Giáo Án Tiếng Anh 10 - Chtrinh Mới

GIÁO ÁN TIẾNG ANH LỚP 10 TRỌN BỘ
NĂM 2020 - 2021

PERIOD 01 UNIT 1: FAMILY LIFE
GETTING STARTED - Household chores
Date of planning: ……/……./ Date of teaching: ……/……./
I. AIMS/OBJECTIVES OF THE LESSON

1. Language focus:
- To help learners get started with some language items in Unit 1
- For vocabulary, that is words and phrases related to household chores and duties
- For pronunciation, that is how to pronounce /tr, kr, br/
- For grammar, that is the distinction between the present simple and the present progressive
2. Skills: - To help learners get started with 4 skills in Unit 1
- Reading: Read about the benefits of sharing housework
- Speaking: Exchange opinions about household chores
- Listening: Listen to people talk about the roles of family members
- Writing: Write about doing household chores in the family
3. Attitudes: - To help Ss get started for Unit 1 with the topic "family life"
- To provide Ss some motivation
II. PREPARATION
1. Teacher: - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students: - Read through English Unit 1 - getting started at home
III. PROCEDURE
1. Class organization: (1 minute)
2. Check up: (omitted)
3. New lesson: (40 minutes)
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
Lead in Mother: cook/prepare meals (do the cooking), wash
Ask Ss if they often do housework and the clothes (do all the laundry),
what housework each member of their You: clean/sweep/mop the house/the floor,
family does Father: take out the garbage, do some cooking
- She's busy doing her work. She spends time both
Ask them look at the pictures and guess going out to work and taking after her family
what they show - She's a student. She is busy doing her homework.
She often has too much homework to do but she also
1. Listen and read ask sbwith
- helps out for
the ahousework
game of tennis - go out with sb
Ask Ss listen to the recording and read - prepare dinner - do the cooking
the conversation - work late
- help with the housework/cooking
- share the household duties - study for exams
- divide household chores - split the chores equally
- shops for groceries/ do shopping - clean the house
- do the heavy lifting
- do all the laundry/ wash the clothes
- do the washing up/ wash the dishes
- take out the rubbish/garbage
chores/tasks/duties/
2. Work in pairs. Decide whether the
statements are true (T), false (F) or 1. F 2. NG 3. F 4. T 5. T 6. NG
not given (NG) and tick the correct
box.
Ask Ss to work in pairs and do the task
Asks Ss to give the reasons for their
answers
3. Listen and repeat the household chores household finances
words/phrases heavy lifting laundry
Ask Ss to listen to the recording and rubbish groceries
repeat the words/phrases washing - up
4. Write the verbs/verb phrases that split, divide, handle (household) chores
are used with the words/phrases in take out rubbish do laundry
the conversation shop for groceries do heavy
Ask Ss refer back to the conversation lifting do washing - up
and do the task be responsible for household finances
4. Consolidation: (3 mins) - Household chores mentioned in the conversation

- Practice the conversation
5. Homework: (1 min) - Household chores mentioned in the conversation
- Do the task again - Read Unit 1 - Language at home

LANGUAGE

1. Language focus: - To provide learners some language items in Unit 1
- For vocabulary, that is words and phrases related to household chores and duties
- For pronunciation, that is how to pronounce /tr, kr, br/
- For grammar: the distinction between the present simple and the present progressive
2. Skills: - To promote Ss to develop the skill of working in pairs and groups
3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation
II. PREPARATION
2. Students: - Read through English Unit 1 - language at home
III. PROCEDURE
2. Check up: (5 minutes) - Ask some Ss to write some new words and do the tasks again
VOCABULARY 1. f 2. e 3. a 4. h
1. Matching the words and phrases 5. b 6. g 7. d 8. c
with their meaning below. - the act of washing plates, glasses, pans
Ask Ss to do the tasks and compare the - an action that requires physical strength
results with their partner - a person who manage the home, raise children
- earn money from a job - instead of
- routine task
- food/ other goods at a shop/ supermarket
2. List all the household chores that - prepare dinner - cook (do the cooking)
are mentioned in the conversation. - shop - clean the house
Then add more chores to the list. - take out the rubbish - do the laundry
Ask Ss to work in pair. Read the - do the washing up - do the heavy lifting
conversation again and do the task - be responsible for the household chores
Others
- mop/sweep/tidy up the house - bathe the baby
Elicit more chores to add to the list
- feed the baby - water the house plants
- feed the cat and dog - iron/fold/put away the clothes
- lay the table for meals - mow the lawn
3. Work in pairs. Discuss the I often help my parents V/to V

questions below. I often help with N/Ving
Ask Ss to work individually, read their in my family I take the responsibility
list of chores and write down the person for Ving/N
who does each of the chores I am responsible for
Let Ss work in pairs or in groups to ask My main responsibility is to V
and answer the questions ....
PRONUNCIATION Do as appointed
1. Listen and repeat /tr/ trash
Play the recording and let Ss listen /kr/ crane, crack
Play it again with pauses for them to /br/ brush
repeat each word
2. Listen to the sentences and circle 1. Her brother borrowed her motorbike and crashed it
the word you hear. -b
Ask Ss to read the word in rows paying 2. The crane has been there for quite a while - b
attention to the difference between the 3. I like bread with butter - c
sound clusters 4. Is it true that he quit? - a
Play the recording and let Ss listen to
the sentences and circle the word they
hear
GRAMMAR - daily habits and routines

1. Read the text and choose the - is happening or not happening now, at the moment
correct verb form of speaking
Let Ss read the text individually once 1. does 2. cooks 3. cleans 4. is watching
and ask them to pay attention to the 5. is doing 6. is doing 7. is tidying up 8. is trying
words/phrases such as every day, today, - housewife - do most of the housework
at the moment - Mother's Day - do it all for her
Ask them to work in pairs to compare - watch one's favourite programme on TV
their answers - try hard - make it a special day for sb
Elicit the use of the present simple and
the present progressive
2. Use the verbs in brackets in their 1. does, is not cooking, is working 2. is taking out
correct form to complete the 3. cleans, is cleaning 4. is preparing
sentences 5. look after, works 6. is watching, watches
Let Ss work in pairs to give the answers - work on an urgent report
Ask them to give clues for their answers - prepare for one's exams
divide the duties in the
house
look after the children work to earn money
watch out now = presently = currently
4. Consolidation: (3 mins) - Vocabulary related to household chores

- The present simple Vs the present progressive - The pronunciation of /tr, cr, br/
5. Homework: (1 min) - Vocabulary related to household chores
- The present simple Vs the present progressive - The pronunciation of /tr, cr, br/
- Do the task again - Read Unit 1 - Reading at home
READING – Sharing housework

1. Language focus: - Vocabulary related to the topic of sharing housework
2. Skills: - To promote Ss to develop their reading skills
- Skim the text to get the general idea - Scan the text to get some specific details
II. PREPARATION
2. Students: Read through English Unit 1 - Reading at home
III. PROCEDURE
2. Check up: (5 minutes)
The use of the present simple and the present progressive and do the tasks?
Lead in
Inform Ss of the lesson objectives: Read and understand the text about roles in the family
PRE READING the mother is doing the washing up

1. Look at the pictures and answer the the father is tidying up the dinning table
questions the first daughter is cleaning the floor
Let Ss work in groups, do the task the second daughter is cleaning the refrigerator
Yes they are because they do the housework together.
WHILE READING
2. Read the text below and decide c. Sharing housework makes the family happier
which of the following is the best title - be considered + a + N/to be
for it - woman's duty - the rest of the family
Let Ss read the three heading a, b, c first - help out
and make sure they understand all of them - be good for all the relationships within the family
- be good for sb as individual - psychologist
Ask Ss to read through the text once - realise enormous benefits
without stopping at the words that they - do well/better at school - become more sociable
don't know the meaning - have better relationships with sb
- learn good skills - be more responsible
Ask them to work in pairs to decide on - tend to V - overall good people
the best title for the text that gives the - see sb Ving - care about sb
general idea of the whole text - put all of the housework on sb
- contribute to the household chores
Help them eliminate the choice that is - be vulnerable to illness - think about divorce
only one aspect of the text - work together on household chores
- positive atmosphere >< negative
- set a good example for sb - find a way to do st
- work well together - be critical of each other
3. Look again at the text. Can you1. sociable - friendly

understand the words from the2. vulnerable - able to be easily physically,
context? Tick the appropriate meaning emotionally or mentally hurt
for each word from the text 3. critical saying that st is bad
Let Ss read the text again, understand the 4. enormous - very very large
words: sociable, vulnerable, 5. tend - likely to behave in a particular way
critical,
enormous and tend
4. What does "it" in line 11 and line 14

mean? Line 11: c - the husband doing housework
Ask Ss to work in pairs, find out what "it" Line 14: b - the time when everyone work together
refers to in each sentence. in the house
5. Answer the questions 1. children benefit 2. why ... better relationship

Put Ss in groups of 3, ask them to read the 3. What may happen 4. family benefit
questions first to make sure they1. 1.They do better at school, become more sociable,
understand them by asking them to and have better relationships with their teachers
underline key words and friends
Let Ss read the text again and locate the2. 2.Because it shows that they care about their wives
parts of the text where they can get the and that makes their wives happy
answers 3. They may fall ill easily or may think about
divorce
4. There is a positive atmosphere for the family
POST READING 1. I have some problems/ difficulty/ trouble in

6. Discuss with a partner organizing the time and the order of my housework
Put Ss in groups of four and let them logically and scientifically
discuss the questions freely 2. Sharing housework makes my family members
closer to each other
4. Consolidation: (3 mins) - Vocabulary related to sharing the household chores

- Reading skills: skimming, scanning, guessing the meaning (words/phrases) through context
5. Homework: (1 min) - Vocabulary related to sharing the household chores
- Reading skills: skimming, scanning, guessing the meaning (words/phrases) through context
- Do the task again - Read Unit 1 - Speaking at home
IV. SELF-EVALUATION:
SPEAKING – Chores I like!
Date of planning: ……/……./... Date of teaching: ……/……./...

1. Language focus: - Vocabulary related to the topic of household chores
- To provide learners different expressions of like and dislike
2. Skills: - To promote Ss to develop their speaking skills
- To help Ss develop the skill of working in pairs and groups
II. PREPARATION
2. Students: - Read through English Unit 1 - Speaking at home
III. PROCEDURE
Distinguish the use of the present simple and the present progressive and do the tasks again
Lead-in Do as appointed
Ask Ss to brainstorm with the key - Do/share the housework/household/domestic chores/
work housework tasks/duties
Suggestions: - split/divide/handle the household chores
- peel the potatoes - prepare breakfast, lunch, dinner
- run to the shop/ get some eggs - cook breakfast, lunch, dinner
- help sb with the dinner ... - do the cooking, shopping, laundry, washing up, gardening,
- empty the dusting, ironing, cleaning, heavy lifting, washing
dustbin/dishwasher/waste-bin - shop for groceries - make the bed
- clean the refrigerator/cooker - water the plants - water/feed the pets
- put the toy away - clean/mop/sweep the house, the floor, the patio
- throw out empty bottles - hoover the sitting room - tidy up the house
- be responsible for the - take out the rubbish, garbage
family/household - look after/raise the children - lay/clear/wipe the table
finances - wash the dishes/clothes - hang the washing out
- work to earn money - iron/fold the clothes - give st a wipe/ clean
1. Which household chores do Do as appointed. Like: - cooking I like eating/cooking

you like and which do you - sweeping the floor It's easy/not too hard /I like seeing the
dislike? Why? house clean after I sweep it
Ask Ss to work by themselves, - lay the table I like seeing delicious food on the table
write at least 3 household chores - do the ironing I like to be well-dressed/I like my clothes
they like and 3 they dislike then to be in good conditions
add a reason - water the plants/feed the pets I love animals/ I love
More Suggestions: green plants in my house
- mop/tidy up the house It make - take out the rubbish - It helps to protect the environment
me tired/It's tiring Dislike: - cleaning the bathroom It's dirty
- do the laundry It's time - wash the dishes I often break things when I do the
consuming washing up
- do the ironing It's not easy. I - do the cooking It's hot and I sometimes cut myself
sometimes burn the clothes
2. Match Mai's answer with Do as appointed
Anna's question and practise What household chores do you do every day?
the dialogue Which of the chores do you like doing the
Let Ss work in pairs. Ask them to most? What do you like about it?
3. a. theHave
read all questionsa andsimilar
guess - Do as appointed
conversation with a partner. What household chores do you do every day?
Find out which chores she/he Which of the chores do you like doing the
likes or dislikes and why. most? What do you like about it?
Ask Ss to interview their friends Which of the chores do you dislike doing the most?
and note down on the sheet of Like/ enjoy/ fancy/ be interested in/ feel like/ love/ be fond
paper of/ be keen on
- Name: - Household chores: Dislike/ hate/ don't like/ detest/
- Likes Reason - Do as appointed
- Dislike Reason I have just interviewed .... about the household chores
3. b. Report to the class about he/she does in the family.
your partner's likes and dislikes She/He often ...
Ask Ss to go to the board, look at She/He likes ... because
their note and report the result to She/He dislikes ... because
the class
4. Consolidation: (3 mins) - Vocabulary related to household chores one likes and dislikes
- Speaking skills: making a dialogue based on the sample, interviewing, reporting
5. Homework: (1 min) - Vocabulary related to household chores one likes and dislikes
- Speaking skills: making a dialogue based on the sample, interviewing, reporting
- Do the task again - Read Unit 1 - Listening at home
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LISTENING – Family Life – Changing Roles

1. Language focus: Vocabulary related to the topic of family life - changing roles
2. Skills: - To promote Ss to develop their listening skills
II. PREPARATION
2. Students: - Read through English Unit 1 - Listening at home
III. PROCEDURE
2. Check up: (5 minutes) - Ask some pairs of Ss to make the interview and report again
Lead in Do as appointed
Woman/wife Man/Husband
Write down two words - do all the housework not share any housework
wife/woman and husband/man - be responsible for child- go out to work and earn
and ask Ss to note down the role raising/ be financially money/ breadwinner
of them in the past and in present dependent have the total power in both
time - not have much power in both the society and family
the society and family
- go out to work and look after - earn money and share the
the family housework
- have better education, have - fair attitude toward
more power in both the society women
and family
1. Look at the chart and Do as appointed
discuss the changes in weekly In 1976, married women in the USA did four times as
hours of basic housework by much housework as married men
married men and women in In 2012, married women in the USA did three-fifths of the
the USA housework and married men did the rest.
Ask Ss to work in pairs, look at From 1976 to 2012 the weekly hours of basic housework
the chart and discuss the changes done by married men increased greatly. This means that
in the weekly hours of basic married men in the USA tend to share more and more
housework by married men and housework with their wives.
women in the USA
2. Listen to a family expert Do as appointed
talking about how the role of 1. T 2. T 3. T 4. F 5. T
men and women in families Tape script
have changed and decide Today we'll discuss the changes in roles performed by men
whether the following is T or and women in the family. Changes in family life have made
F men's and women's roles more alike than ever as the wives
1. child raising: Both parents have are also be responsible for the family finances.
equal responsibility to nurture Family experts say the old notions of who does what in the
and to take care of the children family may be more and more unclear. Men are not the sole
2. Breadwinning: Husband's and (duy nhất/ lõi) breadwinners for the family like they used to
wife's careers are equally be and they are becoming much more involved in housework
important and parenting
3. Housework: The household
chores should be equally
divided between the wife and
the husband
4. Recreation: Both partners have an Because men and women's role in families have
equal chance at time for their own become more alike, for couples to balance their work
interests and of course, to be with and family life, perhaps, "equally shared parenting" is
each other the best solution. "Equally shared parenting" means the
Experts have found out that families "conscious (nhận thức) and purposeful sharing" in
that can keep to those four principles domains of life:
of "equally shared parenting" become
happier and the divorce rate is the
lowest amongst them.
3. Work in pairs. Match the word Do as appointed

and phrase with appropriate 1. e 2. b 3. c 4. d 5.
meaning a Provide Ss with the tape script and ask them to fill
Let Ss work in pairs to match the in the blank
word and phrase with its appropriate 1. alike 2. sole 3. involved
meanings 4. balance 5. equally 6. divorce
4. Listen again and answer the 1. They are not the only breadwinner in the family, and
question they get more involved in housework and parenting
Ask Ss to read the question carefully 2. Both are responsible for family finances, home making
and then answer the questions and parenting
3. The families become happier and the divorce rate
amongst them is the lowest
4. Consolidation: (3 mins) - Vocabulary related to the topic - Listening skills

5. Homework: (1 min) - Vocabulary related to the topic of family life - changing roles
- Listening skills - Do the task again - Read Unit 1 - Writing at home
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WRITING – Many hand-made light work

1. Language focus: Vocabulary related to the topic sharing the housework
2. Skills: - To promote Ss to develop their writing skills
Do as appointed
This saying means if many people share a piece of work, it will become easy for everybody.
This also applies to doing housework in the family. If all members contribute to housework,
each won't have to do much.
II. PROCEDURE
2. Check up: (5 minutes) Ask some pairs of Ss to make the interview and report again
1. Work in pairs and discuss the Do as appointed
meaning of the saying "Many hands This saying means if many people share a piece of
make light work" work, it will become easy for everybody. This also
Ask Ss to do the task applies to doing housework in the family. If all
members contribute to housework, each won't have
2. Read the text about Lam's family Dad: mending things around the house, cleaning the
and complete the chore chart bathroom
Ask Ss to do the task Mum: do most of the cooking and grocery shopping
Lam: doing the laundry, taking out rubbish,
cleaning the fridge, laying the table for meals,
sweeping the house and feeding the cat (share with
sister)
An: helping mum prepare meals, wash the dishes,
laying the table for meals, sweeping the house and
feeding the cat (share with brother)
3. Read the text again and answer the 1. There are four people in Lam's family
question 2. Both parents work and the children spend most of
Ask Ss to do the task their time at school
3. They split the housework equally in the family
4. The father ...
5. Yes, they do, they do it willingly
6. The burden is not on one or two people, so
everyone has time to relax.
4. Make your family chore chart, then Do as appointed

using the ideas in the chart, write a - work individually to make family chore chart
paragraph about how people in your - make an outline of the paragraph
family share housework based on the - exchange their writing for peer comment
idea on the chart 1. Introduction (Q 1, 2) 2. Body (Q 3, 4)
3. Conclusion (Q 5, 6)
4. Consolidation: (3 mins) - Vocabulary related to the topic - Writing skills

5. Homework: (1 min) - Vocabulary related to the topic of sharing household chores
- Writing skills - Do the task again
- Read Unit 1 - Communication and Culture at home
III. SELF-EVALUATION:
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COMMUNICATION AND CULTURE

1. Language focus: To provide learners some communication samples and cultural items
2. Skills: - To promote Ss to develop their communication skills and cultural understanding
II. PREPARATION
2. Students: Read through English Unit 1 - Communication and Culture at home
III. PROCEDURE
2. Check up: (5 minutes) Ask some Ss to go to the board and read their writings
Communication
Discussion - who does what in your Mr. Pham Hoang c, e, g Mrs. Mai Lan:
family? a, f Mr. Nguyen Nam: b, d
1. Look at the pictures and say what Tape script
is each person doing TV host: Good evening, welcome to the Happy Family
Ask Ss to do the task Programme. Our topic today is "Roles in the family"
and our guests are Mr. Pham Hoang, an artist, Mr.
Nguyen
2.Listen to the TV talk show. Who said Nam, a teacher and Ms. Mai Lan, a doctor. Now We'll
what? hear what they think the roles of the wife and husband
Ask Ss to read the statements are in today's society. Mr Pham Hoang?
Play the recording. Ss listen and do the Mr. Pham Hoang: Well, in my opinion, in the family,
task the husband is the provider while the
The man is doing his housework: do wife if the homemaker. Her job
the cooking, cleaning and laundry is to look after everyone in the family and take care of
The woman is doing her housework: the house to make sure it's clean and neat and that the
do the cooking, ironing, family has good meals every day. TV host: So you
cleaning, laundry, and looking mean the wife has to do most of the housework? What
after the children They are too busy do you think Ms. Mai Lan?
and tired of their household chores. Ms. Mai Lan: Well I don't think so. Women's roles have
They look unhappy and They are easy changed. They also work to share the financial burden
to get angry with their husbands, so their husbands should share
the household duties with them
TV host: I see. What do you think, Mr. Nguyen Nam?
Mr. Nguyen Nam: I agree with Ms. Mai Lan.
3.Work in groups. Discuss the
Homemaking can't only be the job of the wife or the
questions. Then report your group's
husband. Both should join hands to provide for the
opinions to the class.
family and to make it happy.
Ask Ss to do the task
Do as appointed
Culture - Two students read out the texts

Read the two test about family life in - take note new words
Singapore and in Vietnam and nuclear family >< extended
answer the questions family child minder = babyAnswers
Questions sitter
- Ask Ss to do the task in Singapore In Vietnam
Type of family nuclear family extended family
Child caring Nursery school Grandparents or
or child minder great
Old-person Nursing home Children or
grandparents
caring grandchildren
Educating Taking part in Helping children

children activities of with their
Parent Support homework,
Group or giving them
Parent Teacher advice on
Association behaviour
4. Consolidation: (3 mins) - Discussion the change in women's and men's roles

- Family life in Singapore and in VN
5. Homework: (1 min) - Discussion the change in women's and men's roles
- Family life in Singapore and in VN - Do the task again
- Read Unit 1 - Looking back and Project at home
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LOOKING BACK - Do as appointed
Pronunciation cream /kr/ brushed /br/ crashed /kr/
- Play the recording and let Ss listen and tree /tr/ traffic /tr/ try /tr/
write created /kr/ brother /br/ brown /br/
/tr/, /br/ and /kr/ above the word that bread /br/ breakfast /br/ brave /br/
has the corresponding consonant LOOKING BACK AND
cluster travelling /tr/ PROJECT
train /tr/ true /tr/
sound. Then, put Ss in pairs to practise crime /kr/ increasing /kr/
Date of the
reading planning: ……/……./...
sentences Date of teaching: ……/……./...
Vocabulary - Do as appointed
1. What are the people doing? 1. preparing meals 2. shopping for groceries
- Let Ss work in pairs to write the name of 3. doing the laundry 4. taking out rubbish
the chore under each picture 5. cleaning the toilet 6. doing the washing-up
7. doing the ironing 8. sweeping the house
2. Use the words/phrases to complete 9. watering house plants 10. feeding the cat
the text - Do as appointed
- Ask Ss to read the text carefully, using 1. does the cooking 2. shops for groceries
the context clues to decide which 3. does the heavy lifting 4. laundry
word/phrase can be used 5. ironing 6. takes out the rubbish
7. sweeping the floor/house 8. lays the table
Grammar 9. does the washing up
1. Finish the sentences with either the
present simple or the present - Work in pairs, do the task
continuous 1. am writing/ miss 2. am looking after
- work in pairs to finish these sentences 3. looks/ is wearing 4. am cooking
2. Work in groups. Discuss the 5. are you reading 6. do people in your family do
following questions
Put Ss in groups to discuss the questions - Work in groups, do the task
PROJECT Work in groups, compare your findings and reports
Do a survey to the class.
Ask Ss to do the survey Let the groups have some time together the assemble
the results of their survey
1. Consolidation: (3 mins) - Revise what Ss have learnt in unit 1
- Do a survey and report the result
2. Homework: (1 min) - Revise what Ss have learnt in unit 1
- Do a survey and report the result
- Do the task again - Read Unit 2 - Getting started
I. SELF-EVALUATION:
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PERIOD 09 UNIT 2: YOUR BODY AND YOU

GETTING STARTED - An apple a day

1. Language focus: - To help learners get started with some language items in Unit 2
- For vocabulary, that is words and phrases related to illnesses and health
- For pronunciation, that is how to pronounce /pr, pl, gr, gl/
- For grammar: the future simple and going to and the revision of the passive voice
- Reading: Read about acupuncture
- Speaking: Speak about getting rid of bad habits
- Listening: Listen to a text of choosing a healthy diet
- Writing: Write about what to eat and not to eat
3. Attitudes: - To help Ss get started for Unit 2 with the topic "your body and you"
II. PREPARATION
2. Students: Read through English Unit 2 - getting started at home
III. PROCEDURE
2. Check up: (5 minutes) Revise vocabulary, grammar, pronunciation of unit 1
Lead in
Ask Ss to make a list of healthy and unhealthy things
- Healthy things: fruit, fruit juice, milk, vegetable, vitamin, fish, beef, physical exercise
1. Listen and read - take notes some new words
Ask Ss listen to the recording and saying = idiom = proverb
read the conversation sick = ill
Alzheimer's disease lose weight >< gain weight / put on weight
boost = rise = encourage = promote disease = illness = sickness = malady
2. Work in pairs. read the - Work in pairs, answer the questions
conversation again and answer1. This saying means apples in particular and fruits in general
the question are good for our health
Ask Ss to work in pairs and do the2. Eating apples or drinking apple juice can bring about 3
task main benefits: helping you to lose weight, build healthy
Asks Ss to give the reasons for their bones and prevent diseases like cancer.
3. Listen and repeat the prevent disease bones weight
words/phrases brain boost healthy
Ask Ss to listen to the recording and
4. Wise words: laughter is the When I failed my math examination last semester and had
best medicine to retake it, I felt really upset and ashamed of myself. I
Ask Ss to work in groups to report avoided meeting my friends and just stayed at home during
on a time when laughter was the summer holiday, but my close friend was very helpful and
best medicine for them sympathetic. She encouraged me and cheered me up by
4. Consolidation: (3 mins) - Benefits of apples
telling and apple
me jokes juice mentioned
and making me laugh.inThe
the conversation
laughter really
5. Homework: (1 min) - Benefits of apples and apple juice mentioned in the conversation
- Practice the conversation - Do the task again - Read Unit 2 - Language at home
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LANGUAGE

1. Language focus: - To provide learners some language items in Unit 2
- For vocabulary, that is words and phrases related to illnesses and health
2. Skills: To promote Ss to develop the skill of working in pairs and groups
II. PREPARATION
2. Students: Read through English Unit 2 - language at home
III. PROCEDURE
2. Check up: (5 minutes) Ask some Ss to write some new words and do the tasks again
VOCABULARY - Take notes some new words
1.Matching the words and phrases circulatory system be made up of
with their definitions below. blood vessels digestive system
a. Matching break down the food we eat respiratory system
Ask Ss to do the tasks and compare the breathe in oxygen breath out carbon dioxide
results with their partner skeletal system support our body
b. Practise saying the names of the 5 protect our organs nervous system
2. Which system do the body parts - Do as appointed
below belong to? 1. circulatory system: blood/ heart
Ask Ss to work in pair. Put body parts 2. digestive system: stomach/ intestine
in correct systems 3. respiratory system: breath/ air/lung
PRONUNCIATION Do as appointed
1. Listen and repeat /pr/ print /pl/ plough /gr/ gradual /gl/ glance
Play it again with pauses for them to
2. Read these sentence aloud - Do as appointed: to read the sentence aloud
the sentences
GRAMMAR - Do as appointed
1. Read the following about will and Give examples or explanation if necessary
be going to
2. Identify the use of will and be - Work in pairs, do the task

going to 1. 1 2. 3 3. 5 4. 6 5. 2
Ask them to give clues for their
3. Put a tick for an appropriate - Work in pairs, do the task
sentence and a cross for an 1. x (2) 2. v (4) 3. v (6) 4. v (5)
inappropriate one 5. x (5) 6. v (4) 7. v (5) 8. v (1)
4. Complete the following sentences - Work in pairs, do the task

with the right form of will/ be going 1. is going to rain/will (6/4) 2. won't (2)
to 3. will/ is going to (4/6) 4. are going to (5)
5. related
4. Consolidation: (3 mins) - Vocabulary will (4)body parts and systems
6. are going to (5)
- Will Vs be going to - The pronunciation of /pr, pl, gr, gl/

5. Homework: (1 min) - Vocabulary related body parts and systems
- Will Vs be going to - The pronunciation of /pr, pl, gr, gl/
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READING - Acupuncture

1. Language focus: To provide learners some vocabulary related to acupuncture
- Skim the text to get the general idea
- Scan the text to get some specific details
II. PREPARATION
III. PROCEDURE
2. Check up: (5 minutes) Ask some Ss to distinguish the use of will and be going to
Lead in
PRE READING Work in groups, do the task

1. Look at the picture and title, do Acupuncture is a traditional medical treatment which
you know anything about is widely used in Asian countries such as China and
Let Ss work in groups, do the task
WHILE READING
2. Read the text below. In pairs or - Work in groups, do as appointed
groups, choose the three most + one of the oldest medical treatment in the world
interesting things you learnt about + can ease pain and treat from simple to complicated
acupuncture. ailments.
Let Ss read the text and do the task + There are more than 2000 acu-points where hair- thin
needles are placed
+ is considered to be very safe
3. Read the text quickly and find 1. diseases = ailment 2. stop = ease
words which are closest in meaning 3. pressure point = acupoint 4. care = precaution
to the following 5. choice = alternative 6. cure = treatment
4. Read the text again and answer the questions

Ask Ss to work in pairs, read the text again and answer the questions
1. It's promoting harmony between humans and the world around them and a balance between jin
and jang
2. It is believed to promote the body's natural healing capacities and enhances its functions
3. There are more than 2000 nowadays
POST READING Yoga consists of light or medium physical exercise
5. Do you know any other which helps to enhance your strength and healing
alternative therapies like yoga, capacities.
acupressure, head massage or Like acupuncture, Acupressure affects your acupoints.
aromatherapy However, It's considered to be safer. It helps to
Put Ss in groups, ask them give release/ease pressure, stress and tiredness
information they know about other Head massage helps to release pressure, stress and
4. Consolidation: (3 mins) - Vocabulary related to acupuncture and other alternative therapies
- Reading skills: skimming, scanning, guessing the meaning through context
5. Homework: (1 min) - Vocabulary related to acupuncture and other alternative therapies
- Do the task again - Read Unit 2 - Speaking at home
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SPEAKING

1. Language focus: - To provide learners some vocabulary related to good and bad habits
- To provide learners different expressions of giving advice and suggestions
II. PREPARATION
2. Students: Read through English Unit 2 - Speaking at home
III. PROCEDURE
2. Check up: (5 minutes) Ask some Ss to talk about acupuncture
1. Which of the following Do as appointed
habits are good for you? There are a lot of habits which are good for us. They are
Let Ss to discuss in groups and being thankful, keeping a routine, doing regular exercise,
find out which habits are good never giving up, saving money, and reading regularly.
for them and which are bad for On the other hand, some habits such as staying up late,
2. Discuss why some of the Do as appointed
habits are good for you, why There are a lot of reasons why some habits are good for us.
some are bad for you. How can Firstly such habits as doing regular exercise and keeping a
you stop the bad habit? routine are good for our health. Besides some habits such as
Ask Ss to work in groups to reading regularly help us to enrich our knowledge. In
discuss the questions addition, other habits make us to behave better and live
more independently.
Most of bad habits often affect our health, make us tired and
reduce our strengths.
There are some things we can do to stop a bad habits. First of
all, as
3. Look at the following text Do weappointed
should make a list of negative effects of that habit.
and read the advice. Do you We could follow some of these tricks to get rid of bad habits
think you could follow it? Why - swap good habits for bad ones
or why not. Ask them to read the - think of the benefits you will have when you get rid of a bad
4. Choose
text and one bad habit
discuss withandtheir - habit
Do as appointed
make a list of do's and don'ts Kick staying
Do's up late Don'ts
Ask Ss to work in groups and do Plan things carefully Watch horror films or
the task Finish work early frightening TV programs
Eat just enough at dinner Drink coffee and strong tea
Do exercise Get up late
Kick smoking
Do's Don'ts
Make a list of dangerous effects of Hang out with
smoking smokers
Chew sing gum whenever you want Put/place cigarettes
to smoke within your reach
Only go to non-smoking places
4. Consolidation: (3 mins) - Vocabulary related to good and bad habits
- Expressions of giving advice and suggestions
- Speaking skills: discussing in pairs and groups, reporting the result to class
5. Homework: (1 min) - Vocabulary related to household chores one likes and dislikes
- Vocabulary related to good and bad habits
- Expressions of giving advice and suggestions
- Speaking skills: discussing in pairs and groups, reporting the result to class
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LISTENING – The Food Pyramid

1. Language focus: To provide some vocabulary related to food pyramid and a healthy diet
II. PREPARATION
2. Students: Read through English Unit 2 - Listening at home
III. PROCEDURE
2. Check up: (5 minutes) Ask some pairs of Ss to talk about good and bad habits
Lead in Do as appointed
Good Bad
Let Ss make a list of food and drink
vegetable/ fruit/ fish meat/ oil/ coffee
that are good and bad for us
milk/ fruit juice/ beer and wine/
1. What do you usually have for Do as appointed
mineral water alcoholic drink
lunch and dinner? Do you care I often have rice, meat, and sugary drink
about the nutritional value of the I rarely have vegetable and fruit juice for my lunch and
things you eat? dinner
2. Look at the picture below. What Do as appointed
do you think the listening is about? Look at the food pyramid we can see that in order to
Now listen control our weight, we should not only have a healthy
diet but also do regular exercise.
more foot from the bottom part of the pyramid
(vegetable, fruit, whole grains) and fewer from the top
Play the tape twice
(red meat, refined grains, potatoes, sugary drink and
3. Listen again and decide whether Do as appointed
the statements are T or F 1. F – simple 2. T
Let Ss work in pairs to do this task 3. F - fewer/ at the bottom 4. T
4. Listen again divide the plate into - Do as appointed
sections and label which food
should be in each section
Vegetable (varied)
Ask Ss to work in groups and do this
task whole fish, nut
grains poultry,
beans
4. Consolidation: (3 mins) - Vocabulary related to food pyramid and a healthy diet
- Listening skills
5. Homework: (1 min) - Vocabulary related to the topic of family life - changing roles
- Vocabulary related to food pyramid and a healthy diet
- Listening skills - Do the task again - Read Unit 2 - Writing at home
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WRITING

1. Language focus: - To provide learners some vocabulary related to healthy foods and drinks
- To instruct Ss different expression of thanks, asking for and giving advice
II. PREPARATION
2. Students: Read through English Unit 2 - Writing at home
III. PROCEDURE
2. Check up: (5 minutes) Ask Ss to talk about different sections of a healthy dinner plate
1. Build a list of food from your - Do as appointed
own experience
2. Read the fact below. Do you - Read the text and note down new words
have some of these foods on your - allergies: shellfish, mussel, shrimp, crab, seafood, milk,
list? wheat, soya, peanuts
- bad breath: garlic, onion, fish, curry, alcohol, cabbage
- sleepiness: dairy product, cottage tea, alcoholic drink, refined sugar, white flour, salt,
cheese, milk, soy product: soy milk, saturated fats, processed food, junk food, fast food
tofu, honey, almonds, banana, containing synthetic additives
poultry, whole grains, beans, rice, - sleeplessness: caffeine containing coffee, cocoa, strong
3. Writesesame,
avocado, inquiries for advice
flaxseed, papayason Dear
tea, expert,
coffee, alcohol, fatty/spicy food, (MSG
the diet I have been an expectant woman for two months and I
Ask Ss to work in groups and do the really wonder which foods are good and which are not
task good for me and my baby. I would be very
Or: grateful/thankful if you could give me some information
Dear expert, about this.
I have just had my appendix out/ Thank you
appendicitis operation last week/ Linda
and I was wondering if you could Dear expert,
4. You me
advise arewhat
the food specialist,
to eat and not togive
eat Do as appointed
advice Ask Ss to work in groups to Dear Linda,
do this task Pregnancy is a very important and sensitive period on
which foods and drinks have great influences. They
Ask Ss to exchange their writing provide nutrition and necessary substances for the
for peer comment development of the baby.
You are advised to eat whole grains with fish, beef,
poultry or red meat which make up half of your plate in
your major meals. They will provide you and your baby
enough amount of protein.
For the other half of the plate, you should eat vegetables
and fruits which are rich in vitamins and fibres.
Besides, you drink about 2 litters of water, or fruit juice
per day.
4. Consolidation: (3 mins) - Vocabulary This
related to ensures
the topicthat you and
of sharing your baby
household are well
chores
- Writing skills
5. Homework: (1 min) - Vocabulary related to the topic of sharing household chores
- Writing skills - Do the task again
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II. PREPARATION
III. PROCEDURE
Communication - Do as appointed
Discussion - who does what in your Picture 1, 2, 3: People are doing physical
family? exercise. Picture 4: People are swimming and
1. Look at the pictures. Which parts diving.
of the body does each activity These activities benefit various parts of our body. They
benefit? are good for skeletal system, circulatory system
Ask Ss to work in groups and do the respiratory system, nervous system and digestive
task system.
2. In pairs or groups, discuss why - Do as appointed
these activities are healthy They stimulate our bones, joints and muscles and us to
Ask Ss to read the statements reduce pressure and tiredness (skeletal system) , cause
Culture - Two students read out the texts
the blood to circulate better (circulatory system), help
1. Read about the health beliefs and - take note new words
practices in two different countries. balance >< imbalance
- Ask Ss to do the task Herbal medicines
indigenous/local folk practices
cost-effective
2. Discuss the similarities and
- Do as appointed
differences in health beliefs and
Vietnamese and Indonesian people have both
practices between the two countries
similarities and differences in their health beliefs and
practices. For the similarity, that is the use of herbal
and traditional medicines to treat the ill. In these both
countries, traditional treatments, and herbs are
3. Do you know any traditional
considered to be safe, effective and affordable. For the
therapy (treatment without
condition.
4. Consolidation: (3 mins)
The similarities and differences in health beliefs and practices between two countries
5. Homework: (1 min) - Discussion the change in women's and men's roles
- Discuss the similarities and differences in health beliefs and practices between two countries
- Do the task again - Read Unit 2 - Looking back and Project at home
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LOOKING BACK AND PROJECT

1. Language focus: - To help students revise what they have learned in unit2
- To do a small project in which they can develop their speaking skills
II. PREPARATION
2. Students: Read through English Unit 2 - Looking back and Project
III. PROCEDURE
2. Check up: (5 minutes) To talk about health beliefs and practices in VN and in Indonesia
LOOKING BACK
Pronunciation - Do as appointed
- Play the recording and let Ss listen prince /pr/ play /pl/ prime /pr/
and write producing /pr/ glance /gl/ pray /pr/
/pr/, /pl/,/gr/,/gl/ above the word that grimm /gr/ grounding /gr/ growth /gr/
has the corresponding consonant grass /gr/ ground /gr/
cluster sound. Then, put Ss in pairs
to practise reading the sentences
Vocabulary
- Do as appointed
Complete the following sentences
1. brain 2. lung/heart 3. digestive
with a word or phrase about the
4. skeletal 5. respiratory 6. stomach
body
7. nervous
PROJECT
1. Go round the class and ask other - Do as appointed
students to rank the order of Diets/ Personal hygiene/ Medical Care/
importance of the following Leisure Activities
Ask Ss to work in groups and do the In Lan's opinion
task ... is the most important to stay healthy
Next is ...
2. Report your findings to the class it is followed by ...
Let Ss to present the findings in front ... is more important than ...
4. Consolidation: (3 mins) - Revise what Ss have learnt in unit 2
- Discuss the question and report the result
5. Homework: (1 min) - Revise what Ss have learnt in unit 2
- Discuss the question and report the result - Do the task again
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PERIOD 17 WRITTEN TEST I


1. Language focus: - To test and mark the students - To get feedback from the students
2. Skills: To help Ss develop their skills to do MCQ tests
3. Attitudes: To give Ss the motivation to learn hard for their exam
II.PREPARATION
1. Teacher: - Testing aids: Lesson plan, test papers
- Testing method: Multi-choice questions
2. Students: Prepare for the test at home
III.PROCEDURE
2. Check – up: (omitted)
3. Testing fields: (43 minutes)
* Vocabulary: Unit 1 – FAMILY LIFE Unit 2 – YOUR BODY AND YOU
* Grammar: The present simple vs the present progressive/ Will vs be going to V
* Reading skills: Nuclear family vs Extended family/ Healthy diets
* Listening skills: The role of family in our lives/ Advices on good habits
* Writing skills: The role of men and women in modern families/ How to kick a bad
habit
4. Test matrix:
Knowledge/ Skills Numbers of Total Levels of questions
Questions Points easy fair hard very hard
1. Listening 8 2 4 (1.0) 3 (0.75) 2 (0.5) 1 (0.25)
2. Pronunciation 4 1 2 (0.5) 2 (0.5) 0 0
3. Use of language 12 3 4 (1.0) 5 (1.25) 2 (0.5) 1 (0.25)
4. Reading 8 2 2 (0.5) 4 (1.0) 2 (0.5) 2 (0.5)
5. Writing 5 2 0 2 (0.5) 2 (0.5) 1 (1.0)
Total 37 10 12 (3.0) 12 (3.0) 8 (2.0) 5 (2.0)
5. English Paper:
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PERIOD 18 TEST CORRECTION


1. Language focus: - To help Ss revise the knowledge - To get feedback from the students
2. Skills: To correct Ss’ errors if necessary
II.PREPARATION
1. Teacher: - Teaching aids: Lesson plan, answer keys - Teaching method: Communicative
2. Students: Look at their test paper at home
III.PROCEDURE
2. Check – up: (omitted) Some Ss go to the board, do some tasks again
3. Testing correction: (40 minutes)
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
- Gives the answer keys - Compare the answer keys with their performance
- Explains some knowledge - Revise some knowledge
4. Consolidation: (3 minutes) - Vocabulary in unit 1 and unit 2

- The present simple vs the present progressive - Will vs be going to V
5. Homework: (1 minute) - Unit 3 - Getting started
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PERIOD 19 UNIT 3: MUSIC

GETTING STARTED - Live on Stage

- For vocabulary, that is words and phrases related to music
- For pronunciation, that is how to pronounce /est, Ənt, eit/
- For grammar, that is compound sentences and infinitives with to
- Reading: Read about TV show
- Speaking: Exchange opinions about TV show
- Listening: Listen to communication about music
- Writing: Write a biography
3. Attitudes: - To help Ss get started for Unit 3 with the topic "music"
II. PREPARATION
III. PROCEDURE
1. Listen and read - Read the conversation, take notes new word
Ask Ss listen to the recording and read pop star/ teen idol/ excite female fans/ look passionate
the conversation on stage/ deceiving/ platinum album/ biography/on the
Internet/ win second place in the Idol Contest/ home
country/ become popular/ homemade/
Explain new words if necessary views/ solo artist/ single/ debut album/release = publish
2. Work in pairs. Decide whether Work in pairs, do the task

the statements are true (T), or false
(F) and tick the correct box. 1. T 2. F 3. F 4. F 5. T
3. Read the dialogue again and give Work in pairs, ask and answer the questions
answer to the questions 1. They are talking about a young pop star
Ask Ss to work in pairs, and do the 2. He looked shy and passionate
task 3. He won second place in an Idol contest
4. His mother did
5. They
4. Find the adjective which describe shy: gained
not at over other
ease with 10 million
peopleviews
the teen idol and write them down passionate: having a keen enthusiasm or intense desire
then discuss their meanings for st
Ask Ss refer back to the conversation talented: a person with good natural ability
5.
andReread the dialogue. Circle the decide
do the task popular:towidely
buy liked or appreciated
verbs which are followed by began to post
4. Consolidation: (3 mins) - The young pop star mentioned in the conversation
infinitives
5. Homework: (1 min) - Do the task again - Read Unit 3 - Language at home
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LANGUAGE

- For vocabulary, that is words and phrases related to music
- For pronunciation, that is how to pronounce /est, Ənt, eit/
- For grammar, that is compound sentences and infinitives with to
II.PREPARATION
III. PROCEDURE
VOCABULARY - Do as appointed
1. Use the word in the box to complete the 1. talent 2. pop
definitions
Ask Ss to do the tasks and compare the results 5. fan 6. clip
with their partner
2. Discuss the equivalent Vietnamese meanings Work in pairs, do the task
of the words from a to g. Ask Ss to work in pair 1. c 2. a 3. b 4. d
3.
andUse the the
finish words
taskto make sentences about the - Work in groups, do as appointed
music or singers you know 1. My Linh is a one of the most popular solo
Ask Ss to work in groups, and make sentences singers in VN
from given words 2. "..." is My Tam's debut album
4. Expand your vocabulary. Add more related - Work in groups, do as appointed
words Music: concert, album, live show, solo,
Ask Ss to work in groups, add more related words single, video clip, band, orchestra,
Let Ss present their results musician, singer, composer,
PRONUNCIATION Work in groups, do the task
1. Read the conversation in getting started passionate
again. Circle words that have the ending talent
sounds /est,and
2. a Listen Ənt,repeat
eit/ contest
Do as appointed
Play the recording and let Ss listen /est/ contest
Play it again with pauses for them to repeat each /Ənt/ achievement
2. b. Listen again and circle the word you hear. - Do as appointed
Ask Ss to read the word in rows passionate/best talent/different
Play the recording and let Ss listen to the guest/date/ test achievement/ parent
3. Can you write down some more words for - Work in groups, do as appointed
each ending request/ development/ penetrate
GRAMMAR - Work in pairs, do the task
Compound sentences 1. d 2. c
1. Match the conjunctions and, or, but, so with 3. a 4. b
their meanings - Work in groups of four, do the
Let Ss work in pair and do the task task 1. c 2. e 3. a
GRAMMAR 1. to sing 2. to make 3. to do
Infinitives. Use the infinitive to complete the 4. sleep 5. Ride 6. to buy
following sentences
4. Consolidation: (3 mins) - Vocabulary related to music
- Compound sentences, infinitives with to - The pronunciation of /est, Ənt, eit/
5. Homework: (1 min) - Vocabulary related to music
- Compound sentences, infinitives with to - The pronunciation of /est, Ənt, eit/
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READING - A Global Smash hit

1. Language focus: To provide learners some vocabulary related to music
- Skim the text to get the general idea
- Scan the text to get some specific details
II. PREPARATION
III. PROCEDURE
The use of and, or, but, so; some students note down structures with to and bare infinitives?
Lead in * Do as appointed, answer the question freely.
Let Ss brainstorm the names of some Have you seen Vietnam Idol?
current contest TV shows ... Sao Mai Television Singing Contest?
1. Look at the logos. Are you familiar ...

* DoTheasVoice?
appointed
with them? Tell a partner what youa.Pop Idol, created by the British entertainment
know executive Simon Fuller, is a music competition
Idol: A Global Smash Hit - great success in which began on British ITV on October 6 2001
the world to select the best new young pop singer in the UK
Ask Ss to work in groups and discuss what based on viewer voting and participation
they know about the logos b. Who wants to be a millionaire or informally
More: c. Vietnam Idol is a part of the Idol called Millionaire is an American TV quiz show
Franchise of the original reality program based upon the British program of the same title,
2. Read the text below discuss the * Do as appointed
significance of these years 2001, 2002, 2001: the year that Pop Idol was first launched in
2007 and 2012 the UK
Ask Ss to read through the text once 2002: The beginning of the American
without stopping at the words that they Idol 2007: The first season of Vietnam
don't
3. know
Circle thetheappropriate
meaning meaning for *Idol
Do2012: The fourth season of Vietnam
as appointed
each word from the text 1. b 2. a
Let Ss read the text again, find out the 3. a 4. a
words
4. Ask from the text the questions
and answer * Do as appointed
Put Ss in groups of 3, ask them to read the 1. The Idol format
questions first to make sure they understand 2. It came from the UK
underline key words 4. It's a franchised programme
Let Ss read the text again and locate the 5. Answers vary
parts of the text where they can get the
4. Consolidation: (3 mins) - Vocabulary related to Idol Contest

5. Homework: (1 min) - Do the task again - Read Unit 3- Speaking at home
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SPEAKING - Talking about TV Show

1. Language focus: - To provide learners some vocabulary related to the topic of TV show
- To provide learners different expressions of like and dislike
II. PREPARATION
2. Students: Read through English Unit 3 - Speaking at home
III. PROCEDURE
2. Check up: (5 minutes) Ask some Ss to talk about the history of Idol Contest
1. Read the following TV blurbs. Do as appointed
Complete the table with the notes VN Idol
from each show then compare and - To find a pop star
contrast the show with a partner - The winner will be chosen by a celebrity panel and
Ask Ss to work by themselves, home viewers
complete the table then share their - The winner will get a recording contract with VNR
answer with their partner records
Who Want to be a Millionaire
- To find a winner who will get a big sum of money
- The winner will answer a series of general knowledge
questions
- The amount of prize-money increase with the number
of questions
2. Imagine you are a TV producer. Do as appointed
You are creating a new show. Show name: Laughter's Show
Make a list of details about your Show type: Entertainment TV Show
show Time: 45 minutes, Saturday evenings from 8.00 - 8.45
Let Ss work in groups, develop their - To find out the winner who can refrain from laughing
imagination to create a TV show when participants are put into humorous situations
Let representatives from different - The winner will be awarded a 30-day traveling tour
groups to go to the board and give around VN
their presentations
4. Consolidation: (3 mins) - Vocabulary related to TV show

- Speaking skills: making discussion, comparison and distinction; presenting in front of the class
5. Homework: (1 min) - Vocabulary related to TV show
- Speaking skills: making discussion, comparison and distinction; presenting in front of the class
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LISTENING - Inspirational Music

1. Language focus: To provide some vocabulary related to the topic of inspirational music
II. PREPARATION
2. Students: Read through English Unit 3 - Listening at home
III. PROCEDURE
2. Check up: (5 minutes) Ask some Ss go to the board and talk about their TV show
Lead in
Ask Ss to write down different kinds of music that they know
Ask them what kinds of music they like:
1. Do you know these artists? Discuss Do as appointed
their name 1. Trinh Cong Son 2. Luu Huu Phuoc
Ask Ss to work in pairs, look at the picture 3. Michael Jackson 4. Elton John
2. Listen to the following song excerpt. Do as appointed
Tell your partner what you thought That's the song Tien Quan Ca by Van Cao
about and how you felt while you were I feel excited, patriotic and proud of my country
listening to it whenever I hear this song
3. Now listen to the conversation between Do as appointed C
Anna and Nam. What are the speakers The speakers are talking about favourite songs
talking about? Circle the best answer. Listen to the recording and work in pairs to do the
4. Listen again and answer the question 1.task

"I have a dream" by Abba
Ask Ss to read the question carefully and 2. Inspirational songs
then answer the questions 3. His favourite songs inspire him and he can learn
lessons
5. Work with a partner. Tell him/her Do from them
as appointed
about your favourite music. Give I like folk music because it's sweet and soft. It
reasons helps me to relax and reduce stress. It makes me
favourite music I like hip hop because it's strong and exciting. It
makes me become more active. Whenever I listen
4. Consolidation: (3 mins) - Vocabulary related
to hiptohop
theItopic of Inspirational
just want to dance andmusic
jump.
- Talk about your favourite music - Listening skills
5. Homework: (1 min) - Vocabulary related to the topic of Inspirational music
- Talk about your favourite music - Listening skills
- Do the task again - Read Unit 3 - Writing at home
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WRITING - Write a biography

1. Language focus: To provide learners some vocabulary related to biography
II. PREPARATION
III. PROCEDURE
2. Check up: (5 minutes) Ask some Ss to talk about inspirational music and their favourite
music
1. Do you know this man? Read the Do as appointed
following paragraph. Match each of 1. b
them with the corresponding headings 2. c
Explain the word biography 3. d
2. Work with a partner to ask and Do as appointed
answer questions 1, 2. Van Cao was born in 1923 in Hai Phong
Ask Ss to work in pairs and do the task 3. It was Tien Quan Ca
4. He died in 1995 in HN
5. Answers vary
3. Write a biography, using one of the Do as appointed
fact files Luu Huu Phuoc was born on September 12, 1921 in
Can Tho. He was one of the most famous figures in
Ask Ss to do the task culture. He is remembered as a composer of many
lively patriotic wartime songs, children songs and
the occasional opera.
member of the National Assembly. He also worked
as the chairman of the Committee of Culture and
Education of the National Assembly of the Social
Republic of VN. After his death, he received the
most rewarding prize, HCM Prize.
Luu Huu Phuoc is regarded as one of the most
4. Consolidation: (3 mins) - Vocabulary related to writing a biography
- Writing skills: write a biography
5. Homework: (1 min) - Do the task again
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1. Language focus: - To provide learners some communication samples and cultural items
II. PREPARATION
III. PROCEDURE
Communication Do as appointed
1. Match the name with the picture a. Chopin b. Elvis Presley c. Michael Jackson
Ask Ss to do the task d. Tchaikovsky e. Johann Strauss f. Van Cao
2. Read and complete the sentence Do as appointed
using the names above 1. Johann Strauss 2. Tchaikovsky
Ask Ss to read the sentence and work 3. Elvis Presley 4. Van Cao
in pairs to do the task 5. Chopin 6. Michael
3. Listen to the recording, ask and Jackson Do as appointed
answer the questions
Culture 1.- Their are threeread
Two students speakers
out the texts
1. Read the texts and do the task - Take note new words
that follow mono chord
2. Work with a partner, complete Quan Ho singing Dangdut music

the table Vietnam Indonesia
Folk music Pop music
Ask Ss to work in pairs and do the task
Four singers Eight singers
Bamboo flutes, s36- Both traditional and
stringed modern
3. Listen to the music. Ask and Do as appointed

answer the following questions 1. Nhu Co Bac Ho trong Ngay Vui Dai Thang
Let Ss to work in pairs and do the task 2. Pham Tuyen
3. Answers
4. Consolidation: (3 mins) Discussion “Quan vary in VN and Dangdut music in
Ho singing
Indonesia”
- Read Unit 3 - Looking back and Project at home
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1. Language focus: - To help students revise what they have learned in unit 3
II. PREPARATION
2. Students: Read through English Unit 3 - Looking back and Project
III. PROCEDURE
2. Check up: (5 minutes) Ask some Ss to talk about family life in Singapore and in VN
Pronunciation /est/ /әnt/ /eit/
1. Listen and repeat the following - Do as appointed
sentences 1. passionate /eit/
- Play the recording and let Ss listen and 2. talented /әnt/
write 3. confident /әnt/
/est, Ənt, eit/ above the word that has the 4. modest/est/
corresponding consonant cluster sound.
Then, put Ss in pairs to practise reading - Do as appointed
the sentences 1. It came from Bac Ninh in the 13th century
2. Listen and write down the words
1. Quan Ho Singing is a kind of Vnese folk music
2. Read the text which originated in the 13th century and was
- Ask Ss to read the text carefully, using recognised by UNESCo in 2009
the context clues to decide which2. Dangdut music is a kind of exciting Indonesia pop
word/phrase can be used music which is played with a combination of
traditional and modern musical instruments such as
3. Describe drums, flutes, electrical guitars and organs.
* Do as apppointed
- Work in pairs, do the task
1. I will not be able to go to the concert tomorrow night
Grammar 2. Let me to explain what the music except means
1. Complete the following compound 3. He asked me sing a few songs by Van Cao
sentences 4. His performance makes me to fall asleep
- Ask Ss to work in pairs to finish these5. My sister never agrees to let me to go to the rap show
PROJECT
sentences
Research a song of Quan Ho Singing or - Do as appointed
a Dangdut song. Think about the Where did it originate? How long has it been
4. Consolidation: (3 mins) Revise unit 3, do research & present to the class
5. Homework: (1 min) - Do the task again - Read Review 1 at home
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PERIOD 27 REVIEW 1 UNIT 1,2,3

PERIOD 1

1. Language focus: - To help students revise what they have learned in unit 1, 2, 3
- To give them a chance to practice
II. PREPARATION
2. Students: Read through Review 1
III. PROCEDURE
2. Check up: (5 minutes) Ask some Ss to go to the board talk about Quan Ho Singing
Language Do as appointed
Vocabulary 1. c d
correct one in B 3. b
2. Complete the conversation, using the * Do as appointed
words from the box 1. lift weights 2. go rollerblading
3. exercise 4. exercise
Pronunciation * Do as appointed
3. Write the words in the correct Tr: train, traffic, travel, treat, trash Kr:
columns and read them aload crash, credit, critical, cream, crime Pl:
play, plum, please, plough, place Gl:
glide …
4. Consolidation: (3 mins) Revise what Ss have learnt in unit 1, 2, 3
5. Homework: (1 min) - Revise what Ss have learnt in unit 1, 2, 3
- Read Review 1 at home
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PERIOD 28 REVIEW 1 UNIT 1,2,3

PERIOD 2

1. Language focus: - To help students revise what they have learned in unit 1, 2, 3
II. PREPARATION
2. Students: Read through Review 1
III. PROCEDURE
2. Check up: (5 minutes) Ask some Ss to go to the board talk about Quan Ho Singing
Grammar Do as appointed
4. Put the verbs into the correct form 1. is coming – don’t want
2. don’t make – am studying
3. speaks – is speaking
4. am – will bring
5. isn’t working/ doesn’t work – will fix
5. Write the following sentences without Do as appointed
changing the meaning of the given 1. This road isn’t used very often
sentences 2. David is not often invited to parties
3. Fruit juice is included in the menu
4. Mr Miller’s room is cleaned every day
5. The music can be heard from far away
6. Match the beginnings in A with the Do as appointed
ends in B 1. c 2. d 3. e
4. a 5. b
4. Consolidation: (3 mins) Revise what Ss have learnt in unit 1, 2, 3

5. Homework: (1 min) - Revise what Ss have learnt in unit 1, 2, 3
- Read Review 1 at home
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PERIOD 29 WRITTEN TEST I


1. Language focus: - To test and mark the students - To get feedback from the students
2. Skills: To help Ss develop their skills to do MCQ tests
II.PREPARATION
1. Teacher: - Testing aids: Lesson plan, test papers
- Testing method: Multi-choice questions
2. Students: Prepare for the test at home
III.PROCEDURE
2. Check – up: (omitted)
3. Testing fields: (43 minutes)
* Vocabulary: Unit 1. FAMILY LIFE Unit 2. YOUR BODY AND YOU Unit 3.
MUSIC
* Grammar: The present simple vs the present progressive/ Compound
sentences/ Infinitives with to
* Reading skills: TV show
* Listening skills: Conversation about music
* Writing skills: A biography
4. Test matrix:
Knowledge/ Skills Numbers of Total Levels of questions
easy fair hard very hard
Questions Points
1. Listening 8 2 4 (1.0) 3 (0.75) 2 (0.5) 1 (0.25)
2. Pronunciation 4 1 2 (0.5) 2 (0.5) 0 0
3. Use of language 12 3 4 (1.0) 5 (1.25) 2 (0.5) 1 (0.25)
4. Reading 8 2 2 (0.5) 4 (1.0) 2 (0.5) 2 (0.5)
5. Writing 5 2 0 2 (0.5) 2 (0.5) 1 (1.0)
Total 37 10 12 (3.0) 12 (3.0) 8 (2.0) 5 (2.0)
5. English Paper:
Read the passage below and choose one correct answer for each question.
In Britain, wedding invitations go out about six weeks before the wedding day. The guests reply
as soon as possible to say if they can come or not. Choosing a present for the couple can be
difficult. People don't take their presents for the wedding. They send them to the woman's
house before the wedding day. Most weddings take place before lunch or in the early afternoon.
Many people like to get married in church. The bride often wears a long white dress. Guests
wear their best clothes and most of the women wear hats. In the church, the bride's family sits
on the left and the groom's one sits on the right. Married people wear their wedding rings on the
third finger of the left hand. Most married women wear wedding rings, but married men often
do not.
Câu 1. According the passage, which of the following is NOT true?
A. It is not easy to choose a present for the couple.
B. Married people wear their wedding rings on the third finger of the right hand.
C. Invitations are sent out some weeks before the wedding day.
D. People who accept the invitations have to send their presents to the
couple. Câu 2. The word presents has the same meaning with .
A. gifts B. hats C. flowers D. fingers
Câu 3. When do the British have to send wedding invitations?
A. before the wedding day B. after the wedding day
C. no need to send D. in the wedding
day Câu 4. Many people like to hold their wedding ceremony .
A. at home B. in a park C. at a restaurant D. in
church Câu 5. Where do people often send their gifts for the wedding to?
A. both the bride and the groom's house. B. the bride's house.
C. the groom's house. D. the church.
Choose one sentence that has the same meaning as the root one:
Câu 6. "You're always making terrible mistakes," said the teacher.
A. The teacher told his students that they were always making terrible mistakes.
B. The teacher told to his students that they were always making terrible mistakes.
C. The teacher told to his students that they was always making terrible mistakes.
D. The teacher told his students that they was always making terrible
mistakes. Câu 7. Bob wrote some letters and then went to bed.
A. Before Bob wrote some letters, he had gone to bed.
B. After Bob had written some letters, he went to bed.
C. After Bob had gone to bed, he wrote some letters.
D. While Bob was writing some letters, he went to
bed. Câu 8. " Thank you very much for your help, John,"
said Daisy.
A. Daisy told John to help her. B. Daisy would like John to help her.
C. Daisy thanked John for helping her. D. Daisy wanted John to help her and said
thanks. Câu 9. "Would you like to have lunch with me on Sunday?" she said to me.
A. She suggested me to have lunch with her on Sunday.
B. She invited me to have lunch with her on Sunday.
C. She reminded me to have lunch with her on Sunday.
D. She begged me to have lunch with her on
Sunday. Câu 10. Someone repaired his car last week.
A. There was something wrong with his car last week.
B. He had his car repaired last week
C. He wanted to repair his car last week
D. He asked for a repairman last week
Choose the best answer to fill in each gap to complete the sentences:
Câu 11. John helping him carrying the package
A. thanked me for B. said thank you me C. asked me to D. told me to
thank Câu 12. The teacher accused the boy not listening to what she was explaining.
A. of B. for C. with D.
to Câu 13. They on the street when it rained
A. walked B. walking C. were walking D. was
walking Câu 14. Jack and Kate have been married for 25 years already. Tomorrow will be
their Silver
.
A. celebration B. birthday C. part D.
anniversary Câu 15. They volunteer to work in remote or areas to
provide education for children.
A. low B. high C. mountainous D. mountain
Câu 16. Michael: " ?" John: "Well, she's not very beautiful. But she's got bright eyes
and a very friendly smile."
A. What are her personalities B. What is she look like
C. What does she like D. What does she look
like Câu 17. Jane expected to the university, but he wasn't.
A. admitting B. being admitted C. to admit D. to be
admitted Câu 18. Would you mind for a moment?
A. waits B. waiting C. wait D. to
wait Câu 19. My sister sees him .
A. visited his uncle every Sunday B. to visit his uncle every Sunday
C. visits his uncle every Sunday D. visit his uncle every
Sunday Câu 20. "What kind of volunteer work are you participating in?" - - " ".
A. Yes, I was participating in helping sick people B. We took part in helping sick people
C. We're helping people in mountainous areas D. No, we don't enjoy volunteer work Câu
21. What would you like to drink? -
A. Yes, please B. Coffee, please C. Thank you D. No, I
don't Câu 22. He Japanese before he started to study French in 2006.
A. has studied B. studies C. studied D. had studied Câu 23. out of
the window, he saw the cat climbing over the fence.
A. Being looked B. To look C. Look D. Looking
Choose the underlined word or phrase (A, B, C, or D) that needs
correcting: Câu 22. John congratulated us of passing our exam.
A B C D
Câu 23. I couldn't make my car to start this morning.
A B C D
Câu 24. He said if the weather was bad tomorrow, the match would be postponed.
A B C D
Câu 25. Everyone are wearing black this year because it's fashionable .
A B C D
Choose a word in each line that has the underlined part pronounced differently from the
rest:
Câu 26. A. champion B. chemistry C. changeable D. church
Câu 27. A. usefulness B. unhealthy C. university D.
usually Câu 28. A. wanted B. visited C. handicapped D.
decided Câu 29. A. award B. area C. agree D.
arrange Listening: You are going to listen to people talking about their birthday.
Task 1: Listen and check whether they have had their birthdays or not this year. Tick (√) the
correct answers.
Name Yes No
00. Ted √
30. Jill
31. Sue
32. Brian
Task 2: Listen again then check what activity each person do or will each person do for his or
her birthday party. Circle the best answers A, B, or C.
33. Ted
A. have a party B. study for exams C. meet friends
34. Jill
A. go to her parents’ house B. go on a trip by herself C. go to New York
35. Sue
A. have a barbecue B. go out to dinner with friends C. stay at home alone
36. Brian
A. meet friends B. have a busy day C. have a family party
37. Write a paragraph to describe a person you admire most.
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PERIOD 30 TEST CORRECTION II


1. Language focus: - To help Ss revise the knowledge - To get feedback from the students
2. Skills: To correct Ss’ errors if necessary
II.PREPARATION
1. Teacher: - Teaching aids: Lesson plan, answer keys - Teaching method: Communicative
2. Students: Look at their test paper at home
III.PROCEDURE
2. Check – up: (omitted) Some Ss go to the board, do some tasks again
3. Testing correction: (40 minutes)
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
- Gives the answer keys - Compare the answer keys with their performance
- Explains some knowledge - Revise some knowledge
- Answers Ss’s questions - Ask questions
4. Consolidation: (3 minutes) - Vocabulary in unit 1 and unit 2

- The present simple vs the present progressive - Will vs be going to V
5. Homework: (1 minute) - Unit 3 - Getting started
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PERIOD 31 UNIT 4: FOR A BETTER COMMUNITY

GETTING STARTED - Who needs our help?

- For vocabulary, that is words and phrases about volunteer work
- For pronunciation, that is how to pronounce /nd, ng, nt/
- For grammar, that is irregular past tense verbs, the past simple and past progressive
- Reading: Read about why people do volunteer work
- Speaking: Talk about local community development
- Listening: Listen to an announcement for volunteers
- Writing: Write an application letter for volunteer work
3. Attitudes: - To help Ss get started for Unit 4 with the topic "volunteer work"
II. PREPARATION
III. PROCEDURE
1. Listen and read - Read the conversation, take notes new word
Ask Ss listen to the recording volunteer (n, v) do volunteer work
and read the conversation voluntary voluntarily
Explain new words disadvantaged by chance
2. Read the ifdialogue again
necessary Read the dialogue
advertisement again
for volunteer positions
and give answer to the
questions 1. at 2 p.m. yesterday afternoon
Ask Ss to work in pairs, and do 2. He was teaching children at the Happy Mind Charity Centre
the task 3. Yes, he was. At first, many of his children couldn't read and
write
4. It's useful to the society and meaningful
3. Make dialogues using the 5. We
Do raised funds to help the poor
as appointed
expressions in the box A: Hi Trang. I've received a leaflet advertising the Green Sunday
Ask Ss to work in pairs or Movement. Have you by chance heard of it?
groups to do this task B: Yes. Many of my classmates are taking part in this
movement. A: You are joining it, aren't you?
B: Not really. I took part in one of its meeting but I haven't
become its member yet.
A: What is the Green Sunday Movement for?
B: Its members
4. Consolidation: (3 mins) - Talking help to work
about volunteer protect the environment
- Practice from pollution.
the conversation
5. Homework: (1 min) - Talking about volunteer work - Practice the conversation
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LANGUAGE
I.AIMS/OBJECTIVES OF THE LESSON

- For vocabulary, that is words and phrases about volunteer work
- For pronunciation, that is how to pronounce /nd, ng, nt/
- For grammar, that is irregular past tense verbs, the past simple and past progressive
II.PREPARATION
III. PROCEDURE
VOCABULARY - Do as appointed
1. Read the conversation again, find -ed: disadvantaged, interested, excited
the adjectives -ing: interesting, exciting
2. Use the words in the brackets with -ful:

Workuseful, helpful,
in pairs, do themeaningful
task
their appropriate form 1. meaningless 2. interested
Ask Ss to work in pair and finish the 3. hopeless 4. useful
PRONUNCIATION
task Do as appointed
1. Listen and repeat /nd/ second
Play the recording and let Ss listen /ng/ interesting
2. Practise saying the following - Do as appointed

sentences
Ask Ss to read the sentences
GRAMMAR - Work in pairs, do the task
1. Rewrite the sentences in the past 1.I wore Jeans to school yesterday
tense, using the time expression in the2. My sister and I bought a lot of clothes last summer
brackets 3. My father read newspapers in bed last night
Let Ss work in pair and do the task 4. My mother made my bed last Sunday
2. Match 1-5 with a-e and complete 1.were walking/started 2. was talking/asked
the sentences in the past simple or the 3. lost/ were playing 4. were sitting/took
past continuous 5. rang/ was having
4. Consolidation: (3 mins) - Vocabulary related to volunteer work
- Irregular past tense verbs, the past simple and past progressive
- The pronunciation of /nd, ng, nt/
5. Homework: (1 min) - Do the task again - Read Unit 4 - Reading at home
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READING - Why do people volunteer?

1. Language focus: To provide learners some vocabulary related to volunteer work
- Skim the text to get the general idea - Scan the text to get some specific details
II. PREPARATION
III. PROCEDURE
The use of and, or, but, so; some students note down structures with to and bare infinitives
TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
WARM UP
- Raise the question “Why do people volunteer?”
- Elicit students’ opinions, and encourage different viewpoints.
BEFORE YOU READ BEFORE YOU READ
Activity 1 Activity 1
- Introduce the title of the reading text and elicit the - Listen to the T
reasons why people volunteer.
- Ask students to tick the reasons they may read about - Work individually first, then work in
in the text and then compare their choices with their pairs to share the ideas.
WHILE YOU READ WHILE YOU READ
- Ask students to scan the text and check their - Scan the text and check their
predictions in Activity 1. predictions in Activity 1.
- Check students’ answers, asking them to give clues - Give the answers.
from the reading text. - Check and correct the answers.
- Expected answers: a, √ b, X c, √ d, X e, √ f, √
- Ask students if they remember strategies to deal with- Read the text quickly to get general
this reading exercise – Gapped text or Missing ideas of what it is about.
Sentences. - Read the removed sentences. Think
- Elicit strategies from students and repeat them if about the meaning of these sentences
necessary. and make sure they match the
- Ask students to do this activity individually and then meaning of the text before and after
compare with a partner. the gaps.
- Check students’ answers and give
- Make sure that the extra sentence
further doesn’t fit in any of the gaps. If it
AFTER YOU READ AFTER YOUyour
does, check READ
work again.
- Let students work in pairs to discuss the statements. - Work in pairs to discuss the
- Elicit different ways to express giving opinions that statements.
students know. Add more if necessary.
- Remind students to take turns speaking, not letting
4. Consolidation: - Vocabulary related to Volunteer
5. Homework: - Do the task again - Read Unit 4- Speaking at home
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SPEAKING
I. Objectives:
1. Knowledge: - To speak about volunteers and volunteer work
- Discuss in pairs/ groups about related topic.
- Reading: Read about why people do volunteer work
- Speaking: Talk about local community development
- Listening: Listen to an announcement for volunteers
- Writing: Write an application letter for volunteer work
3. Educational aims: - To help Ss get started for Unit 4 with the topic "volunteer work"
II. Methods: - Integrated, mainly communicative.
III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
2. Old lesson checking: Checking new words of the previous lesson.
3. New lesson:
WARM UP WARM UP
- Asks Ss to work in pairs to answer the questions. -Work in pairs for 3 mins, then give
1. Have you taken part in volunteer work? answers freely.
2. What kinds of volunteer work do you often do? Eg: ? Helping people in remote
→ Sets the scene: Supposed you are a volunteer and and in the mountainous areas
PRE – SPEAKING PRE – SPEAKING
- Ask students to look at the pictures on this page and - Pay attention to teacher and then
name the activities in these pictures. Students should answer;
comment whether these activities are useful to the Funding
community or not. Bringing things (clothes) to the needy
Activity 1 Raising fund or taking opinions
- Ask students to work by themselves to look at some
activities for community development and to match
them with
WHILE the reasons why they are important.
SPEAKING WHILE SPEAKING
- Have students work in pairs to discuss why the - Work in pairs to discuss why the
activities in Act 1 are important for community activities in Act 1 are important for
development community development.
-Ask students to prepare ideas to support their reasons.
these differences, providing that they support their Activity 3
opinions properly. - Work in groups and look at Activities
Activity 3 for community
- Have students work in groups and look at Activities development in Act 1
for community development in Act 1 - Rank the activities in the order of
- Ask members of each group to rank the activities in importance.
the order of importance. - Discuss to decide on the three most
- Encourage them to discuss to decide on the three urgent/important things to do in their
POST SPEAKING POST SPEAKING
- Each group chooses a presenter from their group to - Present the group’s decisions to the
present the group’s decisions to the whole class. whole class.
- Other students in the class may raise questions to
4.ask the presenter for- further
Consolidation: explanations.
Vocabulary related to Volunteer
5. Homework: - Do the task again - Read Unit 4- Listening at home
V. Self-Evaluation:
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LISTENING
I. Objectives:
1. Knowledge: - Words and phrases related to volunteers and volunteer work
- Listening to an announcement for volunteers to get specific information
2. Skills: Listening: Listen to an announcement for volunteers.
3. Educational aims: - To help Ss get started for Unit 4 with the topic "volunteer work"
II. Methods: Integrated, mainly communicative.
IV. Procedures:
2. Old lesson checking: Checking new words of the previous lesson.
3. New lesson:
WARM UP WARM UP
- Put the vocabulary items on the board in any order, eg: - Look at the words on the board.
war valid, martyr, intersection, the aged, orphanage,
remote…..
- Discuss in pairs for 2 mins.
- Ask the Ss to work in pairs to answer the questions then
asks them to run to the board, as a representative.
- Call on some to give the answers aloud in front of the changes, ready for the next word
class. quickly…. to get more points to be
PRE – LISTENING PRE – LISTENING
winner
- Ask students to look at the pictures to see what the - Pay attention to teacher and then
people in these pictures are doing and why they are answer.
doing these activities Activity 1
Activity 1 - Work in pairs.
- Have students discuss the questions with a partner - Speak out the needy.
WHILE SPEAKING Activity 2 WHILE SPEAKING Activity 2
- Tell students to match the words with their definitions, - Work in pairs to do the task.
then decide the parts of speech of these words.
- Have students compare with their friends.
- Give the answers.
- Check students’ answers.
- Check and correct the answers.
- Expected answers:
Public service announcement (noun phrase)
Donate (v) Non-profit
- Have students guess their answers, encouraging all - Firstly, work individually to
possible guesses and explanations. listen to the recording and do
- Write the students’ guesses on a corner of the board so the class.
that they can see if their guesses are correct later.
- Play the recording and let students do the activity. - Compare the answers with a
- Check students’ answers. If many students in the class partner.
have the same incorrect answers, play the recording - Give the answers.
POST
again SPEAKING Activity
and stop at the place 5where students can get the POST SPEAKING Activity 5
- Have students work in groups to ask and answer the - Work in groups to ask and answer
questions. the questions.
- Encourage students to share their personal experience or- Share their personal experience or
Consolidation:
4.intentions - Vocabulary
to volunteer related service.
or do community to Volunteer intentions to volunteer or do
5. Homework: - Do the task again - Read Unit 4- Writing at home
V. Self-Evaluation:
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WRITING
1. Language focus: - To provide learners some vocabulary related to biography
II. PREPARATION
III. PROCEDURE
2. Check up: (5 minutes) Ask some Ss to talk about inspirational music and their favourite
music
WARM UP WARM UP
- Divide the class into small groups to complete - Work in pairs and give the
the sentences about writing formal letters in answers in each group.
English. A peer stands up to give the
1. You write your address in…….. of the letter answers with the others
2. The address of the receiver should be written on….. , 1. the top right-hand corner
starting below our address. 2. left
3. When the letter starts Dear Sir/ Madam, you end it with3. “yours sincere”,/ “yours
…….
PRE – WRITING Activity 1 faithfully”,
PRE – WRITING Activity 1
- Ask students to read the letter and find out the reason - Read the letter and find out the
why Quan wrote it. reason why Quan wrote it.
- Students read and discuss with their friends.
- Check students’ answers. - Give the answers.
WHILE WRITING Activity 2 WHILE WRITING Activity 2
- Have students read the letter again and answer the - Read the letter again and answer
questions. the questions.
- Check students’ answers by asking them to read their - Work by themselves first then
answers aloud and correct the wrong answers if there are compare the answers with other
any. students.
- Expected answers:
1.He saw the advertisement in the Youth Newspaper on
February 22nd.
2. He taught a group of primary students in his area.
3. He taught them for two months.
4. He is creative, patient, and has great love for children.
5. He can give four references.
- Expected answers: its purposes.
Para 1-b Para 2-c Para 3- d Para 4- - Check and correct the answers.
a Activity 4 Activity 4
- Ask students to read the job advertisement and answer - Read the job advertisement and
the questions about this job advert. answer the questions about this
- Check students’ answers job advert.
- Expected answers:
POST WRITING Activity 5 POST WRITING Activity 5
- Have students read the activity. Students may work in - Work in pairs or groups to
pairs or groups to brainstorm the ideas for the letter. brainstorm the ideas for the letter.
- Go around and helps students when needed.
4. Consolidation: (3 mins) - Vocabulary related to writing a letter
- Writing skills: write a letter
V. SELF-EVALUATION:
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II. PREPARATION
III. PROCEDURE
Communication Do as appointed
1. Look at the list of activities. Which - helping the old and the sick
of them are necessary for - helping handicapped and disadvantaged children
community development in your - Taking part in directing the traffic
area? - Taking care of war invalids and the families of
Ask Ss to do the task martyrs
Do as appointed
What is the most important volunteer activity in your
2. Work in groups, exchange your
important
Culture - Do as appointed
1. What do you know about this man
2. Read the text about Mahatma Do as appointed
Gandhi and answer the questions 1. He was born in 1869 in India
Ask Ss to work in pairs and do the task 2. He fought for the rights of coloured people in
general and the Indians in particular
3. He helped to make the British leave India so that
3. Work in groups talk about a Do as appointed
person who contributed to the 1. Ho Chi Minh President
development of your local 2. Dr. Ton That Tung
area/country Share your ideas with ....
your group.
4. Consolidation: (3 mins) Talk about Mahatma Gandhi and famous volunteers
5. Homework: (1 min) - Talk about Mahatma Gandhi and famous volunteers
- Do the task again - Read Unit 4 - Looking back and Project at home
V. SELF-EVALUATION:
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1. Language focus: - To help students revise what they have learned in unit 4
II. PREPARATION
2. Students; Read through English Unit 4 - Looking back and Project
III. PROCEDURE
2. Check up: (5 minutes) Ask Ss to talk about Mahatma Gandhi and other famous volunteers
Pronunciation 1. B 2. A 3. B
Listen and circle the word you hear 4. B 5. B 6. B
- Play the recording and let Ss listen
and circle the word they hear with
/end, ant/
* Do as appointed
Vocabulary
pairs or groups of 4
Grammar * Do as appointed
1. Write the sentences. Use the past1. The telephone rang while we were having dinner
simple or the past progressive form2. I was waiting at the bus stop when I received his text
of the verbs massage
- Ask Ss to work in pairs to finish the3. It started to rain while we were walking home from
task school
4. Were you listening when the teacher called your
name?
5. He was walking along the corridor when he saw a job
2. Read the text about Tilly Smith and advertisement on the notice board.
put the verbs in the past simple or * Do as appointed
the past progressive 1. was having 2. realised 3. was sitting
Put Ss in pairs to do this task 4. recognized 5. wanted 6. was happening
7. told 8. ran
3. Read the text again and answer the 9. was 10. didn't kill
PROJECT Do as appointed
Ask Ss to work in groups, so they can Find someone or place in their community who/that
share the workload needs help
4. Consolidation: (3 minutes) - TheFind out the problems

pronunciation of /end,and
ant/suggest solutions
- The past simple vs the past progressive
- Vocabulary related to the topic volunteer work
5. Homework: (1 minute) - Vocabulary related to the topic volunteer work
- Do the tasks again
V. SELF-EVALUATION:
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PERIOD 39 UNIT 5: INVENTIONS
GETTING STARTED – Computers and our life
I. Objectives:
1. Knowledge: - By the end of the lesson, students are able to:
+ Use words and phrases related to the topic Inventions
+ Role play, practicing listening and speaking
- Reading: Read about natural world as inspiration for inventions.
- Speaking: Talk about Inventions, their uses and their benefits.
- Listening: Listen for specific information from an interview.
- Writing: Write about the benefits of an inventors.
3. Educational aims: - To help Ss get started for Unit 5 with the topic "Inventions"
IV. Procedures:
2. Old lesson checking (Omitted)
3. New lesson:
WARM UP
- Give some pictures and writes the names of these inventions on board:
a. Electric cooker b. Refrigerator c. Television d. Washing machine
e. Computer f. Cassette player g. Air conditioner h. Fax machine
- Ask sts to give name for the each modern invention.
- Ask some sts to read their names aloud and then give remarks.
- Lead sts into new lesson.
LISTEN AND READ Activity 1 LISTEN AND READ Activity 1
- Ask students to look at the picture and tell them the - Look at the picture.
two people in the picture are Phong and his father. Let
students guess what Phong and his father are talking - Guess what Phong and his father are
about. talking about.
- Play the recording. Have students listen and read - Listen to the conversation and read
silently. after silently.
- Tell students not to worry about the new vocabulary
or grammar points.
- Get sts to work in pairs to do the task. - Work in pairs to do the task.
- Call on sts to give the answers on the board. - Write the answers on the board.
- Check and correct the answers. - Check and correct the answers.
- Expected answers:
1. He promises to reward Phong if Phong passes the
English test.
2. Because his old mobiphone is still good.
3. Computers have changed our lives in many ways:
faster communication (emails), free entertainment
(online games), convenient shopping (online
shopping), etc.
4. He will use his laptop for listening to music, chatting
with friends, playing games, researching topics on the
web and typing his assignment.
5. (Answers may vary) Activity 3
Activity 3 - Firstly, work individually to do the
- Firstly, get sts to work individually to do the task. task.
- Ask sts to compare the answers with a partner. - Work in pairs to compare the answers.
- Call on sts to give the answers on the board. - Write the answers on the board.
- Expected answers: 1. C 2. A 3. D 4. B
4. Consolidation: - Talking about some inventions and their benefits.
5. Homework: - Practice the conversation
V. Self-Evaluation:
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LANGUAGE
I. Objectives
:
1. Knowledge: By the end of the lesson, students are able to:
- Understand the formation of compound nouns and their meanings
- Identify the stress patterns of compound nouns and noun groups
- Use the gerunds and to infinitives to talk about the uses or purposes of something
- Use present perfect tense to describe an event or action happening in the past but
having result in the present.
- Reading: Read about natural world as inspiration for inventions.
- Speaking: Talk about Inventions, their uses and their benefits.
- Listening: Listen for specific information from an interview.
- Writing: Write about the benefits of an inventors.
IV. Procedures:
2. Old lesson checking: (Omitted)
3. New lesson:
VOCABULARY Activity 1 VOCABULARY Activity 1
- Explain to the students that the meaning of a - Listen to the T’s explanation.
compound noun is not always based on the meaning
of its parts. - Figure out the meanings of five
- Help them to use the dictionary to look for meanings compound nouns and their parts.
of five compound nouns and their parts. - Look at the pictures.
- Prepare some pictures of a video game, a smart
phone, a laptop, and an e-book reader for Key a
illustration, if students don’t know these things. 4. E-book: A book that is displayed on a
Key a computer screen or an electronic device
1. Video game: a game in which players control and (electronic using microchips to control
move images on a screen (video: film or image; a small electric current; book: a written
game: something you play for fun) work)
2. Smartphone: a mobile phone that has some 5. Email: a way of sending messages to
functions of a computer (smart: intelligent, other people by using a computer
computer-controlled, phone: a telephone) (electronic: using microchips to control
3. Laptop: a portable, small computer that can work a small electric current; mail: post,
with a battery (lap: top part of your leg; top: upper letter)
surface) b. No, not always (e.g: laptop)
PRONUNCIATION PRONUNCIATION
- Explain some simple rules of stress in 2 - Listen to the T
syllable words. - Take notes into their notebooks.
1. Đa số các động từ 2 âm tiết thì trọng âm 4. Tính từ ghép thường có trọng âm chính
chính nhấn vào âm tiết thứ 2. nhấn vào từ thứ 1, nhưng nếu tính từ
Ex: En’joy - co’llect - es’cape - de’stroy - ghép mà từ đầu tiên là tính từ hay trạng
en’joy - re’peat - A’llow - as’sist -ac’cept từ hoặc kết thúc bằng đuôi “ ed” thì
re’lax - a’ttract - a’ccent - Ex’plain - trọng âm chính lại nhấn ở từ thứ 2.
de’scend Tương tự động từ ghép và trạng từ
- for’get - a’llow - main’tain - con’sent ghép có trọng âm chính nhân vào từ
Chú ý: động từ tận cùng bằng ow; en; y; el; er; le; thứ 2 : Ex: ‘home - sick ‘air-
ish: trọng âm ở âm tiết thứ nhất sick ‘praiseworthy ‘waterproof
Ex: ‘offer, ‘happen , ‘answer , ‘enter , ‘listen , ‘trustworthy ‘lighting- fast ,
‘open, ‘finish, ‘study, ‘follow, ‘narrow... Nhưng : bad- ‘temper short-
2. Đa số các danh từ và tính từ 2 âm tiết thì trọng âm ‘sighted well-‘ informed ups’tair
chính nhấn vào âm tiết thứ 1 well – ‘done short- ‘handed
Ex: ‘mountain ‘evening ‘butcher ‘carpet north- ‘east down-
‘busy ‘village ‘summer ‘birthday ‘stream
GRAMMAR Infinitive and gerund GRAMMAR Infinitive and gerund
Exercise 1 Exercise 1
- Get sts to recall the use of gerunds and infinitves. - Recall the use of gerunds and
- Have sts work in pairs and groups to complete the infinitves.
exercise 1 1. getting; sending
- Call some sts to give the answers on the board. 2. to creat; (to) contact
- Check and correct the answers. 3. to read 4. to play
5. chopping; mixing 6. to store
- Explain the requirement of the task. - Listen to the T
- Have 2-3 sts model the example. - 2-3 model the example.
- Divide class into pairs and let them do the activity. - Work in pairs to do the activity.
The present perfect. The present perfect.
- Draw the timelines on the board and explain - Look at the timelines on the board
4. Consolidation: - Stress pattern: compound nouns and noun groups.
- The present perfect and Infinitives and gerunds.
5. Homework: - Do the task again - Prepare Unit 5 – Reading.
V. Self-Evaluation:
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READING
I. Objectives:
- Use words and phrases related to the topic Inventions
- Read a text about inventions based on nature for the main idea and specific information
2. Skills: Reading: Read about natural world as inspiration for inventions.
IV. Procedures:
3. New lesson:
WARM UP WARM UP
- Ask students some questions: - Listen to the teacher and answer the
1. What machine is used to type/ watch a film/ listen to questions:
music/ do calculators/ play games? 1. The computer
BEFORE YOU READ BEFORE YOU READ
- Preteach new words. - Read through the text to find out new
- Ask sts to read through the text to find out new words.
words.
- Explain the words’ meanings.
- Take notes.
- Instructs
WHILE YOUsts READ
to read the new words.
Activity 1 WHILE YOU READ Activity 1
- Have students in pairs to discuss what the animals - Work in pairs to discuss what the
in the pictures can do but people can’t animals in the pictures can do but
- Ask students questions to help them think of some people can’t
devices or equipments that people have created to - Key act 1
allow them to do what they normally cannot. (e.g. Picture a: A bird can fly
as people cannot fly, what have they made to help Picture b: A dolphin can swim and stay
them fly??) underwater for a long time
People have invented an aeroplane, a ship or Picture c: A lotus leaf does not get wet. It
submarine, and a waterproof raincoat to make up for washes water away.
what they cannot do as well as these animals or
- Tell them that repeated words in a text may reveal inspirational/ inspired).
its main idea or general title. - Skim the text and choose the best title
- Have students skim the text and choose the best from three options.
title from three options. - Give the answers.
- Key: Imitating Nature - Check the answers.
- Ask students to read the text again and underline - Read the text again and underline the
the six words from Activity 1 six words from Activity 1
- Encourage students to guess the meanings of these - Give the answers.
words from context and match them with the - Key: 1. B 2. E 3. A 4. C 5. F 6. D
correct definition. Activity 4
Activity 4 - Answer the questions individually
- Ask students to answer the questions individually - Key:
- Key: 5. The material that makes up the glass
1. The inventions that imitate animals are the window has the ability to wash away the
aeroplane
AFTER YOUandREAD
the submarine.
Activity 5 dirt
AFTERin theYOU
rain.READ Activity 5
- Discuss the question and decide which of the tour - Work in groups of 3 or 4 to discuss the
inventions is the best imitation of nature. question and decide which of the tour
inventions
4. Consolidation: By the end of the lesson, students are able to:is the best imitation of nature.
- Read a text about inventions based on nature for the main idea and specific information
- Practise working in groups
5. Homework: - Do the task again
V. Self-Evaluation:
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SPEAKING
I. Objectives:
- Practise a dialogue with a partner about a 3-D printer
- Discuss about inventions - Introduce some inventions in front of the class
2. Skills: Speaking: Talk about Inventions, their uses and their benefits.
IV. Procedures:
3. New lesson:
WARM UP
- Ask students to work in groups to write as many words related to computers as possible in 2
minutes. Which group writes the most correct words will be the winner.
-Call the representatives of each group to give the answers.
-Give remarks, lead into the lesson.
PRE – SPEAKING Activity 1 PRE – SPEAKING Activity 1
- Ask students what they think the heading of the - Brainstorm to figure out the meaning
speaking section Unique inventions means. of
the heading of the speaking section
- Ask students to practice the conversation in pairs. Unique inventions .
- Have students complete the table with the - Complete the table with the
information from the conversation. information from the conversation.
- Explain them that the four ideas suggested in the - Listen to the T
table are the key points they need to mention when
talking about an invention.
- Key: - Give the answers.
Inventions 3-D printer - Check the answers.
Characteristics Bigger and heavier than normal
printer
Use To produce solid objects similar
to the originals
benefits Economical (saving lots of
money)
WHILE SPEAKING Activity 3 WHILE SPEAKING Activity 3
- Ask students to look at the pictures of a portable - Look at the pictures of a portable solar
solar charger and a USB stick (or flash drive) and charger and a USB stick (or flash drive)
discuss which benefits are suitable for each invention. and discuss which benefits (suggested
- Key in the box) are suitable for each
Portable solar charger: not dependent on electricity; invention.
environmentally-friendly; easy to carry, not costly
USB stick: not costly; easy to use; easy to transport
files
- Ask students to use the information in the table (in - Work in pairs, use the information in
Activity 3) and talk about one invention. the table (in Activity 3) and talk about
- Tell them that they can make some changes in the one invention.
sample conversation (from 1) to make their own
conversation natural and logical.
POST SPEAKING Activity 5 POST SPEAKING Activity 5
- Put students in groups of 4 or 5. Each group chooses - Work in groups of 4-5 and chooses one
one invention and discusses which information they invention and discusses which
may use to introduce the invention to other groups. information they may use to introduce
Their talk should include information about the the invention to other groups.
characteristics, use, and benefits of the invention.
4. Consolidation: - Use words and phrases related to the topic Inventions
- Practise a dialogue with a partner about a 3-D printer
5. Homework: - Do the task again - Prepare Unit 5 - Listening
V. Self-Evaluation:
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LISTENING
I. Objectives:
- Discuss about inventions
2. Skills: Listening: Listen for specific information from an interview.
IV. Procedures:
3. New lesson:
WARM UP
- Show a picture of a radio and ask students to say how to do when you use a radio
PRE – LISTENING Activity 1 PRE – LISTENING Activity 1
- Ask students to look at the picture and answer the - Look at the picture and answer the
guiding questions. guiding questions.
A, What does this flying car have on both sides of
its body? Does it have wheels?
B, Can it fly? Can it run on the ground? Can it move
in water? Activity 2
Activity 2 - Look at 8 words in Activity 2.
WHILE LISTENING Activity 3 WHILE LISTENING Activity 3
- Ask students to listen again and answer the questions Key: 1. In New York City.
- Encourage students to take notes. 2. He’s a businessman.
- Remind them that notes are key words and ideas that 3. He’s considering owning a flying
can be written down quickly car
- Have students compare their answers with their to deal with the traffic problem.
partner’s 4. It’s not too big, so it can be put in a
garage.
Activity 4 5. This flying can cannot take off without
POST LISTENING Activity 5 POST LISTENING Activity 5
a runway.
- Ask students to discuss in pairs whether or not they - Work in pairs to discuss whether or
want to own a flying car. not they want to own a flying car.
(e.g. in need of a runway).
4. Consolidation: - Use words and phrases related to the topic Inventions
- Practise a dialogue with a partner about a flying car
- Discuss about inventions
5. Homework: - Do the task again - Prepare Unit 5 - Writing
V. Self-Evaluation:
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WRITING
I. Objectives:
- Write about inventions based on nature for the main idea and specific information
2. Skills: Writing: write a paragraph about benefits of inventions.
IV. Procedures:
3. New lesson:
WARM UP
- Show pictures of some audio devices and ask students to name the devices.
- Listen to the students and repair their mistakes
PRE – WRITING Activity 1 PRE – WRITING Activity 1
- Work in pairs and discuss whether or not e.g: the speaker can produce sound loud enough
they have any of the audio devices for everybody in a large room to hear; headphone
illustrated by the pictures. and earbuds do not disturb other people when you
- Encourage them to extend their listen to music, earbuds are more convenient than
discussion to the benefits of each kind of headphones because they are smaller in size. Note:
devices headphone (BE)= earphone (AM)
- Explain to students that one way to - Listen to the T’s explanation.
support one idea in a paragraph is to give - Read a paragraph about the benefits of earbuds
further explanation or an example. and match the details with the benefits.
- Firstly, get sts to work individually to - Firstly, work individually to complete the task,
complete the task, then compare their then compare their answer with a partner for peer
answer with a partner for peer check. check.
the paragraph step by step. Small, light, portable
- After each group has finished their → put in a bag or pocket.
discussion, let the groups exchange their - Supporting idea 2 and further explanation:
outline for peer checking. Not costly → about 100,000 VND
WHILE WRITING Activity 4 WHILE WRITING Activity 4
- Put students into groups of three or four. - Work in groups of 3 or 4.
-Ask them to choose one invention and - Choose one invention and discuss what they will
discuss what they will write about. write about.
- Encourage students to make complete - Some sts suggest their group’s thesis
sentences about the benefits of the sentence
inventions they have chosen. and the benefits of the inventions aloud.
POST WRITING POST WRITING
- Choose one or two paragraphs and ask - Listen to the T’s correction.
the whole class to give comments and You can also remain connected through social
correction. networking sites like Twitter, and Facebook.
- Pay attention to sts’ mistakes Secondly, a smart phone is considered as a
in magic means of entertainment. Most models also
grammar and word choice. boast a camera, enabling you to capture and
SAMPLE WRITING share photos and video. It is also a handy CD
It’s no secret that smartphones are player allowing you to listen to music wherever
everywhere these days and it can not be and whenever you like. Finally, you can use your
denied that smartphones have some smart phone to surf web as it can access easily to
benefits which make them more and mote the Internet. In some recent latest models, we
popular to people around the world. can download many useful applications from
4. Consolidation: - Vocabulary related to Inventions.
- Writing: practise writing paragraph about advantages of inventions.
5. Homework: - Vocabulary related to Inventions.
- Choose another invention to practise writing a paragraph about disadvantages at home.
IV. Self-Evaluation:
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I. Objectives:
- Speak about inventions in Asian countries.
2. Skills: Integrated skills:
IV. Procedures:
3. New lesson:
WARM UP WARM UP
- Show pictures of some audio devices and ask A: They are the speakers.
students to name the devices. B: They are the headphones.
- Listen to the students and repair their mistakes C: They are earbuds.
COMMUNICATION Activity 1 COMMUNICATION Activity 1
- Provide the sts with some language inputs. - Work in four groups, vote for the best
+ We vote for… + Firstly/ secondly… invention among the given list.
+ What’s more… + Besides,… - Students have more chance to practice
+ Futhermore,… speaking.
- Go around, observe and give necessary help. - Pay attention to the four criteria when
Activity 2 they do voting.
- Ask sts to present their groups’ choice, remind Activity 2
them to make full sentences using the suggested - Prepare well for the presentation with
information in the table. strong argument to protect the group’s
- Listen to the groups’ presentation. voting.
- Select some mistakes or errors for later - Present the result of the group’s voting.
correction while listening.
- Give feedback and necessary correction, focus - Listen carefully to the T’s feedback and
on sts’ pronunciation and grammar structures. correction.
CULTURE Activity 1 CULTURE Activity 1
- Ask students to look at the picture and discuss - Look at the picture and discuss with a
with a partner what the inventions are for. partner what the inventions are for.
- Have them guess which country these 1, China: C chopsticks
inventions are from. 2, Japan: D instant noodles
- Elicit the answers from the sts. 3, Singapore: B PC sound card
- Expected answers: 4, The Philippines: A Medical incubator
- Tell students some important information about - Listen to the T.
King Bhumibol Adulyadej. 1. The two issues are agriculture
- Ask students if they know the meaning of development and environment protection.
“patent”. 2. A. rain-making technique; b. biodiesel; c.
- Explain to them that an inventor needs to get a Chaipattana Aerator
patent for his invention to protect his/her idea. 3. Chaipattana Aerator and rain=making
For more advanced classes, extend the activity by techniques.
letting students discuss whether there are patents 4. All three inventions have helped to
in Vietnam. protect the environment: Chaipattana
- Ask students to read the text and answer the Aerator → cleans waste water; rain-
questions. making techniques → improves forest
- Expected answers: conditions; biodiesel → reduces the use of
fossil energy
5. Answer may vary.
4. Consolidation: - Vocabulary related to Inventions.
- Practise speaking aoutt inventions in Asian countries.
- Prepare for the following lesson- U5(Looking back and project).
………………………………………………………………………………………
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I. Objectives:
- Revise stress pattern with compound nouns and noun groups.
- Recall how to use the present perfect and gerund and infinitives.
2. Skills: Integrated skills.
IV. Procedures:
3. New lesson:
WARM UP WARM UP
- List some words/ word phrases on the board. - Look at the words/ word phrases on the
blackboard raincoat smartphones board.
food processor running dog light house - Firstly, work individually to identify the
greenhouse stress pattern.
- Ask sts to put stress on the correct pattern. - Then, compare the answers with a partner.
LOOKING BACK PRONUNCIATION LOOKING BACK PRONUNCIATION
- Ask students to pick out the compound nouns - Firstly, work individually to identify the
and put them in the first column. The other stress pattern.
words are noun groups and are put in the - Then, compare the answers with a partner.
second column.
- Help students to review the stress patterns of + First: food processor, smartphone, laptop,
compound nouns and noun groups. washing machine, earbuds, runway
- Elicit sts’ answers. + Second: solar charger, correction pen,
- Check and correct. digital camera
- Expected answers.
- Play the recording for sts to practse listening - Listen to the recording.
and pronouncing the given words. - Practising pronouncing the given words.
- Ask some sts to read outloud the words for
their own sentences with these words. 1, Economical 2, Inventions 3, Portable
- Get sts to work in pairs to do the exercise. 4, Benefits 5, Expensive
- Elicit sts’ answers.
- Check and correct.
- Expected answers.
GRAMMAR Exercise 1
GRAMMAR Exercise
- Recall the present perfect tense.
1
- Have a quick review of the present perfect
1, Is 2, Haven’t planned 3, Have
tense.
wasted 4, Don’t have 5, Haven’t
+ Form + Usage + How to recognise.
started 6, says
- Get sts to work in pairs to do the exercise.
Exercise 2
Exercise 2
1, A washing machine is used for washing
- Get sts to work in groups of 5 to do the task. In
clothes.
Consolidation:
4.each - Vocabulary
group, each st tells about onerelated to Inventions.
invention.
- Practise speaking about inventions in Asian countries.
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PERIOD 48 REVIEW UNIT 4,5 (L1)

I. Objectives:
1. Knowledge: - To help students revise what they have learned in unit 4, and 5.
3. Educational aims: - To encourage Ss to work harder
IV. Procedures:
3. New lesson:
LANGUAGE – Vocabulary - Activity 1 LANGUAGE – Vocabulary - Activity 1
- Explain the task requirement. - Listen to the T
- Get sts to work individually first to do the - Firstly, work individually first to do the task,
task, then work in pairs to compare the then work in pairs to compare the answers.
answers. - Give the answers.
- Expected answers. 5. Disappointed – hopeful
- Ask sts to give the answers. 1. Smartphone 2. E-books 3. Online games
O O O O 4. Laptop 5. Mobile phones
Washing machine Electronic book
Pronunciation - Activity 3
Food processor Solar charger
- Listen to the T
Immune system Medical mirror
- Firstly, work individually first to do the task,
Laptop
GRAMMAR - Activity Mobile
1 phone GRAMMAR
then work in -pairs
Activity 1
to compare the answers.
- Ask sts to give the answers. 1. Arrived – was talking 2. Was making – rang
- Check and correct the answers. 3. Were playing – began 4. Saw- was standing
- Expected answers. 5. Stole- was getting on
- Ask sts to give the answers. 1. Have you visited 2. Did you see
- Check and correct the answers. 3. Saw 4. Was spending
4. Consolidation: - Revise what Ss have learnt in unit 1, 2, 3
5. Homework: - Redo activities at home and prepare for the rest of the Review.
……………………………………………………………………………………………………….
……………………………………………………………………………………………………….
PERIOD 49 REVIEW UNIT 4,5 (L2)

I. Objectives:
1. Knowledge: - To help students revise what they have learned in unit 4, and 5.
3. Educational aims: - To encourage Ss to work harder
IV. Procedures:
3. New lesson:
SKILLS - Reading SKILLS - Reading
- Ask sts to do the activities 1 and 2 - Check and correct the answers.
individually first, then work in pairs to 1. Aviator: A person who flies an aircraft
compare the answers. Glider: A light aircraft that flies without an
- Ask sts to give the answers. engine Soaring: Flying fast and high in the air
- Check and correct the answers. Centenary: The 100th anniversary of an event
- Expected answers. Replica: An exact copy of something
2: 1. T 2. F 3. F 4. T 5. F
Speaking Speaking
- Get sts to work in groups of 4, take turns - Work in groups of 4, take turns asking and
asking and answering questions about answering questions about household chores
household chores in their families. in their families.
- After about 5 minutes, ask groups to choose - Choose choose one representatives to report
one representatives to report the interview the interview result to the class.
result to the class. - Others give the comments and decide which
- Ask other students to give the comments sts has the best answers.
and decide which sts has the best answers. Listening
Listening - Listen to the T
- Tell sts that they are going to listen to Kate
talking about the lifestyles of her father and - Listen to the recording and do the task
her uncle.
- Explain the task requirement. - Give the answers
- Play the recording 2 times for sts to listen 1. A 2. B 3. C 4. C 5. B
and do the task.
Writing Writing
- Explain the task. - Listen to the T
- Ask sts to use the information in Listening
task to do their writing. - Work individually to do their writing task
- Give some more instructions. - Work in pairs for peer correction after
- Get sts to work individually to do their finishing their own writing.
writing task. - Pay attention to the T’s model correction.
- Ask sts to work in pairs for peer correction + using wifi or 3G technology, full-HD movies,
after finishing their own writing. video clips with high resolution, make voice
- Select one st’s writing for model correction. calls/ video calls through the Internet.
- Give feedback.
4. Consolidation: Revise what Ss have learnt in unit 4, and 5.
5. Homework: Redo activities at home
……………………………………………………………………………………………………
….
……………………………………………………………………………………………………
….
PERIOD 50 THE FIRST SEMESTER REVIEW (L1)

I. Objectives:
1. Knowledge: - Help sts revise the knowledge they have learnt in the previous lessons.
- Check how sts understand and remember the lesson they learnt.
3. Educational aims:
A good preparation for the coming exam and a positive attitude towards learning.
- Students: textbook, workbook, pen, pencil….
IV. Procedures:
2. Old lesson checking: (Omitting)
3. New lesson:
Teacher’s activities Students’ activities
Warm up Warm up
- Call on sts to introduce themselves. - Introduce themselves.
Pre-teaching Pre-teaching
- Review the knowledge they
- Help sts review the knowledge they learnt in the learnt in the first semester.
previous lessons.
CÁC ĐIỂM NGỮ PHÁP CHÍNH
1. Simple present (Hiện tại đơn): A. Diễn tả thói quen ở hiện tại:
B. Diễn tả sự thật, chân lí
Be-> am/ is/ are + Trạng từ thường gặp: never,
sometimes, usually, often, always,
Have-> have/ has as a rule, normally…
Khẳng định Phủ định Nghi vấn + Ex: Mr Vy usually gets up at 4:40
a.m
He/ she/ it + V- He/ she/ it + Does + he/ - Do you go to school on Sunday?
s/es doesn’t + V she/ it +V? - Lan doesn’t know how to use a
computer.
I/ You/ We/ I/ You/ We/ They Do + I/
+ Ex: - I’m learning English now
you/ They + V +don’t + V we/ they +V? - My mother isn’t cooking lunch at
this moment.
- What are you doing this evening?
2. Present continuous (Hiện tại tiếp diễn)
S + am/ is/ are + Ving + Use:
A. Diễn tả hành động xảy ra trong
+ Use: quá khứ kéo dài đến hiện tại
B. Diễn tả hành động xảy ra trong
A. Diễn tả hành động đang xảy ra ở thời điểm nói quá khứ để lại kết quả ở hiện tại
B. Diễn tả dự định tương lai có mốc thời gian cụ thể. C. Diễn tả kinh nghiệm
+ Trạng từ thường gặp: never, just,
+ Trạng từ thường gặp: now, at present, at this moment, ever, recently, already, yet,
right now for, since, so far….
+ Use: Diễn tả hành động xảy ra và

3. Present perfect (Hiện tại hoàn thành): kết thúc trong quá khứ.
+ Trạng từ thường gặp: yestersay,
S+ have/định
khẳng has/ + PPphủ định nghi vấn ago, last….
S + V-ed/V2 S + didn’t + V Did + S + V? Ex: - I went to Hue three day ago.
- Did you watch TV last night?
5. Past continuous (Quá khứ tiếp - Peter wasn’t at home yesterday
diễn): S+ was/ were + Ving evening.
+ Use: Diễn tả hành động đang xảy ra tại 1 thời điểm quá Ex: - I was watching TV at 5 p.m
khứ yesterday.
6. Past perfect (Quá khứ hoàn thành) - Were they having lunch when you
S+ had + PP called?
+ Use: Diễn tả hành động xảy ra và hoàn thành trước 1 + Use: Diễn tả hành động sẽ xảy ra
hành động khác ở quá khứ. trong tương lai .
+ Trạng từ thường gặp: after, before + Trạng từ thường gặp: Tomorrow,
While teaching While teaching
- Give sts handouts to do exercises. - Receive the handouts from the T
- Get sts to do the exercises individually, then work in - Do the exercises individually,
pairsteaching
Post to compare the answers. thenteaching
Post work in pairs to compare the
- Ask sts to give the answers. - Give the answers.

- Check and correct the answers with the whole class. - Correct mistakes.
- Expected answers: EXERCISE II
EXERCISE I 1. have never watched
1. have 2. Is working 3. Is looking
4. Goes 5. Are doing 6. is cooking 2. Watched
7. Rains/ is raining 8. Work 3. Has read 4. had 5. Have had
9. Sings/ is singing 10. eat 6. Have not seen
EXERCISE IV 7. met/ has become 9. has come
1. will go-stops
4. Consolidation: - 2. Will stay- the
Summarize answers 8. Has not drunk 10. Has travelled
main points of the lesson.
5. Homework: - Redo the exercises and prepare for the next
lesson. APPENDIX
Exercise I: Put the verbs in brackets in the present simple or the present continuous tense.
1. I (have) coffee for breakfast every day.
2. My brother (work) in a shoe store this summer.
3. The student (look) up that new word now.
4. She (go) to school every day.
5. We (do) this exercise at the moment.
6. My mother (cook) some food in the kitchen at present. She always (cook)
in the mornings.
7. It (rain) very much in the summer. It (rain) now.
8. Bad students never (work) hard.
9. He generally (sing) in English, but today he (sing) in Spanish.
10. We seldom (eat) before 6.30.
Exercise II: Put the verbs in brackets in the present perfect or the simple past tense.
1. We (never watch) that TV programme.
2. We (watch) a good programme on TV last night.
3. He (read) that novel many times before.
4. I (have) a little trouble with my car last week.
5. However, I (have) no trouble with my car since then.
6. I (not see) John for a long time. I (see) him 3 weeks ago.
7. I (meet) Mary last night. She (become) a very big girl.
8. He is very thirsty. He (not drink) since this morning.
9. It is very hot. Summer (come) .
10. Mr Brown (travel) by air several times in the past.
Exercise III: Put the verbs in brackets in the past simple or the past continuous tense.
1. He (sit) in a bar when I (see) him.
2. When I (go) out, the sun (shine) .
3. The light (go) out while I (have) tea.
4. When it (rain) , she(carry) an umbrella.
5. We (walk) to the station when it (begin) to rain.
Exercise IV: Put the verbs in brackets in the simple present or the simple future tense.
1. We (go) out when the rain (stop) .
2. I (stay) here until he (answer) me.
3. Wait until I (catch) you.
4. I (be) ready before you (count) ten.
5. John must eat his breakfast before he (go) out.
6. Miss Helen (help) you as soon as she (finish) that letter.
7. He (tell) you when you (get) there.
8. She (not come) until you (be) ready.
9. He (tell) you when you (ask) him.
10. I (come) and (see) you before I (leave) for England.
……………………………………………………………………………………………………….
……………………………………………………………………………………………………….

I. Objectives:
IV. Procedures:
3. New lesson:
Warm up Warm up
- Help sts review the knowledge they learnt in the - Review the knowledge they learnt
previous lessons. in the first semester.
PASSIVE VOICE: S+ BE+ PP+ BY+ O
S + V + O
- Ask sts to give the answers.
- Check and correct the answers with
S + be+ PP + BY + O
the whole class.
Bị động hiện tại đơn: S + is/ am/ are + PP + BY + O
- Expected answers:
Bị động quá khứ đơn: S+ was/ were + PP + BY + O
EXERCISE I
Bị động hiện tại hoàn thành: S + have/ has + been + PP
1. has just been promoted
Danh động từ động từ nguyên mẫu có
2. has taken
1. Đứng sau một số động 1. Đứng sau một số động
3. have you been
từ: keep, like, enjoy, từ: hope, seem, expect,
4. have you saved
mind, practise, delay, plan, decide, agree,
5. has been given
miss, suggest, refuse, wish, offer,
6. has risen
understand, finish, promise....
7. has been called
admit, look forward Ex: We hope to see you
8. haven’t been offered
to....... again
EXERCISE II
Ex: - He likes swimming 2. Đứng sau tính từ, danh
1. My bike has been stolen.
2. Đứng sau giới từ(in, at, từ, từ hỏi, đại từ bất
2. The class meeting has been
on, to, from, about...) định, chỉ mục đích
postponed.
- She is afraid of going - It is difficult to do this
3. A new school near our hospital has
there exercise
been built.
- Get sts to do the exercises individually, then work - Do the exercises individually, then
in pairs
Post to compare the answers.
teaching workteaching
Post in pairs to compare the
EXERCISE III - Give the answers.

1. making 2. to drive 3. to book 4. to send - Correct mistakes.
5. to meet 6. Taking 7. Wearing 8. to take
9. to receive 10. Opening 11. Reading 12. driving
4. Consolidation: - Summarize the main points of the lesson.
5. Homework: - Redo the exercises and prepare for the next
lesson. APPENDIX
Exercise 1: Active or Passive? Underline the correct verb form.
1. Tom has just promoted / has just been promoted to area manager of East Asia.
2. My father has taken / has been taken English class in the U.S.
3. How many times have you / have you been fired?
4. How much money have you saved / have you been saved for your vacation.
5. My brother has given / has been given tickets to the concert
6. The population of our city has risen / has been risen to nearly one million.
7. A strike has called / has been called by the factory worker.
8. They haven’t offered / haven’t been offered more money by the management.
Exercise 2: Change into passive voice
1. Somebody has stolen my bike. → ……………………………………………………………..
2. They have postponed the class meeting. → ……………………………………………………
3. They have built a new school near our house. → ……………………………………………
4. Has somebody informed Lan of the change? →………………………………………………
5. They haven’t finished their assignments. → …………………………………………………
Exercise 3: Supply the corrrect form of the verb in brackets.
1. It’s obvious he’s is only interested in (make)..................... money.
2. Ann couldn’t find a taxi so I offered (drive)........................... her to the station.
3. I managed (book)......................... two seats on the morning flight.
4. I promise (send)....................... you our new brochure as soon as it’s available.
5. Peter was delighted (meet) ......................a former colleague at the conference.
6. I avoid (take).................... the car whenever possible, especially in big cities.
7. My father hates (wear)...................... a tie to work
8. We can’t afford (take)........................ a vacation this summer.
9. The company was pleased (receive).......................... your thank-you
letter. 10. Would you mind (open).......................... a window?
11. The children are fond of (read)...............picture books.
12. John is from London. He isn't used to(drive)........................on the right
13. Ba stopped (learn).....................Chinese 3 years
ago 14.My teachers advised me
(study)...............hard
15. Mr Johnson decided (get).......................another job.
16. Our class planned (go)..................for picnic
17. My daughter spends two hours (study)................maths every day
18. It's very nervous (take).................the exam.
……………………………………………………………………………………………………….
……………………………………………………………………………………………………….

I. Objectives:
IV. Procedures:
3. New lesson:
Warm up Warm up
- Help sts review the knowledge they learnt in the Ngọai lệ: bình thường chữ s phát âm
previous lessons. /s/, nhưng có những ngoại lệ cần
nhớ:
/s/ Khi đi sau các phụ âm điếc please, easy, present, desire, music,
(voiceless pleasant, desert, choose, reason,
consonants): /f/, /k/, /p/, /t/ ,//,/h/ preserve, poison..
/ iz / Khi đi sau một phụ âm rít: /z/, /s/, /dz/, / t∫/,
- Chữ s đọc /'∫/ sau các từ: sugar,
/ ∫ /, /z/. Hoặc các chữ cái: s, x, z, ch, sh,
sure
ce, ge
// z Không thuộc hai loại trên. Ex: bags, Stress:
kids, ÂM “ –ED” CUỐI: Đây là hình 2/ Nói chung, trọng âm thường rơi
* CÁCH PHÁT
vào nguyên âm kép hoặc dài, ít rơi
thức Past
vào nguyên âm ngắn như /∂/ hay
tense và Past participle:
/i/
1. “-ed ” pronounced as / id /: sau / t, d /:
* Ex: a'bandon, 'pleasure, a'ttract,
Thường sau chữ t, d: .Ex: wanted; decided
co'rrect, per'fect, in'side, 'sorry,
2. “-ed ” pronounced as / t /: sau / k, f, p, s, ∫, t∫, h ,/
'rather, pro'duct, for'get, de'sign,
hoặc chữ p, k, f, th, s, sh, ch:.Ex: asked; stopped;
en'joy
laughed...
3/ Một từ hai vần vừa là động từ vừa
3. “-ed ” pronounced as / d /: Trừ 2 trường hợp trên
là danh từ thì:
: .Ex: moved; played; raised
Động từ: trọng âm thường rơi vào
Ngọai lệ: Đuôi - ed trong các tính từ sau được phát âm
âm tiết thứ 2.
/id/: aged, learned, beloved, blessed, naked,...
Danh từ: trọng âm thường rơi vào
âm tiết thứ 1
*STRESS - Một số quy tắc cơ bản để nhận biết trọng âm
EX: 'rebell(n), re'bell(v), export,
1/ Trọng âm thường ít rơi vào các tiền tố (prefix) và hậu
import, increase, object, perfect,
tố (suffix)
permit, present, produce, record,
(ví dụ: dislike, unhappy, uncertain,
refuse...
disappointed,
* Ngoại lệ: 'promise (n), (v)...
unashamed, forefather. ...
4/ Trọng âm thường rơi vào trước
* Ngoại lệ: 'foresight, 'forecast, 'unkeep, 'upland,
các hậu tố (suffixes) sau đây một
'surname, 'subway ....
vần: - ION, - IC, - IAL, - ICAL, -
Dưới đây là vài hậu tố không thay đổi dấu nhấn của từ
UAL, -
gốc
ITY, - IA, - LOGY, - IAN, - IOUS, -
V + ment: ag'ree(thoả V + al: ap'prove(chấp
EOUS, - IENCE, - IENT, -
thuận) =>ag'reement thuận) =>
- Get sts to do the exercises individually, then work - Do the exercises individually, then
in pairs
Post to compare the answers.
teaching workteaching
Post in pairs to compare the
- Check and correct the answers with the whole class.
4. Consolidation: - Summarize the main points of the lesson.
5. Homework: - Redo the exercises and prepare for the next lesson.
……………………………………………………………………………………………………….
……………………………………………………………………………………………………….
PERIOD 53 THE FIRST TERM TEST

I. Objectives:
1. Knowledge: - To check Ss’ study from Unit 1 to Unit 5
-To help Ss to get to know whether they are making progress in studying or not.
-To help the teacher to apply appropriate teaching methods for each class
2. Skills: - Practice doing MCQ test.
3. Education aims: - Students have positive attitude towards learning and testing.
II. Methods: - Integrated, mainly communicative
III. Teaching aids: - Teacher: Paper tests (40 MCQs), cassettes/ CD player, CD.
- Students: pens, pencils, erasers….
IV. Procedures:
2. Old lesson checking: ( Omitting )
3. New lesson:
CONTENT OF THE
TEST
IV. Self-
(See in attachment)
Evaluation:
……………………………………………………………………………………………………….
……………………………………………………………………………………………………….
PERIOD 54 THE FIRST TERM TEST CORRECTION

I. Objectives:
1. Knowledge: Find out errors in the test so as not to make mistakes the next time.
2. Skills: - Develop sts’ ability to correct mistakes and errors.
3. Educational aims: - Students have positive attitude towards learning.
II. Methods: - Integrated, mainly communicative
III. Teaching aids: - Teacher: tape, board, chalk, textbook, answer key.
IV. Procedures:
2. Old lesson checking:
(Omitting) KEYS TO ANSWER
3. New lesson: (See in attachment)
ĐÁNH GIÁ THANH KIẺM DUYE ̣ T CỦA LÃNH ĐẠO NGƯỜI SOẠN GIẢNG
PERIOD 55
DATE OF PLANNING: 03/ 01/ ...
UNIT 6: GENDER EQUALITY GETTING STARTED
I, Objectives.
1. Knowledge.
By the end of this unit, Ss can:
- Use lexical items related to the topic Gender Equality.
- Know deeper about that topic.
- Listening to a conversation with new words, agreement and disagreement among three
characters.
- Practice the conversation.
- Enhance reading techniques.
- Understand and use the passive voice with modals.
2. Skills.
- To help learners get started with 4 skills in Unit 1
- Reading: Read about the topic Gender Equality
- Speaking: Exchange opinions about women’s going to work.
- Listening: Listen to to a conversation with new words, agreement and disagreement
among three characters.
- Writing: Write about advantages and disadvantages of women’s going to work.
3. Educational aims.
- To provide Ss some motivation.
- Students are more aware of the drawbacks of gender discrimination.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
IV. Procedures:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
2. Old lesson checking (Omitting )
3. New lesson:
WARM UP WARM UP
- Ask students what they think about when they see - Visualize what they think of when they
or hear the words “gender”, “equality” and hear or see such words as: gender,
“gender equality”. Elicit students’ answers. equality or gender equality.
- Elicit sts’ answers. - Possible answers:
- Listen to the sts and give feedback. + I think of men and women.
PRE - TEACHING + I think

PRE of the word same.
- TEACHING
questions about it: questions about it.
Suggested - Give the answers.
questions:
+ Who do you see in the picture?
+ Where do you think they are?
+ What are they doing?
WHILE TEACHING WHILE TEACHING
- Ask students to work individually first and then - Work individually first and then in
in pairs to decide if the statements are true (T), pairs to decide if the statements are
false (F) or not given. true (T), false (F) or not given.
- Encourage students to provide reasons for - Provide reasons for their answers.
their answers.
- Ask them to refer back to the conversation to get - Give the answers.
POST TEACHING POST TEACHING
- Ask students to read the conversation again and - Read the conversation again and
think of the answers to the questions. answer to the questions.
- Have them work with a partner and switch roles - Work in pairs to do the task.
to ask and answer.
- Check the answers and provide the correct - Give the answers.
ones if necessary. - Check and correct.
- Suggested answers:
1. Only 82 girls enrolled per 100 boys in
secondary school.
2. Because they might be forced to work at home
4. Consolidation
5. Homework
- Do the task again
- Read Unit 6 - Language at home
PERIOD 56
UNIT 6: GENDER EQUALITY

LANGUAGE
I, Objectives.
1. Knowledge.
- Pronounce correctly two-syllable words with stress on the first or second syllable in isolation
and in context
- Understand new words related to the topic
- Master modal verbs use
- Understand more about passive voice
2. Skills.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
2. Old lesson checking
- Checking new words in Getting started section.
3. New lesson:
VOCABULARY VOCABULARY
- Ask students to work individually, read the - Work individually, read the words
words and phrases in the box, then discuss and and phrases in the box, then discuss
find the meaning for each of them (a-f). and find the meaning for each of
- If students need support, ask them to use the them (a-f).
context of the conversation to help them choose
the correct meaning for each word.
- Check answers as a class. - Give the answers.
check with a partner. with a partner.
- Make sure that student have the right answers
by going over all the answers in class.
- Allow students to look up the words in the
- Give the answers.
glossary, if necessary.
PRONUNCIATION
Activity 1
- Play the recording and let students listen and
follow.
- Play it again with pauses for students to repeat
each word chorally.
- Give the meaning of the words if necessary. Help
students distinguish two-syllable words with
stress on the first or second syllable.
- Ask students to work in pairs and take turns
reading the words.
Activity 2
GRAMMAR GRAMMAR
- Explain to students that modal verbs are special - Listen to the T
verbs that behave differently from other verbs.
+ They are used to express ability, advice, duty,
permission, possibility, prohibition or request.
- Read the sentences individually and
- Let students read the sentences individually and
ask them to pay attention to all modal
ask them to pay attention to all modal verbs used
verbs used in the sentences.
in the sentences.
- Give the answers.
- Have them choose the answers and discuss
the meaning of each modal with a partner.
- Go over all the answers in class.
- Expected answers:
1. Shouldn’t – advice 2. Must - duty
3. May - permission 4. Might - possibility
5. Will – request 6. Mustn’t - prohibition
7. Can - ability Activity 2
down the correct answers.
- Observe and offer help if necessary. - Give the answers.
- Expect answers: - Check and correct.
1. Lan might be chosen to represent us in the
School Youth Union.
2. Will Korean be taught in our school next year?
3. The instructions must be followed strictly by
the students.
4. Sugary food shouldn’t be eaten by very
4. Consolidation
- Practice:
+ Pronounce correctly two-syllable words with stress on the first or second syllable in isolation
and in context
+ Modal verbs in passive voice
5. Homework
- Do the task again
- Read Unit 6 – Reading.
PERIOD 57
UNIT 6: GENDER EQUALITY SKILLS – READING
I, Objectives.
1. Knowledge.
- Read for general ideas and specific information about gender equality in employment
- Know more about Brenda Berkman- a brave woman daring to fight for her own desire.
- Discuss about the topic
- Answer comprehensive questions
2. Skills.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
3. New lesson:
WARM UP WARM UP
- Show some pictures of some famous women in - Look at the pictures.
some aspects like politic, economic…: Hillary
Clinton, Teresa May, Nguyen Thi Kim Tien… - Name the women.
PRE – READING PRE – READING
- Have students look at the symbols and answer - Look at the symbols and give
the questions. the answers.
- Possible answers:
- Have students match each of the words with - Firstly, work individually to do the task,
its meaning. then work in pairs to compare the
- Encourage them to work individually first, and answers.
then check with a partner. Let students use a
dictionary, if necessary.
- Go over all the answers to make sure they have - Give the answers.
WHILE READING
the correct answers. WHILE READING
Activity 3: Quickly read the text and choose Activity 3: Quickly read the text and
the best title for it choose the best title for it
- Let Ss read the three heading a, b, c first and - Firstly, work individually to do the task,
make sure they understand all of them then work in pairs to compare the
- Ask Ss to read through the text once without answers.
stopping at the words that they don't know the
meaning
- Ask them to work in pairs to decide on the best
title for the text that gives the general idea of the
whole text
- Give the answers.
- Help them eliminate the choice that is only
one aspect of the text.
- Elicit the answers from the sts.
- Expected answers:
The best title of the text is "A woman who did a Activity 4: Read the statements, decide
man's job. whether it is T, F or NG
Activity 4: Read the statements, decide whether - Wor in pairs to do the task.
it is T, F or NG - Give the answers.
- Ask Ss to work in pairs and do the task. - Check and correct.

POST READING POST READING
Discus with a partner: should a woman do a Discus with a partner: should a
man's job? woman do a man's job?
- Put Ss in groups of four and let them discuss - Work in groups of 4 to discuss
the questions freely. the question.
+ I do not think woman can….
4. Consolidation
- Vocabulary related to gender equality
- Reading skills: skimming, scanning, guessing the meaning of new words/phrases through
context
5. Homework
- Reading skills: skimming, scanning, guessing the meaning of new words/phrases through
context
- Do the task again
- Read Unit 6 - Speaking at home
PERIOD 58
UNIT 6: GENDER EQUALITY SKILLS: SPEAKING
I, Objectives.
1. Knowledge.
- Know how to express agreement and disagreement
- Discuss in pair and in groups about whether married women should pursue a career.
- Report the discussing result in front of the class.
2. Skills.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
3. New lesson:
WARM UP WARM UP
- Give some pictures of some women. - Look at the pictures and answers to
- Ask sts to tell who these women are and what the T’s questions.
their jobs are.
- Introduce the topic by asking questions such as
Whose parents both work? Which of them is more
qualified?
PRE Which of them earns more money?
– SPEAKING PRE – SPEAKING
- Write Equal job opportunities on the board. - Read the phrase on the board.
- Study the useful expressions.
- Let them work in pairs.
WHILE SPEAKING WHILE SPEAKING

- Have a student read the example, and then ask - Some sts share their ideas in class.
all students
POST to share their opinions in pairs.
SPEAKING POST SPEAKING
- Ask one student to read aloud the opinion - 1 st reads aloud the opinion
“Married women should not pursue a career” “Married women should not pursue
and explain the activity to the class. a career”.
- Divide students into groups of three/ four students. - Give the requirement.
- Ask one group to model the activity using - Work in groups of 3-4.
the example conversation.
-4.Get all students to discuss and note down
Consolidation
- Speaking skills: give opinions and present.
5. Homework
- Do the task again
- Read Unit 6 - Listening at home
, ngày 09 tháng 01 năm ...

Kí duyệt của NTCM
…………………………………………….
…………………………………………….
Phan Thị Hiền

PERIOD 59
UNIT 6: GENDER EQUALITY SKILLS – LISTENING
I, Objectives.
1. Knowledge.
- Describe a picture in their own language
- Learn more new words related to the topic
- Listen to a talk about gender equality in wages
- Listen for specific information and to fill in the gaps.
2. Skills.
- To promote Ss to develop their listening skills
- Students are more aware of the importance of eliminating gender discrimination.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….

- Check the new words of the previous lesson.
3. New lesson:
WARM UP WARM UP
- Ask Ss to answer some questions: - Answer to the T’s
1. How does your family share the questions. POSSIBLE
household chores? ANSWERS:
2. Is your mother a homemaker? 1. Everybody in my family share the
3. Is your father a breadwinner? housework equally.
4. Do you think that both parents now 2+3. Both my parents go to work to suppot
PRE – LISTENING
should work to contribute the family PRE – LISTENING
the family, and they join hand to make us a
Activity 1: Activity 1:
- Let students look at the picture and elicit - Work in pairs.
their answers to the question. - Do as T’s guide.
- Ask them to use the caption as suggestion. - Some sts present their ideas.
money.
WHILE LISTENING WHILE LISTENING

- Explain the task’s requirement. - Listen to the T’s explaination.
- Get sts to read through the 6 statements - Read through the 6 statements to make
to make sure they understand. sure they understand.
- Ask sts to work in pairs and identify the - Work in pairs and identify the key works
key works in each statement. in each statement.
- Explain the new words if needed.
- Play the recording 2 times for sts to listen - Listen to the recording.
to and do the task. - Finish the task.
- Invite sts to give their anwers. - Give the answers.
- Play the recording again and pause at - Check the answers with the T
the answers to check the sts’ answers.
- Possible answers:
1. F 2. T 3. F 4. T 5. F 6.T
Activity 4:
Activity 4:
- Work in pairs to match the words/ phrases
- Have Ss work in pairs to match the
with its appropriate meaning
words/ phrases with its appropriate
- Guess the part of speech of the word given
POST LISTENING
meaning POST LISTENING
- Explain the task’s requirement. - Listen to the T’s explaination.
- Get sts to read the 3 questions carefully - Read the 3 questions carefully to make
to make sure they understand. sure they understand.
- Ask sts to work in pairs and identify the - Work in pairs and identify the key works
key works in each statement. in each statement.
- Explain the new words if needed.
-4.Play the recording 2 times for sts to listen
Consolidation - Listen to the recording.
- Vocabulary related to the topic of Gender equality
- Listening skills
5. Homework
- Listening skills
- Do the task again
- Read Unit 5 - Writing at home
PERIOD 60
UNIT 6: GENDER EQUALITY SKILLS: WRITING
I, Objectives.
1. Knowledge.
By the end of the lesson, students are able to:
- Know about the advantages and disadvantages of working mothers
- Students know how to add supporting ideas for these opinions.
- Arrange the information correctly.
- Write explanations for supporting ideas.
- Write a paragraph about the disadvantages of being a working mother.
2. Skills
- Writing: write a paragraph about Advantages and disadvantages of being a working mother.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ …….. ……/…….
10A5 ……/ ……/ …….. ……/…….
10A6 ……/ ……/ …….. ……/…….
10A8 ……/ ……/ …….. ……/…….
2. Old lesson checking(Omitted)

3. New lesson:
WARM UP WARM UP
Matching game Matching game
- Work in pairs to play the game.
A B C D
1. Washing the clothes

PRE – WRITING PRE – WRITING
- Write the phrase Working mothers on the board. - Work in pairs to do the task.
- Focus on the pictures and the instructions.
- Give suggestions if necessary by asking questions disadvantages of being a
like Who are these people in the pictures? What are working mother.
the women doing? Are they housewives? Do they - Give the answers.
work? Etc. - Check and correct the answers.
- Explain that writers often provide/give
detailed explanations to support ideas in a
text.
- Give students time to read the sample writing about
the advantages of a working mother and put the
Activity 2
detailed explanations in the appropriate blanks.
- Work in groups of 3
- Expected answers: 1. B 2. C 3. A
- Read the sample writing again
Activity 2
and complete the outline.
- Ask students to read the sample writing again
- Give the answers.
and complete the outline.
- Help students analyse the structure of the text.
- Expected answers:
A. 2. Life is getting expensive, so women’s salaries
WHILE WRITING WHILE WRITING
- Focus on the instructions and the pictures. - Listen to the T
- Give students time to read the suggestions. - Read the suggestions.
- Call on some students to say what they will write as
the topic sentence, supporting ideas 1,2, 3 and
concluding sentence.
- When they finish, ask them to exchange it with a - Exchange it with a partner for
partner for peer comments/ correction. peer comments/ correction.
- Walk around and offer help if necessary.
- Alternatively, have students write the text at
4. Consolidation
- Writing skills: advantages and disadvantages.
5. Homework
- Writing skills
- Do the task again
- Read Unit 6 – Communication and culture
PERIOD 61
UNIT 6: GENDER EQUALITY COMMUNICATION AND

CULTURE
I, Objectives.
1. Knowledge.
- Broaden their knowledge of the topic.
- Express their own ideas of gender equality in Vietnam.
- Practise speaking skills
- Reading a passage about gender equality in the UK and answer some questions.
2. Skills
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ …….. ……/…….
10A5 ……/ ……/ …….. ……/…….
10A6 ……/ ……/ …….. ……/…….
10A8 ……/ ……/ …….. ……/…….

3. New lesson:
COMMUNICATION COMMUNICATION
Gender equality in Vietnam - Listen to the T
Lead-in: Inform the class of the lesson objectives:
further skill development.
Focus on the instructions and the pictures. Inform - Work individually.
students that they will have more chances to
practice speaking.
- Give them some time to read about the - Read about the achievements
achievements Vietnam had made in addressing Vietnam had made in addressing
gender equality. gender equality.
- Give students more freedom by allowing them to - Add some more achievements that
add more achievements from reliable sources. sts may know.
- Give fina feedback. - Listen to the t
CULTURE CULTURE
- Focus on the instructions and the pictures. - Listen to the T.
- Elicit answers from students by asking the - Answer to the T’s qs.
class questions like
1, Who do you see in the
pictures? 2, What is the man
doing?
3, Are there many men teaching young
kids? 4, What is the woman doing?
- Firstly, work individually to do
5, Is her job popular with women?
the task, then work in pairs to
- Give students time to read the text.
check the answers.
- Pre-teach some words that might be new to
students (e.g. high-income, remarkable,
undergraduate courses).
- Walk round to monitor the class and offer
4.help,
Consolidation
if necessary.
5. Homework
- Do the task again
- Read Unit 6 – Looking back and project.

…………………………………………….
…………………………………………….
Phan Thị Hiền

PERIOD 62
UNIT 6: GENDER EQUALITY LOOKING BACK AND

PROJECT
I, Objectives.
1. Knowledge.
- Read correctly words with stress on the first syllable and words with stress on the second
syllable.
- Review new words they have learnt in previous parts individually or in context.
- Practise passive voice with modal verbs.
2. Skills
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 on the……/
Stress ……/ ……..Stress on……/…….
1st syllable the 2nd syllable
10A5 letter,
Symbol, ……/ ……/ ……..Complete……/…….
healthcare Infect,
Challenge,
10A6 income
……/ ……/ ……..suggest ……/…….
Workforce,
10A8 army
……/ ……/ ……..Improve,……/…….
become

3. New lesson:
Activity1 Activity1
- Ask students to put the two-syllable words in the - Work individually first to do the
box in the correct columns according to their stress task then work in pairs to give the
patterns. answers.
- Help them review the stress patterns of two-
syllable words. - Give the answers.
- Expected answers: - Check and correct the answers.
-The word in italics are among the most commonly - Work individually first to do the
used in the unit. Have students decide which words task then work in pairs to give the
best complete the sentences. answers.
- Alternatively, extend this activity by asking
students to make their own sentences with each of - Give the answers.
the words.
7. Discrimination 7. Progress
GRAMMAR GRAMMAR
- Give time for the students to make their own choice. - Work individually first to do the
- Have them check in pairs, then with the whole task then work in pairs to give the
class to make sure they all have correct answers. answers.
- Expected answers: - Give the answers.
1. C 2. F 3. E 4. D 5. A 6. B - Check and correct the answers.
Activity 2
- Ask students to do this activity orally first, and Activity 2
then write down their answers. - Work individually first to do the
- Expected answers: task then work in pairs to give the
4. Consolidation
5. Homework
- Do the task again
- Read Unit 7 – Getting started.
PERIOD 63
UNIT 7: CULTURAL DIVERSITY GETTING STARTED
I, Objectives.
1. Knowledge.
- For vocabulary, that is words and phrases related to traditions,cultural characteristics and
superstions.
- For pronunciation, that is stress in two - syllable words
- For grammar, that is the comparative and superlative
2. Skills
- Reading: Read about supersitions in VietNam.
- Speaking: Exchange opinions about traditions and customs
- Listening: Listen to people talk about the wedding traditions of a small community in the
USA.
- Writing: Write about the typical characteristics of the Vietnamese people.
- Students understand more about the custom and traditional values in Viet Nam.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
3. New lesson:
WARM UP WARM UP
- Introduce the topic by asking Ss to compare the Traditional wedding :
two pictures of a traditional wedding and a - was celebrated at home
modern one in Viet Nam. - the bride and the groom wear Ao Dai
- pray ancester to ask for permission to
get married.
Modern wedding :
- Elicit any topic- related words that Ss may
- was celebrated at the
ACTIVITY 1 LISTEN
know : rituals, costumes,AND
decorations,… ACTIVITY 1 LISTEN
READ AND READ
- Ask Ss listen to the recording and read - Work individually.
- Elicit the new words
ACTIVITY 2 ACTIVITY 2
- Ask Ss to work in pairs and do the task - Work in pairs to do the task.
- Asks Ss to give the reasons for their answers. - Give the answer.
- Ask Ss to do the task in pairs. - Work in pairs to do the task.
- Expected answer: - Check and correct the answer.
1.Because he is preparing for his presentation
about the simolarities and differences between a
traditional Vietnamses wedding and a modern
one.
2.They follow the same core procedure which
4. Consolidation
- weddings in Viet Nam
5. Homework:
- Do the task again
- Read Unit 7 - Language at
home
…………………………………………….
…………………………………………….
Phan Thị Hiền

PERIOD 64
UNIT 7: CULTURAL DIVERSITY LANGUAGE
I, Objectives.
1. Knowledge.
- For vocabulary, that is words and phrases related to traditions,cultural characteristics and
superstions.
- For pronunciation, that is stress in two syllable words
- For grammar, that is the comparative and superlative adjectives.
2. Skills
- Integrated and communicatice skills.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….

3. New lesson:
WARM UP WARM UP
- Ask students to list out the factors that create a - Work in pairs.
happy life - Discuss the T’s question.
- Let students work in pairs
- Ask Ss to work individually first to do the tasks - Firstly, work individually first to do
then work in pairs to compare the results with the tasks then work in pairs to compare
their partner. the results with their partner.
- Give the answer.
- Asks Ss to give the reasons for their answers. - Check and correct the answer.
- Expected answer:
1.g 2. e 3. d 4. b 5.a 6. g 7.c 8. f Activity 2
Activity 2 - Firstly, work individually first to do
- Ask Ss to work in pair ,read the sentences again the tasks then work in pairs to compare
and do the task the results with their partner.
1. Listen and repeat 1. Listen and repeat
- Play the recording and let Ss listen - Listen to the recording.
- Play it again with pauses for them to repeat - Listen and repeat.
each word
2. Listen to the sentences and practise saying 2. Listen to the sentences and
them loudly. practise saying them loudly.
- Ask Ss to read theGRAMMAR
word in rows paying attention - Read word in rows paying attention to
GRAMMAR
- Ask Ss to read through the six statements. - Work individually, read through the
- Help them to understand the meaning of 6 statements.
these statements. - Say whether they agree or disagree.
- Explain any words that Ss don’t know.
- Let sts express their ideas.
- Have sts focus on the ilatic words.
- Explain the grammar point: Comparative
and superlative adjective.
Activity 2
Activity 2
- Listen to the T’s explaination.
- Exlain the task requirement.
- Study the table individually.
- Have sts study the table.
- Work in pairs to do the task.
- Expalin new words if necessary.
- Give the answer.
- Let Ss work in pairs to give the answers
- Check and correct the answer.
- Asks Ss to give the reasons for their answers.
- Expected answer:
Ask them to give clues for their answers
1. Mr Smith’s wedding reception was more
expensive than Mr Long’s
2. Mr Smith was older than Mr Long when he
4.got
Consolidation
married
- Words and phrases related to traditions,cultural characteristics and superstions, stress in two
syllable words and the comparative and superlative adjectives.
5. Homework:
- Do the task again
- Read Unit 7 – Reading at home
PERIOD 65
UNIT 7: CULTURAL DIVERSITY SKILLS – READING
I, Objectives.
1. Knowledge.
- Read for general ideas and specific information about traditions, cututal
characteristics and superstitions in Viet Nam.
2. Skills
- Scanning and skimmimg
- Guessing meanings in contexts.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….

3. New lesson:
WARM UP WARM UP
- Ask students to list out the factors that create a - Work in pairs.
happy life - Discuss the T’s question.
- Let students
BEFORE YOU work in pairs
READ BEFORE YOU READ
- Ask sts to look at the picture and describe it. - Work individually, look at the picture
- Ask some guiding questions to help sts. and describe it.
1. Is this an altar?
2. How do you know that?
3. Can you see what kind of flower it is?Is it
peach blossom?
4. What is laid on the altar?
- Read the statements.
- Ask sts to read the statements and help
them understand the meaning.
- Lead sts to the topic of the reading passage.
- Have students read the questions and the options. - Read the questions and the options.
- Encourage them to predict the answersbases on - Predict the answersbases on the
the answer options given and sts’ background answer options given and sts’
knowledge. background knowledge.
- Set a time limit for sts to read the text and - Read the text and answer the qs.
answer the qs. - Work individually first to do the
AFTER YOU READ AFTER YOU READ
- Get sts to work in pairs. - Work in pairs.
- Have sts read the question and practise asking - Read the question and practise asking
and answering them. and answering them.
Encourage sts to give reasons to support their - Give reasons to support their opinions.
4. Consolidation
- Words and phrases related to traditions,cultural characteristics and superstitions
5. Homework:
- Do the task again
- Read Unit 7 – Speaking at home
PERIOD 66
UNIT 7: CULTURAL DIVERSITY SKILLS – SPEAKING
I, Objectives.
1. Knowledge.
- Compare traditions and customs between two countries and discuss those in VN
- Give a mimi talk about some cultural aspects of VN.
2. Skills
- Speaking skills.
- Group and pair work.
- Presentation skill.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….

3. New lesson:
WARM UP WARM UP
- Ask Ss the following Qs: -Work in pairs asking and answering
1.How many people are there in your famiy ? the Qs
2.How many generations are there in your famiy
? 3.Do you think you are very happy to live in
such a family ?
4. Do you think there are two or more generations
in a family in America ?
-Ask Ss to work in pairs to ask and answer the Qs
PRE – SPEAKING -one
PREpair present in front of the class
– SPEAKING
- Ask sts to look at the pictures and elicit any - Look at the pictures.
words related to the topic: superstitions abt - Give any words related to the topic.
black cats, fish and chips – a traditional food,
figure skating- a national sport, samovar- a
UK and Russia. Russia.
- Elicit any background knowledge abt cultural
aspects of these two countries.
- Ask sts to do the quiz individually and then - Work individually first to do the
check their answers in pairs. task, then work in pairs to check the
- Explain the activity and instruct sts to do it. - Listen to the T
- Divide class into 2 big teams: Team A and team - Work in 2 big teams: Team A and team
B. Each team then further divide into smaller B. Each team then further divide into
groups will read abt one country, either the Uk or smaller groups will read abt one country,
Russia. either the Uk or Russia.
- Set a limit time for this activity and walk - Note down the most interesting
around the classroom to monitor, facilitate and thongs abt the country that they read
assist sts when neseccary. and then share the information with
other members of their groups.
- Try to use superlative adjectives to
- Encourage sts to use superlative adjectives to share their ideas with other members
share their ideas with other members of their of their groups.
groups. - Each group sends a member to take
notes of the opinions.
- Several groups at random to report
their views.
- Ask several groups at random to report their
Activity 3
POST SPEAKING
views. POST SPEAKING
- Have sts read the constructions and explain what - Read the constructions and listen to
they are supposed to do. the T’s expaination.
- Get sts to work in 4 groups. Each group will - Work in 4 groups to brainstorm ideas
cover one of the four categories: Food, Drinks, and vocabulary and then ranking things
4. Consolidation
- Traditions and customs of the UK and Russia as well as cultural aspects of VN
5. Homework:
- Do the task again
- Read Unit 7 – Listening at home
PERIOD 67
UNIT 7: CULTURAL DIVERSITY SKILLS - LISTENING
I, Objectives.
1. Knowledge.
- Information abut the wedding traditions of a small community in the USA.
2. Skills
- Listening for specific information.
- Students understand more about the custom and traditional values in the USA as well as in
Viet Nam.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….

3. New lesson:
Warm up Warm up
- T asks Ss these Qs : - Answer th Qs
1.Have you ever attended a wedding
ceremony ? 2.Do you like it ?
Now I have some pictures for you
+ Listen to T and wait eagerly for the
► Picture of people in the groom’s family:
pictures
+ Now, look at this picture. Who can tell me what
is it about?
- Look at the picture: and then answer
+ How do you know that?
the questions:
+ It’s about an engagement ceremony.
+. This picture is about an engagement ceremony,
and these people are in groom’s family. They are
+ Because I see many boys bringing a
bringing trays of gift to proffer the bride’s family
tray with red paper on it.
► Picture of trays of gift:
+ And what is this picture?
+ Where are they?
+ Yes. This is the altar (point at the altar in the - Look at the picture.
picture)
+ They are praying for approval from their + They are bride & groom.
ancestor. Do you know “ancestor”? + They are in front of the altar.
BEFORE YOU LISTEN BEFORE YOU LISTEN
- Ask sts to look at the photo of an Amish wedding - Look at the photo of an Amish
and elicit sts’ impressions abt this community. wedding and elicit sts’ impressions
abt this community.
- Have sts read a number of statements about - Read a number of statements about
the Amish community. the Amish community.
- Help sts understand these statements if necessary.
- Ask stsYOU
WHILE to work in pairs to exchange their
LISTEN - Work in
WHILE pairsLISTEN
YOU to exchange
- In this acitivity, sts listen and check their - In this acitivity, sts listen and check
predictions in the previous act. their predictions in the previous act.
- Have sts listen to the CD for the 1 st time and - Listen to the CD for the 1st time and
try to note down the informationtht helps them try to note down the informationtht
check their answers. helps them check their answers.
- Ask sts to share with their friends to see whether - Share with their friends to see
they have the same answers or not. whether they have the same answers
- Let sts listen to the CD for the 2nd time and try or not.
to note down the information they did not - Listen to the CD for the 2 nd time
and try to note down the information
understand the 1st time.
- Elicit sts’ answers. they did not understand the 1st time.
- Check and correct the answers. - Give the answers.
- Expected answers: 1. F 2. F 3. T 4. T 5. T - Check and correct the answers.
Activity 3
- Ask sts to skim the given text, paying to the Activity 3
context around the gaps, and predict the
AFTER YOU LISTEN AFTER YOU LISTEN
information they have just listened to. have just listened to.
- Get sts to work in pairs to name the things they - Work in pairs to name the things
have learnt abt the Amish wedding customs and they have learnt abt the Amish
talk abt whether they find anything unusual or wedding customs and talk abt
intersting. whether they find anything unusual
4. Consolidation
- The wedding customs of the Amish community in the USA
5. Homework:
- Do the task again
- Read Unit 7 – Writing at home

…………………………………………….
…………………………………………….
Phan Thị Hiền

PERIOD 68
UNIT 7: CULTURAL DIVERSITY SKILLS - WRITING
I, Objectives.
1. Knowledge.
- Typical characteristics of the Vietnamese people.
2. Skills
- Write a description paragraph.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….

3. New lesson:
WARM UP WARM UP
- Get sts to list some typical - List some typical characteristics
characteristics of Vietnamese people of Vietnamese people based on
based on their background knowledge. their background knowledge.
PRE- WRITING PRE- WRITING
- In this activity, help sts reinforce and develop - Reinforce and develop their ability to
their ability to think in a logical way when think in a logical way when rearranging
rearranging set of jumbled paragraphs to form a set of jumbled paragraphs to form a
well-structured text. well- structured text.
- Work individually to do the task.
- Ask Ss to do the task individually
- Set a time limit for this activity and assist
- Ask Ss to do the task in groups and read the text - Discuss in groups and complete
- Get sts to discuss and complete the outline on
the big size paper.
- Ask the groups to put their outline on the
board or around the classroom.
- Give feedback.
- Sample outline:
Introduction: A typical Vnamese woman is
hardworking skillful, and devoted to her
family.
Characteristic 1: hard-working
Evidence: working both at work nd at home.
Characteristic 2:POST
skillfulWRITING POST WRITING
- Ask sts to work in groups to develop an outline. - Work in groups to develop an outline.
- Walk around and assist, if necessary.
- Ask sts to write their drafts individually and - Write their drafts individually and
then exchange them with their group members then exchange them with their group
for peer feedback. members for peer feedback.
- Collect sts’ writing for further comments or
marking.
Sample writing :
A typical Vietnamese woman is hardworking ,
skillfull, and devoted to her family.The most
prominent characteristic of most Woman in
Vietnam is that they work really hard.In fact, in
addition to the eight working hours at a job, they
still spend at least four ro five hours on different
household chores.Moreover, a typical Vietnamese
woman is also known for her many skills.She can
4. Consolidation
- Writing a short text/ paragraph about some characteristics of the Vietnamese people.
5. Homework:
- Do the task again
- Read Unit 7 – Communication and culture at home
PERIOD 69
UNIT 7: CULTURAL DIVERSITY COMMUNICATION AND

CULTURE
I, Objectives.
1. Knowledge.
- Gift-givingin the UK and the ideas of successin the USA and VN.
2. Skills
- Reading and Speaking skills.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….

3. New lesson:
WARM UP WARM UP
- Get sts to list some typical - List some typical characteristics
characteristics of Vietnamese people of Vietnamese people based on
based on their background knowledge. their background knowledge.
- Ask the sts to read the text individually, and, for - Work individually o read the text and,
each occasion, highlight the similarities and for each occasion, highlight the
differences with the customs in VN. similarities and differences with the
- Have sts study the the sample conversation, customs in VN.
assisting them if necessary. - Study the the sample conversation
- Ask sts to work in pairs and role play a
conversation, using the information they have - Work in pairs and role play a
highlighted. conversation, using the information
they have highlighted.
- Call on some pairs at random to perform - Some pairs at random to perform
discuss or explain if they have different word orders.
- Ask ss to read aloud or write on the board - Write their answers on the board.
those questions and correct any mistakes.
- Expected answers:
1. Who do you often buy presents for?
2.On what occasions do you buy
presents ?
3.Which shop do you usually go to when you
CULTURE CULTURE
- Divide the class into 2 big groups.Each group - Firstly, work in two big group.
will read one reading passage to get the main - Each group will read one reading
idea. passage to get the main idea.
- Then, one st from group A to work
- Ask one st from group A to work with one with one student from group B to
student from group B to form a pair and form a pair and exchange the
exchange the information that they have just information that they have just read.
read. - Report their findings.
- Call on some pairs at random to perform

their findings.
- Give feedback.
- Expected answers:
4. Consolidation
- Gift –giving in the UK and the ideas of successin the USA and VN.
5. Homework:
- Do the task again
- Read Unit 7 – Looking back and project at home

…………………………………………….
…………………………………………….
Phan Thị Hiền
PERIOD 70
UNIT 7: CULTURAL DIVERSITY LOOKING BACK AND

PROJECT
I, Objectives.
1. Knowledge.
- To help students revise what they have learned in unit 7
- To give them a chance to do a small project in which they can develop their speaking skills
2. Skills
- To promote Ss to develop their communication skills and cultural understanding
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….

3. New lesson:
each word
- Expected answers: Ex’port Pro’test ‘contrast
Im’port Ob’ject
. Listen to the sentences and
2. Listen to the sentences and practise saying
practise saying them loudly.
them loudly. VOCABULARY VOCABULARY
- Ask Ss to work in pair ,read the sentences again - Firstly, work individually first to do
and do the task the tasks then work in pairs to
- Encourage Ss to exchange their answers compare the results with their partner.
with a partner to see if they understand the
contexts ang mening of each sentence.
1. wife 2. get married 3.engaged
4.reception 5.honeymoon 6.wedding
GRAMMAR
7.bridegroom 8.Best man 9.Bride GRAMMAR
- Give time for the students to do the task - Work individually first to do the task
individually. then work in pairs to give the answers.
- Have them check in pairs, then with the whole - Give the answers.
class to make sure they all have correct answers. - Check and correct the answers.
- Expected answers:
1.harder 2.more/ less
dangerous 3.the most famous 4.more
Activity 2
polluted
- Work individually first to do the task
5. the most delicious
then work in pairs to give the answers.
Activity 2
- Give the answers.
- Ask students to do this activity orally first, and
PROJECT PROJECT
1. Do a survey - Do as appointed
Ask Ss to do the survey
2. Work in groups, compare your findings

4.and
Consolidation
reports to the class
- Revise what they have learned in unit 7
- Do a small project in which they can develop their speaking skills
5. Homework:
- Do the task again
- Read Unit 7 – Looking back and project at home
PERIOD 71
DATE OF PLANNING: 15/02 / ...
WRITTEN TEST
I, Objectives.
1. Knowledge.
- To test and mark the students
- To get feedback from the students
2. Skills.
- To help Ss develop their skills to do MCQ tests
- To encourage Ss to work harder
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
2. Old lesson
checking(Omitted) 3. New
lesson:
Testing contents
MULTIPLE CHOICE QUESTIONS (32 Questions;8 điểm)
Choose the word whose stress pattern is different from that of the others.
Câu 1. A. wedding B. modern C. custom D. support
Câu 2. A. difference B. similarity C. information D. presentation
Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each
of the following questions.
Câu 3. Superstitions still an important part of life for many people in Vietnam.
A. do B. give C. take D. play
Câu 4. We had dinner in most expensive restaurant in town.
A. the B. a C. an D. X
Câu 5. Health is than money.
A. most important B. more important C. the important D. the
most important
Câu 6. The can have as many bridesmaids as she wants.
A. groom B. husband C. couple D. bride
Câu 7. Mary :" ..............................."
Kevin:" It is hot and dry."
A. How does she look like? B. How are you?
C. What do you do? D. What is the weather like today?
Câu 8. When you …………………. here at this time tomorrow, I ………………… the room up.
A. Will come/ will be tidying B. come /will be tidying
C. comes / will tidy D. come / will have tidied
Câu 9. The team paid a _ price for its lack of preparation.
A. expensive B. dirty C. heavy D. light
Câu 10. We stop when traffic lights are red.
A. should B. might C. must D. can
Câu 11. My cousin's is next Sunday.
A. assignment B. wedding C. tradition D. marriage
Câu 12. There is a wedding for all guests after the wedding ceremony.
A. engagement B. proposal C. ring D.
reception Câu 13. Women and men should be given equal
rights ...................................... education and employment.
A. of B. with C. in D. to
Câu 14. Gender discrimination should be so that everyone has equal
opportunities in education.
A. elimination B. eliminating C. eliminated D. eliminate
Câu 15. In order to a man's job, Brenda had to work very hard.
A. pursue B. enroll C. work D. prefer
Câu 16. Lan:" I propose that married women should be greatly encouraged to work outside".
Hoang :"................................"
A. It's controversal B. It depends on the weather
C. Im general, women work better than men D. I can't agree with you more
Câu 17. By Christmas, I …….......................…… for you for 6 months.
A. have been working B. shall be working C. shall work D. shall have been working
Read the passage carefully and then choose the best option (A, B, C or D) to each gap.
In the 1960s the women's liberation movement burst suddenly into the public consciousness
and quickly grew into (18) largest social movement in the history of the United States.
Women's liberation movement (19) a continuation of the 19th-century

women's rights movement. The movement's major (20)_ has included not only
legal, economic, and political gains
(21) also has changed the ways in which people live, dress, dream of their future, and
(22) a living.
Câu 18. A. a B. an C. the D. X
Câu 19. A. is B. are C. were D. was
Câu 20. A. status B. achievement C. civilization D.
power Câu 21. A. but B. neither C. with D.
either Câu 22. A. put B. take C. get D.
make Read the passage below and choose the best answer (A, B, C or D) to each
question.
Visitors to Vietnam should pay attention to the following advice.
Socializing
Vietnamese people like to ask questions about age, marriage, salary, etc when they meet
someone for the first time. For example, they may ask, 'How old are you?', 'Are you married?',
'What do you do for a living?', 'Do you have any children?' Don't be embarrassed by these kinds
of questions. This is the Vietnamese way of being friendly.
Presents
Vietnamese people always show their gratitude when receiving a gift. However, you should not
be surprised if they do not open a present you had given them immediately. Opening a present
in front of the gift-giver is considered to be embarrassing.
Compliments
Although Vietnamese people always appreciate compliments, they are usually modest in their
reactions. For example, in response to the compliment 'What a nice dress!' a Vietnamese girl
may say, 'I don't think so. It's very old.'
The elderly
Always show the elderly respect. Bowing your head slightly to an elderly person is a sign of
respect. During a meal, elderly people should be served first.
Câu 23. Which of the following is NOT true?

A. Vietnamese people often ask 'How old are you?' when they meet someone for the first
time.
B. Vietnamese people always respect the elderly.
C. Vietnamese people don't appreciate compliments.
D. Vietnamese people ask questions about age, marriage, salary, etc to show their
friendliness.
Câu 24. Who should be served first during a meal in Vietnam?
A. the rich people B. the young people C. the poor people D. the old people
Câu 25. Why don't Vietnamese people open presents immediately?
A. Because they feel bored with opening a present.
B. Because they don't like gift-givers.
C. Because they feel embarrassed to open a present in front of the gift-giver.
D. Because they don't like presents.
Câu 26. How do Vietnamese people react to compliments?

A. sadly B. happily C. excitedly D. modestly
Câu 27. Which questions do Vietnamese people often ask when they meet someone for the first
time?
A. questions about weather B. questions about personal life
C. questions about sports D. questions about music
Mark the letter A, B, C, or D on your answer sheet to show the underlined part that
needs correction.
Câu 28. Some people think that there is still gender discriminations in our country.
A B C D
Câu 29. I guessed the bride and groom will be happier if they don't have to waste
money on A B C
unnecessary things.
D
Câu 30. Lots of people believe that when they set out in an important occasion, they
should avoid A B
crossing the path of a woman.
C D
Câu 31. Before do something important, I often ask for the useful advice from my grandparent.
A B C D
Câu 32. Worked mothers help their husband satisfy their children's needs.
A B C D
LISTENING( 08 Questions;2 điểm)
I, Listen carefully then choose the best answer A, B, or C to the following questions.
1. ……….of all working hours, the work is done by women.

A,Nearly 50% B, Nearly two-thirds C, Nearly three-fourths
2. The average woman earns……..the average man.
A, more than B, the same as C, less than
3. In Africa,………….of the farm work is done by men.
A, 80% B, 50 % C, 20%
4. A typical woman in a developing country spends……collecting firewood daily.
A, 1 hour B, 2 hours C, 3 hours
5. …..is the amount of time a typical African woman spends on cooking everyday
A, 1 hour B, 2 hours C, 3 hours
II, Listen again, then fill in each gap with NO MORE THAN THREE WORDS.
6, According to an old Chinese saying, women hold up………………… .

7, In parts of Africa, it typically takes a woman half an hour …….. to the fields, and she
works there until 3p.m .
8, After dinner, the woman spends an hour washing the dishes. She goes to bed at……….
PERIOD 72
UNIT 8: NEW WAYS TO LEARN GETTING STARTED
I, Objectives.
1. Knowledge.
- For vocabulary, that is words and phrases related to electronic devices that can help us learn
- For pronunciation, that is stress in three - syllable adjective and verbs
- For grammar, that is defining and non-defining relative clauses
2. Skills
- Reading: Read about new ways to learn English.
- Speaking: Talking about how electronic devices can help us learn
- Listening: Listen to introduction on how to acess and use online English language materials
- Writing: Writing about the advantages of electronic devices as learning tools.
- To provide Ss some
motivation. II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
3. New lesson:
WARM UP WARM UP
- Ask ss if they have ever seen or own an - Work individually, answer to the T’s
electronic device and how the electronic device question.
can be used.
PRE-TEACHING PRE-TEACHING
- Ask ss to look at the picture and talk about - Look at the picture.
them. ‘What electronic device do you see in - Listen to the T and answer to
the picture? What are the people doing with the questions.
the device?
- Get the answers from the sts.
- Expected answers: laptop, books, and cell phone.
conversation. conversation.
WHILE TEACHING WHILE TEACHING
- Ask ss to work individually first then in pairs to - Work individually first then in
decide if the statements are true(T) or false (F), pairs to decide whether the
or not given (NG). tatements are true, false, or not
- Encourage ss to provide reason for their answers given.
- Check ss’ answers as a class and give
explanations if necessary - Give the answers.
- Expected answers: - Check and correct the answers.
1. F 2.F 3. NG 4. T 5. F 6. T
Activity 3
- Ask ss to refer back to the conversation to find Activity 3
the adjectives which describe the devices used as - Work individually first then in
learning tool pairs to find the adjectives which
- Have ss discuss their meaning with a partner. describe the devices used as learning
- Check ss’ answers as a class and give tool
explanations if necessary - Discuss their meaning.
- Expected answers:
POST TEACHING POST TEACHING
- Ask Ss to do the task in pairs. - Work in pairs to do the task.
1.They are: smart phones, laptops and
tablets. 2.They have changed the way we
learn.
They use them to take photos or record their
4.3.Consolidation
- Words and phrases related to electronic devices that can help us learn
5. Homework:
- Do the task again
- Read Unit 8- Language at home
…………………………………………….
…………………………………………….
Phan Thị Hiền

PERIOD 73
UNIT 8: NEW WAYS TO LEARN LANGUAGE
I, Objectives.
1. Knowledge.
To help learners get started with some language items in Unit 8
2. Skills
- Reading: Read about new ways to learn English.
- Speaking: Talking about how electronic devices can help us learn
- Listening: Listen to introduction on how to acess and use online English language materials
- Writing: Writing about the advantages of electronic devices as learning tools.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
3. New lesson:
- Ask Ss to do the tasks and compare the results - Work individually first then in pairs to
with their partner do the task.
- Provide support if necessary by guiding ss to
use the context of the conversation to choose the
correct meaning for each phrase - Give the answers.
- Check answers as a class to make sure Ss - Check and correct the answers.
have all correct answers.
- Expected answers:
1.e 2. D 3. B 4. C 5.a
1.A,B,C, 2. A,C, 3.A,C 4.B 5.B 6.A,B,C
- Introduce the rules to put stress on three - Listen to the T
syllable verbs and adjectives.
- Get sts to work individually put stress on three - Work individually to practice
syllable verbs and adjectives on page 28, then putting stress on three syllable verbs
work in pairs for peer correction. and adjectives on page 28, then work
in pairs for peer correction.
- Play the recording, get sts to listen and pay - Listen to the recording and pay
attention the the stress pattern of the words. attention the the stress pattern of the
- Have sts check themselves whether they put words.
stress correctly or not. - Check themselves whether they put
- Check the answers with the whole class. stress correctly or not.
GRAMMAR GRAMMAR
- Have sts study the explanation “Do you - Listen to the T
know..?” on page 28. - Study the explanation “Do you
- Give further explaination if necessary. know..?” on page 28.
- Get sts to practice the exercises.
Acitvity 1 Acitvity 1
- Ask some sts at random to give explaination. - Give the answers.
- Listen to the sts and give comments. - Check and correct the answers.
- Expected answers:
1.that 2. which 3. that 4. which 5. whose
These words are relative pronouns. They are used
in relative clauses to define or identify the nouns
preceeeding them /to introduce information about
the nouns before them
Defining relative clauses: 1,3,5
Non-defining relative clauses: Activity 2
2,4 Activity 2 - Work individually first then in pairs to
4. Consolidation do the task.
- Words and phrases related to electronic devices, stress in three - syllable adjective
and verbs defining and non-defining relative clauses
5. Homework:
PERIOD 74
UNIT 8: NEW WAYS TO LEARN SKILLS – READING
I, Objectives.
1. Knowledge.
- Read for general ideas and specific information about new ways to learn English
2. Skills
- Scanning and skimmimg
- Guessing meanings in contexts.
- Students can take full use of electronic devices for their learning.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….

3. New lesson:
WARM UP WARM UP
- Show the sts 2 pictures. - Look at the 2 pictures introduced by
- Ask them to look at the pictures and answer to the T.
the two questions: - Discuss the T’s question.
1. What are the sts doing?
2. What do you think you are going to read about? - Give the answers.
- Elicit the answers from students.
- Give feedback and lead into the new lesson.
- ExpectedYOU
BEFORE answers:
READ BEFORE YOU READ
- Have ss match each of the words with its meaning - Work individually first then in pairs to
. do the task.
- Let ss usse a dictionary if necessary . - Give the answers.
- Go over the answers to make sure they have - Check and correct the answers.
- Ask sts to read the text quickly and find - Work individually read the text
repeated words and their collations. quickly and find repeated words and
their collations.
- Explain to the ss that repeated words in a text - Listen to the T
may imply its main idea or title
- Have ss skim the text to choose the best title. - Do the task individually then compare
the answer with a partner.
- Expected answer: b- New ways to learn English. - Give the answer.
- Ask ss to scan the text to find the answers to - Work in pairs scan the text to find
the questions. the answers.
- Have them highlight the key words in both
the questions and the text
- Ask Ss to take turns asking and answering in pairs - Take turns asking and answering in
- Check ss’ anwer to make sure they are correct. pairs.
- Arrange sts into groups of 4 and let them - Work in groups of 4, discuss
discuss the question. the question.
- Walk around to monitor the class and offer
help if necessary.
- Give enough time for one or two groups to - At random, one or two groups report
4.report the results of their discussion to the class.

Consolidation the results of their discussion to the
- Words and phrases related to about new ways to learn English.

1. access sth: với đến, truy cập hay sử dụng cái gì
E.g.: - You have to enter a password to access the
file.
2. concentrate on sth/doing sth: tập trung vào cái gì,
việc gì E.g.: - She couldn’t concentrate on the film
3. take notes of sth: ghi chép/ ghi chú cái gì
E.g.: - The secretary had to take notes of the meeting.
4. take advantage of sth: tận dụng cái gì
E.g.: - The teacher told us to take full advantage of the library to study.
5. Homework:
- Learn by heart the new words.
PERIOD 75
WRITTEN TEST CORRECTION
I. Objective.
1. Knowledge.
- Help sts find out their errors in the test so that they will not make mistakes the next time.
2. Skills.
- Develop sts’ ability to correct mistakes and errors.
- Students have positve attitude towards learning.
II. Methods.
- Integrated, mainly communicative
III. Teaching aids.
- Teacher: tape, board, chalk, textbook, answer key.
IV. Procedures.
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
2. Old lesson checking.

(Omitting) 3. New lesson:
KEYS TO ANSWER
MULTIPLE CHOICE QUESTIONS (32 Questions;8 điểm)
Đáp án mã đề: 137
01. D; 02. A; 03. D; 04. A; 05. B; 06. D; 07. D; 08. D; 09. C; 10. C; 11. B; 12. D; 13. C; 14. C;
15. A;
16. D; 17. D; 18. C; 19. D; 20. B; 21. A; 22. D; 23. C; 24. D; 25. C; 26. D; 27. B; 28. C; 29. A;
30. B;
31. A; 32. A;
01. B; 02. A; 03. C; 04. B; 05. A; 06. A; 07. D; 08. B; 09. C; 10. C; 11. D; 12. B; 13. A; 14. C;
15. C;
16. B; 17. C; 18. A; 19. A; 20. A; 21. B; 22. D; 23. D; 24. C; 25. A; 26. D; 27. A; 28. C; 29. D;
30. A;
31. A; 32. D;
01. C; 02. A; 03. A; 04. B; 05. D; 06. C; 07. A; 08. B; 09. C; 10. D; 11. A; 12. A; 13. D; 14. D;
15. C;
16. B; 17. C; 18. B; 19. A; 20. A; 21. A; 22. A; 23. A; 24. B; 25. C; 26. B; 27. C; 28. B; 29. D;
30. C;
31. C; 32. C;
01. A; 02. D; 03. C; 04. C; 05. D; 06. D; 07. A; 08. A; 09. A; 10. A; 11. D; 12. A; 13. B; 14. A;
15. C;
16. C; 17. A; 18. D; 19. A; 20. B; 21. B; 22. C; 23. B; 24. C; 25. A; 26. A; 27. A; 28. B; 29. A;
30. D;
31. A; 32. B;
LISTENING
1. B
2. C
3. C
4. A
5. B
6. HALF THE SKY
7. TO WALK
8. 9.30 PM
4. Homework:
- Students redo the test and prepare for the next lesson.

…………………………………………….
…………………………………………….
Phan Thị Hiền

PERIOD 76
UNIT 8: NEW WAYS TO LEARN SKILLS – SPEAKING
I, Objectives.
1. Knowledge.
- Talk about how electronic devices can help us learn.
2. Skills
- Speaking skills.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….

3. New lesson:
WARM UP WARM UP
- Show some pictures of some electronic devices. - Look at the T’s pictures.
- Ask sts to name these devices. - Work in pairs, name the devices.
- Ask whether the sts own any of them and how - At random, answer to the T whether
they use it/ them for their learning. they own any of them and how they use
- Write “go digital” on the board, explain the - Read through the arguments in favor
task requirement. of using electronic devices in learning
- Give ss time to read through the arguments in and match arguments 1-4 with
favor of using electronic devices in learning and explanation 1-d
match arguments 1-4 with explanation 1-d. - Work with a partner to do the task.
- Explain the new words if necessary.
- Let them work with a partner if they neeed
more help.
1 again and work in pairs. part 1 again and work in pairs.
- Explain the new words if necessary.
- Walk round to monitor and provide help.
- Call some pairs at random to act out their - At random, some pairs act out
WHILE SPEAKING
discussion. WHILE SPEAKING
their discussion.
- Ask ss to model the the sample discussion - Ask sts to work in pairs to do the task.
- Have ss dicuss in pairs
- Walk round to monitor and provide help.
- Sample dialogue: - Some pairs at random present
Student A : I think electronics make school life their conversation in class.
easier and
POST more enjoyable.
SPEAKING POST SPEAKING
- Ask Ss to do the task in groups of 4. - Listen to the T
- Walk around to offer help if necessary - Work in groups of 4 to do the task.
4. Consolidation
5. Homework:
- Prepare Unit 8- Listening at home.
PERIOD 77
UNIT 8: NEW WAYS TO LEARN SKILLS – LISTENING
I, Objectives.
1. Knowledge.
2. Skills
- Speaking skills.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….

3. New lesson:
WARM UP WARM UP
- Write “triple E at the fingertips” on the board - Look at the board.
and ask ss to guess what it means - Work individually and guess the
- Show the picture and ask elicit their answers to meaning of the phrase: Triple E at the
the questions in the instruction. fingers.
BEFORE YOU LISTEN BEFORE YOU LISTEN
- Explain the task. - Listen to the T.
- Ask ss to read the statements and guess if - Read the statements and guess if they
they are true or false are true or false
- Explain if there are any new words .
- Give Vietnamese equivalents if necessary. - Listen to the recording twice and do
- Play the recordinsg and have ss do the activity the task.
- Check the
WHILE YOU answwers.
LISTEN - DoWHILE
the task individually,
YOU LISTEN then
sentences 1-5. carefully and the sentences 1-5.
- Make sure that they understand the sentences.
- Provide help with the new words if necessary
- Play the recording twice again for ss to fill in - Listen to the recording twice and do
the gaps the task.
- Ask ss to work with a partner to compare - Do the task individually, then
the answers. work in pairs to compare the
- Invite representatives from some pairs to report answers.
their answers to the class. - Give the answers.
- Give feeedback and correct any wrong answers. - Check and correct the answers.
- Have ss work in groups of 3 or 4 and discuss - Work in groups of 3-4 and discuss
the questions. the questions.
- Move around the class to control the activity.
4. Consolidation
5. Homework:
- Prepare Unit 8- Writing at home.
PERIOD 78
UNIT 8: NEW WAYS TO LEARN SKILLS – WRITING
I, Objectives.
1. Knowledge.
2. Skills
- Speaking skills.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….

3. New lesson:
WARM UP WARM UP
- Inform ss of the lesson objective: writing a short - Listen to the T.
text with detailed explanations as supporting
ideas: - Do the task as T’s instructions.
- Write the phrase “Using electronic devices”
on the board. Focus on the pictures and the
- Explain the task. - Listen to the T.
- Give ss time to read the sentences about - Read the sentences about some
some advantages and disadvantages of using advantages and disadvantages of
electronic devices. using electronic devices.
- Get sts to work individually to do the task, then - Work individually to do the task,
work in pairs to compare the answers. then work in pairs to compare the
- Call some sts, at random, to give the answers. answers.
- Give ss time to read the text about the - Work individually to do the task,
advantages of using electronic devices in class. then work in pairs to compare the
- Get sts to read the text and learn the way of answers.
writing about advantages/disadvantages: - Give the answers.
- Have sts underline words/phrases the writer - Check and correct the answers.
use to link the ideas:
First of all
Second
- Ask ss to read the sample again. - Read the sample again.
- Tell ss to write a draft first , then write a short - First, work individually to write the
text about the advantages of electronic devices in draft, then write a short text about the
learning. advantages of electronic devices in
learning.
- Collect at random some sts’written work to - Pay attention to the T’s corrections.
correct in the class. - Take notes the common errors and
+ The organization. the T’s corrections.
+ The word choices and grammar.
4. Consolidation
- The organization of a text about advantages and disadvantages.
5. Homework:
- Prepare Unit 8- Communication and culture at home.

…………………………………………….
…………………………………………….
Phan Thị Hiền

PERIOD 79
UNIT 8: NEW WAYS TO LEARN COMMUNICATION AND

CULTURES
I, Objectives.
1. Knowledge.
- Electronic devices in class – to use or not to use.
- US children learning with electronic devices.
2. Skills
- Students are more aware of using electronic devices reasonably.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/ 38
10A5 ……/ ……/ ... ……/ 39
10A6 ……/ ……/ ... ……/ 40
10A7 ……/ ……/ ... ……/ 32
10A8 ……/ ……/ ... ……/ 40

3. New lesson:
WARM UP WARM UP
- Ask sts some questions. - Listen and answer to the T’s
1. What electronic devices do you have? questions individually.
2. Do you bring your smartphone to school?
3. Are you allowed to use smartphone at school?
- Explain to ss that they need to read - Listen tot the T.
comments on personal electronic devices and
decide on the most reasonable comment
- Ask ss to work in pairs, providing reason for - Work in pairs, do the task.
their choices.
- Encourage ss to express their own opinions.the
Activity 2
- Ask the pairs to do the same job to make - Work in pairs, do the task.
their conversation.
- Remind the sts to use their explainations in Act 1.
- Go around to observe and give necessary
- Some pairs, at random, present
assistance.
their dialogue in class.
- At random, invite some pair of students to
present their dialogue in class.
Activity 3
- Listen to the sts and give comments.
- Listen to the T
Activity 3
- Work in groups of 4, do the task.
- Explain the task. CULTURE CULTURE
- Have ss read and answer questions in pairs - Work in pairs, do the task.
- Check ss’ answers as a class. - Give the answers.
- Expected answers: - Check the answers.
1. They use them to look up and store information
2. About 2 out of 5 have
3.They may help promote listening and
speaking abilityp improve their critical
thinking, reading, writing, and maths skills
5. They can be great educationl tools, but the
wrong use may cause very bad effects Activity 2
Activity 2 - Work in groups of 4 or 5.
- Have ss work in group of 4 or 5, talk about - Do as appointed.
4. Consolidation
- Words and phrases related to about new ways to the uses of personal electronic devices.
5. Homework:
- Prepare Unit 8- Looking back and project at home.
+ Put sts in 4 groups to prapare for the presentation on the topic Personal electronic devices in
class- to use or not to use.(2 groups For and the 2 others Against)
PERIOD 80
UNIT 8: NEW WAYS TO LEARN LOOKING BACK AND

PROJECT
I, Objectives.
1. Knowledge.
By the end of this unit, Ss can revise:
2. Skills
- Integrated skills, mainly reading skills and presentation skill.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A7 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
3. New lesson:
each word
- Expected answers:
Adjective, electric, effective, wonderful,
convenient Similar
Graduate, develop, contibue, consider,
dedicate, recommend
2. Listen to the sentences and
2. Listen to the sentences
VOCABULARYand practise saying VOCABULARY
practise saying them loudly.
- Ask Ss to work in pair ,read the sentences again - Firstly, work individually first to do
and do the task the tasks then work in pairs to
- Encourage Ss to exchange their answers compare the results with their partner.
with a partner to see if they understand the
contexts ang mening of each sentence.
1.d 2.e 3.b 4.c 5.f 6. a
- Ask sts to work in pairs to do the task. - Work in pairs to do the task.
- Elicit the answers from the sts. - Give the answer.
GRAMMAR GRAMMAR
- Give time for the students to do the task - Work individually first to do the task
individually. then work in pairs to give the answers.
- Have them check in pairs, then with the whole - Give the answers.
class to make sure they all have correct answers. - Check and correct the answers.
- Expected answers:
1. which/that 2.who
3.which 4.whose
Activity 2
5.who/that 6. whose
- Work individually first to do the task
Activity 2
then work in pairs to give the answers.
- Ask students to do this activity orally first, and
PROJECT - Give the answers.
PROJECT
then write down their answers.
- Invite the representatives of the 4 groups to - 4 representatives of the 4 groups do
present their ideas. their presentation on the given topic.
4.- Elicit comments from sts.
Consolidation
- Words and phrases related to about using personal electronic devices in class.
5. Homework:
- Prepare Review 3-Lesson 1 at home.
PERIOD 81
REVIEW 3 ( UNIT 6-7-8)

LESSON 1
I, Objectives.
1. Knowledge.
- To help students revise what they have learned in unit 1, 2, 3
2. Skills
II, Methods.
III, Teaching aids.
IV. Procedures:
10A4 ……/ ……/ ... ……/ 38
10A5 ……/ ……/ ... ……/ 39
10A6 ……/ ……/ ... ……/ 32
10A7 ……/ ……/ ... ……/ 40
10A8 ……/ ……/ ... ……/ 40

3. New lesson:
LANGUAGE LANGUAGE
Vocabulary Vocabulary
- Get sts to work individually first to do the task, - Firstly, work individually first to do
then work in pairs to compare the answers. the task, then work in pairs to
- Ask sts to give the answers. compare the answers.
- Expected answers. - Check and correct the answers.
1. pay 2. Discrimination 3. Right
4. gender 5. inequality
Activity 2 ctivity 2
- Play the recording and let Ss write down the - Listen to the recording, and write
words that they hear. down the words that they hear.
- Ask sts to write down the words on the board. - Ask sts to read aloud the words.
+ 1st syllable: Actor, lovely, artist, famous.

GRAMMAR GRAMMAR
1. This door must be kept shut.
2. Refreshment will be served.
3. Bicycles must not be left in the hall.
4. Milk should be shaken before it is used.
5. Books must be kept for 2 weeks.
Activity 2
Activity 2
- Listen to the T
- Explain the task requirement.
- Firstly, work individually first to do
- Get sts to work individually first to do the task,
then work in pairs to compare the answers.
compare the answers.
- Give the answers.
- Expected answers.
1. More simple ( simpler) than
2. The oldest
3. More important than
4. The most beautiful
5. Healthier ( or more healthy ), more peaceful
4. Consolidation Activity 3
- Revise what Ss have learnt in unit 6, 7, 8

5. Homework
- Redo activities at home and prepare for the rest of the Review.
PERIOD 82
REVIEW 3 ( UNIT 6-7-8)

LESSON 2
I, Objectives.
1. Knowledge.
- To help students revise what they have learned in unit 1, 2, 3
2. Skills
II, Methods.
III, Teaching aids.
IV. Procedures:
10A4 ……/ ……/ ... ……/ 38
10A5 ……/ ……/ ... ……/ 39
10A6 ……/ ……/ ... ……/ 32
10A7 ……/ ……/ ... ……/ 40
10A8 ……/ ……/ ... ……/ 40

3. New lesson:
SKILLS SKILLS
Reading Reading
- Ask sts to do the activities 1 and 2 individually - Firstly, work individually first to
first, then work in pairs to compare the answers. do the task, then work in pairs to
1b: 1. D 2. C 3. B 4. A
2:
1. It helps sts learn Engish in a more stimulating way.
2. Because it can engage sts and provide them
with interactive oppotunities.
3. Because with it teachers can make grammar and
vocabulary presentations and save them for using
countries.
- After about 5 minutes, ask groups to choose one - Choose choose one
representatives to report the interview result to the representatives to report the
class. interview result to the class.
- Ask other students to give the comments and - Others give the comments and
decide which sts has the best answers. decide which sts has the best
Listening answers.
- Tell sts that they are going to listen to a text about Listening
how people greet each other. - Listen to the T
- Play the recording 2 times for sts to listen and
do the task. - Listen to the recording and do the
- Get sts to work in pairs to do the listening task. task
- Play the recording again and pause at the answers
for the sts to check whether their answers are - Give the answers
correct or not.
- Give the correct - Check and correct the answers
4.answers.
Consolidation
1. F 2. T 3. F
- Revise what Ss have learnt in unit 6, 7, 8.
5. Homework
- Redo activities at home and prepare for Unit 9 – Getting started.

…………………………………………….
…………………………………………….
Phan Thị Hiền

PERIOD 83
DATE OF PLANNING: 14/ 03/ .../ 03/ ...
UNIT 9: PRESERVING THE ENVIROMENT GETTING

STARTED
I, Objectives.
1. Knowledge.
- For vocabulary, that is words and phrases related to environmental impacts that can help us
learn
- For pronunciation, that is stress in three – syllable nouns
- For grammar, that is reported speech
2. Skills
- Reading: Read for general ideas and specific information about threats to the natural
environment.
- Speaking: Talking about the environmental impacts of human activities.
- Listening: Listening for gist and specific information in a student’s talk on environmental
impacts.
- Writing: Writing about environmental problems and giving some practical advice on how to
preserve the environment.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A7 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
3. New lesson:
WARM UP WARM UP
+ Network..
- Ask sts to work in groups of 3 or 4. - Work in groups of 3 or 4.
- Ask sts to give a list of the animals which - List the animals which are in
are in danger of extinction. danger of extinction.
- After 3 minutes, the group which has the - Give the answers.
longest list will be the winner.
-Lead into the lesson. - Listen to the T.
- Tell the class that they are going to listen - Listen to the T
to a conversation between Nam and his
-Playing the recording for Ss to listen and read - Listen to the recording and read
the conversation at the same time. the conversation quitely.
-Remind Ss not to worry about the unknown words
or grammar points,ACTIVITY
but try to work
2 out the general ACTIVITY 2
- Ask sts to work individually first to see the - Work individually first to see the
pictures and words then in pairs to label the pictures and words then in pairs to label
photos. the photos.
- Allow two minutes for the pairs to look up the - Look up the words and phrases
words and phrases in a dictionary to confirm their in a dictionary to confirm their
meaning. meaning.
- Check ss’ answers as a class and give - Gve the answers.
- Ask sts to work individually to check the - Work individually to check the
information, underline the key words in the information, underline the key words in
questions, and use them to scan for the relevant the questions, and use them to scan for
information in the conversation. the relevant information in the
- Get sts to work in pairs to compare the answers. conversation.
- Invite 3 sts, at random, to go to the board to - Work in pairs to compare the answers.
write down the answers. - Gve the answers.
- Check and correct the answers with the whole - Check and correct the answers.
class. - Note down the words in their
- Expected answers: notebooks.
1. He is writing a letter for the school newsletter.
2. The editor asked nam to write some practical
4.advice
Consolidation
on enviromental preservation.
- Learners get started with some language items in Unit 9.
5. Homework
- Redo activities at home and prepare for Unit 9 – Language.
PERIOD 84
UNIT 9: PRESERVING THE ENVIROMENT LANGUAGE
I, Objectives.
1. Knowledge.
- For vocabulary, that is words and phrases related to enviromental impacts and preservation.
- For pronunciation, that is stress in three syllable nouns.
- For grammar, that is reported speech.
2. Skills
- Integrated and communicatice skills.
- Students understand more the importance of preserving the enviroment.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….

3. New lesson:
WARM UP WARM UP
- Ask students to list out the factors that pollute - Work in pairs.
the envoroment. - Discuss the T’s question.
- Let students work in pairs
- Ask Ss to work individually first to do the tasks - Firstly, work individually first to do
then work in pairs to compare the results with the tasks then work in pairs to compare
their partner. the results with their partner.
- Give the answer.
- Asks Ss to give the reasons for their answers. - Check and correct the answer.
- Expected answer:
1. preserve 5. Greenhouse effect Activity 2
2. deforestation 6. Global warming - Firstly, work individually first to do
3. fossil fuels 7. depletion the tasks then work in pairs to compare
4. pollute 8. damage the results with their partner.
- Expected answer:
1.protect 2. preservation 3. contaminate
4. consumption 5.deforest 6.pollute 7.deplete
Activity 3
Activity 3
- Ask Ss to work individually first to
- Ask Ss to work individually first to do the tasks
do the tasks then work in pairs to
then work in pairs to compare the results with
compare the results with their partner.
their partner.
- Asks Ss to give the reasons for

- Asks Ss to give the reasons for their answers.
each word
2. Listen to the sentences and practise saying 2. Listen to the sentences and
them loudly. practise saying them loudly.
- Ask Ss to read the word in rows paying - Read word in rows paying attention to
GRAMMAR GRAMMAR
- Ask Ss to read through the six statements. - Work individually, read through
the 6 statements.
- Let sts go back to the Getting started to - Go back to the Getting started to
check the information. check the information.
- Have sts compare the answers with their partner. - Compare the answers with their
- Check and correct the answers orally with some partner.
sts at random. - Check and correct the answers
- Expected answers: orally with the T.
Nam: 1,3,5 The editor:2 Nam’s father: 4,6
- Explain the grammar point; Reported speech
+ The opening(‘) and closing (‘) quotation marks - Listen to the T.
are needed for writing reported speech. - Take notes.
+ Verbs in reported speech usually go back one
tense, and impertaive verbs change to infinitive.
+ Say/ Tell can be used in reported speech, Say
does not need an object, but Tell does.
2The editor said that more people were aware of
the preservation of natural resources.
3. The sts told their teacher they were
discussing the protection of the natural
enviroment.
4. nam’s father told him to use the web serch
4.engine to find the information that he needed.

Consolidation
- Words and phrases related to enviromental impacts and preservation, stress in three
syllable nouns and reported speech.
5. Homework:
- Do the task again
- Read Unit 9 – Reading at home
PERIOD 85
UNIT 9: PRESERVING THE ENVIROMENT SKILLS –

READING
I, Objectives.
1. Knowledge.
By the end of the lesson, sts will be able to:
- Identify different types of pollution.
- Understand the causes and negative effects of pollution on our enviroment and health.
2. Skills
- Integrated especially reading skills.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/ 38
10A5 ……/ ……/ ... ……/ 39
10A6 ……/ ……/ ... ……/ 40
10A7 ……/ ……/ ... ……/ 32
10A8 ……/ ……/ ... ……/ 40

3. New lesson:
WARM UP WARM UP
- Ask sts to name the types of pollutions that - Work individually.
they know, encourage them to present the - List the types of pollution that they
causes of the pollutions. know.
- Call some sts, at random, to give the ideas. - Present the causes of the
BEFORE YOU READ BEFORE
pollutionsYOU READ
if possible.
- Show some pictures on the board/ the screen. - Look at some pictures on the board/
the screen.
- Get sts to work in pairs and describe the pictures. - Work in pairs and describe the pictures.
- Give suggesting questions:
1. What can you see in each picture?
2. What is the enviromental impact in each photo?
- Give the answers.
- Elicit the answers from the sts and put them
- Ask sts to read the text quickly and find - Listen to the T.
repeated words and their collocations
- Explain to the sts that repeated words in a text
may imply its main idea or title
- Have sts skim the text to choose the best title.
- Work individually first to do the
- Have sts work individually first to do the task,
task, then work in pairs to gie the
then work in pairs to gie the answer.
answer.
- Give the answers.
- Suggested answer: c
Activity 3
Activity 3
- Have sts match each of the highlighted words
- Listen to the T.
with the correct definition, ask them to work
- Work individually first to do the
individually first , then check with a partner.
task, then work in pairs to gie the
- Let ss use a dictionary if necessary. Go over
answer.
the answers to make sure they have matched
them correctly.
- Give the answers.
1.ecosystem /’I:kəʊsistə
m/ 2.pesticides //
3.inorganic /inɔ:’gǣnik/: vo co
4.vegetation /vedƷə’teiʃn/: thuc
vat 5.fertilizer /fɜ:təlaizə/
6.pollutants
- Have sts discuss in group of 3 or 4. Ask them - Work in groups of 3-4.
some guiding questions before their discussion: - Discuss the questions.
1. What type of pollution is there in
your neighborhood?
4. Consolidation
- Words and phrases related to enviromental impacts and preservation.
5. Homework:
- Do the task again
- Read Unit 9 – Speaking at home.

…………………………………………….
…………………………………………….
Phan Thị Hiền

PERIOD 86
UNIT 9: PRESERVING THE ENVIROMENT SKILLS –

SPEAKING
I, Objectives.
1. Knowledge.
- Talk about different types of pollution.
- Understand and talk the causes and negative effects of pollution on our enviroment and health.
2. Skills
- Integrated especially speaking skills.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/ 38
10A5 ……/ ……/ ... ……/ 39
10A6 ……/ ……/ ... ……/ 40
10A7 ……/ ……/ ... ……/ 32
10A8 ……/ ……/ ... ……/ 40

3. New lesson:
WARM UP WARM UP
- Write down the sources of fuels you know - Answer to the T’s question.
- Offer to help and check + Possible answers: petrol, oil,
The questions coal, natural gas.
1. Which source of energy is the most popular in
our country?
2. Is it limited or unlimited? What should we do
PRE-SPEAKING
to be sure that we can continue to use it in the PRE-SPEAKING
-Introduce the topic by asking such questions - Listen to the T.
as: 1, What are the types of environmental
pollution caused by human activities?
2, Can you label the photos with specific types
of pollution?
- Give the answers.
b. water pollution
c. air pollution
d. noise pollution
Activity 2
Activity 2
- Listen to the T
- Focus Ss’ attention on the instruction and the
- Work individually and read the text
table.
carefully before they complete the
- Ask them to work individually and read the
table.
text carefully before they complete the table.
Remind
-Types them to referconsequence
of pollution back to the reading text
Soil pollution Contaminated vegetation
and the decrease of soil
- Give the answers.
fertility leading to the
Noise pollution Human psychological and - Check and correct the answers.
health problems such as

stress, the increase of
- Get sts to work in pairs and use the information - Work in pairs, take turns talking
in the table to talk about different types of about different types of pollution.
pollution.
Example: Air pollution results from fossil fuel
burning by motor vehicles, factories, aircraffs and
- Have sts continue working in pairs, making - Work in pairs, making
conversation basing the information they conversation basing the
talked in While speaking. information they talked in While
- Give enough time for Ss to read the speaking.
conversation individually.
- Check comprehension as a class.
4. Consolidation
5. Homework:
- Do the task again
- Read Unit 9 – Listening at home.
PERIOD 87
UNIT 9: PRESERVING THE EMVIRONMENT SKILLS –

LISTENING
I, Objectives.
1. Knowledge.
- Understand and talk the causes and negative effects of pollution on our enviroment and health.
2. Skills
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/ 38
10A5 ……/ ……/ ... ……/ 39
10A6 ……/ ……/ ... ……/ 40
10A7 ……/ ……/ ... ……/ 32
10A8 ……/ ……/ ... ……/ 40

3. New lesson:
WARM UP WARM UP
- Have sts listen to a song and answer the - Answer to the T’s question.
question “: What have human beings done to the
environment?”
- Expected answer: We, human beings, have
- Give the answers.
BEFORE
been destroying YOU LISTEN
the environment. BEFORE YOU LISTEN
- Ask ss to read the instructions and the titles. - Read the instructions and the titles
- Ensure that they understand the task and
vocabulary. - Listen to the T
- Explain if there are any new words. Give - Listen to the recording and do the
Vietnamese equivalents if necessary. task individually first, then compare
- Play the recordings and have ss do the activity the answer with a partner.
- Check the answers.
+ resulted + awareness
WHILE YOU LISTEN WHILE YOU LISTEN

- Ask ss to read the words and instructions - Read the words and instructions
carefully individually. carefully individually.
- Ensure that they understand the task and - Listen to the recording and do the
vocabulary task individually first, then compare
- Play the recording once or twice again for ss the answer with a partner.
to do the task. - Give the answers.
- Ask ss to work with a partner about two - Check and correct the answer.
minutes to discuss the meaning of the words.
- Check answers as a class.
- Expected answers:
+ degraded + aquatic
+ resulted + awareness
Activity 3
+ sewage
- Read the instructions carefully and the
Activity 3
sentences 1-6.
- Ask ss to read the instructions carefully and
the sentences 1-6.
- Make sure that they understand the sentences.
- Listen to the recording and do the
- Provide help with the new words if necessary
task individually first, then compare
- Play the recording once or twice again for ss to
the answer with a partner.
- Have ss work in 4 groups discuss the questions - Work in 4 groups discuss the questions
- Call on some ss at random to present their - At random, give the answers.
opinions to the whole class.
- Play the recording again, pausing at times. Tell
Ss to note down the answers during the pauses.
- Check the answer as a class.
- Expected answers:
1. The natural world in which people, animals
and plants live.
2. The burning of fossil fuels by factories and
motor vehicles.
7. We should make every effort to preserve the
environment for the next generations.
4. Consolidation
5. Homework:
- Do the task again
- Read Unit 9 – Writing at home.
PERIOD 88
UNIT 9: PRESERVING THE ENVIRONMENT SKILLS –

WRITING
I, Objectives.
1. Knowledge.
- Understand and the causes and negative effects of pollution on our enviroment and
health and suggest some measures to preserve the environment.
2. Skills
- Integrated especially writing skills.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/ 38
10A5 ……/ ……/ ... ……/ 39
10A6 ……/ ……/ ... ……/ 40
10A7 ……/ ……/ ... ……/ 32
10A8 ……/ ……/ ... ……/ 40
3. New lesson:
WARM UP WARM UP
- Show a picture and ask sts some questions: - Answer to the T’s question.
1. What do you see in the picture?
2. What does the text in the picture mean?
3. Do you turn off the tap while you are brushing
- Give ss time to read the instructions and the text. - Read the instructions and the text.
- Remind them to underline key words and phrases.
- Check comprehension.
- Give vocabulary explanations if necessary.
- Give the answers.
- Ask ss to compare the answers with a partner
first then ask some ss to read out loud their
answers to check as a class.
matching individually.
- Ask ss to compare the answers with a partner
first then ask some ss to read out loud their
- Give the answers.
answers to check as a class
- Expected answers:
WHILE YOU WRITE WHILE YOU WRITE
- Give ss time to read the instructions and the - Read the instructions and the structure
structure of the model to make sure Ss can use it. of the model.
- Ask Ss to work in groups of 3 or 4 to select one - Work in groups of 3 or 4 to select one
of the natural resources and discuss the of the natural resources and discuss the
information in the table. information in the table.
- Encourage the groups to write complete - write complete sentences using
sentences using the information provided. the information provided.
AFTER YOU WRITE AFTER YOU WRITE
- Select one st’s writing to make model - Pay attention to the T’s correction.
4. Consolidation
correction in class.
5. Homework:
- Do the task again
- Read Unit 9 – Communication and culture at home.

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Phan Thị Hiền

PERIOD 89
DATE OF PLANNING: 28/03/ ...
UNIT 9: PRSERVING THE ENVIRONMENT

I, Objectives.
1. Knowledge.
- Improve comunicative skills in English.
- Get more knowledge about the World Wildlife Fund for Nature.
2. Skills
- Students are more aware of the importance of preserving the environment.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/ 38
10A5 ……/ ……/ ... ……/ 39
10A6 ……/ ……/ ... ……/ 40
10A7 ……/ ……/ ... ……/ 32
10A8 ……/ ……/ ... ……/ 40

3. New lesson:
WARM UP WARM UP
- Ask sts to label the pictures shown on the board. - Work individually, look at the
- Invite sts to give the answers. pictures, then label them.
- Listen to theCOMMUNICATION
sts and give correction if needed. COMMUNICATION
Activity 1: discussion Activity 1: discussion
- Focus Ss’attention on the instructions and the - Listen to the T
photos.
- Check comprehension. - Look at the pictures then describe
- Ask ss to describe how the action will affect those pictures.
the environment in each photo. - Give the answers.
- Put the information in two columns on the board. - Check and corect the answers.
- Check ss’ answers as a class
- Expected answers:
Photo a: A man is spraying pesticides. This can
- Focus Ss’attention on the instructions and
the questions.
- Have them underline the key words in the - Underline the key words individually.
questions.
- Check comprehension. - listen to the recording twice to do the
- Play the recording twice, pausing before the task individually.
second listening for ss to note down the answers. - Check the answers in pairs.
- Gve the answers.
- Check the answers as a class. - Check and correct.
- Expected answers:
1. photo b
2. deforestation
3. Climate change, global warming and
extreme floods.
4. Control deforestation and have proper
Activity 3
forestation plans.
- Listen to the T
Activity 3
CULTURE CULTURE
- Have Ss make predictions individually. - Do as appointed
- Check as a class - Answer the questions:
- Expected answers:
+ a panda
+ It comes from China
+ WWF is for World Wide Fund for
nature (Formerly World Wildlife Fund)
Activity 2
Activity 2
- Do as appointed
- Have ss read and answer questions in pairs
- Answer the questions:
- Check ss’ answers as a class
- Expected
answers: 1.in
1961
2.A none-government organization
3. Because it was the only giant panda, an
endangered species, in the Western world at the
4. Consolidation
5. Homework:
- Do the task again.
- Read Unit 9 – Looking back and project at home.
- Divide class into 4 groups and ask each group to prepare their presentaion about the
environmental problems facing their the area in which their school is located.
+ Choose on type of pollution, causes and effects
+ Find some pictures/ photos to illustrate the problem.
+ Give some measures or suggestions to solve the problem.
PERIOD 90
DATE OF PLANNING: 29/03/ ...
UNIT 9: PRSERVING THE ENVIRONMENT LOOKING BACK

AND PROJECT
I, Objectives.
1. Knowledge.
By the end of the lesson sts can revise:
- Stress in three syllble nouns.
- Reported speech.
- Words and phrases related to environmental impacts and preservation.
2. Skills
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/ 38
10A5 ……/ ……/ ... ……/ 39
10A6 ……/ ……/ ... ……/ 40
10A7 ……/ ……/ ... ……/ 32
10A8 ……/ ……/ ... ……/ 40
3. New lesson:
WARM UP WARM UP
- Listen to thePRONUNCIATION
sts and give correction if needed. PRONUNCIATION
- Ask ss to listen and reapeat - Listen and reapeat
- Help ss review stress patterns of three-syllable - Review stress patterns of three-
nouns syllable nouns.
- Listen again and underline
- Play the recording again, ask ss to listen stress syllables.
and underline stress syllables - Give the answers.
- Check ss’ answers
- Have Ss read the instructions and the words in - Listen to the T.
the box.
- Tell them that these words are nouns or verbs.
- Encourage Ss to re-read Do you know…? On - Work individually to do the task,
page 40 to help them identify the class of the then compare the answers in pairs.
words - Give the answers.
- Check answers as a class. - Check and correct.
- Expected answers:
Verbs: preserve, protect, consume, emit,
deplete, erode
Activity 2
Nouns: animal, disposal, threat,
- Listen to the T.
energy….. Activity 2
- Work individually to do the task,
GRAMMAR GRAMMAR
- Set ss a time limit and get ss to do the - Listen to the T.
activity individually
- Call on some ss to tell their answers
- Check ss’ answers. - Work individually to do the task,
- Expected answers: then compare the answers in pairs.
“All rubbish is killing fish and other sea - Give the answers.
creatures” “We can clean the beach together” - Check and correct.
“I will ask our friends and neighbors to come and
help us”
“I’m so happy to hear that, children”
“Protect yourselves from germs”
Activity 2
Activity 2:
- Listen to the T.
- Set ss a time limit and get ss to do the activity
individually
then compare the answers in pairs.
- Call on some ss to write the answers on the board
- Give the answers.
- Correct the mistakes
4. Consolidation
- Identify stress pattern in 3 syllable nouns.
5. Homework:
- Review Unit 6-9 to prepare for the 45 test.
PERIOD 91
WRITTEN TEST
I, Objectives.
1. Knowledge.
- To test and mark the students
- To get feedback from the students
2. Skills.
- To help Ss develop their skills to do MCQ tests
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/ 38
10A5 ……/ ……/ ... ……/ 39
10A6 ……/ ……/ ... ……/ 40
10A7 ……/ ……/ ... ……/ 32
10A8 ……/ ……/ ... ……/ 40
2. Old lesson
checking(Omitted) 3. New
lesson:
Testing contents
Mark the letter A, B, C or D on your answersheet to indicate the word whose

underlined part is pronounced differently from that of the others.
Câu 1. A. aquatic B. protect C. contaminate D.
influence Câu 2. A. played B. cleaned C. used D. hoped
Câu 3. A. natural B. matter C. nation D. anger
Mark the letter A, B, C or D on your answersheet to indicate the word or phrase
that needs
correcting.
Câu 4. There's a woman who she sold me the handbag.
A B C D
Câu 5. Mr. Smith is going to buy a new Japanese car, doesn't he?
A B C D
Câu 6. The picture was painting by Michael last year.
A B C D
Mark the letter A, B, C or D on your answersheet to indicate the correct answers to
complete the following passage.
" Wikis" are websites where anyone can (7) content and make changes, so that the
sites becomes a group creation - "wili" stands (8) " What I know Is". These (9) can
be a valuable source of information and opinion for students, though the information may not
be totally accurate - some academics refuse to use them.Perhaps the best-known wiki is online
encyclopedia, Wikipedia, (10) has more than one million entries in
over 100 languages. Wikipedia is working hard to make sure that its information is
completely accurate, (11) students will be able to use it with
confidence, and there's no doubtbthat it is an incredible resource.
Câu 7. A. adding B. addition C. add D. addicted
Câu 8. A. with B. by C. in D. for
Câu 9. A. source B. information C. online D. sites
Câu 10. A. which B. who C. that D. whose
Câu 11. A. yet B. and C. but D. so
Mark the letter A, B, C or D on your answersheet to indicate the correct answers to
the following questions.
Câu 12. The giant panda is ............... because its habitat is being destroyed.
A. dangerous B. endanger C. endangered D. danger
Câu 13. A:"Pass me that pen, please!" B:"......................"
A. No, it isn't B. Yes, please C. It does not matter D. Here you
are Câu 14. Children ............... parents allow them to use electronic devices early will
have more advantages in the future.
A. whose B. which C. that D. who
Câu 15. He said he would do it..................
A. the following day B. tomorrow C. the previous day D. yesterday
Câu 16. Tomorrow we will go to Noi Bai to meet Maryam, .......... comes from Malaysia.
A. who B. whom C. whose D. that
Câu 17. A: " Do you mind if I take a seat?" B:"................"
A. Yes, do as you please B. No I mind C. No, do as you please D. Yes, i do not mind
Câu 18. ............. I was really tired, I could not sleep.
A. Therefore B. Eventhough C. Because of D. So
Câu 19. Can you show me....... way to ......... station.
A. the/ the B. a/ the C. the/ a D. a/ a
Câu 20. English devices that distract students........... their study are banned in most schools.
A. against B. from C. out of D. in
Câu 21. ...............can also be used to tale photos or record student's work, which can be later
shared with the class.
A. laptop B. smartphones C. cameras D. recorders
Câu 22. If I were a flower, I .............. a sunflower.
A. am B. will be C. would be D. were
Read the passage, then mark the letter A, B, C or D on your answersheet to indicate the correct
answers to the following questions.
We are all slowly destroying the earth. The seas and rivers are too dirty to swim in. There is so
much smoke in the air that it is unhealthy to live in many of the world's cities. In one well-
known city, for example, poisonous gases from cars pollute the air so much that traffic
policemen have to rear oxygen masks.
We have cut down so many trees that there are now vast areas of wasteland all over the world.
As a result, farmers in parts of Africa cannot grow enough to eat. In certain countries in Asia
there is too little rice. Moreover, we do not take enough care of the countryside. Wild animals
are quickly disappearing. For instance, tigers are rare in India now because we have killed too
many for them to survive. However, it isn't enough simply to talk about the problem. We must
act now before it is too late to do anything about it. Join us now. Save the Earth. This is too
important to ignore.
Câu 23. Smoke .
A. is full of the big cities B. is unhealthy to live in
C. causes a healthy life D. makes life in big cities difficult
Câu 24. Why do farmers in parts of Africa and Asia not grow enough to eat?
A. Because there are large areas of land that cannot be used.
B. Because there is too little rice.
C. Because many trees have been planted.
D. Because people cut down many trees.
Câu 25. What's the best title for the passage?

A. Protect the Nature! B. The Environment C. Conservation D. Save the Earth!
Câu 26. In one well-known city, traffic policemen have to wear oxygen masks .
A. because there are so many cars on the streets
B. in spite of poisonous gases
C. in order to protect themselves from being injured
D. because of air pollution
Câu 27. Wild animals are .

A. in danger of extinction
B. killed so many that they cannot live in the forests
C. being protected from natural environment
D. so rare that they cannot survive
Mark the letter A, B, C or D on your answersheet to indicate the word whose stress
pattern is different from that of the others.
Câu 28. A. impressive B. dedicate C. belongs D.
construction Câu 29. A. theatre B. teacher C. promote
D. gender WRITING ( 3 QUESTIONS; 0,75 điểm)
Rewrite the following statements in the way that it remains the meanings as the
given ones. Câu 30: The student is from China. He sits next to me in the English
class.
→……………………………………………………………………………………………..
Câu 31: “ My car has been stolen”, Mathew said.
→……………………………………………………………………………………………..
Câu 32: “ How much do you think it will cost?” he said to me.
→……………………………………………………………………………………………..
LISTENING ( 8 QUESTIONS; 2,0 điểm)
Task 1: Listen and number the events in the order you hear.
A, A camfire near a heap of leaves may easily cause a fores fire.
B, In late summer, fire is the greatest danger to foerest, and sometimes people are not
allowed to go into them.
C, All of us must care for our great forest and save them from fire.
D, It’s unpleasant thing to see a great forest fire.
E, A forest fire destroys valuable wood, wildlife and good soil.
Task 2: Listen again, and tick the sentences you hear.
1 A, Have you ever seen a forest destroyed by fire?
B, Have you ever seen a forest fire?
A, A great forest fire spreads quickly.
2 B, A great forest fire is an awful thing to see.
3 A, They are very dry then.
B, Woods and forest are really dry then

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Phan Thị Hiền

PERIOD 92
UNIT 10: ECOTOURISM GETTING STARTED
I, Objectives.
1. Knowledge.
- For vocabulary, that is words and phrases related to ecotourism.
- For pronunciation, that is stress more than three – syllable words.
- For grammar, that is conditional sentences.
2. Skills
- Reading: Read for general ideas and specific information about the benefits and
principle of ecotourism.
- Speaking: Talking about what tourists can do on an eco tour.
- Listening: Listening for gist and specific information about ecotourism.
- Writing: Writing a travel brochure promoting an eco tour.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A7 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
3. New lesson:
WARM UP WARM UP
- Ask sts if they have ever joined in an eco tour. - Work individually.
- Explain the term “ eco tour”. - Answer to the T’s questions.
- Give some pictures and ask sts to find out the
country illustrated by these pictures.
LISTEN AND REPEAT
- Introduce some new words.
- Instruct sts to read the new words.
- Ask sts to listen to the conversation, and read
after the recording silently.
PRACTICE PRACTICE
- Ask Ss to work in pairs and do the task - Work in pairs, do the task as appointed.
- Ask Ss to give the reasons for their answers - Give the answers.
- Elicit the answers from the sts. - Check and correct the answers.
- Expected answers:
1. Because both Mr and Mrs Collins love nature.
2. Ecotuorism means travel to areas of natural or
ecological interest ro observe wildlife and learn
about the environment.
3. Tourists can see different kinds of animals
like crocodiles……, go scuba-diving….
4. They would have to pay 6,000 dollars for 2
people. Activity 3
5. A two percent discount. - Work individually to find the
Activity 3 conditional sentences in the
- Ask st to work individually to find the conversation, then work in pairs to
conditional sentences in the conversation, then compare the answers.
work in pairs to compare the answers. - Give the answers.
- Expected answers:
+ If you also want to go on a camping safari,
you’ll need another three days
+
4. But if we could take the seven- day tour, how
Consolidation
- Learners get started with some language items in Unit 10.
5. Homework
- Redo activities at home and prepare for Unit 10 – Language.
PERIOD 93
UNIT 10: ECOTOURISM LANGUAGE
I, Objectives.
1. Knowledge.
By the and of the lesson, students will get knowledge on:
- words and phrases related to ecotourism.
- stress more than three – syllable words.
- conditional sentences.
2. Skills
- Intergrated skills
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A7 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….

3. New lesson:
- Instruct sts the way to form adjectives from - Listen to the T
nouns or verbs.
- Get sts to work in pairs to complete the table. - Work in pairs to complete the table.
- Elicit sts’ answers. - Give the answers.
- Check and correct the answers. - Check and corrrect the answers.
- Expected answers:
2. natural 3. environmental
4. ecological 5. interested/ interesting
6. substainable 7. relaxed/ relaxing
Activity 2
Activity 2
- Listen to the T
- Ask Ss to read the sentences and pay attention
to the context- the words surrounding the missing
5. environmental 6. interested
- Explain the rules to put stress on more than 3 - Listen to the T
syllable words. 1. Listen and repeat
1. Listen and repeat - Listen to the recording.
- Play the recording and let Ss listen
- Listen and repeat.
- Play it again with pauses for them to repeat
each word 2. Listen to the sentences and
2. Listen to the sentences and practise saying practise saying them loudly.
them loudly. - Read word in rows paying attention to
GRAMMAR GRAMMAR
- Explain to the sts that conditional sentence type - Listen to the T’s explaination.
1 are used to describe present/ future activities or
events that are real/ very likely to happen.
- Form: - Note down.
If +S+V(present simple), S + will/may+Vnt
- Have sts work in pairs to do the exercise. - Work in pairs to do the exercise.
- Expected answers:
1. leaves 2. will/may/might not get
3. fail 4. will/ may / might get
5. pay 6. will/ may / might eat
7. will call 8. will/ may / might go
Activity 2
Activity 2
- Listen to the T’s explaination.
- Have sts work individually first work to do the
- Work individually first work to do
exercise, then in pairs to compare the answers.
the exercise, then in pairs to compare
the answers.
- Give the answers.
- Expected answers:
1. will be; fail
- Check and correct the - Check and correct the answers.
answers. 1, d 2, a 3, f 4,
b
5, g 6, c 7, h 8,e Activity 4
Activity 4 - Listen to the T’s explaination.
- Instruct sts the way to do the exercise. - Work individually first work to do
- Have sts work individually first work to do the the exercise, then in pairs to compare
exercise, then in pairs to compare the answers. the answers.
- Give the answers.
- Elicit sts’ answers. - Check and correct the answers.
- Expected answers:
2. If Nancy lived near the park, she could/
would go running………….
3. If Nam could swim, he could/ would go to
the swimming pool alone.
4. Consolidation
- Vocabulary related to ecotourism
- The conditional sentences Type 1, 2
- The stress in words of more than 3 syllables
5. Homework
- The conditional sentences Type 1, 2
- The stress in words of more than 3 syllables
- Do the task again
- Read Unit 10 - Reading at home
PERIOD 94
UNIT 10: ECOTOURISM SKILLS – READING
I, Objectives.
1. Knowledge.
By the and of the lesson, students will get knowledge on:
- words and phrases related to ecotourism.
- get some information about Costa-rica
- talk about some positive and negative effects of ecotourism.
2. Skills
- Reading for specific and details.
III, Teaching aids.
IV. Procedures:
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A7 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….

3. New lesson:
WARM UP WARM UP
- Show Costa rica map, then ask sts to discuss - Look at the map.
what tourists can do here. - Discuss what tourists can do here.
- Elicit sts’answers. - Give the ideas.
- Give feedback.
- Suggested ideas:
+ Tourists YOU
BEFORE can swim
READin the sea, visit marine BEFORE YOU READ
- Introduce some new words. - Take notes.
- Instruct sts to read the new words. - Practice reading the new words.
- Let Ss read the three heading a, b, c first and - Work individually, scan the text to
make sure they understand all of them make sure they can undertand the text.
at the words that they don't know the meaning
- Ask them to work in pairs to decide on the best - Work in pairs to decide on the best
title for the text that gives the general idea of the title for the text that gives the general
whole text idea of the whole text
- Help them eliminate the choice that is only

one aspect of the text. - Give the answers.
- Expected answer:
b. Pros and Cons of Activity 3
Ecotourism Activity 3 - Read the text again.
- Let Ss read the text again, understand the
words: discharge, fauna, flore, exotic and
adapt - Work in pairs to do the task.
- Ask Ss to work in pairs, choose the answers and

explain how to use context to guess the meaning - Give the answers.
of the unknown words. - Check and correct the answers.
- Expected answer: Activity 4
1. e 2. c 3. a 4. b 5. D - Work in pairs to do the task.
Activity 4
- Ask Ss to work in pairs, find out what are the
positive and negative effect of ecotourism - Give the answers.
- Put Ss in groups of four and let them discuss - Work in groups of four and let
the questions freely. them discuss the questions freely.
- Elicit the answers from the sts. - Give the answers.
the local people have to use up their resources to
provide good service for tourists.
4. Consolidation
- How ecotourism can help to solve the environmental problems.
- Some positive and negative effects of ecotourism.
5. Homework
- Do the task again
- Read Unit 10 - Speaking at home

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Phan Thị Hiền

PERIOD 95
WRITTEN TEST CORRECTION
I. Objective.
1. Knowledge.
2. Skills.
II. Methods.
III. Teaching aids.
IV. Procedures.
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A7 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ……/…….

KEYS TO ANSWER
WRITING ( 3 QUESTIONS; 0,75 điểm)
Rewrite the following statements in the way that it remains the meanings as the
given ones. Câu 30: The student is from China. He sits next to me in the English
class.
→The student who sits next to me in the English class is from China.
Câu 31: “ My car has been stolen”, Mathew said.
→Mathew said (that) his car had been stolen.
Câu 32: “ How much do you think it will cost?” he said to me.
→He asked me how much I thought it would cost.
LISTENING ( 5 QUESTIONS; 1,0 điểm)
Listen and number the events in the order you hear. (D-B-A-E-C)
3 A, A camfire near a heap of leaves may easily cause a fores fire.
2 B, In late summer, fire is the greatest danger to foerest, and sometimes people are not
allowed to go into them.
5 C, All of us must care for our great forest and save them from fire.
1 D, It’s unpleasant thing to see a great forest fire.
4 E, A forest fire destroys valuable wood, wildlife and good soil.
MULTIPLE CHOICE QUESTIONS (29 Questions;7.25 điểm)
4. Homework:
PERIOD 96
UNIT 10: ECOTOURISM SKILLS – SPEAKING
I, Objectives.
1. Knowledge.
- Talk about what tourists can do on an eco tour.
- Understand and talk about the positive and negative effects of ecotourism on our enviroment.
2. Skills
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ 38
10A5 ……/ 39
10A6 ……/ 40
10A7 ……/ 32
10A8 ……/ 40

3. New lesson:
WARM UP WARM UP
- Ask sts some questions: - Answer to the T’s questions.
1. Where did you spend your last summer holiday?
2. Have you ever been to any national parks in VN?
3. What can tourists do when they go to Tam
Dao Mountain?
- Preteach vocabulary. - Practice new words.
+ Introduce some new words and their meanings.
+ Instruct the sts to pronounce the words correcly.
- Put sts in pairs to practice the conversation on - Work in pairs to practice the
page 52. conversation on page 52.
- Go around the class to control the activity and
collect any mistakes that sts may make.
- Correct some typcal mistakes in the - Listen to and take notes the
sts’
WHILEpronunciation.
SPEAKING T’s correction.
WHILE SPEAKING
- Explain the task. - Listen to the T’s explaination.
- Have sts keep working in pairs. - Work in pairs to do the task.
- May write the model conversation on the board.
- Ask the pairs to use the infrmation given on
page 52 to complete the model conversation to
make their own dialogue.
- Model conversation:
Student A: Hi,…….. Packing your bag? Are you
going somewhere?
Student B: Yeah. We’ve booked an eco
tour to…………….
A: Wow! What are you going to do and see
there? B: We can……………..
A: Sounds great!What else will you
do? B: If we have………………
A: Is there any place wuld you like to visit on
your tour?
- Divide class into 4 groups. - Work in 4 groups, use the
- Ask group to prepare a mini presentation on the information in Act 1 and 2 to prepare a
4 ecotourism destinations in Act 1 and 2: Bach short presentation on the 4 ecotourism
Ma National Park, Sapa, Central Highlands, and destinations.
Can Gio Biosphere Reserve (HCM City).
- Give suggetsions:
+ Where is it located?
+ What can tourists do and see there?
+ Other interesting activities/ places to do or to visit?
4.collect
Consolidation
any mistakes that sts may make.
5. Homework
- Do the task again
- Read Unit 10 - Listening at home
PERIOD 97
DATE OF PLANNING:
UNIT 10: ECOTOURISM SKILLS – LISTEING
I, Objectives.
1. Knowledge.
- Get some useful information on ecotoursm activities in Mekong Delta.
2. Skills
- Listening for specific and detail information.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ 38
10A5 ……/ 39
10A6 ……/ 40
10A7 ……/ 32
10A8 ……/ 40
3. New lesson:
WARM UP WARM UP
- Give a list of tourism activities. - Read the list.
+ listening to traditional music - Work work in pairs and guess
+ watching birds which activities a tourist can do
+ eating local foods when visiting Mekong Delta.
+ riding an ostrich
+ catching fish
+ visiting old houses.
- Ask sts to
BEFORE workLISTEN
YOU in pairs and guess which BEFORE YOU LISTEN
- Preteach vocabulary. - Practice new words.
+ Introduce some new YOU
WHILE wordsLISTEN
and their meanings. WHILE YOU LISTEN
- Have sts read the captions carefully. - Read the captions individually.
task.
- Get sts to compare the answer in pairs. - Compare the answerin pairs.
- Check and correct the answer. - Check and correct the answer.
- Expected answer: a
- Have sts read the questions carefully and - Read the questions individually
identify the key words. and identify the key words.
- Play the recording twice for sts to listen to and - Listen to the recording and do the task.
do the task.
- Get sts to compare the answer in pairs. - Compare the answerin pairs.
- Check and correct the answer. - Check and correct the answer.
- Expected answers:
1. Tourists did not have many interesting activities
to do.
2. 100
3. 2005
4. They released small fish back to the
pond. 5. 300 Activity 2
Activity 3 - Listen to the T
- Explain the task. - Read the notes carefully and guess
- Have sts read the notes carefully and guess the missing words.
the missing words. - Listen to the recording and do the task.
- Give suggestion: - Pay attention to the T’s suggestions.
A: Which activity would you like to do most if
you took a tour to Mekong Delta?
B: If I took a tour to Mekong Delta, I’d like
to……… A: What is the reason?
B: Because it would be…………../ Because I
like…… A: It sounds great.
+ taste different kinds of food.
collect any mistakes that sts may make.
- Some pairs, at random, present in
- Call some pairs, at random, to present in the class.
the class.
- Ask others sts to pay attention to their
- Other sts pay attention to their
mates’ performance and give comments.
4. Consolidation mates’ performance and give
5. Homework
- Do the task again
- Read Unit 10 - Writing at home
PERIOD 98
DATE OF PLANNING:
UNIT 10: ECOTOURISM SKILLS – WRITING
I, Objectives.
1. Knowledge.
- Know how to design and make a travel brochure for an eco tour.
2. Skills
- Writing skills.
II, Methods.
III, Teaching aids.
IV.Class
Procedures:Date of teaching Attendance
1.10A3
Class organization: ……/ 38
10A5 ……/ 39
10A6 ……/ 40
10A7 ……/ 32
10A8 ……/ 40
3. New lesson:
WARM UP WARM UP
- Give a list of tourism activities. - Read the list.
+ listening to traditional music - Work work in pairs and guess
+ watching birds which activities a tourist can do
+ eating local foods when visiting Mekong Delta.
+ riding an ostrich
+ catching fish
+ visiting old houses.
- Ask– sts
PRE to work in pairs and guess which
WRITING PRE – WRITING
- Explain to Ss that a travel brochure provides - Listen to the T
tourists with information about a destination: “It - Work in pairs to do the task.
could be a small booklet or just one page.”
- Ask Ss to read through the different sections in
the brochure and match the numbered parts (1-6)
- Suggested answers: 1. c 2. e 3. d 4. a 5. f 6. b
- This focus of this activity is on designing a - Listen to the T.
brochure. Ss can make a brochure by hand or with
the help of some software available in their
computer. - Work in 4 groups.
- Ss work in 4 groups and choose a destination
and design a brochure for it.
- Encourage Ss to look for some other travel
information (prices, duration of stay,
departure times…) and pictures about chosen
- Invite the representatives of 4 groups to present - Present the groups’ work.
their work.
4. Consolidation
- Know how to design and make a travel brochure for an eco tour.
5. Homework
- Do the task again
- Read Unit 10 – Communication and culture at home
PERIOD 99
DATE OF PLANNING:
UNIT 10: ECOTOURSM COMMUNICATION AND
CULTURE
I, Objectives.
1. Knowledge.
- Get some useful information about some ecotourism problems in Viet Nam .
2. Skills
- Listening for specific and detail information.
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ 38
10A5 ……/ 39
10A6 ……/ 40
10A7 ……/ 32
10A8 ……/ 40

3. New lesson:
- Divide class into 4 groups. - Work in 4 groups.
- Ask groups to choose one place among: “Bach - Do the task as T’s instruction.
Ma National Park, Central Highlands, Can Gio
Biosphere Reserve, and the Mekong Delta” to
take notes soen information.
- Go around the class to observe and control
the activity.
- Present the groups’ work.
- Ask the groups to present the groups’ work.
- Give comment.
- Elicit comments from the other groups.
- Give final feedback.
Activity 2
Activity 2
CULTURE CULTURE
- Ask sts to focus on the pictures. - Listen to the T
- Ask questions: - Follow the T’s questions.
+ Who do you see in the pictures?
+ How old do you think they are?
+How does ecotourism affect the environment?
- Give students time to read the text
- Walk round to monitor the class and offer
help, if necessary.
- Give the answers.
- Have students check their answers with a
partner first, then check as a class.
- Suggested answer:
a. Tourist may leave litter on the beach, which
may cause land and water pollution.
b. Making a campfire requires breaking trees
branches or cutting down trees for firewood.
Campfire may cause forest fires if they are left
Activity 2
unattended.
- Ss read the text and choose the
c. Hunting animals may lead to their extinction
suitable titles for two articles.
Activity 2
- Tell students that they are going to read about
some problems with ecotourism in Vietnam and
some countries in Africa.
- Ask them to guess which problems mentioned in
part 1 can be found in Vietnam and in Africa. - Give the answers.
- Walk round to monitor the class and offer - Check and correct the answers.
help, if necessary.
- Invite the sts to give the answers. Activity 3
- Check and correct the answers. - Work in pairs to do the task.
- Suggested answers: 1c 2a
Activity 3
- Read the five principles in the table first and
- Give the answers.
then read the text again and decide if these
principles have been applied in Vietnam or
+ More efforts (such as producing educational
brochures and TV programs about ecotourism
need to be made to fully inform and educate tourist
on the environmental and social impacts of
ecotourism.
4. Consolidation
5. Homework
- Do the task again
- Prepare for the semester consolidation.
PERIOD 103
DATE OF PLANNING: 9
(Đảo chương trình)
THE 2nd SEMESTER REVIEW
I, Objectives.
1. Knowledge.
* Help sts revise the grammar points, and vocabularies they have learnt from Unit 6 to Unit 10.
- Grammar points
+ The pasive voice with modals
+ Comparative and superlative adjectives
+ Articles
+ Relative clauses
+ Reported speech
+ Conditional sentences
- Reading topics from Unit 6 to Unit 10.
2. Skills.
- Integrated skills.
- Students have a good preparation for the coming exam and have positive attitude towards
learning.
II, Methods.
III, Teaching aids.
IV. Procedures:

3. New lesson:
Warm up Warm up
- Help sts review the knowledge they learnt in the - Review the knowledge they
previous lessons. learnt in the first semester.
- Grammar points
+ The pasive voice with modals
+ Comparative and superlative adjectives
+ Articles
- Get sts to do the exercises individually, then work in - Do the exercises individually,
pairs to compare the answers. then work in pairs to compare
Post teaching Post teaching
- Check and correct the answers with the whole class. - Check and correct the mistakes.
- Expected answers:
I
1. B 2. B 3. D 4. D 5. A
6. B 7. D 8. A 9. C 10. C
II
1. B 2. B 3. C 4. C 5. D
III
1. B 2. B 3. A 4. C 5. B
IV
1. B 2. B 3. D 4. C 5. A
6. A 7. D 8. A 9. C 10. D
V
1. This room mustn’t be used after 9 p.m
2. A composition about water pollution is being written.
3. He advised Mary not to behave like that. - Give the answers.
4. I advised the boys not to drink the water as it - Check and correct the mistakes.
was not clean enough.
5. I asked Joe what he had been doing when I had called
him the previous night.
6. The father asked his children not to sit on the table.
8. If we take the map with us, we will not lose our way
on the street.
7. If we put garbage into the bins, we can minimize
pollution.
9. If Helen does not have to give it back next week, she
will borrow it.
4.10. If the office is closed, Minh won’t be able to walk
Consolidation:
- Summarize the main points of the lesson.
5. Homework:
- Redo the exercises and prepare carefully for the 2nd semester test for the next lesson.
APPENDIX
I, Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from
the other three in the position of the primary stress in each of the following questions.
1/ A. biology B. understand C. overcome D. develop
2/ A. Atlantic B. paragraph C. Antarctic D.
contribute 3/ A. garlic B. manner C. bother
D. delete
4/ A. under B. offspring C. offer D. forget
5/ A. undersea B. attitude C. various D. exhausted
6/ A. offer B. insult C. baby D.
sparkling 7/ A. inhabit B. natural C. finally
D. evidence 8/ A. biodiversity B. carefully
C. television D. generously 9/ A.
complete B. reveal C. surface D. restrict
10/ A. indication B. understanding C. investigate D.
interaction
II, Read the following passage and mark the letter A, B, C, or D on your answer sheet to
indicate the correct answer to each of the following questions.
More than two hundred years ago, the term “environmental pollution” was quite strange to
people. They lived healthily, drank pure water, and breathed fresh air. In those days, industry
was not well-developed. Nowadays, the situation is quite different. The world today is faced
with many major threats. The most dangerous threat of all is war, and after the threat of war is
pollution. People all over the world are worried about things that are happening to the
environment. Actually it is man that is destroying the surroundings with many kinds of wastes
from the devices that make human lives more comfortable and convenient. Everybody knows
that cars emit dangerous gases that cause poisonous air and cancer, but no one wants to travel
on foot or by bicycles. Manufactures know that wastes from factories make water and soil
polluted, but they do not want to spend a lot of their money on treating the wastes safely.
Scattering rubbish is bad for our health, but no one wants to spend time burying it. Is it worth
talking a lot about pollution?
1. More than two hundred years ago .
A. the environment was polluted as much as it is today.
B. people knew nothing about environmental pollution
C. air was polluted badly D. people were faced with pollution
2. In former days, people .
A. breathed fresh air, drank pure water and lived healthily
B. breathed polluted air, drank pure water and lived healthily
C. lived in the polluted environment
D. were worried about pollution
3. The most dangerous threat that the world is faced with is .
A. pollution B. water C. war D. air
4. Everybody knows that cars emit dangerous gases .
A. so they do not travel by car any longer B. so they prefer travelling by bicycle
C. but they still prefer travelling by car D. they no longer use cars
5. Factory owners .
A. know nothing about pollution
B. have no awareness of pollution
C. treat wastes from their factories safely
D. do not want to spend money on treating the wastes safely
III, Read the following passage and mark the letter A, B, C or D on your answer sheet to
indicate the correct word or phrase that best fitseach of the numbered blanks.
As an ecotourism site, it can (1)………….tourists with beautiful landscape in the biosphere
reserve. Tourists can trace (2)………….animals and watch them hunting their (3)…………..at
night. Also, they can go (4)…………along Dong Nai River to Bau Sau to view peacocks’
graceful dances. At present more and more visitors come to Nam Cat Tien National Park on
their ecotour. Thanks to this, the economy in the local area is flourishing. This (5)…………
local authorities more interested in developing this kind of tourism.
1. A. give B. provide C. bring D. take
2. A. mad B. wild C. dangerous D. small
3. A. preys B. victims C. birds D. insects
4. A. fishing B. shopping C. boating D. skiing
5. A. helps B. makes C. is D. wants
IV, Mark the letter A, B, C, or D on your answer sheet to indicate the word whose
underlined part differs from the other three in pronunciation in each of the following
questions.
1/ A. sea B. ocea n C. cheap D. teach
2/ A. word B. work C. worm D. forget
3/ A. desks B. parks C. pays D.
effects 4/ A. go vern B. so me C. lesson D.
month 5/ A. Pacific B. Atlantic C. America n D.
balance 6/ A. gun B. human C. popu lation D. cuter
7/ A. partly B. century C. luckily D.
supply 8/ A. depth B. secret C. between D. prefer
9/ A. messages B. choices C. pollutes D. classes
10/ A. oversized B. cared C. filled D. minded
V, Finish each of the following sentences in such a way that it means the same as the
sentence printed before it.
1. You mustn’t use this room after 9 p.m.
2. They are writing a composition about water pollution.
3. “ If I were in your situtaion, I would not behave like that.”, he told Mary.
4. “ You’d better not drink the water, it is not clean enough,” I asked the boys.
5. “ What were you doing when I called you last night?”, I said to Joe.
6. “ Don’t sit on the table!”, the father asked his children.
7. Putting garbage into the bins is one answer to minimize pollution.
8. We should take the map with us or we will lose our way on the street.
9. Ellen can borrow it, but she must give it back next week.
10. The office might be closed. In that case Minh won’t be able to walk in.
11. You haven’t got a pen, so you can’t write down the address.
12. The number on those houses in this apartment aren’t clearly numbered, therefore I find it
difficult to find my cousin’s house.
VI, Select the word(s) which is closest in meaning to the bolded and underlined word(s) in
each of the following sentence:
1/ To conserve electricity, we are cutting down on our central heating.
A. protect B. hold C. make D. do
2/ The loss of much forest is destroying Earth’s plant and animal variety.
A. consuming B. demolishing C. erasing D.
removing 3/ The loss of much forest is destroying Earth’s plant and
animal variety.
A. change B. kind C. type D. collection
4/ This is especially worrying when there are about 3,000 plants with values as medicines
against cancer, AIDS, heart disease and many other sicknesses.
A. well B. suddenly C. particularly D. highly
A. annoying B. hurting C. caring D. fearing
A. illness B. disorder C. derangement D.
derangement 7/ Man and most animals need a constant supply of
water to live.
A. uniform B. changeless C. true D. steady
8/ Without plants, most water would run off as soon as it falls, taking away valuable soil.
A. costly B. estimable C. cherished D. admirable
9/ But we can stop adding the problem while scientists search for answers, and laws are passed
in nature’s defense.
A. frisk B. rifle C. track D. examine
10/ Each year about fifty hundred species of plants and animals are already being eliminated.
A. dropped B. removed C. kicked D. tossed
VII, Select the word(s) which is opposite in meaning to the bolded and underlined
word(s) in each of the following sentence:
1/ I'm not being lazy - I'm just conserving my energy for later.
A. using up B. shooting off C. going out D. throwing away
2/ This is especially worrying when there are about 3,000 plants with value as medicines
A. unimportantly B. normally C. balefully D.
infamously 3/ We may never know the true cost of this destruction.
A. imaginary B. dishonest C. unlawful D.
disloyal 4/ Man and most animals need a constant supply of
water to live.
A. fitful B. faithless C. uncertain D. weak
5/ Rapid run-off would cause frequent floods and leave little water during fry seasons.
A. Bad B. Weak C. Slow D. Ugly
6/ Rapid run-off would cause frequent floods and leave little water during fry seasons.
A. sometimes B. unusual C. irregular D.
little 7/ The earth is being threatened and the future looks bad.
A. done B. made C. defended D.
varied 8/ We cannot clean up our polluted rivers and seas
overnight.
A. cleared B. purified C. honored D.
respected 9/ We can do something to save the earth.
A. waste B. kick C. shoot D. throw
10/ At times, this can be risky, and the keepers have been injured and one has been killed.
A. good B. useful C. healthy D. secure
VIII, Select the best response to each of the following exchanges.
1. Jack: “Mary, remember to send my regards to your
grandfather.” Mary: “…………….”
A. You’re welcome. B. Thanks, I will. C. That’s a good idea. D. It’s my pleasure.
2. Lan: "Happy birthday! This is a small present for
you." Nga: “…………….”
A. What a pity! B. How terrible!
C. Have a good time! D. How beautiful it is! Thanks.
3. Hoa: How do you usually go to
school? Linh:
A.Two kilometers B. On foot C. Half an hour D. Five days a week
4. Anna: You really have a beautiful dress, Barbara.
Barbara: Thank you, Anna. .
A. This is your pity B. That’s a nice compliment
C. No, thanks. D. Yes, it was terrible
5. Helen:
“Congratulations!”
Jane: “ ”
A.What a pity! B. Thank you. C. I’m sorry. D. You are welcome.
6. Linda : “ Excuse me ! Where ‘s the post
office ?” Maria: “…………………..”
A. Don’t worry B. I’m afraid not C. Yes, I think so D. It’s over there
7. A: “ Bye”
B: “…………..”
A. Thank you B. Meet you again C. See you later D. See you lately
8. Alice : “ What shall we do this
everning?” Carol:
“………………….”
A. Thank you B. Not at all C . No problem D. Let’s go out for dinner
9. A: ? –B: Once a week
A. How often do you go shopping B. How much do you want
C. Are you sure D. When will you get there
10. A: “Sorry I’m late.” –B: “ ”
A. OK B. Don’t worry C. Hold the line, please D. Go ahead
PERIOD 104
DATE OF PLANNING:
THE 2nd SEMESTER TEST

I. Objectives.
1. Knowledge.
- To check Ss’ study from Unit 6 to Unit 10
-To help Ss to get to know whether they are making progress in studying or not.
-To help the teacher to apply appropriate teaching methods for each class
.2. Skills.
- Practice doing MCQ test.
3. Education aims.
- Students have positive attitude towards learning and testing.
II. Methods.
III. Teaching aids.
- Teacher: Paper tests cassettes/ CD player, CD.
- Students: pens, pencils, erasers….
IV. Procedures.
10A3 ……/…….
10A5 ……/…….
10A6 ……/…….
10A7 ……/…….
10A8 ……/…….
( Omitting ) 3. New lesson:
CONTENT OF THE TEST
(See in attackment)
4. Homework:
PERIOD 105
Date of planning:
THE 2nd SEMESTER TEST CORRECTION

I. Objective.
1. Knowledge.
2. Skills.
II. Methods.
III. Teaching aids.
IV. Procedures.
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A7 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
KEYS TO ANSWER
(See in attackment)
4. Homework:
PERIOD 100
DATE OF PLANNING:
UNIT 10: ECOTOURSM LOOKING BACK AND PROJECT
I, Objectives.
1. Knowledge.
By the end of the lesson sts can revise:
- Stress in more than three syllble words.
- Conditional sentencs type 1 and 2.
- Words and phrases related to ecotourism.
2. Skills
II, Methods.
III, Teaching aids.
IV. Procedures:
10A3 ……/ 38
10A5 ……/ 39
10A6 ……/ 40
10A7 ……/ 32
10A8 ……/ 40
3. New lesson:
WARM UP WARM UP
- Listen to thePRONUNCIATION
sts and give correction if needed. PRONUNCIATION
- Ask ss to listen and reapeat - Listen and reapeat
- Help ss review stress patterns of three-syllable - Review stress patterns of three-
nouns syllable nouns.
- Listen again and underline
- Play the recording again, ask ss to listen stress syllables.
and underline stress syllables - Give the answers.
Vocabulary Activity 1
Activity 1 - Listen to the T.
- Ask ss to work individually to do the task, then - Work individually to do the task,
compare the answers in pairs. then compare the answers in pairs.
- Give the answers.
- Check ss’ answers. - Check and correct.
- Expected answers:
1.conservation
GRAMMAR GRAMMAR
- Set ss a time limit and get ss to do the - Listen to the T.
activity individually
- Call on some ss to tell their answers
- Check ss’ answers. - Work individually to do the task,
- Possible answers: then compare the answers in pairs.
3. If I miss the lesson, I will not do the test well. - Give the answers.
4. If I do not do the test well, I will feel very sad. - Check and correct.
5. If I feel very sad, I will not go to the gym.
6. If I go to the gym, I can keep fit.
7. If I can keep fit, I will look attractive.
8. If I look attractive, I will be very happy.
Activity 2
Activity 2:
- Listen to the T.
- Set ss a time limit and get ss to do the activity
individually
then compare the answers in pairs.
- Call on some ss to write the answers on the board
- Give the answers.
- Correct the mistakes
- Expected answers:
1. If I could swim, I would go…
2. If I had som holidays, I could go….you.
3. If sue had Tony’s…., she could send…..
4. If there were some eggs in the fridge now, I
could make….you.
5. If Phong had enough money, he would
travel abroad.
4. Consolidation
- Words and phrases related to ecotourism, positive and negtive effects of ecotourism to
the environment.
- Identify stress pattern in more than 3 syllable words.
5. Homework:
- Prepare for Review 4(Vocabulary, Grammar and Pronunciation).
PERIOD 101
DATE OF PLANNING:
REVIEW 9, 10 (LESSON 1)
I, Objectives.
1. Knowledge.
- To help students revise what they have learned in unit 9, and 10.
2. Skills
II, Methods.
III, Teaching aids.
IV. Procedures:
1. Class organization

3. New lesson:
LANGUAGE LANGUAGE
1. natural 2. polluted
3. environmental 4. sustainable
5. ecological
Activity 2
Activity 2
- Listen to the T
Pronunciation Pronunciation
1. the 1st syllable:

GRAMMAR
poverty, energy, newsletter, - Listen to the recording, and write
GRAMMAR
1. people were cutting…..
2. car pollution was a big city in his city.
3. chemicals were destroying ….
Activity 5
4. shut the door but not to lock it.
- Listen to the T
5. burning gas, oil and coal can cause…..
- Firstly, work individually first to do
Activity 4
compare the answers.
- Get sts to work individually first to do the task,
- Give the answers.
then work in pairs to compare the answers.
- Expected answers.
4. Consolidation
- Revise what Ss have learnt in unit 9, 10
5. Homework
- Redo activities at home and prepare for the rest of the Review.
PERIOD 102
DATE OF PLANNING:
REVIEW 9, 10 (LESSON 2)
I, Objectives.
1. Knowledge.
- To help students revise what they have learned in unit 4, and 5.
2. Skills
II, Methods.
III, Teaching aids.
IV. Procedures:

3. New lesson:
SKILLS SKILLS
Reading Reading
- Ask sts to read the text carefully to find the words - Firstly, work individually first to
first, then work in pairs to compare the answers. read the taex and find the words,
- Ask sts to give the answers. then work in pairs to compare the
- Check and correct the answers. answers.
- Expected answers. - Give the answers.
1. landfills 2. Bury 3. Skin cancer - Check and correct the answers.
4. exhaust gases 5. Treat
Activity 2
- Ask sts to read the text again, then work in pairs Activity 2
to do the task. - Work in pairs to do the task.
- Go around to observe and control the activity. - Give the answers.
- Ask sts to give the answers. - Check and correct the answers.
- Expected answers.
Linda landfills Do more recycle
Jenny The depletion/ Drive
less thinning of the
ozone layer
Kate Water pollution Treat all waste
more carefully
Speaking Speaking
- Get sts to work in pairs, take turns asking and - Work in pairs, take turns asking
answering questions about one of the ecotourism and answering questions about
destinations in VN. one of the ecotourism destinations
- Go around to observe and control the activity. in VN.
- After about 5 minutes, ask some pairs to present - Some pairs present their
their conversation in class. conversation.
- Ask other students to give the comments and give - Others give the comments.
final feedback. - Liaten to the T
Listening
- Tell sts that they are going to listen to a talk about Listening
Cuc Phuong national park. - Listen to the T
- Play the recording 2 times for sts to listen and
do the task. - Listen to the recording and do the
- Get sts to work in pairs to do the listening task. task
- Play the recording again and pause at the answers
for the sts to check whether their answers are - Give the answers
correct or not.
- Give the correct answers. - Check and correct the answers
1. 135 2. Tourists and scientists
3. 2.000; 450 4. Most impressive 5.
1.000 Writing
Writing
- Explain the task.
- Listen to the T
- Ask sts to use the information given on page to do
their writing.
- Give some more instructions:
* The organization of the paragraph.
+ Topic sentence
+
4. The 1st problem and it solution(s).
Consolidation
- Revise what Ss have learnt in unit 4, and 5.
5. Homework
- Redo activities at home
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Giáo Án Tiếng Anh 10 - Chtrinh Mới

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Giáo Án Tiếng Anh 10 - Chtrinh Mới

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GIÁO ÁN TIẾNG ANH LỚP 10 TRỌN BỘ

NĂM 2020 - 2021

I. AIMS/OBJECTIVES OF THE LESSON

4. Consolidation: (3 mins) - Household chores mentioned in the conversation

PERIOD 02 UNIT 1: FAMILY LIFE

I. AIMS/OBJECTIVES OF THE LESSON

3. Work in pairs. Discuss the I often help my parents V/to V

GRAMMAR - daily habits and routines

4. Consolidation: (3 mins) - Vocabulary related to household chores

I. AIMS/OBJECTIVES OF THE LESSON

PRE READING the mother is doing the washing up

3. Look again at the text. Can you1. sociable - friendly

4. What does "it" in line 11 and line 14

5. Answer the questions 1. children benefit 2. why ... better relationship

POST READING 1. I have some problems/ difficulty/ trouble in

4. Consolidation: (3 mins) - Vocabulary related to sharing the household chores

I. AIMS/OBJECTIVES OF THE LESSON

1. Which household chores do Do as appointed. Like: - cooking I like eating/cooking

I. AIMS/OBJECTIVES OF THE LESSON

3. Work in pairs. Match the word Do as appointed

4. Consolidation: (3 mins) - Vocabulary related to the topic - Listening skills

PERIOD 06 UNIT 1: FAMILY LIFE

I. AIMS/OBJECTIVES OF THE LESSON

4. Make your family chore chart, then Do as appointed

4. Consolidation: (3 mins) - Vocabulary related to the topic - Writing skills

PERIOD 07 UNIT 1: FAMILY LIFE

I. AIMS/OBJECTIVES OF THE LESSON

Culture - Two students read out the texts

Educating Taking part in Helping children

4. Consolidation: (3 mins) - Discussion the change in women's and men's roles

PERIOD 09 UNIT 2: YOUR BODY AND YOU

I. AIMS/OBJECTIVES OF THE LESSON

PERIOD 10 UNIT 2: YOUR BODY AND YOU

I. AIMS/OBJECTIVES OF THE LESSON

2. Identify the use of will and be - Work in pairs, do the task

4. Complete the following sentences - Work in pairs, do the task

- Will Vs be going to - The pronunciation of /pr, pl, gr, gl/

PERIOD 11 UNIT 2: YOUR BODY AND YOU

I. AIMS/OBJECTIVES OF THE LESSON

PRE READING Work in groups, do the task

4. Read the text again and answer the questions

PERIOD 12 UNIT 2: YOUR BODY AND YOU

I. AIMS/OBJECTIVES OF THE LESSON

PERIOD 13 UNIT 2: YOUR BODY AND YOU

I. AIMS/OBJECTIVES OF THE LESSON

PERIOD 14 UNIT 2: YOUR BODY AND YOU

I. AIMS/OBJECTIVES OF THE LESSON

PERIOD 15 UNIT 2: YOUR BODY AND YOU

COMMUNICATION AND CULTURE

I. AIMS/OBJECTIVES OF THE LESSON

PERIOD 16 UNIT 2: YOUR BODY AND YOU

I. AIMS/OBJECTIVES OF THE LESSON

PERIOD 17 WRITTEN TEST I

I. AIMS/OBJECTIVES OF THE LESSON

PERIOD 18 TEST CORRECTION

I. AIMS/OBJECTIVES OF THE LESSON

- Explains some knowledge - Revise some knowledge

4. Consolidation: (3 minutes) - Vocabulary in unit 1 and unit 2

PERIOD 19 UNIT 3: MUSIC

I. AIMS/OBJECTIVES OF THE LESSON