Date of preparing: 15/9/2020

Period: 3
UNIT1: LIFE STORIES
LANGUAGE
I. Aims/Objectives
1. Educational aim
- Know more famous people
2. Knowledge and skills:
* General language knowledge: lexico and grammar of unit 1
 Lexico/Vocabulary: Help Ss widen their vocabulary
- use lexical items related to the topic “Life stories"
 Pronunciation/Phonetics
- pronounce homophones
 Grammatical structures/items:
- understand the past simple vs. the past progressive and master the use of articles
* Skills: Reading skills:
- read for specific information about famous people
- listen to some homophones
II. Preparation:
- Teacher: textbook, blackboard, chalk, lesson plan, project, computer
- Ss: textbook
III. Anticipated problems
- Ss may not know how to express their ideas, T should be ready to help them
-
IV. Procedure
Teacher’s / Students’ activities Content
I. WARM UP
- Ask Ss retell some information about - Retell some information
Steve Jobs or Michael Jackson
II. VOCABULARY( 12 ms)
ACTIVITY 1: Write the words given in the box next to their
meanings.
* Methods/techniques of teaching and learning: individually, pair work and whole class
Activity 1: Keys:
- T asks Ss to match the words with their 1. figure
meanings 2. talented
- Ss read the words and their definitions 3. distinguished
in the box and then do the matching. 4. respectable
- Ss give the Vietnamese meanings of 5. perseverance
these words and then practise 6. generosity
pronouncing them. 7. achievement
- T checks answers as a class.
ACTIVITY 2: Complete the sentences with the correct forms of the words in 1.
* Methods/techniques of teaching and learning: individual work and whole class
- T asks Ss to pay attention to the grammar Feedback:
when using the words in 1. When using a 1. distinguished
noun, Ss need to consider its suitable form 2. talented
(singular or plural). 3. achievements
- T has Ss complete the sentences 4. respectable
individually, and then compare their 5. generosity
answers in pairs.
- Ss complete the sentences with the
correct forms of the words in 1. Then
compare their answers in pairs.
- T checks answers as a class.

III.PRONUNCIATION
ACTIVITY 1: Listen to pairs of sentences. Write the correct words in the gaps. The first pair
has been done as an example.
* Methods/techniques of teaching and learning: individual work and whole class
- T asks Ss to study the Do you know…? box and Feedback:
practise saying the pairs of homophones using 2. a. allowed b. aloud
the correct pronunciation; tells Ss that they are 3. a. write b. right
going to listen to the recording and write the 4. a. new b. knew
words they hear in the blanks; asks Ss to read the 5. a. here b. hear
two sentences a and b carefully, and decide on 6. a. been b. bean
the part of speech of the missing words.
- T plays the recording and pauses after the first
pairs of sentences and focus Ss’ attention on the
homophones; plays the rest of the recording and
asks Ss to write down all words with the same
pronunciation while listening.
- T explains that they will have a chance to
select the correct one later on.; pauses the
recording after each pair of sentences, if
necessary; has Ss work in pairs, discuss the
meaning of each word and choose the correct
one for each sentence.
- T checks answers as a class.
- Ss study the Do you know…? Box; listen to the
recording and write the words they hear in the
blanks; Ss work in pairs, discuss the meaning of
each word and choose the correct one for each
sentence.
ACTIVITY 2: Activity 2: Listen and repeat the sentences in 1.
* Methods/techniques of teaching and learning: individual work and whole class
T plays the recording again and has Ss repeat - repeat each sentence chorally;
each sentence chorally; asks Ss to read the - read the sentences in pairs.
sentences in pairs.
 IV. GRAMMAR
A. The Past Simple vs. the Past Continuous
ACTIVITY 1: Underline the correct word
* Methods/techniques of teaching and learning: individual work and whole class
- T has Ss review the use of the past simple and Keys:
the past continuous; asks Ss to look at the 1. went, was having
Remember box and draws their attention to the 2. met, was traveling
examples and asks them guiding questions: In 3. was working, was, were
the first example, which verb indicates an action 4. shared, was always taking
in progress? Which verb indicates a shorter 5. called, was doing, did not hear
action that interrupts it? What kind of action 6. was constantly asking, was
does the second example indicate? Why is the 7. requested, was composing
adverb “always” used? 8. joined, was then leading
- T asks Ss to read each sentence carefully and
decide which action is in progress and which one
is a shorter action that interrupts it; draws Ss’
attention to sentences 4 and 6, in which always
and constantly are used; has Ss to complete the
sentences in pairs.
- T checks answers as a class.
- Ss listen to the tape again and repeat the
sentences chorally.
- Ss read the sentences in pairs.

B. Definite articles and omission of articles

ACTIVITY 2: Complete THE gaps with the where necessary. If an article is not necessary,
write a cross ().

* Methods/techniques of teaching and learning: individual work and whole class

- T asks Ss to study the Do you know…? box and Keys:
draw their attention to the special cases (use of the 1. the 5. the, , the
and omission of articles). 2. the, the 6. the, , , the, the
- T asks Ss to read the sentences carefully and 3. ,  7. , the, 
underline the nouns / noun phrases after the gaps. 4.  8. the, 
- T tells Ss to pay attention to the forms and kinds
of these nouns / noun phrases (singular or plural,
countable or uncountable, common or proper)
before deciding whether to use an article or not in
each case.
- T asks Ss to complete the gaps with the or a cross
() if an article is not necessary.
- T has Ss compare their answers with a partner.
- Ss look at the Remember box and pay attention to
the examples.
- Ss read each sentence carefully and decide which
action is in progress and which one is a shorter
action that interrupts it.
- Ss complete the sentences.
C. Indefinite articles
ACTIVITY 3: Complete the gaps with A, AN or a cross () if an article is not necessary.
Feedback:
- T asks Ss to study Do you know…? box. 1. a 5. , a
- Ss study the Do you know…? box. 2. , a 6. a, , a
DO YOU KNOW…? 3. a 7. , an
 The definite article THE is generally used 4. , a,  8. a, 
before a singular or plural noun when we talk
about a specific thing or action.
Examples:
The dog that bit me ran away.
They like the films directed Steven Spielberg.
- T asks Ss to complete the gaps with an
indefinite article or a cross () if an article is
not necessary and draw their attention to
sentences 7 and 8, in which the nouns (ice
cream, coffee) can be countable or
uncountable.
- Ss read the sentences carefully and underline
the nouns / noun phrases after the gaps.

ACTIVITY 4: Read the following story and complete each gap with an article. Write a cross
() if an article is not necessary.

- T tells Ss that to do Activity 4, they need to Feedback:

consider whether to use a definite article, an 1. a 7. the
indefinite article, or no article at all for each 2.  8. the
gap in the story; asks Ss to read the whole story 3. a 9. a
first to understand the context before 4. a / the 10. the
completing the gaps; has Ss compare their 5. the 11. a
answers with a partner. 6.  12. a
- T checks answers as a class.

WRAP UP (1 ms)
* Methods/techniques of consolidation: whole class
- T asks Ss what they have got from the + I can use: Homophones in connected speech
lesson The past simple vs. the past continuous and
- Ss answer the questions use of articlesHousehold chores
HOMEASSIGNMENT (1 ms)
 - T gives homework and suggests Ss * Homework:
prepare for new lesson - Learn by heart the words
- Ss write down and listen to teacher - Practice reading the text
- Prepare for the next class
- do exercises again at home.
- - Complete Exercises in workbook.

Date of preparing: 15/9/2020 UNIT 1: FAMILY LIFE

Period: 4
Lesson 1: Reading

I. Aims/Objectives
1. Educational aim
- To know information about two people’s life stories
2. Knowledge and skills:
* General language knowledge:
- Lexico/Vocabulary: Pronunciation/Phonetics:
+ words related to life stories
- Grammatical structures/items:
* 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
- Integrated language skills: Listening, reading,
II. Preparation:
- Teacher: lesson plan, handouts of the practice exercises
- Ss: revise old lessons at home
III. Anticipated problems
- Ss may encounter some new words so T should be ready to help them.
IV. Procedure
Teacher’s / Students’ Contents
activities
A. WARM UP (3ms)
ACTIVITY 1: Discuss with a partner. Observing the pictures and answer QS(5ms)
* Methods/techniques of teaching and learning: T and Ss, Ss and Ss
- Task 1 Questions:
- T: Ask ss to look at the  Who do you think the people in the pictures are? What do
pictures and answer Qs they need? What can you do to help them?
- SS look at the pictures  Use the words under the pictures to answer the questions.
and answer Qs  Picture a: flood / food / shelter
 Picture b: shabby classroom / study equipment
 Picture c: cancer / care / comfort
Who and what they need
a. flood victims who need food and shelter
 b. students studying in a shabby / dilapidated classroom who need
- T: Can you guess the study equipment and a decent place to study
topic of the lesson? c. young cancer patients who need care and comfort
- SS: Answer What to do
a. donating money, rice, old clothes
b. donating books, money
c. visiting them and giving gifts, organising different activities
Feedback: The answers vary.
-
B. PRE - READING
ACTIVITY 1: Pre-teaching Vocabulary (5ms)
* Methods/techniques of teaching and learning: T and Ss, Ss and Ss
- T elicits or preteaches - Some new words:
some words in the + vow (v)
reading text. + emerge (v)
- + reveal (v)
- T asks Ss to read all the + anonymous (adj)
words aloud after the + to be diagnosed with (v)
teacher + amputate (v)
- T calls some Ss to read + initiate (v)
the words aloud + relieve (v)

C. WHILE- READING
ACTIVITY 1 : Read two people's life stories and complete the table with facts about them.
* Methods/techniques of teaching and learning: work indivisually , T and Ss interactions

- Task 2 Feedback:
T tells Ss that they are going to read
the life stories of 2 people and Larry Le Thanh Thuy
Name
complete the table with facts about Stewart
them; asks Ss to study the table and Born 1948 1988
consider what kind of information they Died 2007 2007
should look for (e.g. year of birth or Nationality American Vietnamese
death, nationality, etc.); has Ss read the Health problem cancer bone cancer
stories and find the information to Dedicated life to... the needy young cancer patients
complete the table.
- T checks answers in pairs and then as
a class.
-
ACTIVITY 2: Find the words or expressions in the text that have the following meanings.
Write them in the correct spaces.
* Methods/techniques of teaching and learning: Work individually, T and Ss interactions
- task 3 Suggested answers:
- 1. the needy: người thiếu thốn ['ni:di]
- T asks Ss to work in pairs and asks them to 2. reveal: bộc lộ, tiết lộ [ri'vi:l]
read the definitions and discuss any possible 3. anonymous [ə'nɒniməs] vô danh
answers without referring to the text; 4. amputate ['ӕmpjuteit] cắt chi
encourages Ss to write as many words as they 5. memory: trí nhớ ['meməri]
can think of; has Ss read the text and find the 6. initiate [i'niʃieit] khởi xướng
words or expressions that have these
meanings.
- Ss read the definitions and Find the words or
expressions in the text as required; give the
Vietnamese meaning of each of these words.

ACTIVITY 3: Read the stories again. Answer the questions.

* Methods/techniques of teaching and learning: Work individually, T and Ss interactions
- Task 4 Keys:
T asks Ss to read the stories 1. Every Christmas, Larry handed out thousands of dollars to
individually again and answer needy people in public places.
the questions by writing 2. Because he gave money to people during the festive season of
complete sentences or just December while his identity was hidden.
taking short notes; has Ss work 3. People have been inspired to continue his mission of kindness
in pairs, taking turns to ask and and charitable work.
answer the questions. 4. Thuy organised charity activities to relieve young cancer
- T checks answers as a class. patients’ pain.
5. She was awarded the title “HCM Outstanding Young Citizen”.
6. The newspaper organises annual events to support her
program. One of them is the Sunflower Festival, where children
and their families get together and have fun. Gifts are given to the
young patients, and the memory of Thuy is kept alive by retelling
the story about love and sharing.

POST _READING
ACTIVITY 1: Discuss with a partner.
* Methods/techniques of teaching and learning: Work individually, T and Ss interactions
 Task 5 Suggested answers:
 T raises aquestion: 1. No, I didn’t.
 Have you ever taken part in the I’d like to do it in the future. I’d paint portraits/ make
Sunflower Festival to support sunflowers /perform chicken dance to help. I would like to
Thuy's Dream Programme? do these things in order to ease cancer patients’ sufferings.
- T has Ss work in pairs and discuss the .
questions.
- If Ss have never heard of Thuy’s
Dream Programme or the Sunflower
Festival, T encourages them to search
the Internet for information before they
answer question b.

WRAP UP (2 ms)
* Methods/techniques of teaching and learning: whole class
 -- T asks Ss what they have got - Summarize the main points of the lesson
from the lesson
- Ss answer the questions T:
HOMEASSIGNMENT (1ms)
- T gives homework and * Homework:
suggests Ss prepare for new Learn by heart the words
lesson Practice reading the text
Prepare for the next class 1.
- Ss write down and listen to
teacher

Date of preparing: 17/9/2020 UNIT 1: LIFE STORIES

Period: 5
Lesson : Speaking

I. Aims/Objectives
1. Educational aim
- By the end of the lesson, students will be able to:
+ Express their opinion about some famous historical figures of Vietnam to be able to
talk about a historical figure’s life story.
+ Perform their viewpoints to other people in real life.
2. Knowledge and skills:
* General language knowledge:
- Lexico/Vocabulary: Pronunciation/Phonetics:
+ words related to historical figures
- Grammatical structures/items:
* Skills:
-To teach Ss to talk about some famous historical figures of Vietnam
- To teach Ss to practise sharing and giving responses to new information.
- Integrated language skills: Listening, reading,
II. Preparation:
- Teacher: lesson plan, handouts of the practice exercises
- Ss: revise old lessons at home
III. Anticipated problems
- Ss may encounter some new words so T should be ready to help them.
IV. Procedure
Teacher’s / Students’ activities Contents
I.WARM UP (3ms)
ACTIVITY 1: Observing the pictures and answer QS
* Methods/techniques of teaching and learning: T and Ss, Ss and Ss
T: Ask ss to look at the pictures and - Some Qs:
answer Qs - 1. Who is he?
Ss look at the picture and say who he - 2. What do you know about him?
is.
SS look at the pictures and answer Qs - Suggested answers:
He is Nguyen Trai, a famous historical figure of
T: Can you guess the topic of the Vietnam.
lesson?
SS: Answer
II.PRE – SPEAKING (15)
ACTIVITY 1: Pre-teaching vocabulary(5ms)
* Methods/techniques of teaching and learning: T and Ss, Ss and Ss
- Elicit some words and explain - Words:
words to students - History (n)
- Historical (adj)
- Historic (adj)
- Figure (n)
- Invade (v):
- Invader (n)
- Dedicate (v) :
- Dedication (n)
- Nominate (v):
- Uprising (n):
- Free (v)
- Perserverance (n):
- Accusation (n)
ACTIVITY 2: Task 1 : Choose the correct sentences (a-e) to complete the conversation
between two friends.
*Methods/techniques of teaching and learning: Work individually, work in pairs
Task 1:
- T has Ss read the conversation quickly to get the
main idea, then has them read it again and match
the sentences (a-e) with the gaps (1-5) in the Feedback: 1.d 2.a 3.c 4.e 5.b
conversation.
- Ss read the conversation quickly to get the main
idea, then read it again and match the sentences
(a-e) with the gaps (1-5) in the conversation.
- Ss compare their answers.
- Ss practise pronouncing new and difficult
words.
Activity 2: Task 2: Practise the conversation with a partner.
Methods/techniques of teaching and learning: work in pairs
- T asks Ss to practise the conversation in pairs. - Roleplay the conversation in
- Ss practise the conversation in pairs. pairs

III.WHILE- SPEAKING (15)

ACTIVITY 1 : task 3: Choose one topic. Use the information below or your own ideas to
make a similar conversation. (10ms)
* Methods/techniques of teaching and learning: work in pairs , T and Ss interactions

- T has Ss read the Feedback: Conversation 2

conversation again and John: Hi, Van. What are you doing? Why are you talking to the
complete the information mirror?
about Nguyen Trai. Van: Well … I’m practising for the storytelling contest next week.
- Ss choose one topic and I want to see my expression while I’m speaking.
make a similar conversation.John: I see. The topic is the life of a historical figure, isn’t it?
Van: That’s right. I’ve decided to talk about Le Quy Don.
John: Le Quy Don? Who is he?
Van: He was a distinguished philosopher, poet, and encyclopaedist
([en,saikləu'pi:dist] nhà bách khoa), he was responsible for a large
number of encyclopaedic ([en,saikləu'pi:dik]), historical and
philosophical ([,filə'sɔfikl]) works.
John: Wow! He is a real national hero. Do you know any stories
about him? An interesting story will hold the attention of your
audience and the examiners.
Van: Yes. This is an interesting story about him: When he was still
a child, he created a poem, using words with double meanings to
describe the characteristics of different types of snakes. The poem
can also be interpreted as a lazy student’s self-accusation
([,ækju:'zei∫n]) and promise to study harder. He is respected for his
sharp wit and wide knowledge.
John: Excellent. Can you read the poem to me?
Van: Yes, I’ll read it at the contest. Why don’t you come to the
contest and listen to the poem?
John: OK, I will. I really want to know more about this famous
man.
IV. POST_ SPEAKING
ACTIVITY 1 : Work with a partner. Talk about a historical figure well-known in VietNam
or around the world.(5ms)
* Methods/techniques of teaching and learning: work in pairs , T and Ss interactions

- Ss work in pairs to discuss the question -Some suggestions:

+ Name:
+ Jobs
+ reason for being respected
+ interesting story
V. WRAP UP ( 2ms)
* Methods/techniques of teaching and learning: whole class

- T: summarizes some key points -

 VI.HOMEASSIGNMENT (1ms)
- T gives homework and suggests Ss
prepare for new lesson  Learn new words by heart
- Ss write down and listen to  Revise the lesson
 Based on the suggestions in post –speaking, write
teacher a paragraph about a historical well-known in
Vietnam or around the world.
 Prepare the next lesson