscular(v¹m vì), athletic, stocky(thÊp ch¾c nÞch),
well-built(lùc lìng), of medium/average/normal build.
Hair Normal order of activities used to describe one’s hair: length,
style and colour
+ length: long, short, shoulder-length(ngang vai)
+ style: straight, wavy, curly, crew-cut(®Çu cua)
+ colour: black, grey, red, brown
Others: a fringe(m¸i), a bun (bói tãc), plait(s) (®u«i sam)( to
wear one’s hair in a bun/a plait/plaits), receding(sãi, tãc hít ra
sau), bald
Face Oval, round, large, square, skinny, chubby(phóng phÝnh),
long, with high cheek-bones(gß m¸ cao)
Eye Small, big, black, brown, blue
Nose Straight, crooked, turned up(hÕch), big, small, flat(tÑt)
Chin Pointed chin(c»m nhän), double chin(hai c»m), no chin
Lips Thin, full, narrow, heart shaped
Forehead Broad, high
Skin White, pale, suntanned(r¸m n¾ng), oriental, dark, brown,
coffee-coloured, black, a smooth complexion, pale
complexion(da t¸i)/ dark complexion, clear skin, greasy
skin(da nhên)
General Beautiful, handsome, pretty, good-looking, plain(b×nh thêng)
Appearance
Age She was in her late teens (18, 19 tuæi)/he was in his early
twenties (21-23 tuæi)/she was about thirsty years old/his
twelve-year-old son/a middle- aged woman/a man in his
sixties(kho¶ng 60 tuæi)
- T asks Ss to work in pairs to describe the people in the picture, and then calls
on some Ss to present their answers.
- T gives feedback.
Suggested answers:
1. The boy is about 16 years old. He may short-sighted because he’s a
wearing a pair of glasses. He has short black hair, a round face with a
broad forehead, a small nose, thin lips, and a small chin. He’s quite
good-looking.
2. The girl is about 14. She’s also wearing a pair of glasses. She has
shoulder-length black hair, and she’s wearing a ribbon. She has an
oval face with a straight nos, full lips and a pointed chin. She’s quite
pretty.
3. The man is in his forties. He’s tall and well-built. He has short brown
hair and a square face with a broad forehead, small eyes, a crooked
nose and thin lips. He’s quite good-looking.
4. The woman is in her twenties. She’s quite tall and slim. She has long
curly hair and an oval face with a broad forehead, big eyes, a straight
nose, heart-shaped lips and a small chin. She’s very beautiful.
Task 2 Whole class
10’ Instuction: You are going to discuss and number the personalities in order of & group work
importance in friendship and then report the results.
- Before Ss do the task, T asks them to look at the list of adjectives provided in
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the book. T asks if Ss understand these adjectives or not.
- T can elicit or explain some adjectives quickly:
Caring(adj): kind and helpful and showing that you care about other people
(chu ®¸o)
Hospitable(adj): please to welcome guests; generous and friendly to
visitors(hiÕu kh¸ch)
Modest(adj): not talking much about your own abilities or possessions(khiªm
tèn)
Sincere(adj): saying only what you really think or feel (ch©n thµnh)
Understanding(adj): showing sympathy for other people’s problems and being
willing to forgive them when they do sth wrong(th«ng c¶m)
-T divides the class into groups of 6 with a group leader. They discuss and the
leader will take notes of the ideas, and then one representative will report the
result to the whole class. T reminds Ss that they have to explain their choice as
well.
- T goes round to offer help when Ss discuss.
- T calls on some Ss to report the results of their discussion. Ss’ answer may
be: My group thinks that being caring is the most important in friendship
because when friends care about each other, they will know when to share
happiness or difficulty with their friend ....
- T elicits feedback from the class and gives final comments. Whole class
13’ Task 3 & pair work
Instruction: Imagine that you have a friend who has just won the first prize in
Mathematics. A journalist is going to interview you about your friend . Act out
the interview in pairs.
- Before Ss perform the interview in pairs, T gets Ss have a look at their roles
on page 16 and the suggestions on page 17.
- T may elicit the questions they may ask, foe example:
+ his /her physical characteristics: What does he/she look like ?
+ his/her hobbies: What does he/she like doing in his/her free time ?/
What are his/her hobbies ?
+ his/her personalities: How is he/she ?/ Is he/she friendly ?...
- T may also make clear the meanings of some adjectives:
Quick-witted (adj): able to think quickly; intelligent (th«ng minh, nhanh trÝ)
Good-natured (adj): kind, friendly and patient when dealing with people (tèt
bông,®«n hËu)
- Tasks Ss to work in pairs to perform the interview in 7 minutes and goes
around to offer help.
- T calls on some pairs to perform the interview.
- T elicits feedback from the class and gives final comments.
2’ Whole class
WRAPPING
- T summarises the main points of the lesson.
- T asks Ss to do the extra exercise as homework.
EXTRA EXERCISE
Complete the following passage by filling each blank with one suitable word.
Friendship: Good for the body, Good for the soul
“Many people will walk in and our of your life; but only true friends will leave footprints in your
heart.” – Unkown friends are our truest treasures. How (1) times have they: Made us laugh when we
felt like crying over a bad mistake ? Made us feel loved when our boyfriends (or girlfriends) broke up
with us ? Given up the (2) to go back to school or to change careers ? Like armor, good friends make
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us almost invincible, capable (3) warding off the blows life occasionally deals us. (4) friends accept us
for who we are, we gain the confidence to dream great dreams - and to (5) them real. Friends liven up
our days with their twisted humour, their honest answers, and their ability to bear our gloating (6) we
beat them at golf or tennis. We can even trust them with our (7) embarrassing secrets ! What a relief it
is for us to reveal our true selves to someone!
It’s no (8) , then, that medical researchers have found that those who have friends tend to be
happier, healthier, and live longer than those who do not. In fact, friendship has numerous physical and
spiritual benefits.
Answers:
1. many 2. courage 3. of 4. Because/As/For 6. when 7. most 8.
wonder
UNIT 1: PERIOD 3 (Listening) Date:

I. Objectives
By the end of the lesson, Ss will be able to develop such listening micro-skills as intensive
listening for specific information and taking notes while listening.
II. Materials
Textbook, cassette tapes, handouts.
Ss may not be familiar with the note-taking task, so T should provide them some tips to deal with
the task.
IV. Procedure
8
Time Steps Work
LÊ KIM TƯỜNG - Tr ường arrangement
THPT Cẩm thủy 1, Thanh hoá
7’ Warm up Group work
Competition game – Crossword
- The aim of this activity is to help Ss revise the vocabulary items Ss learnt in the
previous lesson.
- T divides the class into small groups of 3 – 4 Ss. Then distributes the following
crossword handout for Ss to do in their own groups. Which group finishes first and
has all the correct answers will be the winner.
Answers:
- Cross: - Down:
1. good-natured 1. generous
4. friendly 2. helpful
5. quick-witted 3. modest
6. hospitable 7. studious
8. patient
9. honest
O 1 O O
O O O O O O O O O O O O O O
O O O O O O O O O O O O 2 O
O O O O O O O O O 3 O O O
4 O O O O O
O O O O O
O O O O O O O O O O O O
5 O O
O O O O O O O O O O O O
O O O O O 6 7
O O O O 8 O O O O
O O O 9 O O O O O O
CROSS DOWN
1. kind, friendly and patient 1. giving or willing to give freely
when dealing with people 2. willing to help SO
4. showing kindness; making you feel 3. not talking much about your
relaxed and as though you are among friends own abilities or possessions
5. able to think quickly; intelligent 7. spending a lot of time
6. please to welcome guests ; generous and friendly Studying or reading
to visitors
8. able to wait for a long time or accept annoying
behaviour or difficulties without becoming angry
9. always telling the truth, and never stealing or cheating
10’ Before you listen Whole class
Talking about your best friend
- T asks Ss to discuss the questions on page 17 in pairs.
- T calls on some Ss to give their answers and comments on the answers.
- T gets Ss to guess what they are going to listen about.
Vocabulary pre-teaching
- Before eliciting / Pre-teaching the new words, T helps Ss to pronounce the words
given in the book. T may read aloud first or play the tape and ask Ss to repeat in
chorus and individually.
- T elicits/teaches some of these words or/ and those taken from the listening 9
passage:
EXTRA EXERCISE: Your class is organizing a writing contest with your teacher of English being
the examiner. You are given the following statement and required to write a short paragraph
explaining how you understand its meaning.
“A friend is one who knows us, but loves us anyway.” – Fr. Jerome Cummings
UNIT 1: PERIOD 4 ( Writing) Date:

I. Objectives
By the end of the lesson , Ss will be able to :
Write about a friend , real or irmaginary , using the words and expresions that they have
learned in previous lessons
II. Materials
Textbook , handout .
III . Anticipated problems :
Ss may not have sufficient vocabulary to write about the topic , so T should be ready to assist
them
IV . Procedure :
Time Steps Work
arranngement
7’ Guessing game
- T introduces the game : one student goes to the board and T give him / her a
piece with the name of a student in the class . Other Ss to ask Yes / No
questions to find out who the student is . Ss should ask about the appearance ,
personalities , or clothes ...
- Ss may ask questions such as :
+ Is the person a girl ?
+ Is she tall ?
+ Is she short – sighted ?
+ Is she friendly ?
- The game can continue until time is up
13’ PREPARING SS TO WRITE Whole class
- T sets the scene : You are going to write about a friend , real or imaginary ,
using the provided guidelines . T gets Ss to read the task and the guidelines
silently and work out what they are required to write about . In general , Ss’
writing should include three parts : (1) general information about their friend ,
(2) his / her physical charateristics and personalities , and (3) what Ss like
about the friend .
- T elicits the verb tenses that may be useful when Ss want to write about
when and where they met their friend . In this case , Ss may us the simple past
tense and past continuous in their writing . If needed , T may revise the uses of
these tenses . T make clear that :
+ While the past simple is used to talk about an event that happened and
finished in the past , the past continuous is used to talk about an event that was
happening at a specific past time . We often use the past continuous together
whith the past simple . The past continuous indicates a longer ‘ background’
action or situation ; th simple past refers to a shorter action or situation that
happened in the middle or interruppted it .
- T may also elicit / revise the adjectives and expressions Ss can use to
describe their friends appearance and personalities .
- T get Ss prepare an outline for their writing and exchange it with their peer .
- T goes around to offer help and gives corrective feedback .
15’ WRITING Individual
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- T gets Ss to write about their friend in 15 minutes . work
- T goes around to observe and offer help .
Sample writing :
Probably my best friend is one of my classmates . Her name ic Mai . We
have known each other sine we were 8 years old , and we have studied
together since then . However , we became best friends when we were at
grade 6 . At that time I was very bad at English , and it was her who helper
me improve my English . Now Mai lives with their parents in Hai Ba Trung
street .
If I were to describe how she looks , I would say the very pretty . She has short
black hair , brown almond- shaped eyes , a small nose and a small pointed
chin . She is not very tall but not short either and she is quite slim . She
doesn’t like to dress up so I usually see her wearing jeans and T – shirt or
sweater . She has very nice presonality an a wonderful sense of humor , but
she can also get a little depressed from time to time . I can always count on
her to be honest and to give me the best advice .
What I like about Mai is that she has the same hobbies whith me . We both
enjoy music , playing the guitar and singing . We like going to the cinema but
some times can’t agree on which movie to see . Wtatever we’re doing , it’s
always fun to be with her . In addition , since I am better in math and science
and she is better in English and languages , we can always help each other if
me get confused about a difficult homework assignment . We are lucky that we
complement each other so well and that we get along so well . I hope that our
friendship will continue and be just as strong after we graduate from high
school . We would like to study at the same university.
8’ FEEDBACK ON SS’ WRITINGS Pair work and

- T as Ss to exchange their writing with another student for peer correction whole class
- T goes around and collects mistakes and errors .
- T collects some writings for quick feedback
- T writes Ss typical errors on the board and elicits self and peer correction . T
provides correction only when Ss are not able to able to correct the errors .
- Finally , T provides general comments on the writings
2’ WRAPPING Whole class

- For homework, T asks Ss to improve their writing, taking into consideration
their friends’ and T’s suggestions and correction and do the extra exercise.
EXTRA EXERCISE: Read the text and answer the questions that follow.
My roommate
It was my first day at the university. Armed with bags of luggage, I walked slowly into the
dormitory. I looked at dood after door for my name. At last I found it. In the room, there was already a
girl making her bed.
Smiling shyly, she said “how do you do” to me. After that, she continued her work, paying no
more attention to me. “What a stuck-up fellow” I thought. Then I began to examine the room. There was
no difference in the fitting from any other room I had seen. But it had been thoroughly cleaned by my
new roommate, no doubt.
Minutes later, I started to examine her. She was thin, short and dark. Her hair was in a
completely disastrous mess like a bunch of straw. Her dirty clothes and tired look were clearly signs of
a long journey. Well, her T-shirt was too big for her and her trousers were a bit short, which made her
look funny. What’s more, she wore a pair of rubber scandals, which were indeed out of fashion. In a
word, she didn’t look like a smart freshman at all. “A yokel”, I concluded.
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The second time she spoke, her accent told me that she was from the south. “Shall I help you to
get your luggage ftom the ground floor ?” I didn’t refuse since I really needed help. Wow...She was
quick in action. Before I said “Thanks”, she had already walked out of the room and was soon far
ahead of me.
“A good guy,” I said to myself, “I will make friends with her.” I hurried and caught up with her.
1. What was the girl’s roommate doing when she first saw her ?
2. Why did the girl think that her roommate had had a long journey ?
3. What made the girl’s roommate look funny ?
4. Where did the girl’s roommate come from ?
5. How did the girl’s feeling about her roommate change ?
Answers:
1. She was making her bed.
2. Because her roommate wore dirty clothes and had a tired look.
3. Her too big T-shirt and short trousers made her look funny.
4. She came from the south.
5. Her roommate offered to help her to get the luggage from the ground floor and she was quick in
action. The girl thought that she would make friends with her roommates.
UNIT 1: PERIOD 5 (Language focus) Date:

I. Objectives
- Distinguish the sounds ? /dz/ and /tS/.
- Pronounce the words and sentences containing these sounds correctly.
- Use some structures containing infinitives with and without to appropriately.
II. Materials
Textbook, handouts.
Ss may find it difficult to pronounce the 2 sounds, so T should prepare a lot of practice.
IV. Procedure
Time Steps Work
arrangement
12’ PRONUNCIATION Whole
Pronouncing the 2 sounds separately class,individual
- T models the 2 sounds / / and / / for a few times and explains the work & pair
differences in producing them. work
+ The phonetic sound / / is a voiced palatal.
Voiced = vocal cords vibrate while making this sound palatal = put your
tongue behind your top teeth, push air as you drop your tongue away from the
roof of your mouth.
+ The phonetic sound / / is an unvoiced fricative palatal. Unvoiced =
vocal cords do not vibrate while making this sound. Fricative palatal = touch
your tongue to the back of your upper teeth and pull your tongue away as you
push air out of your mouth.
- T palys the tape( or reads) once for SS to hear the words containing these 2
sounds. Then T plays the tape (or reads) again and this time asks Ss to repeat
after the tape (or T).
Pronouncing words containing the sounds
- T reads the words in each column all at once.
- T read the words once again, each time with a word in each column to help
distinguish the differences between the sounds in the words.
- T reads the words and asks Ss to repeat them.
12
- T asks to practise pronouncing the words in pairs.
- T goes around providing help.
- T asks some Ss to pronounce the words and gives correction if necessary.
Practising sentences containing the target sounds
- T reads the sentences and asks Ss underline the words with the sounds and
write / / and / / under them.
- T asks Ss providing the sentences in pairs.
- T goes around to provide help.
- T asks some Ss to read the sentences and gives feedback.
10’ GRAMMAR Whole class,

1. To- infinitive individual
a. Presentation work & pair
- T writes some sentences on the board and underline the to- infinitive: work
+ I have letters to write.
+ Does he get anything to eat ?
+ There is plenty to do ?
- T asks Ss to comment on the use of to-infinitives in these examples. T
reviews the form and use of to-infinitives in the examples. T may give Ss the
following handout.
In the examples above the infinitives are used to replace relative clauses.
1. The infinitive can be placed after nouns/pronouns to show how they
can be used or what is to be done with them.
+ I have letters to write. = I have letters that I must write.
+ Does he get anything to eat ? = Does he get anything that he can eat ?
Similarly with to-infinitives + preposition:
Someome to talk to cushions to sit on a table to write on a tool to open it
with a case to keep my records in
2. Use of passive to-infinitive
+ There is plenty to do =
a. plenty of things we can do
b. plenty of work we must do
In the there + be + noun/pronoun + to-infinitive construction, when there is
an idea of duty, as in (b) above, a passive to-infinitive is possible: There is a
lot to be done. But the active to-infinitive is more usual.
- T continues writing some other sentences on the board:
+ I’m sorry to trouble you.
+ It is easy to please that customer.
+ The pie is too hot to eat.
- T asks some Ss to comment on the examples. T might explain to Ss that
we can put to-infinitive after adjectives. The form is: adj + to-infinitive; adj
+ too/enough + to-infinitive (too before an adj means excessively; enough
after an adj means to the necessary degree).
- T asks some Ss to give some similar examples.
b) Practise
Exercise 1
- T asks Ss to do Exercise 1 individually and then compare their answers
with another student.
- T calls on some Ss to read out their answers.
- T gives correct answers:
1. Who wants something to eat?
2. I have some letters to write.
13
3. I am/was delighted to hear the news.

4. My mother has some shopping to do.
5. You always have too much to talk about.
6. It is lovely to see you again.
7. It’s/was too cold to go out.
8. I’m happy to know that you have passed the exams
2. Infinitive without to (bare infinitive)
a) Presentation
- T calls on some Ss to give out some verbs that are followed by bare
infinitives.
- T may make clear that:
+ We can use a noun or pronoun object + bare infinitive after verbs of
perceptions such as feel,hear,watch,see,notice,observe,perceive,smell ...
.The bare infinitive generally refers to the complete action.
+ We use the bare infinitive after let and make: Let SO do STH = allow
SO to do STH; make SO do STH = force SO to do STH.
b) Practice
Exercise 2
- T asks Ss to do exercise 2 in pairs. Ss have to rewrite the sentences by
using the words given.
- T asks them to compare answers with another pair.
- T calls on some Ss to go to the board to write their answers.
- T asks other Ss to feedback and give correct answers:
1. The police watched them get out of thr car.
2. They let him write a letter to his wife.
3. I heard them talk in the next room.
4. The customs officer made him open the briefcase.
5. The boy saw the cat jump through the window.
6. Do you think the company will make him pay some extra money.
7. I felt the animal move toward to me.
8. Do you think her parents will let her go on a picnic.
Production: Story telling
- T prepares a handout with 6 pictures in the right order. T asks Ss to work
in groups of 5 to tell the story about the crow in the pictures. T gets across
to Ss that they shouls use as many sentences with to-infinitives and bare-
infinitives as possible. The group which produces the most logical story
with the most appropriate sentences using to-infinitives and bare-infinitives
will be the winner.
- T calls on some groups to tell their story and elicits feedback from the
class.
- T gives final comments and provides correction if necessary.
Suggested story
A wise crow
A crow hadn’t had anything to drink for a long time. One day she saw a
pitcher. There was a little water in the pitcher, but it was too low for her to
reach. What was she to do ? She tried to break the pitcher with her beak,
and then to overturn it on the ground, but it was too hard and heavy to do.
Then she thought of a plan. She picked up a number of little stones and
dropped them one by one into the pitcher. In this way the water was soon
raised high enough for her to easily reach.
3’ Whole class
WRAPPING
14
- For homework, Ss review the points that have been coverd in the lesson and
do the extra exercise.
EXTRA EXERCISE: Join these pairs of sentences.
1. She crossed the road. I saw her.
2. They sang a song. I heard them.
3. A pavement artist drew a portrait in crayons. I watched him.
4. He looked the door. I saw her.
5. She drove off. I saw her.
6. He was foolish. He left the firm.
7. We can’t refuse their invitation. It would look rude.
8. I met you again. I was happy.
9. The film was boring. I didn’t watch it.
10. The woman is old. She can’t drive a car.
Answers: 1. I saw her cross the road.
2. I heard them sing a song.
3. I watched a pavement artist draw a portrait in crayons.
4. I observed him lock the door.
5. I saw her drive off.
6. He was foolish to leave the firm.
7. It would look rude to refuse their invitation.
8. I was happy to meet you again
9. The was not interesting enough (for me) to watch. The film was too boring (for me) to
watch.
10. The woman is too old to drive a car. / The woman is not young enough to drive a car.
UNIT 2 : PERSONAL EXPERIENCES Date:
Period 1 (reading)
I. Objectives
- Develop such reading micro-skills as scanning for specific ideas, identifying the
sequence of events and guessing meaning in context.
- Use the information they have read to discuss the story.
II. Materials
Textbook, handouts.
Ss may need help with the discussion task, so T should be ready to help them.
IV. Procedure
15
Time Steps Work
arrangement
5’
EXTRA ACTIVITY: Read the following article and answer the T/F questions that follow: work
WARM UP Group
Vocabulary crossword puzzle and whole
- T divides the class into small groups 0f 3 – 4 Ss. Then T distributes the class
following crossword puzzle handouts for Ss to do in their own groups. Which
group finishes first and has all the correct answers will be the winner.
Crossword
1. My dad works in a factory where he produces cars and tractors. He’s
and ...
2. An ........ is something that protects you from rain or sun.
3. He saved 5 people in the fire. He’s such a......person.
4. We have a big ...........for our cars and a lovely garden at home.
5. This is a beautiful song. I like both the music and the ....... .
6. Tran Hung Dao is a national....... . He saved the Vietnamese people
from Chinese invaders.
7. He wom several chess championships at a young age. Actually, he
was the the country’s youngest ........ .
8. In her glorious singing career Celine Dion has earned various music
awards. She is the most ...........Canadian singer.
9. Only a little boy saw the car hit and run. He was the only .....of the
accident.
10. Washington DC is the ............city of the United States.
11. My flat is quite ..... : it’s located right in Hoan Kiem District, the city
centre.
12. My mother always ..........me to go ahead and realise my dreams.
Answer:
e n g i n e e r
u m b r e l l a
b r a v e
g a r a g e
l y r i c s
h e r o
c h a m p i o n
s u c c e s s f u l
w i t n e s s
c a p i t a l
c e n t r a l
e n c o u r a g e s
- T explians the word “embarrassing” and introduces the topic: An
embarrassing situation
5’ BEFORE YOU READ Pair work and
- T gets Ss to work in pairs and try to make sense of the pictures on page 22. whole class
Then T gets them to put the pictures in the order that they think is most
appropriate.
- T calls on some pairs to present their ideas but should not correct them. If
Ss have difficulty talking about the pictures, T may elicit their answers by
asking questions and giving prompts.
E.g: What can you see in picture A ? What do you think might be relationship
between the girl and the man ? Why ? What do you see on the table ? Whose
money do you think it is ?
5’ WHILE YOU READ Pair work
Set the scene: You are going to read a story in which a girl’s telling about
her most embarrassing situation. Then you do the tasks that follow.
TASK 1
16
8’ - T gets Ss to read the passage silently and then do Task 1. T may write the Individual
I was about 8 or 9 years old at that time, and my mother took me to the theatre. It was a special
show for children, with songs, clowns, and magic. After the first part of the show, the presenter came
out and said: “Any child who’s got a birthday today, come up onto the stage and you’re going to be the
magician’s assistants”. My mum gave me a push and said: “Go on, you go”. And as I really wanted to
be on stage, I rushed up, with some other children. When I was up there, the magician asked my name,
and then said: “So it’s your birthday today whole theatre burst into laughter. My face went bright red,
and some of the children called out: “He’s a cheat. It’s not his birthday today”. At that moment I
wanted the earth to open up and swallow me. The magician said it didn’t matter and I could stay on
stage, but I felt awful the whole time. As I came down from the stage all the other children looked at me
and laughed.
1. It was the boy’s 9th birthday when his mother took him to the theatre.
2. The presenter invited all the children to go onto the stage
3. The boy came up onto the stage because he got a birthday that day
4. The boy’s mother wanted him to be on the stage so she told him to go
5. The magician got angry because the boy told a lie
6. The boy felt ashamed because everyone knew he told a lie
7. The other kids laughed at the boy because he was a bad liar
Answers: 1. F 2. F 3. F 4. t 5. F 6. T 7. T
UNIT 2 : PERIOD 2 (Speaking) Date:

I. Objectives
- Identify structure that are used to talk about past experiences and their influences on
one’s life, i.e. present perfect and past simple, structure with “Make”.
- Use these structures to talk about a past experience and how it affects their life.
II. Materials
Textbook, handouts.
Ss may have problem using present perfect and past simple when talking about the past.
IV. Procedure
Time Steps Work
arrangement
10’ “Have you ever ’ Game
This is game for student to practise making “Have you ever ...” questions ,
and responding to them . To prepare for it , at home T cuts out and shuffles
the given “Tell th Truth ” or “Tell a lie” cards .
- T first divides the class into groups of 3-4 . Then T places the cards in
one pile at the centre of the table .
- T models “Have you ever ” + past participle for Ss as well as ways to
respond to “Have you ever ” questions.
E.g
Have you ever sung in public ?
Yes , I have or No , I haven’t .
If the answer is “Yes ” , no might ask a follow-up questions , using the past
simple , e.g . When was it ? Where did you sing ? etc .
- Now T introduces the game : Within their group the first student starts
and asks anyone else in his / her groudp a “Have you ever questions .” .
The student who is asked the questions should draw a card from the pile of
“Tell a Lie ” card and answer according to the card . The rest of the student
are allowed to ask 3 more follow- up questions to try and determine if the
person answering is telling the truth or lying . After 3 questions are up , the
student answering will show his / her card for the group to see if it’s a “Tell
17
the truth ” or “tell a lie ” card . The groud continues to play until everyone
is asked .
Tell the truth Tell a lie
TASK 1
T introduces the task and gets Ss to do it individually , then copare the Individual
10’ answers with a peer . work , pair work
- T calls on a student to read out his / her answers . & whole class
- T checks with the class and gives corrective feedback .
- T intriduces or elicits the structures “Make some body do something ” or
“ Make somebody + Adjective ”.
- T writes the structures on the board and elicits their meaning and uses
- T gets Ss to make sentences with the strutures or ald more options to
Column B .
Note : T should make it clear to Ss that when a verb is used as a subject , it
should take the form of either an infinnitive with “to ” or – ing gerund .
E. g “to speak English to a native speaker makes you more interested in
learning English ” or “Speaking English to a native speaker makes you
more interested in learning English ”
Answers :
1. d 2.c 3. a 4. d 5. e
TASK 2
- T introduces the task : Ss are going to work individuallyon the sequence
of the conversation and then find a peer to compare theur answers with .
10’ - T call on a student to read out his / her answers .
- T checks with the class and gives corrective feedback .
- T draws Ss’ attention to the questions asked in the conversation and help
them to review the use of present perfect and past simple when talking
about a past experience and its present effeccts .
Present perfect : used with “ever ” to ask about a past experience.
E.g: “Have you ever been to Egypt ?”.
Past simple: used when one keeps asking about that experience.
E.g: When did you go there ? Who did you go with ? Did you enjoy your
visit to Egypt ? etc.
- T gets Ss to ask him/her questions using present perfect with “ever” and
past simple.
-T checks that Ss asks correct questions and gives corrective feedback.
-Then T gets Ss to read the sample conversation in closed and open pairs.
Answers: 3. h 4. a 5. e 6. g 7. c 8. f
12’ TASK 3 Pair work &
- T introduces the task: Ss are going to ask and answer questions about whole class
their past experiences, using the suggested questions on page 26.
- T gets Ss to work in pairs to have a conversation. In the meantime, T goes
around to check and offer help.
- T calls on some pairs to perform their conversations in front of the class.
18
- For homework, Ss write a paragraph about a past event that has had an
influence on him/her.
EXTRA ACTIVITY: “Find someone who...”
(To practise “present perfect and past simple in a communicative way)
Ss go around the class interviewing as many Ss as possible about their past experiences. If
someone answers yes to their questions they write they the name of that person on the sheet. They
should try to get many “Yes” answers as possible.
Ss use present perfect and past simple when conducting the interviews.
Find some who ...
“Have you ever ...” Yes(write name) No
See a lion(not on TV)
Be to Africa
Witness an armed robbery
Date someone on the internet
See a football match(not on TV)
Eat pizza
Drive a truck
Look after a very old person
Do skateboarding
The T should monitor the activity and even encourage Ss to ask him/her questions. Also she/he should
discourage the use of monosyllabic answers like, “yes” or “no”. In the end the T should ask the Ss the
questions in this format “Who has ever seen a lion ?” The Ss look at their sheets and if someone said
“yes”, they should say for example: “An has seen a lion”. If no one in the class has then the answer is
“No one has ever seen a lion”. As a follow up and in order to getmore dialogue going, the T may want
to get the class to ask An follow up questions, for example; “Where did you see a lion ?”, “Can you tell
us how you felt ?” “Were you scared ?”
UNIT 2: PERIOD 3 (Listening) Date:

I. Objectives
By the end of the lesson, Ss will be able to develop such listening micro-skills as listening for
specific information and taking notes while listening.
II. Materials
Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist
them. Ss may not also be familiar with the note-taking task so T should provide them some tips to
deal with the task.
IV. Procedure
Time Steps Work
arrangement
5’ WARM UP Group work &
A matching game whole class
(To teach vocabulary related to fires and lead Ss to the topic )
- T divides the class into small groups of 3 - 4 students . Then T distributes the
following handouts for Ss to do the matching task in their own groups . Which
group finishes first and has all the correct answers will be the winner .
- T might want to get Ss to translate the given words into Vietnamese to check
Ss’ understanding of the words
19
Match the words in Column A with their definitions in Column B
Column A Column B
1 . Fire fighter a. A metal stairway outside to help
people get out of a buiding on fire
2 . Fire alarm b. A pipe that draws water for
putting out a fire .
3 . Fire door c. A person who fights fires
4 . Fire escape d. What comes out of a fires
5. Fire hydrant E . A fine – resistant door that can be
closed to stop the speard of the fire
6. Fire extinguisher f. A large truck that carries
firefighters and equipment to the site
of a fire
7. Smoke g. A tube that contains special
chemicals for putting out a fire
8 . Fire truck h. A bell that tells you a fire has
started
Answer :
1.c 2.h 3.e 4. a 5. b 6. g 7 .c 8. f
10’ BEFORE YOU LISTEN Pair work and
- T gets Ss to work in pairs to describe the picture on page 27 of the textbook. whole work
- T calls on some Ss to describe the picture. If Ss have difficulty doing this
task, T may want to elicit answers from the whole class by asking questions
like “What can you see in the picture ?” “What is happening ?”, “Who are
these people ?” etc. T gives comments on their answers.
Pre-teaching vocabulary
Memorable (a): ®¸ng nhí
Terrified (a): sî h·i
Scream (v): gµo thÐt
Replace (v): thay thÕ
Gas stove (n): bÕp ga
Embrace (v): «m
Escape (v): trèn tho¸t
Protect (v): b¶o vÖ
- Before teaching these words, T helps Ss to pronounce them correctly. T may
want to play the tape or model first and then ask Ss to repeat after the tape or
after him/her in chorus and individually.
- T presents or elicits the meanings of these words from the class.
- T gets Ss to make sentences with some important words, e.g: memorable,
scream, protect etc ...
- T gives corrective feedback.
10’ WHILE YOU LISTEN Individual
Task 1 work,pair
Instruction: You are going to listen to a girl telling about her most work and
unforgetable experience. Listen and answer True or False questions. Put a whole class
tick in the appropriate box.
- Before Ss listen and do the task, T gets them to read through the statements
to understand them and underline key words. For example, the key words in
the first statements are “Christina” and businesswoman”.
- T checks with the whole class and asks them to guess what the unforgetable
experience the girl is going to tell might be(a fire).
20
- T plays the tape (or reads the tapescript) once for Ss to listen and do the rask.
- Then T gets Ss to find a partner to check their answers with.
-T checks the answers with thw whole class. If many Ss can not answer the
questions, T palys the one or two more times and pauses at the answers for
them to catch.
Answers: 1. T 2. F (13 years old) 4. F(in the kitchen) 4. F (she was
sleeping) 5. T
TASK 2
Instruction: You are going to listen to the story again and fill the gap with the
information you hear.
- T checks if Ss can do the task without listening one more time. If they can’t ,
T plays the tape again. But before doing it, T asks Ss to study the text carefully
for the missing information they need to fill and guess the answers. T might
also want to remind Ss that while listening they need to focus on this
information and write the answers down in note forms, not full sentences.
- After playing the tape, T gets Ss to give the answers. T provides correct
answers if necessary. If many Ss can’t complete the task , T might want to let
Ss listen one more time and pause at the answers fir them to catch.
Answers: 1. small 2. everything 3. family 4. replaced 5. took
6. appreciate
Tapescript: (In T’s book)
Interviewer: This is Radio 3. Inour “Unforgetable Experiences”
programmme tonight we talk to
Christina, a successfulbusinesswoman. Hello Christina, welcome to our
programme.
Christina: Hello and thank you ! It’s nice being with you tonight.
Interviewer: Christina, could you tell our audience about the most memorable
experience in your life ?
Christina: Well, my most unforgetable experience happened 13 years ago,
when my house burned down.
Interviewer: Really ? How did it happen ?
Christina: The fire started in the kitchen where I forgot to turn off the gas
stove.
Interviewer: What were you doing at that time ?
Christina: I was sleeping when I was suddenly woken up by terrible heat.I
opened my eyes to find myself surrounded by wall of fire.
Interviewer: That’s terrible. How did you escape ?
Christina: I was terrified. Then I heard my mother’s voice calling my name. I
rushed to her. She carried me out. Luckily, I got away without even a minor
burn.
Interviewer: Not many people are so lucky. Did the fire affect you in any
way ?
Christina: Oh, yes. Yes, very much, in fact. Although I lost many things in the
fire, the experience helped me to grow up.
Interviewer: What do you mean ?
Christina: Well, before the fire I was selfish. I always complained to my
mother about how small my room was, or how few clothes I had. Then the fire
came and destroyed everything we owned. But I slowly began to realise that I
didn’t really need my old things. I just needed my family. After all, you van get
new clothes anytime, but a family can never be replaced.
7’ AFTER YOU LISTEN Group work &
- Before getting Ss to discuss, T teaches them some useful expressions of whole class
21
asking for and giving opinions. E.g:
Asking for opinions
What do you think about ?
What’s your opinion about ?
What’s your feeling about ?
What’s your point of view about ?
How do you feel about ?
Do you have any opinions about ?
Expressing opinions Expressing Expressing

agreements disagreements
I think ... I agree Well, may be, but ...
Personally, I think so, too That might be true,
I believe... That’s true, and .... but ...
I feel... That’s right, and .... Well, my feeling is
In my opinion, ... that ...
From my point of Well, I don’t think so. I
view... think ...
- T gives examples and gets Ss to do some practice with these structures.
- Now T divides the class into small groups of 3 or 4 and gets them to discuss
the question in the textbook. T might want to appoint a group leader for eacg
group. This person will monitor thr discussion, note down friend’s ideas and
appoint a representative to present the outcome of their discussion to the class.
- T goes around to check and offer help.
- After checking that all the groups have finished, T calls on the representative
of each group to report their peer’s ideas. T checks if other groups would have
the same or different ideas.
- T listens and takes note of their errors. T provides corrective feedback after
that.
- For homework, Ss write a summary of the story they listened in class.
EXTRA ACTIVITY
T reads the text, gets Ss to listen for once or twice and answer the questions that follow.
Home fires
Many fires are caused by cooking. Cooking is the number one cause of home fires. You should
always watch what you are cooking. Never leave something cooking on the stove without watching it.
Three out of ten home fires start in the kitchen. That is more than any other room in the house. Many
people are killed and injured from kitchen fires. Kitchen fires can be prevented. Follow safety rules and
you can keep youeself safe.
1. What is the number one cause of home fires ?
a. matches b. cooking without watching c. fireplaces
2. What room in homes has the most fires ?
a. family room b. basement c. kitchen
3. Kitchen fires can be prevented by
a. watching food on the stove every 10 minutes
b. always watching what you’re cooking
c. cooking with a frying pan
Answers: 1. b 2. c 3. b
UNIT 2: PERIOD 4 (Writing)

I. Objectives
22
By the end of the lesson, Ss will be able to write a personal letter telling about a past
experience , using the structures and vocabulary that they have learned in previous lessons.
II. Materials
Textbook, handouts.
Ss may not have sufficient vocabulary to write about the topic, so T should be ready to help them.
V. Procedure
23
Time Steps Work
arrangement
5’ WARM UP
EXTRA ACTIVITY: Rearrange these events to make a story. The first event has been numbered Whole class
for you.A quiz about writing personal letters
a.(To remind SsIofpicked
Immediately the rules
up aofheavy
writing personal
stick and ranletters
to seeinwhat
English)
was wrong
- T asks
b.As Ss ifaround
I looked they haveI saw ever
morewritten a personal
and more peopleletter in English
and,to my horror,Iand spotted
then announces
2 film cameras and a
the Quiz
TV van. game and the rule. For example: “I’m going to divide the class into 2 big
c.groups
When I. gotThen I’m Igoing
home, told my to brother
read out thesome
story,questions about uncontrollably.
and he laughed the rules of writing
1. personal letters in English. You need
d. One day I went jogging in the park near my house. to give your responses as quickly as possible.
e.For each
“Run question,
!”–I screamed if your
at theanswer
girl, butis quicker and correct,
to my surprise, you stood
she just get one point
there for your
staring at me, and then
group. Then we will add up the points
she started to shout: “Stop it ! Please stop it !”. for each group. Which one has more points
f.will
I gotbeup,
thefeeling
winner”. very stupid, and apologized.
- T divides the class
g. Suddenly, I heard cries into of2 big groups:
“Help ! Help A !”
and B.
coming from behind some trees.
- T reads out the questions and leads the game.
h. Without a second thought I rushed at the man and started hitting them with my stick.
i.The
ThenQuiz
the young girl gave me a strange look and said: “Thank you very much for trying to help
1. Howwe
but you see, many parts does
are making a TVa personal
program”. letter normally have ?
j. As 2. What
I came are these
nearer partswhere
the bush ? I heard the noise coming from, I saw 2 men attacking a young
girl. 3. What do we normally write in the Salutation ?
4. What do we normally write in the Closing ?
k. I learned an important lesson: “Look before you leap”.
5. Where do we normally sign the letter ?
l. Then from behind some more trees 3 more men appeared, jumped on me, and pulled me away
- T gets Ss to add up the points for each group and announces the winner.
and pushed me to the ground.
Answers:
1. 5 parts
2. The Heading, the Salutation (Greeting), the Body, the Closing and the
Signature
3. We normally write “Dear” or “Hello/Hi” etc. plus the name of the person
we are writing to and a comma at the end.
4. We normally write something like “Sincerely”, “yours”, “Love”,”Cheer”,
“Best wishes”, “See you soon” etc. and after that we put a comma.
5. Our signature normally goes under the Closing.
12’ PREPARING SS TO WRITE Individual

- T sets the scene: You are going to write a friendly letter to a pen friend telling work, pair
him/her about one of your most memorable past experiences. work &
- T gets Ss to read the task silently and work out what they are required to write whole class
about.
- T calls on a student to answer and elicits more ideas from the class. T might want
to draw a network of ideas on the board for Ss to follow:
What
When it happene Where it
happene d? happene
d? d?
Most
unforgettabl
e
experience
How it
Who was
happene
involved?
d?
How it
affectedyo
u?
- T elicits the verb tenses that can be used for describing a past event (past simple,
past perfect, past continuous). If necessary, T reviews the uses of these tenses. 24
E.g: + The past simple is used to talk about an event that happened and finished in
Answers: 1.d 2. g 3. a 4. j 5. h 6. e 7. l 8. b 9. i 10. f 11. c 12. k
UNIT 2: PERIOD 5 (Language focus) Date:

I. Objectives
- Distinguish the sounds / m /, / n / and / /.
- Distinguish the uses of different verb tenses: present simple for indicating the past, past
simple, past continuous and past perfect.
- Use these ver tenses to solve communicative tasks.
II. Materials
Textbook, handouts.
Ss might have difficulty distinguishing and using different ver tenses correctly. Therefore, T
should be ready to assist them.
IV. Procedure
Time Steps Work
arrangemen
7’ Individual
PRONUNCIATION work, p
Distinguishing sounds work & wh
- T models the 3 sounds / m / n / and / / for a few time and explains the differences in class
producing them (i.e. When producing / m /, Ss close their lips; when producing / n / Ss’
tongues touch the roof of their mouths; when producing / / their tongues touch their
soft palates. For all 3 sounds, the air goes through the nose).
- T plays the tape ( or reads) once for Ss to hear the words containing these 2 sounds.
Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (or
T).
- T asks Ss to read the words in each column out loud in chorus for a few more times.
Then T calls on some Ss to read the words out loud. T listens and corrects if Ss
pronounce the target words incorrectly. If many Ss do not pronounce the words
correctly, T may want to get them to repeat after the tape (or himself) again in chorus
and then individually.
- T asks Ss to work in pairs and take turn to read aloud the given sentences (p.29,
Practise these sentences).
- T goes around to listen and takes notes of the typical errors.
- T calls on some Ss to read the sentences again and provides corrective feedback.
9’ GRAMMAR Individual
Exercise 1 work,pair
a) Presentation work & wh
- If necessary, T receives the forms, meanings and uses of the present simple, present class
perfect, and present continuous.
Present simple
+ Form:
* bare root for I, you we they
* verb + s/es for he, she, it
+ Meaning: present time
+ Use:
* Use the Simple present to express the idea that an action is repeated or usual. The
action can be a habit, a hobby, a daily event, a scheduled event or something that often
happens. It can also be something a person often forgets or usually doesn’t do.
25
E.g: The train leaves every morning at 8 a.m
The train doesn’t leave at 9 a.m
When does the train usually leave ?
* Speakers sometimes use the Simple present to express the idea that an action is
happening or is not happening now. This can only be done with Non-Continuous Verbs
and certain Mixed Verbs.
E.g: He needs you right now.
Do you have your passport with you ?
Present continuous
+ Form: am/is/are + V-ing
+ Meaning: Present time
+ Use:
* Use the Present Continuous with Normal Verbs tp express the idea that
something is happening now, at this time. It can also be used to show that something is
not happening now.
E.g: Are you sleeping ?
Present perfect
+ Form: have/has + Past Participle
+ Meaning: Present
+ Use:
* We use the Present Perfect to say that an action happened at an unspecified time
before now. The exact time is not important. So we can use the Present Perfect to
describe our experience. It is like saying, “I have the experience of ...” We can also use
this tense to say that we have never had a certain experience. The Present Perfect is
NOT used to describe a specific event.
E.g: I have seen that movie 20 times.
I think I have met him once before.
* With Non-Continuous Verbs and non-continuous uses of Mixed Verbs we use the
Present Perfect to show that something started in the past and has continued up until
now. “For 5 minutes” , “For 2 weeks” , and “since Tuesday” are all durations which
can be used with the Present Perfect.
E.g: I have had a cold for 2 weeks.
Mary has loved chocolate since she was a little girl .
Note: * You CANNOT use the Present Perfect with specific time expressions such as:
yesterday, one year ago, last week, when I was a child, when I lived in Japan, at that
moment, that day, one day, etc. We CAN use the Present Perfect with unspecific
expressions such as: ever, never, once, many times, several times, before, so far,
already, yet, etc.
- T emphasises that we can use all these present tenses in telling stories (which are
often concerned with past events) to make the stories more interesting.
- If T sees that Ss have already mastered the forms, meanings, and uses of these verb
tenses, T can skip the presentation stage to save time, and go straight to the practice
stage.
b) Practice
- T gets Ss to do Exercise 1 individually and then find a partner to check their answers
with.
- T checks with the whole class and provides corrective feedback.
Answer: 1. invites 2. sets 3. gets 4. waves 5. promises 6. carries 7. contains 8. has
baked 9. is 10. is shining 11. are singing 12. is
9’ Exercise 2 Individual
a) Presentation work,pair
- If necessary, T reviews the forms, meanings, and uses of the past simple and past work & wh
26
continuous. class
Past simple
+ Form: V + ed or irregular verbs
+ Meaning: Past time
+ Use:
* Use the Simple Past to express the idea that an action started and finished at a
specific time in the past. Sometimes, the speaker may not actually mention the
specific time, but they do have one specific time in mind.
E.g: I saw a horror film last night
He didn’t wash his car.
* We use the Simple Past to list a series of completed actions in the past. These
actons happen to the following order: 1 st, 2nd, 3rd 4th, and so on .
E.g: He arrived from the airport at 8:00, checked into the hotel at 9:00 , and met the
others at 10:00 .
9. The Simple Past can be used with a duration which starts and stops in the past.
Duration is a longer action often indicated by expressions such as : for two years , for
five minutes, all day, all year, etc .
E.g: I live in Brazil for years
10. The Simple Past can also be used to describe a habit which stopped in the past. It
can have the same meaning as “used to ”. To make it clear that we are talking about a
habit, we often add expressions such as: always , often, usually, never, when I was a
chid, when I was youger etc.
E.g : They never went to school . They always skipped their classes
11 . The Simple Past can also be used to describe past facts or generalizations which
are no longer true . As in USE 4 above , this use of the Simple Past is quite similar to
the expression “used to ”
E .g : She was shy as a child , but now she is very outgoing
Past continuous :
+ Form : Was / were + V-ing
+ Meaning : Past time
+ Use :
* Use the past Continuous to indicate that a longer actoin in the past was interrupted .
The interrupted is a shorter action in the Simple Past or a specific time . Remember this
can be a real interruption or just an interruption in time .
E. g : I was watching TV when she called .
Last at 6 PM , I was eating dinner
* When you usethe Past Continuous with two actions in the same sentence, it expresses
the idea that both actions were happening in the same time. The actions are parallel.
E.g: I was studying while he was making dinner.
* In English, we often use a series of parallel actions to describe the atmosphere at a
particular time in the past.
E.g: When I walked into the office, several people were busily typing, some were
talking on the phones, the boss was yelling directions, and customers were waiting to
be helped. One customer was yelling at a secretary and waving his hands. Others were
complaining to each other about the bad service.
- If T sees that Ss have already mastered the forms, meanings, and uses of these verb
tenses, T can skip the presentation stage to save time, and go straight to the practice
stage.
b) Practice
with.
- T checks the answers with the whole class and provides corrective feedback.
27
Answer:
1. broke/ was playing 2. wrote/was 3. was working/broke
4. started/were walking 5. told/were having 6. didn’t listen/was thinking
7. phoned/didn’t answer 8. didn’t wear/didn’t notice/was driving
8’ Exercise 3
a) Presentation
- If necessary, T reviews the form, meaning and use of the past perfect and compares it
with other past tenses
+ Form: Had + Past Participle
+ Meaning: Past time
+ Use:
* The Past Perfect expresses the idea that something occurred before another action
expressed in the Past Simple. It can also show that something happened before a
specific time in the past.
E.g: I had never seen such a beautiful beach before I went to Hanoi.
* With Non-Continuous Verbs and some non-continuous uses of Mixed Verbs, we
use the Past Perfect to show that something started in the past and continued up until
another action in the past.
E.g: We had had that car for 10 years before it broke down.
- If T sees that Ss have already mastered the form, meaning, and uses of this verb tense,
T can skip the presentation stage to save time, and go straight to the practice stage.
b) Practice
with.
- T checks the answers with the whole class and provides corrective feedback.
Answer:
1. had eaten/arrived 2. found/had taken 3. got/ had closed 4. got/had left
5. got/had arrived 6. paid/had phoned 7. went/said/hadn’t arrived 8. had
looked/asked/cost
10’ Communicative practice for all 6 verb tenses covered in the lesson (production
stage)
- T divides the class into small groups of 4. Then T introduces the task “A Celebrity
interview”: “Now you are going to work in groups of 4. Two of you will act as a
celebrity and his/her manager. The other 2 will act as reporters for a local paper.
Discuss among yourself which celebrity you would like to act and interview. The
celebrity and the manager then will prepare a short biography for the celebrity,
including some outstanding past and present events, based on the questions in the
worksheet. The reporters will work out the interview questions that they want to ask
about the celebrity, They can use the questions in the worksheet as guidelines. After 5
minutes you are going to do the interview in your own group”.
- T distributes the worksheets to Ss. Then T guides how to interview questions ans
answer them and reminds Ss to use the correct verb tenses.
- T gets Ss to work in groups, then goes around and offers help.
- After checking that Ss have finished, T calls on a group to perform their interview
again in front of the class and elicits feedback from the class.
Worksheet for the celebrity
Name:
Job:
Born: when ? where ?
Childhood and schooling
First debut:
28
Greatest achievements:
Present projects:
Worksheet for the reporters:

Born: when ? where ?
Childhood and schooling:
First debut:
Greatest achievements:
Present projects:
Model questions:
Where were you born ? When were you born ?
Where did you grow up ? What school did you go to ?
When did you first play in a movie ? What was your first role ?/What was your first
album ? What have been your greatest achievements so far ?
What project are you working on now ?
Etc.
- For homework, Ss review the uses of different verb tenses that have been covered in
the lesson.
EXTRA ACTIVITY
Complete the sentences by putting the verbs in bracket in tne simple past present prefect , or past
prefect .
1 . When I (arrive )..home last night, I discovered that Jane(prepare ) a beautiful candle-lit dinner
2 . Sine I began acting , I (perform ).. in two plays , a television commercial and a TV drama .
However , I (speak , never even )....publicly before I came to Hollywood in 1985.
3 . By the time I got to the office , the meeting (begin , already )..without me. My boss (be ) .... fuirious
with me and I (be ).. fired .
4. When I (turn )... th radio on yesterday , I (hear )..a song that was popular when I was in high school .
I (hear , not )..the song years , and it (bring)..back some great memories
5 . Last week , I (run )..into an ex-girlfriend of mine . WE (see , not )..each otheir in years , and both of
us (change )...a geat deal .I (enjoy )....talking to her so much that I (ask )...her out on a date . We are
getting together tonight for dinner .
6. When Jack (enter )..the room , I (recognize, not )...him because he (lose )...so much weight and
(grow )....a beard . He looked totally different !
7. I (visit )...so many beautiful places since I (come )...to Utah . Before moving here , I (hear ,
never )...of Bryce Canyon , Zion , Archer or Canyonlands.
Answer :
1. arrived / had prepared
2. have performed / had even spoken
3. had already begun / was / was
4. turned / heard / had not heard / brought
5. ran / had not seen / had changed / enjoyd / asked
6. entered / did not recgnise / had lost grown
7. have visited / came / had never heard
29
Unit 3 : A PARTY Date:

Period 1 : READING
I. Objectives
- Develop such reading-micro skills scanning for specific ideas, and identifying and
correcting false statements.
- Use the information they have read to discuss celebrations in their culture.
II. Materials
Textbook, handouts.
Ss may need to be provided vocabulary related to celebrations and festivals so that they can
complete various learning task.
IV. Procedure
Time Steps Work
arrangement
7’ WARM UP Group work and
A matching game whole class
(To teach vocabulary related to celebrations and festivals)
- T divides the class into small groups of 3-4 Ss. Then T distributes the
following handouts for Ss to do the matching task in their own groups.
Which group finished it first and has all the correct answers will be the
winner.
- T might want to get Ss to tell if there are similar celebrations and events
in Vietnamese culture to check Ss’ understanding of the new words.
- T might also give some details about these celebrations.
Matching the celebrations with the correct imagines below:
Christmas Easter Graduation Halloween Thanksgiving
Moher’s day Wedding Valentine’s day Birthday
Answer:
Celebrations Imagines
Christmas E
Halloween A
Wedding D
Easter C
Thanksgiving I
Valentine’s day H
Graduation F
Mother’s day G
Birthday B
About the celebrations:
- T celebrate Christmas day Western families often buy Christmas trees,
which are often real or plastic pine trees and decorate them with ornaments
and gift boxes.
- On Halloween night children often dress in costumes and go door-to-door
to collect sweets and fruits. Houses are decorated with lights or candles.
- Picture d shows a wedding horseshoe. It is the symbol of good fortune
30
and ability to have many children. So on weddind days many weatern
brides carry a replica of a horseshoe for good luck.
- Picture c shows Easter eggs. It’s a custom to eat eggs on this day because
eggs are symbol of life. Today people often eat chocolate eggs instead of
real eggs.
- Thanksgiving is the celebration that exists only in America.On this day
people pray to God and eat roasted turkey.
- On Valentine’s day people often send cards and buy chocolates for the
ones they love.
- Mother’s day is the celebration that honors mothers. On this daypeople
often send cards and gifts to their mothers to show how they love and
appreciate their mothers.
8’ BEFORE YOU READ Pair work &
- T gets Ss to work in pairs and try to make sense of the pictures on page whole class
32. Then T gets them to answer the questions on this page.
- T calls on some Ss to answer the questions. T should ask Ss to give
reasons for their answers.
- T checks with the class and asks Ss to guess what they are going to read
about.
Suggested answers:
1. The police in the first picture might belong to a family. The young
woman and the young man might be the parents and the 3 kids might be
their children.
The people in the second picture might belong a family, too. The old lady
and the old man who are standing might be the parents. The woman and the
man who are sitting in front might be their son and daughter in law. The
boy and the girl might be their grandchildren.
2. The people in the first picture are celebrating a birthday(the little girl is
blowing out the candles). And the people in the second picture are
celebrating a wedding anniversary(the words on the wall read “50th
anniversary).
Mark(v):
Milestone(n): an important event or stage in one’s life
Lasting(a): continuing a long time
Golden(a): made of gold
Golden anniversary/jubilee: celebration of the 50th wedding anniversary
Silver anniversary/jubilee: celebration of the 25th wedding anniversary
Diamond anniversary/jubilee: celebration of the 60th wedding anniversary
- Before teaching these words, T helps Ss to pronounce them correctly. T
may want to model first and then ask Ss to repeat after him/her.
- T gets Ss to make sentences with these words.
- T gives corrective feedback .
WHILE YOU READ
Set the scene : You are going to read about how American people celebrate
birthdays and wedding anniversaries . Then you do the tasks that follow .
7’ TASK 1
- T gets Ss to read the passage silently and then do Task 1 .T may want to
give them some tips to do the task .
+ First , Ss should skim the seven statemments to understand them . As Ss
do this they underline the key words to decide what information they need
31
to find in the text For erxample , the key word is “song ” for the first
statement and cake for second one .
+ Then they should go back to the passage and locate the key words in the
passge .
+ Then they should read around the key words carefully to find the answer .
- T get Ss to check their answers with a peer .
- T calls on some Ss to write their answers on the board and ask them to
explain their choices.
- T checks the answers with the whole class.
Answers:
Birthday Wedding
1. people sing a song V
2. People eat cake V
3. people receive cards V
and gifts from friends
and relatives
4. people joke about V
their ages
5. people remember
their wedding days
6. people go out to V
dinner
7. people blow out V V
candles, one for each
year
TASK2
- T checks if Ss can identify and correct the wrong information in TASK2
after their first reading of the passage. If they can’t, T gets Ss to read
through all the 7 questionsin TASK2and identify the key words in each
question. For example, in question 1, these might be “Lisa’s family and
friends”, and “8th birthday”. In question 2, these might be “make cakes and
ice-creams” and “birthday” etc.
- Now T instructs Ss to go back to the passage and locate these words. Ss
should read around these words carefully to find the answers to the
questions.
- Then T gets Ss to check their answers with a friend.
- T calls on some Ss to present and explain their answers.
- T gives feedback and correct answers.
Answer:
1. eighth >sevenths (line 1, paragraph 1, part A)
2. makes > ears (line 2, para 3,part A)
3. foods > presents (line 3, para 3, part A)
4. anniversaries > ages (line 4, para 4, part A)
5. months > years(line 2, para 1, part B)
6. 5th > 50th (line 2, para 3, part B)
7. silver > golden(line 5, para 3, part B)
10’ AFTER YOU READ Group work &
- T introduces the task: Ss work in small groups of 3 or 4 and discuss the whole class
questions
- T teaches structures that can be usedfor giving comparison and contrast.
E.g: “In the US, people .....but in Vietnam, people....”, “Americans....while
Vietnamese...”, “Americans .... .in contrast, Vietnamese ...”, etc.
32
- T calls on the groups to tell and explain their choices.
- For homework, T asks Ss to write a paragraph about how Vietnamese
people celebrate their birthdays or wedding anniversaries, based on the text
they read in class.
EXTRA ACTIVITY
Valentine’s day
Cross:
2. The month of Valentine’s day
4. A Valentine’s day emotion
5. He shoots love arrows
6. Touch lips
7. Something you wear on your finger
8. A Valentine’s day treat.
12. Go on a .......... . Go somewhere with your boyfriend or girlfriend.
13. What cupid shoots
14. Present.
15. Something a poet writes
Down:
1. A day for love
2. ............in love. Start to love someone.
3. The flower of love
7.Valentine’s day colour
9. The symbol of love
10. People often exchange these on Valentine’s day.
11. Something often written on Valentine’s day cards
Answers:
Cross: Down:
1. february 1. Valentine’s day
4. love 2. fall
5. cupid 3. rose
6. kiss 7. red
7. ring 9. heart
8. chocolate 10. cards
12. date 11. be mine
13. arrow
14. gift
15. poem
UNIT 3: PERIOD 2(Speaking) Date:

I. Objectives
- Use appropriate language to talk about parties and negotiate how to plan them.
- Use appropriate language to invite people to come to parties.
II. Materials
33
Textbook
Ss may have little experience negotiating in English, so T should be ready to provide them with
appropriate language to do so.
IV. Procedure
Tim Steps Work
e arrangemen
t
7’ WARM UP Whole class
Talking about a party
- T asks the class if they like parties and why to lead Ss to the topic. Then T asks
if they have ever been to a party. If Ss say Yes, T asks follow-up questions like
“Whose party was it ?” , “On what occasion?” , “Where was it?” , “Was it fun ?”
etc. T helps Ss to answer the questions by providing them appropriate
vocabulary and expressions (if no Ss have ever been to a party, T might want to
get Ss to ask him/her about a party he/she has been to )
- Then T sets the scene: “Supposed you have been to a party and now you want
to tell your friends about it.What do you want to tell them?”
- T elicits Ss’ ideas and writes on the board:
Who ? Who gave the party ?
What ? What exactly was it about ? A family gathering ? A social
party? Etc.
Where ? Where did it take place ? was it a nice place ?
When ? When did it take place ? What time did it start and end ?
Why ? On what occasion was the party held ? Why was it held ? For
whom ? etc.
How ? How was it organised ? How did it go ? What activities did you
do there ? Did you have a good time ? How were the people
like ? What about music ?What about foods and drinks ? etc.
- T teaches necessary language for talking about parties.
E.g:
A birthday/housewarming party
A family/social gathering
A potluck dinner (dinner to which people bring foods to be shared)
To party/ to throw/give a party/to celebrate one’s birthday/ wedding
anniversary/graduation
To enjoy yourself
To have fun
To pick up one’s heels (to have a really good time)
To bring your own (B.Y.O) (to bring your own drinks)
To bring a plate (to bring food to share with others)
Snake, pizza, soft drinks, chips, cookies/munchies, finger food
- T gives examples when presenting these words / phrases.
- T gets Ss to make sentences with these words /phrases.
- T introduces the topic: talking about parties.
7’ TASK 1
- T introduces the task and goes over the questions with the class. T explains
new words if necessary.
- T gets Ss to do the task individually. Ss need to choose the details they want to
talk about and plan their stories. T encourages Ss to take notes while doing so.
- T goes around the class to check and offer help
7’ TASK 2 Individual
34
- T puts Ss in pairs and gets them to tell each other about the parties they have work
been to , based on the outlines they have made for Task 1.
- In the meantime, T goes around to check and offer help.
- T calls on some pairs to perform their conversations in front of the class.
12’ TASK 3 Group work
- T introduces the task and asks if Ss have ever planned a party with someone & whole
else. T elicits things they consider when planning a party. T may want to ask Ss class
to look at Task 3 for the answers and while pooling their ideas, T write them on
the boar
Where?
(home
Entertainmen
/restaurant
t?
When?
(dance/music
(date & time
/
games)
Dressing Planning a Budget ?(how

codes(formal/ party much to
informal/ spend /to
Costunes ? contribute?)
Who to
Decoration Food &
invite?
s drinks?
(family,
(colored (cook our
relatives,frien
light own or
ds,classmate
bulbs, order?/vegeta
s,
flower?)
teacher ?) rian foods)
- T elicits or teaches necessary vocabulary items like those in the above boxes
- T elicits or teaches useful expressions for negotiating, i.e. asking for and giving
opinions, expressing agreements and disagreements, suggesting and stating
preferences.
E.g:
Asking for opinions Giving opinions
What do you think about... ? I think maybe...
35
What’s your opinion about... ? I feel...

How do you feel about...? In my opinion, ...
Do you have any opinions about..? I’m considering...(cooking our own
foods)
I’m thinking about...(ordering some
pizzas)
Expressing agreements Expressing disagreements

I agree Well, maybe, but...
I think so,too That might be true, but ...
That’s true, and ... Well, my feeling is that...
That’s right, and... Well, I don’t think so. I think ...
Suggesting Stating preferences

Maybe we could... Perhaps I would prefer...
Perhaps we can... I’d rather ...
Let’s ... Maybe ...(pizzas) could be a better
Why don’t we ...? choice
How about ...? I would go for ...(ordering food)
What about... ?
Should we ...?
Would it be a good idea if ...?
- T gives examples and gets Ss to do some practice with these expressions.

- Now T divides the class into small groups of 3 or 4 and gets them to do TASK ,
which is planning a party in the best way they can for a party competition. In
groups, Ss will negotiate in order to come up with a plan for their parties.
- T goes around to check and offer help. While doing so, I liestens and takes note
of their errors. T provides corrective feedback when necessary.
10’ TASK 4 Group work
- After checking that all the groups have finished Task 3, T introduces Task 4: Ss and whole
informing of their coming parties and inviting people to come. class
- T elicits the verb tenses and structures Ss might want to use when informing
the class about their coming parties (i.e. future with “going to”, “plan to do
something”, “intend to do something”, “expect to do something”). T gives
examples and gets Ss to do some practice with the structure. E.g:
We’re planning to have a famous students’ music band play in our party
We’re expecting 200 people to come and have fun with us. Etc.
- I elicits or teaches expressions for inviting and persuading.
E.g:
Would you like to come ...?
We would love to have you ...
We welcome your presence...
Please do come ...
It’s our pleasure to invite you ...
You don’t know what you’ll miss out on if you don’t come. Etc.
- T gets Ss to do some practice with these structures.
- Then T calls on the representative of each group to report about the parties that
they have planned. T gets other groups to take notes while listening to their peers
and after all groups have finished, T gets the class to decide which parties would
36
be most attractive and they would most love to come to.
- While Ss are speaking, T listens and takes note of their errors. T provides
corrective feedback after that.
- For homework, Ss write a paragraph about a party they have been to.
UNIT 3 :
PERIOD 3 : (Listening) Date:
I. Objectives
listening for specific information.
II. Materials
them.
IV. Procedure
Time Steps Work
arrangement
7’ WARM UP Group work &
- T divides the class into groups of 10 and introduces the game: The groups whole class
should generate as many words related to birthdays and birthday parties as
possible in 5 minutes.
- T divides the board into as many sections as the number of groups is. When
time is up, T calls on the presentative of each group to come to the board and
write their list. Then T gets the whole class to count. Each correct word gets
one point. Which group has more points wins the game.
Suggestion words:
Age, balloon, birthday, blow out, cake, candle, cards, candy, cookies,
chocolate, confetti, decorations, gift/present, icing, flowers, fun, party, song,
etc.
7’ BEFORE YOU LISTEN Pair work &

- T gets Ss to cover their books and shows them the pictures in the book, whole class
then asks them to guess what they are going to listen about. T gives feedback
and gets them to open their books.
- T gets Ss to work in pairs to answer the questions on page 36.
- T calls on some Ss to answer the questions and explain their reasons.
- T checks with the class.
Icing(n): sweet, creamy spread for covering cakes
Clap(v/n): vç tay
- T helps Ss to pronounce the words on page 36 correctly. T may want to
play the tape or model first and then ask Ss to repeat after the tape or after
him/ her in chorus and individually.
TASK1 work, pair
Instruction: you are going to listen to a girl telling about a birthday party work & whole
37
that she has been to. Listen and answer True or False questions. Put a tick in class
the appropriate box.
- Before Ss listen and do the task, T gets them to read through the statements
to understand them and underline key words. For example, the key words in
the first statement are “at home” and “evening”.
- T checks with the whole class and aaks them to guess what the party might
have been like (there was a birthday cake, the party lasted some hours, etc.)
- T plays the tape(or reads the tapescript) once for Ss to listen and do the
task.
- T checks the answers with the whole class. If many Ss can’t answer the
questions, T plays the tape one or two more times and pauses at the answers
for them to catch.
Answers:
1. F(the party began at about 3 in the afternoon)
2. F(over 20)
3. F(at 4:30 they cut the cake)
4. T(the party ended at about 6)
5. F(other kids left, only one stayed to help)
TASK 2
Instruction: You are going to listen the story again and answer
comprehesion questions.
- T checks if Ss can answer the questions in Task 2 without listening again.
If they can’t, T plays the tape for them to listen again but before doing this, T
shoud encourage Ss to read through all the questions, identify the
information they need to look for in each question(by finding the key words
and the question word, e.g “What/why/when/how...) and if possible, predict
the answers.
- Then T plays the tape again for Ss to listen and answer the questions. While
Ss are listening, T should encourage them to note down the answers. T
should remind Ss to write down only main points in note forms but not full
sentences.
- T gets Ss to check their answers with a partner. Then T checks with the
whole class. T should play the tape again and pause at difficult points if
many Ss can’t complete the task.
Answer:
1. 16
2. Because it’s noisy and expensive
3. Soft drink and biscuits
4. At about 4:30
5. It was beautifully decorated with white and pink icing and 16
colorful candles in the middle
6. They clapped their hands eagerly and sang “Happy birthday”
7. At about 6
Tapescript: (in Teacher’s book)
8’ AFTER YOU LISTEN Pair work and
- T puts Ss in pairs and introduces the task: “Supposed that Mai is your whole class
common friend. Yesterday was her birthday but one of you couldn’t come.
Now you ask the other person about Mai’s party”.
- T distributes the following handouts for Ss to do the role play. T reminds
them to use the correct verb tense. In the meantime, T goes around to check
and offer help.
38
- After checking that all Ss have finished, T calls on some pairs to perform
the role play in front of the class. T elicits feedback from the class and gives
final comments.
CARD A CARD B
Ask your friend about Mai’s Tell your friend about Mai’s
birthday. Ask about: birthday party. Use the following
- Place where the party was held information:
- When it began and ended - It was held at Mai’s place.
- Who came - It lasted about 3 hours (3-6 p.m)
- What you did there - About 20 guests came.
Add more questions if you like - Mai opened gifts, you played
chess, then Mai cut cake
Add more information as you like

- For homework, Ss write a paragraph about their own birthday parties.
EXTRA ACTIVITY
Read the text and answer the questions that follow.
How did the tradition of birthday parties start?
Birthday parties are always among the highlinhts of a child’s year , but did you ever wonder how
the tradition of birthday parties started ?
The traditon of birthday parties started in Europe a long time ago . It was feared that evil spirits were
particularly attracted to people on their birhtdays . To pritect them from harm , friends and family would
come to be with the birthday person and bring good thoughts and whihes . Giving gifts grought even
more good cheer to ward off the evil spirits . This is how birthday parties began .
At first it was only kings who were recognized as important enouhg to have a birthday celebration
(maybe this is how the tradition of birthday crowns began ?) . As time went by , children became
included in birthday celebration . The first children’s birthday parties ocurred in Germany and were
called Kinderfeste .
1 . When did the tradition of birthday parties start in Europe ?
2 . According to traditions , Why would rriends and fimaly come to be with people on their birthdays ?
3. Originally , why did people give bithday gifts ?
4 . At first , who could give birthday parties ?
5. When did the first children’s birthday parties take place ?
Answer :
1 . It started a long time ago .
2 . To protect them from evil spirits .
3 . Because giving gifts brought even more good cheer to ward off the evil spirits.
4 . Kings .
5 . In Germany
UNIT 3: Period 4 : WRITING Date:

I . Objectives
- Define the format and structure of an informal letter of invitation
- Write an informal letter of invitation
II. Materials :
Textbook , handouts .
39
Ss may not have sufficient vocabulary to write a detailed letter of invitation , so T should be
ready to help them .
IV Procedure
Time Steps Work
arrangement
7’ WARM – UP
Competition game
- T prepares handouts of a jumbled letter in advance and divides the class
into groups of 4 . Then T distributes the handouts and introduces the task :
Ss are going to re- order the sentences into a letter of invitation
- In their groups Ss discuss to complete tha task. The winner will be the
group which has the quickest and correct answer.
- After the game, T might want to get Ss to read the completed letter again
and elicits the features of an informal invitation letter. T might want to tell
Ss that an invitation letter normally includes:
+ The event (what you invite your friends to): a wedding party, a birthday
party, etc.
+ The place: my parents’ place, my school, etc.
+ The time and date: 2:30 p.m, May 20, 2007, etc.
+ The invitation itself (Would you like to come ? How about ...? etc.)
The jumbled letter
1. This is my address: 150 Au Co Road.
2. It’s a beautiful house and it looks over the West Lake and the
Water Park.
3. Dear Patricia,
4. Guess what! I’ve just moved to a new house in Tay Ho district.
5. Would you like to come ?
6. Please let me know your answer as soon as possible
7. See you
8. MY parents are giving a housewarming party this Saturday
evening , around 6 : 30 p.m
9. Hoa
10. I think Chris and Kim are coming , too.
11. We’ll have “Pho ” and some special dishes .
Answer :
Dear Patricia ,
Guess what ! I”ve moded to a new house in Tay Ho District . It’s a
beautiful house and it looks over the West Lake and the Water Park .
My parents are giving a house- warmung party this Saturday
evening , around 6 : 30 p.m . We’ll have “Pho” and some other
special dishes . Would you like to come ? I think Chris and Kim are
coming , too . This is my adress : 150A Au Co Road .
Please lest me know your answer soon as posssible .
See you !
Hoa
10’ PREPARING SS TO WRITE Individual
TASK 1 work & whole
- T sets the scene : you are going to write a friendly letter to invite your class
classmates to a party that you hold .
- T gets Ss to work out the content of their letter by answering the questions
in TASK 1 .
- T call on some Ss to answer the questions and elicits more ideas from the
40
class . T writes them on the board .
E.g :
Occasions for Birthday , graduation , wedding , anniversary, moving to
giving parties a new house , family gathering Christmas , New Year ,
etc
Dressing Formal : dresses , high- heel shoes for women ; suits
codes and ties for men .
Informal : anything can do : jeans , T shirt , skirts , etc
Presents to Anything can do : books , CDs , flowers , scaves , ties ,
give paperweights , pens bags , hats , etc . Sometimes people
might want to bring wine as a gift
TASK 2
- T gets SS to do the task individualy and then compare their answers with a
peer .
- T calls on Ss to give the answers and write them on the board .
- T elicts comments from the class and gives correct answers .
- T helps Ss to revise the format of a personal / informal letter by analyzing
the letter that they have just completed for TASK 2 . T might aslo want to
get Ss to analyze the letter further by asking questions about it orgaization
and language .
E.g: What is the purpose of the first sentence ? What about the second
sentence ? What exactly did Duc write to express his invitation .etc.
Answer :
1 at my house
2 to come
3 . refreshments
4 to cook
5 . winners
6 . by Monday
20’ WRITING Individual
- T gets Ss to reads TASK 2 and work out the questions . Ss should note work & pair
dwon the answers in their notebooks . In the meantime , T goes aroud to work
check and offer help .
- Now T gets Ss to write their letter in 10 minutes , based on the outlines
they have produced .
- T then asks Ss to get in pair , exchage their letter and correct each other
- T goes around to offer help
A sample letter :
Ha Noi May 19 , 2007
Dear Ha ,
AS the school year is coming to an end , I’m giving a farewell party for
people to meet up before they go away for holiday . Would you like to
come ? It will be at my place at 7 p.m this coming Sunday . I intend to
invite about 10 people , so it will more easily . I will order some pizzas
and and buy snacks and fruit. Howver, you might want to bring some
drinks to be shared. There will be dancing and karaoke competition . So
there will be a lot of fun.
Please let me know if you are keen by Saturday. Just leave me a message
on the phone if you can’t catch me at home.
See you.
Long
41
5’ FEEDBACK ON SS’ WRITING Whole class
- T chooses one letter and reads it to the class.
- Then T elicits corrective feedback from the class and gives final comments
afterwards. T should draw Ss’ attention to the format of the letter, the
organisation of ideas and language use.
- For homework, T asks Ss to revise their letters according to their peer’s
suggestions and submit for marking in the next lesson.
EXTRA ACTIVITY
Fill the blank with appropriate words.
Most weddings in the UK take the form of either a ....(1)...(conducted at the Registry Office) or a
traditional ...(2)..., held in a church . (There are other ceremonies for different religions.) If the couple
chooses a church service, the planning can become quiten complex. The church must be booked, the
service has to be chosen, flowers arranged and so on. Other arrangements (for both traditional and
civil) are to ...(3)..., send out invitations, book a ...(4)...(for after the ceremony), choose ...(5)...(the girls
who traditionally accompany the bride in the church) and the ...(6)...(the bridegroom’s friend who
accompanies him to the ceremony), buy the wedding dress, arrange a ..(7)...(the holiday after the
wedding), compile a ...(8)...(a list of presents that guests can choose to buy the couple) and of course, to
select the ...(9).. .
Reception venue best man wedding rings honey moon wedding list
white wedding Bridesmaids civil ceremony draw up a guest list
Answer: 1. civil ceremony 2. white wedding 3. draw up a guest list 4. reception venue
5. bridesmaids 6. best man 7. honey monn8. wedding list9. wedding rings
UNIT 3 : PERIOD 5: ( Language focus)

Date:
I. Objectives
By the end of the lesson Ss will be able to:
- Distinguish the sounds / l / , / r / and / h /.
- Distinguish the uses of infinitive and gerund in active and passive voices.
- Use these structures to solve communicative tasks.
II. Materials
Textbook, handouts.
Ss might have difficulty distinguishing and using infinitives and gerunds. Therefore, T should be
ready to assist them.
IV. Procedure
Time Steps Work
arrangement
7’ PRONUNCIATION Individual , pair
Distinguishing sounds work & whole
- T models the 3 sounds / l /, / r / and / h / for a few times and explains the class
differences in producing them (e.g: when producing / r / Ss curl the tongues
more backward than when they produce / l /; whrn producing / h / they
move their vocal folds from wide apart to close together).
- T plays the tape (or read ) once for Ss to hear the words containing these
42
3 sounds. Then T plays the tape (or reads) again and this time asks Ss to
repeat after the tape(or T).
- T asks Ss to read the words in each column out loud in chorus for a few
more times. Then T calls on some Ss to read the words out loud. T listens
and corrects if Ss pronounce the target words incorrectly. If many Ss don’t
pronounce the words correctly, T may want to get them to repeat after the
tape (or himself) again in chorus and then individually.
- T asks Ss to work in pairs and take turn to read aloud the given
sentences(p.39, practise these sentences).
- T calls on some Ss to read the sentences again and provides corrective
feedback.
10’ GRAMMAR Individual, pair
Exercise 1 work & whole
a.Presentation: class
- If necessary, T reviews the verbs that are followed by an infinitive, a
gerund and both.
E.g:
+ Infinitive only + Gerund only + Both
Agree Admit Begin
Arrange Avoid Start
Ask Deny Continue
Choose Enjoy Stop
Decide Keep Love
Demand Verbs that are Like
Deserve followed by Hate
expect prepositions Remember
Forget
Try
Fail
Hesitate
Hope
Intend
Learn
Manage
Offer
Plan
Refuse
Seem
Wait
Note: T should point out which verbs have different meanings when are
used with an infinitive or a gerund.
E.g: stop, hate, love, regret, etc.
b. Practice:
- T gets Ss to do Exercise 1 individually and then find a partner to check
their answers with.
Answer: 1. having 2. getting 3. to tell 4. practising 5. to see
8’ Exercise 2
a. Presentation:
- If necessary, T reviews the forms of passive infinitive and gerund and
43
emphasises their uses.
E.g:
+ Form:
* Passive infinitive: to be + Past Participle
* Passive gerund: being + Past Participle
+ Use: to emphasise the action / event rather than the agent.
b.Practice
– T gets Ss to do Exercise 2 individually and then find a partner to check
their answers with.
Answer: 1. b 2. a 3. b 4. b 5. a
7’ Exercise 3
b. Practice:
their answers with.
Answer: 1. d 2. c 3. b 4. b 5. c
10’ COMMUNICATIVE PRACTICE( PRODUCTION STAGE) Group work &
- T divides the class into small groups of 4. Then T introduces the task “A whole class
Celebrity Interview”: “Now you are going to work in groups of 4. Two of
you will act as a celebrity and his/her manager. The other two will act as
reporters for a local paper. Discuss among yourselves which celebrity you
would like to act and interview. The celebrity and the manager then will
prepare some background information about the celebrity, based on the
questions in the worksheet. The reporters will work out the interview
questions that they want to ask about the celebrity. They can use the
questions in the worksheet as guidelines. After 5 minutes, you are going to
do the interviewin your own groups”.
- T distributes the worksheets to Ss. Then T guides how to ask interview
questions and answer them and reminds Ss to use infinitive and gerund
when completing the tasks.
- T gets Ss to work in groups, then goes around and offers help.
Worksheet for the celebrity
Name:
Likes
Dislikes
Future plan
Worksheet for the reporters
Likes
Dislikes
Future plan
Model questions:
What do you like/love doing ?
What do you hate doing ?
What do plan to do in the future ?
What award do you hope to achieve in this year’s competition ?
What do you think you need to do to achieve your objectives/ make your
dream come true ?
Etc.
44
- For homework, Ss review the uses of different verb tenses that have been
covered in the lesson.
TEST YOURSELF A
Listening
1. a 2. d 3. b 4. d 5. c
Reading
1. because these people had been childless for 10 years after they were married and were so
thrilled to finally have a child (lines 3-5 , paragraph 1)
2. To take some photographs of the happy family (line 1 -2 paragraph 2 )
3. The boy was dressed in a smart,brand new outfit and looked like a little prince . (lines 1 -3 ,
paragragh 3 )
4. Because he was interested in the toys .(line 6 – 8 , paragraph 3 )
5. He felt that it was delightful and looked forward to the next day to have the film developed (lines
1 – 3 , paragrapyh 4 )
Pronunciation and Grammar
a) Pronunciation :
1. nice 2. hour 3. matching 4.jam
Tapescript:
Listen and put a tick in the right box, paying attention to the pronunciation of the underlined part of the
work .
1 . nice 2. hour 3 .matching 4 . jam
b . 1 .to see 2 to be 3. to phone 4 . pay 5. to phone 6. to be appointed
Writing sample:
Last Saturday was my 17th birthday . My parents helped me to hold a birthday party at home . I invited a
lot of frriends and we had a great time .
The paety began at 7 p.m . We had pizzas some special dishes that my mon cooked . Then mom brought
out a beautiful cake , decorated with fruit ande 17 colorful candles in the middle . As I blew out the
candles , my friends and family sang the “Happpy birthday ” song . They clapped their hands happily as
I could blow out all the candles at a go . Then mom clapper their hands happily as I could blow out all
the candles at a go . Then mom cut the cake and we had it , together with cheesecake , fruit juice , and
fruit salds . Dad played guitar and sang me a beautiful song . Myfriends also sang along and danced .
The party ende at 8 : 30 p.m because some of my friends live in the suburb and they needed to catch the
8 : 45 P.m bus . Some other who live nearby stayed to help me clean up the room . I felt very happy
because the party went very well and we had a wonderful time together
45
Unit 4 : VOLUNTEER WORK
Period 1 : READING
I Objectives
- Develop such reading micro – skills as scanning for specific ideas and skimming for
general information .
- Use the information they have read to discuss the topic .
II . Materials
Text book
III . Anticipated problems
Ss may need help with the discussion task , so T should be ready to help them
IV. Procedure
Time Steps Work

arrangement
6’ Group work
WARM UP
Competition game – Hangman
- T divides the class into 2 big groups and draws each of them a gallows on
the board.
Team A Team B
- T explains to Ss that they are going to play a “Hangman” game. The rule
is that T gives a secret word and the groups will take turn to guess it by
telling what letters they think there are in this word. If Ss choose a letter
that appears on oe more times in the secret word, the letters and their
positions will be revealed and Ss can keep on guessing the next letter. On
the other hand, if Ss guess a letter that isn’t in the secret word, them a piece
of man being hanged will be added to the gallows and they will lose their
turn to the other groups. Ss will get one point for each letter they can guess
correctly. When the game is over, T will count how many points each
group has collected and the group with more points will win the game.
- T leads the game, and in this lesson, the secret word is “volunteer”. T
draws the same number of dashes as the number of letters in this word. For
this word, T’d need 9 dashes like this:
_________
- The activity will lead to the lesson naturally.
10’ Pair work &
BEFORE YOU READ whole class
Discussing the picture and saying
- T asks the whole class to look at the picture on page 46 and asks them
some questions:
+ What is the old woman doing in the picture ?
+ What does this mean by “Little Moments Big Magic”?
Suggested answers:
+ The old woman is teaching the boy to read
+ The phrase means that your little contribution and help may lead to
46
significant results/may greatly change a person’s life.
+ The picture tells me that everyone, no matter what they are young or old,
can do volunteer work.
- T asks Ss to work in pairs to read the short poem/saying on page 46 and
answer the question and discuss its meaning.
- T calls on some Ss to present their opinion. T may give some comments
and her suggestion: The saying means that if you help somebody by giving
them some money, it’s just a temporary solution. It’s better to instruct them
how to make money legally by teaching then necessary working skills.
- T might elicit or teachthe meanings of the following words.
Volunteer: Ss may have understood the meaning of the word in the
previous activity, so T may introduce its related words quickly.
+ to volunteer to do sth/volunteer for sth: t×nh nguyÖn, tù nguyÖn lµm g×
+ volunteer(n): t×nh nguyÖn viªn
+ voluntary(a): done willingly, not because you are forced(tù nguyÖn);
doing a job without wanting to be paid for it(t×nh nguyÖn)
+ voluntarily(adv)
The aged = the old (ngêi giµ)
Orphanage(n): a place where children without parents live (tr¹i trÎ må c«i)
To overcome: vît qua kh¾c phôc
E.g: She’s overcome the bad habit of talking loufly in public.
To participate in = to take part in (tham gia)
To suffer sth: chÞu ®ùng çi g×
Remote = far away(xa x«i)
- If there is some time left, T may ask some Ss to make sentences with the
above words to check their understanding.
47
Whole class,
WHILE YOU READ individual work
Setting the scene & pair work
You are going to read a passage about volunteer work. While you are
5’ reading, do the tasks in the textbook.
TASK 1
Instruction: Fill each blank with one part of speech of the word
“volunteer”.
- T elicits different parts of speech of the word “volunteer” and write these
words on the board:
Volunteer(v/n), voluntary, voluntarily
- Then T instructs Ss to read through the sentences provided in the task to
identify the part of speech of the word to fill in each blank. For example, in
sentence 1 the word to fill in should be an adjective, in sentence 2 an
adverb, in sentence 3 a noun, and in sentence 4 a verb. Ss should also pay
attention to the word preceding the blank to fill in the right form of the
word. For instance, in sentence 3 the word preceding the blank is ‘some’,
so a plural noun should be filled in.
- T asks Ss to work individually to do the task and exchange their answers
with other Ss.
- T asks Ss for their answers and gives the correct answers
Answers:
1. voluntary
2. voluntarily
8’ 3. volunteers
4. volunteered
TASK 2
Instruction: You are to read the passage and choose the best answer from
A,B,C or D for each of the following sentences.
- T asks Ss how to do this task. If they don’t remember, T may instruct
+ First, skim the 5 sentences to understand them. As Ss do this they
underline the key words. For instance, in sentence 1 Ss can underline
volunteers, help, sick or old, homes ...
+ Ss locate the information in each sentence in the text and read this part
carefully.
+ Next, Ss read the 4 choices given to choose the most suitable one.
+ To complete sentence 5, Ssread the passage and try giving it a title. Then
Ss search through the list of the titles provided in the task to find the most
suitable one. Ss should make sure the title chosen covers the entire text and
not just one idea within it.
- T asks Ss to work individually to do the task, then discuss their answers
with their peers.
- T calls on somw Ss to give their answers and asks other Ss to say whether
they agree or disagree.
- T gives feedback and the correct answers:
1. A(line 1-2, para 2)
2. D(line3-4, para 2)
3. B(line 3-4, para 4)
4. D(last para)
48
5. B(A: too general; C and D do not cover the whole text)
TASK 3
Instruction: You are required to answer the 3 questions in the book.
- T asks Ss how to do this task. If they do not remember, T may instruct
+ First, skim the 3 Qs to understand them. As Ss do this they:
* underline the key words. For instance, in Q1 Ss can underline What,
high school, college Ss, hospitals, orphanages, homes for the aged.
* look for Qs words like “why” which indicates Ss should read for
specific thing like a reason.
+ Go back to the first question and locate the information for the question
by finding the key words in the passage and mark the place.
+ Read the part carefully to find the answer. Ss can use their own words.
+ Continue with the rest of the Qs.
with their peers.
1. They read books to the people there, play games with them or listen to
their problems. (line 7-10, para 1)
2. They give care and comfort to them and help them to overcome their
difficulties. (line 2-3,para 3)
3. They volunteer to work in remote or mountainous areas. (line 5-6, para
3)
8’ Pair work,group
AFTER YOU READ work & whole
Instruction: You are required to work in pairs to discuss the question in class
the textbook.
- T asks Ss to work in pairs to discuss the question in the book.
- When all pairs have finished, T asks every 2 pairs to share ideas.
- T calls on some Ss to report their ideas to the class.
- T gives feedback.
2’ Whole class
WRAPPING UP
- T summarises the main points of the lesson .
- T asks Ss to learn by heart all of the new words and do the extra activity
as homework.
49
UNIT 4: PERIOD 2: (Speaking)
I. Objectives
By the end of the lesson,Ss will be able to talk about different kinds of activities related to
volunteer work.
II. Materials
Textbook, pictures, handouts.
Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help
IV. Procedure
Time Steps Work

arrangement
8’ Group work
WARM UP
Competition game – Describing the pictures
- T divides the class into small groups of 3-4 Ss and gives each group a set
50
of pictures. Ss are required to describe the activity in each picture in one
sentence only. Which group finishes first and has the most correct and
meaningful sentences will be the winner.
Suggested answers:
1. The student is teaching the poor children.
2. The Ss are taking part in directing the traffic.
3. The medical Ss are examining the old people.
4. The Ss are taking care of the disadvantaged children.
5. The Ss are taking part in a Blood Donation activity.
6. The Ss are collecting the rubbish.
7. The Ss are helping the soldiers to build the road.
8. The Ss are helping the examinees during the University entrance
7’ exam period. Whole class &
TASK 1 pair work
Instruction: You are required to decide which of the following activities
are volunteer works.
- T asks Ss to work in pairs to decide which of the activities in the book are
volunteer works. Ss should also explain why a certain activity is not
volunteer work.
- T calls some Ss to give their answers ands for comments from other Ss.
- T elicits other volunteer activities from Ss.
Suggested answers:
1.The activities which are not volunteer work: taking part in an excursion
and participating in an English speaking club.
+ Reason: You take part in these activities for yourself, not to help other
people.
2. Some other volunteer activities: taking part in environmental
conservation activities, donating blood, directing traffic, guiding foreign
sports teams around when they go to Vietnam to compete...
15’ Whole class &
TASK 2 pair work
Instruction : You are goimg to make conversations based on the given
suggestions.
- Before Ss do the task, T asks them to read the model conversation onpage
50. Then Ss read the list of volunteer activities and the exact things related
to them.
- T can elicit or explain some words quickly:
War invalid:th¬ng binh
Martyr: liÖt sü
Intersection : ®êng giao nhau
- T gets across to Ss that one activity in the first column can go with several
activities in the 2nd column. T may require Ss to match each activity on the
left with corresponding activities on the right.
Suggested answers:
Helping people in mountainous - Teaching the children to read and

areas write
- Give them money
Help old and sick people - Cleaning up their houses
- Doing their shopping
- Cooking meals
Helping disadvantaged or - Teaching the children to read and
51
handicapped children write

- Listening to their problems
- Playing games with them.
- Taking them to places on interest
Taking care of war invalids and the - Listening to their problems
families of martyrs - cleaning up their houses.
- Doing their shopping
- Cooking meals
Taking part in directing the traffic - Directing vehicles ar the
intersections
- Helping old people and young
children to cross the road
- T may design a handout for this activity to help Ss talk more naturally and
to lead to the next task. Ss may choose one or more activities to talk about ,
and they change the role after one activity.
Student A Student B
You want to take part in the You are participating in a
volunteer work your friend is volunteer work. Answer your
doing . friend’s questions about the work.
Ask him/her all the information You can use the information in
you want to know. TASK 2 to answer the questions.
You can use suggestions below:
- kind of volunteer work
- exact things to do
- frequency of doing the work
- length of time spent for the work
- your friend’s feeling when doing
the work.
- After Ss have finished T calls on some pairs to act out their conversation.
TASK 3
Instruction: Now you work in groups to talk anout a kind of volunteer work
12’ your partner in the previous task do to help other people.
- Before Ss do the task, T may ask Ss to read through the example in the
book. T encourages Ss to use transition signals such as also, besides,
moreover, etc. to make their talk more coherent.
- Now Ss work in groups to talk about one activity their partner takes part
in. They may say that: Mai usually takes part in directing the traffic. She
directs vehicles at the intersections. Besides, she helps old people and
young children to cross the road. She enjoys the work very much because
she likes helping people.
- T goes around to observe and collect typical errors.
- T calls on some Ss to talk about the activity they take part in
- T elicits feedback from the class and gives final comments. After that, T
writes the errors she has corrected on the board to elicit correction from Ss
and offers correction if necessary.
3’ Whole class
WRAPPING UP
- T summarises the main points of the lesson
52
- T asks Ss to do the EXTRA EXERCISE as homework
UNIT 4: PERIOD 3 : ( Listening)
I. Objecitves
listening for specific information and taking notes while listening.
II. Materials
Ss may not be familiar with the note-taking task so T should provide them some tips to deal with
tha task.
IV. Procedure
Time Steps Work

arrangement
5’ Group work
WARM UP
Competition game- Slap the board
- The aim of this activity is to help Ss revise the vocabulary items Ss
learnt in previous lesson.
- T puts the vocabulary items on the board in any order. For example, T
may write the following words and phrases on the board: war invalid,
martyr, intersection, the aged, orphanage, remote, suffer.
- T calls on some Ss to form 2 teams, and one person from the team runs
to the board, as a representative. T gives Vietnamese translation for one
of the words gets the point. The representative changes, ready for the next
word...
- After 3 minutes, the team with more points will be the winner.
10’ Whole class,
BEFORE YOU LISTEN individual work &
Discussing the questions pair work
- T asks Ss to read through the Qs and choices on page 51 and makes sure
understand all them.
- T asks Ss to discuss the Qs in pairs.
- T calls on some Ss to report on their partner’s answers.
Vocabulary Pre-teaching
- Before eliciting/Pre-teaching the new words, T helps Ss to pronounce
the words given in the book. T may read aloud first or play the tape and
ask Ss to repeat in chorus and individually.
- T elicits / teaches some of these words and those taken from the
listening passage:
Fund-raising activies: ho¹t ®émg g©y quü
Donation(n): vËt/tiÒn quyªn gãp
Informal school: trêng häc kh«ng chÝnh thèng
Organization for Education Development: tæ chøc ph¸t triÓn gi¸o dôc
53
Co-operate(v): hîp t¸c
Disadvantaged children: trÎ em thiÖt thßi
Co-ordinate(v): phèi hîp
Sponsor(n): nhµ tµi trî
- T may get Ss to make sentences with the words and give corrective
feedback.
- T sets the scene: Now you are going to listen to a passage about Spring
School, a special school in Ho Chi Minh city.
10’ Individual work,
WHILE YOU LISTEN group work &
Instruction: You are going to listen to the passage and fill in the missing whole class
information in each sentence.
- Before Ss listen and do the task, T instructs Ss how to do this kind of
exercise:
+ Firstly, Ss have to read the sentences carefully. As they do this they
should:
* underline the key words. For example, the key words in sentence 1 are
Spring School, Ho Chi Minh city.
* try to work out what they are going to hear.
* decide what they need to listen out for. For example, the word to fill in
the blank in sentence 1 should be an adj, while in sentence 2 a number +
noun/noun phrase may be needed.
+ After that, Ss listen to the tape and take notes of the answers. Ss should
make sure that their sentences are grammatically correct.
- T plays the tape once for Ss to do the task.
- T asks for Ss’ answers and writes them on the board.
- T plays the tape the second time for Ss to check their answers.
- T asks Ss to work in groups of 4 to compare their answers. Individual work,
9’ - T checks Ss’ answers by calling on some Ss. If many Ss can’t complete pair work & class
the sentences, T plays the tape one or two more times and pauses at the work
answers for them to catch.
6. informal 7. 30 street children 8. 250 children 9. 1988 10.
Volunteers, June
TASK 2
Instruction: You are going to listen to the tape again and answer the Qs;
- Before Ss listen to the tape again to do the task, T may ask them to try
to answer the Qs with the things they remember from the previous times
of listening.
- T plays the tape again for Ss to do the task. T might also want to remind
Ss that while listening they need to focus on the key words in each
question.
- After playung the tape, T gets Ss to work in pairs and check their
answers.
- T calls on some Ss to give the answers and elicits feedback from others.
If many Ss can’t complete the task, T might want to let Ss listen one more
time and pause at the answers for them to catch.
Suggested answers:
1. It provides classes to disadvantaged children in Ho Chi Minh
city.
2. Dance, theatre, singing, and circus classes were set uo in 1999.
54
3. Because they need money to continue their English and
Performance Arts classes.
4. They dance, sing and play music at one of the largest hotels in Ho
Chi Minh city.
5. Because they need help to contact sponsors and expand the
school activities.
Tapescript: (in T’s book)
8’ Whole class &
AFTER YOU LISTEN group work
- T gets Ss to work in groups to summarise the story about Spring School,
using the suggestions. Each group member has to take notes of the
discussion.
- T calls on some Ss to present their summary.
3’ Whole class
WRAPPING UP
- T asks Ss to learn by heart all new words and do the extra exercise as
homework
UNIT 4: PERIOD 4: (Writing)
I. Objectives
By the end of the lesson, Ss will be able to write a thank-you letter to a donor to acknowledge the
donor’s contribution.
II. Materials
Textbook, handouts.
Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist
them.
IV. Procedure
Time Steps Work

arrangement
55
6’ Group work
WARM UP
Quiz – A formal letter
(To remind Ss of some rules of writing formal letters in English)
- T prepares a handout with a quiz about writing formal letters in E. The
quiz consists of several incomplete statements. Ss work in groups to
complete these statements as quickly as possible. The group with the
quickest and most correct answers will be the winner.
Quiz
1. You write your address in ...................................of the letter.
2. The address of the receiver should be written on ..................,
starting below our address.
3. You can write ................on the right or the left on the line after
the address you are writing to
4. When letter starts Dear Sir/Madam, you end it with ..................
5. When the letter starts Dear Dr Smith, you end it with ...............
6. It is not a good idea to use ..........................such as I’m or can’t
Answers: 1. the top left – hand corner 2. the left 3. the date
4. Yours sincerely 5. Yours sincerely 6. contractions
13’
Preparing Ss to write
- T asks Ss to read the sample letter on page 52 and discuss the purpose(s)
of the letter in pairs.
- T calls on some Ss to give the answer. T gets across to Ss that: (1) the
sample letter is written to thank a donor for donating money; (2) thank-you
letters to donors serve 2 important perposes: they acknowledge the donor’s
contribution and help cultivate a relationship, making it more likely for the
individual/ organization to donate again, and they serve as proof of the
donation for income tax purposes ( and are a must for donations over
$250 )
- T asks Ss to read the letter again and do Task 1 individually. When they
finish, Ss exchange their answer with another student.
- T checks Ss’ answers by asking some Ss to read their answers out loud.
- T elicits corrective feedback from other Ss and gives the correct answers
when necessary.
Answers:
* The opening of the letter: sentence 1
* The donated amount: sentence 1
* The way(s) the money is used: sentence 2
* The way the receipt is issued: sentence 3
* The gratitude to the donor: sentence 4
* The closing of the letter: Yours faithfully
- T may introduce some other expressions that can be used in this kind of
letter. For example:
+ On behalf of ...., I’d like to thank you for your generous donation of $ .....
Your contribution makes it possible for us to ....... .
+ Thank you very much for your generous donation of $ ..........in support
of ........
+ As a result of your gift, we will be able to continue the care for the new
orphans we have taken in since the tragedy.
56
+ I’d like to take this opportunity to thank you for your generosity in
donating..........
16’ Individual work
Writing
- Before Ss write the letter, T asks them to read the instruction carefully.
- T gets Ss to write the letter in 15 minutes.
- T goes around to observe and offer help
A sample letter:
54 Hang Giay street

Hoan Kiem District
Hanoi
The Director
River Travel
9 Chuong Duong street
Hoan Kiem District
Hanoi 30 May 2007
Dear Sir/ Madam.
On behalf of New Future School, I’d like to thank you for your generous
donation of VND 1 million. Your contribution will make it possible for us
to build our school library. A good library can help the Ss very much in
their studying. We will issue a receipt as soon as possible.
Once again thank you very much for your kindness. We hope to receive
more assistance and cooperation from your company in the future.
I look forward to hearing from you soon.
Yours faithfully,
Le thi Thanh
Principal of New Future School
8’ Pair work &
FEEDBACK ON SS’ WRITINGS whole class
- T asks Ss to exchange their writing with another student for peer
correction.
- T goes around and collects mistakes and errors.
- T collects some writings for quick feedback.
- T writes Ss’ typical errors on the board and elicits self and peer
correction. T provides correction only when Ss are not able to correct the
errors.
- Finally, T provides general comments on the letter.
2’ Whole class
WRAPPING UP
- For homework, T asks to improve their writing , taking into consideration
their friends’ and T’s suggestions and correction and do the extra exercise.
57
UNIT 4: PERIOD 5: (Language focus)
I. Objectives
By the end of the lesson, Ss will be able to :
- Distinguish the sounds / w / and /j /.
- Use gerunds, present participles, perfect gerunds and perfect participles appropriately.
II. Materials
Textbook, handouts.
Ss may find it difficult to differentiate between gerunds and present participles, so T should be
ready to explain.
IV. Procedure
Time Steps Work

arrangement
10’ Whole class,
PRONUNCIATION individual work
- T models the 2 sounds /w / and / j / for a few times and explains the and pair work
differences in producing them.
+ The phonetic sound / w / is a voiced labial-velar approximant. It is
articulated with the back part of the tongue(the dorsum) raised toward the
soft palate ( the velum) and the lips rounded.
+ The phonetic sound / j / is a voiced palatal approximant. It is articulated
with the middle or back part of the tongue raised against the hard palate.
- T plays the tape(or reads) once for Ss to hear the words containing these 2
sounds. Then T plays the tape(or reads) again and this time asks Ss to
repeat after tha tape(or T).
Pronouncing words containing the sounds
- T reads the words in each column all at once.
- T reads the words once again, each time with a word in each column to
help Ss to distinguishthe differences between the sounds in the words.
- T reads the words and asks Ss to repeat them.
- T asks Ss to practise pronouncing the words in pairs.
- T asks some Ss to pronounce the words and gives correction if necessary.
- T reads the sentences and asks Ss to underline the words with the sounds
and write / w / and / j / under them.
- T asks Ss to practise the sentences in pairs .
- T asks some Ss to read the sentences and gives feedback.
58
10’ Whole class,
GRAMMAR individual work
1. Gerund and pair work
a. presentation:
- If necessary T reviews the form and uses of gerunds. To save time T may
give Ss the handout below:
A gerund is a noun made from a verb by adding ‘-ing’. The gerund
always has the same function as a noun (although it looks like a verb),
so it can be used:
a. as the subject of the sentence:
* Reading helps you learn English.
b. as the complement of the verb ‘to be’:
* Her favorite hobby is reading.
c. after prepositions. The gerund must be used when a verb comes after a
preposition:
* She is good at learning E
* They are keen on windsurfing.
This is also true of certain expressions ending in a preposition, e.g. in
spite of , there’s no point in ... :
* There’s no point in typing the assignment.
* In spite of missing the train, we arrived on time.
d. after a number of ‘phrasal verbs’ which are composed os a verb +
preposition /adverb
Example:
To look forward to, to give up, to be for/ against, to take to, to put off, to
keep on:
* I look forward to hearing from you soon. (at the end of a letter)
* He kept on asking for a discount.
e. in compound nouns
Example:
* a driving lesson, a swimming pool, bird-watching, train-spotting
It is clear that the meaning is that of a noun, not of a continuous verb.
Example:
* the pool isn’t swimming, it is pool for swimming in .
f. after the expressions
can’t help, can’t stand, it’s no use, good, and the adjective worth:
* I can’t stand being stuck in traffic jams.
* It’s no use/good trying to persuade him
* It might be worth changing the title of the book.
b.Practice
Exercise 1
- T asks Ss to do Exercise 1 individually and then compare their answers
with another student.
- T calls on some Ss to read out their answers.
- T elicits peer correction and gives correct answers if necessary.
Answers:
1. hearing 2. bending 3. behaving 4. meeting 5. spending 6. waiting
7. starting
2. Present participle
a. Presentation
- If necessary T reviews the form and uses of present participles. To save
59
time T may give Ss the following handout:
The present participle of most verbs has the form V-ing and is used in the
following ways:
a) as part of the continuous form of a verb
Example:
* I am working .
* She was dancing.
b) after verbs of movement / position in the pattern: verb + present
participle
Example:
* My mother used to go shopping everyday.
* He came running towards me.
This construction is particularly useful with the verb ‘to go’, such as go
diving, go fishing, go swimming...
c)After verbs of perception in the pattern : verb + O +present participle
Example:
* I heard someone playing the guitar.
* I can smell something burning!
Note: There is a difference in meaning when such a sentence contains a
bare-infinitive rather than a participle. The infinitive refers to a complete
action, but the participle refers to an incomplete action, or part of an action.
Compare:
* I heard Mai playing the piano.(= she had started before I heard her, and
probably went on afterwards)
* I heard Mai play the piano. (= I heard her complete performance)
d) as an adjective
Example:
* It was an interesting film.
* It’s a bit worrying when the police stop you.
e) with the verbs spend and waste, in the pattern: verb + time/money
expression + present participle
Example:
* I spend 2 hours a day travelling to work.
* Don’t waste time playing computer games !
* They’ve spent $4,000 buying that watch.
f) with the verbs catch and find, in the pattern: verb + O + present
participle:
With catch, the participle always refers to an action which causes
annoyance or anger:
* If I catch you stealing my apples again, I’ll tell your parents.
This is not the case with find, which is unemotional:
* We found our dog lying in the bedroom.
* They found their mother sitting in the garden.
g) to replace a sentence or part of a sentence:
When 2 actions occur at the same time, and are done by the same person or
thing, we can use a present participle to describe one of them:
* He sang to himself. He walked down the road.
Singing to himself, he walked down the road.
When one action follows very quickly after another done by the same
person or thing, we can express the first action with a present participle:
* He put on his coat and left the house. Putting on his coat, he left the
house.
60
The present participle can be used instead of a phrase starting as, since,
because, and it explains the cause or reason for an action:
* Feeling tired, he went to bed early (= because he felt tired...)
* Knowing that she likes roses, he gave her a bunch of red roses on her
birthday.
b. Practice
Exercise 2
- T asks Ss to do exercise 2 in pairs.
- T asks them to compare answers with another pair.
- T calls on some Ss to go to the board to write their answers.
- T asks other Ss to feedback and gives correct answers:
1. burning/rising 2. reading 3. lying 4. shopping
5. preparing 6. trying 7. modernizing
3. Perfect gerund and perfect participle
a. Presentation
- T teaches /reviews the form and uses of perfect gerund and perfect
participle. T might give Ss the handout below:
1. Perfect gerund:
- Form: having + p2(having seen, having worked...)
- Use:
+ The perfect gerund can be used instead of the present form of the
gerund when we are referring to a past action.
Example:
He was accused of deserting his ship = He was accused of having
deserted his ship.
However, the perfect gerund is used to emphasize completion in both the
past and the future.
Example:
The retired teacher recalled having taught.
2. Perfect participle:
- Form: having + p2(having done, having read ...)
- Use:
+ The perfect participle can be used instead of the present participle
when one action is immediately followed by another with the same
subject.
Example:
Switching off the lights, we went to bed = Having switched off the lights,
we went to bed.
+ The perfect participle emphasizes that the first action is complete
before the second one starts.
Example:
She bought a bike and cycled home. – Having bought a bike, she cycled
home.
+ The perfect participle is, however, necessary when there is an interval
of time between the 2 actions.
Example:
Having failed twice , he didn’t want to try again
+ It is also used when the frist action covered a period of time
Example :
He had been living trere for such a long time that the didn’t want to
move to another town – Having lived there for such a long time , he
didn’t want to move to another town
61
B. Practice :
Execise 3 :
- T asks Ss to do Execise 1 individually and then compare their answers
with another student .
- T calls on some Ss to read out their answers .
- T elicits peer correction and gives correts anwers if necessary.
Answers :
1 . having 4 . Having tied
2 . Having been 5 . Having read
3 . having been 6. having taken
Production: Describing a park
- T shows the Ss the following picture and asks Ss to work individually in
three minutes to write a short description of the longest description and use
the most gerunds and participles will be the winner . The wniner will read
out his / her description and other Ss give comment . Ss may use the given
sentence to begin their description : it was a nice Sunday yesterday , and
when I went to Green Park , the biggest park in the town , there a lot of
people
Suggested description :
... I saw some people walking leisurely on the grass while some others
were lying , talking to one another . Many young people were sitting on
the grass to ejoy the sun while some old people were sitting under big
umbrellas , reading their books . In the far corner , I could see some
children and their parents eating their picnic lunch . At that time I wished
to have my family with me so that we could ejoy the peaceful momet
together .
2’
WRAPPING
- For homework , Ss review the points that have been covered in the lesson
and do the extra exercises
EXTRA EXERCISES
I . Coplete the sentences with the gerund form of the verbs in parentheses
1 . I can’t help (feel ).......... worried about the sittuation in the East
Middle
2 . I think most people prefer (ride )........... in comfortable cars to (walk) ...............
3. She loves (swim) ...............in the lake.
4. Don’t keep on (shout) ......................like that; you will wake up your mother.
5. I enjoy (rest) in the afternoon after (try) ..........to finish (do) .......my English homework.
II. Rewrite the sentences replacing the italic part with a present participle or a perfect participle.
1. She was talking to her friend and forget everything around her.
2. Since we watch the news everyday we know what’s going on in the world.
3. They are vegetarians and don’t eat meat.
4. The boy asked his mother’s permission and then went out to play.
5. As he had drunk too much, he didn’t drive home himself.
Answers:
I. 1. feeling 2. riding/walking 3. swimming 4. shouting 5. resting/trying/doing
II.
1. Talking to her friend, she forgot everything around her.
2. Watching the news everyday, we know what’s going on in the world.
62
3. Being vegetarians, they don’t eat meat.
4. Having asked his mother’s permission, the boy went out to play.
5. Having drunk too much, he didn’t drive home himself.
UNIT 5 : ILLITERACY
PERIOD 1: (Reading)
I. Objectives
- Develop such reading micro-skills as scanning for specific ideas, identifying main
ideas, and identifying meaning in context.
- Use the information they have read to discuss illiteracy issues.
II. Materials
Textbook.
Ss may need to be provided vocabulary related to illiteracy so that thay can complete various
learning tasks.
IV. Procedure
Time Steps Work

arrangement
5’ Group work &
WARM UP whole class
- T writes the word “ILLITERACY” on the board.
- T divides the class into groups of 10 and introduces the game : The
groups should generate as many words related to this word as possible in 5
minutes.
- T divides the board into as many sections as the number of groups is.
When time is up, T calls on the representative of each group to come to the
board and write their list. Then T gets the whole class to count. Each
correct word gets one point. Which group has more points wins the game.
Suggested words:
Illiteracy rate, literacy rate, ethnic minority groups, poverty, mountainous
areas, reading and writing, eradicate illiteracy, illiterate, volunteer teacher,
drop out, primary education , compulsory education, low-income families
7’ Pair work &
- T gets Ss to work in pairs and try to make sense of the picture on page 56,
using the given prompts.
- T calls on some Ss to describe the picture. If Ss have difficulty talking
about the picture, T may elicit their answers by asking Qs and giving
prompts. E.g: What can you see in the picture? Who is the teacher ?
What about the Ss ? Where do you think the class is taking place ? etc. Ss
should give reasons for their answers.
- T checks with the class and asks Ss to guess what they are going to read
63
about.
Suggested answers:
This is a class for ethnic minority children in a mountainous area. Perhaps
the class takes place in the morning because I can see the sunlight outside.
The children are listening very attentively to their teacher,who ia wearing a
soldier’s uniform. May be he’s a border soldier and works as a volunteer
teacher. There is only one textbook for each desk. It seems that this is a
very poor area because the class is poorly equipped and the children are
wearing old clothes.
- T introduces the topic of the lesson: illiteracy.
7’ Individual
WHILE YOU READ work,pair work
Set the scene: You are going to read about education in mountainous areas & whole class
and do the reading tasks that follow.
TASK 1
- T gets Ss to read the passage silently and then do Task 1. T may write the
given phrases on the board (i.e family planning, farming techniques, etc.)
and asks Ss to go back to the passage to locate and read around these
phrases so that they can guess their meanings. For example, the phrase
“illiteracy eradication” found in lines 3 and 5 may refer to “teaching people
to read and to write”. Ss can understand this meaning thanks to the idea
that 6 % of the population was able to read and write, so more work needs
to be done to solve this problem.
- T checks Ss’ understanding of the phrases by calling on some Ss to tell
their equivalents in Vietnamese.
- T checks the answers with the whole class and gives corrective feedback.
- T might want to get Ss to make sentences with important vocabulary
items such as “eradicate illiteracy”, “ farming techniques”.
Answers:
1. Phæ cËp gi¸o dôc tiÓu häc
2. Héi khuyÕn häc ViÖt Nam
3. Xo¸ mï ch÷
4. Kü thuËt canh t¸c
5. KÕ ho¹ch ho¸ gia ®×nh
5’ TASK 2 Individual work,

- T gets Ss to read the task requirement and do the task individually and pair work &
then find a peer to compare their answer with. If Ss can’t do the task whole class
without reading the passage again, T might want to give them some time
re-read the passage.
- T might also want to give Ss some strategies to find the main idea of the
passage:
+ Ss should read the text carefully and try to summarise it in the Ss’ own
words.
+ Then Ss search through the list of main ideas provided in the task to find
the most suitable one,
+ Ss should make sure the main idea chosen sums up the entire text and not
just one idea with in it.
- T calls on some Ss to give their answers and asks other Ss to say whether
they agree or disagree.
64
- T gives feedback and the correct answer:
Answer: D
(Option A is too general; Options B & C are too specific)
8’
TASK 3
- T checks if Ss can answer the comprehension Qs in TASK 3 without
having to read the passage again. If Ss can’t, T gets them to read the Qs
carefully and reminds them of the tips to do the task:
+ First, Ss should skim the 5 Qs to understand them. As Ss do this they:
* underline the key words to decide what information they need to find in
the text.
* look for Qs words like “why” which indicates Ss should read for specific
thing like a reason.
+ Then they should go back to the passage and locate the key words in the
passage.
+ Then they should read around the key words carefully to find the answer.
- T gets Ss to check answers with a peer.
Answer:
1. 94 % of the population (line 1, paragraph 1)
2. The campaign for illiteracy eradication (lines 1-2, para 2)
3. 600 in 2000 (line 3, para 2) and 800 in 2001 (lines 5-6, para 2)
4. They willingly / voluntarily spent their vocations teaching ethnic
minority illiterate people to read and write (lines 3-4, para 3)
5. illiteracy will soon be eradicated (lines 5-7, para 4).
10’ Whole class

AFTER YOU READ
- T introduces the task : SS work in small groups of 3 or 4 and discuss the
question “How to help illiterate people in the disadvantaged areas to read
and write ?”
- T reminds Ss of some structures that can be used for giving suggestions.
E.g “perhaps we could” , “we might want to...”, “How about...”, etc.
- T provides Ss necessary vocabulary such as “poverty-stricken areas”,
“sense of responsibility and duty”, etc.
- T calls on the groups to tell and explain their answers.
- T gives corrective feed back
Suggested Answer:
Mnay people (children and adults) in disadvantaged areas (e.g remote,
poverty – stricken areas) do not have a chance to go to school. To help
them participate in the society , along with other things (e.g. improvement
their knowledge of their rights and responsibility), we need to teach them
how to read and write. We could do this by:
+ Opening schools/ upgrading schools in these areas.
+ Sending teachers / volunteer teachers there
+ Buying book for children
+ Providing individual assistance to Ss
+ Give financial rewards to families that send their children to school
+ Training local people to be teachers who will help their own people.
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3’ Whole class
WRAPPING UP
- T summarises the main ponts of thelesson.
- For homework, T asks Ss to learn by heart the new vocabulary and make
sentences with them.
I. Objectives
- Talk about schooling and literacy related problems
- Suggest solutions to these problems
II. Materials
Textbook, handouts, ...
Ss may have limited linguistic resources for discussion, so T should be ready to assist them
IV. Procedure
Time Steps Work

arrangement
5’ Group work &
WARM UP whole class
Matching game: (To teach vocabulary and lead Ss to the tape)
following hanhouts for Ss to do the matching task in their own groups.
Which group finishes first and has appropriate answers(*) will be the
winner.
66
(*) The purpose of this task is to get Ss to think about school problems and
there should be no strictly right or wrong answers.
- T introduces the topic of the lesson: talking about school problems.
Match the photos with the problems they describe:
List of problems:
1. many ethnic minority children do not speak fluent Vietnamese, so they

have problems when doing their studies in this language.
2. Many children from low-income families drop out of school to earn
their living.
3. Many children live too far away from school and they walk miles to
class and back home everyday.
4. Classesn are large, so Ss are not given enough individual attention.
5. Some Ss cheat in exams. For example, they sit next to a friend who
knows the subject well and copy this person’s answers.
6. Mnay schools don’t have good library facilities and they rely on book
donations from patrons.
7. Many schools don’t have spacious playgrounds for children, so when
some groups are playing, there is little room left for other groups.
Suggested answers: 1. g 2. a 3. d 4. c 5. b 6. e 7. f
7’ Pair work &
TASK 1 whole class
- T introduces the task and gets Ss to do it in pairs. T should encourage Ss
to guess the meanings of the new words, if any.
- T calls on a student to read out the answers.
- T checks with the class and gives corrective feedback. T should explain
the new words now or check Ss’ understanding by getting them to translate
the sentences into Vietnamese. T might also provide other similar
expressions.
E.g:
Enforce a law / a regulation
Offer special tutoring lessons / private lessons
Provide transportation to schools / school buses
Set up an English speaking club / learning centres / study groups
Answers: 1. b-g 2. a-e 3. d-f 4. c-h 5. i-j
13’ Pair work,
TASK 2 group work &
- T introduces the task and calls on one or two pairs of Ss to read aloud the whole class
sample dialogue. T corrects errors, if any.
- T elicits the structures that are used for asking for and giving suggestions.
T might want to write these structures on the board and gets Ss to do some
practice before putting them in groups and do the task. E.g:
Asking for opinion
What do you think we need to / could / should / might want to do ?
What do you think about ...?
What’s your opinion about ...?
What do you have in mind ?
Giving suggestions
May be we can...
We might want to...
Probably we should...
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We could ...
- T puts Ss into groups of 3-4 and gets them to define the problems of their
own school and suggest as many solutions as possible. They can use the
ones given in Task 1 and add as many as they want to.
- After checking that Ss have finished the task, T calls on different groups
to present the problems and solutions they have identified.
- T writes these ideas on the board as Ss talk. Then T elicits comments from
the class and provides feedback.
17’ Group work &
TASK 3 whole class
- T introduces the task: Ss are going to work together to identify the
problems of their own classroom and offer solutions. T gets Ss to look at
the given cues, elaborate on them and elicits some more problems, of
possible. T writes the ideas on the board. E.g:
+ Class size: large class (over 50), so Ss don’t get enough individual
attention from teachers. Ss don’t feel close because they often work in their
own groups rather than work with the whole class.
+ Desks: not enough desks, so 3-4 share one and there is hardly enough
space for everyone.
+ Poorly equipped: no electric fan / aircon, lights, broken windows / doors,
so it’s dark and cold in winter and hot in summer, no learning facilities
such as TV, Overhead Projector, computers and so on, so T and Ss rely on
textbooks and the blackboard for the lesson.
- Then T puts Ss into groups of 3-4 and gets them to add more problems if
they can, and work out the solutions. T reminds Ss of the structures that can
be used for expressing opinions and giving suggestions.
- T goes around and checks.
- T calls on each group to report their ideas to the class and elicits
comments from the class.
- T gives corrective feedback and final comments.
Suggested answers:
1. Class size: an ideal class size is 10-15 Ss, so the school should
recruit more teachers and open new classes. T should encourage Ss
to work with different groups, not with the same group all the time.
2. Desks: buy larger desks or if there are new classes, the current
number of desk is adequate.
3. Equipment: buy / hire facilities such as computers and OHPs,
upgrade the classroom.
3’ Whole class
WRAPPING UP
- For homework, T asks Ss to write a paragraph about a school problem and
one or two solutions to it.
68
UNIT 5: PERIOD 3: ( Listening)
I. Objectives
- Develop extensive listening skills.
- Use the information they have listened to for other communicative tasks.
II. Materials
Textbook, cassette tapes.
them.
IV. Procedure
Time Steps Work

arrangement
7’ Mingling
WARM UP activity &
A survey about school whole class
(To teach vocabulary, strutures and leads Ss to the topic)
- T prepares a small survey and copies it on the board. T gets Ss to copy it
down in their own notebooks. T explains new words and how to do the task.
- T gets Ss to move around and collects their friends’ opinions. They should
interview at least 3 people.
- Then T teaches expressions of quantifiers (e.g. 6 out of 10 Ss believed..; 10
% of Ss felt....) and calls on Ss to report the results of their survey.
School survey
Do you agree with the following statements ?
In an effective school: Yes No
The teacher treats Ss as individuals with both their
strengths and weaknesses.
The teacher encourages Ss to set realistic goals for
their own learning.
The teacher encourages Ss to have positive attitudes
towards themselves and others.
The T is motivating and interested in what Ss do.
Learning is centred on important life skills such as
communication, building self-respect and self-
confidence, learning from failure, and time
management.
The social side of the school is considered as important
as academic activities.
Ss are involved in making decisions which have a
direct effect on themselves.
New words
Treat: ®èi xö
Set realistic goals: ®Æt ra môc tiªu kh¶ thi
Be centred on: tËp trung vµo
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Self-respect: lßng tù träng
Learning from failure: häc tõ thÊt b¹i
Time management: qu¶nlý thêi gian
Be involved in : tham gia vµo
5’ Whole class
BEFORE YOU LISTEN
- T sets the scene: You are going to listen about the results of a school survey
carried out in Perth, Western Australia. The school asked its Ss what makes
an effective school.
Maturity(n): sù trëng thµnh
Academic(a): cã tÝnh häc thuËt
Performance(n): sù thùc hiÖn
- T helps Ss to pronounce the words in their book correctly. T may want to
play the tape or model first and then ask Ss to repeat after the tape or after
him /her in chorus and individually.
- T gets Ss to make sentences with some important words, e.g: academic
performance, effective , etc .
10’ Individual
WHILE YOU LISTEN work, pair
TASK 1 work, whole
- T gets Ss to read the Qs carefully and work out what information they need class
to concentrate on while listening. Then T checks with the whole class.
- T gets Ss to read the options in each question carefully and underline the
words that make them difficult. T checks with the whole class( e.g: in Q1
these are “express attitudes”, “deliver speech”, “exchange ideas”, “give
opinions”; in Q2 they are “develop styles”, “set goals”, “develop strategies”,
“consult teachers”, etc.)
- T gets Ss to guess the answer to each question and then tells them they need
to listen attentively to check if their guesses are confirmed.
- T plays the tape (or reads the tapescript) once for Ss to listen and do the
task.
- T checks the answers with the whole class. If many Ss can’t answer the Qs ,
T plays the tape one or two more times and pauses at the answers for them to
catch.
Answer: 1. D 2. B 3. B 4. C
TASK 2
- T checks if Ss can answer the Qs in Task 2 without listening again. If thay
can’t , T plays the tape for them to listen again but before doing this , T
should encourage Ss to read through all the Qs, identify the information they
need to look for in each question (by finding the key words and the question
word, e.g. “what/where/when/how, etc.) and if possible , predict the answers.
- Then T plays the tape again for Ss to listen and answer the Qs.
- T gets Ss to check their answers with a partner . Then T checks with the
whole class. T should play the tape again and pause at difficult points if
many Ss can’t complete the task.
Answer:
1. In Perth, Western Australia
70
2. 80 %
3. They felt that they should be allowed to have a say in the school
decision making.
Tapescript( in T’s book)
10’ Group work &
AFTER YOU LISTEN whole class
- Before getting Ss to discuss, T reminds them of some useful expressions for
asking for and giving opinions.
- T divides the class into small groups of 3 or 4 and gets them to discuss the
question in the textbook. T might want to appoint a group leader for each
group. This person will monitor the discussion, note down friends’ ideas and
appoint a representative to present the outcome of their discussion to the
class.
- After checking that all the groups have finished, T calls on the
representative of each group to report their peers’ ideas. T checks if other
groups would have the same or different ideas.
- T lisrens and takes note of their errors. T provides corrective feedback after
that.
Suggested Answer:
Textbooks are essential teaching and learning materials in any program and
syllabus. Having good textbooks is very important . A good textbook
provides Ss with adequate knowledge , skills and practice and therefore they
don’t need to look anywhere for these. A good textbook also guides Ss how
to learn and helps them study effectively on their own. However, I think
having good teachers may be more important than having good textbooks
because a good teacher can turn a poor quality textbook into an interesting
and stimulation one. In fact, a good teacher can even replace the textbook,
motivate Ss to learn, and train them to use self-study skills so that they can
take responsibility for their own learning.
3’ Whole class
WRAPPING UP
- For homework, Ss learn by heart new words and make sentences with them
UNIT 5: PERIOD 4: (Writing)
I. Objectives
- Interpret information presented in tables
- Identify language to be used for describing tables
- Write description of tables.
II. Materials
Textbook, handouts,
Ss may not have sufficient linguistic resources to write a description of a table, so T should be
ready to help them.
IV. Procedure
Time Steps Work
71
arrangement
5’ Group work
WARM UP whole class
A matching game
(To teach vocabulary and lead Ss to the topic)
- T divides the class into small groups of 3-4 Ss. Then T distributes the following
handouts for Ss to do the matching task in their own groups. Which group finishes first
and has the correct answers will be the winner.
- T elicits more expressions, sums up and writes them on the board. E.g:
Verb Noun
Increase slightly A light / increase
Rise gradually Gradual rice
Decrease sharply Sharp / reduction fall /
Fall/ drop considefably drop
No/ little change fluuctuation
Remain the same fluctuate
- T introduces to the topic of the lesson : Writing a description of tables .

Match these expressions with the correct graphs . Add more expressions if you can
1 . fluctuate
2 . gradually decrease
3 . slightly increase
4 . remain the same
5 . drop sharply
6 . rice considerably
A B
C D
E F
Answer: 1. D 2. F 3. E 4. B 5. C 6. A
72
10’ Pair work
PREPARING SS TO WRITE whole class
TASK 1
- T gers Ss to read the task requirements and work on the task with a peer.
- T calls on some Ss to read out their answers and checks with the class.
- T can use the writing in TASK 1 as a model of a table description:
+ T asks one student to read aloud the model writing
+ T elicits the features of a table description, including :
1. The organisation:
1.Topic - tells what the table is about ; and what is being described in it.
E.g: The table describes the literacy rates of the population in
different parts of the country of Fancy from 1998 to 2007.
2.Supporti - a sentence that sums up the general trend. E.g: The literacy rate
ng of population varied considerably between 1998 and 2007.
sentences - sentences that describe the table in detail.
3. - summarises the main points of draws a relevant conclusion. E.g:
Concludin These data may help the researchers or planners make suitable
g sentence plans for educational development in each area of the country.
However ,this sentence is optional.
2. The language use:
+ Verb tenses: When the table shows the present situation, use the present simple
tense. When it shows the past events, use the past simple tense. However, the simple
present verb tense is often used in the topic sentence. E.g: The table shows that...
The table describes...
The table presents....
+ Describing trends and changes: T might want to remind Ss of the expressions of
changes that they covered in the Warm-up activity. T should explain the difference
between “decrease” and “fall/drop”. E.g: “fall/drop” describes a strong reduction so
they don’t go with such adverbs as “slightly” and “gradually”.
Answer to Task 1:
1. varied 2. rise 4. different 5. went up 6. dramatically
20’ Individual
WRITING work,pair w
TASK 2 and whole cl
- T gets across to Ss that before they describe a table, they always need to spend time
analysing it and organizing the information in the most logical order. T gives Ss some
tips to tackle a table:
+ To understand a table, it is important to firstly understand its topic . The topic of a
table can generally be found by looking at its title. Pay attention to the time reported
in it as well. Is it the past, the present, or the future ?
+ Then, it is important to look for the general trend that the table describes . What
patterns are shown ? Is there an overall trend ? How are the different pieces of
information related ? Look for the exceptions to the general trend, if there are any.
Finally, look for the differences in detail.
- Then T tells Ss to study the table in Task 2 and analyses it with a friend by asking
these Qs:
1. What is the topic of the table ? Does it describe the past, the present, or the future ?
2. What patterns are shown ? How are the pieces of information related ?
a. Which region had the highest rate of literacy in 1998 ? 2002 ? 2004 ? 2007 ?
b. Which region had the lowest rate in each year ?
c. Did the rate of literacy in the Lowlands increase or decrease between 1998 and 2007
73
?
d. What about that rate for Midlands and Highlands ?
- T checks the answers with the whole class.
- Based on their analysis of the table, Ss now write up a description individually.
- T asks Ss to work in pairs and correct each other’s writing.
Sample writing:
The table describes the literacy rates in different regions of the Sunshine country from
1998 to 2007. Generally, except for Highlands, where the rates slightly decreased
between these years, Lowlands and Midlands both witnessed a rise. In lowlands, for
example, the rates were 50 %, 53 % and 56 % in 1998, 2002 and 2004. In 2007, the
rate sharply rose to 95 %, which was a remarkable progress. Midlands saw a less
dramatic change, however. The rate went up gradually from 70 % and 75 % in 1998
and 2002 to 80 % and 85 % in 2004 and 2007. Unlike these 2 regions, Highlands
witnessed a gradual decrease in the rate of literacy of its population. In 1997 the rate
was 50 %; however, it decreased by 5 % in 2002 and continued to go down in the
following years, reaching only 30 % in 2007. Obviously, this region needs to improve
its literacy rate.
7’ Whole class
FEEDBACK ON SS’ WRITING
- T choose one description and reads it to the class.
afterwards . T should draw Ss’ attention to the organisation of the description and the
language use, especially the verb tenses and expressions of changes.
3’ Whole class
WRAPPING UP
- T summarises the main points of the class.
- For homework, Ss need to rewrite their descriptions based on T’s and other Ss’
suggestions and corrections.
UNIT 5: PERIOD 5: ( Language Focus)
I. Objectives
- Distinguishing the clusters / pl /, / bl /, / pr /, / br / and pronounce the words and
sentences containing them correctly
74
- Understanding reported speech with infinitives and use these structures to solve
communicative tasks
II. Materials
Textbook, handouts.
Ss might have difficulty with the clusters because they don’t exist in Vietnamese.
IV. Procedure
Time Steps Work

arrangement
PRONUNCIATION pair work and
Distinguishing sounds whole class
- T models the 3 clusters / pl /, / bl /, / pr /, / br / for a few times and
explains how to produce them. E.g: When producing / pl /, Ss should
produce / p / first and then quickly switch to / l /, and so on.
- T plays the tape (or reads) once for Ss to hear the words containing these
clusters. Then T plays the tape (or reads) again and this time asks Ss to
repeat after the tape (or T).
more times . Then T calls on some Ss to read the words out loud. T listens
and corrects if Ss pronounce the target words incorrectly. If many Ss don’t
pronounce the words correctly, T may want to get them to repeat after the
tape (or him/herself) again in chorus and then individually.
- T asks Ss to work in pairs and take turn to read aloud the given sentences.
feedback.
GRAMMAR pair work and
a. Presentation whole class
- If necessary, T reviews reported speech with infinitives:
+ Form: Verb + O + bare-infinitive
+ meaning and use: We usually use an infinitive structure to report orders,
requests, advice, suggestions, threats, warning, promises, (dis)agreements,
and so on. We don’t use “say” in this structure.
E.g: I told the kids to be quite. The policeman told me not to park here.
Note: T might want to remind Ss that time and place references often have
to change in reported speech. E.g:
Now Then
Today That day
Here There
This That
This week That week
Tomorrow The following week/the next week/the day after
Next week The following week/the next week/the week after
Yesterday The previous day/the day before
Last week The previous week/the week before
Ago Previously/before
Tonight That night
Last Saturday The previous Saturday/the Saturday before
75
2 weeks ago 2 weeks previously/2 weeks before

Next Saturday The following Saturday/the next Saturday/the
Saturday after/that Saturday
b. Practice
Exercies 1:
their answers with
Anwer:
1. They promise to come back again.
2. The lifeguard advised us not to swim too far from the shore.
3. John asked Peter to close the window.
4. The teacher encouraged Eric to join the football team.
5. John promised to give it to him the next day.
6. My mum wanted Lan to become a doctor.
7. My sister reminded me to lock the door before going to school.
8. His boss advised him to go home and rest for a while.
10’ Exercise 2: Individual work,
- T gets Ss to do Exrcrice 2 individually and then find a partner to check pair work &
their answers with . whole class
- T checks with the whole class and provides corrective feedback .
Answer :
1 . He advised me not to drink too much beer .
2 . She invited me to come and see her whenver I want .
3 . Jonh wanted me not to smoke in his car .
4 . He told Sue to give him her phone number .
5 . He reminded me to give the book back to Joe .
6 . He promised not to do it again
7 . He agreed to wait for me .
8 . Jonh asked me to lend him some money
15’ Communicative (production ) Individual work
- T prepares the following sentences and gives one sentence to each & whole class
student.
- Student A reads out his/her sentence to the whole class, others write it
down.
- Student b reads out his/her sentence to the whole class, others write it
down and this continues until all of the sentences have been read out.
- T picks a student at random to report what one student said. T corrects the
response as appropriate, presenting/ eliciting the form.
- T repeats with another student.
You should go to see Paris; that’s a beautiful city.

We’re having a party tonight; would you like to come ?
We have a class this Monday, don’t forget
I can buy you a drink, if you like.
Please see me at 6 o’clock
Don’t leave your bag unattended; it might be stolen
Let’s play tennis this week
I will email you as soon as I get there
76
3’ Whole class
WRAPPING UP
- T summarises the main ponts of the lesson.
- For homework, T asks Ss to revise reported speech with infinitives and do
exercises in the workbook.
UNIT 6: COMPETITIONS
Period 1 : READING
I. Objectives
- Develop such reading micro-skills as scanning for specific ideas and identifying
meaning in context.
- Use the information they have read to discuss the related topic
II. Materials
Textbook
Ss may need to be provided appropriate linguistic resources so that they can complete various
learning tasks.
IV. Procedure
Time Steps Work

arrangemen
5’ Pair work
WARM UP whole class
- T gets Ss to work in pairs, matching the 4 given competitions with the correct
pictures on page 66.
- T checks the answer with the whole class.
- T might want to get Ss to tell which of these competitions they like most and why. T
gets Ss to name some other competitions that they know or have ever participated in
and elicits their comments on the events.
a. Quiz: Road to Mount Olympia
b. London Marathon
c. Sao Mai Television Singing contest
d. Olympic Games
7’ Pair work
77
- T introduces the topic of the lesson and gets Ss to work in pairs and answer the
questions on page 67 .
- T calls on some Ss to answer the questions . T should ask Ss to give reasons for their
answers . T helps Ss to express their ideas .
- T elicits comments from the class asks Ss to guess what they are going to read about
WHILE YOU READ

Set the scene: You are going to read about a school’s competition. Then you do the
tasks that follow
TASK 1
- T gets Ss to read thye passage silently and then do Task 1. T may want to remind Ss
of the strategies for guessing the meaning of new words. For eample, Ss should look
for the instances of the new words in the text and read around them. Ss use the context
in which the words occur and their knowledge of word formation to understand the
meanings . E.g the word “representative ” found in line 1 may refer “someone who
representative a group ” . Ss can undersand this meaning thanks to the phrase “the
representatives of three classes ” and their knowledge that representative derives from
“represent ”
- T checks the answers wihth the whole class
- T might want to check that Ss understand all these words correctly by calling one
some Ss to tell the meanigng of the words in Vietnamese
Answer :
1 . d 2 .f 3 . e 4 . c 5 . b 6 .a
8’ Individual w
TASK 2 , pair work &
- T checks if Ss can answer the comprehension questions in Task 2 without having to whole class
read the passage again . If Ss cannot , T gets them to read the questions carefully . T
might want to give them some tips to do the task :
+ first , Ss should skim the 6 questions to understand them . As Ss do this they :
* underline the key words to decice what information they need for find in the text .
E.g the keywords in Question 1 are “the 5th annual English Competition . ”
* look for question word like “why ” which indicates Ss shold read for specific thing
like a reason .
+ Then they should go back to the passage and locate the key words in the passage .
+ then tey should read aroud the key words carefully to find the answer .
- T gets Ss to check their answers with s peer
- T call on some Ss to read aloud their answers and ask them to explain their chioces
- T gives the correct answers
Answer :
1 . The representatives of three classes of the speaker’s school (line 1 , paragraph 1 )
2 . The aim was to stimulate the spirit of learning English among students (lines 3 – 4 ,
paragraph 1 )
3 . The students’ Parents Soc iety (line 4 , paragraph 1 )
4 . They had to complete 5 activites in all . On completion of each activity , they had to
answer the questions in the worksheets within 2 minutes (lines 1 – 4 , paragraph 2 )
5 . They had to obsevre and score the students’ performance . A maximum score for
each activity was 15 . At the end of the competition they would annouce the total score
will be the winner (lines 4 – 7 , paragraph 2 )
6 . A set of CDs for studying English and an Oxfoxd Advanced Learner’s Dictionnary
(lines 8 – 9 , paragraph 2 )
78
TASK 3
- T checks if Ss can answer the comprehension questions in Task 3 without having to
read the passage again . If Ss cannot , T gets them to read the question carefully . T
might want to remind Ss of the tips to do the task :
+ First , Ss should skim the 4 questions to understand them . As Ss do this they
underline the key words to decide what information they need to find in the text
8’ + Then they should go back to the passage and locate the key words un the passage . Individual p
+ Then they should read around the key words carefully to find the answer work & wh
- T gets Ss to check their answers with a peer . class
- T call on some Ss to write their answers on the board and ask them to explain their
choices .
- T gives the correct answers :
Answer
1.... to recite / complete the poem because he could not remember the last sentence
2 ..... became the winner of the competition .
3...... 60 points
4 .... “For me the important thing was our participation in the competition and the
enjoyment we had from it”
7’ Group work
AFTER YOU READ whole class
- T reads the the poem aloud once or twice and gets Ss to repeat each line after him /
her . T shold draw Ss’ attention to the rhythm and intonation when recting the poem .
- T lest Ss practise recting the poem in their own groups T goes aroud and offters help .
- T calls on different groups to read the poem and asks the class to decide who the best
performers are .
- T teaches new words (e.g “patter ” “window – pane ” ) and then gets Ss to translate
the poem into Vietnamese .
- T calls on different groups read their translations to the class . T asks the class to
decide whose translation is the best
3’ Whole class
WRAPPING UP
- For homework , Ss write a paragraph to explain whether and why they would agree
or disagree with the statenment that “It is not important whether we win or lose a
competition . The important thing is our participation in it and the enjoyment we have
from it ”
UNIT 6: Period 2: SPEAKING
I. Objectives
- Ask for and give information about types of competitions.
- Talk about a competition or contest.
II. Materials
Textbook, handouts.
Ss may have limited linguistic resources for discussion, so T should be ready to assist them.
79
IV. Procedure
Time Steps Work

arrangemen
7’ Whole class
WRAM UP
- T prepares pictures of the 3 famous TV game shows “Who wants to be a
millionaire ?”, “1 vs 100” and talent show “Pop Idol”.
- T shows the pictures to Ss and gets them to say the names of the games in
Vietnamese.
- T elicits what Ss know about these games and if there are similar ones in Vietnam.
- T introduces the topic of the lesson: Talking about competitions and contests.
Pop Idol (ThÇn tîng ©m nh¹c)
Who wants to be the millionaire ( Ai lµ triÖu phó)
1. vs. 100 (§Êu trêng 100)

About the games:
1. Pop Idol is a British television series which debuted on ITV1 on October 5,
2001; the show is a talent contest to decide the best new young popular
music singer, or ‘pop idol’, in the UK, based on viewer voting and
participation. The Idol series has become an international franchise; it has
spun off many successful shows such as Idol, American Idol, Idols,
Canadian Idol, Australian Idol, Idols West Africa, Indian Idol, Indonesian
Idol, New Zealand Idol, Philippine Idol, Nouvelle Star, Deutchland sucht
den Super Star, Singapore Idol, Malaysian Idol, Music Idol, Idolos Brazil,
Idolos Portugal, and Super Star.
In Vietnam we are going to have “Vietnam Idol”, the Vietnamese version of Pop
Idol. It is to be aired in summer of 2007 on HTV9, the official channel of Ho Chi
Minh city.
2. Who wants to be the millionaire ? In the UK, who wants to be a
millionaire ? is a television game show which offers a maximum cash prize
of one million pounds for correctly answering successive multiple-choice Qs
of increasing difficulty. The show was exported to many other countries, all
of which follow the same general format. In Vietnam we have “Ai lµ triÖu
phó?”, the Vietnamese version of the British gane show. The maximum cash
prize is one hundred and 20 million VND.
3. 1. vs. 100 is a game show created by a Dutch TV production company that is
aired in several countries. In the game one person competes again 100 others
for a chance to win a large cash prize. The game first aired in the
Netherlands.
This version in Vietnam is named “Arena 100” (§Êu trêng 100) and listed in the
vietnam Record Book as the biggest show with the highest number of players, 100.
10’ Individual
TASK 1 work,pair work
- T introduces the task and gets Ss to do it individually and then compare their whole class
answers with a peer. T should encourage Ss to guess the meanings of the new
words, if any.
- T explains or elicits the meanings of the new words, T might also want to get Ss to
name some contests under each category. E.g: General knowledge quiz includes
“Hµnh tr×nh v¨n ho¸”, “Ai lµ triÖu phó”, etc. Singing contests include “Sao Mai”,
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“Sao Mai ®iÓm hÑn”, etc.
- T calls on different pairs to report their answers. T should encourage Ss to explain
why they like or dislike a game/contest. T helps Ss to express their ideas when
necessary.
10’ Pair work & wh
TASK 2 work
- T introduces the task and calls on one or two pairs of Ss to read aloud the sample
dialogue. T corrects errors, if any.
- T goes over the table of useful expressions on page 69 and explains new words to
Ss when necessary. T might also want to elicit the structures that are used for asking
for and giving opinions about contests. T might want to write these structures on the
board and gets Ss to do some practice before putting them in groups and do the task.
E.g:
Asking for opinions:
What do you think about ...?
What’s your opinion about ...?
How do you feel about ...?
Do you like ...?
Giving opinions:
I think ....is/are boring/silly/dull
- T puts Ss into pairs and gets them to make similar conversations to the sample
dialogue, using the structures and vocabulary they have learned.
- After checking that Ss have finished the task, T calls on different pairs to perform
their conversations.
- T elicits comments from the class and provides feedback.
15’ Group work
TASK 3 whole class
- T puts Ss into groups of 3-4. T tells each group to choose a famous TV
game/talent show or competition/contest and work out details about it. They should
not let other groups know what game/contest it is.
- T goes around to offer help.
- After Ss have finished, T calls on each group to come to the front. The whole class
will ask Qs about the game/contest and guess what game/contest it is.
3’ Whole class
WRAPPING UP
- For homework, Ss write a paragraph about a game show/contest they like, using
TASK 3 as guiding Qs.
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UNIT 6: Period 3: LISTENING
I. Objectives
- Develop extensive listening skills.
- Use the information they have listened to for other communicative tasks.
II. Materials
them.
IV. Procedure
Time Steps Work

arrangement
5’
WARM UP
Jumbled words
(To teach vocabulary and leads Ss to the topic )
- T divides the class into groups of 3 or 4
- T gives each group one card containing 10 words whose letter are
jumbled and asks Ss rearrange the letter to make good words . The group
which finishes the task first with the most correct words will be the
winner
The card
1 . tohamarn
2 . sifihn
3 . renurn
4 . chiatelt
5 . crae
6 . conpahim
7 . nurning
8 . centadis
9 . storp
10 . cirang
Answer :
1 . tohamarn --- marathon 6 . conpahim --- champion
2 . sifihn ---- finish 7 . nurning -- --- running
3 . renurn ---- runner 8 . centadis ----- distance
4 . chiatelt ---- athletic 9 . storp ----- sport
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5 . crae ------ race 10 . cirang ---- racing
10’ Whole class
BEFORE YOU LISTEN
- T uses the picture in the textbook to introduce the topic of the lesson
E.g: T might want to ask Ss questions like “What do you see in the
picture ? ”, “What events is it ? ”, “Where do you think the Boston
Marathon might take place ? ”, “Who can participate in it ?”
- T listens and helps Ss express their ideaas. T might want to give very
brief information about the game , like is it one of the oldest races in the
US and held every year in mid April
Listen and repeat
- T helps Ss to pronounce the words in their book correctly . T may o
want to play tape or model first and then ask Ss to repeat after the tape or
after him / her in chorus and invidually . T corrects errors , if any
- T check that Ss know the meaning of these words .
- T gets Ss to make sentences with some important words , e.g .race ,
athletic , association , etc .
10’ Individual work ,
WHILE YOU LISTEN pair work &
TASK 1 whole class
Instruction : you are going to listen about the Boston Marathon . Listen
and answer True or False questios . Put a tick () in the appropriate box .
- Before Ss listen and do the task , T gets them to read through the
statememts to understand them and underline key words . For example ,
the key words in the first statement are “every year ” and “USA” , etc .
- T plays the tape (or reads the tapesript ) once for Ss to listen and do the
task .
- Then T gets Ss to find a parter to check their answers whith .
- T checks the answers with the whole class . If many Ss cannot answer
the questions , T plays the tape one or two more times and pause at the
answers for them to each
Answers :
1.T 2.T
3 . F (2 hours 50 minutes and seconds )
4 . F (1967 ) 5.T
6 . F (pass thorgh 13 towns and ends is centre of Boston )
TASK 2
7’ - T checks if Ss can answer the Qs in task 2 without listening again. If
they cannot, T plays the tape for them to listen again but beforedoing this,
T should encourage Ss to read through all the questions , identify the
information they need to look for in each question (by finding the key
words and the question word, e.g .what, where, when, how, etc) and if
possible, predict the answers .
- Then T plays the tape again for Ss to listen and answer the questions .
While Ss are listening , T should encourage them to note down the
answers . T should remind Ss to write down only the main points in note
forms but not full sentences .
whole class . T should play the tape again and pause at difficult points if
many Ss cannot complete the task .
Answer :
1 . New York
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2. In 1972
3.8
4 . 6164
Tapescript
Trang : What are you reading , Paul ?
Paul : The history of Boston Marathon . This is one of the oldest road
races in the United States .
Trang : It sounds interesting . How often is it held ?
Paul : Every year , in the middle of April .
Trang : When did the Boston Marathon begin ?
Paul : It began in 1897 . and the same year Mc John Dermott won the
first Boston Athletic Association Marathon .
Trang : Who was John Dermott ? Where did he come from ?
Paul : He was the first man who won the first Boston Marathon in the
USA . He came from New York .
Trang : How long did it take him to reach the finish ?
Paul : he was engaged from 15 runners , and he clocked 2 hours 50
minutes and 10 seconds .
Trang : That was a great man ! And what about female runners , Paul ? I
mean did women have right to participate in long distance running Paul :
Yes . but not unitl 1967 women were formally accepted to take part in the
Boston races . And a few years later Kuscsik , the first woman , became
the first official champion as a female runner .
Trang : Really ? when did she win the race ?
Paul : In 1972 . At that time there were 8 women starting the race and
all 8 finished
Trang : How wonderful they were . Paul , I’m wondering if the eace
is held for only American people .
Paul : No , In fact , each year more runners from every part of the world
join the Boston Marathon . For example , in 1984 there were 6164
runners from 34 different countries running is the marathon
Trang : Can you tell me more about the ruless of the Boston Marathon ?
Paul : Yes , of couse . According to its rules , the Boston race is about 26
miles , or 42 kilometres . Runners have to go through 13 towns during the
race . It ends in the centre of Boston .
Trang: Oh ... ! It’s a quite long distance . But it’s an intesting sport for all
people .
10’ Group work
BEFORE YOU LISTEN
- T introduces the task: Ss talk about a famous Vietnamese runner or
sportsman / sportswoman that they like.
- T puts Ss in small groups of 3 or 4. Each group will prepare a short
biography of a famous Vietnamese ruuner (or sportsman/ sportcwoman)
that they like but they should not let other groups know who this person
is. T might want to appoint a group leader for each group. This person
will monitor the discussion, note down friends’ ideas and appoint a
representative to present the groups’ work to the class.
- After checking that all the groups have finished, T calls on the
representative of each group to talk about their favourite sportsman /
sportswoman, without telling the class the name of this person. Other
groups will try to guess who this person is.
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- T listens and takes note of Ss’s errors. T provides corrective feedback
after that.
3’ Whole class
WRAPPING UP
- For homework, Ss learn by heart new words and make sentences with
them.
UNIT 6: Period 4: WRITING
I. Objectives
By the end of the lesson,Ss will able to: Write a letter to reply to the request of information.
II. Materials
Textbooks, handouts.
Ss may have little experience writing such letter type, so T should be ready to help them.
IV. Procedure
Tim Steps Work

e arrangemen
t
5’
WARM UP
A hang-man game
(To revise the vocabulary Ss learned in previous lessons)
- T divides the class into 2 big groups and draws each of them a gallows on the
board.
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Group A Group B
- T explains to Ss that they are going to play a “Hangman” game which has to do
with the names of Vietnam’s popular TV game/talent shows and contests. The
rule is each time T gives a secret word and the groups will take turn to guess it
by telling what lettes they think there are in this word. If Ss choose a letter that
appears one or more times in the secret word, the letters and their positions will
be revealed and Ss can keep on guessing the next letter. On the other hand, if Ss
guess a letter that is not in the secret word, then a piece of the man being hanged
will be added to the gallows and they will lose their turn to the other group. Ss
will get one point for each secret word they can guess correctly and get a minus
point for each complete hangman they have got. When the game is over, T will
count how many points each group has collected and the group with more points
will win the game.
- T leads the game, using the names of such TV shows as The Magic Conical
Hat (The Wheel of Fortune), One hundred Arena (One versus One hundred),
Vietnam Idol, who wants to be the millionaire, The price is right, etc. (T may
want to add more to suit his/her classroom). For each show, T draws the same
number of dashes as the number of letters in its name. For example, for the show
“Vietnam Idol”, T would need 11 dashes like this:
10’ Individual
PREPARING SS TO WRITE work
TASK 1
- T asks Ss if they want to participate in a competition / contest, what
information about the competition / contest they would like to know and would
look for. T writes the answers on the board. E.g:
When ?(the date and time)
Where ? (the venue)
Who ?
(who can participate, who are the host/judges, who to contact, etc.)
How ? (how to apply to participate, how the contest proceeds, how the
candidates’ performance is assesses , etc.)
What ? (what is expected of the candidates, what the award is)
- Then T gets Ss to read the letter in TASK 1 individually. T asks Ss to identify
who wrote the letter, for what purpose, what information she requested and
compare their answers with the ideas on the board.
20’ Individual
WRITING work & pair
- T gets Ss to read the requirements of TASK 2 and work out with a peer what work
they need to include in the reply letter and what kind of language(formal ?
informal ?) they need to use.
- T checks the answers with the class and gives feedback. If necessary, T
reminds Ss of the format and language of a formal letter (e.g. it normally
includes the sender’s address, it begins with “Dear...,” not “Hello/Hi” and is
closed with “Yours sincerely / faithfully / truly” or “Best/kind/warm regards” not
“Bye” or “Cheers”.
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- Now T gets Ss to write their own letters in 10 minutes.
- T then asks Ss to get in pairs, exchange their letters and correct each other.
A sample letter:
English for the world

106 Tran Hung Dao St, Hoan Kiem District, Hanoi
October 18, 2007

Dear Thu Trang,
Thank you for your interest in our English Speaking Competition. Here is the
information that you request.
Date and time: 8:30p.m, October 25, 2006
Venue: 106 Tran Hung Dao
Number of participants: 25
Entry procedure: Candidates fill an application form to participate.
We encourage you to apply to participate by 4 p.m, October 20. Because this
year we limit the number of participants to only 25, applications submitted
late will not be considered. For further information, please contact me on
9838188 or email me at Englishclub06@yahoo.com.
We wish you good luck at the contest and look forward to seeing you there.
Best regards
Kate johnson
Secretary
7’ Whole class
FEEDBACK ON SS’ WRITING
- T chooses one or two letters and reads it / them to the class.
afterwards. T should draw Ss’ attention to the format of the letter, the
organisation of ideas and language use.
3’ Whole class
WRAPPING UP
- For homework, T asks Ss to revise their letters according to their peer’s
suggestions and submit for marking in the next lesson.
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UNIT 6: Period 5: LANGUAGE FOCUS
I. Objectives
- Distinguish the clusters / tr /, / dr /, / tw / and pronounce the words and sentences
containing them correctly.
II. Materials
Textbook, handouts.
Ss might have difficulty with the clusters because they don’t exist in Vietnamese.
IV. Procedure
Time Steps Work

arrangement
PRONUNCIATION pair work,
Distinguishing sounds whole class
- T models the 3 clusters / tr /, / dr /, / tw / for a few times and explains how
to produce them. E.g: When producing / tr /, Ss should produce / t / first
and then quickly switch to / r / , and so on.
- T plays the tape( or reads) once for Ss to hear the words containing these
clusters. Then T calls on some Ss to read the words out loud. T listens and
corrects if Ss prononce the target words incorrectly. If may want to get
them to repeat after the tape (or himself) again in chorus and then
individually.
Practicing sentences containing the target sounds
- T asks Ss to work in pairs and take turn to read aloud the given sentences.
feedback.
GRAMMAR pair work,
a. Presentation whole class
- If necessary, T reviews reported speech with gerund
+ Form: Verb + (O) + Preposition +(NOT) V-ing(*)
+ Meaning and use: We usually use a gerund structure to report thanking,
apologies, accusations, and so on. We don’t use “say” in this structure.
E.g: I apologised the teacher for submitting my assignment late. We thank
you for having helped us generously.
Note:
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- Some verbs don’t need a preposition, e.g. stop, deny,admit,suggest,and so
on.
- T might want to remind Ss that time and place references often have to
change in reported speech.
E.g:
Now Then
Today That day
Here There
This That
This week That week
Tomorrow The following week/the next week/the day after
Next week The following week/the next week/the week after
Yesterday The previous day/the day before
Last week The previous week/the week before
Ago Previously/before
Tonight That night
Last Saturday The previous Saturday/the Saturday before
2 weeks ago 2 weeks previously/2 weeks before
Next Saturday The following Saturday/the next Saturday/the
Saturday after/that Saturday
b. Practice
Exercise 1:
their answers with.
Answer:
1. John congratulated us on passing our exam.
2. Mary apologised for not phoning me earlier.
3. Peter insisted on driving Linda to the station.
4. The teacher accused the boy of not paying attention to what he had
said.
5. Bod has always dreamed of being rich.
6. I warned Ann against staying at the hotel near the airport.
7. Her mother prevented Jane from going out that night.
8. Miss White thanked Jack for visiting her.
Exercise 2:
their answers with.
Answer:
1. Tom insisted on paying for the meal.
2. Mr and Mrs Smith looked forward to meeting their chidren soon.
3. The boy denied breaking the window of the woman’s house.
4. The policeman stopped the customer from leaving the shop.
5. The thief admitted stealing Mrs Brown’s car.
6. Ann suggested having a party the next Saturday.
7. John and his wife were thinking of buying the house.
15’ Pair work &
COMMUNICATIVE PRACRICE ( Production stage) whole class
89
- T puts Ss in pairs and introduces the role play.
Student A: Yesterday you ran the red light and crashed into another
vehicle. The vehicle owner called the police. When the police came, they
intrrogated the 2 about the accident. The other person accused you of
running the red light and breaking the traffic law, but you denied doing so.
But some witnesses approached the police and insisted on seeing you run
the red light, so finally you had to admit your fault. The police gave you a
ticket and you had to apologise them and the other person for telling a lie.
Now tell your friend about the incident. Remember to use reported speech
with gerund (accuse, deny, insist, admit, apologise,etc...)
Student B: Listen to your friend’s story. Ask him/her Qs as appropriate.
- T calls on some pairs to the front to perform their conversation again. T
elicits comments from the class and gives corrective feedback as
appropriate.
3’ Whole class
WRAPPING UP
- T summarises the main ponts of the lesson.
- For homework, T asks Ss to revise reported speech with infinitives and do
exercises in the workbook.
TEST YOURSELF B
I. Listening
1.A 2.B 3.D 4.C 5.B
II. Reading
1.D 2.B 3.B 4.C 5.C
III. Pronunciation & grammar
a) Pronunciation: 1.play 2.drive 3.twice 4.proud
b) 1.talking 2.to go 3.smoking 4.saying 5.do 6.going
III. Sample writing
90
“Road to Mount Olympia” is a very popular competition for secondary Ss in Vietnam. It is a
general knowledge quiz, which debuted on VTV3 in 1999 and since then has been aired at 10:30 a.m
every Sunday on the same channel. The show is sponsored by LG Corp and hosted by several popular
speakers such as Ta Bich Loan, Luu Minh Vu, and Tung Chi.
The competition lasts one year and consists of 52 qualifying sessions and a final. There are 4
competitors in each session. These are the representatives of different schools around the country. They
are asked Qs about sciences and arts. The winner of each weekly session can go to the monthly session
and compete with other Ss to win a place at the quarterly session. The winners of the quarterly session
can go to the final. The winner of the final will receive a large cash prize.
I like the show very much because I can learn a lot from the Qs asked in iy.
UNIT 7: POPULATION
Period 1 : READING
I. Objecitves
- Develop such reading micro-skills as scanning for specific ideas and guessing meaning
in context
II. Materials
Textbook, handouts.
Ss may not have enough vocabulary to talk about the topic, so T should be ready to help them.
IV. Procedure
Time Steps Work

arrngement
Competition game – Crossword puzzle
following crossword puzzle handouts for Ss to do in their own groups. Which
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group finishes first and has all the correct answers will be the winner.
Crossword
1. an area of public land in a town or a city where people go to walk,
play and relax.
2. the noun of ‘poor’
3. attractive without being very beautiful
4. without a job although able to work
5. a group of Ss who are taught together
6. (of man) attractive
7. feeling that you’d like to sleep or rest
8. not knowing how to read or write
9. not young
10. the synonym of ‘country’
Can you find out the key word hidden in the
crossword ?
1
2
3
4
5
6
7
8
9
10
Answer:
P A R K
P O V E R T Y
P R E T T Y
U N E M P L O Y E D
C L A S S
H A N D S O M E
T I R E D
I L L I T E R A T E
O L D
N A T I O N
- T introduces the topic of the lesson.

Discussing the pictures whole class
- T gets Ss to word in pair to look at the rwo pictures on page 80 and discuss
the questions on page 81
- T call on some Ss to give the answers to the questions and elicits
commoents from other Ss . T may give some suggested answers .
1 . The scene in the first picture can be seen in a family with too many
children . As can be seen in this picture , this couple has 6 children , and they
live in an old mud – and – draw cottage with nothing valuable .
2 . The scene in the second picture can be seen in a poor town . As can be
seen in the picture , the people in this town seem to have a hard life and live
very old houses . The people tend to do manual work and some are
unemployed .
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3 . The first picture tells us that if we have a big family , we may not support
our children properly and give them a good life and education . The second
picture indicates that population explosion can lead to poverty and
unemployment .
4 . It is not always true that the larger in population a coutry is , the stronger
it is . The reason is that a large population can result in poverty ,
environmental pollution unemploy and social evils , which will easily weaken
a coutry .
Pre – teaching Vocabulary
Note : T should only teach the words which don’t apear in task 1 .
To double : to become or cause sth to become twice as much or as many
(t¨ng gÊp ®«i / lµm çi g× t¨ng gÊp ®«i )
Average (adj ) : of the ordinary or usual standard (b×nh thêng , trung b×nh )
Birth control methods : Çc biÖn ph¸p h¹n chÕ sinh ®Î
Family planning : KÕ ho¹ch ho¸ gia ®×nh
It is time sb did sth : ®· ®Õn lóc ai ®ã ph¶i lµm g×
To continue to do sth : tiÕp tôc lµm g×
- If there is some time left , T may ask some Ss to make sentences with the
above words / phrases to check their understanding
9’ WHILE YOU READ Whole clas ,
Setting the scene individual
You are going to read a passage about the world population . While you are work & pair
reading , do the tasks in the textbook . work
TASK 1
Instruction : Fill each blank with one of the words in the box
- T asks Ss to read through the words in the box . Most of the words are quite
familiar with Ss so T may just ask them to work out the meaning of resources
. Ss may locate based on the reading passage and guess its meaning based on
the surrounding words such as land , water , iron , silver ... in paragraph 2
Wites these words on the board :
- Next , T might remind Ss of some strategies to do Task 1 :
First , Ss should read through the sentences provied in the task to identify the
part of speech of the word to fill in each blank . For example , in sentence 4
the two words should be nouns
- Read th first sentence carefully to understand the meaning roughly . Read
the words in the box to choose the most suitable one to fill in the blank ,
paying attention to their right form
+ Continue with the rest of the sentences .
- T asks Ss work individual to do the task
- T goes aroud to help Ss when answers with other Ss
- T asks Ss exchange their answere with other Ss
- T asks Ss for their answers and tells them to explain their choise
1 . Although 5 . figures
2 . method 6 . limit
3 . increases 7. international
4 . resources 8 . control
8’ TASK 2 Whole class,
Instruction: You are required to read the passage and answer the 5 Qs in the individual
book. work & pair
- T asks Ss how to do this task. If they don’t remember, T may instruct them work
to use some strategies to do the task:
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+ First, skim the 6 Qs to understand them. As Ss do this they:
* underline the key words. For instance, in question 1, Ss can underline what,
population, 10,000 B.C, 1750, 1850, 1950, 1985, 2000...
* look for Qs words like “why” which indicates Ss should read for specific
thing like a reason.
+ Go back to the first question and locate the information for the question by
finding the key words in the passage and mark the place.
+ Read the part carefully to find the answer. Ss can use their own words.
+ Continue with the rest of the Qs.
with their peers.
- T calls on some Ss to give their answers and ask them to explain their
choices. T elicits feedback from other Ss and gives the correct answers:
1. The population of the world in 10,000 B.C was 10 million; in 1750 it was
625 million; in 1850 it was 1300 million; in 1950 it was 2510 million; in
1985 it was 4760 million; in 2000 it was 6.6 billion. (para 1)
2. By the year 2015, the population of the world is expected to be over 7
billion. (last line, para 1)
3. Some scientists say it can, but others say it can’t (line 2-4, para 2)
4. No, they don’t. (line 2-3, para 3)
5. Because they know of no safe way to have fewer children. (line 4-5, para
3)
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10’ AFTER YOU READ Pair work and
- T may want to redesign the activity. T writes the name of 10 countries on whole class
the board and asks Ss to work in pairs to order these countries according to
their population. Number 1 is the most populated country. Then Ss work out
where these countries are and which is the richest, which is the poorest of
them.
Put the list in order by entering the numbers 1 through 10 in the boxes
provided.
O- Indonesia O- Russia
O- China O- Japan
O- Pakistan O- Nigeria
O- Brazil O- Bangladesh
O- United states O- India
Answers:
1. China 2. India 3. US 4. Indonesia 5. Brazil 6. Pakistan
7. Bangladesh 8. Russia 9. Nigeria 10. Japan
+ China, India, Japan, Indonesia, Pakistan and Bangladesh are in Asia.
+ The US is in North America.
+ Brazil is in South America
+ Russia is in Europe
+ Nigeria is in Africa
+ The richest country is the US; the poorest country is Nigeria (according to
the CIA World Factbook data update of March 2007)

- T summarises the main points.
- T asks Ss to learn by heart all of the new words and do the extra exercises
as homework.
I. Objectives
By the end of the lesson, Ss will be able to talk about the causes of population explosion,
problems of population booms and solutions to these problems.
II. Materials
Textbook, handouts.
Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help.
IV. Procedure
Time Steps Work

arrangement
6’ Whole class
WARM UP
Picture description
- T shows Ss the following picture and asks them 2 Qs:
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+ What can you see in the picture ?
- T elicits answers from Ss and comments.
- T introduces the topic of the speaking lesson: overpopulation/population
explosion.
Suggested answers:
1. In the picture, the Earth looks like an old, tired man with too many
people on his head, shoulders and arms.
2. The picture tells us that the Earth may not properly accommodate too
many people. We are facing overpopulation.
TASK 1 Whole class &
10’ Instruction: You are going to put the following causes to overpopulation in pair work
order of importance and explain your decision.
- Before letting Ss do the task, T asks them to read through the causes
provided on page 83. T makes sure that Ss understand these statements.
- T gets Ss to work in pairs to order the causes and reminds them to explain
their order.
- T goes around to observe and provides help.
- T calls on some pairs to present their order and asks other pairs if they
agree or disagree with their friends’ answers.
- T should bear in mind that the answer, provided that Ss can explain their
answers.
7’ TASK 2
Instruction: You are going to work in pairs to list the problems facing poor
and overpopulated countries.
- T asks Ss to read the useful language on page 83. T reminds Ss that they
should match the words/phrases on the left with the words/phrases on the
right.
- Now Ss work in pairs to list the problems of poor and overpopulated
countries. T may ask them to think of other problems not mentioned in the
book.
- T calls on some Ss to report their answers and asks other Ss to feedback. T
comments and gives corrective feedback.
Suggested answers:
+ poor living condition
+ low living standard
+ not enough/expensive food
+ lack / shortage of schools/ hospitals/teachers/doctors and nurses
+ unemployment
+ social evils
+ illiteracy
TASK 3 Whole class &
10’ Instruction: Now you work in groups to find out the solutions to the group work
problems of overpopulation.
- T gets Ss to read Useful language. T may elicit / pre-teach some words /
phrases:
Reward and punishment policy: chÝnh s¸ch thëng ph¹t
To exercise: thùc thi, ¸p dông
To carry out: tiÕn hµnh
- T asks Ss to work in groups to do the task. Ss may work out other solutions.
- T calls on some Ss to present their group’s ideas.
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Suggested answers:
+ raise an awareness of the problems of overpopulation
+ raise the people’s living standard
+ exercise / implement reward and punishment policy
+ carry out population education program / family planning program
+ use birth control methods
TASK 4
Instruction: Now you are going to work in groups to talk about the problems
of overpopulation and offer solutions, using the results of TASK 2 and
TASK 3
- T reminds Ss that now they are going to give a short presentation of the
problems of population explosion and the solutions to them.
- T encourages Ss to use transition signals to make their presentation
coherent. T can elicit the list of signals from Ss:
+ first / firstly, second, next
+ also, besides, moreover, in addition, furthermore,
+ the first problem is that ...../ the next solution is that ....
+ on the one hand, on the other hand, however, but ...
- When Ss work in group to perform the task, T goes around to observe and
provide help when necessary. T may also collect Ss’ typical mistakes and
errors.
- T calls on some group representatives to present and asks others to
comment. Finally, T gives feedback on Ss’ presentations and corrects the
mistakes and errors he/she has collected
- T summarises the main points.
- T asks Ss to do the extra activity as homework.
UNIT 7: PERIOD 3: (Listening)
I. Objectives
By the end of the lesson, Ss will be able to develop such listening micro-skills as listening for
specific information and listening for general information.
II. Materials
Ss may not also be familiar with the note-taking task so T should provide them some tips to deal
with the task.
IV. Procedure
Time Steps Work

arrangement
7’ Group work
WARM UP
Competition game – Word Search
following puzzle handout for Ss to do in their own groups. Which group
finishes first and has all the correct answers will be the winner.
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- A variant of this activity: T draws or prepares 2 or 3 big copies of the word
search and hang them on the board. T calls 3 pairs of Ss to go to the board
and ask them find all the adjectives as quickly as possible. The pair with the
quickest and most correct answers will be the winner.
Find the words hidden in this puzzle. The words go across, up, down,
backward and diagonally.
Overpopulation
P P C P R L E A E N E E P
O U P L O I Y I O I I M W
T N E M Y O L P M E N U S
S I E E C O P E L S N E E
N S X X A W A R E N E S S
O H I P R L R N O U W P I
I M P L E M E N T B I L R
T E T O T D L L E X L L E
U N E S I C R E X E E E L
L T Y I L Y M A L T O E M
O L N O L B D S W M S B E
S R M N I L R N T E O T Y
N O L R R R L M E R R I N
Illiteracy Unemployment Reward Punishment Exercise

Implement Explosion Awareness Solution Problem
Answers:
P P C P R L E A E N E E P
O U P L O I Y I O I I M W
T N E M Y O L P M E N U S
S I E E C O P E L S N E E
N S X X A W A R E N E S S
O H I P R L R N O U W P I
I M P L E M E N T B I L R
T E T O T D L L E X L L E
U N E S I C R E X E E E L
L T Y I L Y M A L T O E M
O L N O L B D S W M S B E
S R M N I L R N T E O T Y
N O L R R R L M E R R I N
10’ BEFORE YOU LISTEN Whole class

Discussing the Qs
- T asks Ss to discuss the Qs on page 17 in pairs.
- T calls on some Ss to give their answers and comments on the answers.
Suggested answers:
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4. Yes, our world is overpopulated because it has more than 6 billion people.
5. Asia has the largest population with China the most populated country in
the world and India the second.
Vocabulary – Pre-teaching
- Before eliciting / Pre-teaching the new words , T hepls Ss to pronounce the
words given the book . T may read aloud first or play the tape and ask Ss to
repeay in chorus and individually .
- T elicits / teachers some of these words or / and these taken from the
listening passage .
Latin America : Ch©u Mü Latinh
Rate of population growth : Tû lÖ t¨ng d©n sè
Developing coutries : Çc níc ®ang ph¸t triÓn
To rank : to have a posotion on a scale according to quality , importance ,
success , etc :XÕp h¹ng
Rank (n) : the position , especially a high postion , that sb has in a particular
organzation , society , etc : thø h¹ng
Fall (n) : decrease : sù gi¶m
Generation (n ) : all the people who were born at about the same time : thÕ
hÖ
- T may get Ss to make sentences with the words and gives corrective
feedback
10 ‘ WHILE YOU LISTEN Individual work
TASK 1 , group work &
Instruction : You are going to listen to Dr Brown talk about the world whole class
population . While listening , choose the best answer A , B or C , D to
complete the statements or answer the questions .
- T gets Ss to read the statements and questions carefully and underline the
words that make them different . T checks with the whole class ( e.g in
question 1 these are “over 6 .7 ” , about 6 .7 . “6 .7 ” “6 . 6 ”, in questions 2
they are “66 million ”, “76 billion ” “about 66 million ” , “about 76 billion ”,
etc )
- T gets Ss to guess the answer to each question and then tells them they need
to listen attentively to check if their guesses are cofirmed .
T plays the tape (or reads the tapescipt ) once for Ss to listen and do the task .
- Then T gets Ss to find a partner to check their answers with
- T checks the answers with the whole class . If many Ss cannot answer the
questions , T plays the tape one or two more times and pause at the answers
for them to catch
Answers
1 . A 2 D 3 . C 4 . D 5. A 6 . C
TASK 2
7’ Intruction : You are going to listen to the tape again and answer the five
questions .
- T check if Ss can answer the questions in TASK 2 without listening again .
If they cannot , T plays the tape for them to listen again but before doing
this , T should encourage Ss to read through all the questions , identily the
information they need to look for i each question (by finding the key words
and the question word , e.g “what ” , “where ” , “when ” , “how , etc ”) and if
possible predict the answers
- Then T plays the tape again for Ss to listen and answer the questions .
whole class . T should play the tape again and pause at difficult points if
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many Ss cannot complete the task .
Answers :
6 . It will be over 7 bollion .
7 . The population growth rates un some parts of the world are not the same .
8 . The reason is the improvement of public heath services and medical care .
9 . They are shortage of foods , lack of hospitals and shools , illiteracy , and
poor living conditions
10 . The experts offered four solutions . They are (1) to educate people and
make them aware of the danger of having more children , (2) to provide
safe , inexplement a family planning policy , and (4) to exercise strict and
fair reward and punishment policies .
8‘ AFTER YOU LISTEN Whole class &
- T gets Ss to work in groups to orally summaruse the main ideas of the group work
listening passage , T might give Ss some cues to base their summary on :
+ world population today
+wold population by 2010
+ main cause of population explosion
+ problems cause by population explosion
+ solutions to the problems
- T may also encourage Ss to use transition signals to make their summary
more coherent .
- T goes aroud to offter help and collect Ss’ mistakes
- T call on some groups to prewsent their summary
- T elicts feedback from the class and gives final comments
3‘ WRAPPING UP Whole class
- T asks Ss to learn by heart all new wirds and do the Extra exercise as
homework: write a summary of the listening passage.
Peiod 4 : WRITING
I . objectives
Write descriptions of pie charts , using appropriate language
II . Materals
Textbook , handouts
Ss may not have sufficient vocabulary to write about the topic , so T should be ready to assits them .
IV . Procedure
Time Steps Work
arrangement
7’ WARM – UP Group work
Competition – Pie chart drawing
- T prepares a handout with a table of information . T divides the class into
small groups of 4 students and asks Ss to work in groups to tranfer the table into
a pie chart . The group with the quickest and most correct answer will be the
winner
The table shows the number of Ss in a class who achieved each grade
Grade Number of students
Distinction 5
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Merit 8
Pass 9
Fail 2
Suggested Answer
Student Grades
Fail 8 % Distinction 21 %
Pass 38 %
Merit 33 %
13 ‘ PREPARING SS TO WRITE Pair work &

- T prepares a handout with a description of a pie chart . T asks to work in pairs whole class
to discuss the organization and other characteristics of the description . T writes
the following questions on the board :
1 . How many parts are there in the description ? What are they ?
2 . What does the first part tell you ?
3 . What information does the second part give you ?
4 . What language items should you pay attention to in the second part ?
Underline them .
5 . What does the last part tell you ?
Dried Other 5 % Uses of Apples,USA

3%
Frozen
2%
Canned Fresh Fruit
12 % 60 %
Juice
18 %
The graph shows the chief of the apple crop in the US . Overall , the bulk of
the harvest in either eaten fresh or made into juice .
The biggest sline of the pie – chart is taken up by fresh fruit . About 60% of
the crop is eaten fresh . This is three time as much as the next use , which is
for juice . Less than 20% of apples in the US are turned into apple juice . A
further 12% is canned , and a total of 5 % is either frozen or dried . Other
remaining uses , such as apple vinegar , accout for just 5% of the crop .
It’s clear that although a small amount of apple are processed onto frozen ,
dried or canned products most of the crop is sold straight from the tree
- T elicists the answers from the whole class , focusing on the remarkable
characteristics of the decription . T can base his / her explanation on the
following notes :
1 . There are three parts in the description of a chart introduction , body and
conclusion .
- Introduction should desribe what the chart ia about , it’s date location , abd
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say what overall trends you see .

- Body should describe the most important trends , while all information is
summarized to avoid unecessary details . Notice how many distinctive
features diagram has .
Important ! You need to write about all the periods of time and all the
subjects of graph . Remember , summarizing doesn’t mean throwing away
information . The sesret here is to select what’s important , organize it ,
compare and contrst .
- Conclusion shoud sum up the global trens show on the figure and compare
them if possible
2 . Language use :
- The language and tructures are given in the book .
- Other language items :
+ make up less than ... percent ,
+ the most up + adj , the second most + adj ,
+ ... substantially / somewhat / slightly more + adl than ....
+ is about twice as + adj + as ... , ... three times as + adj + as ...
15’ WRITING Whole
- Before Ss descibe the pie chart on page 86 , T asks them to work in pairs to class , pair
analyse the chart , focusing on the following questions : work &
+ What does the pie chart show ? induvidual
+ What is the general trend of the chart ? work
+ Which region has the smallest population ?
+ Where does most of the wold population live ?
- T checks the answers with the whole class .
- Then Ss work individual to wtite the description of the pie chart , using the
sentence given in the book to bigin their description .
- T goes aroud to observe and offer help .
Sample writing
The pie chart shows the distribution of the wold population by rebion .
Overall , more than half of the world’s population lives in South and East
Asia .
Sputh Asia is the biggest region , making up 32% of the world population .
The second largest area is East Asia with 6% less than South Asia . Europe
ranks third with 15% . Coming next is Africa with 11% . Together , Latin
America and North America have 14% of the wold population . Finally ,
Oceania is the least populated region with the smallest percentage of 2%.
As can be seen , the greatest concentration of the world’s population is in
Asia , with Europe far behind .
8’ FEEDBACK ON SS’ WRITING Pair work &
- T asks Ss to exchange their writing with another student for peer correctionb. whole class
- T goes aroud and collects mistakes and errors .
- T collects some writing for quick feedback
- T writes Ss typical erronrs on the board and elicits self and peer correction . T
provides cirrection only when Ss are not able to correct the errors
- Finally , T provides general comments on the writings
- T summarises the main points
- For homework , T asks Ss to improve their writing , taking into consideration
their friend’s and Ts suggestions and correction and do the extra exercuse
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Period 5 : LANGUAGE FOCUS

I . Objectives
By the end of the lesson , Ss will be able to
- Distinguish the clusters / kl / , /gl / , /kr/ , /gr / and /kw /
- Pronouce the words and dialogue cotaining these clusters correctly
- Use coditional sentences (types 1 , 2 and 3 ) and conditional senteces in reported speech appropriately .
II . Materials :
Textbook , handouts pictures
Ss may find it difficult pronouce the clusters , so T should prepare a lot of practice
IV . Procedure
Time Steps Work
arrangement
12’ PRONUNCIATION Whole class
Distinguishing sounds , individual
- T models the clusters / kl/, /gl/ ,/gr/ ,and /kw/ for a few times and explains work & pair
how to produre /k/ first and then quickly switch to /l/ and so on work
- T plays the tape (or reads ) once for Ss to hear the words containign these
clusters . Then T plays the tape (or reads ) again and this time asks Ss to
repeat after the tape (or T).
more times. Then T calls on some Ss to read the words out loud. T listens and
corrects if Ss pronounce the target words incorrectly. If many Ss do not
pronounce the words correctly, T may want to get them to repeat after the tape
(or him/herself) again in chorus and then individually.
Practising the dialogue containing the target sounds
- T asks Ss to work in pairs and take turn to read aloud the given dialogue on
page 87.
- T goes around to listen and takes notes of the typical errors
- T calls on some Ss to read the dialogue again and provides corrective
feedback.
15’ GRAMMAR Whole class

1 . Revision of condotional sentences (type 1 , 2 and 3 ) , individual
a. Presentation work & pair
- T elicits the from and use of coditional sentences (type 1, 2 and 3 ) from Ss . work
If necessary T may give Ss the following handout
Type Form Use
1 If + In these sentences , the times is the present or
simplepresent future and the situation is real . They refer to a
will future possible condition and its probable result
Example :
+ If find her address , I’ll send her an invitation
+If I run , I’ll get there in time
2 If + simple past Like type 1 , type 2 refers to the present of future ,
, would + and the past tense in the if – clause is not a true
infinitive past but a subjuntive , which indicates unreality or
improbability .
Example :
+ If I were 18 again I would go on a round – the –
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world – tour . (I’m not 18 , in fact I’m 45 )

+ If I studied , I would pass the exams
3 Ig +pat prefect , The time is past , and the condition cannot be
would have + fulfilled because the action in the if – clause didn’t
P2 happen .
Exmple :
+ If I had found her address last week , I would
have sent her an invitation .
+ If I had studied , I would have passed the exams
B . Practice
Execise 1
- T asks Ss to do exercise 1 individual and then compare their answers with
another student .
- T calls on some Ss to read out their answers .
- T give correct answers :
1 . would drive 4 . will take
2 . could 5 . closed
3 , is 6. willcome
Exercise 2
- T asks Ss to do exercise 2 in pair and then compare answers with another
pair .
- T calls on some Ss to go the board to write their answers .
- T asks other Ss to feedbak and gives correct answers :
1 . had been told
2 . hard realised
3 . wouldn’t have been
Would have bought
5 . had studied
2 . Condititional sentences in reported speech
A . Presentation
- T writes some conditional sentences in reported speech on the board and
asks Ss to comment on the changes of the verbs , pronouns and adverbs of
time and places
+ If I had a permit , I could get a job’s , he said .
He said that if he had a permit , ha could get a job
+ If you had followed my advice , oyu would have been the winner’s , said her
mother .
He mother said if she had followed her advice , she would have been the
winner .
- T elicits the comments from Ss and makes clear that
+ Coditional type 1 : we apple all the necssary changes as usual (changes of
verb tenses ,pronouns , adverbs of time and place ...)
+ Cpnditional type 2 and 3 : we do not change the verb tenses , but we follow
the rules to change pronouns , adverbs of time and place ...
b . Practice
6’ Exercise 3 Group work
- T asks Ss to do exrcise 3 individual . Ss have to change the conditional
sentences into reported speech .
- T asks them to compare answers with another student .
- T calls on some Ss to go to the boad to write their sentences
- T asks other Ss to feedback and gives correct answers :
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1 . The man said to to her (that ) he would come to see her if he had time
2 . He asked her what she would say if someone stepped on er feet .
3 . They said to me (that ) if it didn’t rain they would go out with me .
4 . The man asked the woman what she would do if she were billionaire .
5 . The man said to me (that ) if I had asked him he would have lent me his
motorbike .
6 . The man said to his daughter (that ) they would be very disappointed if she
did not come .
7 The boy said to the girl (that ) ha was sure they would understand if she
explained the situation to them .
Production : Picture prompts
- T prepares a set of 10 pictures and divides the class into two big teams . T
tells Ss the rule of the game : each time a representaive from a team will
choose randomly a pucture from the set . He / she has to make a coditional
sentence (type 1 , 2 or 3 ) with that picture . If he /she cannot do that or the
sentence is not correct , the team will get no point ;otherwise , the team gets
one point . At the end the team with more poitns will be the winner
- T summarises the main of the lesson
- For homework , Ss review the points that have been covered in the lesson
and do the EXTRA EXERCISE
Unit 8 : CELEBRATIONS
Period 1 : READING
I . Objectives
- Develop such reading micro-skills as scanning for specific ideas and guessing meaning in context .
- Use the information they have read to discuss the topic
II . Materials
Textbook , handouts
Ss may not have enough vocabulary to talk about the topic , so should be ready to help them .
IV . Procedure
Time Steps Work
arrangement
6‘ WARM –UP Group work
Competition game – Network
- T prepares a handout with a crossword puzzle of some festivals and
celebrations in Vietnam and the world .
- T divides the class into small groups of 3-4 students . Then T gives each group
a handout to do their own groups . Which group finishes first and has all the
correct answers will be the winner .
- A variant of this activity : T draws or prepares two big copies of the crossword
and hangs them on the board . T calls two pairs of Ss to go to the board and ask
them to do the crossword as quickly as possible . The pair with the quickest and
most correct answers will be the winner
ACROSS DOWN
1. The purpose of this 2 . This festival is the most important
Vietnameses fesrival is to celebration of the year and makes the
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celberate the largest full moon beginning of spring

in the year 4 . It is a holiday celebrated on the
3 . It si the day when Christians night of October 31 , usually
celebrate the birth of Christ costumes and going door-to –door
5 .In this festival ,men give their collecting candy .
mohers wives , girlfriends ... 6 . It is a Sunday in March or April
flowers and gifts when Chirstians remember the death
7 . It is day in each year which is of Christ and his return to life
the same dates as the one on
which you were born .
8 . a public holiday in the US (on
the fourth Thursday in Novenmber
) and in Canada (on the second
Monday in October ) orginally to
give thanks to God for the harvest
and for health
- T introduces the topic of the Unit
Discussing Tet holiday whole class
- T asks the whole class to look at the picture on page 90 and discuss the three
questions in pairs .
- T goes around to offer help
- T calls on some Ss to present their answers and eclicts commemts from other Ss
. T gives feedback if necessary .
Suggested answers :
1 . It is Spring and it should be Tet holiday because we can see the apricot
blossom and a kumquat tree full of ripe fruits
2 . The people in the picture may be a family . The grandmother is giving her
nieceand nephew some lucky money . The girl , the boy and their parents may be
wishing their grandparents good health and happiness .
3 . In the picture we can aslo see a five – fruit tray on the ancestral altar(m©n ngò
qu¶ trªn bµn thê tæ tiªn )and a dish of fruits , a tray of candied fruits and a banh
chung on the table .
- now Ss work in pairs to tell which of the activities in the book they enjoy doing
most at Tet . Ss may also list other activities they like doing at Tet . T reminds Ss
to give reasons for their answers .
- T calls on some Ss to present their answers and other Ss comment .
Pre – teaching Vocabulary
Note : T should only teach the words which do not appear in Task 1 .
Lunar New Year : TÕt ©m lÞch
To fall between ... and ...:r¬i vµo kho¶ng thêi gian tõ ... ®Õn
To spread : kÐo dµi
To be full of : having or containing a large number or amount of sth : ®Çy nhiÒu
Candied fruit :møt
Posttive comments : nh÷ng lêi nãi tèt ®Ñp
- If there is some time left , T may ask some Ss to make sentebces with the above
words to check their understanding
6’ WHILE YOU READ Whole class
Setting the scene , individual
You are going to read a passage about Tet holiday in Vietnam . While you are work & pair
reading , do the tasks in the textbook work
TASK 1
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Instruction : Find the meanings of the words . You can also use your dictionary .
- T writes these words on the board :
Grand , banner , sugared apples , agrarian , pray , excitement
- Then T instructs Ss to read the passage quickly and stop at the lines that contain
these words to guess their meanings .
- Ss guess the meaning of the words based on the contexts in the sentences . For
example , to guess the meaning of grand (line 1 , first paragraph ) Ss may base
their guessing on other words such as main holiday , important . To guess the
meaning of pray (line 6 , last paragraph ) they pay attention to pagoda , happy
year ...
- T checks that Ss undertanding by asking them to provide the Vietnamese
equivalents to the words . If Ss find it difficult to guess the meaning of any
word , T should elitict and give suggestions
Suggested answers :
1 . grand : impressive and larger : träng ®¹i , hoµnh tr¸ng
2 . Banner : a long piece of cloth with a message on it that is carried between two
poles or hung in a public place to show support for sth : biÓu ng÷ , b¨ng r«n
3 . sugered apples : t¸o dÇm ®êng
4 . Agrarian : connected with farming and the use of land for farming : thuéc vÒ
n«ng nghiÖp
5 . Pray : to speak to God .especially to gove thanks or ask for help : cÇu nguyÖn
6 . Excitement : the state of feeling excited : niÒm vui thÝch , sù n« nøc nhén
nhÞp
TASK 2
Instruction : You are to read the passage and decide whether the statements are
True (T) or Fasle (F)
- T instructs Ss to use some strategies to do task :
5’ + first , quickly read through the statements to get an idea about the topic
+ Read the first statement more careffly . Underline the key words to understand
the main point . for expamle , in statement 1 , Ss can underline Tet , 20th
February , Western calendar .
+ Search for the section of the text which deals with the idea or fact.
+ Once finding the relevant section , read it careffly . If the statements is smililar
to the imformation in the text , then select “True ” . If the statement is the
opposite to the imformation in the text , then seclect “Fasle ”
+ Continue with the rest to the statements
- T asks Ss to work invidually to do the task and discuss their answers with their
peers .
- T calls one some Ss to give their answers and asks them to explain their choices
.
1 . F (it falls between 19th January and 20th February )
2 . F (it’s just for agraian people )
3.T
4 . F (according to the passage , lucky money tends to be given to children )
5.T
6 .T
TASK 3
Instruction : You are requored to answer the seven questions in the book .
- T checks if Ss can answer the comprehension questions in TASK 3 wtithout to
read the passage again . If Ss cannot , t gets them read the questions careffly and
6’ gives them some tips to do the task :
107
+ First , skim the six questions to undertand them . As Ss do this they :
* underline the key words . For instance , in questions 1 Ss can underline when ,
Tet , vietnam
* look for questions words like “why ” which indicates Ss should read for
specific thing like a reason .
+ Go back to the first question and locateds the information for the question by
finding the key words in the passage and mark the place .
+ Read the part carefully to find the answer . Ss can use their own words .
+ Continue with the rest of the questions
- T asks Ss to word individually to do the task , then discuss their answers with
their peers
- T calls on some Ss to write their answers on the board and ask them to expain
their choise
- T gives the correct answers
1 . It sometime between 19th January and 20th February (line 2-3 , paragraph 1 )
2 tet’s preparations and celebrations used to be speard over months (line 1-2
,paragraph 2 )
3 . They are decirated with coloured lights and red banners (line 3-4 .paragraph
2)
4 . They buy gifts , clean and decorate their houses and cook traditional foods
(line 4-5 ,paragraph 2 )
5 . It is made from sticky rice ,green beans and fatty pork (line 5-6 .paragraph 3)
6 . must is candied fruit (line 6-7 ,paragraph 3)
7 . Visiting friends and other family members , exchangeing whises , going to the
padoda , playing games ...(last paragraph )
10’ AFTER YOU READ Group work
- T asks Ss to work in groups tp tell each other about their last Tet holiday .T & whole
asks Ss what verb tense (past simple ) they should use . class
- T goes around to help Ss when necessary .
- When all groups have finished , T calls on some Ss to report their ideas to the
class .
- T elicits corrective feedback from other Ss and gives her own commets
2‘ WRAPPING UP Whole class
- T summarises the main point
- T asks Ss to learn by heart all of the new words and do the extra exercise as
homework
Period 2 : SPEAKING
I . Objectives
By the end of the lesson , ss will be able to :
Talk about the celebrations of Tet and other festival’s activites
Materials
Textbook , handouts
III.Anticipated problems
Ss may not have enough vocabulary to talk about the topic , so should be ready to provide help
IV . Procedure
Time Steps Work
arrangement
8’ WARM – UP Group work
Competition game – Word Search
108
- T divides the class into small groups of 3-4 students . Then T distributes the
following handout for Ss do in their own groups . Ss have to match pictures on
the left with the words on the right . which group finishes first and has all the
correct answers will be the winner
8’ TASK 1 Whhole
Instruction : You are going to practice the dialogue on page 93 in pairs . class & pair
- T asks the whole class to read the dialogue silently and asks them what points work
are mentioed in the dialogue
- T checks with the whole class and makes clear that : in the dialogue the two
friends talk about Tet holiday , It’s time and activities .
- Ss then practice the dialogue in pairs . T encourages Ss to remember the
dialogue so that they can act it uot more naturally .
- T goes around to onsere
- When Ss have finished , T calls on some pairs to act out the dialogue and goves
commnets
14’ TASK 2 Whole class
Instruction : You are going match the holidays with its description and activities & pair work
- Before Ss do the task , T asks them to look at the three pictures on page 93 and
work out the name of each holiday . Ss may be asked to give the Vietnamese
equivalent to each holiday .
- T checks with the whole class and gives out correct answer :
+ Picture 1 : mid – Autunm festival : tÕt trung thu
+ Picture 2 : Thanksgiving : LÔ t¹ ¬n
+ Picture 3 : Valentine’s Day : ngµy lÔ t×nh yªu
- T may ask Ss to list the activities people usually do in these jolidays and write
quicky on the board so that Ss can compare these with the information they will
dael with later .
- Now Ss turn to the next page and do the task in pairs . they match the holiday
with its main purpose and activities .
- T calls on some Ss to give the answer and ashs other Ss to feedback . T may
aslo ask Ss to cmpare their answers with the information written on the board
earlier .
Answers :
1.cC
2.aA
3.bB
TASK 3
Instruction : You are going to ask and answer about the holidays in Task 2 , using
13’ the dialogue in Task 1 as the model .
- T gets Ss to work in pairs to ask and answer about the holidays in Task 2 . T
asks Ss to add any information about the holiday thye know to make the dialogue
more intersting . For example , they can tell about the origin of the holiday...
- T goes around to observe and offter help . T may give Ss some background
knowlegge (see the cultural notes ) of the holidays or provide Ss with some
vocabulary items .
- T calls on some pairs to act out the conversation and asks other Ss to comment .
T corrects some typical errors in the end .
109
Cultural notes :
1 . Thanksgiving
Thanksgiving or thankgiving Day , is an annual one – day holiday to give
thanks for the things one has at the end of the harvest season . In the united
States , thanksgiving is celebrated on the fouth Thursday of November . In the
United States , certain kinds of food are traditionally , served at Thanksgiving
meals . First and foremost , turkey is ussully the fuatures item on any
Thanksgiving feast table (so much so that Thanksgiving is sometimes referred
to as “Turkey day ” . Stuffing , mashed potatoes with gravy , sweet potatoes ,
cranberry sauce , corn , other fall vegetalbes , yams and pumpkin pie are
commonly associated with Thanksgiving dinner . All of these primary dishes
are actually native to the Americas and werw introduced as a new food source
to the Europeans when they arrived .
The first American Tanhskgiving was celebrated in 1621 , to commemorate the
harvest reaped by the plymouth Colony affter a harsh winter . In that year
Governor William Braford proclaimed a day of tahksgiving . The coloniists
celebared it as a traditional English harvest feast , to which they invited the
local Wampanoag Indians . Days of thanksgivig werw celebrated throughout
the coloies after fall harvests . All thirteen colonies did not howere , celebrated
Thanksgiving at the same time until October 1777 . George Washington was
the first president to declare the holiday , in 1789
2 Valentine’s Day
Saint Valentine’s Day or Valentine’s day is a holiday on February 14 . It is
the traditional day on which lovers express their lve for each other , sending
Valentine’s cards or candy , It is very common to present flowers on
Valentine’s Day .
The history of Valentine’s Day – and its patron siant – is shroded in mystery.
One legend contends that Valentine was a priest who served during the third
century in Rome. When Emperor Claudius II decided that single men made
better soldiers than those with wives and families, he outlawed marriage for
young men – his crop of potential soldiers. Claudius and continued to perform
marriage for young lovers in secret. When Valentine’s actions were
discovered, Claudius ordered that he be put to death.
Other stories suggest that Valentine may have been killed for attempting to
help Christians escape harsh Roman prisons where they were often beaten and
tortured.
According to one legend, Valentine actually sent the first ‘valentine’ greeting
himself. While in prison, it is believed that Valentine fell in love with a young
girl – who may have been his jailor’s daughter – who visited him during his
confinement. Before his death, it is alleged that he wrote her a letter, which he
signed ‘From your Valentine,’ an expression that is still in use today. Although
the truth behind the Valentine legends is murky, the stories certainly
emphasize his appeal as a sympathetic, heroic, and, most, importantly,
romantic figure. It’s no surprise that by the Middle Ages, Valentine was one of
the most popular saints in England and France.
Wrapping Whole class

- T asks Ss to do the extra exercise as home work.
UNIT 8: PERIOD 3 : LISTENING Date:

110
I. Objectives
By the end of the lesson, Ss will be able to develop the listening micro-skill of intensive listening
for specific information.
II. Materials
Ss may not have difficulty doing the first task, so T should be ready to give them some strategies
IV. Procedure
Time Steps Work
arrangement
7’ WARM UP Whole class
Competition game – Guessing game & group
- The aim of the activity is to revise the vocabulary related to festivals and work
celebrations that Ss have learnt.
- T divides Ss into 2 groups : A & B.
- T tells Ss the rule of the game: One member from each group will go and
stand in the front of the class with their back facing the board. T will write a
word/phrase which was learnt from the previous lesson on the board. Other Ss
from each group have to explain the word without mentioning it or translating it
into Vietnamese so that their representative can guess the word. The student
with the quickest and correct answer will get 1 point for their group. Ss take
turn to be the representative. After some turns, the group with more points will
be the winner.
- The words/phrase T may write on the board are: Thanksgiving, Mid-autumn
festival, grand, pray, agrarian, lucky money...
10’ BEFORE YOU LISTEN Whole class
Guessing & pair work
- T introduces the listening passage: Today you are going to listen to 2 people
talking about how the New Year is celebrated in Japan . Before you listen, do
the task on page 94.
- T asks Ss work in pairs to guess which of the activities on page 94 the
Japanese often do on their New Year’s Day.
- T calls on some Ss to give their answers and write them on the boards. T also
asks Ss to add any other activities that they think the Japanese do at the New
Year’s Day.
- Before eliciting/ Pre-teaching the new words, T helps Ss to pronounce the
words given in the book. T may read aloud first or play the tape and ask Ss to
repeat in chorus and individually.
- T elicits/teaches some of these words or /and those taken from the listening
passage:
Shrine: a place where people come to worship because it is connected with a
holy person or event(®Òn thê)
Longevity: long life(tuæi thä)
Pine trees: (c©y th«ng)
Constancy: the quality of staying the same and not changing(bÒn lßng, kiªn
®Þnh))
To represent: to be a symbol of sth (tîng trng cho)
- T may get Ss to make sentences with the words and gives corrective feedback.
TASK 1 work, group
Instruction: You are going to listen to 2 people talking about how the New Year work &
111
is celebrated in Japan. Listen and tick the things you hear. whole class
- Before Ss listen and do the task, T asks them to read through the statements.
Then T instructs them to use some strategies to do the task:
+ First, read through the statements to understand them and underline key
words. For example, the key words in the first statement are : put on, special,
clothes
+ Listen to the tape and pay attention to the key words
+ Tick the things they hear in the appropriate boxes.
- T plays the tape once for Ss to do the task.
- T asks for Ss’ answers and writes them on the board.
- T plays the tape the second time for Ss to check their answers.
- T asks Ss to work in groups of 4 to compare their answers.
- T checks Ss’ answers by calling on some Ss. T may play the tape one more
time for Ss to catch the difficult phrases.
+ They put on special clothes.
+ Housewives prepare special foods
+ They go to a shrine.
+ They drink rice wine.
+ They watch television.
+ They eat a special meal.
TASK 2
Instruction: You are going to listen to the tape again and answer the Qs.
- Before Ss listen to the tape again to do the task, T may ask them to try to
answer the Qs with the things they remember from the previous times of
listening.
- T plays the tape again for Ss to do the task. T might also want to remind Ss
that while listening they need to focus on the key words in each question.
- After playing the tape, T gets Ss to work in pairs and check their answers.
- T calls on some Ss to give the answers and elicits feedback from other Ss. If
many Ss can’t complete the task, T might want to let Ss to listen one more time
and pause at the answers for them to catch.
Suggested answers:
1. Because they want to get rid of the dirt of the old year and welcome the
new year.
2. From television or the radio.
3. Kimonos or special dress.
4. No, New Year is mostly celebrated among family only.
Tapesript : ( in T’s book)
8’ AFTER YOU LISTEN Whole class
- T gets Ss to work in pairs to compare the aspects of the Vietnamese New Year and pair work
with those of the Japanese one.
- Before Ss take part in the activity, T elicits the transition signals/phrases to
talk about the similarities and differences between 2 things. T may give Ss the
following handout:
1. To show similarities:
Similarly, likewise, whereas, like
2.To show differences:
A different view is nevertheless
However in contrast
Alternatively but
On the contrary unlike
112
Conversely on the other hand

Yet differ from
- T goes around to offer help and collect Ss’ mistakes.
- T calls on some pairs to present their answers.
- T elicits feedback from the class and gives final comments. T may also correct
the mistakes he/she has collected
- T asks Ss to learn by heart all new words and do the extra exercise as
homework.
UNIT 8: PERIOD 4(Writing)

I. Objectives
By the end of the lesson, Ss will be able to write a description of a popular celebration
II Materials
Textbook, handouts.
Ss may not have sufficient vocabulary to write about the topic, so T should be ready to
assist them.
IV. Procedure
Time Steps Work
arrangement
Competition game – Christmas Cloze
- T divides the class into small groups of 3 – 4 Ss. Then T distributes the
following handouts for Ss to do in their own groups. Ss have to fill each
blank in the passage with one suitable word from the box. Which group
finishes first and has all the correct answers will bw the winner.
Followed marks cards lights turkey merry followed holiday sing baked
family spirit peaceful presents decorate
Christmas is an annual holiday that (1) the birth of Jesus of Nazareth.

Christmas Day falls on December 25. It is preceded by Christmas Eve on
December 24, and in some countries it is (2) by Boxing Day on December
26, when many people go shopping for sales. It is a (3) when people get
together with (4) . People give (5) to each other or send (6) wishing each
other a (7) Christmas. At Christmas, people (8) carols to get into the
Christmas (9) . As well, people (10) Christmas trees and put up (11)
around the house. A common Christmas dinner is (12) . There are also lots
of (13) goodies for the kids. People love Christmas because it is the time
when they can share (14) moments with their family.
Answers:
1. marks 2. followed 3. holiday 4. family 5. presents 6. cards
7. merry 8. sing 9 . spirit 10 . decorate 11 . lights 12 . turkey
13. baked 14 . peaceful
13 ‘ PREPARING SS WRITE Whole class &
- T sets the scene : you are going to write a description of one of the popular pair work
celebrations in Vietnam .
- T prepare Ss for the writing task , T uses the passage in the Warm – up as a
113
model .
- T gets Ss to read the passage again and discuss the main points included in
the passage in pairs . At the same times , Ss should write down which
sentence(s) belong (s) to which main point .
- After 5 minutes , T calls on two Ss to go to the board to write their answers
T asks other Ss to comment on their friends’ ansswers and gives his / her
own feedback .
Suggested answers :
The description includes 6 main points :
+ Name of the festival (sentence 1)
+ purpose of the festival (sentence 1)
+ Time of the festival (sentence 2-3 )
+ Main activities of the festival / what people do in the festival (sentence4-
7)
+ Foods eaten (sentence 8-9 )
+ People’s feeding about the festival (like / dislike ? reason(s) ? (sentence
10 )
- Now T gets Ss to work invidually to write an outline for their description ,
using the nain points set in the previons activity . Ss should choose one of the
popular celebrations in Vietnam to describe ( Mid –autumn Festival ,
Teachers’ Day , Women’s Day , Independence Day ...)
- Ss work with each other to comment on each other’s outline . T goes
around and provides help when necessary
15’ WRITING Invidually
- T gets Ss to describe the fastival they have chosen in 15 minutes work
- T goes around to observe and offer help with vocabulary or structures
Sample writing
In Viet Nam the Mid – Autumn festival , also referred as Tet Trung Thu ,
is one of the two most celebrated festivals to current date . The Mid –
Autumn Festival dates back over 15,000 years ago , and is traditionlly held
on the 15th day of the 8th lunar month . A Vietnamese folkore indicates that
the festival came about as a way for parets to make up lost time , showing
love and appropriatelyto their chilred after the harvest season .
Appropriately , The Mid –Autumn Festival is also called the Chilren’s
Festival . Trung thu activites are offer centred around children and
education . Parents buy lanterns fot their children so that they can
participate in a candlelit lantern procession at dawn . Lantersn represent
brightness while the procession symboziles success in school . Vietnamese
markerts sell a variety of lantern . Other children’s activites include arts
and crafts which children make face masks and lanterns . Children also
perform traditional Vietnamese danse and participate in contests for prizes
and scholarships . Unicorn dancers are also very popular in Trung Thu
festivites . In addition , Vietnamese parents tell their children’s fairy tales
and serve mooncakes and other special treats treats uneder the opportunity
for me to gather with my family and friends to enjoy the moonlight and
many special refreshments
8’ FEEDBACK ON SS’ WRITINGS Pair work &
- T asks Ss to exchange their writing with another student for peer whole class
correction .
- T goes around and collects mistakes and errors
- T choose one or two descriptions and reads it / them to the class .
- Then T elicist corrective feedback from the class and gives final into
114
consideration their friend’s and T’s suggestions and correction and do the
EXTRA EXERCISE
UNIT 8: PERIOD 5 : LANGUAGE FOCUS Date:

I . Objectives
- Distinguish the clusters /fl/ , /fr / and / 0r/
- pronounce the words and sentences cotaining these clusters correctly
- use one(s) , someone , np one , anyone , and everyone appropriately
- Use vocabulary about holidays and celebrations appropriately
II . Materials
Textbook , handouts , picture
III . Anticipated promblems
Ss may find it difficult to pronounce the three clusters , so should prepare a lot of practice
V . Procedure
Time Steps Work
arrangement
12’ PRONUNCIATION Whole class
Distingguishing sounds individual
- T models the clusters /if /,/fr/ and/Or/ for a few times and explains how to work & pair
produce them . E.g : when produing/fl/ , Ss should produre /f/ first and then work
quickly switch to /l/ , and so on
- T play the tape (or reads ) once for Ss hear the words containing these
cluters . then T plays the tape (or reads ) again and this time asks Ss to repeat
after the tape (or T )
more time . Then T calls on some Ss to read the words out loud . T listens
and correct if Ss do not pronounce the target words incorrectly . T may want
to get them to repeat after the tape (or him / herself ) again in chorus and
then invidually .
Practising the dialogue containing the target sounds
- T asks Ss to work in pairs and take turn to read alound the given dialogue
on page 97 .
- T goes around to listen and takes notes of the typical errors
T calls on some Ss read the dialogue again and providew corrective
feedback
6‘ GRAMMAR Whole class &
a. Presentation pair work
- T writes some sentences on the board and asks Ss to comment on the use of
one(s) , someone , no one , anyone and everyone
+ I don’t like the red shirt ; I prefer the blue one
+ Don’t buy the sour oranges . Buy the sweet ones
+ There’s someone waiting for the director in the office
+ Did someone call me last night ?
+ Have you met anyone like him ?
+ Don’t tell anyone my secret
115
+ No one likes her story
+ Everyone laughs at him
- Ss work in pairs to work out the use of the pronouns
- T checks with the whole class , making clear that
+ One and ones are used to replace a previously mentioned noun when we
do not want to repeat that noun . One replace a singular noun , and ones
replace a plural noun
+ Someone = somebody . It used with singular verb in (1) an affirmative
statement or (2) a question when the speaker / write expects the “yes ”
answer
+ Anyone = anybody . It used with a singular verb in (1) a negative
statement or (2) a question
+ No one usually takes a singular affirmative verb .
+Everyone = everybody . It usually goes with a singular verb . It is used to
refer to very presin or all people
Note : These expressions have a singular meaning and take a singular verb
, so presonal pronouns and possesive adjectiives shound logically he /she .
Him /her , his/her . However , in modern English plural forms are more
common :
+ Everyone has come in , haven’t they ?
+ No one should leaver their luggage on the bus
- T asks several Ss to give similar examples and gives feedback
b. Pracctice
10’ Exercise 1
- T asks Ss to do Execrise 1 individually and then compare their answers
with another student
- T calls on some Ss to read out their answers
- T gives correct answers
1 . anyone 5 . no one
2 . Someone 6 . everyone
3 . anyone 7. no one
4 . someone
Exercise 2
- T asks ss to do exercise 2 in pairs .Ss have to rewrite the sentences , using
the pronoun one / ones
- T asks them to compare answers with another pair
- T calls on some Ss to go to the board to write heir answers
- T asks oher Ss to feedback and gives correct answers
Answers :
1 . Of the three bags , I like the blue one .
2 . Mai is making a fruit cake . Huong is making one too .
3 . I like reading books , especially the ones about the natural world
4 . I don’t have a computer , and my father doesn’t want me to have one
5 . They let me choose a pencil , and I took the red one
6 . There are several national celebrations in Vietnam but perhapd the most
meaningful one is Tet holiday .
7 . We told each other both happy stories and sad ones about our lives
C . Production : role play
- T asks Ss to work in pairs and gives each student a role card . T gets Ss the
10 ‘ coversation , using as many one(s) someone , no one , anyone and everyone
as possible
Card A
116
You are a student and living in a rented flat near the university . Last
night you came home from the library and found out that your flat had
been broken in . All of the money you put under your cushion was stolen .
You kept the flat in that situation and took a picture of it this morning .
Now you are at the police station to report the theft . You show th police
officer the picture . Answer any questions from him
Card B :
You are police officer . Student A comes to the police station to report a
theft . Ask him / her questions to find out more information that helps out
the thief
- T goes aroud to observe Ss work and provides help when necessary
- T calls on some pairs to act the conversation and elicits corrective feedback
if neede
Suggested conversation
Officer : good morning . How can I help you ?
Student A : good morning . I come here to report a theft
Officer : Well . where and when did it happen ?
Student A : It happened in my flat , but I don’t know exactly when because
when I came back to my flat at 9 p.m . I found that someone hard broken in
my flat
Officer : Did you see anyone around you flat at that moment ?
Student A : I walked out to have a look , but I saw no one .
Officer : Was anything valuable stolen ?
Student A : Actually , I don’t have any valuable things in my flat because
it’s a rented one . Howere , all of the money I put under mu cushion was
stolen
Officer : Do you live with anyone ?
Student A : No , I live alone . But there are some students living around in
other flats . When I went to the apartment buiding everyone was absent . I
think they all went to the library as it’s the exam time . When I opened the
door , I was really shocked . This is picture I took this morning
Officer : Alright . It’s better that we’ll go to your flat to investigate and find
other evidence I hope that you haven’t cleaned up the flat .
Student A : sure , it’s still in a mess like this
Officer : please tell me your name and address . We’ll go to your place this
afternoon and interview everyone living near you
Student A : My name’s is Le Hoa . my address is Room 301 , Nguyen A
Living Quarter , Tran Hung Dao Street . I’ll wait fo you . Thank you .
Officer :see you this afternoon . Goodbye
5‘ VOCABULARY Whole class
Instruction : you are to complete the sentences by filling each blank with individual
one word from the box work & pair
- T asks Ss how to do this exerise . T may given them some tips to do the work
exercise:
+ First, read the statements decide the part of speech of the word to fill in
each blank. For example, the word to fill in the first blank is an adjective;
the word to fill in the third blank is a noun...
+ Then read each sentence carefully to understand its meaning. Next, look
that box of words to find out the word which has the most appropriate in
meaning to complete the sentence.
+ Continue with the other sentences.
117
- Ss work individually to finish the exercise and then compare their answers
with the person sitting next to them.
- T calls on some Ss to give the answers and give feedback.
Answers: 1.traditional 2.grand 3.gifts 4.celebrating
5.polite 6.good luck 7.excitement
- For homework, Ss review the points that have been covered in the lesson
and do the Extra exercise.
118

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LÊ KIM TƯỜNG - Tr ường THPT Cẩm thủy 1, Thanh hoá

Unit 1: FRIENDSHIP Date:

UNIT 1 : Period 2: (speaking)

Tall medium handsome

Height Tall, medium, short

Build Slim, plump ( bô bÉm, ®Çy ®Æn), overweight/obese (bÐo

UNIT 1: PERIOD 3 (Listening) Date:

UNIT 1: PERIOD 4 ( Writing) Date:

8’ FEEDBACK ON SS’ WRITINGS Pair work and

2’ WRAPPING Whole class

UNIT 1: PERIOD 5 (Language focus) Date:

10’ GRAMMAR Whole class,

3. I am/was delighted to hear the news.

UNIT 2 : PERIOD 2 (Speaking) Date:

UNIT 2: PERIOD 3 (Listening) Date:

Expressing opinions Expressing Expressing

UNIT 2: PERIOD 4 (Writing)

12’ PREPARING SS TO WRITE Individual

UNIT 2: PERIOD 5 (Language focus) Date:

Worksheet for the reporters:

Unit 3 : A PARTY Date:

UNIT 3: PERIOD 2(Speaking) Date:

Dressing Planning a Budget ?(how

What’s your opinion about... ? I feel...

Expressing agreements Expressing disagreements

Suggesting Stating preferences

- T gives examples and gets Ss to do some practice with these expressions.

7’ BEFORE YOU LISTEN Pair work &

3’ WRAPPING UP Whole class

UNIT 3: Period 4 : WRITING Date:

UNIT 3 : PERIOD 5: ( Language focus)

Time Steps Work

UNIT 4: PERIOD 2: (Speaking)

Time Steps Work

Helping people in mountainous - Teaching the children to read and

handicapped children write

UNIT 4: PERIOD 3 : ( Listening)

Time Steps Work

UNIT 4: PERIOD 4: (Writing)

Time Steps Work

54 Hang Giay street

UNIT 4: PERIOD 5: (Language focus)

Time Steps Work

Time Steps Work

5’ TASK 2 Individual work,

10’ Whole class

UNIT 5: PERIOD 2: (Speaking)

Time Steps Work

1. many ethnic minority children do not speak fluent Vietnamese, so they

UNIT 5: PERIOD 3: ( Listening)

Time Steps Work

UNIT 5: PERIOD 4: (Writing)

Time Steps Work

- T introduces to the topic of the lesson : Writing a description of tables .

UNIT 5: PERIOD 5: ( Language Focus)

Time Steps Work

2 weeks ago 2 weeks previously/2 weeks before

You should go to see Paris; that’s a beautiful city.

Time Steps Work

WHILE YOU READ

UNIT 6: Period 2: SPEAKING

Time Steps Work