Giáo Án Tiếng Anh 9 Thí Điểm

Period: 2 Week: 1
Teaching date: 23/8/2016 Class: 9/1, 9/2
Unit 1: LOCAL ENVIRONMENT

Lesson 1 - GETTING STARTED: A visit to a traditional craft village
I. OBJECTIVES: By the end of this Unit, students will be able to:
 Use some vocabularies and structures to talk about traditional crafts and places of interest
in an area
II . PREPARATION: sub -board, pictures, cassette
III. PROCEDURES:
Teacher’s and students’ activities Content

Activity 1:
-Ask Ss to open their books and look at the picture and the
phrase under GETTING STARTED. Ask them some questions:
"Who and what can you see in the picture?"
"Where are they?"
"What do you think the people in the picture are talking
about?"
-Ss answer the questions as a class. If they mention 'Bat Trang',
elicit what they know about this village. 1. craft
-Play the recording and have Ss follow along. After that, Ss can 2. set up
compare their answers with the information in the dialogue and 3. take over
add some more details to their answers. 4. artisans
a/.Ss work independently to find the words with the given 5. attraction
meanings in the dialogue. Allow Ss to share their answers 6. specific region
before asking them to discuss as a class. Remember to ask Ss to 7. remind
read out the lines in the dialogue that contain the words. Quickly 8. look round
write the correct answers on the board.
-Have Ss look at the Watch out! box and quickly read the 1.They are at Phong’s grand-
information. Tell them that there are some similar expressions parents’ workshop in Bat Trang
such as 'as far as I can remember', 'as far as I can see', or 'as far 2. It’s about 700 years old.
as I can tell'. 3. His great-grandmother did.
b/.Have Ss read the questions to make sure they understand 4. buy things for their house and
them. Ask them firstly to answer the questions without reading make pottery themselves there.
the dialogue again. Ss exchange their answers with a classmate. 5. It’s in Hue.
Now ask them to check their answers by reading the dialogue 6. … the handicrafts remind
again. Ask for Ss' answers. them of a specific region.
Activity 2:
-Have Ss look at the pictures. Tell Ss that in the box are some A. paintings B. drums
traditional handicrafts of different regions in Viet Nam. Ss C. marble sculptures D. pottery
match these handicrafts with the pictures. Ss compare their E. silk F. lacquerware
answers in pairs before giving their answers to T: G. conical hats H. lanterns
Activity 3:
1
-Tell Ss to complete the sentences with the words/phrases in The 1. conical hat
complete sentences will give Ss information about the places 2. lanterns
where the handicrafts are made. Call on two Ss to write their 3. silk
answers on the board. Confirm the correct answers. 4. paintings
-If time allows, T may organise a short activity to check Ss' 5. Pottery
short-term memory. Have -Ss close their books. Point at each of 6. marble sculptures
Ss' answers on the board and quickly Ss have to call out the
place where this handicraft is made. Ss can also be asked to
share any other places that produce these handicrafts.
Activity 4: 1. park
a/Ss work in pairs to do the quiz. The pair which has the 2. museum
answers the fastest is invited to read out their answers. Elicit 3. zoo
feedback from other pairs. Confirm the correct answers. 4. beach
b/Ss work in groups to write a similar quiz about places of 5. beauty spot
interest. Set a time limit of about five to seven minutes. When
time is up, ask the first group to read out a question in their quiz.
Ss from other groups give the answer. The group confirms the
correct answer. The second group then reads out a question in
their quiz. This question should be different from the one of the
first group. Continue the activity until all the groups have read
out all of their questions or when time is up.
IV- HOMEWORK:
-Practice reading the dialogue.
-Write new words then learn them by heart.
-Copy the exercise into notebooks.
-Prepare A CLOSER LOOK 1
Period: 3 Week: 1
2

Lesson 2 – A CLOSER LOOK 1
 Use the lexical items related to traditional crafts and places of interest in an area
 Say sentences with correct stress on the content words
III. PROCEDURES:

Activity 1:
-Ss work individually to do this exercise and then A. cast
compare their answers with a classmate. Elicit the B. carve
answers from Ss and quickly write them on the board. C. embroider
Do not confirm the correct answers at this stage. Have D. weave
Ss explain the meaning of each verb in English or E. mould
Vietnamese. Correct Ss' explanations when needed. The F. weave
two verbs cast and mould are quite difficult, so make G. knit
sure that Ss understand them: - cast: shape hot liquid
metal, etc. by pouring it into a container - mould: shape
a soft substance into a particular form or object by
pressing it or by putting it into a mould Now have Ss
look at their answers on the board and say if these are
correct..
Activity 2: 1.b
a/The purpose of this exercise is to help Ss understand 2.d
more deeply and use the verbs correctly to talk about 3.e
producing and creating crafts. Ss work in pairs to do the 4.a
exercise. Check the answers as a class. If time allows, 5.f
have Ss make sentences. 6.c
b/ This activity will help Ss to manipulate the verbs as
they are not all regular. Have Ss do the activity, then 2. cast; cast
call two Ss to write their answers on the board. Elicit 3. wove; woven
feedback from other Ss. Confirm the correct answers. 4. embroidered; embroidered
-Draw Ss' attention to the Watch out! box. Ask Ss to 5. knitted; knitted
give example sentences with the verb to make. 6. moulded; moulded
Activity 3:
-Organise a competition for this activity. Ss work in Entertaining: cinema, theatre…
groups of five or six. Set a time limit of five minutes. T Cultural: opera house, museum…
may prepare some large pieces of paper for the groups Educational: library, museum…
to write their answers on. Ss write down as many places Historical: temples, craft village…
of interest in the word web as possible. The group with
the most places is the winner. The winning group
presents their words/phrases. Other groups tick the
3
similar words/phrases they have and add more if they
can. If time allows, T may ask Ss to explain why they
think the places are entertaining, cultural, educational,
or historical.
Activity 4: 1. historical 2. attraction
Ss individually do the exercise. Check their answers as a 3. exercise 4. traditional
class and confirm the correct ones. 5. culture 6. handicrafts
Activity 5:
a/Have Ss read the five sentences and underline the S1: craft, village, lies, river, bank
words they think are stressed. Elicit answers from Ss. S2: painting, embroidered
Do not confirm the correct answers. Now ask Ss to read S3: what, region, famous
the four questions and make sure they understand them. S4: drums, aren’t, made, village
Ask Ss to listen to the speaker read the sentences and at S5: famous, artisans, carved, table,
the same time check whether their answers are correct. beautifully
Tell them that this is actually the first question and other
questions can be answered after listening. Ss discuss 2. They are: nouns, verbs, adjectives,
their answers to the four questions in pairs. adverbs, WH-question words, and
b/Call some Ss to give the answers and give feedback. negative auxiliaries.
Play the recording again for Ss to repeat the sentences. 4. They are: articles, prepositions,
-Have Ss read the information in the box to remember pronouns and possessive adjectives.
the content of the lesson.
Activity 6: S1: Art, Museum, popular, place,
a/Ss do this exercise individually and compare their interest, city
answers with a classmate. S2: cinema, attract, youngsters
b/Play the recording for Ss to check their answers and S3: artisans, would, clay, make,
practise reading the sentences. Call some Ss to give the traditional, pots
answers and read the sentences. Give correction if S4: Where, like, going, weekends
needed. S5: shouldn’t, destroy, historical,
buildings
IV- HOMEWORK:
4
Period: 4 Week: 2

Lesson 3 - A CLOSER LOOK 2
 Write complex sentences with different dependent clauses
 Use some common phrasal verbs correctly and appropriately
III. PROCEDURES:

Activity 1:
-Ss do thís exercise individually. Elicit Ss’ answers. 1. DT 2. DP 3. DC
Confirm the correct ones. 4. DR 5. DT
Activity 2:
-Ss write the complex sentences individually and then 1. The villagers are trying to learn
compare them with a partner. Have two Ss write their English in order that they can
sentences on the board. Each student writes two or three communicate with foreign customers.
sentences. Ask other Ss to give feedback. Confirm the 2. After we had eaten lunch, we went
correct answers. For a stronger class, organise a quick to Non Nuoc marble village to buy
game. One side is team A, and the other is team B. One some souvenirs.
student from team A calls out a subordinator and points 3. Even though this hand-embroidered
to one student from team B to make a sentence and vice picture was expensive, we bought it.
versa. Set a time limit and keep a record of the scores 4.This department store is an attraction
for the teams on the board. in my city because the products are of
Activity 3: good quality.
-Ask Ss to read the sentences taken from the 5.This is called a Chuong conical hat
conversation in GETTING STARTED, paying attention since it was made in Chuong village.
to the two verb phrases. Have them answer the two
questions orally as a class. 1. set up: start something ( a business...
-Have Ss read the information in the yellow grammar take over: take control of something
box. Ask them to call out any phrasal verbs they know 2. No, the individual words in the
and write them on the board. Have them explain the verb phrase do not help with
meaning of these verbs. comprehension. This is why they are
Activity 4: sometimes considered difficult.
-Ss do this exercise individually, and then compare their 1. c 2. g 3. f 4.a
answers with a classmate. Check Ss' answers and 5. h 6. b 7. e 8. d
confirm the correct ones.
Activity 5: 1. face up down 2. turned down
-Ss do this exercise individually. Elicit the answers and 3. passed down 4. live on
give correction. 5. close down 6. did - come back
-To prepare for the next exercise T may organise a small
game for Ss to help them remember the meaning of the
phrasal verbs in the yellow box and exercise 4. The
5
class is divided into two teams A and B. Read out the
meaning of one phrasal verb. The quickest student to
raise their hand will be asked to say the verb out loud. If
the answer is correct, the team gets one point.
Otherwise, call one student from the other team to give
the answer. Keep a record of each team's scores on the
board. Remember to choose about eight to ten verbs that
you think are difficult for Ss.
Activity 6:
-Have Ss quickly read the provided sentences. Make 1. Where did you find out about
sure they understand the meaning of each sentence. Tell Disneyland Resort?
Ss that all the phrasal verbs used in this exercise have 2. When did you get up this morning?
been presented in this lesson. Ss write the sentences 3. I'll look through this leaflet to see
individually and then compare their answers with a what activities are organised at this
classmate. Call on two Ss to write their sentences on the attraction.
board. Other Ss and T give feedback. For a less able 4. They're going to bring out a
class, T may want to model the first sentence. Ss may guidebook to different beauty spots in
just focus on the next two sentences. After two Ss write Viet Nam.
their sentences on the board, check them carefully. If 5. I'm looking forward to the weekend!
there is no time left, ask Ss to finish the remaining
sentences as homework.
IV- HOMEWORK:
-Prepare COMMUNICATION
Period: 5 Week: 2
6

Lesson 4 - COMMUNICATION
 Plan a day out to a place of interest for their class
III. PROCEDURES:

Activity 1:
-Ss read through the table. Play the recording once or 1. Green Park 2. bus
twice for Ss to complete the table. Elicit the answers and 3. 8 a.m. 4. own lunch
quickly write them on the board. Play the recording one 5. supermarket 6. team-building
more time for Ss to check their answers. Confirm the 7. quizzes 8. painting village
correct ones. 9. make 10. 5 p.m.
Activity 2: A DAY OUT

Ss work in groups to do this activity. It is a good idea if Details Who to
T can prepare some big sheets of paper for Ss to draw prepare
the table and make notes. Set a time limit of about 15 Place
minutes for this activity. Ask Ss to do the following Means of transport
things: Time to set up
+ choose a place of interest to visit Food
+decide what to do and make notes Drinks
+decide who will present what to the class Activities
+ rehearse what to say Time to come back
-Move around to observe and give help if necessary.
Inform the groups that they will have only three minutes
to talk about their plan.
Activity 3:
- Groups present their plan to the class. Keep watch of
the time for each group. Other groups and T give
feedback. Vote for the best plan.
IV- HOMEWORK:
-Prepare SKILLS 1
Period: 6 Week: 2
7
Lesson 5- SKILLS 1
 Read for general and specific information about traditional craft village
 Discuss local traditional crafts, their benefits and challenges
III. PROCEDURES:

Activity 1:
-Have Ss do this activity in pairs. One student looks at Similarities: conical hat, string
Picture A on page 12 while the other looks at Picture Differences:
Bon page 15. They ask each other questions to find out PictureA: light green, pictures between
the similarities and differences between the two layers, blue string, look lighter
pictures. They can focus on the colour and decoration of PictureB: white, no decoration, pink
the hats. string, look heavier
Activity 2:
-Ask Ss to read the titles in the box quickly. Make sure 1. C
they understand the meaning of each title. Now Ss read 2. A
the paragraphs and match them with the titles. Ask them 3. B
to compare their answers with a classmate. Elicit their
answers. 1. Because it is a birthplace of the
Activity 3: conical hat in Hue.
-Ss read the passage again to answer the questions. Ss 2. It’s 12 km from Hue City.
can underline parts of the text that help them with the 3. It’s going to the forest to collect
answers. Ss compare their answers before giving the leaves.
answers to T. Ask them to give evidence when giving 4. They’re very thin.
the answers. 5. It has poems and paintings of Hue
Speaking between the two layers.
Activity 4: 6. Everybody can, young or old.
-Ask Ss to read the ideas. Explain any points they are 1. B
not sure about. T may also have to give Ss the meaning 2. C
of some words such as authenticity (the quality of being 3. B
4. C
real or true) or preserve (protect). Elicit Ss' opinions as a
class. Ask Ss to add some more benefits and challenges. 5. C
-Other benefits: creating national/regional pride, helping 6. B
develop tourism, helping improve local infrastructure
and services, creating cohesion between craft families
and communities Other challenges: limited designs, Other benefits: creating national/
natural resources running out, competition from other regional pride, helping develop
countries. tourism, helping improve local
infrastructure and services creating
Activity 5: cohesion between craft families and
-Ss work in groups to work out an action plan to deal communities
8
with the challenges mentioned above. Other challenges: limited designs,
-It's an open activity, so there is no right or wrong natural resources running out,
answer as long as Ss can explain their points. Set a time competition from other countries
limit of about 10 minutes for this activity. Move around
to provide help and comments. Invite some groups to
present their plan. T and other Ss give feedback and ask
any questions. Vote for the best plan.
-If the classroom has space, T may organise an
exhibition of ideas. Give each group a big piece of
paper. Ss discuss and write their action plan on the
paper. After 10 minutes, ask them to stick their plan on
the wall around the classroom. Ss visit at least two
groups and listen to their presentations. When the time
is up, ask some Ss to report on what they have heard to
the class and say which action plan they prefer and why
IV- HOMEWORK:
-Prepare SKILLS 2
Period: 7 Week: 3
9
Lesson 6 – SKILLS 2
 Listen for specific information about places of interest in an area
 Write an email to give information about places of interest in an area and things to do
there
III. PROCEDURES:

Activity 1:
-Tell Ss that they are going to listen to three students A. Ha Noi Botanical Garden
talking about their places of interest. Before listening, B. Bat Trang Pottery village
Ss look at the pictures and describe what they see in C. Viet Nam National Museum of
each of them. Elicit answers from different Ss. Ask History
them if they know the name of each place. Quickly
write these names on the board. Play the recording for
Ss to check their answers.
Activity 2: 1. T
-Play the recording again for Ss to decide if the 2. T
sentences are true or false. If they meet any difficulty 3. F
doing this, play the recording one more time. Have Ss (His friend’s relatives own it.)
compare their answers in pairs before giving T the 4. F
answers. Ask for Ss' answers and write them on the (They also come from other countries.)
board. Do not confirm the correct answers yet. 5. T
Activity 3:
-Without listening to the recording again, Ss complete 1. artefacts
the table by filling each blank with no more than three 2. exploring Vietnamese culture
words. Ss compare their answers with a classmate 3. make things
before giving T the answers. Ask two Ss to write their 4. paint on ceramics
answers on the board. Play the recording one last time to 5. the hill
confirm the answers for both 2 and 3. 6. books
7. pigeons
WRITING 8. watching
-Activity 4:
Ss work in pairs and discuss the places of interest in Dear Mira,
their hometown/city that can be visited in one day and It's great to know that you're coming to
VietNam. What a pity you can only spend
the activities that can be done there. Remind Ss that one day in Ha Noi.
these places of interest should be most typical and worth There are so many interesting places in
visiting. T should move around to, give comments as the city, but I think within one day you
there may not be enough time for checking with the should be able to visit three places. The
whole class. first place I suggest is VietNam National
Activity 5: Museum of History. You like history, so it's
a must-see place. There's an extensive
-Ss write the email, using the notes they have made. Ss collection of artefacts tracing Viet Nam's
10
may also write this in groups on big pieces of paper. Ss history. They're arranged chronologically
or groups exchange their descriptions to spot any from primitive life to modern times. The
second place is Hoan Kiem Lake. It's one
mistakes. Share them with the whole class. T may of the symbols of Ha Noi. There you can
collect some Ss' work to mark at home or ask them to enjoy the beautiful scenery and visit Ngoc
rewrite the email as homework. In this case, remember Son Temple. You can also have a look at
to ask for Ss' revised work in the next lesson the Old Quarter. Wander around the old
streets and some ancient houses to explore
Vietnamese culture.
Conveniently, these places are close to one
another, so we can walk around easily.
Tell me when you're coming, so I can show
you around these places.
Look forward to seeing you soon!
Best wishes,
Thuc Anh
IV- HOMEWORK:
-Prepare LOOKING BACK
Period: 8 Week: 3
11

Lesson 7 – LOOKING BACK
 Use some vocabularies and structures to talk about traditional crafts and places of interest
in an area
III. PROCEDURES:

Activity 1: ( in any other )
-Ss complete the word web individually. Check Ss' 1. paintings 2. pottery
answers as a class. If time allows, ask one or two Ss to 3. drums 4. marble sculptures
write their answers on the board. 5. silk 6 lacquerware
7. lanterns 8. conical hats
Activity 2:
-Ss do this exercise individually, then compare their 1. cast 2. embroidering
answers with a partner. Elicit the answers from Ss. 3. wove 4. knitted
5. carved 6. moulded
Activity 3: 1. zoo 2. looking forward to

-Ss do this exercise individually. Have some Ss read out 3. looked 4. team-building
their answers. Confirm the correct ones. 5. lunch 6. museum
7. craft 8. interest
Activity 4:
-Ss complete the sentences with their own ideas. Call on
two Ss to write their answers on the board. Other Ss
give feedback. Check their answers.
Activity 5:
-Ss write the sentences individually. Have two Ss write 1. I don't remember exactly when my
the sentences on the board. Ask other Ss to give parents set up this workshop.
comments. Correct the sentences if needed. 2. We have to try harder so that our
handicrafts can keep up with theirs.
Activity 6: 3. What time will you set off for Da
-Ss work in groups to play the game. One student is the Lat?
group secretary. Group members take turns to think of a 4. We arranged to meet in front of the
place of interest in their area. Other Ss ask Yes/No lantern shop at 8 o'clock, but she never
questions to guess the place. The secretary writes down turned up.
all the places of interest they have guessed. Finally, the 5. The artisans in my village can live
secretary reports on the places. on basket weaving.
-Finished! Ask Ss to complete the self-assessment.
Identify any difficulties and weak areas and provide
further practice.
12
Project: What makes you proud of your area?
-Have Ss read the project. Ask them what the one
special thing about their area is. Elicit Ss' answers. Ss
work in groups to do the project. Ss follow the
instructions in the book. Answer Ss' questions if there
are any. Remember to have Ss present their findings in
the next lesson and vote for the best.
IV- HOMEWORK:
-Prepare GETTING STARTED - Unit 2
Period: 9 Week: 3
13
Unit 2: CITY LIFE
Lesson 1 - GETTING STARTED
 Use some vocabularies and structures to talk about city life
III. PROCEDURES:

Introduction
Review the previous unit by asking Ss to solve a crossword
puzzle. Draw the crossword on the board. Tell Ss that the words
in the orange column are the key words of the new unit. Divide
the class into two teams. Ss from each team take turns to solve
the puzzle. The game fi nishes when a student guesses the
orange words correctly.
T may also ask Ss to name all the places of interest or main
features of their neighbourhood.
Activity 1:
Ask Ss to open their books to Unit 2. Ask them
some questions. Questions may include:
• What can you see in the pictures?
• Do you know these two boys?
• Where are they now?
• What are they talking about?
… Ss answer the questions as a class.
T may also ask Ss what they know about Sydney by
asking them some guiding questions:
• Where is it?
• Is it a capital city?
• What is it famous for?
Then play the recording and have Ss follow along.
a./ Ask Ss to read the conversation again and do the Key:
exercise individually. Check and write the correct answers 1. visit 2.ancient 3.natural
on the board. 4.variety 5.study
b./ Ss work in pairs to do the task. Allow Ss to share Key:
answers before asking them to discuss as a class. 1. jet lag
Remember to ask Ss to read out the lines in the conversation that 2. a feature
contain the words. Check and confirm the correct answers. 3. reliable
4. metropolitan
5. multicultural
c./ Ss work individually to answer the questions, then compare Key:
their answers with a partner. Ask them to 1. He grew up in Sydney.
locate the information in the conversation. Call on some pairs to 2. Sydney is.
give the questions and answers. Confirm 3. It is convenient and
the correct answers. reliable.
4. Because it is a metropolitan
14
and multicultural city.
5. In 1850.
d./ Tell Ss to find the phrases in the conversation and practise Key:
saying them together. Explain the meaning to Ss, then elicit 1. How are you?/How are
other examples from Ss. things?/How are you doing?
2. (Are you) recovering from
the jet lag?
3. I slept quite well.
4. That’s OK/It’s no
trouble/It’s not a problem/It’s
my pleasure.
Activity 2:
Tell Ss that most of the words they need to use are related to Key:
cities or city life. Let them work in pairs. 1. international 2. local
Check their work, then let them read each word correctly. Check 3.crowded
and correct their pronunciation 4. neighbouring 5. Urban
Activity 3: Ss work in pairs. Give them a few minutes to do the Key:
quiz. Award extra points for pairs who can say which 1.A 2.C 3.C 4.A 5.C 6. B
country these cities are in. Congratulate the winners.
IV- HOMEWORK:
Period: 10 Week: 4
15
Unit 2: CITY LIFE
I. OBJECTIVES: By the end of this Unit, students will be able to: use adjectives, and
comparison of adjectives and adverbs correctly, use common phrasal verbs correctly and
propriately
III. PROCEDURES:

Activity 1:
1a./ Have Ss read through the letter so that they Key:
can understand the general idea. Ask them what the 1. ancient/historic 2. warm 3.
purpose of the letter is (Jack is writing the letter to Oggy comfortable 4.helpful
to tell about his trip to Hoi An). Have Ss read the 5.fascinating 6.historic/ancient 7.local
adjectives in the box and quickly elicit the meaning of 8.delicious
each adjective. If Ss do not know any of them, quickly
give the meaning. Ss work in pairs to do the task. Have
some Ss read their answers. Correct their pronunciation
if needed and confi rm the correct answers.
b./ Ask Ss read the letter again and underline all the Key: fabulous, sunny, small, friendly,
other adjectives. Have them give the meanings of these aff ordable, good
adjectives in the context of the letter. Correct their
answers.
Activity 2:
2 Have Ss read through the given adjectives. Have some
Ss read aloud all the adjectives to make sure they
pronounce the adjectives correctly. Ask them which
adjectives they know. Quickly teach Ss the adjectives
they do not know.
Ss work in groups and discuss which adjectives
describe, or are related to, city life. Encourage them to
talk about their choice.
Activity3: Ss work individually, then compare their Key:
answers with a partner’s. Ask some Ss to write their 1.fashionable 2. annoying
answers on the board. Check their answers as a class.3.forbidden
4.cosmopolitan 5.modern 6.polluted
Activity 4: T plays the recording and Ss repeat. Key:
Play the recording as many times as necessary. 1. A: Can you come and give me a
Correct their pronunciation, especially the stressed hand? (me is weak)
words. Have them circle the stressed pronouns B: OK. Wait for me! (me is strong)
2. A: Did youcome to the party last
night? (you is weak)
B: Yes. But I didn’t see you. (you is
strong)
3. A: Look - it’s him! (him is strong)
16
B: Where? I can’t see him. (him is
weak)
4. A: They told usto go this way. (us is
weak)
B: Well, they didn’t tell us! (us is
Activity 5a. strong)
Play the recording. Ss listen and mark the key:
underlined words as W (weak) or S (strong). Elicit 1. A: Is he (W) there?
their answers and correct their mistakes. B: No. Everybody else is, but he’s(S)
For a stronger class, before playing the recording, have gone home!
Ss read the exchanges and mark the underlined words as 2. A: Do you know that woman?
W (weak) or S (strong). Ask some Ss to give the B: Her (S)? Er… No. I don’t recognise
answers and quickly write them on the board. her(W).
Now play the recording for Ss to check their answers. 3. A: I’m afraid we(W) can’t stay any
longer.
B: What do you mean ‘we’(S)? I’ve
Activity 5b. (S) got plenty of time.
Ss work in pairs to practise the exchanges above. Go 4. A: Look! Everybody’s leaving.
around and give support if necessary B: What about us(S)? Shall we(W) go,
too?
IV- HOMEWORK:
Period: 11 Week: 4
Unit 2: CITY LIFE
17
read for specific information about the features of cities, talk about important features of a city
III. PROCEDURES:

Activity 1:
- Have Ss work individually. Check their answers as a Key: 1.f 2.d 3. e 4. h 5.g 6. a 7. c
class 8. B
Activity 2:
Ss work individually. After they have done the activity, Key:
ask some Ss to write their answers on the board. 1.the largest 2.smaller 3.the most
Correct their mistakes. popular 4. wider
5. the dirtiest 6. cleaner 7.the best 8.
Activity 3: the most exciting
Tell Ss to look at the conversation in GETTING Key:
STARTED again and fi nd and underline the phrasal to get over
verbs. to show someone around
to grow up
Activity 4: to be set up
Ss do this task individually. Ask Ss to read and Key:
underline the correct particle. T may ask them to write 1. set up 2. gets on with 3.take your
down the phrasal verbs in their copy books. Call on hat off 4. grown up 5. shown around
some Ss to read out their answers. Correct their 6.pull down
mistakes. Explain to them the meaning of these phrasal Key:
verbs in the sentences. 1. Turn it off : press the switch 2.
Activity 5: turned it down: refuse 3.go over:
Ask Ss to read the sentences, underline the phrasal verbs examine
and match them to their meaning from the box. 4. go on with: continue doing 5. take
Call on some Ss to read the sentences. Correct their off : remove 6.Put it down: make a
answers as a class. note
Activity 6: Key:
Have Ss read the text, fi nd eight phrasal verbs and 1. dress up: put on smart clothes
match them with their defi nition from the box. Tell 2. turn up: arrive
them to study the context of these phrasal verbs and 3.fi nd out: discover
elicit their meaning. 4.go on: continue
5. get on: make progress
6. think sth over: consider
7.apply for: ask for (a job)
8.cheer sb up: make someone feel
happier
IV- HOMEWORK:
-Write new words then learn them by heart.-Copy the exercise into notebooks.
Period: 12 Week: 4
Unit 2: CITY LIFE
18
Say and write something about city life
III. PROCEDURES:

Activity 1
Have Ss read through the given features. Ask them what
each feature means to them. Now Ss work in pairs and
put the factors in order of importance. Call on some
pairs to present their order and give some
explanations.
Activity 2: Key:
Ask Ss to individually read the passage quickly and find 1. The Economist Intelligence Unit
the information to fi ll the blanks. Call on some Ss to (EIU) 2. 2014 3.The best city:
read out their answers and where they can fi nd the Melbourne
answers. Confi rm the correct ones. The worst cities: Dhaka, Tripoli, and
Douala
Activity 3: Have Ss read the questions. Ss read the Key:
passage again and fi nd answers to the questions. 1. Climate, transport, education,
Remind them to locate the answers in the passage. Ss safety, and recreational facilities in
compare their answers in pairs. Check and confi rm the cities (are used).
correct answers. 2. Among the top 20.
3.Because the living conditions there
were the most diffi cult or dangerous.
4.Osaka was.
5.They are a city’s green space, urban
sprawl, natural features, cultural
attractions, convenience, and
Activity 4: As a class, Ss decide which town or city pollution.
they are going to rank. Ideally it should be the local
town as it should be a place that Ss know personally.
Divide the class into groups of fi ve or six. Ss take turns
to ask each other the 10 questions and write the points
that each student gives for each factor in the table.
While Ss are talking, go around to give assistance if
necessary. bNext they work out the fi nal result of their
group. Finally, one student from each group presents the
results to the class. Act as a facilitator, inviting and
encouraging comments about the results.
IV- HOMEWORK:
-Prepare SKILLS 1
Period: 13 Week: 5
Unit 2: CITY LIFE

19
Lesson 5- SKILLS 1
read for specific information about the features of cities
talk about important features of a city
III. PROCEDURES:

Reading
Activity 1:
Have Ss read through the given features. Ask them what
each feature means to them. Now Ss work in pairs and
put the factors in order of importance. Call on some
pairs to present their order and give some
explanations.
Activity 2:
Ask Ss to individually read the passage quickly and find Key:
the information to fill the blanks. Call on some Ss to 1. The Economist Intelligence Unit
read out their answers and where they can fi nd the (EIU)
answers. Confirm the correct ones 2. 2014
Activity 3: 3.The best city: Melbourne
Have Ss read the questions. Ss read the passage again The worst cities: Dhaka, Tripoli, and
and fi nd answers to the questions. Remind them to Douala
locate the answers in the passage. Ss compare their Key:
answers in pairs. Check and confi rm the correct 1. Climate, transport, education,
Speaking safety, and recreational facilities in
4a./ As a class, Ss decide which town or city they are cities (are used).
going to rank. Ideally it should be the local town as it 2. Among the top 20.
should be a place that Ss know personally. Divide the 3.Because the living conditions there
class into groups of five or six. Ss take turns to ask were the most diffi cult or dangerous.
each other the 10 questions and write the points that 4.Osaka was.
each student gives for each factor in the table. While 5.They are a city’s green space, urban
Ss are talking, go around to give assistance if necessary. sprawl, natural features, cultural
b./ Next they work out the fi nal result of their group. attractions, convenience, and
Finally, one student from each group presents the pollution.
results to the class. Act as a facilitator, inviting and
encouraging comments about the results.
IV- HOMEWORK:
-Prepare SKILLS 2
Period: 14 Week: 5
Unit 2: CITY LIFE

20
• listen for specific information about some problems of city life
• write a paragraph about the disadvantages/drawbacks of city life
III. PROCEDURES:

Listening
Activity 1:
Let Ss work in small groups. Then tell Ss to think
or recall/imagine the nuisances/problems they have
experienced in the city.
Activity 2: Key:
Play the recording one or two times. Ask Ss to listen 1. cities 2.offi ce 3.traffi c 4. roads
carefully and write down the words they hear in the
passage. For less able Ss, T may play the recording
again, or as many times as needed.
Activity 3: Key:
Play the recording again. Tell Ss to take notes/write 1.C 2. A 3.A 4. B 5.B
down the key words as they listen. Then they choose
the correct answers as required. Correct as a class.
Outline:
Writing Topic sentence: Living in a city has a number
Activity 4: of drawbacks.
Tell Ss to read the sample paragraph carefully and Problem 1: traffi c jams and traffi c accidents
complete the outline. Tell them to pay attention to the Problem 2: air pollution
Problem 3: noise/noise pollution
connectors/markers: Firstly, Secondly, Thirdly Conclusion: These factors contribute to
making city life more diffi cult for its
Activity 5: residents
Have Ss write the paragraph in about 100 words.
Make sure that they use their outline, along with
connectors fi rst/fi rstly, second/secondly, and pay
attention to spelling and punctuation. Ss can use
the
passage in 4to help them structure their paragraph.
T may collect some Ss’ papers and mark them, then
give comments to the class.
IV- HOMEWORK:
Period: 15 Week: 5
Unit 2: CITY LIFE

21
to record their results for each exercise in the LOOKING BACK section in order to
complete the Finished!self-assessment box at the end of the unit.
III. PROCEDURES:

Activity 1:
Give Ss a few minutes to complete the word webs. T
may give some cues/examples:
- street - crowded
- gallery - cosmopolitan
- shopping mall - exciting
…
Activity 2: Key:
Let Ss read the passage and complete this exercise 1.fascinating 2.noisy 3.full
individually. Less advanced classes can complete 4.crowded
this exercise in pairs. After that, let some Ss read the 5. urban 6. fabulous 7.bored
passage aloud – sentence by sentence. Check and
confi rm the correct answers.
Activity 3: Key:
Ss can do the task by themselves or in pairs. Correct 1.as interesting as/so interesting as
their answers as a class. 2.the fastest 3. the shortest/a shorter
4.less entertaining 5.more carefull
Activity 4: Key:
First let Ss review the phrasal verbs they have learnt in 1.(has) turned down 2.going on 3.get
units 1 and 2. Then have them do the task. Correct over
their answers as a class. 4.cheered up 5.turn back 6.found out
Activity 5: Key:
This task helps Ss use structures with phrasal verbs 1. Turn off the lights when you leave
to rewrite sentences. T may have some Ss write the classroom.
sentences on the board. Let other Ss give comments. 2. Mai grew up in a small town in the
Then check as a class. south.
3. Kathy looked up the restaurant on
her mobile phone.
4.My grandmother has got over her
operation.
5. We are looking forward to seeing
you again
Activity 6: REFERENCE:
- First, make sure Ss know the names of the cities in Five centrally controlled cities in Viet
Viet Nam. Nam:
Divide the class into two teams to play the game. - Ha Noi
Encourage them to be as quick as possible, and try to - Ho Chi Minh City
22
call out famous man-made or natural attractions, or - Hai Phong
features of diff erent cities in the country. When time - Da Nang
is up, stop the game and congratulate the winning team - Can Tho
62 provincial cities: Mong Cai, Dien
Bien, Vinh, Buon Ma Thuot, Ca Mau,
Phan Thiet …
IV- HOMEWORK:
Period: 16 Week: 6
UNIT 3 : TEEN STRESS AND PRESSURE
PERIOD 1 : GETTING STARTED
23
I. OBJECTIVES : By the end of the lesson, Ss will be able to use
some lexical items related to “TEEN STRESS AND PRESSURE”
II . TEACHER AND STUDENTS’ PREPARATION :
1.Language content
Vocabulary : words related to adjectives of emotion and feelings , changes in
adolescence
Grammar : question words before to -inf
2.Techniques : group work , pair work, communicative approach
3.teaching aids : Cassette, posters, pictures
III. PROCEDURES:
T’s & Ss’ Activities CONTENT
*Warm –up
Introduce the students in 1. Getting started: chatting
the picture: Phuc, Nick, and Veronica.
Explain that Mai was supposed to be there 2. Listen and read
but she couldn't come in the end . Ask the Vocabulary
class to describe what is happening in the worried/tense/stressed;
picture: relaxed/confident
e Where are Phuc, Nick, and Veronica? confident/relaxed/calm
" What are they going to do? calm
" What are they talking about? delighted/confident
" Why do you think Mai couldn't come? depressed/frustrated
*Activity 1 Exercise 1
a.Tell Ss they can uncover the text. Play the a : Find the opposite of these words in
recording again. Have Ss work individually, the conversation.
then in pairs, to find Key:
the words/phrases. Remind Ss they need to 1.to stay up late 2.to disappoint
find the words in the text with opposite someone
meanings. 3.to be stressed (out) 4.to take a break
5.good grades 6.to be fully booked
b.Have Ss work individually, then in pairs, Exercise b:
to compare their answers with each other. Key:
Correct the task as a 1.C 2.B 3.C
class and encourage Ss to explain why the 4.A 5.B 6.A
chosen option is the correct answer.
c. Ask Ss what they think Veronica's Exercise c: Answer key:
statement means. Then explain if necessary. Veronica wishes her parents could put
For a more able class, ask themselves in her situation to better
them if they have ever felt like Veronica, understand her.
and what happened.
* Exercise 2: Exercise 2:
Ss work in pairs to complete this task. 1. worried/tense/stressed; relaxed/
Remind them to pay attention to the confident
content words in each sentence, which may 2. calm
help them to choose the most suitable word. 3. depressed/frustrated
24
Tell Ss in most cases more than one 4. confident/relaxed/calm
option may be suitable. After they have 5. delighted/confident
finished, go through each item as a whole 6. frustrated/worried
class.
T may explain the difference between
'depressed' and other words such as 'tense',
'worried', or 'stressed'.
(The word 'depressed' is very strong and
used only to describe someone who is
deeply sad and has
lost hope.)
Exercise 3: Before Ss start doing this Exercise 3: Key:
exercise, 1. encourage someone
explain the meaning of 'give advice', 2. give advice to someone
'encourage', 'empathise', and 3. empathise with someone
'assure'. 4. assure someone
give advice: encourage: empathise: assure: 5. empathise with someone
to give suggestions and ideas to help 6. encourage someone
somebody make a decision
to give someone support and confidence to
do something
to be able to understand how someone else
feels
to tell someone that something is going to be
all right, so that they do not worry
Ss work individually first, then in pairs.
Then give corrective feedback to the whole
class. Ask Ss to give
examples of the situations in which these
sentences are said.
IV- CON SOLIDATION & HOMEWORK:

1.Consolidation :
Encourage Ss to select appropriate statements in 3 to respond to what you have told
them. Then ask them to work in pairs. If time allows, call on some pairs to report their
stories to the class.
I feel worried because my cat is sick.
I feel disappointed because it has been raining all day long.
I feel delighted because my son is Star of the Week at his primary school.
2.Homework :
Do exercise in exercise book. Prepare A CLOSER LOOK 1
Period: 17 Week: 6
PERIOD 2 : A CLOSER LOOK 1
25
I. OBJECTIVES : By the end of the lesson, Ss will be able to use the
lexical items related to changes in adolescence
1.Language content
Vocabulary : independence , informed , shape and height , embarrassed ,delighted
self-aware , reasoning skills
Grammar :
III. PROCEDURES:

Vocabulary
1 .Ss work individually to complete this VOCABULARY:
exercise. Tell Ss to pay attention to the Exercise 1:
content words surrounding Key:
the gaps, and identify the part of speech 1. shape and height 2. reasoning skills
of the missing words. Ss then work in 3. Embarrassed 4. independence
pairs to compare their 5. self-aware 6. informed
answers before T gives corrective
feedback to the whole class.
2 Explain the phrases in the box first. Exercise 2:
Elicit from Ss some examples for each Key:
item, for example, ‘Can you think A. 5 B. 2 C. 6
of an example of school pressures and D. 3 E. 1 F. 4
frustrations?’
Share some of your personal experience
from your teenage years where relevant.
Exercise 3: Exercise 3:
Ss work in pairs to discuss which Key (suggested):
solution can be used for which situation. A. 1; 3; 4 B. 4
Then elicit the answers from C. 1 D. 4 E. 2; 1 F. 4
the whole class. Ask Ss to explain their
decisions.
Exercise 4 : Pronunciation:
Refer back to what you have told the
class in 2. Now tell Ss the ways you used
to deal with these
(diﬃ cult/stressful) situations. Ask Ss to
work in pairs to complete the task. If
time allows, ask each pair to
join at least another pair to make a group
discussion.
Pronunciation Key:
26
Stress on the verb be in sentences 1. - You aren’t worried about the
Play the recording again or say the fi rst exam? Good for you!
sentence in the conversation in - I am worried! But I try not to
GETTING STARTED. Draw show it.
Ss’ attention to the stressed ‘Isn’t’ and 2. - Do you think Jack is good at
ask them to practise saying the question. Japanese?
Now explain the REMEMBER! box. - He is. But he’s a bit shy to speak
Emphasise it.
that normally the verb be is unstressed, 3. - Isn’t badminton her favorite
except for the situations mentioned in sport?
the box. - Yes, it is.
5 . Play the recording as many times as 4. - Who’s he? (no stress)
needed so that Ss are familiar with the 5. - Sorry – we’re late!
stressed be in the statements. Note that - Actually, you aren’t. We haven’t
only the words in italics should be started yet.
stressed, the other forms of be 6. - Is she happy at the new school?
are unstressed. With the whole class, - Yes, she is. She likes it a lot.
refer to the REMEMBER! box to elicit
the reasons why the verb be is stressed
in each item. Ss then practise saying the
sentences in pairs.
6 Tell Ss that these sentences contain
both stressed and unstressed verb forms
of be. Ss work individually first to
underline those that should be stressed.
Then play the recording for Ss to
check. Give corrective feedback as a
class, then
Ss practise saying the sentences.

1.Consolidation :
Sts practice the intonation of sentences
2.Homework :
Do exercise in workbook
Prepare A CLOSER LOOK 2
Period: 18 Week: 6
27
PERIOD 3 :A CLOSER LOOK 2
I. OBJECTIVES :By the end of the lesson, Ss will be able to use reported speech with
confi dence , use question words before to-infi nitive
1.Language content
Vocabulary :
Grammar : reported speech with confidence , use question words before to-infi nitive
3.teaching aids :, posters, pictures
III. PROCEDURES:
T’s & Ss’ Activities CONTENTS

1. Remind Ss of what the conversation Grammar
in GETTING STARTED is about. Ss Exercise 1 :
then work in pairs to complete the task. Key:
If needed, give Ss a quick review of Mai: ‘I’m too tired and don’t want to go
reported speech (e.g. verb tense, out.’
pronouns, time expressions, etc.) Divide Mai: ‘I want to be a designer.’
the class into side A and side B. Side A Mai’s parents: ‘Design graduates won’t find
will say some sentences in direct speech jobs easily. We want you to get a medical
for side B to change into indirect degree.’
speech. Then side B says some
sentences in indirect speech for side A
to change into direct speech.
2 .Ss work individually to complete this Exercise 2:
exercise. Then they compare their Key:
answers in pairs before 1. My parents told me they would visit me
T gives corrective feedback as a whole that week.
class. 2. Our teacher asked us what we were most
worried about.
3. Phuong told me she was so delighted
because she had just received a surprise
birthday present from her sister.
4. Tom said Kate could keep calm even
when she had lots of pressure.
5. She told her mother she had got a very
high score in her last test.
6. The doctor asked him if he slept at least
eight hours a day.
3 . Do the first sentence with the class as Exercise 3:
an example. Ss then work individually Key:
to rewrite the sentences 1. I don’t know what to wear.
28
before receiving correction from T. 2. Could you tell me where to sign my name?
3. I have no idea when to leave for the bus.
4. We’re not sure where to hang the painting.
5. He wondered how to tell this news to his
parents.
6. They can’t decide who to go first.
Exercise 4: Key:
4 .Ss can work in pairs to complete this 1. They wondered/couldn’t tell how to use
exercise. Remind them they can choose that support service.
from the verbs ask, wonder, 2. He had no idea who to turn to for help.
(not) be sure, have no idea, (not) know, 3. Mai asked her mother when to turn off the
(not) decide, (not) tell to report these oven.
questions. 4. Phong and Minh couldn’t decide where to
park their bikes.
5. He was not sure whether to call her then.
6. They wondered what to do to make Linh
feel happier.
Exercise 5 :
5 First, ask the whole class to agree on
five questions they would like to ask
about you. Write them on the
board. Prepare two different versions of
answers to these five questions. (The
more contradictory the two
versions are, the more fun the game will
be!) Write each version on a separate
piece of paper so that you
do not forget them.
Then divide the class into two groups.
Tell Ss that one group will stay inside
the classroom and the other
outside. Each group will listen to you
for the answers to the questions and the
group will then have to
report to the other group what they have
heard from you.

1.Consolidation : When the two groups have been separated and cannot hear each
other, go to each group and tell them one version of the answers. Ask them to remember
what you say.
2.Homework :
Do exercise in workbook.
Prepare COMMUNICATION
29
_________________________________________________________
Period: 19 Week: 7

PERIOD 4 : COMMUNICATION
I. OBJECTIVES :By the end of the lesson, Ss will be able to talk about teen
stress and pressure
1.Language content
Vocabulary : knowledge about teen stress and pressure
Grammar :
III. PROCEDURES:

Write ‘Life skills’ on the board and ask Ss what they Warm up:
think it means. Ask them to give some examples knowledge about teen stress
of life skills. Explain the words in the Extra vocabulary and pressure
box. Use a dictionary or translate the words since they
are all abstract concepts.
1. Ss work in pairs to complete this task. Go around
and offer help if needed. Otherwise, T may turn this
into a group competition. Prepare red paper strips with
the five skill categories, and blue paper strips with the
skill examples. In small groups Ss will match the red Exercise 1
strips to the blue strips. The first group to have the Key:
correct answers is the winner. 1. C 2. B 3. D 4. A 5. E
2 . Give Ss plenty of time to look closer at each skill to
discuss the questions in pairs. Then, as a whole class,
go through each skill and elicit from them the answers
to the questions. Write on the board two lists: one
containing the skills Ss think are necessary for
Vietnamese teenagers, and one containing those that
they think are not. As an alternative, Ss work in small
groups. After their discussion, each group should cross
out the life skills which they think are not suitable for
Vietnamese teens. As a whole class, compare the
results from different groups. Remember each group
will need to explain their decisions.
3 Ss work in small groups to make their own list for
Vietnamese teens. They can base it on the text and add
their own information. Now the class needs to combine
30
all the group lists to make a big list for the whole
class. Write this list on a poster, or on the board.
4 Ask Ss to copy down the ‘big list’ they have created
in 3 in their notebooks. Ss then work individually:
each student goes through the list and evaluates how
good he/she is with each skill. Then Ss work in pairs
to share their results.
If time allows, each pair reports the results to the class.
Based on the results, the class will be able to
identify three skills that most Ss in the class think they
are now good at, and three skills that most of them
think they need to improve on.
1.Consolidation :
Sts can tell some more about how to react with stress and pressure .
2.Homework :
Prepare SKILLS 1
Period: 20 Week: 7
UNIT 3 :TEEN STRESS AND PRESSURE

PERIOD 5 : SKILLS 1
31
I.OBJECTIVES :By the end of the lesson, Ss will be able to
-read for general and specific information about a helpline service for teens in Viet Nam
-talk about teen stress and pressure and how to cope with them

1.Language content :
Vocabulary : knowledge about the work of an advice columnist, asking for advice and
to give advice
3.teaching aids : posters, pictures
III. PROCEDURES:
READING
1 a Ask Ss the question and explain that
a child helpline is a telecommunication
support service for children
and young people. It is free of charge. knowledge about TEEN STRESS
When you contact a helpline, often via AND PRESSURE
telephone, you will get
answered and someone from the
helpline may even come directly to you
to help.
b Ask Ss to read through the text
quickly to get its main ideas. Ask them
to answer the question “What is the
article about?” using the text title,
photos, and key words.
2. Now ask Ss to read the text again to
complete the task. Ss work in pairs to 2. Key:
answer the questions. 1. It’s a free service for counselling and
protecting children and young adults in Viet
Nam.
2. They were callers in the 11-14 year old
and 15-18 year old groups.
3. The calls were mostly questions about
family relationships, friendships, and
physical and mental health.
4. Because they were cases of missing or
abandoned children, or children who were
suff ering from violence, traﬃ cking, or
sexual abuse.
5. The helpline promotes child
participation in its operations by involving
children as peer communicators and
decision makers.
32
6. It aims to create favourable conditions
for children to develop physically and
3 For this task, allow Ss to have another mentally.
close reading (or as many times as they 3.
wish). Ss work individually Key:
first, then compare the answers with 1. T 2. T 3. F
their partner. Ask them to discuss and 4. F 5. F 6. T
explain each person’s own
decision if their answers are not the
same. Then provide feedback as a class.
For each answer, ask Ss to refer
back to the text to find the relevant
information.
SPEAKING Key (suggested):
4 Tell Ss they are going to listen to two Caller 1
students calling a child helpline. Ask Ss Caller: girl, from Ha Noi, last year of high
to look at the note form to get school
oriented about what they are going to Feeling now: a bit depressed and confused
hear. Remind Ss that these are notes so Problem: wants to be a designer; but her
they only need to write key parents want her to be a doctor
words or phrases and not full sentences. Question: doesn’t know what to say to her
After Ss have completed the task parents
individually, give feedback as a class. Caller 2
Then Ss work in pairs to role-play the Caller: boy, named Long, 13 years old,
callers. Ask them to use the notes for the from Ho Chi Minh City
role-play, and remind them to put some Feeling now: worried
emotional expression in Problem: online friend asked for 5 million
their voice for the role-play. dong; said if he refused to give it, his life
would be difficult
Question: wonders whether to tell
somebody about this
1.Consolidation :
To revise reported speech, T may ask the student who listens and takes notes to report
what his/her partner has told him/her.
2.Homework :
Do exercise in exercise book.
Prepare SKILLS 2
Period: 21 Week: 7
UNIT 3 :TEEN STRESS AND PRESSURE

PERIOD 6 : SKILLS 2
33
- listen for general and specific information about the work of an advice columnist
-write a short note to ask for advice and to give advice
Vocabulary : knowledge about the work of an advice columnist, asking for advice and
to give advice
Grammar :
III. PROCEDURES:

LISTENING
1 a+b Ask Ss if they know what an Key:
‘advice columnist’ does. Introduce the 1. likes 2. no longer in
word. If possible, bring in to the class 3. not easy 4. takes time
some examples of the advice column 5. need
page in local magazines for teens (or
you can look them up on the Internet).
Tell Ss they are now going to listen to
an interview with Miss Sweetie, the
advice columnist of 4Teen magazine.
Ask Ss to look at the questions in
Exercise
1b first. Ss then work individually to
complete the task. Play the recording
once to check how much Ss
understand it. Then play the recording
again when providing the key.
Listening
2 For this task, play the recording as 2. Key:
many times as needed. Ss work Key:
individually first, then compare 1. She feels like she is living her teenage
the answers with a partner. Then years again, and she loves helping readers
provide corrective feedback as a class. by giving them advice.
2. She said it’s most important that we put
ourselves in other people’s shoes.
3. Because language should be used
sensitively so that the person can get over
the negative feelings.
3 Ss work in pairs for this task. Ask Key (suggested):

them to explain their decision Key: 1. No 2. Yes 3. No 4. No
afterwards. The options that are in the 5. Yes
34
‘no’ category are because the language
is too strong or direct. Suggested answers:
WRITING
Work through the Study skill box B. I know how you feel, but I don’t think
together with Ss. For each expression, you should worry about this change. It’s
make an example. Ask Ss to add in normal, and it shows that you’re growing
other expressions for giving up.
advice that they have learnt, or know. C. If I were you, I wouldn’t have too high
4 Ss need to look at 2, A CLOSER expectations. I would do my best in the
LOOK 1. Then they work individually exam, but I don’t think it’s a good idea to
to complete this task. Remember this is feel so stressed.
a writing exercise so Ss need to write D. Have you thought about telling this to
down their advice notes in full your parents? They might think of a good
sentences. Remind them to use the solution to help you.
expressions in the Writing Study skill E . It might help to consider breaking this
box ‘Giving advice’. Ss then swap their big task into smaller tasks and then tackle
writing for peer correction. them one by one.
If time allows, let Ss work in pairs F. It might be a good idea to talk about this
when they have finished the writing. to someone. Have you thought about
Student A will read turning to your teacher for help?
out the notes randomly for Student B to
guess which advice note is for which
student in the exercise.

1.Consolidation :
Ss work individually first to write a short note to Miss Sweetie to ask her for advice
about a problem at school or with their friends.
2.Homework :
Prepare LOOKING BACK
Period: 22 Week: 8
PERIOD 7 : LOOKING BACK & PROJECT
I. OBJECTIVES :By the end of the lesson, Ss will be able to review of what they have
learnt in Unit three ( Teen stress and pressure )
35
1.Language content
Vocabulary : knowledge about Teen stress and pressure
Grammar :
III. PROCEDURES:
Vocabulary:
1 Ask Ss to complete the sentences by Exercise 1 : Answer key:
using the support from the pictures, the Key: 1. excited/delighted
options provided, and the meaning of the 2. frustrated/upset
sentences. They work individually first 3. tense/stressed
and then compare with a partner. 4. worried/tense
5. disappointed/frustrated
6. emotional/depressed
2. Ask Ss to remember the meanings of Exercise 2:
these verbs: congratulate, empathise, Key (suggested):
encourage, assure, and advise. 1. ‘Congratulations!’/ ‘Well done!
Then Ss need to look at the situations in 1 You did a really great job!’
to say appropriate sentences. 2. ‘You must have been really
disappointed.’/ ‘If I were you, I
would talk to my parents.’
3. ‘Stay calm. Everything will be
all right.’/ ‘It might be a good idea to
have a break when you feel too
stressed.’
4. ‘I understand how you feel.’/ ‘It
might help to consider talking about
this to someone.’/ ‘Have you
thought about calling a counselling
service?’
5. ‘I understand how you feel.’/
‘It might help to consider focusing
on the good points of the
presentation rather than only the
weak points.’
6. ‘You must have been really
emotional.’/ ‘I understand how you
feel.’
3 . Challenge Ss to complete this Key (suggested):

exercise without looking back at 1. concentrate on doing something;
COMMUNICATION. They can write in organize your timetable
similar skills, or add new skills as they 2. control feelings; know how to
36
wish. get over negative feelings
3. cooperate with others;
communicate well
4. know how to act in emergencies;
know when to stop taking risks
5. cook for oneself and others;
manage a small budget
4 Ss work individually then in pairs when 4.Key:

they compare their answers with each 1. She said she was really stressed
other. out, and that she had had three
sleepless nights thinking about
her exam.
2. He said he couldn’t concentrate
because it was too noisy in there.
3. She said she had been very upset
at first but she was fine then.
4. He said he didn’t think taking
risks too often was a good idea.
5. She said he would take a cooking
class before he went to college.
6. He said he really wished he could
make informed decisions
5 Ss work individually to complete this 5. Key:
task. 1. Today I’m going to tell you what
to do in case of fire.
2. Be sure you know where to find
the nearest exit or stairway.
3. You should know how to activate
the fire alarm.
4. You should know what number
to call to report the fire and ask for
help.
1.Consolidation : discuss this task in pairs to work out the advice they would give to the
two callers. Encourage Ss to use the phrases they have learnt for giving advice.
2.Homework :
Prepare Review 1
Period: 23 Week: 8
Review 1: UNIT 1 – 2 – 3
Lesson 1 - LANGUAGE
37
I. OBJECTIVES:
 This unit reviews the language and skills Ss have learnt in Units 1, 2, and 3. Help Ss to
recall the language and encourage them to contribute as much as possible.
III. PROCEDURES:

Pronunciation
Activity 1:
Ask Ss what kinds of words are underlined. Elicit the rule from
Ss (they are content words and are stressed because they contain
all the important information being conveyed). Play the
recording for Ss to listen and read along silently, then they can
repeat out loud trying to stress the same words. Call on some Ss
to read out the sentences again. Correct their pronunciation as a
class.
Note: All the underlined words are stressed.
1. My town is nice and peaceful, but it isn’t very big.
2. Da Nang Museum of Cham Sculpture attracts a lot of foreign visitors.
3. A: Were you wearing a helmet when you fell off your bike?
B: No, I wasn’t.
4. Son: Can I go to a party tonight, mum?
Mother: OK, but please don’t make noise when you come home.
5. A: My mum’s really a good friend of mine.
B: Is she? Mine is very strict towards me.
Activity 2:
Ss work in pairs first to mark the underlined words as W (weak)
or S (strong). Then T plays the recording for Ss to check. Play
the recording again and Ss repeat. Pause and correct their
pronunciation.
1. A: Is (W) Minh happy about winning the scholarship?
B: Yes, he is (S). But his parents are (W) happier.
2. A: I can’t (S) understand it! Aren’t (S) you my son?
B: I’m terribly sorry, dad. But it isn’t (S) entirely my fault.
3. A: Pho Hien is (W) a very old town in North Viet Nam.
B: Is it (S)? Where is it (W) located? - reduce pollution
4. A:It’s (W) raining. Are they (W) wearing raincoats? - pull down an old building
B: She (S) is, but he (S) isn’t. - empathise with someone
- make a handicraft
Vocabulary - set up a home business
Activity 3: - feel worried and frustrated
Ss do the task individually and then share their answers with a - have high expectations
partner. Check Ss’ answers. - provide employment
Activity 4: 1. giant 2. tallest
Let Ss read the passage, then do this exercise individually. T 3. attractions 4. symbol
may ask some Ss to write their answers on the board. T corrects 5. fascinating 6. excited
as a class. 7. affordable 8. interest
38
Grammar
Activity 5: 1. set up 2. deal with
Ss work individually and then compare their answers with a 3. turned down 4. look up
partner. Call on some Ss to write their answers on the board. 5. give up 6. put up with
Other Ss comment. T corrects as a class. 7. got over 8. keep up with
Activity 6: 1. Trang wondered what to wear

Ss do the task individually. Tell them to write the reported to the fancy dress party.
sentences in their notebooks. Call on some Ss to read their 2. She couldn’t decide whether
sentences. T checks. to help Chau with the money
her mum had given to her.
3. Nick wondered where to get
those traditional handicrafts.
4. Phuc had no idea who to turn
to for help with his homework.
5. Hoa was not sure when to
break the sad news to him.
Everyday English
Activity 7:
1. As far as I know
Ask Ss to discuss in pairs and choose the suitable words/phrases
2. what to do
to complete the talks. After checking their answers, have some
3. Cool
pairs act out the mini-talks.
4. No worries
5. If I were in your shoes
IV- HOMEWORK:
-Prepare Review 1 ( Skills )
Period: 24 Week: 8
Lesson 2 - SKILLS
39
I. OBJECTIVES:
This unit reviews the language and skills Ss have learnt in Units 1, 2, and 3. Help Ss to
III. PROCEDURES:

Reading a
Activity 1: - found out: got information - face up
Have Ss read the letters silently. T clarifies anything to: deal with
they do not understand. Choose Ss to read the letters - go on with: continue - keep away
aloud sentence by sentence. Correct their pronunciation. from: avoid
Then Ss do the exercise in pairs. T corrects as a class. b
1. F
Speaking 2. T
Activity 2: 3. T
Ss work individually first. Have them read all three 4. T
situations and think of the one that interests them the 5. F
most. Then they talk in groups. Give them a few
minutes to prepare what they want to say. Encourage
them to use the language they have learnt. Go around
and give assistance if need be.
Listening
Activity 3:
a/ Play the recording once. Ss listen and write their
answers.
Play the recording again for Ss to check. Explain any
difficult words if necessary. 1. In a (little) town.
b/ Play the recording again once or twice, or as required. 2. In a city.
Ss write down the words/phrases as they hear them. T
checks. 1. a stranger
2. at night
3. downtown
4. entertainment
Audio script:
Michelle: Hi, Mike! How’s it going?
Mike: Hi. I’m good, thanks. Are you still living in
the same place?
Michelle: Yes, I’m still in that ‘sleepy’ little town.
But you know, I enjoy living there. It’s quiet, and
everyone is friendly. I don’t really like the city. I
feel like a stranger here. And it seems kind of
dangerous, especially at night.
Mike: Well, I live here in the city, as you know.
We live in an apartment downtown. The city is
big, and it doesn’t feel as safe as a small town like
Writing yours. But I think the people here are pretty
Activity 4: friendly. My neighbourhood is like a small town
with its own stores, cafés, and restaurants …and
40
Before Ss write, brainstorm Ss’ ideas about a craft we can enjoy all kinds of entertainment: cinemas,
museums …
village (or a place of interest they have been to if they Michelle: OK, so then on weekends I should come
haven’t been to a craft village). Tell them to look at the into the city for all that.
cues given; note, they will need modifying slightly Mike: OK. Sure!
for a place of interest. Encourage them to use the
words/phrases they have learnt in the units. Give Ss
time to do the writing task. Then have them swap their
work with a partner to check before handing it in.
Collect their papers to check at home.
IV- HOMEWORK:
-Prepare A 45-minute Test
Period: 25 Week: 9
A 45-MINUTE TEST
TEST 1
41
III. PROCEDURES:
IV- HOMEWORK:
-Prepare UNIT 4 ( Getting started )
Period: 26 Week: 9
Unit 4: LIFE IN THE PAST

Lesson 1 - GETTING STARTED: Preserving the past
42
use the lexical items related to life in the past
III. PROCEDURES:

Activity 1:
1 Ask Ss to look at the title of the conversation and the picture.
Ask them some questions:
• What do you think the people in the conversation are talking
about?
• How do you understand the title ‘Preserving the past’?
Ss answer the questions as a class. Play the recording and have
Ss follow along.
a./ Ss work independently. Encourage them to answer the Key:
questions without looking back at the conversation. Then 1.Fathers make kites for sons.
allow Ss to share answers. Check their answers as a class. 2.Once every two months.
3.They used to come early,
trying to get a place near the
screen.
4.Only wealthy households.
5.Yes, he does. He said:
“Sometimes I wish I could go
back to that time.
b./ Ask Ss to find the expressions in the conversation and read Key:
the context where they appear to make sure that they understand 1.c 2.a 3. d 4.b
the meanings of the expressions correctly. Ss then do the
matching. Correct the answers as a class. Ask Ss if they can
think of some more expressions with the same meaning. Key:
c./ Have Ss work independently to find the most suitable 1. Sure. 2.I can’t imagine that.
response to each item. Ss can then exchange their answers. T 3.How cool!
checks as a class and explains the answers where necessary. 4.I wish I could go back to that
time. 5. How cool! 6.I can’t
Activity 2: imagine that.
Make sure Ss understand the meaning of the words/phrases in Key:
the box. T can ask them to give some examples to show that 1.a 2. d 3.c 4. b 5. e 6.
they understand the phrase ‘technological changes’. Ss then F
work independently to complete the sentences. Have them share
their answers in pairs. Then elicit the answers from the whole
class.
Activity 3: Example: Women in Hue used
Have Ss work in small groups to come up with as many past to go swimming at the beach
events and practices in their areas as possible. fully clothed, to wear palm leaf
Give the groups a time limit, for example, five minutes. Have conical hats, to wear the
them present the list they have made to the class. As a whole traditional long dress whenever
class, decide if these practices were specific to their region or they went out, to stay at home
neighbourhood or were also practised elsewhere. as housewives, ...
43
IV- HOMEWORK:
____________________________________________
Period: 27 Week: 9
-identify in which situations to stress auxiliary verbs in sentences and say these
sentences correctly
- use used/didn’t use + to-infi nitive to talk about past practices
III. PROCEDURES:

Grammar
Activity 1: Key:
Ask Ss to do the matching individually. Then allow 1.f 2.g 3.b 4.a 5. c 6.e 7. h 8.d
them to share their answers with a partner. Check as
a class.
Note: Ss might have diffi culty with the meaning of ‘act
out stories’, ‘go bare-footed’, and ‘dance to drum
music’. To check comprehension, T can ask Ss to mime
activities to ensure everyone has a thorough
understanding of the phrases.
Activity 2:
Ss work individually or in pairs. Ask them to Key:
choose the correct answer for each sentence first. 1.kept a diary 2. entertain themselves
They then read the sentence carefully to determine the 3.preserve our traditions 4.Use your
form and the tense of the verb. Check the answers as imagination 5.acting out stories
a class 6. collect the post 7. going bare-footed
8. dance to drum music
Activity 3: Key:
Have Ss work individually. Then they can exchange 1.seniority 2.illiterate 3.street
their answers with a partner. Check as a class. Now ask vendors
for volunteers, or select Ss, to make new sentences 4.strict rules 5. Physical 6.face to
using these words and phrases. Let the rest of the class face
decide whether the sentence makes sense or not. Try to
give lots of Ss a go, not just the ones who are the
most extrovert in the class.
Activity 4:
These words have similar meanings. Before doing the Key:
44
task, ask Ss to cover the REMEMBER!box and elicit 1.habit 2.behaviour 3.tradition
the defi nitions if possible. Then allow them to read the 4. habit 5. practice 6. Behaviour
defi nitions before doing the task. Have Ss read
each sentence and decide what part of speech is missing
from the sentence. For example, sentence 1 needs a
noun because this word stands after article ‘a’. They
then complete all the sentences. Confirm the
correct answers as a class.
Activity 5:
Ask Ss to note all the auxiliaries they fi nd in the Key + Audio script:
sentences fi rst. Discuss with them which ones they 1. Life will be improved in those
think will be stressed. Play the recording. Ss listen andremote areas.
underline the stressed auxiliaries. They then repeat the 2.They can see the rain coming in
sentences with a focus on the stressed ones. from the west.
Since Ss often see auxiliaries as unstressed, it is a good
3.You didmake me laugh!
idea to give Ss some initial guidance from the 4.He hasn’thanded in his assignment.
REMEMBER!box under exercise 5before they actually 5. I don’tlike the idea of going there at
do the exercise. night.
6.Sam doesn’t like fast food but I do
Activity 6: Key + Audio script:
Have Ss work individually to stress the auxiliaries. Ask 1.- The men in my village used to
them to refer to the REMEMBER! box as they do the catch fi sh with a spear.
exercise. Then play the recording. Ss listen, check, - Could you do that?
and say the sentences. Call on some Ss to say the - No, I couldn’t.
sentences individually. 2. I havetold you many times not to
leave the door open.
3. We’re going to visit Howick, a
historical village.
4. - You aren’tgoing to the party? Is it
because you can’tdance?
- I candance. Look!
5. - I hope she doesn’tdo any damage
to the car.
- Don’tworry. She doesknow how to
drive.
IV- HOMEWORK:
Period: 28 Week: 10

45
-use used/didn’t use + to-infi nitive to talk about past practices
-express wishes for the present
III. PROCEDURES:

Activity 1: Key: B
Have Ss underline the sentences containing used
to/didn’t use to + infi nitive in the conversation in
GETTING STARTED. Ask them to choose the correct
answer A, B, or C. T may write the rule on the board as
a reminder for Ss as they do exercise 2.
Activity 2: Key:
Have Ss work individually. Then ask them to exchange 1.used to be 2.didn’t use to transport
their answers. Correct them as a class 3. used to dye
4. used to kill 5. used to pull out
6.didn’t use to spend
Activity 3: Key:
Ask Ss to read the conversation in GETTING 1.for the present
STARTED again and look for sentences containing 2.the past simple and past continuous
wish. Ask them to underline the main verbs in the
sentences and answer the questions.
Elicit the rule for the main verbs in the wishsentences
for the present. Then have them read the Look out!
box. T may write the rule on the board.
Activity 4: Key:
Have Ss do this exercise individually. They may refer to Correct: 1 and 4
the rule on the board. T checks the answers as a class. Incorrect: 2. will →would 3.can
→could
5. don’t →didn’t 6.is →was/were
Activity 5: Key:
Have Ss look at the prompts first and decide whether the 1. I wish we could communicate with
sentence is a wish for the present/future or for animals.
something happening right at that moment. They then 2. I wish no child was/were suffering
choose the appropriate tense for each sentence. from hunger.
Once they have done this, ask them to write out the 3.I wish I was/were playing on the
sentences in full. If time allows, let Ss share their work beach.
with their partner. T checks as a class. 4.I wish there was/were/would be no
more family violence in the world.
5.I wish I was/were going bushwalking
with my friends.
6. I wish there were four seasons in my
area.
IV- HOMEWORK:
46
________________________________________________________________-
Period: 29 Week: 10

make comments on or express opinions about facts in the past
III. PROCEDURES:

Activity 1:
a./ T can start this session by writing ‘Looking Back’ on
the board and leading Ss through the discussion of the
questions. Encourage Ss to give any or all ideas. There
are no wrong answers at this stage.
b./ Before Ss read the passages, check their
understanding of the words in the Extra Vocabularybox
by drawing simple pictures, giving defi nitions or
examples of usage. Have Ss read the passages
individually as quickly as possible. Then refer to their
answers in 1aand see if their guesses are correct.
Activity 2: Key:
Have Ss read the defi nitions and look for the 1.illiterate 2. pass on 3.treat
words in each story. They may do this individually (someone) 4.block 5. survive
or in pairs. 6.dogsled
Activity 3: Suggested answers:

This task encourages Ss to use their critical thinking 1.It was diffi cult to reach the
skills to fi nd explanations for the questions. Ss will villagers on the mountain./There
consequently gain a deeper understanding of what life were no other means of transport
was like for these people. available.
Have Ss work in groups. Encourage them to use their 2. There was no school in the
imagination and background knowledge to explain villages./The nearest school might be
some information from the stories. Ss then share their too far away.
opinions with the class. T acts as a facilitator. 3. There were no other materials
available in that deserted land./There
were no easy means to
transport materials from other places to
the island.
47
4.It was impossible to build a big
house with several rooms in the ice and
snow./People felt safer living
in communal groups
Activity 4: Key:
Have Ss work in groups to match the responses with the Story 1:2, 4
stories. Ask them to underline the key words in Story 2:1, 3, 5
the responses which help them do the matching.
Activity 5:
Ask Ss to work in small groups and work out a story of
their own. Make sure Ss include the necessary
information in the story as suggested in the task. Each
group then presents the story to the class. The rest
of the class can ask questions about the topic.
IV- HOMEWORK:
-Prepare SKILLS 1
________________________________________________________________-
Period: 30 Week: 10

Lesson 5- SKILLS 1
listen and read for specific information about school life in the past
II . PREPARATION:
sub -board, pictures, cassette
III. PROCEDURES:

Reading
Activity 1:
Brainstorm how teens entertained themselves in the past
compared to the present. Make notes of the activities in
two lists and leave them on the board while the class
reads the conversation in2.
Activity 2:
Have Ss read the conversation individually and answer Key:
the questions. Check Ss’ answers as a class. Ask Ss 1.They used to play outdoors, in the
to show where the information for each answer appears fresh air.
Speaking 2.They met and talked face-to-face.
Activity 3: 3.It kept them healthy and in shape.
Ask Ss to read the example in 3and the expressions for 4.At home.
48
opinions and comments in the REMEMBER!box at the 5.You had to use your own
bottom of the page. Once they are clear about what imagination.
they have to do, they can read each pastime in the 6.No, they didn’t.
list and discuss what they think about it in groups of
three or four. T should move around the groups and off
er guidance.
Activity 4:
Apart from expressing an opinion on a practice in the
past, Ss have to decide whether they would like to
keep the practice alive and explain why.
Allow Ss some time to read the practices, make
their decision, and think of the reasons for their
choice. They can then start their discussion. T
moves around the class to facilitate the discussions.
If something interesting is expressed, T may wish to
bring the whole class together to discuss it.
IV- HOMEWORK:
-Prepare SKILLS 2
Period: 31 Week: 11
-listen for specifi c information about school life in the past
-write a description of how children in the past studied without technology
49
III. PROCEDURES:

Listening Key:
Activity 1: 1.F 2.T 3. T 4. NG 5.F 6. T
Ask Ss to look at the old photo and read the introduction
to the listening and the questions. T may even decide to
do a prediction task by asking Ss to guess if each
statement is true or false before listening.
T then plays the recording and Ss tick () the answers. T
can play the recording at least twice. Elicit the answers
from Ss. Ask them to explain their answers. Confirm the
answers as a class.
Activity 2: Key:
- Have Ss read the questions fi rst to determine 1. 15 2.bare-footed 3. maths, history
which information they need to fi ll the blanks. (in any order)
Ss then listen to the recording again and write their 4.strict rules 5.extra classes
answers. T checks the answers as a class.
WRITING
-Activity 3 Sample writing:
Ss may work in groups of three or four. Together they It is most likely that students twenty
years ago were not able to enjoy the
make a list of the facilities they are using for their Internet in their studies.
studies. They then tick the ones they think were not That’s why it took them a lot of time, energy,
available about twenty years ago. and even money, to do a project that we can
T may have the groups write their lists on board. Leave now easily complete in one or two days.
the list there for 4. For example, when being asked to write an
assignment about past habits, the students had
Activity 4: to go to the library, look for books on the
Ss work individually, referring to the framework while topic, read the books, and hand-write any
they are writing. If time allows, T can ask some Ss to information that they thought was useful for
share their writing with the class. their assignment. They would also have to
meet with some old people and talk to them
about the past. At home, they had to hand-
write their assignment, possibly with a lot of
erasing and rewriting of the first draft. After fi
nishing the draft, they had to write a clean
copy on another piece of paper for
submission.
IV- HOMEWORK:
Period: 32 Week: 11

50
 Use some vocabularies and structures to talk about related to life in the past
III. PROCEDURES:

Activity 1: Key: 1. B 2. A 3.C 4. A 5.B
Have Ss complete this exercise individually. Check their
answers as a class
Activity 2:
a./Ss work individually. They can then check with their Key: 1. b 2. e 3. a 4.c 5.d
partner. Confi rm the correct answers
b./ Have Ss complete this exercise individually. Check Key: 1.acting out 2. die out
their answers as a class. 3.preserve 4. collecting 5.entertains
Grammar
Activity 3: 1.Men used to be the bread winner of
Ss complete this task independently or in pairs. the family.
Discussion may sometimes be necessary to decide if a 2.Women didn’t use to go to work.
thing was/was not practised in the past. Only then can 3.People didn’t use to travel on
they form the correct answers. Check as a class. holiday.
4.Families didn’t use to be nuclear.
5.People used to makebanh chung at
Tet themselves.
6.Children used to play outdoor
games.

Have Ss complete the exercise independently. Have 1.I wish my village had access to
them share their wishes with the class. clean piped water.
2.I wish there was/were a bridge over
the river, so we did not have to cross
the river by boat twice a day
to school.
3. I wish there was/were an
organisation for social activities for
teenagers in my town.
4. I wish I was/were tall enough to
play basketball.
5.I wish there were four seasons in my
area./ I wish we had spring and autumn
in my area.
Encourage Ss to use their imagination and work 1.I wish it would stop raining.
out wishes for the situation. Have them share their 2.I wish the wind weren’t blowing so
answers with the class. hard.
3.I wish the sun were shining.
51
4. I wish I were sitting in a warm
house.
Communication Key:
Activity 6: Order: 1-4-5-2-9-7-8-6-3
Ss work in pairs or small groups to complete the
exercise. Check as a class. Then they can practise the
conversation with their best pronunciation and fl uency.
Project: Preserving the past

This project aims to encourage Ss to do more research
about the past with a focus on traditions and habits
which are dying out.
Divide Ss into groups of four to fi ve and instruct
them on what they have to do. Encourage them to
interview previous generations – either members of their
family or neighbours. Tell them to
- choose the pastime they most appreciate and would
most like to preserve
- explain their choice
- work on a plan of how they can help to preserve it
Have Ss present their posters in the next lesson.
When all the groups have given their presentations,
the whole class can vote for the best.
IV- HOMEWORK:
Period: 33 Week: 11
Test correction
T gives the keys

SS check their results
T gives feed back
Results
52
>= 5 <5
37/37 (100%) 0%
Period: 34 Week: 12
UNIT 5: WONDERS OF VIET NAM

LESSON 1: Getting started
I. OBJECTIVES: By the end of the lesson, Ss will be able to
53
 use lexical items to describe wonders of Viet Nam
III. PROCEDURES:

Activity 1:
Play the recording. Ss listen and read along. T can play *Vocabulary
the recording more than once. Pause the recording - recommend(
at the appropriate places if Ss need help with v)
comprehension. Ask Ss questions about the picture: - rickshaw(n)
1-Have you ever visited a wonder of Viet Nam? - bother(v)
2-What is it? Where is it? - complex (adj)
3-What is special about it? - be worth (+V- ing)
-First, have Ss work independently. Then allow
them to share their answers before discussing as
a class.
-Tell Ss to refer to the conversation to fid the a-Read the conservation again and
expressions. Practise saying the expressions (play fill in each gap (with no more than
the recording again as a model if necessary). Pay three words).
attention to intonation when asking for, making, 1-Hue City
or responding to recommendations. 2-three
Activity 2: 3-go by air
-Have Ss work independently. Then allow them 4-beautiful sights
to share their answers before playing the 5-use rickshaw
recording for them to check. Play the recording 6-the museums
for Ss to repeat the phrases. T may remind Ss to b- Read the conversation again and
pay attention to the intonation. find the expressions Veronica and
-Ss work independently to do the matching. Mi use to ask for, make, and
Allow them to share their answers before giving respond to recommendations.
comments, and make any corrections. Ask Ss to
work in pairs, practising the exchanges. T may go 2-a) Write the responses into the
around to provide help. correct column
Activity 3:
-First, have Ss work in pairs to match the
names of the places of interest to the pictures.
Then check with the whole class. T may ask Ss
to say the names of these places of interest in
Vietnamese and where they are situated. b)Match sentences (1-4) to
-Ss do the exercise individually and then sentences (a-d) to make exchanges.
compare their answers with a partner. Check Then practice the exchanges with a
the answers with the whole class. partner.
Activity 4: 1-b; 2-c; 3-d; 4-a
Model this activity with a more able student.
Then ask Ss to work in pairs. T may go around 3)
to provide help. Note that weaker Ss can stick a- Write places of interest under
very closely to the model by substituting the the pictures.
names of different wonders in the conversation. 1-b; 2-c; 3-e; 4-a; 5-f; 6-d
54
However, it’s good to encourage more able Ss to
create their own versions of the conversation.
Call on some pairs to practise in front of the
class, remembering that this is a fluency stage - T gets ss to put places of interest
and correction should be reserved for the end in the correct column.
and kept to a minimum so as not to deter Ss Natural wonders: Ha Long, Phong
from taking risks with the language. Nha Cave; Cuc Phuong National
Park
Man-made wonders: One Pillar
Pagoda, Sai Gon Notre-Dame
Cathedral, Po Nagar Cham Towers
IV. HOMEWORK:

Period: 35 Week: 12

LESSON 2: A closer look 1
 identify in which situations to stress short words (a, of,…) in sentences and say them
correctly.
III. PROCEDURES:

Activity 1: -cavern(n)
-Ask Ss to do the exercise independently. Then have -fortress(n)
them share their answers with one or more partners. T -tomb(n)
may ask for translation of the nouns in the box to check -astounding(adj)
their understanding. With a stronger class, ask Ss -picturesque(adj)
to find some real-life example of the nouns in the box. 1-Write the words with the correct
Activity 2: pictures.
-Ss work independently and then share their answers 1-B; 2-D; 3-A
with one or more partners. T may ask for translation 4-E; 5-C; 6-F
of some adjectives to check their understanding. 2-Fill each blank with a suitable adj
Activity 3: from the box.
-Ss work in pairs to match the nouns to the definitions. 1-located/situated
55
Allow them to share their answers before checking 2-picturesque
with the whole class. T may ask for translation of the 3-astounding
nouns in the box to check their understanding. 4-geological
With a stronger class, ask Ss to make some example 5-administrative
sentences with these words.
-Have Ss complete the sentences individually, using the 3a-Match the nouns in A to the
phrases in 3a. Then have some of them read definitions in B.
out their answers before checking as a class. 1-b; 2-d; 3-a
Activity 4: 4-e; 5-c
Play the recording and ask Ss to listen and repeat the b-Use the nouns in 3a to complete
sentences, paying attention to whether the words in the sentences.
red in each sentence are stressed or not. T may play the 1-structure
recording as many times as necessary. 2-measures
-Read through and explain the rule in the REMEMBER! 3-setting
box and ask some Ss to give some examples of the 4-complex
cases where the short words (a, of, the, etc.) are used in 5-recognition
the strong form.
Activity 5:
-First, ask Ss to work in pairs to practise reading aloud 4-Listen and repeat, paying attention
the mini-talks and decide in which sentences the to the words in red in each pair of
short words are stressed. Then play the recording. Ss sentences.
listen and underline the stressed words. T may pause 1. A: This is a (S) solution, but not the only one.
B: Attempts to f nd a (W) solution have failed.
after each sentence and ask them to repeat chorally. 2. A: I’m fond of (W) bananas.
Correct their pronunciation if necessary. B: Bananas are what I’m fond of (S).
Activity 6: 3. A: It’s not trick and (S) treat; it’s trick or (S)
-Ss practise the mini-talks in pairs. T may go around to treat.
B: I need Peter and (W) Mary or (W) John and
provide help. Call on some pairs to practise the (W) Nick to help me.
mini-talks in front of the class. Correct their 4. A: It’s good but (W) expensive.
pronunciation if necessary. B: You shouldn’t put ‘ but’ (S) at the end of the
sentence.
5-Read the mini-talks and underline

the short words using the strong
form.
1. A: Where are you from?
B: I’m from Ha Noi.
2. A: Can you come and check this paragraph for
me?
B: It’s OK but you shouldn’t use ‘ and’ at the
beginning of the paragraph.
3. A: Did you ask her to join our group?
B: I’ve asked her several times but she
doesn’t want to.
4. A: Is this letter from Peter?
B: No, the letter is to him, not from him.
IV. HOMEWORK:
56

Period: 36 Week: 12

LESSON 3: A closer look 2
 use the impersonal passive and the verb suggest+ Ving/clause with should
III. PROCEDURES:

Activity 1:
-First, ask Ss to study part of the conversation from
GETTING STARTED. Draw Ss’ attention to how to 1a-Read part of the conversation. Pay
form the impersonal passive by analysing the attention to the underlined part.
underlined part and the rule. Then ask some more b-When do we use the impersonal
able Ss to give some examples to illustrate. Next, ask passive? Can you think of any rules?
Ss to read the conversation in GETTING STARTED It+ to be +P.P+ that + S+ V
again and underline another impersonal passive that
they can f nd. Ask them to share their findings with a
partner before checking with the whole class. 2-Complete the sentences using the
-First have Ss cover up the yellow box in1b and try correct passive form of the verbs in
to work out the usage themselves for this structure. brackets.
Accept all their ideas. Now uncover the box and 1-It is known…
allow Ss to analyse the rule and the examples in the 2-It is believed…
box. Then ask some Ss to give some more examples 3-It is reported …
to check understanding. 4-It is claimed…
Activity 2: 5-It is understood…
-Ss complete the sentences independently. Ask them 6-It is expected...
to share their answers with a partner. Ask some Ss to
say their answers aloud. Give comments and make 3-Here are some things we hear about
any correction if necessary. Po Nagar Cham Towers.Write sentences
Activity 3: about it using the impersonal passive.
-Ss write the sentences independently, then compare 1-It is claimed that Po Nagar Towers
them with one or more partners. Ask some Ss to say ….Viet Nam.
their sentences aloud. Give comments, and make any 2-It is said that The Cham people….
correction if needed. 3-It is believed that the Po Nagar …
Activity 4: 4-It is understood that Po Nagar Kalan…
-Ask Ss to read part of the conversation from 5-It is known that a sculpture…
GETTING STARTED, paying attention to the 6-It is thought that in the 17th century…
underlined part. Then explain to Ss the structures
used with the verb suggest and ask them to make 4a-Read part of the conversation. Pay
some examples to illustrate. attention to the underline part.
57
-Ask Ss to study the rules in the box. Draw Ss’ b-When do we use suggest+ V-
attention to the use of the verb suggest by analysing ing/clause with should? Can you think of
the examples in the box in 4b and the REMEMBER! any rules?
box. Then ask some able Ss to give some more
examples 5-Write answers to the following
questions using suggest+V-ing/clause
Activity 5: with should and the prompts in brackets.
-Ask Ss to do the grammar exercise individually. Then practice them with your partner.
Remind them to refer to the box in 4b and the The first one has been completed for
REMEMBER! box and use a dictionary if necessary. you.
Then have Ss compare their answers in pairs before 1-I suggest the government should limit
checking with the whole class. the number of visitors every day.
2-I suggest we should
Activity 6: control/controlling deforestation.
-First, model this activity with a more able student. 3-I suggest we should put/putting these
Then ask Ss to work in pairs. T may go around to valuable things in high security places.
provide help. Call some pairs to practise in front of 4-I suggest we should raise/raising the
the class. money.
5-I suggest we should reduce/reducing
-Ask Ss to work in pairs, reporting their previous smoke and exhaust fumes.
partners’ ideas to the new ones. Then T may ask
some Ss to report their previous partners’ ideas to 6a-Work in pairs. Tell your partners
the whole class. what they should do in the following
situations, using suggest +V-ing/clause
with should.
b-Now report your partner’s ideas to
another partner.
IV. HOMEWORK:
-Prepare COMUNICATION

58
Period: 37 Week: 13

LESSON 4: Communication
 use lexical items to describe wonders of Viet Nam
III. PROCEDURES:

Activity 1: Game: Matching
-Ask Ss to read the instruction carefully and (Words and meaning)
remind them to remember the key words in *Vocabulary
the statements. Play the recording and ask Ss -proper name
to decide whether the statements are true (T) -contestant(n)
or false (F). Elicit the answers from Ss and write -spectacular(n)
them on the board. Have them correct the false -round(in a game)
statements where applicable. Play the recording
again for Ss to check the answers.
Activity 2: 1-Listen to the radio programme
-First, have Ss read the next part of the radio from 4Teen. Then decide
programme and guess what the missing word whether the following statements
for each gap in the conversation is. Then play are True or False.
the recording. The first time, ask Ss to close their 1-F; 2-T
books and listen only. Then play the recording 3-F; 4-T
again and allow Ss to fill in the gaps as they listen. 5-F
Ask Ss to share their answers in pairs before 2-Listen to the next part of the
playing the recording the final time to allow radio programme. Then fill in
pairs to check their answers. If time is limited, the gaps with the words/numbers
T may play only the sentences that include the your hear.
information Ss need for their answers. T may 1-central
ask Ss to read the conversation again, paying 2-two hundred
attention to the meaning of the words/phrases: 3-park
proper name, contestant, spectacular, round. 4-discovered
Activity 3: 5-paradise
-Ask Ss to work individually, each writing six
sentences that describe one of the wonders of
Viet Nam they know. Remind them not to let
anyone know their sentences.
Activity 4:
-Ask Ss to work in groups of four or five to play the game 3-Write six sentences that
‘ What’s What?’ T goes around the groups to provide help. describe one of the wonders of
59
Viet Nam you know.
4-Work in groups. Play the game

“What’s What?”
IV. HOMEWORK:
-Prepare SKILLS 1

60
Period: 38 Week: 13

LESSON 5: Skills 1
 practice their reading and speaking skills related to the topic.
III. PROCEDURES:

Activity 1: Guessing game
Ask Ss to scan the article to f nd the words: vast, pilgrims, Picture and some information
theme, backdrops, and reign. Help Ss work out -vast(a): extremely large in size,
the meanings of these words from the context. amount,…
-pilgrims(n): a person who
travels to a holy place for
religious reasons.
-theme(n): the subject or main
idea in a talk, piece of writing, or
work of art
-backdrop(n): the general scene
in which an event takes place
-reign(n): a period during which
a king, queen, emperor,etc,rules.
Activity 2: 1-It is located in Huong Son

T may set a longer time limit for Ss to read the text again Commune, My Duc District,
and answer the questions. Ask Ss to note where Hanoi.
they f nd the information that helps them to answer the 2-It includes Den Trinh
questions. Ss can compare their answers with a (Presentation Shrine), Thien Tru
partner before discussing them as a class. and the Perfume Temple.
3-The centre of this complex, the
Perfume Temple, also known as
Chua Trong, is located in Huong
Tich Cavern.
4-Its beauty has been used as the
theme of famous songs and a
topic of lyric poetry.
5-Pilgrims from all Viet Nam do.
Activity 3:
First, ask Ss to work in pairs, to put the things that have
caused damage to the man-made wonders of
Viet Nam in order of seriousness. T may go around to
61
provide help. After Ss finish, call on some pairs to
report their choices and give the reasons for them.
Activity 4: Example:
a Ask Ss to work in pairs, and use the ideas in 3 to suggest A: It is reported that many of our man-
ways to protect and preserve the man-made made wonders have been damaged. What should
wonders of Viet Nam. Go round to provide help. we do to protect and preserve them?
b Have the representative of each pair in turn report their B: I suggest that we should limit the
best ideas to the whole class. Give comments number
of tourists visiting them every day.
and make any correction if necessary. A: That’s a good idea. I’d like to suggest
Activity 5: raising
money to restore and preserve them...
IV. HOMEWORK:
-Prepare SKILLS 2

62
Period: 39 Week: 13

LESSON 6: Skills 2

 practice their listening and writing skills related to the topic.
III. PROCEDURES:

Activity 1 : What do you know about Ha Long Bay?
Ask Ss to read the instruction carefully and -recognition(n)
remind them to underline the key words in the -situate(v)
statements. -existed(a)
Play the recording and ask Ss to decide whether -unforgettable(a)
the statements are true or false. Then ask two or
three Ss to write their answers on the board. Play 1)
the recording again for Ss to check the answers. 1-T ;2-F ; 3-T ; 4-T
Activity 2 :
Ss work in pairs to discuss the missing word for 2)
each gap from the information they have heard in 1-Northeast ;
1. . Play the recording again and allow Ss to f ll in 2-UNESCO
the gaps as they listen. Ask Ss to share their 3-picturesque ;
answers in pairs before playing the recording the 4-zones
final time to allow pairs to check their answers. If 5-caverns ;
time is limited, T may play only the sentences that 6-astouding
include the information Ss need for their answers.
Activity 3 :
Ask Ss to make notes about a wonder of Viet Nam
that they or their family members have visited in
the given table. Remind them that they do not
have to write full sentences and they can use
abbreviations.
Then ask Ss to share their notes with their
partners. T may ask some more able Ss to read out
their notes to the whole class.
Activity 4 : 4a. Use your notes in 3 to write a short

a. First, have Ss study the guidelines on how to article describing a wonder of Viet Nam.
write a passage describing a place in the
REMEMBER! box. Set up the writing activity. Ss
63
should use their notes in 3 and the notes in the
REMEMBER! box to help them to structure their
writing. T can also help them get started by
writing the opening sentence on the board, based
on the audio script: It is said that [wonder] is a
[adjective] place …
b. Ask Ss to write the first draft. T may go around 4b. Swap articles with a partner and review
to comment or provide help. Then have Ss write each other’s drafts. Make revisions and
their final version in class or at home. If they corrections if necessary. Then present your
write in class, they can also do it in pairs or final article to the class.
groups. T may display all or some of the work on
the wall/ noticeboard. Other Ss and T give
comments. Ss edit and revise their writing for
homework.
IV. HOMEWORK:

Period: 40 Week: 14

LESSON 7: Looking back & Project

 practice review the vocabulary and grammar in unit 5.
III. PROCEDURES:

Activity 1 1)
-Have Ss match adjectives in column A to 1-b; 2-d; 3-e; 4-a;5-c
definitions in column B.
-Ss do the ex.
Activity 2 2)
-Ask Ss to underline the correct word in each 1-fortress; 2-limestone
64
sentence. 3-cavern; 4-tombs
-Ss do the task.
Activity 3 3)
-Get Ss to use the words from the box to complete 1-complex; 2-measures
the sentences. 3-recognition; 4-setting
-Ss do the task. 5-structure
Activity 4 4)
-Ask Ss to rewrite the following sentences using 1/It is expected that more than…..
the impersonal passive. 2/It is reported that Thien Duong …
-Ss write the answers on the board. 3/It is believed that the Perfume…
4/It is said that Ha Long Bay…
Activity 5 5/It is hoped that many defensive…
-Ask Ss to work individually to write down four
bad things that happened to them yesterday. Then
have Ss discuss with a partner what they should
do in each situation. Remind them to use the verb
suggest to tell their ideas about what their partners
should do in each situation.
Activity 6
Model this activity with a more able student. Ask Example:
Ss to work in pairs, one student using prompts in A: It’s well worth going to the Perfume
the box to make suggestions and another Pagoda. It’s very picturesque.
responding to them. T may have Ss refer to how B: Yes, that’s what I’ve heard.
to make and respond to suggestions or
recommendations in GETTING STARTED. Go
around to provide help. Call on some pairs
to practise in front of the class.
Activity 7 7)
First, ask Ss to do the task individually to choose 1-E; 2-D; 3-F
the sentences (A-F) to complete the conversation. 4-A; 5-C; 6-B
Then ask them to check their answers with a
partner. Confirm the correct answers. Ask Ss to
practise the conversation with their partner.
Finished!
Finally, ask Ss to complete the self-assessment.
Identify any difficulties and weak areas and
provide further practice. PROJECT
1 Ask Ss to read the brochure about the Complex The wonders of Viet Nam!
of Hue Monuments and point out what
information should be included in a brochure
about a place of interest.
2 Ask each group to choose one of the wonders of
Viet Nam they have visited and design a brochure
about it. If time allows, T may let Ss complete the
project in class. Otherwise, Ss can complete the
project as homework.
65
3 When Ss have f nished their brochures, T asks
them to display their leaf ets on the wall
/noticeboard. T may choose some of the brochures
and ask Ss to give comments. Finally, ask the
whole class to vote for the best.
IV. HOMEWORK:
-Prepare REVISION FOR THE 45-MINUTE TEST

Period: 41 Week: 14
Lesson 1 - LANGUAGE
I. OBJECTIVES:
III. PROCEDURES:

Pronunciation
Activity 1:
Review the rules of stress on auxiliaries, articles, and
prepositions with Ss as a class. Have Ss then circle the stress
independently. Play the recording. Ss listen and check their
answers. Confirm their answers. Ss listen again and repeat, in
chorus and individually.
1. - Which hotel are you staying at?
- The Grand Hotel. It’s by the sea.
- Isn’t it the one you stayed in last year?
- Yes, it is.
2. - I can’t fid my key. Do you happen to see it anywhere?
- It’s on the coffe table.
- There’s nothing on the coffe table.
- Really? I did see it there when I was tidying up the room this morning.
3. - You have to help me with this assignment.
- I won’t.
- Please!
- Are you going to rely on others all your life?
4. - Have you seen The Tomb Raider?
- No, I haven’t. But I’ve seen The Smiths.
- Is that the fim you often talk about?
66
- Yes, it is. Look. This is the trailer for it.
Note: This exercise focuses on stressed auxiliaries, articles, and
prepositions only.
:
Vocabulary 1. d 2. a
Activity 2: 3. g 4. f
Make sure Ss understand the meanings of the phrases in the box. 5. c 6. h
Then have them complete the exercise individually. 7. e 8. b
Activity 3:
Ask Ss to read the sentences and decide what kind of word is 1. extended 2. obey
needed for each sentence (a noun? a verb? an adjective?...). 3. solution 4. preserve
Elicit their answers. Let Ss do the exercise independently. Ss 5. religious 6. recognised
can then share their answers with a partner. Check and write the 7. contribution 8. illiterate
answers on the board.
Grammar
1. B
Activity 4:
2. D
This exercise revises the use of impersonal passive, suggest,
3. B
adjectives + to-infinitive/that + clauses. Have a brief revision
4. C
with Ss if necessary. Then have Ss do the exercise individually.
5. D
Ss exchange their answers and discuss if there is any difference
6. C
in their answers. Check and explain each answer.
1. I wish I was now
Activity 5:
participating in an international
Have Ss read the situations and decide which type of wish is
summer camp in Brazil.
used in each sentence. Elicit their answers. Then let Ss do this
2. I wish we still had traditional
exercise independently, and share their answers with the class. T
markets.
checks.
3. I wish I could visit Nha
Trang.
4. I wish I had time to learn
ceramic painting.
5. I wish I was not at home
writing an essay./ I wish I was
playing with my friends.
Everyday English 1. C
Activity 6: 2. A
Have Ss read the phrases and sentences carefully before they do 3. D
this exercise in pairs. Correct their answers and ask some pairs 4. B
to act out the dialogues.
IV- HOMEWORK:
67
Period: 42 Week: 14
Lesson 2 - SKILLS
I. OBJECTIVES:
III. PROCEDURES:

Reading
Activity 1: 1. A
Ss read the text and answer the questions independently. 2. D
They can then compare their answers with a partner. 3. D
Check and have Ss explain where in the text they found 4. B
the information for the answers. 5. C
Speaking
Activity 2:
This is an open speaking exercise. Allow Ss some time
to read the ideas and form their own opinion. Ss can
work in groups. Have some Ss/groups present their own
opinions in front of the class.
Listening 1. F
Activity 3: 2. T
Ask Ss to carefully read the questions first. T then plays 3. F
the recording. Ss listen and decide if the statements are 4. T
true or false. Write Ss’ answers on the board. Don’t 5. T
confirm their answers at this stage. Have them listen 6. F
Audio script:
again and check their own answers. Then correct them. Moc Chau has recently become a popular tourist
attraction that draws travellers throughout the year.
People are attracted to this lovely town to admire
its endless hills. The picturesque scenery here is
unlike anything else in Viet Nam. Many places
remain untouched by people. Apart from its
fabulous scenery, Moc Chau is also famous for its
local dishes, which are new to outsiders. People
usually try them out of curiosity and end up falling
in love with their amazing taste. Another attraction
of this small town is its honest and friendly people.
Visiting small villages in Moc Chau, tourists are
welcomed into the locals’ homes and treated with
homemade corn wine. The warm and open
hospitality of the people here has made it a
delightful experience for domestic as well as
international visitors. Located only 187 kilometres
68
from Ha Noi, Moc Chau can easily be reached by
both private and public transport.
Writing
Activity 4:
Have Ss read the notes of a traditional home first. They
can then arrange their ideas and start writing. T may call
on a volunteer to write on the board. Other Ss and T
comment on it. Ss then refer back to their own writings
and see if they want to make any changes. Collect some
work to correct at home.
IV- HOMEWORK:
-Prepare Revision for the TEST

69
Period: 43 Week: 15
TEST
Period: 44 Week: 15
70
Unit 6: VIET NAM:THEN AND NOW

Lesson 1 - GETTING STARTED: Our School in the past
 Use the lexical items related to changes in transport systems, family groups, and school
life in Viet Nam in the past and at present.
III. PROCEDURES:
Activity 1:
Write the words Past and Present on the board and ask Ss to
give another expression for the phrase.
When they have given the phrase Then and Now, ask them to
look at the picture and the heading
Our school in the past and ask them some questions:
• Who can you see in the picture? -Students
• Where do you think they are? -In the library
• Is there anything in the small pictures on the wall related to
past and present?
Ss give their answers as a class. T can write their ideas on the
board.
Play the recording and have Ss follow along. After that, Ss can
compare their answers with the information
in the dialogue
a. Ss work in pairs to label the pictures with the words Key:
given. Allow pairs to share their answers before 1. Trench
asking them to discuss as a class. Then ask some Ss to 2. tiled roof
read the words/phrases aloud and correct their 3. facilities
pronunciation if necessary. 4. photo exhibition
5. rubber sandals
6. thatched house
b. Have Ss work independently. Ss fid the words with the Key:
given meaning in the conversation. Then have Ss 1. anniversary
share their answers with a partner before asking them to 2. fascinating
discuss as a class. 3. missing
4. conditions
5. improved
6. Proper
c. Ss read the dialogue again to do this exercise. Ss Key:
exchange their answers with a classmate. Ask for Ss’ 1. F (It was founded in the
answers as well as the explanation for their choices. 1960s.) 2. T
Write the correct answers on the board. 3. F (They wore rubber sandals
and straw hats.)
71
4. NG
5. T
Key:
d. Ask Ss to do the exercise without reading the 1. The conversation takes place
conversation again. Ss compare their answers with a on the school’s 60th
classmate. Now ask them to check their answers by anniversary.
reading the dialogue again. Call on some Ss to give 2. Because it explains a lot
the answers. about how the school was in the
past.
3. There were trenches outside
the classrooms.
4. The roof was made of tiles
and some tiles were broken. The
window frames were made of
wood and
some of them were missing.
5. They can learn that they are
lucky to have such great
learning facilities nowadays.
Activity 2: Key:
Have Ss read the RemembeR! box individually. Then go 1. slight
through the points as a class and see if any Ss 2. dramatically
can make sentences using these adjectives and adverbs. 3. signifiantly
Afterwards, ask Ss to work individually on the 4. considerable
gap-fil exercise. Check the answers as a class. 5. gradual
Activity 3:
Now ask Ss to think about their own school’s history. First, have
pairs write a couple of questions about
the school in the past that they would like to ask T. Then, as a
whole class T can answer questions from Ss
about the school when she/he started teaching. The aim is to
generate a short discussion. Now have Ss
work in small groups to talk about the changes to the school.
Ask them to use the adjectives and adverbs
in RemembeR! box. T can tell Ss that they can talk about:
+ the school principal and school teachers
+ the school playground
+ the library
+ the computer room
+ the classroom
IV- HOMEWORK:
72

Period: 45 Week: 15

 Use the lexical items related to traditional crafts and places of interest in an area
 Say sentences with correct stress on the content words
III. PROCEDURES:

Activity 1:
Now have Ss turn to the book and work in pairs to label Key:
the pictures. Then ask them to brief y describe 1. tram
those pictures. Check the answers as a class. Then ask 2. fyover
Ss: 3. elevated walkway
- Have you ever tried one of these means of transport or 4. skytrain
road systems? 5. underpass
- How do you feel about using each of these means of 6. tunnel
transport or road systems?
Activity 2:
Have Ss work individually to f ll in the blanks. Allow Key:
them to share answers with a partner before checking 1. tunnel
as a class. 2. elevated walkways
3. fyover
4. skytrain
5. underpass
Activity 3: 6. tram
Give Ss a couple of minutes to work in pairs to do the
matching. Then check the answers as a class. Key:
Ask the class these questions and ask for a show of 1. f
hands: 2. b
- Who lives in an extended family? 3. e
- Who lives in a nuclear family? 4. d
Now ask individual Ss 5. c
- Can any of these adjectives be used to describe your 6. A
father/mother/sister/brother?
Ask more able Ss to give a quick example to illustrate
their answers, e.g. My father is tolerant. He always lets
us watch what we like on TV.
Activity 4: Key:
73
Have Ss work individually to complete the sentences. 1. extended family
Have them compare their answers in pairs. 2. sympathetic
Afterwards, check Ss’ answers as a class. 3. obedient
4. tolerant
5. nuclear family
6. cooperative
Pronunciation
Stress on all the words in sentences Typically, a sentence has one word or
Have Ss silently read the information and the examples syllable that is stressed more strongly
in the box. Ask some Ss to summarise the rules and than the rest of the stressed syllables
read out the examples in the box or to give their own on the content words. However, in
examples. some sentences used to show urgency
or surorise, all the words are important.
Therefore, we put stress on one
syllable of each word. Sentences with
the words stressed may have the
patterns below:
OO Watch out!
OoO Hurry up!
OOo say sorry!
Activity 5: OOO Don’t come back
StaSs write the sentences next to the patterns Key:
individually, then compare their answers in pairs. 1. OO – I know!, That long?, Don’t
Ask some Ss to give the answers and quickly cry!
write them on the board. Play the recording for 2. OoO – Go away!
Ss to check their answers. Have the whole class 3. OOo – Keep going!
repeat chorally after the recording or after T.rt the less 4. OOO – Don’t turn left!
Activity 6:
on This section can be done with some drama, so Suggested answers:
encourage Ss to exaggerate a little and have 1. Be quiet! OOo Don’t talk! OO
fun. They can also add hand gestures and 2. Don’t turn right! OOO
facial expressions to increase the dramatic 3. Wake up! OO Get up! OO
element. Have Ss work in pairs to describe the 4. Smile please! OO Say cheese! OO
pictures quickly and to f ll the bubbles with the 5. Don’t worry! OOo Don’t cry! OO
utterances as in the example. Then ask some 6. Look out! OO Look ahead! OoO
pairs to read out their utterances with the correct
stress. Conf rm the correct answers. Lastly, have
the class read all the sentences chorally.
o coIf time allows, have Ss work in groups and think
of some other surprising or urgent situations.
They then decide what to say in those situations.
Have them demonstrate the situations and
utterances with the whole class.ont to play
a quick game. Ask them to write as many adjectives and
adverbs describing degree and speed
of change that they have pair with the most words
IV- HOMEWORK:
74

Period: 46 Week: 16

• use the past perfect correctly
• use the structure adj + to-inf nitive and adj + that-clause correctly

III. PROCEDURES:

Activity 1: Key:
- Ask Ss to work individually to f ll in the blanks. 1. had been
Check the answers as a class. 2.had played
3. had (you) used
4. had (only) seen
5. had had
6. had experienced
Activity 2:
- Have Ss work in pairs. Together they write the 1. Key:
questions and answers. Have some Ss write their 1.-What family groups had Vietnamese
sentences on the board. Each student may write people lived in before 1990?
one or two pairs of questions and answers to - They had lived in extended families.
save time. Have other Ss give comments. Conf rm 2. -How had people in Viet Nam
the correct sentences. travelled before the f rst motorbike was
imported?
- They had travelled by bicycle.
3. -How had Vietnamese people lived
before the open-door policy in 1986?
- They had had a harder life.
4. -Where had your family spent
holidaysbefore 2005?
-We had spent our holidays only in
Viet Nam before then.
5. -Who had ruled Viet Nam right
before the Tran dynasty?
-Ly Chieu Hoang had ruled the
countrybefore the Tran dynasty.
75
Ask Ss to read the speech bubbles from the conversation Adjective + to-infiitive/Adjective +
in GeTTING STARTeD, then have them read that-clause
thestructures and examples in the grammar box
carefully. Help them with the meaning of the adjectives
ifnecessary. Then ask some more able Ss to retell the
rules and give examples. Correct their sentences if
necessary.
Activity 3: Key:
- Have Ss work in pairs to do the matching exercise. 1. F 2. A 3. B 4. E 5. D 6. C
Allow pairs to share answers with other pairs. Then
check their answers as a class.
Activity 4: Key:
- Have Ss work in pairs to do the gap-fil exercise. Allow 1. glad/pleased
pairs to share answers with other pairs. Then check 2. sorry
their answers as a class, noting all the possible options. 3.relieved/sorry/pleased
4. sure/certain
5.surprised/astonished
6. relieved/pleased
Activity 5:
- Have Ss work in groups of about four and give each Key:
group an A3-size sheet. Ask them to write the 1. We were relieved that we had done
sentences leaving a large space between each one. Then well in the exam.
tell Ss to stick the sheets on the wall. Each group 2. I am sorry that our parents had very
moves around clockwise to read the other groups’ poor school facilities.
answers and, if necessary, correct the sentences by 3. Everyone was glad that the
writing any corrections on a sticky note against each government had decided to invest more
sentence. Check the answers as a class. Note that this in education.
kind of peer review is effctive and can be used in many 4. Everyone is aware that it will be
diffrent teaching situations. much safer to have elevated walkways
and underpass systems for
pedestrians.
5. All of us are delighted that life in the
countryside has improved
considerably.

- Ask Ss to work individually to fiish the sentences. For 1. to support the victims after the
some classes it may be better to have Ss choose just disaster
one or two sentences to focus on, rather than do them 2. be able to build the country into a
all. Allow them to share their ideas with a partner. powerful one
Then ask some Ss to read out their sentences. Correct 3. Viet Nam has good potential for
their sentences if necessary. tourism
4. there would be less land for
agriculture in Viet Nam
5. non-academic subjects are also
signifiant
6. learn that some of his students could
not get scholarships
76
IV- HOMEWORK:

Period: 47 Week: 16

• read for general and specific information about the tram system in Ha Noi then and now.
III. PROCEDURES:

Activity 1:
-Have Ss skim-read the posts individually. In pairs, Ss Books
compare how many ideas from the posts they can
remember. Then they can read them a second time more
slowly for detail.
Put Ss in groups of three. Tell them that they can look - Charles is from France. He said that
back at the posts and each group member reports the rst time he had been to Viet Nam
on one post as in the example. Afterwards, ask some Ss was in 1965. He said that many
to retell the posts to the class. Correct them if people were/had been illiterate then
necessary but he was astonished that after nearly
30 years there was no more illiteracy
although the population had nearly
tripled. He was also surprised to learn
that the country was one of the largest
rice exporting countries.
- Peter is from America. He said that
he had gone to Ha Noi in 1997 when
Viet Nam had been part of ASEAN for
two years. He was shocked/astonished
to see that so much had changed over
the last 18 years
– yovers and high-rise buildings were
mushrooming.
Activity 3:
- Have Ss work in groups. Ask them to focus on a
77
couple of the suggestions in the table to discuss and
write down a few posts on a big sheet of paper. They
can pretend to be foreign visitors and use the posts
in 1 as a model. Set a time limit of ten minutes. They
should also decide which changes are the most
benef cial.
Activity 4:
-When the time is up, ask the groups to stick their
papers on the wall. Each group reports their best post
tothe class, saying which changes have been the most
benef cial for the country. Vote for the best posts.
IV- HOMEWORK:
-Prepare SKILLS 1

Period: 48 Week: 16

Lesson 1 - SKILLS 1
78
• talk about changes in transport in the neighbourhood and express opinions about these
changes
III. PROCEDURES:

-Ask Ss to look at the two pictures and discuss the - The first picture shows an old tram.
questions. Elicit the answers from Ss. Give Ss The second picture shows a modern
twominutes to skim the article and compare their train.
answers with the information in the article. - The tram would have been seen in a
town or city. These trains can be seen
nowadays in big, modern
cities.
- They are diferent in many ways:
+ the first has fewer compartments
(two or three) than the second (four).
+ the first runs much more slowly.
+ the first is not air-conditioned while
the second is.
+ the first runs along tracks on the
ground at street level, while the second
runs on elevated tracks.
+ the first is powered by overhead
electricity wires, while the second runs
on electromagnetics.
Activity 2: Key:
-Have Ss read the article to answer the questions in 1. In the 20th century.
pairs. Ask some Ss to share their answers. 2. It was a major means of transport for
Hanoians.
3. In 1990.
4. The population has increased
dramatically.
5. New rail systems including a
skytrain and a subway are under way.
6. (Students’ own opinions)
Activity 3: Key: 1. F 2. T 3. F 4. T 5. F
-Ask Ss to work individually. Remind them to pay
attention to key words in each statement. Then allow
them to share answers before checking as a class. Ask
them to explain why some statements are false.
Speaking
Activity 4:
-This can be done as pair work or as a game. Divide the
79
class into two big groups. Members of each group take
turns to come to the board to add to the list of dif erent
types of transport systems in Viet Nam. Set a
time limit of a few minutes. The group with more
words/phrases wins.
Activity 5:
-Ask Ss to work in pairs to do the discussion. Tell them
that they can use the information from 4 and the
examples in5. Ask some pairs to present their ideas to
the whole class.
IV- HOMEWORK:
-Prepare SKILLS 2

Period: 49 Week: 17
TEST CORRECTION
80
T gives the keys
SS check their results
T gives feed back
Results
>= 5 <5
Period: 50 Week: 17

81
• listen for general and specific information about life in an extended family
• write about some qualities a person needs to get along in an extended family
III. PROCEDURES:

Activity 1:
-Ask Ss to work in pairs to describe the pictures and
answer the question. Ask a pair to share their ideas with
the class.
Activity 2: Key:
-Tell Ss that they are going to listen to a talk between 1. extended family
Nick and Mrs Ha, Duong’s mother, about her family in 2. three generations
the past. Ask them to read the information in the table 3. shared
carefully and try to predict the answers. Tell them to 4. their day
decide the part of speech of the words they will need to 5.their work
fill in the blanks, then listen carefully to find the words 6. things happening
from the recording. Play the recording twice. Have two 7. to be tolerant
Ss write their answers on the board. 8. talk
Confirm the correct answers. 9. listen
10. Compromise
Activity 3:
-Have Ss work individually to underline the key words
in the statements. Ask Ss to do the exercise without
listening to the recording. Write their answers on the Key: 1. T 2. T 3. F 4. F 5. T 6. T
board without confirming the correct answers.
Play the recording again for Ss to check. T may pause at
the sentences that include the information Ss need for
their answers.
WRITING
-Activity 4:
First, check that everybody understands the meaning of
all the adjectives in the box. Set a time limit
for pairs to brainstorm ideas and do the discussion.
Move around and help Ss if necessary. Ask Ss to refer
back to the listening in 2 and 3, and the example for
useful language and ideas. Ask some
pairs to present their ideas to the whole class. Confirm
that they should give examples to support their
main points.
Activity 5:
- Now that Ss have talked about the topic, it’s time they
wrote about it. Ss should work individually to get their
82
ideas down on paper and check the accuracy of what
they have written. Give them about 10 minutes
to write and edit their work. Next they should pass their
work to someone who wasn’t in their pair for them to do
peer review and add their comments and corrections. It
may help to give Ss ideas of comments
they can write on their classmate’s work. Write some
samples on the board:
Positive comments – Good point/Interesting
argument/Original/Good English/Very clear
Suggestions – Can this be clearer?/Please give an
example/Please explain more
If time allows, give feedback on a few Ss’ work. If not,
ask Ss to write the second draft for homework.
Remind them to refer to peers’ comments and feedback.
IV- HOMEWORK:

Period: 50 Week: 17

83
• use the lexical items related to changes in transport systems, family groups, and school life in
Viet Nam in the past and at present
III. PROCEDURES:

Activity 1: Then
-Have Ss work individually to list all the words on a earthen road, path, trench, brick road,
piece of paper. Set a time limit of three minutes. Then tunnel, alley, tramsy
have them combine to work in groups. Ask them to note Now:
down as many words they have just listed as possible on concrete road, underpass, fyover,
a larger piece of paper. Set a new time limit. When the skytrain system,
time is up, groups stick their pieces of paper on the skywalk system, cable car, tunnel,
board. The group with the highest number of alley
words/phrases wins.
Activity 2:
-Ask Ss to work individually, then compare their Key:
answers with a partner. Ask Ss to write their answers on 1. extended
the board. Confirm the correct answers. 2. nuclear
3.facilities
4. Rubber sandals
5. Trenches
Activity 3:
-Have Ss work in pairs. Tell them that they should pay Key:
attention to the cues in the passage for their answers. 1. extended
Elicit the answers from Ss. 2. nuclear
3.disobedient
4.sympathetic/understanding
5.understanding/sympathetic
6. tolerant
7. caring
8. share
Activity 4+ 5: 4.
For 4 and 5, ask Ss to work individually f rst. Then have Key:
Ss check their answers with a partner before having 1. necessary/important
them discuss as a class. Remind Ss to keep a record of 2. certain/sure/hopeful
their original answers so that they can use that 3. certain/sure/conf dent
information in their self-assessment. 4. sorry/sure
5. sorry
6. convinced/certain/sure
5
Key:
1. no change 5. no change
Activity 6: 2. take → could take 6. no change
84
First, ask pairs to role-play. They can then switch 3. no change 7. no change
partners and roles and role-play again. Ask for volunteer 4. let → to let 8. be → was
pairs to perform in front of the class, praise their efforts
at fluency and ability to communicate rather than
the accuracy of their language.
Finished!
Finally ask Ss to complete the self-assessment. Identify
any difficulties and weak areas and provide
further practice.
Project: School life in Viet Nam: Then and now
- 1. First, have Ss work in groups to ask and answer the
questions.
Reference:
P1.This is a classroom with wooden walls. The class
doesn’t look spacious enough. There is no lighting
system either. There are not many students. The T and
Ss are all dressed simply. Ss are not wearing
uniforms.
P2 & 3. This is the opening ceremony of a new school
year in the past. The ceremony looks simple
but respectful and organised. Ss are standing in rows,
listening to the principal’s speech. All are wearing straw
hats and red scarves.
P4. This is a modern classroom with more teaching
facilities such as a good board, solid tables,
bookshelves, and a projector. The room is spacious.
P5&6. These are pictures of the opening ceremony of a
new school year at present. Ss are standing in rows to
listen to their principal’s speech. They are all wearing
uniforms and red scarves.
2. Next Ss follow the instructions in the book to
research and prepare a photo exhibition of their own.
If resources are available, this would be best done as a
computer slide show. Answer Ss’ questions if there are
any.
3. Have Ss present their work in the next session, then
ask the whole class to vote for the best exhibition/show.
IV- HOMEWORK:
Period: 1 Week: 20
Teaching date: 04/01 /2017 Class: 9/1, 9/2
CHÖÕA BAØI KIEÅM TRA HOÏC KÌ I

________________________________________
Period: 2 Week: 20
85
Unit 7: RECIPES AND EATING HABITS
Lesson 1 - GETTING STARTED: My favourite salad

 Use some vocabularies and structures to talk about their favourite dishes and recipes for
dishes
III. PROCEDURES:

Activity 1:
-Ask Ss to open their books and look at the picture and the
phrase under GETTING STARTED. Ask them some questions:
Who can you see in the picture?
What is there on the table?
Where are the people?
What do you think the people in the picture are talking about?
a/ Have Ss work independently to find the words with the given 1. starter
meanings in the dialogue. Allow Ss to share 2. versatile
their answers before asking them to discuss as a class. 3. drain
Remember to ask Ss to read out the lines in the 4. peel
dialogue that contain the words. Quickly write the correct 5. chop
answers on the board. 6. combine
- Have Ss look at the Watch out! box and quickly read the
information. If time allows, ask Ss to make some
examples with the expressions.
b/ Ask Ss to work in pairs and complete the word webs. Call on
one pair to write their answers on the board. Other pairs add
more words if needed.
1. Nick’s mum.
2. Because it’s simple and
delicious.
3. In the summertime.
4. They are versatile, and you
can use lots of different
ingredients in a salad.
5. Nick’s mum boils and drains
the prawns. Nick washes the
celery, peels the prawns, and
mixes the ingredients. Mi
washes the spring onions, chops
the celery and spring onions,
and mixes the ingredients.
86
c/ Have Ss read the questions to make sure they understand 6. Because he is finding it
them. Ask them firstly to answer the questions without reading difficult to wait for one hour.
the dialogue again. Have Ss exchange their answers with a
classmate. Now ask them to check their answers by reading the
dialogue again. Ask for Ss’ answers.
Activity 2: A. Cobb salad B. sushi
- Have Ss look at the pictures. Tell Ss that in the box are some C. steak pie D. fajitas
dishes from different countries in the world. E. lasagne F. mango sticky rice
- Ask Ss to write these dishes under the pictures, and then G. beef noodle soup H. curry
compare their answers in pairs. Play the audio for Ss to check
and repeat the answers.
Activity 3: A. The USA B. Japan
a/ Have Ss work in pairs to discuss what country in the box is C. The UK D. Mexico
associated with each dish in 2. Check and confirm the correct E. Italy F. Thailand G.
answers. Viet Nam H. India
b/ Tell Ss to complete the sentences with the names of the dishes
in2. The complete sentences will give Ss information about 1. Lasagne
these dishes. Call on two Ss to write their answers on the board. 2. curry
- If time allows, T may organise a short activity to check Ss’ 3. steak pie
short-term memory. Have Ss close their books. Point 4. Fajitas
at each of Ss’ answers on the board and quickly Ss have to call 5. sushi
out the country where the dish comes from.
Activity 4:
- Ask Ss to work in groups to do the quiz. The group which has 1. beef
the answers the fastest is invited to read out 2. prawn, potato
their answers. Elicit feedback from other groups and ask them to 3. cheese, butter, ice cream
add some other answers. 4. strawberry, lychee, cherry,
- If there is some time left, have Ss work in their groups and pomegranate
write down a similar quiz. Set a time limit of about five 5. broccoli, spinach, lettuce,
minutes. When time is up, ask the first group to read out a celery, kohlrabi
question in their quiz. Ss from other groups give the answers.
Other Ss decide if their answers are correct. Continue the
activity until all the groups have read out all of their questions or
when time is up.
IV- HOMEWORK:
-Copy the exercise into notebooks. Prepare A CLOSER LOOK 1
Period: 3 Week: 20

 use the lexical items related to dishes and ways of preparing and cooking food
 ask statement questions with the correct intonation
87
III. PROCEDURES:

Activity 1:
Have Ss work individually to do this exercise and then A. chop
compare their answers with a classmate. B. slice
Elicit the answers from Ss and quickly write them on C. grate
the board. Do not confirm the correct answers at D. marinate
this stage. Have Ss explain the meaning of each verb in E. whisk
English or Vietnamese. Correct Ss’ explanations F. dip
when needed. G. sprinkle
–whisk: beat eggs, cream, etc., with a special tool to add H. spread
air and make the food light (đánh trứng, kem…)
–slice: cut something into thin - at pieces (thái lát)
–grate: rub food (e.g. cheese) against a grater in order to
cut it into very small pieces (nạo)
– dip: put something quickly into a drink, sauce or batter
and take it out again (nhúng)
–chop: cut something into pieces with a knife (chặt, cắt)
–spread: put a layer of a substance evenly onto the
surface of something (phết)
–sprinkle: shake small pieces of something, or drops of
a liquid, on something (rắc)
–marinate: pour a mixture, usually containing oil, wine
or vinegar, and herbs and spices, over meat or fish
before it is cooked to add - favour or make it tender
(ướp)
Now have Ss look at their answers on the board and say
if these are correct.
Activity 2: 1. chop; Slice
The purpose of this exercise is to help Ss use the verbs 2. grates; sprinkles
correctly to talk about food preparation. Ask Ss to 3. Marinate
work in pairs to do the exercise. Check the answers as a 4. whisk
class. If time allows, have Ss make sentences. 5. Dip
Activity 3: 6. spread
Have Ss do this exercise individually and then compare
their answers with a partner. Check and confirm 1. g 2. f 3. h 4. c 5. e 6. a 7. d 8. b
the correct answers. Have Ss give the Vietnamese
translation of the words if needed.
Activity 4:
a/ Ask Ss to answer the two questions. Elicit their tomato sauce, onion, cheese, apple,
answers. Ask them if they have ever eaten or made a bacon, pizza base → pizza
pizza. If Ss have eaten pizza, ask them if they like the
dish. If they have made a pizza themselves, ask them to
describe the process of making one briefly. 1. Chop
b/ Have Ss complete the instructions individually and 2. Grate
then compare their answers with a partner. Check the 3. Spread
88
answers as a class. Ask Ss who have not made a pizza 4. Sprinkle
before if they can make a pizza themselves after reading 5. Spread
the instructions. 6. Bake
Activity 5:
Ask Ss to read through the three conversations. Play the
recording for Ss to draw appropriate arrows to indicate
the intonation of each sentence. Have Ss compare their
answers in pairs. Call on some pairs to read the
conversations out loud. Correct any mistakes. For a
more able class, have Ss work in pairs and draw the
arrows first. Then play the recording for them to check
their answers.
Activity 6:
a/ Ask Ss to work in pairs to complete the mini- Suggested answer:
dialogues with suitable statement questions. Call on 1. You don’t like pasta?/Don’t like
some pairs to write their answers on the board. Give pasta?
comments when needed. 2. Add some salt?
b/ Have Ss practise the mini-dialogues and act them out
in front of the class with the correct intonation.
Ask other Ss to comment. If time allows, let Ss write
their own mini-dialogues with statement questions.
IV- HOMEWORK:
Period: 4 Week: 21

 use some quantifiers correctly
 write and use conditional sentences type 1 with modal verbs
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III. PROCEDURES:

Activity 1:
- Ask Ss about the use of the four quantifiers. Make any 1. a
necessary comments. Have Ss do this exercise 2. a
individually and then compare their answers in pairs. 3. some
- Tell Ss that when talking about recipes people usually 4. some/any
use food quantifiers and that the Look out! Box contains 5. a
the most common ones. 6. some
- Have Ss read the information in the Look out! box. 7. an
Explain any unclear points. If time allows, ask Ss to 8. any
give examples with the quantifiers. Ss may also add 9. some
some more food quantifiers they know to the list.
Activity 2: 1. a, g 2. a
- Have Ss do the exercise individually and then compare 3. f, g 4. c
their answers with a partner. Remind them that some 5. h 6. b, d
quantifiers can go with more than one noun. Check the 7. e, f 8. b
answers as a class.
Activity 3:
a/ Have Ss work in pairs to read the instructions to make 1. 200 grams 2. an
a chicken salad and to ll each blank with a word/phrase 3. tablespoons 4. teaspoon
from the box. Check as a class. 5. teaspoon 6. some
b/ Ask Ss to work in pairs, and think about a simple
salad they know. Together Ss write the instructions to
make it. Call on some pairs to read aloud their
instructions. Other Ss listen, make comments, and vote
for the best salad.
- T may also organise a competition. Have Ss work in
groups to write the instructions to make a salad on a big
piece of paper. Once they have finished, each group
sticks their instructions on the board. A board
of five Ss act as examiners. This board reads the
instructions and gives each group a mark.
Activity 4:
- Have Ss read the two given sentences and answer the 1. ability
questions. Elicit their answers and confirm the 2. advice
correct ones.
- Ask them to give the standard form of conditional
sentences type 1. T may call on one student to write the
form on the board. Now have Ss read the information
and examples in the grammar box. Write the form
of the examples on the board:
If + S + V (present simple), S +
can/must/may/might/should + V (infinitive).
Activity 5: 1. c 2. e
- Have Ss do the exercise individually and then compare 3. a 4. b
their answers in pairs. Ask some Ss to read out loud 5. f 6. d
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the complete sentences.
Activity 6:
- Have Ss work in pairs to read the situations and write 1. If you want to have good health, you
appropriate if-sentences. Call on some Ss to write must reduce the amount of salt in your
their sentences on the board. Give necessary correction. food.
If time allows, organise a quick game. Ss work in 2. If my brother is hungry, he can eat
groups and write down two situations. After five three bowls of rice.
minutes, 3. You can take a cooking class if it is
have a representative from one group stand up and read at the weekend.
out one situation. This student points at a 4. If I eat this undercooked pork, I may
random student in another group to give a conditional have a stomachache.
sentence type 1 with a modal verb. If the sentence 5. You should whisk the eggs for 10
is correct, the group gets one point. The groups take minutes if you want a lighter cake.
turns to read their situations. The winner is the group
with the most points. Make sure the groups have equal
opportunities to give the answers.
IV- HOMEWORK:
Period: 5 Week: 21
 discuss the recipe for a dish
III. PROCEDURES:
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Activity 1:
- Have Ss look at the picture and answer the questions.
Quickly elicit their answers and write them on the
board. Do not confirm the correct answers now. 1. pumpkin, celery, shallots, butter,
Activity 2: salt, cream
a/ Play the first part of the recording for Ss to check
their answers. Confirm the correct ones. 1. a kilo/one kilo 2. two
b/ Play the recording again for Ss to do the exercise. 3. two sticks 4. two tablespoons
Have them compare their answers in pairs. Call on two 5. two tablespoons 6. a pinch
Ss to write their answers on the board. Ask other Ss to 7. peel 8. chop
correct these answers if needed. Play the recording one 9. peel 10. slice
more time for Ss to check their answers. 11. leaves
Activity 3:
- Have Ss read the steps to cook the soup and try to 1. b
rearrange the steps. Ask some Ss to write their order on 2. e
the board. Play the recording for Ss to check their 3. f
answers. Ask Ss to comment on the orders on the board. 4. c
If there are any unclear points, play the recording a 5. a
second time. 6. d
- Without playing the recording again, ask Ss about the - a good source of fibre, minerals, and
benefits of the soup. If Ss are not sure about any points, vitamins, especially vitamin A
play the recording again. Have one student talk about - improve your eyesight and protect
the benefits. yourself from certain cancers
Activity 4:
a/ Have Ss work in groups to discuss a dish they like. Ss
take notes of the ingredients, how to prepare the dish,
and the steps to cook it on a big piece of paper. Move
around to provide any necessary help.
b/ Ask groups to stick their answers on the walls around
the class. Ask other Ss to move around to each group
and listen to the group’s presentation about the dish.
Have Ss vote for the best dish and explain the reasons.
IV- HOMEWORK:
-Prepare SKILLS 1
Period: 6 Week: 21

Lesson 5 - SKILLS 1
 read for general and specific information about the eating habits of Japanese people
 talk about the eating habits of Vietnamese people
92
III. PROCEDURES:

Activity 1:
Have Ss work in pairs to discuss the questions. Elicit Picture A: different types of sushi
their answers. Because it is an open activity, accept Picture B: miso soup
different answers. Picture C: a bowl of rice
Activity 2: Picture D: sliced cucumber/pickled
Ask Ss to read the headings quickly. Make sure they cucumber
understand the meaning of each heading. A. 3
Now Ss read the paragraphs and match them with the B. 2
headings. Ask them to compare their answers C. 1
with a classmate. Elicit their answers.
Activity 3:
Have Ss read the article again to answer the questions. 1. They like raw food and do not use
Ss can underline parts of the text that help them sauces with a strong flavour.
with the answers. Ask Ss to compare their answers 2. They cut fresh fish.
before giving the answers to T. Ask them to give 3. Both can be served with soy sauce.
evidence when giving the answers. 4. There are four (rice, miso soup,
Speaking main dish(es), pickles).
This part helps Ss understand more about the eating 5. Rice is the staple food and is very
habits of Vietnamese people. nutritious.
Activity 4: 6. Because the dishes are presented in
- Have Ss work in groups to discuss the eating habits of different bowls and plates, and are
Vietnamese people. Ss use the questions provided arranged carefully according to a
as cues. Move around the class to provide help. Ask the traditional pattern.
groups to organise their ideas to prepare for a
short presentation.
Activity 5:
Have one group of Ss act as examiners and other groups
as competitors. The groups take turns to present
their ideas. If there is not much time left, allow about
two or three groups to present. Invite comments
from the examiners. Give additional comments.
IV- HOMEWORK:
-Prepare SKILLS 2
Period: 7 Week: 22

 listen for detailed and specific information about teenagers’ eating habits
93
 write about the eating habits of a classmate
III. PROCEDURES:

Activity 1: - Picture A: A boy is eating chocolate.
- Have Ss do this activity in pairs. They ask each other On the table there are junk foods such
questions to find out the differences between the two as crisps, a hamburger, soft drinks, and
pictures. Elicit the answers from Ss. Ask them to sweets. The boy looks fat.
describe the underlying meaning of the pictures. - Picture B: A girl is having rice. On
Activity 2: the table we can see soup, fish,
- Tell Ss that they are going to listen to two students vegetables, and watermelon. The girl
talking about their eating habits. Before listening, Ss looks slim and fit.
read through the statements to make sure they - Meaning: They show the contrast
understand them and to underline key words. Play the between healthy eating and unhealthy
recording eating.
for them to do the exercise. Call on one student to write
the answers on the board. Ask other Ss if they agree 1. T 2. F
with them. Play the recording a second time for Ss to 3. T 4. F
check. Don’t confirm the correct answers now. 5. T 6. F
Activity 3:
- Without listening to the recording again, Ss complete 1. biscuits 2. hamburger
the table by filling each blank with no more than three 3. crisps 4. fried beef
words. Have Ss compare their answers with a classmate 5. vegetables 6. cereal
before giving the answers. Ask two Ss to write 7. a banana 8. slices of bread
their answers on the board. Play the recording one last 9. boiled egg 10. steamed fish
time to confirm the answers for both 2 and 3.
WRITING
-Activity 4:
Ask Ss to work in pairs. They ask and answer questions
about each other’s eating habits, and take notes of
their partner’s answers in the table.
After that give Ss a few minutes to read their notes
again to answer the questions provided.
T should move around to give comments as there may
not be enough time for checking with the whole class.
Activity 5:
Ask Ss to write about their partner’s eating habits.
When they have finished, Ss exchange their writing to Sample writing:
spot any mistakes. Have Ss share the mistakes with the My friend, Trang, does not have
whole class. T may collect some Ss’ work to mark healthy eating habits. She sometimes
at home, or T may ask them to rewrite the exercise as skips breakfast. When she has it,
homework. In this case, remember to ask for Ss’revised she usually buys a hamburger and a
work in the next lesson. soft drink from a café near our school.
For lunch, her favourite is fried rice
and deep-fried chicken. The good thing
is that she prefers to have dinner at
94
home. However, she likes eating a lot
of rice and fatty pork for dinner. She
rarely eats vegetables, but loves fruits.
I think Trang should change her diet.
First, if she wants to have more energy
for the day, she should never skip
breakfast. Second, she must reduce the
amount of fast food she eats. Also,
eating more vegetables would be good
for her. She should also eat less rice for
dinner. These changes will definitely
keep her fit.
IV- HOMEWORK:
Period: 8 Week: 22

95
 use some vocabularies and structures to talk about their favourite dishes and recipes for
dishes
III. PROCEDURES:

Activity 1: 1. d 2. e
Have Ss do this exercise individually and then compare 3. g 4. b
their answers with a partner. Call on Ss to read out loud 5. a 6. c
their answers. 7. h 8. f
Activity 2: A. steam B. deep-fry

- Ask Ss to complete the words individually. Check Ss’ C. stir-fry D. bake
answers as a class. If time allows, call on one or two Ss E. roast F. grill
to write their answers on the board. G. simmer H. stew
Activity 3: 1. hamburger 2. sushi

- Ask Ss to do this exercise individually. Have some Ss 3. deep-fry 4. steam
read out their answers. Confirm the correct ones. 5. stew
Activity 4: 1. slice 2. sticks

- Have Ss do this exercise individually. Check the 3. any - some 4. bag
answers as a class. T may ask Ss to explain their choice. 5. clove 6. bunch
Activity 5:
- Ask Ss to write the sentences individually. Have two 1. If you keep eating fast food, you
Ss write the sentences on the board. Ask other Ss to give might become overweight.
comments. Correct the sentences if needed. 2. If you promise to finish your
homework tonight, you can go to the
cinema with your friend.
3. He should eat less sweets if he
doesn’t want to have toothache.
4. She must eat less rice and bread if
she wants to lose weight.
5. If you join this cooking lesson, you
can cook many delicious dishes.
Activity 6: 1. B 2. E
- Have Ss rearrange the lines to make a complete 3. F 4. I
conversation, first individually and then share their 5. A 6. H
answers with a partner. Ask some pairs to read out loud 7. J 8. C
the conversation. 9. G 10. D
-Finished!
Ask Ss to complete the self-assessment. Identify any
difficulties and weak areas and provide further practice
if necessary.
Project: A survey on eating habits
96
1. Have Ss work in groups of four or five. They go to
other classes and ask different Ss about their eating
habits. To reduce the workload, each student interviews
three other Ss and records their answers in the
table. This should be done early in the unit.
2. Group members meet together and organise the
answers in the form of an answer to each question. The
following table can serve as an example. This
summarises the answers of 12 Ss.
(Ss work in groups of 4).
Their findings might look like this:
– Question 1: Of 12 students answered, only three
usually eat fast food. Four of them sometimes eat
fast food, and five never have this kind of food.
– Question 2: …
3. Have groups present their findings to the class.
Finally, they conclude whether Ss at the school have
healthy eating habits.
IV- HOMEWORK:
Period: 9 Week: 22
Unit 8 : TOURISM
Lesson 1 - GETTING STARTED: Travel plans
I. OBJECTIVES: By the end of this Unit, students will be able to: use lexical items
related to tourism
97
III. PROCEDURES:
Activity 1: 1)Listen and read / p.18

Let sts open their book to GETTING STARTED
Tell them to look at the picture and answer the questions:
-What are Nick and Chau talking about?
-What place/ city may they be mentioning?
-What do you know about thus city country?
Tell sts thay are going to listen to Nick and Chau talking about
Nick’s plans for his summerholiday.
Play the recording and have sts follow along.
a) Play the recording twice or more Exa) Find a word / phrase in the
Sts do the exercise individually. conversation that means:
Check and write the correct answers on the board. 1. made up your mind
T may call on an able st to write the answers on the 2.narrowed it down
board. 3. a package tour
Explain to sts the meaning and the use of the three expressions 4.explore
in the Watch out box. ASk sts to locate them in the 5.not my cup of tea
conversation.
b) Sts work in pairs. Exb)Tick () true (T) or false
Tell them to refer back to the conversation when (F)
necessary. Explain anything difficult. 1. F
T needs to explain to sts “ snails and frogs’ legs are 2.T
specialities in France. 3.T
4.F
5.F
c) Sts work individually , then compare their answers with a Exc) Answer the following
partner. questions.
Help them find the information in the conversation. 1.It means Nick’s parents are
Call on some pairs ro read out the questions and give relaxed and open-minded.
their answers. 2. It’s quite warm ( warmer than
Check their answers. in Britain)
3.Visit the Alps , and climb
Mont Blanc, explore Paris , and
go sightseeing in the historic
city of Versailles.
4. Eat frogs’legs and snails.
5.She says “ lucky you” when
Nick says he can make his own
decisions.
Activity 2: Ex2) Collocation: Whoch word
This activity aims at giving the collocations of common words goes with which list below?
related to the topic of travelling and tourism. 1.hoilday
Sts work in pairs first. Check their work,then let them read and 2.resort
remember each collocation. 3.tour
4.trip
Activity 3: Ex3) Fill each blank with a
98
This exercise is a revision of words / phrases from previuos word / phrase from the list.
lessons. 1. seaside resort
Let sts work individually to do the task. Check their answers. 2.souvenir
If time allows , call on some sts to read the passage with the 3.destination
correct answers. 4.in advance
5. delayed
6.luggage
7.accommodation
8.price
Activity 4: Ex4) Quiz.

Sts do the exercise individually, then check their answers. 1. Da Nang City
T may encourage each st to make a similar quiz for their 2. The Great Wall of China
partnaer to do. T may pick up any interesting questions and give 3. Jeju island
them to the whole class. Praise good ideas. 4. sts’ answers
Sts work in groups for 4, 5, 6. Check and give comments. 5. sts’ answers
6. sts’ answers
V- HOMEWORK:

Period: 10 Week: 23
Unit 8 : TOURISM
I. OBJECTIVES: By the end of this Unit, students will be able to:use common compound
nouns.
99
III. PROCEDURES:
VOCABULARY
Activity 1: Adjectives
Ss work individually, then compare their answers with Ex1) Match each word / phrase with a
a partner’s. definition.
Ask some sts to write their answers on the board. 1.tour
Check theirs answers as a class. Have them make 2.resort
sentences with the words if necessary. 3.travel
4.tour guide
5.trip
6.expedition
Activity 2: Ex2) Fill each blank with a word from
Sts work in pairs. Call on some sts to write the answers the list. There are two extra words..
on the board.Correct as a class. 1.travel
T may ask some sts to answer some questions about the 2.book
passage: 3.visit
-What piece of writing is it? ( introduction of a tourist 4.environment
attraction? itinerary? advertisement?) 5.guides
-What is EcoTours? ( A travel Agency / company?) 6.holiday
-What is special about EcoTours? ( It gives some money 7.reasonable
to protect the environment) 8.pleased
Give examples of the compound nouns sts already Compound nouns

know: blackboard, swimming pool, haircut, tablespoon.. A compound noun is a noun that is
Ask them to give some more. made of two or more words.
Help sts study the Grammar box and the Look out box. Compound nouns can be formed using
Tell them to look up the spelling of words in the the following combinations.
dictionary if they are not sure. Noun + noun : toothpaste
Noun + verb : rainfall
Noun + particle : passer-by
Verb + Particle : check out
Verb-ing + noun : drving licence
Adjective + noun : greenhouse
Particle + noun : underground
Particle + verb : output
Note : A particle is a preposition or an
adverb
Look out
A compound nnoun can be written as a
single word ( motorbike), a word with
a hyphen ( passer-by) , or two words
( driving licence)
Activity 3: Ex 3)Use the words below to complete
Sts work individually.Tell them to look at the words the compound nouns that match the
given and think which of them can go with which one in definitions.
each definition. When they finish, check their answers 1. jet lag
100
and write the words on the board. 2.drawback
Ask sts to take notice of the spelling : whether the words 3.stopover
are written as one word or as two separate words, or 4.peak season
with a hyphen. 5.check-in
6.bus stop
Activity 4 Ex 4) Complete the sentences using the
Sts work in pairs. Have them read the sentences compound nouns below..
carefully and insert the compound nouns appropriately. 1.checkout
Check their answers as a class. Explain anything 2.swimming pool
difficult. 3.mix-up
4. pile -up
5.touchdown
6.full board
PRONUNCIATION
First write a finding out question and a making sure Tones in asking for information.
question on the board. Finding out questions ( ‘ open’
Read the two questions to sts with the right tone questions) usually end with a falling
( several times if necessary) and let them give the tone:
rules.Explain the Look Out Box to them. What part of Australia have you been
to?
Making sure questions ( ‘ check’
questions) usually end with a falling
-raising tone:
Have you just come back from South
Africa?
Activity 5 Ex5) Listen and reapeat the following
Play the recording.once for sts to listen, then play it mini-talks, paying attentions to the
again sentence by sentence for them to repaet. tone in the questions.
Have sts repeat the questions as many times as 1.Where would you like to go
necessary. Correct their pronunciation and intonation. sightseing?
After that have sts mark the questions with a falling or 2. What do you think of the newly
falling-rising tone. Check as a class. discovered cave?
3. Have you been sightseeing all day?
4. Is Egypt a famous tourist attraction?
Activity 6 Ex6) Mark the questions with falling
or falling-raising arrows, and practise
Sts work in pairs to read the conversation, and mark the the conversation with a partner. Then
questions with falling or falling-rising arrows. Call on listen to check your pronunciation.
some pairs to read aloud to the class. Do not correct -What’s the matter, Janet?
their mistakes yet. Play the recording . Sts listen and - I’m looking for my passport. It seems
check. to be lost.
- Have you already searched your
purse?
-Not yet. Oh, where are my glasses?
-They may be in your plastic bag.
Where is it?
-Oh, no. It’s not here. Have I dropped
it on the plane?
-Oh my God.
101
-What should I do now?
-Let’s report it to the customs office.
IV- HOMEWORK:
Period: 11 Week: 23
UNIT 8 : TOURISM
LESSON 3 - A CLOSER LOOK 2
I. OBJECTIVES: By the end of this Unit, students will be able to use a / an / the / and
zero article.
use some common phrasal verbs correctly and appropriately.
III. PROCEDURES:
102
GRAMMAR
Explain carefully the uses of a, an, the , and zero Articles : other uses ( a / an – the -
article in the REMEMBER box. Give more examples zero article)
Introduce the special use of the Look Out box. Refer Look out
back to the conversation in HETTING STARTED and We use the with the name of a few
ask sts to find the special use of the . countries : The UK, The USA, The
Netherlands, The Philippines.
We alse use the with islans groups,
mountain ranges, oceans and names of
rivers.: The Thames, The Pacific, The
Amazon, The Danube.
Activity 1: Ex1) Complete the text with a / an / the
T may have to give sts some information about the / or zero article ( Ø ) .
Dominican Republic. 1.a
-Location: on the island of Hispaniols, in the Carbbean 2.the
region. 3. the
-Area: 48, 445 square kilometers. 4. the
-Official language :Spanish. 5. the
Have some sts work individually to compare the task. 6. ( no article)
Tell them to refer the Grammar box. 7. the
Have them compare their answers with a partner’s . 8. ( no article)
Give the correct answers and explain the use of a certain 9. ( no article)
article in some cases. 10. the
11. ( no article)
12. ( no article)
13. the
14.an
Activity 2: Ex2a) Ask and answer the questions.
a) Sts work in groups and study the proper names in Choose from the list. Use ‘the’ if
the list, and try to agree on which of these names necessary.
have the before them. Then sts ask and answer 1.the Forbidden City
the questions. Check and give explanation if 2.the Thames
necessary. 3. Lake Baikal
4. Ha Long Bay
5. Son Duong Cave
6. TheStatue of Liberty
b) Sts work in groups. Tell sts that each of them Ex2b) Choose one item above and say
chooses one item in 2a) and says what they what you know about it as a tourist
know about it as a tourist attraction. Give them attraction.
two or three minutes to prepare before they talk.
Activity 3: Ex 3a) Write answer to the questions,
a) Sts work individually. Make sure they understand using a, an, the or zero article in each
fully that they have to write down in their answer. Give three true answers, but
notebooks. the answers to questions 1-5 , using a, two untrue ones..
an, the , or zero article in each answer. Remind 1.
them that they answer three questions truthfully, 2.
103
but write untrue answers for the other two. Go 3.
around and assist where and when necessary. 4.
5.
b) After sts finish 3a) , let them form pairs and swap Ex 3b)Tell your answer to a partner
their answers Each of them has to read carefully and ask him / her to guess which
and huess which ones of their partner’s answers answers are not true.
are true, and which are not. This activities should
be fun , so do not try to correct the mistakes in
their writing.
Activity 4: Ex 4)Make full sentences from the
Sts work invidually.to make sentences from words / words or phrase , adding articles as
phrases, and write them down.Tell sts to pay attention to needed. Then mark them as true (T) or
the use of articles in their sentences. Then they work in false (F).
pairs to check each other’s work, and discuss which of 1. F
the sentences are true , and which are false. 2. T
3. F
4. T
5. T
IV- HOMEWORK:

Period: 12 Week: 23
Unit 8 : TOURISM
I. OBJECTIVES: By the end of this Unit, students will be able to ask questions for
information with the correcr intonation.
talk about important features of a city.
III. PROCEDURES:
Extra vocabulary
breathtaking
104
not breaking the bank
affordable
Activity 1: Ex 1a) Read the following information

a)Have Sts quickly read the information about tourism about tuorism in Viet Nam.
in Viet nam. Students’ answers
Tell them to look at the picturesand read that these Ex1b) Work in groups. Discuss the
foreign visitors say about their choice of Viet Nam as a visitors’ opinions. Do you agree? Add
holiday destination. two more reasons to the list..
b)Sts work in groups of five or six.
Have them discuss the visitors’ opinions in 1a) . Sts may
or may not agree with these opinions.Ask for the class’s
agrreement by a show of hands for each tourist’s
opinion. if any sts do not agree, ask them to explain
why. Then let each of sts add two more reasons to the
list. T may give some cues :
-cultural diversity
-beautiful beaches
-easy and various means of transport
-traditional festivals
-natural beauty
Activity 2: Ex 2) These are the top-ten most
Have sts read the facts about the top-ten most visited visited countries according to the
countries. Sts work in pairs and complete the table by figures published by the United
writing one or two famous things that visitors can see or Nations World Tourism Organisation
do in each countries. Have them write on a large sheet ( UNWO) .
of paper. As sts have already pepared for this, it will not Work in pairs. Complete the table by
take much time, so give them a few minutes only. After writing one or two famous things that
each pair finishes, they swap pairs. Continue until they visitors can see or do in each country.
have filled all the ten countries. 1.France: Go up the Eiffel Tower , visit
the Louvre Museum in Paris.
2.United States: visit the Staue of
Liberty, visit the Grand Canyon, shop
in New York, go surfing in Hawaii.
3.Spain: Pour Madrid, visit the
legendary land of Don Quixote, visit
the Olympic Ring in Barcelona
4.China: Climb the Great Wall, tour
Beijing National Stadium ( Bird’s
Nest) , Tour The Forbidden City, visit
the Stone Forest.
5.Italy: visit the Vatican City, visit
famous Museum, Tour Florence , Tour
Venice.
6. Turkey: enjoy Turkish cuisine in
Istanbul, go sightseeing in the
Bosphonus( the strait separating two
continents- Europe and Asia) , visit
Buyuk Ada ( Big island in Prince’s
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islands)
7.Germany : visit the “ Jewel of the
Middle Ages” –Rothenburg ob der
Tauber( = Rothenburg above the
Tauber ) , visit the famous “ Cinderella
castle” , go up the BerlinTower , take
the Berlin Segway Tour.
8.United Kingdom: go sightseeing in
London, visit Stonehenge, visit
Liverpool, home of the Beatles
9.Russia : Tour Moscow, ( The
Kremlin, Red Square, Moscow
metro..) visit St. Peterburg, Hermitage
Museum, Cruise on Neva river,
experience the White Nights.
10Mexico: Visit the UNESCO world
heritage site of Antigua,have a boat
tour on the water of Rio Duice, try the
delicious local speciality tapado(=
seafoodcoconot soup) climb some of
the tallest Mayan temples.
Activity 3: Ex3) Work in groups. Discuss which
Sts work in groups of five or six to talk about their country/ place you would like to visit
choice of holiday. Tell them to give the reasons why , for a holiday.
and say what they can do there. Encourage them to talk Ex : I’d like to go to Spain for my
as mush as possible . Walk around to observe and give holiday. It would be wonderful to tour
help if neeeded. Madrid, and visit the legendary land of
Don Quixote.
IV- HOMEWORK:
-Prepare SKILLS 1
Period: 13 Week: 23
Unit 8 : TOURISM
Lesson 5 - SKILLS 1
I. OBJECTIVES: By the end of this Unit, students will be able to read for general and
specefic information about a tourist attraction. and talk about their choice of holiday.
III. PROCEDURES:
Activity 1: READING
a) Sts work in groups and name some famous Ex1a) Work in groups . Name some
caves in Viet Nam and in the world that they famous caves in Viet Nam and in the word
have prepared already for homework. In Viet Nam:
-Phong Nha Cave
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-En Cave
-Thien Duong Cave
-Sung Sot Cave ( Ha Long Bay)
-Tam Coc –Bich Dong Cave ( Ninh Binh)
In the world:
Deer Cave ) Borneo , Malaysia)
Onondaga Cave( Missouri, USA)
-Gouffre Berger( France)
-Reed Flute Cave( Gullin, China)
- Fingal’s Cave( Scotland)
- Cave of Crystals ( Mexico)
b) Sts work in pairs and answer the questions Ex1b) Answer the questions with your
with their own ideas. own ideas.
Sts are not allowed to read the passage. T 1.
doesn’t need to check their answers and 2.
correct mistakes. 3.
Have sts quickly read the passage and check Now read the passage and check the
the information themselves. Sts write down information.
the correct answers in their notebooks.
Activity 2: Ex2) Read the passage again and answer

T may have sts read the passge in chorus first, the questions, or choose the correct
paying special attention to new words. Explain and answers.
clarify anything difficult. Then allow sts time to read 1.The American Broadcasting Company
the passage individually, silently or aloud. Call on ( ABC) aired a live program ( featuring
sts to read aloud to the class. Check their the magnificence of Son Duong) on
pronunciation and intonation. Have them ask and ”Good morning America”
answer the questions in pairs. Tell them to note 2.By river water eroding away the lime
where they can find the information for answering stone underneath the mountain
the questions or choosing the correct answers. 3.From February to August
Correct the answers as a class. 4. C
5.D
SPEAKING
Activity 3: Ex3) Which would you like to do most on
Have sts study the list of holiday ideas. Ask sts what holiday ? Tick ( ) three things in the list.
they think about these ways of spending one’s 1. sts’ answers
holiday and whether they have done any of them. 2.
Then let them choose three things from the list. 3.
Activity 4: Ex4) Work in groups. Talk about one of

Sts work in groups of five or six. your choices,trying to persuade your
Tell them to refer to the three things they have ticked group to join you.
in 3 . Let them choose one and prepare to talk about
it . Tell them to study the example carefully as a
model. Give them some time before each group
member shares his / her choice of holiday.
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IV- HOMEWORK:
-Prepare SKILLS 2
Period: 14 Week: 24
Unit 8 : TOURISM
I. OBJECTIVES: By the end of this Unit, students will be able to listen for specific
information about the benefits of ttourism to an area / country.
III. PROCEDURES:
LISTENING
Activity 1: ex1) Work in pairs. is tourism
Let sts work in pairs. Encourage sts to think about the important to viet nam? give at least one
importance of tourism to Viet Nam. Elicit as many ideas reason.
from them as possible.
Activity 2: Ex2) Listentick ( ) true (T) or false
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Play the recording one or two times.Clarify anything (F) .
unclear or diffcult. Ask sts to listen carefully and tick T /
1.T
F as they hear answers in the lecture. T plays the 2.T
recording again for less able sts . 3. F
4. T
5.T
6.F
Activity 3: Ẻx3) Listen again and choose the
Play the recording again. Tell sts to pay special attention correct answer.
to the last sentence of the lecture. Then they choose the Key : C
correct answers as required. Correct as a class.
WRITING
Activity 4: Ex4) Work in groups. Talk about the
Have sts work in groups and discuss the negative effects negative effects of tourism on a region
of tourism on their locality .Tell sts to study the prompts or country. The following ideas may be
given , and give some more if possible. helpful to you..
Activity 5: Ex5) Choose one negative effect that

Have sts read any of their previous work about the you have discussed above and write a
negative effects of something. Let them choose one paragraph about it. Make sure you use
negative effect that they have discussed in 4) and write a the right connectiors.
paragraph in about 100 -120 words. When they have :
finished , tell the to swap their writing and check each -first /firstly / the first / one of the ……
other’s work. -second/ secondly /another ….
-third/ thirdly / furthermore / in
addition ….
Sample writing:
One of the drwabacks of tourism is the
damage to the environment of a
country or area. In the first pkace,
tourists use a lot of local resources
such as water , food, energy , etc …
and this put pressure on the
environment. Secondly, there is the
problem of pollution. Many cities and
towns become overcrowded with
tourists, with all their vehicles causing
traffic jams as well as air and noise
pollution. Another bad effect of
tourism is the destruction of the
widelife in some places. The habitat of
wild plants and animals is lost because
of the building of tourist resorts, and
by visitors’ activities. In short, the
development of tourism has bad effects
on the environment.
IV- HOMEWORK:
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Period: 15 Week: 24
Unit 8 : TOURISM
I. OBJECTIVES: By the end of this Unit, students will be able to write a paragraph about
the negative effects of tourism on an arae / country.
III. PROCEDURES:
LOOKING BACK
VOCABULARY
Activity 1: Ex1) Fill in each gap with a word from
Let sts read the words in the box first , then read the the box to complete the passage. There
passage and complete the exercise indidually. Tell them are two extra words.
to pay attention to the common collocations related to 1.safaris / expeditions
the topic of the unit. After that , let some sts read the 2.expeditions / safaris
passage aloud – sentence by sentence . Correct as a 3.holidays
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class. 4.touring
5.travelers
6.experience
Activity 2: Ex 2) Form compound nouns from the
Tell sts to look at the 12 elements and try to form following words, then fill the gaps to
compound nounds from them. Then have them read the complete the sentences.
sentences and fill the gaps with the compound nouns 1.jet lag
formed. Tell them to change the elements if they do not 2.checkout
fit the gaps and do it again. Less advanced classes can 3. stopover
complete this exercise in pairs. Check as a class. 4.sunglasses
5.holidaymaker
6. take-offs
Activity 3: Ex3) Form compound nouns from
Sts do the task by themselves.T check the compound these words, then makes sentences
nouns, then have sts write sentences in their notebooks – with them, and share with a partner.
at least one sentence with a compound nouns, and share tour / return / soft / ticket / package /
with a partner. operator / tour / round / ware / trip
-Key: package tour , return ticket ,
sofware, round trip
Example:
Tour operator
If there are any problems, you should
contact your tour operator.
GRAMMAR
Activity 4: Ex4) Find and correct mistakes in the
Quickly review the articles a, an, the , zero article sts sentences using a/an/ the or zero
have learned. Then have them do a task and write down article..
their answers in their notebooks. Check and correct their 1. My aunt and uncle love sun!.They
answers as a class. stay in UK in summer and visit friends
in Australia in winter.
- the sun, the UK
2.Not much is known about how brain
works.
-the brain
3.Bicycle is among the most efficient
machines invented by man.
-the bicycle
4.They plan to launch expedition into
interior of Australia.
-an / the expedition . the interior
5. If you want to go on long trip , you
should prepare properly for it.
- along trip
6. I’m very interested in the history,
especially history of Asian countries.
-in history , the history of
Activity 5: Ex5) Rewrite each sentence so that it
This task helps sts use the grammar and vocabulary they has a sinilar meaning using the word in
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have learned in the unit to rewrite sentences. T may capitals..
have some sts write sentences on the board. Let other sts 1.What a terrible journey ( it was)!
give comments. Check as a class. 2. We stayed at a lovely hotel by the
sea.
3.The program I watche yesterday was
interesting.
4.My friend has just bought an old
guitar.
5.She needs to go on a business trip to
Kyoto.
Activity 6: COMMUNICATION
a)Have sts read the things one can do on holiday, and Ex6a) What would you like to do most
tick the three things they would most like to do, then on holiday? Tick ( ) three things.
share their ideas with a partner. Share your ideas with a partner.
Go camping
Watch the wildfife
Visit a museum
Meet local people
Visit historic places
Make new friends
Go to a theme park
b)Sts work in pairs. Tell them to read the example and Ex 6b) Name three things you don’t
think of the three things they do not like to do on like to do on holiday, and say why.
holiday. T may give prompts: Example : cook meal
-do homework I don’t like to cook meal on oliday. I
-wash clothes like to eat out and relax.
-do the washing –up
-be online
-play sports
-write postcards
………….
Finished! Finished now I can…
Ask sts to complete the self-assessements. Identify any +use lexical items related to tourism
difficulties and weak areas and provide further practice +use common compound nouns
if necessary. + use an , an the and zero article
+ask questions for information with the
correct intonation
+read for general and specific
information about a tourist attraction
+ talk about my choice of holiday
+listen for specific information about
the benefits of tourism to a area /
country
+write a paragraph about the negative
effects of tourism on an area / country
PROJECT
An advertisement for a tourist
attraction
1. Have sts read the advertisement for a holiday in Ex1) Read the following advertisement
112
Italy. Tell them to underline the features that may for a holiday in Italy.
attract tourists and make them want to visit the ITALY- PARADISE ON EARTH
country. Come to sunny Italy! It is a country
full of fascinating cities and beautiful
scenery. It is considered the birthplace
of Western culture. High art and
monuments are to be found all over the
country. Moreover, the food is
delicious. There are also shops full of
bargains. You can spend your time
sightseeing, shopping, or you can
simply relax on one of the excellent
beaches. Whatever you do, you are
certain to have a most enjoyable
holiday!
2. Sts work independently and exchange their work Ex2)What are good ways to write an
with a partneer. T. checks. advertisement? Put a tick() .
1. create a striking headline ()
2. Keep your ad brief ()
3. WRite some drawbacks
4. Try to attract attentions ()
5. Ask a lot of questions
6. Give the main features. ()
3. Tell sts to think of a place in their locality or Ex3) Write a shor advertisement for a
neighboring area to introduce to tourists. It may be a tourist attraction in your area.
museum. a craft village, a workshop,, a temple, a ………………………………………
church, an ancient house, a wood / forest, a lake … ……………………………………….
Ask sts to write their advertisement out of class. Tell ………………………………………..
them to refer to the ad. in 1) . They can also refer to ……………………………………….
exercise 1 in LOOKING BACK for a good way to ………………………………..
write an ad.
In the next lesson , have them present what they
have written to the class. The class gives cooments
and praise.
IV- HOMEWORK:

113
Period: 16 Week: 24
UNIT 9 :ENGLISH IN THE WORLD
I. OBJECTIVES :By the end of the lesson, Ss will be able to use the lexical items
related to languages and language use and learning.
1.Language content
Vocabulary : words related to languages and language use and learning
Grammar : 2.Techniques : group work , pair work, communicative approach
III. PROCEDURES:

*Warm –up
review the previous unit by asking two Ss to 1. Getting started: chatting
go to the board, each writing we compound 2. Listen and read
114
nouns they have learnt/known. Give Vocabulary
comments and correct any mistakes if Nouns are often formed by adding
needed. suffixes to adjectives. Two suffixes
which are often added to adjectives to
form nouns are -ness and -ity.
Example: open → openness
similar → similarity
*Activity 1
a. Tell Ss to refer to the conversation to nd Exercise 1
the nouns of the adjectives simple and a . Key: simplicity - flexibility
flexible. Ask them to pay attention to how to
form the nouns from these adjectives.
b. Ask Ss to convert the adjectives given into Exercise b:

nouns. Remind them to use a dictionary to Adjective Noun
check. sad sadness
dark darkness
stupid stupidity
popular popularity
happy happiness
punctual punctuality
c. First, have Ss work independently. Then c.Key:
allow them to share answers before 1. B 2. C 3. A 4. C 5. B
discussing as a class. Call on
some Ss to give explanations for their
answers.
* Exercise c: Answer key:
Veronica wishes her parents could put
themselves in her situation to better
understand her.
Exercise 2: Ss work independently, and Exercise 2:

then share their answers with one or more Key:
partners. T may ask for translation 1. c 2. e 3. b 4. a 5. d
of the words/phrases in the table to check
their understanding. With a stronger class, T
may wish to ask Ss
to nd some examples in real life with the
words/phrases in the table.
Exercise 3: Have Ss work independently Exercise 3: Key:
and then share their answers with one or Key:
more partners. T may help with the 1. f 2. c 3. a 4. b 5. e 6. d
words/phrases that Ss do not know the
meaning of in the sentences. If time allows,
have some Ss read out
115
loud the sentences
1.Consolidation :
Model this activity with a more able student. Then ask Ss to work in pairs. Go around to
provide help.Call on some pairs to practise in front of the class.
2.Homework :
Period: 17 Week: 25
UNIT 9 : ENGLISH IN THE WORLD
I. OBJECTIVES : By the end of the lesson, Ss will be able to identify the
correct tones for new and known information and say sentences with the correct
intonation
1.Language content
Vocabulary : bilingual , fluent, rusty, pick up a language, reasonably, get by in a
language
Grammar :
III. PROCEDURES:

116
Vocabulary
1 . Ss work independently and then share VOCABULARY:
their answers with a partner. T may ask Exercise 1:
for translation of the words/ Key:
phrases in the first column to check their 1. b 2. e 3. a 4. d 5. f 6. c
understanding. With a stronger class, T
may wish to ask Ss to
make sentences with the expressions.
2 . a Ss do the exercise individually. Exercise 2:
Check their answers as a class. Con rm Key:
the correct answers. 2. at 3. by 4. in 5. of 6. bit 7. up
b . Ss write sentences with the phrases
from 2a. Ask some Ss to say their
sentences in front of the class.
Other Ss give comments. If time allows,
call on two Ss to write their sentences on Exercise 3:
the board. Other Ss give comments. Key (suggested):
Confirm the correct sentences. Key:
Exercise 3: 1. e 2. h 3. g 4. b 5. a 6. c 7. d
3 a First, have Ss work individually to 8. f
match the words/phrases. Then allow
them to share their answers before
checking with the whole class. T may
ask for translation of the phrases in the
box to check their understanding. With a
stronger class, T may wish to ask Ss to
make some example sentences with the
words/phrases. Key:
b Ss work independently to complete 1. know 2. guess 3. look up 4. have
the passage. Check the answers as a 5. imitate 6. make 7. correct 8.
class. translate
Pronunciation:
Pronunciation
Tones in new and known information
4 Play the recording and ask Ss to listen underlined word in each sentence goes
and repeat the sentences, paying up or down
attention to whether the voice
on the underlined word in each sentence
goes up or down. T may play the
recording as many times as
necessary. Explain the rule in the
REMEMBER! box and ask some Ss to
give some more examples.
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5 Play the recording and ask Ss to listen
to the conversation, paying attention to
whether the voice of each
second sentence goes up or down. Ask
some Ss to give their answers and then
play the recording again
for Ss to listen, check and repeat. T may
play the recording as many times as
necessary.
6 First, ask Ss to work in pairs to
practise reading aloud the conversation
and identify whether the voice on
the underlined word in each sentence
goes up or down. Then play the
recording. Ss listen and draw suitable
arrows. T may pause after each sentence
and ask them to repeat chorally. Correct
their pronunciation if
necessary.

1.Consolidation :
Sts practice the intonation of sentences
2.Homework :
Period: 18 Week: 25
I. OBJECTIVES :By the end of the lesson, Ss will be able to use conditional
sentences type 2 correctly and appropriately, use relative clauses correctly and
appropriately

1.Language content
Vocabulary :
Grammar : conditional sentences type 2
relative clauses
III. PROCEDURES:
118
1. Grammar Grammar
Conditional sentences type 2: review Exercise 1 :
1 a Ask Ss to study part of the Key:
conversation. Draw Ss’ attention to how Key:
conditional sentences type 2 are 1. No 2. Yes 3. No 4. No 5. No
formed and used by analysing the
underlined part of the sentence. Draw Key:
Ss’ attention to the notes and 1. My parents told me they would visit me
the examples in the Look out! box. that week.
Then ask some more able Ss to give 2. Our teacher asked us what we were most
some examples to illustrate. worried about.
b First, have Ss work independently, 3. Phuong told me she was so delighted
then ask them to share their answers because she had just received a surprise
with one or more partners. birthday present from her sister.
Ask some Ss to say their answers aloud. 4. Tom said Kate could keep calm even
Give comments, and make any when she had lots of pressure.
correction if necessary. 5. She told her mother she had got a very
high score in her last test.
6. The doctor asked him if he slept at least
eight hours a day.
2 . Have Ss work independently to write Exercise 2:

the sentences. If there isn’t much time Key:
or Ss are not so strong, 1. If my English were/was good, I would
allocate one or two sentences per feel con dent at interviews.
student. Then ask them to share their 2. If Minh had time, she would read many
answers with a partner. English books.
Ask some Ss to write their sentences on 3. If I were you, I would spend more time
the board and discuss as a class. Give improving my pronunciation.
comments and make any 4. If Mai didn’t have some friends who
corrections. were/are native speakers of English, she
wouldn’t be so good at the language.
5. If you could speak English, we would
offer you the job.
3 . Relative clauses Exercise 3:
3 a Ask Ss to read part of the
conversation from GETTING
STARTED, paying attention to the
underlined clause. Then have Ss read
the REMEMBER! box and explain to Ss
the words that are used to introduce a
relative clause. Ask Ss to make some
examples to illustrate.
b Ask Ss to study the rules in the
grammar box. Draw Ss’ attention to the
119
use of relative clauses by analysing
the examples in the grammar box in 3b.
4 Ask Ss to do the exercise individually. Exercise 4 :
Remind them to look back to the Key:
REMEMBER! box and the grammar 1. who/that 2. where 3. whose 4.
box in 3b. Then have Ss compare their when/that 5. whom/who 6. why
answers in pairs before checking with
the whole class.
6 Before allowing Ss to do Exercise 6, 6. Key:
ask them to study the rules in the Look 2. Parts of the palace where/in which the
out! box. Then have Ss work queen lives are open to the public.
independently. Ask them to share their 3. English has borrowed many words
answers with a partner. Ask some Ss to which/that come from other languages.
say their answers aloud. 4. I moved to a new school where/in which
Give comments, and make any English is taught by native teachers.
corrections. 5. There are several reasons why I don’t
like English.
6. The new girl in our class, whose name is
Mi, is reasonably good at English.
1.Consolidation : Have Ss work independently, writing true sentences about
themselves. Then ask them to share their sentences with one or more partners to find
out how many things they have in common.
2.Homework :
Period: 19 Week: 25
UNIT 9: ENGLISH IN THE WORLD
I. OBJECTIVES :By the end of the lesson, Ss will be able to discussing
experiences in learning and using English
1.Language content
Vocabulary : knowledge English and the usage of it in the world.
Grammar :
III. PROCEDURES:

Before Ss open their books, ask Warm up:
them to work in groups to discuss the knowledge about the use of English
question ‘What do you
120
think are the best ways to master
English?’ and ‘What are the things
that you like and don’t like about
the English language?’ Elicit Ss’
answers. Remember that this is a
fluency stage of the unit with a
primary goal of communication. Do
not focus on accuracy at this time.
Reward successful attempts
at communication.
1 Give Ss about 10 minutes to work Exercise 1
independently, making notes about
themselves by answering the
questions in the table in 1.
2 Now ask Ss to work in pairs, Exercise 2 :
taking turns to ask and answer the
questions in 1. Remind them to make
notes on what their partners say in the
table in 1. Then ask each of them to
identify how many things they
have in common with their partners.
For a change, have Ss role-play in
pairs. One student is a reporter, and
the other is a student.
The reporter is gathering information
about learners of English. Ask for
volunteer pairs to role-play in front
of the class. In this case, Ss should
focus on only three of the questions
from the survey. Make sure Ss don’t
simply read from their books – they
should be in character. Give them lots
of encouragement and praise
for their communicative efforts.
3 Now put two pairs together to
work in groups of four, reporting on Exercise 3:
the things that they and their partners
have in common. T moves around the
class to listen to the discussions and
provide help only if necessary.
If time allows, ask some groups to
present their ndings in front of the
class. This may lead to a natural,
whole-class discussion. If this
happens, encourage it.
121
1.Consolidation :
Sts can tell some more about how to use English in everyday activities
2.Homework :
Prepare SKILLS 1
Period: 20 Week: 26
PERIOD 5 : SKILLS 1
I.OBJECTIVES :By the end of the lesson, Ss will be able to read for general and
specific information about English as a means of international communication.
Vocabulary :
Grammar :
III. PROCEDURES:

READING
Before Ss open their books, ask them to
work in groups to discuss either of these
122
questions:
1. Who owns English?
Ss may look somewhat confused by this
question. If so, give them more
guidance: ‘Which countries
speak English around the world?’,
‘Does the English language belong to
England? If not, why
not?’, ‘Is the English language
changing? If so, how?’
2. Does ‘Vietglish’ exist?
If necessary, explain that this is a blend
of Vietnamese and English. Give some
guidance: ‘Can you
think of any words or phrases which
blend the two languages?’, ‘Is this
increasing in Viet Nam?
1 Now open the books and ask Ss to Explain
scan the text to nd the words: - settlement (n) = the process of people
settlement, immersion, derivatives, making their homes in a place
establishment and dominant. T may help - immersion (n) = the language teaching
Ss work out the meanings of these method in which people are put in situations
words out of the context. where they have
to use the new language for everything
- derivatives (n) = words that have been
developed from other words
- establishment (n) = the act of starting or
creating something that is meant to last for a
long time
- dominant (adj) = more important,
2 a First, have Ss work independently, powerful or noticeable than other things
reading through the text and choosing a 2a.
suitable heading for each paragraph. Key: 1. b 2. c 3. a
b . T may set a longer time limit for Ss
to read the text again and answer the Key: 1. It is the export of the English
questions. Ask Ss to note language and the great growth of population
where they found the information that in the United States that has led to its
helped them to answer the questions. Ss dominance in the world today.
can compare their 2. Mass immigration.
answers in pairs before discussing them 3. They do all their school subjects and
as a class. everyday activities in English.
4. It is a blend of English and Hindi
words and phrases.
5. They are being invented every day all
over the world due to the free admissions of
123
words from
SPEAKING other languages and the easy creation of
3 First, give Ss 5 minutes to put their compounds and derivatives.
own list in order of importance.
Encourage Ss to think of the reasons
for their order. They may add other
methods they use that aren’t on the list.
4 Now in small groups, Ss compare
their lists and explain their order to
group members. Go around to provide
help. Call on some Ss to present their
top three methods and the reasons for it.
Other groups listen and give comments.
5 Ask Ss to work in pairs, taking one of
the ideas in 3 and discussing the way to
achieve it. Move around to
provide help. Call on one pai to present
their ideas. Ask other pairs to add to the
list.
1.Consolidation : T may organise a quick game. In 5 minutes, pairs write down as many
ways to achieve the goal as possible. When the time is up, call on the pair with the most
ideas to present their answers. Other pairs add to the list.
2.Homework :
Do exercise in exercise book. Prepare SKILLS 2
Period: 21 Week: 26
PERIOD 6 : SKILLS 2
listen for general and specific information about some students’ experiences in learning
and using languages write a paragraph about the uses of English in everyday life
Vocabulary : knowledge about the work of students’ experiences in learning and using
languages
Grammar :
III. PROCEDURES:
Listening
1 Ask Ss to read the instruction Key:
carefully. Have Ss read the summaries Speaker 1: E Speaker 2: A
and underline the key words in each. Speaker 3: B Speaker 4: D
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Play the recording and ask Ss to match
the summaries to the speakers. Then ask
two or three Ss to write
their answers on the board. Play the
recording again for Ss to check the
answers.
2 First, ask Ss to work in pairs to answer Key:
the questions from the information they 1. He went to Rome.
have heard in 1. Then play 2. She can have a conversation in Italian,
the recording again and allow Ss to but it’s a bit rusty.
check if their answers are correct. 3. He used to be quite bad at English.
4. He picked up enough words and
phrases to get by.
5. She thinks that she has learned a lot
since she started an English course at an
English centre.
Writing Sample writing:
3 Ask Ss to work individually making I use English for different purposes in my
notes of up to four uses of English in everyday life.
their daily life and giving an Firstly, English helps me communicate with
explanation/example for each of them in people all over the world. I have made
the given table. Remind them that they friends with some students from the UK and
do not have to write Australia. I use English to chat with them
full sentences and they can use about many things.
abbreviations and note-form. Then ask Secondly, English helps me get information
Ss to share their notes with their and improve my knowledge.
partners. T may ask some more able Ss Because almost any information is available
to read out their notes to the whole in English, it is easy for me to get access to
class. all sources of
4 a+b Set up the writing activity. information with my English. Finally,
Brainstorm the language necessary for English is useful when I want to go abroad
their writing with Ss: an introduction to study. A lot of schools
paragraph, organising ideas using and universities in diff erent countries which
connectors – Firstly, Secondly, Finally, provide scholarships and courses in English.
providing examples I am learning English hard to get an IELTS
to illustrate the points. score of 6.5 so that next year I can go to
Ask Ss to write the draft rst and then Australia to study.
swap their writing with a partner. Based In conclusion, English is useful for me in
on the comments, have various ways.
them write their nal version in class or
at home. If they write in class, they can
also do it in pairs or groups
on big pieces of paper. T may display all
or some of the lea- ets on the wall/notice
board. Other Ss and
125
T give comments. Ss edit and revise
their writing as homework.

1.Consolidation :
Ss work individually first to write a short note then compare
2.Homework :
Period: 22 Week: 27
I. OBJECTIVES :By the end of the lesson, Ss will be able to review of what they have
learnt in Unit nine(English in the world )
1.Language content
Vocabulary : knowledge about
Grammar :
III. PROCEDURES:

Vocabulary & Grammar 1 Vocabulary & Grammar
For 1, 2, 3, 4 and 5, First have Ss work 1. first 2. accent 3. dialect
independently. Then they can check their 4. second 5. official
answers with a partner 2
before discussing the answers as a class. 1. am reasonably good
126
However, tell Ss to keep a record of their 2. can also get by 3. picked up
original answers so they 4. am bilingual 5. also fluent in
can use that information in their self- 6. can have a conversation
assessment. 7. it’s a bit rusty 8. am quite bad at
For exercise 3, T may ask some Ss to 9. know a few words
write their sentences on the board and 10. can’t speak a word
give necessary correction. 3
1. I can’t speak a word of French.
2. I picked up a few words of English on
holiday.
3. My brother is fluent in English.
4. I am bilingual in English and French.
5. I can get by in German on holiday.
6. My Russian is a bit rusty.
4
1. accent 2. imitate 3. guess 4. look up
5. translate 6. mistakes 7. corrects 8.
communicate
5
2. Those are the stairs where I broke my
arm.
3. There’s a shop where you can buy
English books and CDs.
4. The English couple who/that live next
to us can get by in Vietnamese.
5. There’s a shop near my house
which/that sells cheap DVDs.
6. Look up the new words in the
dictionary which/that has just been
published by Oxford University Press.
Communication Communication
6 First, ask Ss to do the task individually Key:
to choose sentences (A-E) to complete the 1. D 2. C 3. A 4. E 5. B
conversation. Then check their answers as
a class. Finally, ask Ss to practise the
conversation with their partners and call
on some pairs to act out the conversation
in front of the class
127
1.Consolidation :
ask Ss to complete the self-assessment. Identify any diffculties and weak areas and
provide further practice if necessary.
2.Homework :
Prepare Review 3
Period: 23 Week: 27
REVIEW
Review3: UNIT 7 – 8 – 9
Lesson 1 - LANGUAGE
I. OBJECTIVES:
III. PROCEDURES:

Pronunciation
Activity 1:
- Review the use of falling, rising, and falling-rising tones in
statement questions, finding out questions, making sure
questions, and sentences to show new and known information.
128
- Ask Ss to do this exercise individually and then share their
answers with a partner before giving T the answers. Play the
recordings for Ss to check and repeat. Have some Ss read out
the conversations with correct intonation. Give comments.
1. marinate; tender
2. garnish
3. stew
Vocabulary 4. jet lag
Activity 2: 5. excursion
Have Ss do this exercise in pairs. Check the answers as a class. 6. full board
7. bilingual
Activity 3: 8. official language
Ask Ss to work out what kind of word each blank needs to
complete the sentence (e.g. noun, verb, adjective, etc.). Then 1. guide 2. reasonable
have Ss complete the sentences individually. T can ask some Ss 3. rusty 4. fluent
to write their answers on the board. Confirm the correct 5. season 6. grated
answers. 7. steam 8. passer
Grammar
Activity 4:
Have Ss read the sentences. Then ask them to find the mistake
in each sentence, and write the corrected version of the sentence.
Now have Ss compare their answers in pairs. Check their
answers as a class.
1. B the Lake Hudson → Lake Hudson
2. C bunches → cloves
3. D will be → would be
4. B the breakfast → breakfast
5. C have → has
6. D the Vietnamese American → a Vietnamese American
/Vietnamese American
Activity 5: 1. If you want to widen your
Have Ss read the situations and write suitable sentences. Call on English vocabulary, you should
two Ss to write their sentences on the board. T and other Ss give read short stories in English.
comments. Correct any mistakes. 2. You can become a tour guide
if you learn more about history
129
and culture.
3. If you want to improve your
English, you may go to either
The Sun or The Shine language
centres.
4. If I saw a fly in my soup, I
would tell the manager.
5. If I were you, I would go to
Song Nhi Resort.
Activity 6: 1. Last holiday we stayed in a
Elicit from Ss the relative pronouns and their uses (e.g. who, resort which/that Mi
whom, which, that, where). Ask Ss to do this exercise recommended.
individually and compare their answers with a partner. Have 2. I don’t like people who talk
some Ss read out their sentences. Correct any mistakes. loudly in public places.
3. The dishes which/that my
mother has cooked are so hot.
4. Last year I visited a small
town where/in which they
filmed The Little Girl.
5. Ms Mai was a teacher
whom/who I will never forget.
Everyday English
1. C
Activity 7:
2. A
Ask Ss to discuss in pairs and choose the suitable words/phrases
3. E
to complete the talks. After checking their answers, have some
4. B
pairs act out the mini-talks.
5. D
IV- HOMEWORK:
_____________________________
Period: 24 Week: 27
REVIEW (CONT)
Lesson 2 - SKILLS
I. OBJECTIVES:
III. PROCEDURES:
130
Reading 1. T
Activity 1: 2. F (Nam, their classmate, also joined
a Have Ss read the email and decide if the statements the camp)
are true or false. Ask Ss to compare their answers with a 3. F
partner before giving T the answers. Confirm the correct (they played the games before lunch)
answers. Ask Ss to explain the false statements. 4. T
5. F (they let all the fish go)
b Have Ss do these exercises individually, check their
answers with a partner before giving the answers to T. 1. They drew lots.
Two Ss can write their answers on the board if time 2. She comes from a school in
allows. Tokyo/from Tokyo.
3. They won the first prize.
4. It’s for non-native English speaking
students.
5. It’s about his tips on how to learn
English.
Speaking
Activity 2:
Ask Ss to work in groups to discuss the questions. Have
Ss report their groups’ answers to the class. Give
1. stories and books
comments and summarise Ss’ ideas.
2. vocabulary
3. correctly
Listening 4. grammar books
Activity 3: 5. international project
Have Ss read the notes carefully. Play the recording for 6. different cultures
the first time. Ss listen and fill each blank with no more 7. self-confident
than three words. Elicit the answers from Ss and write 8. activities
them on the board. Play the recording a second time for Audio script:
Ss to check their answers. If there are any difficulties, My tips to learn English well are not complicated.
play the recording a third time, stopping at difficult Firstly, I usually read stories and books in English.
Reading them helps me widen my vocabulary and
points. Confirm the correct answers. understand the context where words are used. This
way I can remember vocabulary longer and know
how to use the words correctly. Secondly, to
practice English grammar, I do lots of exercises
from different grammar books. I find Grammar in
Use and Active Grammar useful because they
explain grammar thoroughly, and provide learners
with various types of exercise. Thirdly, I take
every opportunity to speak and write English
because these are my weak points. I’ve joined an
international project which connects students from
all over the world. I’ve made friends with
four students from the USA, Australia, France, and
Egypt. We write each other emails and chat on
Skype. That way I can not only improve my
English skills but also enrich my knowledge of
different cultures. My last tip is to be self-con dent.
Don’t be afraid of making mistakes in the process
of learning. In class, you should take part in the
activities actively. If there are any things you don’t
understand, ask your teacher and classmates for
Writing
131
Activity 4: help. These tips have helped me to become a
successful English learner.
Have Ss choose one of the two topics and write a
paragraph. The audio script in the Listening section can
serve as a writing model. It might be useful to study its
structure with Ss before they attempt their own
paragraphs. Ask Ss to write individually. Ask two Ss to
write their paragraph on the board. Other Ss and T give
comments. Collect some paragraphs to correct at home.
Alternatively, have Ss revise and rewrite their paragraph
as homework. For a less able class, have Ss collectively
brainstorm ideas for the topics before they write.
Comment on their ideas.
IV- HOMEWORK:
-Prepare A 45-minute Test
Period: 25 Week: 28
TEST
A 45-MINUTE TEST
TEST 1
III. PROCEDURES:
IV- HOMEWORK:
-Prepare UNIT 10 ( Getting started )
132
___________________________
Period: 26 Week: 28
Unit 10: SPACE TRAVEL

Lesson 1 - GETTING STARTED: A mission to Mars
 Use some vocabularies and structures to talk about space travel
III. PROCEDURES:

Introduction
Before starting this lesson, do a quick game to revise the main
grammar point in Unit 9: relative pronouns. a/
Write on the board some phrases that will need relative clauses
to be complete, for example: Key:
The language... 1. d
This is the place... 2. e
I met the girl... 3. f
In groups of three, Ss take turns to complete these sentences: the 4. c
first student says one of these phrases, then the second student 5. b
adds a relative pronoun. The last student will add a clause to 6. a
finish the sentence.
For example: b/
Student 1: The language... Key:
Student 2: ...which...
Student 3: ...I would like to learn the most is Spanish. 1. Phuc was crazy about space.
Before Ss start reading the GETTING STARTED conversation,
introduce the characters Phuc and Nick and provide the context: 2. He had learnt about the
Nick is visiting Phuc, and they are now talking in Phuc’s room. universe and had collected lots
Ask Ss to focus on the picture and the heading ‘A mission to of books about space.
Mars’. Ask questions:
What do you think Phuc and Nick are talking about? 3. To show that there are more
What else can you see in the room? things in the list but that it’s not
What do you think Phuc is interested in? Why do you think so? necessary to list everything.
Do not provide corrective feedback at this stage. Now play the
recording. Ask the class to revise their answers if necessary. 4. He wasn’t very impressed
Activity 1: because he thought the
a/ Now tell Ss to look at the text of the conversation. Play the meteorite was like an ordinary
recording and have Ss follow along. Have Ss then work in pairs piece of rock.
133
to do the matching exercise.
b/ Have Ss continue to work in pairs and answer the questions. 5. By scuba diving in a flight
Give feedback as a class. Ask Ss to say where in the suit and by taking a parabolic
conversation they found the answers to the questions. flight to experience
c/ Have Ss discuss the questions: ‘Who is keener on space microgravity.
travel – Phuc or Nick? Why do you think so?’ 6. He compares it to a ride on a
rollercoaster.
Ask Ss to give as much information in the text to support their c/ Key:
answers as possible.
Phuc seems keener on space
Activity 2: travel than Nick. He was crazy
Have Ss work individually for this exercise. Ask them to pay about space when he was
attention to the photos and the key words/ content words in the young. Phuc knows more about
sentences. Have Ss then compare their answers with a partner. space and astronauts. He says
Activity 3: he’d love to experience
Ask Ss to work in small groups for this game. Give Ss the microgravity, whereas Nick
following instructions. T may draw a bingo card on the board thinks microgravity sounds
and fill in the first word as a demonstration. scary.
• First, create a Bingo card of nine squares by drawing two
horizontal lines and two vertical lines. Write ‘Bingo!’ in the Activity 2:
middle square to form a ‘free space’. Key:
• Second, create a vocabulary list that contains eight new words 1. satellite
that Ss have learnt in this lesson. 2. telescope
• Third, each player fills in his or her Bingo card with the words 3. universe
from the list. Each player should have his or her words in 4. meteorite
different squares for the game to work. 5. rocket
• Write the eight vocabulary words on small pieces of paper, 6. spacecraft
shuffle the paper, and keep them face down. Activity 3:
Then, one person turns over the pieces of paper one by one, and
calls out either the actual words or the definitions. (See the
illustration beside.)
• Players find the words in their grid as they are called, and
mark them off. When a player has marked three boxes down,
across, or diagonally (counting the ‘free space’), he or she calls
out ‘Bingo!’ and wins the round. Ss can play several rounds
with the same card. Use a different symbol to mark the card for
each round.
IV- HOMEWORK:
_________________________________
134
Period: 27 Week: 28

 use the lexical items related to astronomy and space travel
 identify continuing or finishing tones and say sentences with the correct intonation
III. PROCEDURES:

Vocabulary
Activity 1: Activity 1:
Have Ss work individually to complete the exercise. Remind Key:
them to modify the verbs where necessary. 1. orbit
They then compare their answers in pairs. 2. experienced
For a more able class, after Ss have finished, ask them which 3. launched
word(s) can be used as a noun as well. Give feedback: orbit, 4. landed
experience, launch. Ask Ss to make sentences with these 5. trained
nouns.
Activity 2: Activity 2:
For this exercise, remind Ss of some words about space they
have learnt earlier, for example: astronaut, jet pilot, Key:
weightlessness, water tank laboratory, microgravity. 1. good health
Then have Ss work individually to complete the exercise. Ask 2. a flight suit
Ss to pay attention to the key words to understand the text, as 3. parabolic flights
well as to the part of speech of the missing words. 4. operate
5. spacewalks
Activity 3:
a/ As a class, ask Ss to cover the boxes on the right so that
they can attempt to guess the meaning of the idioms first. Activity 3:
Then they uncover the boxes and do the matching exercise. Key:
Check the answers as a class, and make sure the idioms are 1. c
understood before moving on to 2. a
3. d
b/ Have Ss then work in pairs to make short dialogues using 4. b
the idioms they have learnt.
Activity 4:
This game can be played in small groups in two rounds. Activity 4:
In the rst round, all groups will read the de nitions to guess Key:
the planets. The game will be timed. The group who is
quickest to have all correct answers is the winner. If time 1. Venus
allows, have Ss play the second round. In this round, T writes 2. Mercury
135
the names of some of the planets on the board (one by one). In 3. Jupiter
30 seconds, each group has to write on a piece of paper one 4. Mars
fact they know about these planets, without looking at the
textbook. The papers will then be cross checked by groups to 5. Neptune
find the group which has the most correct answers. 6. Earth
7. Saturn
Pronunciation 8. Uranus
Continuing or finishing tones
Play the recording from GETTING STARTED again,

focussing on the part where Phuc tells Nick about what
he had learnt about space.
‘I’d learnt about the planets, the stars, satellites, rockets, and
stuff.’
Draw Ss’ attention to the REMEMBER! box.
Give an example of saying a list of things, such as:
-items on the teacher’s desk
-items in your wardrobe at home
-places you have visited
Activity 5:
Ask Ss to work in pairs to practise saying the statements and
short dialogues. Play the recording and have Ss check their
pronunciation.
Activity 6:
Have Ss work in pairs to do the task. If time allows, ask them
to think of other situations when they tell other people lists of
things. Ask Ss to work in pairs to play out the situations.
IV- HOMEWORK:

136
Period: 28 Week: 29

 Use Past simple and past perfect correctly with confidence
 Use defining relative clauses correctly and appropriately
III. PROCEDURES:

Grammar
Past simple & past perfect: review

Ask Ss to study the timeline to familiarise themselves
with the events and when they happened. T can read out
any two of the events on the timeline, and ask Ss which
event happened first.
Vocabulary
Activity 1:
1 Remind Ss of how to use the past simple and past Activity 1:
perfect. Key:
Have Ss then work individually to complete the 1. had been sent; made
exercise. Tell Ss to pay attention to the position of 2. became; had (already) been
already in the sentences. launched
Activity 2: 3. had own; walked
Ask Ss to complete the box with T’s year of birth and 4. put; had (already) sent
their own year of birth. Then ask Ss to check where the 5. was established; had (already)
dates fit into the timeline. Ss can write out the dates and travelled
events from the timeline along a line drawn on a piece
of paper. They can then add in this task four additional
dates.
Have Ss now work in pairs to talk about these events.
Remind them to use the word already. Walk around the
class and provide help if necessary. Call on some pairs
to give their questions and answers in front of the class.
Defining relative clauses

Activity 3:
- Draw Ss’ attention to the grammar box and Look out!
box. Give more examples if necessary. Ensure Ss have
understood the rules before moving on.
Have Ss work individually to complete the exercise and
137
then compare their answers with a partner. Remind Ss
that a relative pronoun may not be required to complete
the sentences (indicated in the key with a cross).
Activity 4:
- Have Ss work individually to complete the exercise
and then compare their sentences with a partner.
Remind Ss that a relative pronoun may not be required
to complete the sentences – this is indicated in the key
with a cross (x).
Activity 5:
- This activity can be done as pair work or a game Activity 3:
between two big groups. One student or group describes
the object/person/event using defining clauses for the Key:
other student or group to guess. 1. who/that
2. where
3. which/that/x
4. which/that
5. which/that/ x
6. when
Key:
1. The film which/that/x the class
watched yesterday was about the
Apollo 13 space mission.
2. We read about an astronaut who
travelled into space in 1961.
3. This is the man who works for
NASA.
4. The team who/that plays on the left
has never won the championship.
5. The ground-breaking space mission
which/that/x this article describes is
called Rosetta.
6. The task which/that/x the Rosetta
mission has is comparable to a fly
trying to land on a speeding bullet.
138
IV- HOMEWORK:
_______________________________
Period: 29 Week: 29

 talk about space travel history and life on a space station
III. PROCEDURES:

Activity 1:
-Ask Ss to work in pairs to complete the exercise after
they have looked at the pictures (taking a shower, Key: 1. X
sleeping in a sleeping bag, listening to music, pouring 2.
salt). 3.
Accept all answers from Ss and remember to ask them 4. X
to explain their decisions. Do not give corrective
feedback at this point.
Now ask Ss to read the text. Tell them to pay special
attention to any information that helps them to check
their earlier answers. Tell them to notice any new words
as well.
Now give correction.
Activity 2:
Have Ss work individually and then in pairs for this
task.
- After Ss have finished, ask them to study the three

photos of the 155 in the textbook and connect these
photos with the information in the text.
If time allows, T may provide some of the latest photos
and blog posts produced by astronauts who are living
aboard the ISS They are available at
WWW.blog.nasa.gov.
Now ask Ss to come back to the question list which has
been created earlier on the board and try to answer them
139
with the information from this lesson. If there are some
questions that cannot be answered with the text,
encourage Ss to find more about them by themselves
(using the Internet, books, etc.). T may provide the
NASA blog URL above as an additional resource.
Activity 3:
This activity can be organised as a debate. Have Ss
work in small groups and agree on the three items they
will bring to the ISS for each need in 2 . When all
groups are ready with their list, the class gets together
and decides on a new three-item list. Each group has to

persuade the others that their items should be on this
list, rather than those of the other groups.
Activity 4:
NASA astronaut Kjell Lindgren replaces
Have Ss work individually and write down a personal
items inside the ISS, Sep., 2015. Credits:
thing they will take aboard the ISS because they cannot NASA.
live without it. Then ask Ss to work in pairs to share
what they have written. Ss need to explain to their
partner why this item is so important to them.
Astronaut Scott Kelly posted this photo

taken from the ISS to Twitter on Sept. 5,
2015. Credits: NASA.
IV- HOMEWORK:
140
-Prepare SKILLS 1
______________________________
Period: 30 Week: 29

Lesson 1 - SKILLS 1
 read for specific information about two famous astronauts' space travel
 talk about space travel history and life on a space station
III. PROCEDURES:

Activity 1:
-Have Ss work in pairs. Ask Ss to focus on the photos
and try identifying the Vietnamese astronaut (Pham
Tuan). Ask if they know anything about Pham Tuan.
Pairs can share what they already know about Pham
Tuan. After that, have Ss turn the page upside down and
read the Quick facts box, then they tell each other some
more information about Pham Tuan in full sentences.
Activity 2:
a/ Explain to Ss they are going to read a text about two
famous astronauts talking about their space travel
experience. Ask Ss to guess what they think the two Key:
astronauts will talk about. T may refer back to the 1. c
information about the ISS that Ss have learnt about in 2. a
COMMUNICATION. 3. b
Have Ss then read the text and do the exercise
individually. Discuss the answers with the class but Key:
remember to ask Ss to explain their decisions. (Why do1. Pham Tuan is Viet Nam's first
you think this quote should go in this paragraph?) astronaut, and Christer Fuglesang is
b/ Have Ss work in pairs to complete the exercise. Sweden's first astronaut.
When giving feedback, ask Ss to give further 2. He found that the Earth didn't look
information in the text to back up their answers. as big as he thought, and he thought we
should cooperate to take care of it.
Speaking 3. It seemed he didn't enjoy it much
Activity 3: since it wasn't fresh.
-3 Have Ss work in pairs for this task to discuss the 4. They talked to him when he was in
qualities and skills. space and that made him happy.
141
First, ask Ss to look at the reading text in 2 again and try 5. They think the chance to fly into
to extract the necessary characteristics/qualities/skills space is equal for everyone.
for astronauts from the things Pham Tuan and Christer 6. He thinks teamwork, social skills,
Fuglesang said. and language skills are important for
For example: a love for nature, can eat packaged food an astronaut.
for a long time, etc.
Then tell Ss they can look at A CLOSER LOOK 1,
Activity 2, as well as COMMUNICATION, for more Key (suggested):
ideas.
Pairs get together to exchange their ideas. Then as a • One crew member feels extremely
class, Ss build up a list of qualities and skills needed to
homesick: She/ He can make phone
be an astronaut. calls to family and friends on Earth.
She/.He can exercise, read a book,
Activity 4: listen to music, or play some games.
4 Have Ss work in groups for this role play and solve Other crew members can talk to
the problems. There are no wrong answers here. her/him, or together they can do
Encourage Ss to be creative with their ideas. something fun in their free time, for
example having a ' space party'.
Once Ss have finished, each group may present their • When looking at the monitoring
decisions and the class chooses the best solutions. system you discover a strange object
approaching Earth: The crew can
contact the Mission Control Centre for
help. They can start watching the
object, record its movements, and
report back to Earth.
IV- HOMEWORK:
-Prepare SKILLS 2
142
Period: 31 Week: 30

 Listen for general and specific information about some space tourism services
 write a short paragraph using advertising language
III. PROCEDURES:

Activity 1:
-Draw Ss' attention to the pictures. Elicit what Key: The recording is about space tourism.
they find interesting about them (a person
relaxing on a planet in a spacesuit, people pulling Activity 2:
suitcases for holidays in the universe, etc.) Key:
For a more able class, T may ask if Ss know 1 recreational, leisure, business
anything about space tourism. Ss then may have a 2. International Space Station
discussion as a class about what kind of services 3. 'Spacewalk'
they think might be offered. 4. 'manned spaceflight'
Activity 2: 5. costly, dangerous, unsustainable
-Have Ss read the questions first. Remind them Activity 3:
that they can only write no more than three words Key:
to answer the questions. Allow Ss to listen to the 1. D 2 C 3. A 4. E 5. B
recording several times and give them plenty of Audio script:
time to complete this task. Dreaming of a holiday sunbathing on Mars, or
Activity 3: playing some sports at a lunar resort and spa? While
-Before playing the recording again, challenge Ss it may take decades for these ideas to come true,
to match the numbers to their references with space tourism, which is space travel for recreational,
what they remember from the last listening. Then leisure, or business purposes is becoming more
Ss listen to either check or complete the task. realistic. Since 2001, the American company Space
Adventures has flown tourists to the International
Space Station to live and work alongside professional
astronauts for up to 10 days. The company now
offers a service called 'Spacewalk' where clients can
leave the ISS and float above the Earth. It also plans
to launch by 2018 its 'Circumlunar Mission', which
takes clients to within 100 kilometres of the moon's
surface. Virgin Galactic, the world's first spaceline,
has been preparing to launch its first manned
spaceflight. By 2015, almost 700 people from more
than 50 different countries have paid deposits at the
price of 250,000 per ticket. The possibility of
travelling into space sounds wonderful, but it has
been criticised as well. People say it's costly,
dangerous, and unsustainable, since its growth could
cause environmental problems including speeding up
143
global warming.
WRITING: Persuasive language for

advertisements
-Activity 4:
Explain that advertisements are written in a
special way to persuade customers to buy or use a
product or service. Have Ss analyse the first
advertisement and underline the words or phrases
that make it sound more persuasive.
Then ask Ss to work in pairs to analyse the last
two advertisements. If time allows, T may bring
in other print advertisements or TV commercials
(in English or Vietnamese) for the analysis. After
Key:1
Ss have completed the task, introduce the
'Become a lunar explorer. Join the greatest private
Language skills box. For a more able class, ask
expedition of our time.' An amazing, life-changing
Ss to add more adjectives that they think may be
experience. ''Ready To Become An Astronaut?'
used in advertisements.
Activity 5:
- Ask Ss to look out for hints in the words used
Key:
when doing this task. For example, 'shine' may go
1. a bakery slogan
with ' shampoo', 'bar' with 'chocolate', etc. Once
2. a shampoo product
Ss have finished, ask them to pay attention to the
3. a coffee product
way the advertisements are written. Do they use
4. a fuel-efficient car
any of the advertising techniques they have learnt
5. a tourism slogan
so far? T may ask Ss to discuss which
6. a chocolate product
advertisements they like the most, and why.
Activity 6:
Key: (suggested)
This task can be done as a group writing task.
Ss may work in small groups of three or four to
1. Watch miracles happen as our extra-mild detergent
decide together what their advertisements will be
removes all your stubborn stains! An excellent way to
like. Remind Ss to select advertising techniques
protect your clothes.
they have learnt (strong adjectives, active verbs,
2. Have you tried our new delicious and healthy
imperatives, comparatives, questions, etc.) for
yoghurt? Its tasty freshness will brighten your day!
their text. Then have Ss work individually to
3. The most stylish bicycle ever. Designed with you
write their advertisements.
in mind.
IV- HOMEWORK:

144
Period: 32 Week: 30

 Review the vocabularies and structures they have learnt to do the exercises.
III. PROCEDURES:

Activity 1: 1/ key
Have Ss work individually to fill the gaps and then compare 1. satellite
their answers with a partner. Challenge them 2. parabolic flight
to complete the task without using the prompts. 3. habitable
4. attach
5. spacecraft
6. meteorites
Activity 2:
Ask Ss to work individually to do the matching exercise. If time
allows, ask them to work in pairs to make sentences using the
phrases.
Activity 3:
Have Ss first work individually and write down the actions in 2/Key:
full sentences. Then ask Ss to work in pairs and talk about these 1. to launch a spacecraft
actions. 2. to orbit Earth
3. to experience microgravity
4. to live aboard the ISS
Activity 4: 5. to train to become an astronaut
- Have Ss work individually to complete the task and then 6. to do experiments
compare their answers with a partner. A cross means no relative
pronoun is required. 3/ Key:
a / He had cleaned the house.
He had made a cake.
Activity 5: He had hung up balloons.
- Ask Ss to follow the instructions to play this game. If time He had bought candles.
allows, both alternatives can be done to provide Ss with further He had selected a nice music playlist.
practice on defining relative clauses. He had chosen a funny movie.
Activity 6: b/ She had passed a swimming test.
- The role-play should be done in small groups first. While Ss She had learnt about the ISS.
role-play, go around and provide help. Later call on some She had taken parabolic flights.
volunteer groups to role play in front of the class. She had studied spacecraft systems.
Finished! Now I can ... She had experienced microgravity.
Ask Ss to complete the Finished! self-assessment. Identify any She had tried crew activities.
difficulties and weak areas and provide further practice.
145
4/ key
1. X
2. who
Project: A holiday out of this world 3. which
4. X
Encourage Ss to design attractive posters by using graphics and 5. where
impressive advertising language. 6. that
Alternatively, Ss can prepare a short slide show presentation (3-
4 slides) to talk about their company's tour. Ss may include
videos and sound files in their presentation if they wish.
On the day of presentation, organise a competition. Each group
shows their advertisement or slide show, while the rest of the
class acts as 'customers'. During each group presentation, allow
time for, and encourage, questions and answers between the
'company' and the 'customers' about the trip. Have the class vote
for the presentation they find most appealing.
IV- HOMEWORK:
__________________________
Period: 33 Week: 30
TEST CORRECTION
146
Period: 34 Week: 31
Unit 11: CHANGING ROLES IN SOCIETY

Lesson 1 – GETTING STARTED
I. OBJECTIVES: By the end of this Unit, students will be able to know about items
involved in the topic.
II. LANGUAGE CONTENTS:
-Vocabulary: words related to the lesson.
III . PREPARATIONS:
 T: sub -board, pictures, casette
 SS: book, notebook
IV. PROCEDURES:
* New lesson:
Teacher’s and students’ activities Contents

Warm up
T has Ss work independently. Encourage them to Key: 1. Phong 2. Mai 3. Phong 4.
do the exercise without looking back at the Nguyen 5. Mai
conversation.
Presentation Vocabulary:
-vision(n)
-sense of participation
-breadwinner(n)
Practice -externally(adv)
-Ask Ss to read the questions and underline the b-
key words in each question (e.g. purpose in 1, Key: 1. It’s for people to share their
who in 2). vision of the future.
This helps Ss determine what information they 2- Some students from Oak Tree
need to answer those questions. Then Ss refer School in Happy Valley.
back to the conversation and look for the answers. 3-He says that learning will also take
Correct the answers as a class. place outside school.
4-It will give them a sense of
participation and of being part of the
process.
5-No, he won’t. He may still go to
-Ask Ss to work in groups of four or five. Ask work.
them to look at the context around where these 6-No, he doesn’t.
phrases/se c-
Correct the answers as a class. 1. After the year 2030
2. Ideas about what life will be like in
the future
3. Both housework and paid work are
-Have Ss work independently to choose the worthy of respect.
147
correct option A or B answers in pairs. Check as a 4. I love being with my father.
class. 2)
Key: 1. B 2. A 3. B
-Have Ss work in groups of four or ve. Ask them
to look at the pictures and guess what future 3)
visions the pictures represent. Encourage them to Suggested answers:
come up with as many predictions as possible. 1-Cars will be running on solar energy.
Then have them present their ideas to the class. 2-People will live in houses in the sky.
3-People will be able to talk with their
pets.
4-Robots will be doing the
housework.
Production 5-Trains will be running as fast as
Divide the class into two teams. One team names 300km/h.
a service and the other team says what they think 6. Land will become barren.
the service will be like in the future. Try to give
every student a go, not just the most advanced
ones in the class.
Homework: prepare: A closer look 1.(vocabulary)
148
Period: 35 Week: 31

Lesson2: A CLOSER LOOK 1
I. OBJECTIVES: By the end of this Unit, students will be able to talk about roles in the
society.
III . PREPARATIONS:
 T: sub -board, pictures, casette
IV. PROCEDURES:
*Previous lesson:
* New lesson:
T’s &Ss’activities Contents
Warm up
___Family word___
Presentation
-T gives out some words form. Verb Noun Noun (person)
1. attend attendance attendant
2. facilitate facility facilitator
3. provide provision provider
4. develop development developer
5. interview interview interviewer/interviewee
6. evaluate evaluation evaluator
7. participate participation participant
Practice 8. apply application applicant
-T has ss use the words in the table in 1
to complete the sentences. Key:
1. attend 2. facilitate 3. provider
4. developed 5. interviews 6. evaluation
7. participation 8. apply
-Ss choose the correct answer A
closest in meaning to the underlined Key: 1. B 2. C 3. A
word/phrase in the sentences. 4. B 5. A
-Ss complete the sentences with phrases Key:

formedwith ‘sense of’. 1. sense of direction 2. sense of humour
3. sense of time 4. sense of responsibility
5. sense of style
-Get ss to listen carefully and tick ( ) the Pronunciation
149
correct box. Then listen again and Agreeing and disagreeing tones
repeat. Key + Audio script:
-Ss mark Mike’s sentences with falling 1. No one can deny it?
(agreeing) or rising (disagreeing) 2. All of us can see your point.
arrows. Then listen and check. 3. We will help him with the money.
4. You will be cooking.
5. Well, you may be right.
Production Lucky numbers.

T has ss play game.
Homework
T has ss prepare: A closer look 2.
150
Period: 36 Week: 31

Lesson3: A CLOSER LOOK 2
society.
III . PREPARATIONS:
 T: sub -board, pictures, cassette
IV. PROCEDURES:
*Previous lesson:
Word form: vision of services in the future.
* New lesson:
T’s & Ss’activities Contents
Warm up
-T may write the two example sentences
using the future active and passive on
the board. Let Ss work out the
difference between the two sentences.
Presentation Form: S+ will be+ Past participle
-T gives form of future passive.
-Ss copy down.
Practice 1 -Choose the future active or passive to
-T asks Ss to work individually. They complete the sentences.
then share their answers with a partner. Key: 1. A 2. B 3. B 4. A 5. A 6. B
Check the answers as a class. 2-Rewrite the sentences without changing
their original meanings.
Keys:
-Work with Ss on the REMEMBER! 1. Classes will also be held in places like
box . Write the examples in the box on restaurants or supermarkets.
the board as you explain the rules. 2. The school’s curriculum will constantly be
Ensure that Ss understand the rules tailored to meet changes in soc
before beginning the exercises. T may 3. Students’ academic performance will not be
keep the examples on the evaluated through exams on
board while Ss are doing the exercises. 4. Not all the decisions in the family will be
made by men.
5. Women will be freed from most housework
by high technology.
6. More flyovers will be built to reduce traffic
in the city.
3-Put a comma/commas where necessary in
151
-Ask Ss to work individually. They can the sentences.
then exchange their answers with a
partner. Elicit the answers from
Ss and correct them if necessary. Ask Ss
to explain their answers to check their
understanding of the rule. 4- Cross out the relative clause which can be
omitted without causing confusion to the
-Before doing this exercise, remind Ss meaning of the sentence.
that only non-defining relative clauses Key:
can be omitted. Have Ss do 1. Sarah works for a company that makes
this exercise individually. They may bikes.
refer to the rules on the board. Check 2. I’ve got a sister called Caroline.
the answers as a class. 3. This morning I met my ex-classmate Janet.
4. The 6.30 bus was late today.
5. Only those who had booked in advance were
allowed in.
6. The stairs which lead to the basement are
rather slippery.
5-Combine two sentences into one. Use the
Production sentence in brackets to make a non-de ning
-Have Ss work individually. Let Ss relative clause.
share their writing with their partner. Key:
Check as a class, paying special 1. We are staying at the Grand Hotel, which will
attention to the commas and the relative be demolished for a department store.
pronouns. 2. The essays will be assessed by Hans de Wit,
who is the President of the EAIE.
3. The Second World War, which lasted from
1939 to 1945, destroyed hundreds of cities in
Europe.
4. I have read several short stories by Jack
London, who is a famous American writer.
5. The Eiffel Tower, which is on the River
Seine, was built over two hundred years ago.
Homework
Ss prepare: communication
152
Period: 37 Week: 32

Lesson4: COMMUNICATION
society.
III . PREPARATIONS:
 T: book, lesson plan
IV. PROCEDURES:
*Previous lesson:
Non-defining relative clauses.
* New lesson:
Warm up
-T has ss work in groups. Read the
introduction to the Just imagine! forum.
Discuss and take notes of your
own predictions.
Presentation Vocabulary :
-T preteaches vocabulary. -hands-on
-Ss listen and repeat then copy down. -tailoring(n)
-responsive to
-individually-oriented
Practice
-Have Ss read the posts individually as
quickly as possible. Then refer to their Key:
predictions in 1a and see if there are any 1. real; practical
similarities. 2. focussed on a particular person; customised
-T has ss work in groups. Look at the 3. a person who judges another person’s
coloured words/phrases in the posts. performance
Then discuss and find their meanings 4. reacting quickly and positively; showing
from the context. interest in something
5. making the necessary changes to something
to make it t a person or situation
Which response (1-4) is the most relevant to

-T has ss answer the question. each of the posts in 1b?
Key: Post 22: 4
Post 51: 3
Post 76: 1
153
Post 101: 2
Production
Discuss in groups. Support
your answers with specific
reasons and examples.
Homework
T has ss prepare the next lesson:
Skills 1.
154
Period: 38 Week: 32

Lesson5: SKILLS 1
I. OBJECTIVES: By the end of this Unit, students will be able to practice their speaking and
reading skills about the topic.
III . PREPARATIONS:
 T: book, lesson plan
IV. PROCEDURES:
*Previous lesson:
Talk about changes in the role of school.
* New lesson:
Warm up
-T has ss discuss these questions in Reading
groups. 1. What changes in society will we see in ten
years’ time?
2. What will be the changes in the roles of men
and women in society?
Presentation 3. How will the increasing involvement of
-T. preteaches vocabulary. women in public life a ect society?
-Ss listen and repeat then copy down.
-witness(v)
-doubt(n)
-sole(adj)
Practice -burden(n)
-T has ss read the passage and match the
underlined words/phrases in the passage Key: 1. d 2. e 3. b 4. f 5. a 6. c
with their definitions.
-Ss read the passage again and answer
the questions. Key :
1. The ever increasing involvement of women in
education and employment.
2. The socio-economic picture of these
countries.
3. Their financial burden will be reduced.
However, they will no longer be the dominant
gures and will learn to share decision-making
and housework.
4. They will learn to be more independent.
155
5. The service sector.
-Here are some predictions about the 6. It will develop.
changing roles of males and females in Speaking
the future. Tick ( ) the one(s) you agree
with.
-Ss work in groups. Share the
predictions you agree with in 3a in the -I agree that….
group. Discuss if you agree with your
groupmates’ choices. Give reasons and
examples to support your opinion
Production
With more women having well-paid
jobs, what changes will we see in the
service sector? Make a list, and present
Homework
T has ss prepare: Skills 2
Period: 39 Week: 32

Lesson 6: SKILLS 2
I. OBJECTIVES: By the end of this Unit, students will be able to practice their listening and
writing skills.
III . PREPARATIONS:
 T: book, cassette, tape.
IV. PROCEDURES:
*Previous lesson:
Talk about changes in society.
* New lesson:
Warm up Listening
-T has ss look at the maps and answer Where is Kenya located?
the questions. What do you know about this country?
Presentation
-T preteaches vocabulary. Vocabulary
-Ss listen and repeat then copy down. -dominate(v)
-male-dominated(adj)
-in charge of
156
-reliable(adj)
Practice
-T has ss listen to the description of Key:
some changes in the roles of women in 1. T 2. T 3. T 4. F 5.F
Kenya. Decide if the statements are true
(T) or false (F). Key: 1. 1995: 65% 2. 2010: 47% 3. 2025: 30%
-Ss correct. 4. 1995: 22% 5. 2010: 36% 6. 2025: 48%
-T has ss listen to part 2 again and fill
the blanks with the correct information. Writing
-Ss correct.
Work in groups. How do you think the

roles of teenagers will change in the
future?
Brainstorm and make a list of possible
changes.
-Choose one of your group’s ideas, and
write a short paragraph about it.
Production
Some ss present their writing to class.
Homework
T has ss prepare: unit 11_Looking back
Period: 40 Week: 33

Lesson 7: LOOKING BACK AND PROJECT
I. OBJECTIVES: By the end of this Unit, students will be able to revise vocabulary and
grammar from unit 11.
1-Vocabulary: review.
2-Grammar: review
III . PREPARATIONS:
 T: book
IV. PROCEDURES:
*Previous lesson:
Talk about roles of teens in the future
* New lesson:
Activity 1 Vocabulary
-T has ss complete the sentences with 1-
157
the words in the box. Key:
Activity 2 1. male-dominated 2. individually-oriented
-Ss use the words in their correct forms 3. hands-on 4. responsive to
to complete the sentences. 5. nancially 6. facilitators
2-
Key:
1. supports 2. provider
3. predicting 4. tailored
5. evaluate 6. witnesses
Grammar
Activity 3 3-
-T has ss choose the correct answer A, Key: 1. C 2. A 3. B 4. B 5. C 6. D
B, C, or D to complete the sentences.
Activity 4 4-
-Ss use the correct form of the relative Key:
clause to combine the two sentences 1. Many tourists visit Liverpool, which is the
into one. home of The Beatles.
2. The town hasn’t got any parks where people
can go and relax.
3. My son took part in the Beyond 2030 forum,
which invited people to share their vision of the
future.
4. Baron Pierre de Coubertin, who was the
founder of the modern Olympic Games, was not
in favour of women participating in the Games.
5. There will be an open discussion which will
look at the main challenges and opportunities in
the coming decades.
6. The changing economic role of women,
Activity 5 which started in 1948, has greatly aff ected the
- Match each prediction with two role of men.
responses. Then practise saying them in Communication
pairs.
Homework
T has ss prepare: unit 12_Getting
started.
158
Period: 41 Week: 33
Review 4: UNIT 10 – 11 – 12
Lesson 1 - LANGUAGE
I. OBJECTIVES:
III. PROCEDURES:

Pronunciation
Activity 1:
Review the rule of tones (high or rising tones to check
information, to indicate items in a list, to disagree with someone
or for emphasis and low or falling tones to indicate that a list is
finished, to agree with someone, and with Wh-questions) with
Ss. Before listening to the recording, have Ss draw arrows to
illustrate the appropriate tones. Play the recording. Ss listen and
check the answers. Confirm their answers as a class. Ss then
listen again and repeat, in chorus and individually.
Activity 2:
Have Ss work in pairs to draw rising or falling arrows to
illustrate the correct tones. Ask them to practice saying the
conversation. Play the recording for Ss to check their answers.
Check the answers as a class. Have some pairs practise saying
the conversation in front of the class.
Vocabulary 1. facilitators 2. development(s)

Activity 3: 3. training 4. launch
Make sure Ss understand the meanings of the verbs provided. 5. experienced 6. attendance
Then have them complete the exercise individually. Call on 7. evaluators 8. participants
some Ss to write their answers on the board. Confirm the correct
answers. 1. work flexitime
2. sense of direction
Activity 4: 3. make a bundle
Check if Ss remember the meaning of the phrases. Ensure all the 4. burn the midnight oil
phrases are understood before moving on. Then have them work 5. once in a blue moon
in pairs to complete the sentences. Check the answers as a class. 6. The sky’s the limit
7. sense of responsibility
Grammar 8. mountains of work
Activity 5:
1. eating 2. to play
159
This exercise revises the use of V + to-infinitive and V + V-ing 3. to work/working 4. to be
forms. Have a brief revision session with Ss if necessary. Then 5. doing 6. to share
have Ss work individually. Ss exchange their answers. Finally, 7. floating 8. checking
check the answers as a class..
Activity 6: 1. My grandfather, who has
Have Ss write the sentences individually on a piece of paper. been retired for ten years now,
Ask Ss to swap their answers with a partner. Allow Ss time to used to be an astronaut.
discuss if there is any difference between their answers. Check 2. The spacecraft which/that
the sentences as a class. took Yuri Gagarin into space is
called Vostok 3KA.
3. She likes the career which
/that her father pursued all his
life.
4. He admires the teacher who
initiated building the school
library.
5. I work for a man whose farm
covers thousands of acres.
6. Students will have to make
their own learning decisions,
which will be hard for many of
them.
Everyday English
Activity 7: 1. No worries
Have Ss read the phrases and sentences carefully. Check that Ss 2. I am not so sure about that
understand the meaning of the phrases before moving on. Then 3. That’s not entirely true
Ss do this exercise in pairs. Correct their answers and ask some 4. Cool
pairs to act out the short dialogues. 5. Sounds interesting
IV- HOMEWORK:

Period: 42 Week: 33
Review 1: UNIT 10 – 11 – 12
Lesson 2 - SKILLS
I. OBJECTIVES:
III. PROCEDURES:
160
Reading
Activity 1: 1. C
a. Have Ss work individually to skim-read the text to 2. A
match the headings with the correct paragraphs. They 3. D
can compare their answers with a partner. Check 4. B
answers as a class.
b. Ask Ss to read the text again carefully to decide 1. T
whether the statements are true (T) or false (F). Tell 2. F
them that they can underline the sentences that have 3. F
clues for their answers. Have Ss compare their answers 4. F
with a partner. Check the answers as a class. Ask Ss to 5. T
explain the reasons why an answer is false.
Speaking
Activity 2:
This is an open speaking exercise. Allow Ss time to get
some ideas from Unit 10 to 12, or to come up with some
ideas of their own. Ss can work in groups. Have some
Ss/groups come to the front to present their own choice
and their reasons for the choice.
Listening
Activity 3:
a Firstly, ask Ss to read the questions carefully. Then
play the recording. Ss listen and answer the questions. 1. a hotel receptionist
Ask some Ss to give their answers. Write Ss’ answers 2. two weeks
on the board.
b Have Ss read the sentences carefully and try to
complete them without listening to the recording again. 1. sociable
Do not confirm any answers at this stage. Tell Ss that 2. dealing with
they are going to listen a second time to check the 3. telephone manner
answers for the questions in 3a and b. Play the 4. experience
recording. Ask some Ss to give answers. Let Ss listen a 5. night shifts
third time if necessary to check their answers. Confirm
the correct answers as a class.
Writing I think one of the most popupar jobs in the future
Activity 4: can be astronaut, the ‘driver’ of expensive
Have Ss work in pairs to discuss the question. Ask the spacecrafts. The first reason is many people are
dreaming of flying into the space and are willing to
pairs to brainstorm an outline of the main reasons why
pay for such ‘ trips’ if the costs are not as high as
they think their chosen job will be the most popular. they are now. In fact, this kind of space travel has
Have pairs do the writing together. T may read aloud attracted many world’s travel agencies to exploit,
one piece of writing and ask other Ss to comment. T so hopefully it will be much cheaper to follow
such journeys. This also means the demand for
may also collect some of the Ss’ paragraphs to correct at spacecraft drivers will be increasing. Secondly,
home. astronauts will certainly be able to make a bundle
and the opportunities for this job will be much
161
higher. Moreover, those astronauts will also have
many chances to travel between planets, and enjoy
the spectacular views from outside the Earth. In
short, because of the increasing demand for space
travelling, the opportunities to earn money, and the
interesting nature of the job, this job will likely be
a favourite job for many people in very near
future.
IV- HOMEWORK:
-Prepare for test

162
Period: 43 Week: 33
TEST 45 minutes
Period: 44 Week: 34
UNIT 12 MY FUTURE CAREER

I. OBJECTIVES :
By the end of the lesson, Ss will be able to use the lexical items related to jobs and
careers
2.Teaching aids : Cassette, posters, pictures
III. PROCEDURES:

*Warm –up
Before Ss open their books, review the
previous unit by asking them to play a game.
First, divide Ss into two equal teams. Write
the phrase ‘The roles of teachers and schools
in the future’on the board. Ask the two
teams to write down as many
words/phrases relating to the roles of
teachers and schools in the future as
possible. Set a time limit of three minutes.
The team with more correct words/phrases
wins.
*Activity 1
Ask Ss what job or career they want to do in Do you have to choose some speci c
the future. Then ask them another question: subjects to focus on if you want to do
that job in the future?
Elicit answers from Ss. Now, tell them ‘What subjects will you choose?’and
to look at the picture and the heading ask them these questions:
Have Ss answer as a class. Who can you see in the picture?
Where do you think they are?
What do you think they are talking
about?
163
Play the recording and have Ss follow
along.
After that, Ss can compare their answers
with the information in the conversation.
a./ Ss work in pairs to label the pictures with Key: 1.lodging manager 2. event
the words/phrases given. Allow pairs to planner 3.customer service staff
share their answers before asking them to 4.housekeeper 5. tour guide 6.biologist
discuss as a class. Then ask some Ss to read
the words/phrases aloud and correct
their pronunciation if necessary.
b./ Have Ss work individually. Ss nd the Key: 1. GCSE 2.vocational subjects
words/phrases with the given meaning in 3. academic subjects
the conversation. Then have Ss share their 4.applied approach 5.tourism 6.
answers with a partner before asking them to Leisure
discuss as a class.
c./ Have Ss read the conversation again Key: 1. T 2. F 3. F 4.NG 5.T 6. F
to tick true (T), false (F), or not given
(NG). Remind Ss that they can answer NG
(not given) if they don’t think the
information was given as part of the
conversation. Ss exchange their answers with
a classmate. Ask for Ss’ answers as well as
their explanation for their choices.
Write the correct answers on the board.
2 a./ Have Ss work in pairs to read the Key: 1.a job 2.leisure time 3.a job 4.a
phrases and complete the task. Check the living
answers as a class
b./Ask Ss to work individually to complete Key: 1. take/do (an English) course 2.
the sentences with the right collocations. doing a nine-to- ve job 3. Work
Then ask them to share their answers with a flexitime
partner. Finally, check the answers as a class 4.earns money/earns a living 5.did a
course/took a course 6. work overtime
3./Ask Ss to work in groups of four. Ss take

turns thinking of a job. The others ask
Yes/No questions to nd out information, and
guess what the job is. The aim is to have Ss
ask as many questions as possible. T can tell
them that they may ask questions about
necessary qualifications, skills, likes,
dislikes, working conditions, salary,
colleagues, or people they are working with.
IV- HOMEWORK:
164
Period: 45 Week: 34

I. OBJECTIVES :
By the end of the lesson, Ss will be able to identify in which situations to use high tones
and say sentences with the correct high tone
III. PROCEDURES:

Start by reviewing the previous lesson.
Begin by asking two pairs of Ss to come
to the front to play a quick game. Ask
them to write as many jobs and
collocations (or phrases) used to describe
those jobs as possible. Set a time limit of
three minutes. The pair with the most
correct words and collocations wins.
Vocabulary
1./Now have Ss turn to the book and Key: 1. craftsman 2.physicist 3. opera
work in pairs to identify the pictures. singer 4. fashion designer
Ask them to briefly describe the 5. pharmacist 6. architect 7.
pictures. Then let them do the matching businesswoman 8. mechanic
exercise. Check the answers as a class.
Then ask Ss:
Which of these jobs would you like to do
in the future?
Why would you like to do it?
Ask some Ss to answer the questions.
2./ Have Ss work individually to ll the Key:
blanks. Remind Ss that the form of the 1. physicist 2.mechanic 3. pharmacist
word may need to be changed to t the 4.fashion designer 5. opera singer
sentence. Allow them to share their 6.architects
answers with a partner before checking 7. businesswomen and businessmen
as a class. 8.craftsmen and craftswomen
3 a./ Give Ss a couple of minutes to work Key: 1. D 2. B 3. A 4. C

in pairs to do the matching. Then check
the answers as a class
b./ Have Ss work individually to Key: 1. career 2. job 3. profession 4.
165
complete the sentences. Have them career path
compare their answers in pairs.
Afterwards, check Ss’ answers as a class.
Pronunciation
High tones
Have Ss silently read the information and
examples in the box. Ask some Ss to
summarise the rules and read out the
examples in the box or to give their own
examples. Ensure that Ss have
understood the ideas before proceeding.
Inform Ss that negative adjectives
(awful, terrible) can be a- ected by tone
in the same way as positive ones
(excellent, brilliant).
4./ Play the recording for Ss to listen.
Ask them to draw arrows to illustrate
Tom’s tones. Play the recording again for
Ss to repeat the short dialogues paying
attention to the tones. Call on some pairs
to act out the short dialogues.
5./ Have Ss work in pairs to draw
arrows to show the tones before
reading out. Then play the recording.
Ask the pairs to listen and check their
lines showing the tones. Con rm the
correct answers. Ask some pairs to
practise saying the pairs of dialogues.
Correct them if necessary.
IV- HOMEWORK:
166
Period: 46 Week: 34
I. OBJECTIVES :
By the end of the lesson, Ss will be able to use the structures Verb + to-infinitive/Verb
+
V-ing correctly
III. PROCEDURES:

Grammar
Despite/In spite of: review
Have Ss read the REMEMBER!box, Key: 1. loving maths 2. studying hard
then ask one or two Ss to summarise the 3.laziness 4. being short 5. poor health
rules. T can write the example sentences
on the board. Ask Ss to give further
examples. Make it clear to Ss that these
expressions can be used
interchangeably. They both work with
all the forms: before a noun, a noun
phrase, or an -ingform.
1./ Ask Ss to work individually to ll in
the gaps. Check the answers as a class.
Verb + to-in- nitive/Verb + V-ing
Ask Ss to read the bubble quoted from
the GETTING STARTEDconversation,
then have them read the structures and
examples in the grammar box
carefully. Help them with the
meanings of the verbs if necessary.
Divide the board into four columns.
Write Verb + to-in- nitive, Verb + V-
ing, Verb + to-in- nitive/V-ing with no
change in meaning in each column,
and a column for Verb + to
infinitive/V-ing with change in
meaning. Ask four Ss to come to the
board to write the verbs mentioned in
the grammar box in the appropriate
column. Ask other Ss to give examples
167
with these verbs.
2&3 Have Ss work individually. Allow Key:
Ss to share their answers with a partner. 2 1. to give 2.to pass 3. choosing 4.taking
Then check their answers as a class. T 5.to employ 6. to talk/talking
can remind Ss that in both these 3 1. A 2. A 3. C 4. C 5. A& C 6. B
exercises more than one of the options
may be correct.
4./ Firstly, have Ss work in pairs to Key:
describe what is happening in the 1.to lock 2.meeting 3.to contact 4. to send
pictures. Then Ss can attempt to 5.working 6.talking 7. posting 8.to answer
complete the sentences using the ideas
and actions from the pictures. Check the
answers as a class.
5./ Have Ss work individually to finish Key:
the sentences. Allow them to share their 1. The boy nally managed to deal with his
answers with a partner. Call on some Ss peers at the vocational school.
to write their answers on the board. 2. She attempted to cooperate with the
Correct their answers if necessary. others in the team to nish the work.
3. He wasn’t promoted in spite of his efforts.
4. The boss denied bullying the new
employee.
5. Despite being quali ed for the job, he
wasn’t accepted./Despite qualifying for
the job, he wasn’t accepted.
IV- HOMEWORK:
168
Period: 47 Week: 35
ÔN TẬP HKII (TIẾT 1)
NỘI DUNG ÔN TẬP KIỂM TRA HỌC KÌ II NĂM HỌC 2016-2017
MÔN TIẾNG ANH LỚP 9 - CHƯƠNG TRÌNH 10 NĂM
I/ Kiến thức ngôn ngữ
1. Pronunciation
2. Quantifiers
3. Conditional sentences type 1, 2
4. Articles
5. Relative clauses
6. Verb forms and tenses
7. Passive voice
8. Adverb clauses of concession
9. Word forms
10. Prepositions
11. Expressions
12. Question words
13. Vocabulary
II/ Đọc hiểu
Các bài đọc trong sách giáo khoa lớp 9, học kì II hoặc các bài đọc khác có cùng chủ đề, mức độ tương
đương.
1. Đọc đoạn văn và chọn câu trả lời đúng (trắc nghiệm khách quan 4 phương án lựa chọn,
trong đó chỉ có 01 phương án đúng).
2. Đọc đoạn văn và hoàn thành câu trả lời.
III/ Viết
1. Hoàn thành câu theo từ gợi ý.
2. Viết lại câu sao cho nghĩa câu không thay đổi.
CẤU TRÚC ĐỀ KIỂM TRA HỌC KÌ II
MÔN TIẾNG ANH LỚP 9 - CHƯƠNG TRÌNH 10 NĂM
+ PHẦN I: do Sở GD&ĐT ra đề. (8 điểm)
- Đề kiểm tra gồm 03 kĩ năng: kiến thức ngôn ngữ, đọc hiểu, viết.
- Hình thức: tự luận (4 điểm) kết hợp với trắc nghiệm khách quan 04 phương án lựa chọn,
trong đó chỉ có 01 phương án đúng (16 câu, 4 điểm).
- Thời gian làm bài: 45 phút.
I/ Kiến thức ngôn ngữ
1. Trắc nghiệm khách quan 4 phương án lựa chọn, trong đó chỉ có 01 phương án đúng.
2. Viết hình thức hoặc thì đúng của động từ cho trong ngoặc.
II/ Đọc hiểu
1. Đọc đoạn văn và chọn câu trả lời đúng (trắc nghiệm khách quan 4 phương án lựa chọn, trong
đó chỉ có 01 phương án đúng).
2. Đọc đoạn văn và hoàn thành câu trả lời.
III/ Viết
1. Hoàn thành câu theo từ gợi ý.
2. Viết lại câu sao cho nghĩa câu không thay đổi.
+ PHẦN II: kĩ năng nghe và nói Sở GD&ĐT giao cho các đơn vị chủ động thực hiện. (2 điểm)
- HẾT -
169
- Giáo viên phổ biến đề cương ôn tập, cho học sinh ôn lại các nội dung của đề cương theo sách
giáo khoa.
- GV yêu cầu HS chuẩn bị trước các nội dung theo đề cương cho tiết sau.
_______________________________________
Period: 48 Week: 35
I. OBJECTIVES:
By the end of the lesson, Ss will be able to remember the knowledge for the 2nd term
exam.
2.Teaching aids : text books, exercise books
III. PROCEDURES:

T asks Ss to do the exercies Exercies in the text book which related to the
T gives fb and explains if there is exam forms.
difficulty.
T asks Ss to prepare for next period
Period: 48 Week: 35
I. OBJECTIVES:
By the end of the lesson, Ss will be able to do a sample test
2.Teaching aids : text books, exercise books
III. PROCEDURES:
T asks Ss to do the sample test Sample test
T gives fb and explains if there is
difficulty.
T asks Ss to prepare for the exam
170
SAMPLE TEST
Part 1: Use of English
I. Write the correct form of the verbs in brackets. (1, 0 point)
1. I will never forget (work) _______________ so hard to become an architect.
2. Well, I think the role of fathers (drastically/change) _______________ in the future.
3. He (be) _______________ an experienced salesman before he decided to set up his own business.
4. Which roles are women expected (play) _______________ in the future?
II. Choose the best option for each gap to complete the sentences. (2 points)
1. My cousin is __________ university student.
A. a B. an C. the D. X
2. Her mother has just bought a __________ of bananas at the market.
A. pinch B. stick C. slice D. bunch
3. There are numerous jobs in tourism and hospitality for you to choose. __________.
A. The sky’s the limit B. Over the moon
C. Out of this word D. Once in a blue moon
4. He has a strong __________. You can always rely on him.
A. sense of a time B. sense of a direction
C. sense of a humour D. sense of a responsibility
5. Have you ever seen Picasso’s La Guerre, __________ is really a masterpiece?
A. who B. they C. which D. that
6. My best friend couldn’t come to the party because she was suffering from __________ after her trip
to the USA.
A. full board B. jet lag C. checkout D. touchdown
7. As an ___________, he has many opportunities to perform in the Grand Theatre.
A. tour guide B. architect C. opera singer D. mechanic
8. Choose the underlined word which has different tone from others.
“On his farm, his father used to have five horses, four cows, four hens, and one cat.”
A B C D
PART 2: READING
I. Read the dialogue below and decide which option (A, B, C, or D) best fits each space. (2.0
points)
Nick’s mum: Today we’re making a prawn salad, __(1)__ is a favourite of mine.
Mi: Fantastic. I love salad.
Nick’s mum: This salad is simple __(2)__ delicious. Here are the ingredients: prawns, celery, spring
onions, mayonnaise, lemon juice, salt and pepper.
Nick: What should I do first, Mum?
Nick’s mum: Get a big bowl for me. And then can you wash the celery?
Nick: Sure.
Mi: I can wash the spring onions __(3)__ you like, Mrs Warner.
Nick’s mum: Please, do. I’ll boil the prawns.
Mi: So, do English people eat lots of salad?
Nick’s mum: Yes, especially __(4)__ the summertime. People often serve salad as a starter. But salads
also make a healthy lunch or supper.
Mi: You’re right, they’re so versatile. And you can put anything in a salad.
Nick: Mum, the prawns are pink now.
Nick’s mum: They’re pink?
Nick: Yes.
Nick’s mum: Good, they’re ready. I’ll drain them. Nick, can you peel them? Mi, could you __(5)__
the celery and spring onions? You should be careful if you use the red knife – it’s sharp.
Mi: Right, everything’s ready. __(6)__do we do next?
Nick’s mum: OK, first, combine the prawns and celery in the bowl. Add two tablespoons of
mayonnaise, half a teaspoon of salt, half a teaspoon of pepper and some lemon juice. Now, mix all the
ingredients __(7)__.
171
Nick: OK.
Nick’s mum: Finally, add the spring onion on top. Now we cover the bowl and leave it in the fridge
__(8)__ an hour. You’ve done a good job, both of you.
Mi: I can’t wait to try it.
Nick: Yeah, I’m starving! An hour is a long time…
1. A. who B. whose C. which D. that
2. A. and B. but C. or D. so
3. A. if B. so C. because D. though
4. A. at B. in C. on D. of
5. A. dip B. sprinkle C. grate D. chop
6. A. How B. When C. Where D. What
7. A. good B. well C. bad D. badly
8. A. since B. before C. for D. by
II. Read the passage and answer the following questions. (1.0 points)
Japanese people are famous for their well-balanced and healthy diet. That is
the main reason for their longevity.
1. Components in a typical Japanese meal
Typically, a Japanese meal consists of rice, miso soup, the main dish(es) and pickles. Rice is the staple
and plays a central part in people’s eating habits. Japanese rice is sticky and nutritious, so when
combined with the main dishes and the soup, they make a complete meal. The portions of each dish are
individually served.
2. The habit of having raw food and simple sauces
The most important characteristic of their eating habits is they like raw food and do not use sauces with
a strong flavour. Two typical examples are sashimi and sushi. The Japanese make sashimi simply by
cutting fresh fish. Then they serve it with a dipping sauce made from soy sauce and spicy Japanese
horseradish (wasabi). Sushi is similar. The cooked, vinegared rice can be combined with raw fish,
prawn, avocado, cucumber or egg. Sushi is usually served with soy sauce and pickled ginger.
3. The art of arranging dishes
It is said that the Japanese eat with their eyes. Therefore, the arrangement of dishes is another
significant feature of their eating habits. If you join a Japanese meal, you may be excited to see how
the colourful dishes are arranged according to a traditional pattern. In addition, there are plates and
bowls of different sizes and designs. They are carefully presented to match the food they carry.
1. What does a Japanese meal consist of?
=> A Japanese meal consists ______________ ______________ the main dish(es) and pickles.
2. What sauce can both sashimi and sushi be served with?
=> Both can ______________ with soy sauce.
3. How many components are there in a typical Japanese meal?
=> There are ______________ ______________
4. Why do people say that the Japanese eat with their eyes?
=> Because ______________ and are arranged carefully according to a traditional pattern.
PART 3: WRITING
I. Finish the second sentence so that it has the same meaning as the first one. (1 point)
1. The school will constantly tailor its curriculum to meet changes in society.
- The school’s curriculum _________________________________________________
2. Even though he is lazy, he was given the job.
- In spite of his __________________________________________________________
3. Peter has such a lot of English homework that he won’t go to the party.
- If _________________________________________________________________
172
4. I have told you about the girl who won the first prize in the English speaking contest.
- The girl about __________________________________________________________
II. Make sentences using the words and phrases below to help you. (1 point)
1. If / my dad / cook dinner / my mom / may / surprised.
- _______________________________________________________________
2. She / not mind / work hard / reach her career goals.
- _______________________________________________________________
3. In the next future, paper books / be / replace / e-books / school.
- _______________________________________________________________
4. We / already do / our homework / before / we / go / school.
173
I. OBJECTIVES:
By the end of the lesson, Ss will be able to talk about choosing future jobs and
reasons
for these choices
III. PROCEDURES:

Before Ss open their books, ask them
to work in groups to discuss the jobs
they want to do in the future. Then
tell Ss that they are going to read
posts on the 4Teenwebsite from
several teenagers who are talking
about their future career paths.
Check if Ss understand the meanings
of the words in the Extra
vocabularybox. If they do not, quickly
teach the words by using de nitions,
synonyms, or the equivalent phrases
in Vietnamese.
• can’t stand + V-ing: used to Sample comments on:
describe an activity or situation Post from Tu:
that you really don’t like, or find - I agree that if Tu can sing, he should enroll
extremely unpleasant in a school for performing arts.
• make a bundle: earn a lot of money - Tu is right. A singer can make a bundle.
• burn the midnight oil: work very - I can’t agree with Tu’s reason. Not every
hard; work through the night singer becomes famous.
1./ Have Ss skim-read the posts - I don’t think every singer can travel all
individually and try to remember the over the world.
reasons each teen gives for their Post from Anh:
choice of career. Then, in pairs, Ss - I totally agree with Anh that it is a
compare the reasons that each of them meaningful job, because architects can help
gives. Then Ss can read the posts a improve people’s lives.
second time more slowly for details. - I can’t agree with Anh that architects work
2./Put Ss in groups of four. Tell them flexitime. My dad is also an architect and he
that they can look back at the posts has to be at work at 8 a.m. every day
and choose one post to discuss. Post from Duong:
Remind them that they can use the - Duong is absolutely right. If he is curious
phrases to express agreeing or about the natural world, that job can satisfy
174
disagreeing in the box. Move around him in many ways.
to observe and provide help. - I’m sorry, I can’t agree with Duong. He
3 a./ Have Ss work in pairs. Ask them wants to become a physicist because he is
to choose a couple of example curious about the world, but can he be sure
careers, either from elsewhere in the that he is able to do the job? Is he good at
unit or from ideas of their own. Ss physics?
should then gure out their own Post from Dzung:
reasons why they do or do not want - Exactly. What Dzung says is true. Student
the chosen careers. Set a time limit of doctors do have to burn the midnight oil.
ten minutes. Tell them that they can They have to learn about everything related to
also note down several key their patients because their advice a- ects the
words/phrases related to their reasons. patients’ lives.
b./Ask several pairs to report their - I totally agree with Dzung because it is
decisions and reasons to the whole very hard to work in hospitals. All around you
class. Have other Ss give comments. are patients waiting for your help.
This is an open exercise and there are - Hold on... If everyone only thinks about
no wrong answers. the hardships, who will become doctors? Who
will treat the patients, then?
IV- HOMEWORK:
Prepare SKILLS 1
______________________________
Period: 48 Week: 35
PERIOD 5 : SKILLS 1
I.OBJECTIVES :
By the end of the lesson, Ss will be able read for general and specific information
about choosing a career
III. PROCEDURES:

Reading Suggested answers:
1./ Ask Ss to work in pairs to discuss the 1. A job is something people do to earn
questions. Elicit the answers from Ss. money.
Give Ss three minutes to skim the article 2. A career is more than a job. It is an
and compare their answers with the ongoing process of learning and
information from the article development of skills and experience.
175
3.Very di- erent. (A job describes what you
are doing now, a career describes your job
choices over your working life, with the aim
of improving your quality of life.)
2./Have Ss read the article to do the Key:
exercise in pairs. Ask some Ss to share 1.career path 2.peers 3. ongoing
their answers 4. alternatively 5.take into account
3./Ask Ss to work individually. Remind
them to pay attention to key words in Key: 1.T 2. F 3. F 4. T 5.T 6. T
each statement. Then allow them to
share their answers before checking as
a class. To check their understanding,
ask some Ss to explain their answers.
Speaking
4 Have Ss work in groups. Each group
should choose one job to discuss.
Ideally each group would have a
different job. If you have more groups
than jobs on the list, Ss can contribute
more jobs. Ask them to make notes on a
small poster, using the example as a
guide. Set a time limit.
5 Have each group present their ideas
and opinions on their chosen job to the
class. Once they have nished, ask the
rest of the class to say whether they
agree with the points or not and whether
they should add some other points.
As an extension activity, ask groups to
choose another job that they didn’t work
on. Have Ss read the notes from the
group who chose this job in 4. Tell them
to add any extra ideas their group may
have. Ss report their ideas to the class.
IV- HOMEWORK:
Prepare SKILLS 2
Period: 49 Week: 36

176
PERIOD 6 : SKILLS 2
I.OBJECTIVES :By the end of the lesson, Ss will be able to listen for general and
specific information about choosing future jobs and reasons for these choices, write
about the qualities one needs to be able
III. PROCEDURES:
Introduction
Ask Ss to say what jobs their parents
do. Ask them if they are aware of any
difficulties which their parents face
when doing those jobs.
Listening Key: 1. mountains of work
1 Ask Ss to work in pairs to answer the 2.work overtime 3. Rewarding 4. sociable
questions. Ask a pair to share their ideas 5.applied skills 6. good with his
with the class.
2 Tell Ss that they are going to listen to
a conversation between Phong and Mrs.
Warner, Nick’s mother, about jobs that
he and his friends want to do in the
future. Ask them to read the information
in 2 carefully.
Tell them to listen carefully to find out
the words/phrases from the recording
needed to fill in the blanks.
T can play the recording twice if
necessary. Have two Ss write their
answers on the board. Confirm the
correct answers.
3 Have Ss work individually to Key: 1. T 2.T 3. T 4. F 5. F 6.T
underline the key words in the
statements and predict the answers.
Write their answers on the board
without confirming the correct answers.
Play the recording again for Ss to check.
T may pause at the sentences that
include the information Ss need for their
answers. Con rm the correct answers.
Writing
4 First check that everybody
understands the meaning of the
adjectives in the box. If not, T can spend
177
some time explaining them. Set a time
limit for pairs to brainstorm the ideas
and do the discussion. Ask them to refer
back to 2 and 3 as examples for useful
language and ideas. Ask some pairs to
present their ideas to the whole class.
Remind Ss that they should give
examples and reasons to support their
main points.
5./ Have Ss work individually to get
their ideas down on paper and check the
accuracy of what they have written.
Give them ten minutes to write and edit
their work. Swap their writing with a
partner for peer review, comments, and
corrections. Then ask Ss to write the
second draft as homework.
IV- HOMEWORK:
___________________________
Period: 50 Week: 36

I. OBJECTIVES :
By the end of the lesson, Ss will be able to review of what they have learnt in Unit 12
III. PROCEDURES:

Encourage Ss not to refer back to the unit
pages. Instead, they can use what they Key:
have learnt during the unit to help them 1 1. C 2. D 3. E 4. F 5. A 6. B
do the exercises. 2 1. H 2. E 3. F 4. A
Ss should record their results for each 5. D 6. G 7. C 8. B
exercise to complete the self-assessment 3 1. vocational 2. dynamic 3. empathetic
box at the end of the unit and identify 4. academic subjects 5.took into account
areas to review. 6. professional
Vocabulary & Grammar 7.burnt the midnight oil 8. make a bundle
For 1, 2, 3, 4, and 5, rst have Ss work 4 1. to lock 2. working 3. treating
178
independently. Then they can check their 4.to get 5. to nish 6. reading
answers with a partner before discussing 5 1.working hard →to work hard
the answers as a class. However, tell Ss to 2.promised to make →no change
keep a record of their original answers so 3.to be →being
that they can use that information in their 4.refused to attend →no change
self-assessment. 5. mind to burn →mind burning
6.managed getting →managed to get
7. admitted to study →no change
8.o- er working →o- er to work
9.prefer working →preferring to work
10.agreed to take →no change
Communication
6./ Have Ss work in pairs to think of two
things that are true of the job they are
assigned, and one thing that is not true
about the job. Give them seven minutes to
work together. When the pairs have
finished preparing, ask them to take
turns to come to the front to introduce
themselves and repeat the three ‘facts’.
The class will together decide which
‘facts’are true, and which is untrue.
Finished!
Finally ask Ss to complete the self-
assessment. Identify any difficulties and
weak areas and provide further
practice.
PROJECT
My future career path
The aim of this project is to encourage Ss
to think about possible career paths they
may want to follow, and to do some more
research about the factors they have to
consider if they are going to follow that
pathway. This is a topic that is of
immediate importance to the Ss’ futures.
Divide Ss into groups of four or ve and
instruct them on what they have to do.
Encourage them to think of a real path
they might want to follow. Tell them to:
• give reasons for the choice
• consider factors like quali cations,
skills, hobbies, personalities, practical
issues, and even the employment
179
market
• think about who can give them good
advice, and why Ask Ss to draw a picture
of their career path. Have them present
their posters in the next lesson. When all
the groups have given their presentations,
let the whole class vote for the best one.
IV- HOMEWORK:
Prepare Review 4
Period: 51 Week: 36
TEST CORECTION
180
Period: 52 Week: 37
REVISION FOR 2ND EXAM
181

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Giáo Án Tiếng Anh 9 Thí Điểm

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Giáo Án Tiếng Anh 9 Thí Điểm

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Period: 2 Week: 1

Teaching date: 23/8/2016 Class: 9/1, 9/2

Unit 1: LOCAL ENVIRONMENT

Teacher’s and students’ activities Content

Unit 1: LOCAL ENVIRONMENT

Teacher’s and students’ activities Content

Unit 1: LOCAL ENVIRONMENT

Teacher’s and students’ activities Content

Unit 1: LOCAL ENVIRONMENT

Teacher’s and students’ activities Content

Activity 2: A DAY OUT

Teacher’s and students’ activities Content

Teacher’s and students’ activities Content

Unit 1: LOCAL ENVIRONMENT

Teacher’s and students’ activities Content

Activity 3: 1. zoo 2. looking forward to

Teacher’s and students’ activities Content

Teacher’s and students’ activities Content

Teacher’s and students’ activities Content

Teacher’s and students’ activities Content

Unit 2: CITY LIFE

Teacher’s and students’ activities Content

Unit 2: CITY LIFE

Teacher’s and students’ activities Content

Unit 2: CITY LIFE

Teacher’s and students’ activities Content

IV- CON SOLIDATION & HOMEWORK:

T’s & Ss’ Activities CONTENT

IV- CON SOLIDATION & HOMEWORK:

T’s & Ss’ Activities CONTENTS

IV- CON SOLIDATION & HOMEWORK:

UNIT 3 : TEEN STRESS AND PRESSURE

T’s & Ss’ Activities CONTENT

UNIT 3 :TEEN STRESS AND PRESSURE

II . TEACHER AND STUDENTS’ PREPARATION :

UNIT 3 :TEEN STRESS AND PRESSURE

T’s & Ss’ Activities CONTENT

3 Ss work in pairs for this task. Ask Key (suggested):

IV- CON SOLIDATION & HOMEWORK:

3 . Challenge Ss to complete this Key (suggested):

4 Ss work individually then in pairs when 4.Key:

Teacher’s and students’ activities Content

Activity 6: 1. Trang wondered what to wear

Teacher’s and students’ activities Content

Teacher’s and students’ activities Content

Unit 4: LIFE IN THE PAST

Teacher’s and students’ activities Content

Teacher’s and students’ activities Content

Unit 4: LIFE IN THE PAST

Teacher’s and students’ activities Content

Unit 4: LIFE IN THE PAST

Teacher’s and students’ activities Content

Activity 3: Suggested answers:

Unit 4: LIFE IN THE PAST

Teacher’s and students’ activities Content

Teacher’s and students’ activities Content

Unit 4: LIFE IN THE PAST

Teacher’s and students’ activities Content

Activity 4: Suggested answers:

Project: Preserving the past