Giáo Án Giảng Dạy Hệ Đổi Mới Tiếng Anh 11 - HK II (2018-2019)

GIÁO ÁN TIẾNG ANH LỚP 11 – HỌC KÌ II – HỆ ĐỔI MỚI
Date of preparation: 05/01/2019 Date of teaching: 09/01/2019
INTRODUCTION
PERIOD 055/105: GETTING SECOND TERM SCHEDULE
I. AIMS/OBJECTIVES OF THE LESSON
1. Language focus - To help Ss review topics they have learned in the first term
- To help learners get started with the second term
- To introduce Ss the English 11 program in the second term
- To motivate Ss to study
2. Skills - To help Ss to recognize different skills that they have to master:
reading, speaking, listening, writing
- To help Ss revise the structures of each unit in the English 11
3. Attitudes - To help Ss get started for the second term
- To provide Ss some motivation
II. PREPARATION
1. Teacher - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students - Read through English 10 for the second term
III. PROCEDURE
1. Class organization (1 minute)
2. Check up (omitted)
3. New lesson (40 minutes)
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
Lead in Do as appointed
Ask Ss to look through the book and find - 5 Units, 2 reviews
out general information
1. Review - Unit 1 The generation gap
Asks Ss to review what they have learned in - Unit 2: Relationships
the second term - Unit 3: Becoming independent
- Review 1
- Unit 4: Caring for those in need
- Unit 5: Being part of ASEAN
Review 2
How many parts are there in each unit and There are 8 parts:
what are they? - getting started - language
- reading - speaking
- listening - writing
- culture and communication
- looking back and project
2. Introduction - Unit 6 Global warming
Ask Ss to look through the book and name - Unit 7: Further education
topics - Unit 8: Our world heritage sites
- Review 3
Asks Ss to give the reasons for their - Unit 9: Cities of the future
answers - Unit 10: Healthy lifestyle and
longevity Review 4
Introduce regular assessment and exams Regular assessment: 6 15-minute tests: 3
45-minute tests: 2 End-term test: 1
4. Consolidation (3 mins) - 8 different parts in each units
- Getting started for the second term
5. Homework: (1 min) - 8 different parts in each units
- Getting started for the second term
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Trang 1
UNIT 6: GLOBAL WARMING

PERIOD 056/105: GETTING STARTED
A PRESENTATION ON GLOBAL WARMING
1. Language focus - To help learners get started with some language items in Unit 6
- For vocabulary, that is words and phrases related to global warming
- For pronunciation, that is intonation in yes-no question and echo-
question
- For grammar, that is perfect gerunds and perfect participles
2. Skills - To help learners get started with 4 skills in Unit 6
- Reading: Skimming and scanning about global warming
- Speaking: Expressing opinions, agreements, or disagreements
- Listening: Listening for gist and specific information about global
warming
- Writing: Write an essay about global warming
3. Attitudes - To help Ss get started for Unit 6 with the topic "global warming"
II. PREPARATION
2. Students - Read through English Unit 6 - getting started at home
III. PROCEDURE
1. Listen and read - Do as appointed
Ask Ss to look at the picture and answer carbon print-foot
the question infectious disease
- Who do you see in the picture? heat-related illnesses
- Where do you think they are?
- What are they doing?
Play the recording, ask Ss to listen and
read
2. Answer the questions Do as appointed
Ask Ss to work in groups, ask and answer 1. Global warming
the question 2. Three parts: the causes, the effects, the
Asks Ss to give the reasons for their solutions
answers 3. Greenhouse gas emissions from factories
and vehicles; use of chemical fertilizers, and
deforestation.
3. Greenhouse gas emission, use of chemical
fertilizers, deforestation
4. Climate changes, infectious and heat-
related diseases, impact on water supplies,
threat to food production and upset
ecological balance
5. They should change their daily habits
6. Causes: burning of fossil fuels, using of non-
environment friendly products
Effects: natural disasters such as floods,
droughts, tsunami, acid rain
3. Read the conversation again match Do as appointed
the words and definition c–g–d–b–a–e–h–f
Ask Ss to read the conversation again,
work in pairs, do the task
4. Find the sentences with the structure Do as appointed
having VpII Having planned
Ask Ss to do the task Having contributed
Having treated
4. Consolidation (3 mins) - Global warming - Practice the conversation
5. Homework: (1 min) - Global warming - Practice the conversation
- Do the task again - Read Unit 6 - Language at home
IV. SELF-EVALUATION:
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PERIOD 057/105: LANGUAGE
1. Language focus - To provide learners some language items in Unit 6
- For vocabulary, that is words and phrases related to global warming
- For pronunciation, that is intonation in yes-no question and echo-
question
- For grammar, that is perfect gerunds and perfect participles
2. Skills - To promote Ss to develop the skill of working in pairs and groups
3. Attitudes - To encourage Ss to work harder
II. PREPARATION
2. Students - Read through English Unit 6 - language at home
III. PROCEDURE
2. Check up (5 minutes)
- Talk about the causes, the effect of and solution to global warming
VOCABULARY Do as appointed
Complete the sentences with the 1. carbon footprint 2. infectious diseases
right form of the words/phrases 3. emissions 4. ecological balance
Ask Ss to work individually first and 5. heat-related illnesses 6. climate change
then in pairs to do the task
PRONUNCIATION Do as appointed
1. Listen and repeat Pay attention to the intonation
Play the recording and let Ss listen
Play it again with pauses for them to
sentence
2. Listen and mark the symbol of Do as appointed
rising intonation
Ask Ss to read the word in rows
paying attention to the intonation
GRAMMAR Do as appointed
Perfect participles in clauses of 1. Having planned
time and reason After we have planned the content …
1. Underline the perfect participles 2. Having treated
in the sentences Because/Since humans have treated the ….
Ask Ss to work in pairs, do the task The perfect participle is used to express a reason
2. Match the two parts to make Do as appointed
complete sentences 1. e 2. c
3. a 4. b
Ask Ss to work individually then in 5. g 6. h
pairs to check their answer 7. f 8. d
GRAMMAR Do as appointed
Perfect gerunds 1The students in group 11G were praised for
Rewrite the sentences, using the having planted the most trees in the schoolyard in
passive voice the Tree Planting Competition
2. The police suspected Mike of having cut down
Ask Ss to work individually first, then the oldest tree in the park
in groups and check their answers 3. He denied having dumped lots of rubbish onto
the beach
4. Thank you for having saved the lives of hundreds
of wild animals
5. They regretted having hunted and killed many
wild animals
6. The factory was heavily fined for having dumped
tons of toxic waste into the river
7. Denis was rewarded for having taken an active
part in the Green Summer activities
4. Consolidation (3 mins) - Vocabulary related to global warming
- Perfect gerunds and perfect participle, intonation
5. Homework: (1 min) - Vocabulary related to global warming
- Perfect gerunds and perfect participle, intonation
- Do the task again, read Unit 6 - Reading at home
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PERIOD 058/105: READING
GLOBAL WARMING IS REAL
1. Language focus - To provide learners some vocabulary related to the topic of global
warming
2. Skills - To promote Ss to develop their reading skills
- Skim the text to get the general idea
- Scan the text to get some specific details
II. PREPARATION
2. Students - Read through English Unit 6 - Reading at home
III. PROCEDURE
2. Check up (5 minutes) - Ask some Ss to go to the board and do the tasks again
PRE READING Do as appointed
1. Work with a partner and guess what - pollution
problems are described in the pictures - forest destruction
Let Ss work in pairs, do the task
WHILE READING
2. Read the text and select the statement The best title of the text is "Global warming is
that expresses main idea mainly caused by humans and has negative
Let Ss read the three heading a, b, c d first impacts on people’s lives"
and make sure they understand all of them
Ask Ss to read through the text once
without stopping at the words that they
don't know the meaning
Ask them to work in pairs to decide on the
best title for the text that gives the general
idea of the whole text
Help them eliminate the choice that is only
one aspect of the text
3. Match the words with their meanings Do as appointed
Ask Ss to work in pairs and do the task 1. g 2. f 3. d 4. e
5. b 6. a 7. c
4. Answer the questions Do as appointed
Put Ss in groups of 3, ask them to read the 1.We are responsible
questions first to make sure they 2. It releases a large amount of carbon
understand them by asking them to dioxide into the atmosphere
underline key words 3. Deforestation disrupts the process of
absorbing and capturing C02 from the
atmosphere
Let Ss read the text again and locate the 4. They could lose their home
parts of the text where they can get the 5. They can reduce crop harvest globally
answers 6. Because human beings cannot exist
without species diversity on earth
POST READING Do as appointed
5. Work in groups, discuss the question
Put Ss in groups of four and let them
discuss the questions freely
- Reading skills: skimming, scanning, guessing the meaning of new
words/phrases through context
- Reading skills: skimming, scanning, guessing the meaning of new words/phrases
through context
- Do the task again - Read Unit 6 - Speaking at home
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PERIOD 059/105: SPEAKING
GOING GREEN
1. Language focus - To provide learners some vocabulary related to the topic of
global warming
- To instruct learners how to express opinions, agreements or
disagreements about solutions to global warming
2. Skills - To promote Ss to develop their speaking skills
- To help Ss develop the skill of working in pairs and groups
II. PREPARATION
2. Students - Read through English Unit 6 - Speaking at home
III. PROCEDURE
2. Check up (5 minutes) - Ask Some Ss to go to the board and do the tasks again
1. Work in pairs, in your opinion, which of the Do as appointed
following activities in the table below can help to 1, 2, 4, 5, 6
reduce global warming?
Ask Ss to work in pairs, do the task
2. The table below presents the reasons why the Do as appointed
activities in 1 can help reduce global warming. 1. e 2. b
Match them with the activities 4. c 5. a 6. d
Let Ss work in pairs, do the task
3. Lan, Mai and Minh are talking about the - Do as appointed
activities presented in 1. Work in groups of three. 1. energy use
Complete the conversation using the phrases in 2. electronic devices
the box and then practice it 3. planting trees
Ask Ss to do the task 4. carbon dioxide
5. reusing and recycling
4. What do you think about these solutions to Do as appointed
global warming? Work in groups of three. Use the
idea in 1 and 2 to have a similar conversation
Ask Ss to do the task
- Speaking skills: making a conversation based on the sample
- Do the tasks again
- Read Unit 6 - Listening at home
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PERIOD 060/105: LISTENING
SAVE THE PLANET, SAVE OUR LIFE
1. Language focus - To provide learners some vocabulary related to global warming
2. Skills - To promote Ss to develop their listening skills
II. PREPARATION
2. Students - Read through English Unit 6 - Listening at home
III. PROCEDURE
2. Check up (5 minutes) - Talk about how to reduce global warming
1. a Match the words with the pictures Do as appointed
and answer the question 1. c (drought) 2. d (flood)
Ask Ss to work in pairs and do the task 3. a (famine) 4. e (water shortage)
5. b (forest fire)
- climate change
b. What is the common cause of all the - global warming
disasters depicted in the pictures - human being’s interference with the
above? environment
2. Prof Linn is talking to a class of Do as appointed
grade 11 students about global 1. D 2. B 3. B
warming. Listen to the talk and choose 4. C 5. A
the best answers
3. Listen to the talk again and answer Do as appointed
the questions 1. Carbon dioxide, carbon monoxide
Let Ss work in pairs to answer the 2. The thick layer of the greenhouse gases traps
questions more heat from the sun leading to the increase of
the temperature on the earth
3. Heat waves, floods, droughts and storm surges.
4. Famine, water shortages, extreme weather
conditions and a 20-30% loss of animal and plant
species.
5. When you have a lot of information about the
topic, you’ll be more willing to change your
lifestyle and you’ll be able to inform others and
inspire change.
4. Work in groups. Discuss if the Do as appointed
weather patterns in VN have changed
over the last ten years. Provide some
examples. Then report the results to
the class
4. Consolidation (3 mins) - Vocabulary related to the topic of global warming
- Listening skills
5. Homework: (1 min) - Vocabulary related to the topic of global warming
- Listening skills - Do the tasks again
- Read Unit 6 - Writing at home
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PERIOD 061/105: WRITING
GLOBAL WARMING –CAUSES & EFFECTS
1. Language focus - Vocabulary related to the causes and effects of global warming
2. Skills - To promote Ss to develop their writing skills
II. PREPARATION
2. Students - Read through English Unit 6 - Writing at home
III. PROCEDURE
2. Check up (5 minutes) - Ask Ss to talk about causes and effects of global warming
1. Which are the causes and which are Do as appointed
the effects of global warming? Complete Causes: 2, 4, 7
the diagram with the idea below. Effects: 1, 3 6, 8
Ask Ss to do the task 5 9
2. Work in pairs, discuss and complete Do as appointed
the outline using the ideas from 1. 1. Introduction (introduce topic and the main
Brainstorm some possible solutions contents)
Ask Ss to do the task in pairs - one of the biggest issues facing humans
nowadays
- caused mainly by humans
- most catastrophic effects on humans
- humans have to take actions to reduce the
risks
- the essay will discuss the causes and effects,
and possible solutions
2. What global warming is and its cause
3. Complete the following outline for the a. Topic: The benefits of earbuds
passage on earbuds in activity 2 b. Thesis sentence: What are its benefits?
Ask Ss to do the task c. Supporting idea 1 and further explanation:
small, light, portable -> put in a bag or pocket
Supporting idea 2 and further explanation:
not costly -> about 100 000 VND
Supporting idea 3 and further explanation:
used anywhere -> will not disturb anybody
4. Choose one invention and write a Do as appointed
similar paragraph about its benefits
Ask Ss to exchange their writing for peer
comment
4. Consolidation (3 mins) - Vocabulary related to the topic of working mother
- Writing skills
5. Homework: (1 min) - Vocabulary related to the topic of working mother
- Writing skills - Do the tasks again
- Read Unit 6 - Communication and Culture at home
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Date of preparation:……../……./201.. Date of teaching: ……../……./201..

PERIOD 062/105: COMMUNICATION & CULTURE

1. Language focus - To provide learners some samples and cultural items
2. Skills - To promote Ss to develop their skills and cultural understanding
II. PREPARATION
2. Students - Read through English Unit 6 - Communication and Culture at home
III. PROCEDURE
2. Check up (5 minutes) - Ask some Ss to go to the board and read their writings
Communication Do as appointed
Discussion The best invention is TV. It is useful to many
1. In groups, vote for the best invention people. It's not expensive. It's easy to use and
among those in the list below easy to buy.
2. Report and explain your group's Do as appointed
results to the whole class We voted for digital cameras because they are
very useful. We use them to take pictures of
people we spend time with or beautiful places
we visit. What's more, a digital camera does not
cost too much, and we don't have to buy rolls or
film for it.
Culture Do as appointed
1. Do you know which countries these 1. China - c chopsticks
inventions are from? Match the country 2. Japan - d instant noodles
names with the inventions. 3. Singapore - b PC sound card
- Ask Ss to do the task 4. The Philippines: a - medical incubator
2. Read the text and answer the Do as appointed
questions 1. The two issues are agriculture development
Ask Ss to read the text and work in pairs and environmental protection
to answer the questions 2. a - rain-making technique; b - biodiesel; c -
Chipattana Aerator
3. Chaipattana Aerator and rain-making
technique
4. All three inventions have helped protect the
environment
Chaipattana Aerator: cleans wastewater
Rain-making technique: improve forest
conditions
Biodiesel: reduces the use of fossil energy
5. Biodiesel is the most important because it
helps to solve the crisis of energy
4. Consolidation (3 mins) - Gender equality in VN
- Gender equality in the UK
5. Homework: (1 min) - Gender equality in VN, gender equality in the UK
- Read Unit 6 - Looking back and Project at home
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PERIOD 063/105: LOOKING BACK & PROJECT
1. Language focus - To help students revise what they have learned in unit 6
- To give a chance to do a small project to develop speaking skills
II. PREPARATION
2. Students - Read through English Unit 6 - Looking back and Project
III. PROCEDURE
2. Check up (5 minutes) - Talk about some examples of gender discrimination in VN
LOOKING BACK Oo oO
Pronunciation food processor solar charger
These words below are compound smartphone correction pen
nouns or noun phrases. Put them in the laptop digital camera
correct columns washing machine
earbuds/ runway
Vocabulary - Do as appointed
Complete these sentences using the 1. economical 2. inventions
words given in the box 3. portable 4. benefits
5. expensive
Grammar - Work in pairs, do the task
1. Read the following short exchange. 1. is 2. haven't planned
Fill in the gaps with the present perfect 3. have wasted 4. don't have
or the present simple forms of the 5. haven't started 6. says
verbs - Work in groups, do the task
- Ask Ss to work in pairs to finish these 1. A washing machine is used for washing clothes
sentences 2. A solar charger can be used for charging
2. Answer these questions, using the mobile devices
gerunds or infinitives to describe 3. I use a laptop to listen to music and watch
functions or purposes video
4. A correction pen is used for covering a writing
error
5. I use a 3-D printer to produce solid objects
PROJECT - Do as appointed
1. Think about an imaginary invention 2. Work in groups, describe your invention to
that may be useful to you or other your group members.
people Let the groups have some time together the
Ask Ss to do the task assemble their inventions
3. Design a poster about the invention from
activity 2
4. Consolidation (3 mins) - Revise what Ss have learnt in unit 6
- Talk about examples of gender discrimination in VN
5. Homework: (1 min) - Revise what Ss have learnt in unit 6
- Talk about examples of gender discrimination in VN
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UNIT 7: FURTHER EDUCATION

I. Aims and Objectives: By the end of this lesson, Ss can get to know the topic of
“Further Education”, words and phrases related to further education.
1. Knowledge: Lexical items: vocational, academic, undergraduate, postgraduate,
doctorate, major, gap year, CV.
3. Skill: - Main skill: + Scanning for specific information to answer questions
+ Identifying the meaning of words depending on the context
- Sub skills: Speaking; Listening; Writing
II. Teaching aids: Text book, teacher's book, a speaker and a mp3 player
III. Procedure:
1. Stabilization: 2 mins
2. Checking up: No
3. New lesson:
Teacher’s activities Students' activities
I. PRESENTATION: 5’ I. PRESENTATION
Lead-in: Lead-in:
Inform the class of the lesson objectives: Listen and answer
getting to know the topic Talk about further education
Introduce the topic by asking Ss some
guiding questions Encourage Ss to talk about
further education.
II. PRACTICE: 30’ II. WHILE- PRACTICE
1. Activity 1: 1. Activity 1:
Ask Ss questions about the illustration: Answer the questions:
Who are the people in the Listen
picture? What are they doing? Predict what these friends will be talking
What do you think they plan to do after about.
leaving secondary school? Listen and read the conversation at the same
Tell Ss that that are going to listen to a time.
conversation in a school library between Work in pairs to practice asking and
three friends: Phong, Kevin and Maria. answering the questions
Let Ss predict what these friends will be Give explanation
talking about. Who are the people in the
Encourage and accept all types of picture? What are they doing?
predictions from Ss. What do you think they plan to do
Play the recording. Ask Ss to listen and read after leaving secondary school?
the conversation at the same time.
2. Activity 2: Keys suggested:
Asks Ss to work first individually, and then in academic or vocational
pairs. Focus their attention on the undergraduate and
instructions and allow time for them to read postgraduate a bachelor’s degree
the incomplete sentences. They may refer vocational courses/ a vocational
back to the conversation to get the necessary course apply for scholarships
information.
Checks sts’s answers and give explanation.
III. PRODUCTION: 6’ III. PRODUCTION
Have sts read the question and example. Ask Give answers
them to think of their own answer to the Keys suggested:
question. Sts work individually first, then 1. They can pursue further education.
with a partner. 2. They can help students develop
Elicit some answers and writes the best ones analytical skills, critical thinking and
on the board. Give feedback and discuss any knowledge for higher education at a
points. university or college.
Read the question and example and think of 3. Because they want to take some time
their own answer to the question. before deciding on their career and major.
Work individually first, then with a partner. 4. Taking a gap year can allow students to do
voluntary work or internships, and travel.
This
practical experience will make their CVs
look good.
4. Homework: (2 mins) - Prepare the next period "Language and Vocabulary"
+ Look up the new words/ phrases
+ Revise the uses of modal verbs
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I. Aims and Objectives: By the end of this lesson, Ss can:
- enrich their vocabulary with words or phrases related to further education
- know intonation on WH- questions.
- know how to use and distinguish between the present perfect and the present
perfect continuous
1. Knowledge: - Lexical items:
3. Skill: - Main skill: Identifying the meaning of words depending on the context
III. Procedure:
2. Checking up: No
3. New lesson:
I. PRESENTATION: 2’ I. PRESENTATION
Warm-up: Answer
Ask:
What do you know about the Vietnam’s
education system??
II. PRACTICE: 11’ II. WHILE- PRACTICE
A. VOCABULARY 1. Activity 1:
1. Activity 1: Work individually, read each of the words and
Go through the words in the box and check Ss’ think about its word class.
understanding/ Some sts to give out the answer
Asks Ss to guess the words(s) and complete A st. writes the answers on bb.
the diagram individually. Listen
Alternatively, in weaker classes, have Ss work Key:
on the diagram in pairs. 1. Kindergarten 2. Primary education
Call some sts to give out the answer 3. Lower secondary education
Have a st write the answers on bb. 4. Upper secondary education
Check & give remarks 5. College 6. University
Have Ss work individually. Complete the sentences individually. May
Ask sts to complete the sentences compare their answers with a partner.
individually. Listen to T’s comments
Monitor the activity and offer support, if Keys suggested:
necessary. 1. Academic 2. major
Check the completed sentences as a class, 3. vocational 4. postgraduate
making sure that all sts have the right 5. analytical
answers.
B. PRONUNCIATION: 10’ B. PRONUNCIATION
Intonation on Wh- questions Intonation on Wh- questions
Explain the use of rising and falling Listen
intonation by modeling the two types of
questions Distinguish between rising and falling
Play the recording again for sts to repeat intonation by highlighting the rise and fall of
chorally and individually. the voice.
Help sts to distinguish between rising and
falling intonation by highlighting the rise and
fall of the voice. Work in pairs, taking turns to say the questions.
Ask sts to work in pairs, taking turns to say
the questions. 2. Activity 2:
2. Activity 2: Read the instructions and explain the task.
Ask sts to read the instructions and explain Read the sentences, focusing on the words in
the task. bold and have sts repeat.
Ask them to read the sentences, focusing on Listen
the words in bold and have sts repeat. Take turns reading each of the sentences twice-
Play the recording for sts to repeat once or with and without elisions of weak vowels.
twice.
Extend this task by having sts take turns
reading each of the sentences twice- with and
without elisions of weak vowels.
C. GRAMMAR: 11’ C. GRAMMAR
Tell sts that the activity focuses on the Listen
present perfect and the present continuous Answer teacher’s questions
tenses. Work in pairs to figure the answers.
Ask if they can remember any rules of the Pay attention to the adverbs of time when they
present perfect and the present continuous choose the correct form of the verbs.
tenses that they have learnt in the lower Listen
grades. Keys expected
Have sts work in pairs to figure the answers. for several days
Monitor the activity and help sts, if necessary. lately
Remind sts to pay attention to the adverbs of since grade 9
time when they choose the correct form of before
the verbs.
Check answers as a class. 2. Activity 2:
2. Activity 2: Work in pairs to give answers. Observe and
Tell sts that the activity focuses on the correct help when and where necessary.
form of the verbs- the past simple or the Pay attention to the adverbs of time when they
present perfect. choose the correct form of the verbs.
Let sts work in pairs to give answers. Observe Take turns reading aloud each of the sentences.
and help when and where necessary. Keys suggested
Remind sts to pay attention to the adverbs of have been surfing has been living
time when they choose the correct form of has been looking have been studying
the verbs. has been teaching
Check sts’ answers by asking individual sts to
take turns reading aloud each of the
sentences.
3. Activity 3: 6’ 3. Activity 3
Tell students that the activity focuses on the Listen
distinction between the present perfect and Work in pairs to answer
the present perfect continuous. Read aloud the answers
Have St work in pairs to work out the Keys suggested
answers. 1. have read
Monitor the activity and offer help if 2. have been reading
necessary. 3. Have you applied
Check answers by asking individual Ss to take 4. have been waiting
turn reading aloud their answers. 5. has been giving
Can ask Ss to explain their choice of tense. 6. have never understood
The pair that gets the most points is the
winner.
4. Homework: (2 mins) - Do Part A 1+2,B 2-5 in the exercise book.
- Prepare the next period "Skills- Reading"
+ Look up the new words/ phrases + Revise the uses of modal verbs
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- Read for general ideas and specific information about higher education.
1. Knowledge: - Lexical items: mandatory, respectively, broaden,
Baccalaureate, appreciate, pursue
- Main skill: + Scanning for specific information to answer questions
+ Identifying the meaning of words depending on the context
III. Procedure:
2. Checking up: No
3. New lesson:
I. PRE- READING: 5’ I. PRE-READING
Activity 1: Activity 1:
Have Ss read the table of the British state-run Look at the diagram to give the answers.
education system. Encourage sts to explain and give reasons for
Provide sts with some information if their answers.
necessary
Have sts work in pairs and draw a table or a School Age Exam
diagram similar to the one in vocabulary. Kindergarten 3-5 No
Section1. Encourage sts to explain and give Primary school 6-10 No
reasons for their answers. Lower secondary 11-14No
Correct answers as a class & have sts guess Upper secondary15-17 GCSE
the possible content of the reading text.
II. WHILE-READING: 27’ II. WHILE- READING
Tell Ss that the activity focuses on reading for Work individually, read the work
gist. Have them read the heading before the individually to choose the best heading (a-c).
text. Then check their answers with a partner.
Explain to SS that repeated and similar Write them on the notebook.
vocabulary can form a vocabulary chain in a Keys suggested
paragraph. The main ideas of the paragraph b
will contribute to the main idea of the whole
text.
Ask sts to work individually to choose the
best heading (a-c). Then Ss can check their
answers with a partner. Check answers as a
class and write them on the board.
Give feedback 3. Activity 3:
3. Activity 3: Listen
Ask sts to work individually, read the words Work individually, read the words and
and phrases in the columns, then discuss and phrases in the columns, then discuss and find
find the meaning of each of them (a-e). the meaning of each of them(a-e).
provide help, if necessary. Explain the Check their answers with a partner.
meaning further and give examples. Check Keys suggested
answers as a class and write them on the d – c – e – a – b
board.
Give feedback.
Then sts can Check answers as a class and 4. Activity 4:
4. Activity 4: Read the passage gain and decide whether
Tell sts that the activity focuses on reading for the following statements are true (T), false
specific information. (F) or (NG).
Ask sts to read the passage gain and decide Write their answer individually and check
whether the following statements are true with their partner.
(T), false (F) or (NG). Keys suggested
Have sts write their answer individually and 1. NG 2. F 3. F
check with their partner. 4. F 5. T
Check answers as a class & provide feedback.
III. POST- READING: 6’ III. POST- READING
Put sts in pairs and ask them to discuss the Work in pairs and discuss the questions
questions freely: freely.
How can you prepare for higher education in One or two pairs to report the discussion
the UK? results to the class.
Ask one or two pairs to report the discussion Listen
results to the class. How can you prepare for higher education
Give remarks in the UK?
4. Homework: (5 mins) - Do Part C in the exercise book.
- Prepare the next period "skills- Speaking"
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

- practice talking about further education
1. Knowledge: - Lexical items: part-time course, full-time course, cloud-based course,
credit-based, campus-based, simultaneously
3. Skill: - Main skill: +Interviewing & discussing
III. Procedure:
2. Checking up: No
3. New lesson:
I. PRE- SPEAKING: 7’ I. PRE-SPEAKING
Ask sts to work individually, read the Listen
words and phrases in the columns, Work individually, read the words and phrases in
then discuss and find the meaning of the columns, then discuss and find the meaning of
each of them (a-e). Provide help, if each of them (a-e).
necessary. Explain the meaning Check their answers with a partner.
further and give examples. Check Keys suggested
answers as a class and write them on 1. c 2. e
the board. 3. a 4. b 5. d
Give feedback.
II. WHILE-SPEAKING: 16’ II. WHILE- SPEAKING
Explain the context and ask sts to read Read through the phrases in the box.
through the phrases in the box. Work in pairs to fill the gaps in the conversation.
Have sts work in pairs to fill the gaps Listen
in the interview. Keys suggested
Check answers as a class and give 1. b 2. e 3. a
feedback. 4. f 5. d 6.c
III. POST- SPEAKING: 15’ III. POST- SPEAKING
Have sts read the question and Read the question and example and think of their
example. Ask them to think of their own answer to the question.
own answer to the question. Sts work Work individually first, then with a partner.
individually first, then with a partner. Give answers
Elicit some answers and writes the
best ones on the board. Give feedback
and discuss any points.
Allow enough time for sts to read the Read the conversation individually before they
conversation individually before they practice in pairs.
practice in pairs. Role-play the conversation in front of the class.
Monitor the activity and select some
pairs to role-play the conversation in
front of the class.
Ask Ss to think about their choices andThink about their choices and reasons for their
reasons for their preferences for preferences for further education.
further education. Share their ideas in groups.
Encourage them to share their ideas in Work together
groups. Discuss using the expressions and flow in the
Have different groups work together model in 2.
so they can help each other with ideas Role-play their conversation in front of the class.
and suggestions. Keys suggested
Ask groups of students to have a 1. Because higher education will help Ss to gain
discussion using the expressions and more knowledge and critical thinking skills and a
flow in the model in 2. Then choose bachelor’s degree will help them to find a job
one or two groups to role-play their more easily.
conversation in front of the class. 2. Because students need some skills for getting a
job before they can decide if they want to pursue
an undergraduate degree or not.
3. They are campus-based, part-time, full-time and
online.
4. “Cloud” learning allows students to work and
study simultaneously.
5. They provide students with more flexible
programmes and schedules.
4. Homework: (5 mins) - Do Part D in the exercise book.
- Prepare the next period "Listening"
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

- listen for specific information in a talk from an Canadian undergraduate student
studying in Vietnam.
1. Knowledge: - Lexical items: undergraduate course, study abroad, knowledgeable,
thorough, programme coordinator, host family, outing, gathering, staff, fellow student.
3. Skill :
- Main skill: + Scanning for specific information to take notes about the main points
+ Deciding whether the statements are true (T), false (F) or not given (NG)
III. Procedure:
2. Checking up: No
3. New lesson:
I. PRE- LISSTENING: 7’ I. PRE- LISSTENING
1. Activity 1: Expected answers:
Show pictures of the students on page They are in Vietnam. They are learning about
21. Ask: Where are they? Vietnamese culture. They are getting to
What are they doing? know their Vietnamese fellow students.
II. WHILE- LISTENING: 26’ II. WHILE- LISSTENING
Have sts read the instruction about a Complete the notes while listening
famous girl with a disability and the Listen the CD again and check their answers.
table they have to complete. Compare their answers before checking answers
Play the CD. Ask sts to complete the as a class.
notes while listening. Keys expected
Have sts listen the CD again and check 1. undergraduate
their answers. 2. Vietnamese history and economic development
Have sts compare their answers before 3. very friendly and helpful
checking answers as a class. 4. very organized, knowledgeable and
thorough, always available for emergency
5. lives with a host family, has his own
room, comfortable and clean, has Internet
6. Eat breakfast, dinner with host family, and
lunch with Vietnamese fellow students; food:
healthy and delicious; has his favourite
2. Activity 3: dishes
Tell sts that the activity focuses on 2. Activity 3:
listening for specific information. Listen the passage gain and decide whether the
Ask sts to listen to the passage gain and following statements are true (T), false (F) or
decide whether the following (NG).
statements are true (T), false (F) or Write their answer individually and check with
(NG). their partner.
Have sts write their answer Keys expected
individually and check with their 1. F 2. T 3. NG
partner. 4. F 5. T
Check answers as a class & provide
feedback.
III. POST- LISSTENING: 8’ III. POST- LISSTENING
Activity 4 Activity 4
Ask sts to work in groups of three or Work in groups of three or f How should you
four to discuss the question: prepare for studying abroad?
How should you prepare for studying our to discuss the question:
abroad? Present the reports
Brainstorm ideas. Listen
Have some sts present their reports to
the class. Keys expected
Give remarks (depending on Ss’s answers)
4. Homework: (2 mins) - Prepare the next period "Writing"
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

- Write an article about problems facing disabled people
- Propose solutions to problems facing people with disabilities.
1. Knowledge: - Lexical items: eligible, consult, pursue higher education qualification,
pursue a career, transcript, tuition fees, experience cultural shock
3. Skill: - Main skill: + Writing an email asking for information
about higher education opportunities
III. Procedure:
2. Checking up: No
3. New lesson:
I. PRE- WRITNG: 8’ I. PRE- WRITNG
Activity 1 Activity 1
Give sts time to read the sample Read the sample writing about higher education in
writing about higher education in the the UK.
UK. Choose the appropriate phrases (a-c) to fill in the
Ask sts to choose the appropriate blanks.
phrases (a-c) to fill in the blanks. Compare their answers with a partner first
Have them compare their answers Read out loud their answers
with a partner first Keys expected
Ask sts to read out loud their answers 1. I am writing to ask you for
to check as a class. 2. I want to consult you about
Lead to the writing lesson 3. I am worried most 4. I have to take
5. I am eligible to 6. I should send
II. WHILE- WRITNG: 25’ II. WHILE- WRITNG
Ask sts to work in groups of 4, and Work in groups of 4, and give each group a large
give each group a large size sheet of size sheet of paper
paper Discuss in groups and complete the outline on the
Have sts read the email in their book sheet of paper.
and study the outline. Leaders of some groups to present their outlines
Ask sts to discuss in groups and to the rest of the class.
complete the outline on the sheet of Keys expected:
paper. 1. Dear Kevin,
Encourage sts to move around to look 2. I am writing ……… country.
at the outlines of other groups. 3. What are the university..............UK?
Ask leaders of some groups to present 4. What types of accommodation…........students?
their outlines to the rest of the class. 5. Wish you and………… soon. 6. Regards
2. Activity 3:
2. Activity 3: Work individually to choose two of the eight
Have sts work in groups of three or problems and write an email to a friend in another
four to choose one problem and country.
discuss what information they want to
ask for and what kind of advice they Keys expected
need. Each student should choose two (depending on Ss’s answers)
of the eight problems and write an
email to a friend in another country. Provide help by correcting mistakes in grammar
Encourage sts to make complete or word choice.
sentences, using the suggestions in Ask sts to work independently and write their
this activity. Ask sts to read their emails.
group’s sentences.
III. POST- WRITNG: 8’ III. POST- WRITNG
Ask some individuals to read their Some individuals to read their emails.
emails. Listen to comments & correction
Have the rest of class give comments,
and correct errors.
Give remarks & correction
4. Homework: (2 mins) - Do Part E in the exercise book.
- Prepare the next period "Language and Vocabulary"
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

- Listen to an interview on Vietnam’s higher education.
- Know the further education in Singapore
1. Knowledge: - Lexical items: vocational school, certificate of secondary education,
entrance exam.
3. Skill: - Main skill: Reading about higher education
III. Procedure:
2. Checking up: No
3. New lesson:
I. COMMUNICATION: 15’ I. COMMUNICATION
Focus sts’ attention on the diagram. Work in pairs to guess the information and
Have sts guess what they are going to think about how to express such information
listen Complete the diagram
Have them work in pairs to guess the Compare their answers with a partner.
information and think about how to Check answers
express such information Keys expected
Ask sts to complete the diagram 1. Doctorate 2. Postgraduate education
Let sts compare their answers with a 3. University 4. College
partner, then check answers as a class 5. Upper secondary education
and write them on the board.
Tell sts that the activity focuses on Listen the passage gain and decide whether the
listening for specific information. following statements are true (T) or false (F) .
Ask sts to listen to the passage gain and Write their answer individually and check with
decide whether the following statements their partner.
are true (T) or false (F) Keys expected
Have sts write their answer individually 1. F 2. F 3. T 4. F 5. F
and check with their partner. Check answers as a class & provide feedback.
II. CULTURE: 20’ II. CULTURE
1. Activity 1: Further education in 1. Activity 1: Further education in Singapore
Singapore Pay attention to the diagram to describe the
Focus sts’ attention on the diagram and stages following secondary education in
allow enough time for sts to describe the Singapore’s education system.
stages following secondary education in
Singapore’s education system. Present their descriptions in front of the class.
Invite individual sts to present their
descriptions in front of the class.
Ask sts to read the text again and answer Read the text again and answer the questions
the questions individually. individually.
Allow time for sts to read and underline Read and underline the key words in the
the key words in the questions. questions.
Ask them to read the text and underline Read the text and underline relevant
relevant information information
Offer help when necessary Check answers. Keys expected
Check answers as a class. 1. To help students to discover their talents and
develop a passion for learning.
2. They have to pass standardized examination.
3. It builds up students’ strengthens and
develop their talents in both academic and non-
academic areas.
4. They can select pre-university education or
technical education.
5. There are four local universities with degree
programmes for higher education.
III. LESSON OUTCOME: 5’ III. LESSON OUTCOME
Ask: Answer: Expected answers:
What have you learn I have improved my speaking, listening, and
today? What can you do reading skills. Now I know more about
now? Vietnam’s and Singapore’s education system.
4. Homework: (3 mins) - Prepare the next period "Language and Vocabulary"
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

- Review all the grammar points, pronunciation and vocabulary learnt
- Discuss reasons for taking a gap year and reasons for starting university
immediately and present them in class.
1. Knowledge: - Lexical items: vocational, academic, undergraduate, postgraduate,
doctorate, major, gap year, CV, save money, waste of time, voluntary work, travel
around the world.
3. Skill: - Main skill: + Presenting in front of the class
III. Procedure:
2. Checking up: No
3. New lesson:
I. LOOKING BACK: 10’ I. LOOKING BACK
A. PRONUNCIATION A. PRONUNCIATION
Review using intonation on Wh- Listen and mark the rising (^) or falling(Ÿ )
questions intonation for each questions.
Play the recording and let sts listen and Read the sentences with the appropriate
mark the rising (^) or falling (Ÿ ) pronunciation.
intonation for each questions. Listen and repeat the sentences. Encourage them
Check answers as a class by asking some to the rising and falling intonation.
sts to read the sentences with the
appropriate pronunciation.
Play the recording again and let sts listen
and repeat the sentences. Encourage
them to use the rising and falling 2. Activity 2:
intonation. Listen & identify the questions using the falling or
2. Activity 2: rising intonation.
Play the recording
Ask sts to identify the questions using the Call out the number of the questions using the
falling or rising intonation. falling intonation and that of the rising
Check answers as a class by asking sts to intonation.
call out the number of the questions Listen and repeat the sentences.
using the falling intonation and that of
the rising intonation.
Play the recording again and let sts listen
and repeat the sentences. Praise sts who
try to use the intonation.
B. VOCABULARY: 10’ B. VOCABULARY
Explain the activity aims to review the Do the task individually.
key vocabulary in the unit, and have sts Put the words into the correct form according to
do it individually. its position in the sentences.
Remind sts to put the words into the Individual sts read their sentences.
correct form according to its position in Listen
the sentences. Keys expected:
Check answers as a class by asking 1. academic 2. broaden
individual sts to read their sentences. 3. graduation 4. analytical
Provide the correct answers. 5. internship 6. respectively
C. GRAMMAR: 10’ C. GRAMMAR
Have sts work in pairs to work out the Work in pairs to work out the answers.
answers. Individuals to take turns reading aloud their
Monitor the activity and offer help, if answers. Keys expected:
necessary. Have taken/ have … been waiting
Check sts’ answers by asking individuals have…. Attended/ have been waiting
to take turns reading aloud their answer. has been travelling
Have sts to tell the teacher again about Tell the teacher again about the difference
the difference between usages of the between usages of present perfect and the
present perfect and the present perfect present perfect continuous tenses.
continuous tenses. Do this activity orally first
Have sts do this activity orally first Listen Keys expected:
Check answers as a class. …have been…. since / have all arrived
has been doing….since/ have three times (before)
have been…..for/ have been ….since
B. PROJECT: 10’ B. PROJECT- A survey on voluntary work
- A survey on voluntary work 1. Activity 1:
1. Activity 1: Do the survey in class or during break.
Divide sts into groups of four Compare their findings groups
Have sts do the survey in class or during Each group presents the final results to the class.
break.
Allow time for sts to compare their
findings groups
Ask each group to present the final
results to the class.
Make comments on their findings.
Have sts work in their groups to prepare Work in their groups to prepare
their presentation about their reasons for their presentation about their reasons for taking
taking a gap after secondary school in a gap after secondary school in front of the class.
front of the class. Notice that the plan should be in written form.
Tell sts that the plan should be in written Some groups to present their plans to the class.
form. Listen to the teacher’s comment.
Choose some groups to present their
plans to the class.
Give comments and mark.
4. Homework: (3 mins) - Prepare the next period "Unit 8- Getting Started”
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..
WRITTEN TEST
PERIOD 072/105: WRITTEN TEST 2
1. Language focus - To test and mark the students
- To get feedback from the students
2. Skills - To help Ss develop their skills to do MCQ tests
3. Attitudes - To give Ss the motivation to learn hard for their exam
II. PREPARATION
1. Teacher: - Testing aids: Lesson plan, test papers
- Testing method: Multi-choice questions
2. Students: - Prepare for the test at home
III. PROCEDURE
2. Check – up (omitted)
3. Testing contents (43 minutes)
* Vocabulary: Unit 6: GLOBAL WARMING Unit 7: FURTHER EDUCATION
* Grammar: The Passive voice with modals/ Comparative/ Superlative/ Articles
* Reading skills Gender equality in employment
Superstitions in VN
* Listening skills Conversation about wage discrimination
Wedding traditions of a small community in the USA
* Writing skills Write about disadvantages of working mother
Write about typical characteristics of the Vietnamese people
LISTENING
People are making small talk. What are they talking about? Listen and check the correct
answer.(0.25 pt/item)
FAMILY WORK VACATIONS THE WEATHER
   
   
   
   
Listen to the message. Complete the information.(0.25 pt/item)

Message for: ------------------(1)-------------------
Name of caller: ----------------(2)-----------------
Telephone number: -------------(3)---------------
Best time to call: between------(4)-----and 6:00
B. PHONETICS, GRAMMAR & VOCABULARY
I. Choose the word that has different stress pattern from that of the
other words.(0.25pt/item)
1. A. town B. follow C. grow D. narrow
2. A. lunch B. purchase C. teaching D. technology
3. A. foot B. food C. school D. tooth
4. A. lived B. decided C. listened D. played
II. Choose the best answer to complete each of the following sentences.(0.25pt/item)
1. Internet cafes allow you your web-based e-mail account.
A.be accessed B.accessing C.access D.to access
2. If you your homework, I you watch TV.
A. don't do/ won't let B. did/ won't let C.won't do/ let D.won't do/ don't let
3. A film which is made by photographing a series of changing drawings is called a .
A.comedy B.documentary C.cartoon D.drama
4. I remember.................you about this before.
A.to tell B.told C.tell D.telling
5. is the beach? ~ Only five minutes' walk.
A.How long B.How often C.Where D.How far
6.We've recently studied the of stones in the kidneys.
A.structure B.block C.formation D.building
7.We're so proud her for telling the truth.
A.with B.for C.of D.on
8.Marie Curie a Nobel Prize in Chemistry in 1911.
A.was awarded B.had been awarded C.awarded D.had awarded
9. the heavy rain, we couldn’t go camping.
A.Because B.In spite of C.Although D.Because of
10.I work from Tuesday to Saturday, and Sunday and Monday are my
. A.days off B.breaks C.working days
D.days out
11. a long time for the bus.
A.We have to always wait B.We have to wait always
C.We always have towait D.We have always to wait
12.I to him three times since he to live here.
A.talked/ came B.have talked/ came
C.have talked/ has come D.talked/ has come
READING
Fill in each blank in the following passage with a suitable word.(0.25pt/item)
The electronic computer is the (1)................significant invention since the steam engine. While
the industrial revolution previously (2)................. the nature of manual work, the computer
revolution is now changing the work done by the brain. Nowadays micro-computers are
manufactured in hundreds of thousands and are constantly being equipped with more
(3).................more ingenious devices. Contrary to popular belief, computers themselves cannot
(4)...............mistakes. The answer will always be correct if the programme fed into the computer
is correct.
II. Read the following passage and choose the best answer.(0.25pt/item)
For the last few months I have spent every Saturday in my flat and have done nothing more
exciting than work at home, read the newspapers and watch television. I had begun feeling,
bored with this and so, last weekend I thought I would do something different. I rang up
several of my friends and we decided to go to London for the day. I was really excited as I
hadn't been to London since I was ten. We decided to go by coach as this was by far the
cheapest means of transport that was available even though it meant that we needed to get up
very early. Once in London we decided to take a sightseeing tour as we wanted to see some of
the famous buildings. After the tour we bought some sandwiches and ate them in a small park.
In the afternoon two of us went shopping and the others went to the theater. We met up again
at 6:30 p.m. and went to a small restaurant in Soho. The meal was really good but,
unfortunately, it took much longer than we had expected. We had to get a taxi back to the coach
station. Luckily, we got there just two minutes before our coach left.
1. According to the passage the writer
A. usually spends his weekend at home. B. went to London with some of his friends.
C. has lived in London for ten years. D. feels bored with his life.
2. He felt so excited about going to London because
A. he hadn't been there before. B. he hadn't been there for ten years.
C. he went there ten years ago. D. he hadn't been there for a long time.
3. Why did they decide to go by coach?
A. Because it was available. C. Because other means of transport were
more expensive.
B. Because they wanted to start early. D. Because it was one of the most efficient means of
transport.
4. Which of the following is true?
A. They all went shopping before going to theater. C. They had lunch in a
small restaurant.
B. They made a sightseeing tour of London and then had lunch. D. They left the city at 6:30
p.m. WRITING
Rewrite each of the following sentences without changing its
original meaning.(0.2pt/item)
1. I wish I hadn't sold my bike.
I regret……………………………………………….
2. No one told me about the change of the plan.
I didn’t……………………………………………….
3. Although her living conditions were difficult, she worked very hard.
In spite of …………………………………………………………..
4. The last time I saw her was when we were in Spain.
I haven’t…………………………………………………
5. I have tidied the house.
The house…………………………………………
II. In about 100-120 words, write a paragraph about your hobby. (1 pt)
.....................,.............................................................................................................................................
.....................,.............................................................................................................................................
.....................,.............................................................................................................................................
.....................,.............................................................................................................................................
.....................,.............................................................................................................................................
4. Consolidation (omitted)
5. Homework (1 minute) - Look at the test paper at home
WRITTEN TEST
PERIOD 073/105: CORRECTION OF TEST 2
1. Language focus - To help Ss revise the knowledge
2. Skills - To correct Ss’ errors if necessary
II. PREPARATION
1. Teacher: - Teaching aids: Lesson plan, answer keys
2. Students: - Look at their test paper at home
III. PROCEDURE
2. Check – up (omitted) - Some Ss go to the board, do some tasks again
3. Testing correction (40 minutes)
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
- Gives the answer keys - Compare the answer keys with their performance
- Explains some knowledge - Revise some knowledge
- Answers Ss’s questions - Ask questions
LISTENING
I.(0.25pt/item)
work family vacations the weather
II.(0.25pt/item)
Bill Mary 654-9389 5:00
B. PHONETICS, GRAMMAR & VOCABULARY
I. (0.25pt/item)
A D A D
II.(0.25pt/item)
D A C D D
C C A D A
C B
READING
I. (0.25pt/item)
most change and make
II. (0.25pt/item)
A C A B
D.WRITING
I. (0.2pt/item)
1. →I regret not selling my bike.
2. → I didn’t know the change of the plan.
3. →In spite of her difficult living conditions, she worked very hard.
4. → I haven’t seen her since we were in Spain.
5. →The house has been tidied by me.
II.(1 pt)
- Task fulfillment (idea/content): 30%
- organization (coherence, cohesion); 30%
- Vocabulary/structures (variety, accuracy, appropriation): 40%
4. Consolidation: (3 minutes) - Vocabulary in units 6 and 7
The Passive voice with modals/ Comparative/ Superlative/ Articles
5. Homework (1 minute) - Unit 8 – Getting started
UNIT 8: OUR WORLD HERITAGE SITES

PERIOD 074/105: GETTEING STARTED
THE CENTRAL SECTOR OF THE EMPERIAL CITADEL OF THANG LONG
- For vocabulary, that is words and phrases related to electronic
devices that help us learn and how to use the Internet to learn English
- For pronunciation, that is stress in three-syllable adjectives and verbs
- For grammar, that is the defining and non-defining relative clauses
- Reading: Read about new ways to learn English
- Speaking: Talk about how electronic devices can help us learn
- Listening: Listen to instructions on how to access and use online
English language materials
- Writing: Write about advantages of electronic devices as learning tools
3. Attitudes - To help Ss get started for Unit 8 with the topic "New ways to learn"
II. PREPARATION
2. Students - Read through English Unit 8 - getting started at home
III. PROCEDURE
1. Listen and read - Do as appointed
Have Ss answer some questions about the We see laptops and tablets
pictures They are learning with the help of these
What devices do you see in the picture? devices
What are the people doing with the
devices?
Ask Ss to listen to the recording and read
the conversation
2. Work in pairs. Decide whether the keys
statements are true (T), false (F) or not 1. F 2. F 3. NG
given (NG) and tick the correct box. 4. T 5. F 6. T
Ask Ss to work in pairs and do the task
Asks Ss to give the reasons for their
answers
3. Find the adjectives which describe the keys
devices used as learning tool personal electronic modern
Have Ss do this task excellent useful mobile
digital perfect great
4. Read the conversation again and answer 1. They are talking about smart-phones,
the questions laptops and tablet computers
Ask Ss to work in pairs and do the task 2. They have changed the way we learn
3. They use them to take photos or record
their work, which can be later shared with
the class
4. Because they can be used to store
information, take notes, write essays and do
calculations
5. He does his assignment and projects and
studies English
4. Consolidation (3 mins) - Electronic devices mentioned in the conversation
- Practice the conversation
5. Homework: (1 min) - Electronic devices mentioned in the conversation
- Practice the conversation
- Do the task again
- Read Unit 8 - Language at home
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

1. Language focus - To provide learners some language items in Unit 8
- For vocabulary, that is words and phrases related to electronic devices
that help us learn and how to use the Internet to learn English
- For pronunciation, that is stress in three-syllable adjectives and verbs
- For grammar, that is the defining and non-defining relative clauses
2. Skills To promote Ss to develop the skill of working in pairs and groups
II. PREPARATION
2. Students - Read through English Unit 8 - language at home
III. PROCEDURE
2. Check up (5 minutes) Ask some Ss to write some new words and do the tasks again
VOCABULARY keys
1. Matching the words and phrases on the 1. e 2. d
left with their explanations on the right 3. b 4. c
Ask Ss to do the tasks and compare the 5. a
results with their partner
2. Read the conversation in getting started keys
again. Match pictures A-C with their uses as 1. B 2. C 3. A
learning tools 1-6 4. B 5. B 6. C
Ask Ss to work in pair. Read the
conversation again and do the task
PRONUNCIATION Do as appointed
1. Listen and repeat
Play the recording and let Ss listen
Play it again with pauses for them to repeat
each word
2. Listen again and give a mark 1. concentrate, similar, digital, excellent,
before stressed syllable recognize, personal, internet
2. contribute, symbolic
Play the recording and let Ss listen to the 3. introduce, understand, Vietnamese
sentences and do the task
GRAMMAR - Relative Clauses 1. that 2. which 3. that
1. Read the sentence from getting started 4. which 5. whose
Let Ss read the conversation individually Defining: 1, 3, 5
once and ask them to do the task Non-defining: 2, 4
Ask them to work in pairs to compare their
answers
2. Match 1-6 with a-f to make meaningful keys
sentences 1. e 2. d 3. a
Let Ss work in pairs to give the answers 4. f 5. c 6. b
3. Use who/which/that/whose to complete keys
each of the sentences 1. which/that 2. whose 3. which
Let Ss work in pairs to give the answers 4. who/that 5. whose 6. who
4. Consolidation (3 mins) - Vocabulary related to personal electronic devices
- Relative Clauses
- Stress in three-syllable adjectives and verbs
5. Homework: (1 min) - Vocabulary related to personal electronic devices
- Relative Clauses, stress in three-syllable adjectives and
verbs, do the task again
- Read Unit 8 - Reading at home
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

HA LONG BAY
1. Language focus - Vocabulary related to the topic of digital English
II. PREPARATION
2. Students - Read through English Unit 8 - Reading at home
III. PROCEDURE
2. Check up (5 minutes) - Ask some Ss to do the tasks again
Lead in
Inform Ss of the lesson objectives: Read and
understand the text about digital English
PRE READING The students are using smart-phones and
1. Look at the pictures and answer the tablets to study English in the classroom.
questions I think we're going to read about electronic
Let Ss work in groups, do the task devices that help us learn English
WHILE READING Do as appointed
3. Choose the best title Title b: new ways to learn English
Ask them to work in pairs to decide on the
best title for the text that gives the general
idea of the whole text
4. Answer the questions 1. We can put them in mobile devices and
Put Ss in groups of 3, ask them to read the study anywhere
questions first to make sure they 2. We can see words on the screen and hear
understand them by asking them to them spoken
underline key words 3. We can choose to practise with native
English speakers of different accents and
genders
Let Ss read the text again and locate the 4. They use them to record real-life English,
parts of the text where they can get the lessons, learning materials, songs or English
answers language films from TV or the Internet
5. Because it will make learning English
easier, faster, more effective and more
enjoyable
POST READING I have an old mobile phone. I use it for
5. Discuss in pairs or groups communication only. Some of my classmates
Put Ss in groups of four and let them have more modern smart-phones and
discuss the questions freely laptops. So they use these devices to record
materials, look up new words, download and
store digital lessons and practise.
4. Consolidation (3 mins) - Vocabulary related to digital English
- Reading skills: skimming, scanning, guessing the meaning
of new words/phrases through context
5. Homework: (1 min) - Vocabulary related to digital English
- Reading skills: skimming, scanning, guessing the meaning of
new words/phrases through context
- Do the task again, Read Unit 8 - Speaking at home
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

LET’S VISIT HUE
1. Language focus - To provide learners some vocabulary and information related to
Hue Imperial Citadel and its attractions
II. PREPARATION
2. Students - Read through English Unit 8 - Speaking at home
III. PROCEDURE
2. Check up (5 minutes) - Ask some Ss to do the tasks again
1. Read the information about some Do as appointed
attractions in Hue. Work in pairs. I would like to suggest visiting Quoc Hoc High
Choose one of place in Hue you School. It is one of the oldest high school in VN and
would like to visit. Tell your partner is famous for its beautiful ancient buildings. It is also
about it a very prestigious high school where President Ho
Chi Minh and many scholars studied. Walking
around the school can give you the feeling of old-
time VN
2. Work in groups. Imagine that you Do as appointed
have one day to explore Hue. Which We would like to suggest visit Hue Imperial Citadel
attractions would you visit? Discuss because of its significance and magnificence. We can
and decide on two places you all see ancient palaces and the luxury of the royal
want to see. Use the phrases below. family. Let’s also visit Thien Mu Pagoda. We can
enjoy the beautiful scenery of the pagoda and the
feeling of peace there.
4. Consolidation (3 mins) - Vocabulary and information related to Hue Imperial Citadel
- Speaking skills: Talking about Hue Imperial Citadel
5. Homework: (1 min) - Vocabulary and information related to Hue Imperial Citadel
- Speaking skills: Talking about Hue Imperial Citadel tiered
- Do the tasks again, Read Unit 8 - Listening at home
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

PHONG NHA – KE BANG NATIONAL PARK
1. Language focus - To provide learners some vocabulary and information related to
Phong Nha – Ke Bang National Park
II. PREPARATION
III. PROCEDURE
2. Check up (5 minutes) - Ask some pairs of Ss to talk about Hue Imperial Citadel
1. You are going to listen to a radio Do as appointed
programme about Phong Nha Ke Bang Phong Nha – Ke Bang National Park, one of
National Park, one of the world heritage the world heritage site of Vn, is very popular
site in VN. What do you know about this with both domestic and foreign holiday-
place? Use the words and phrases in the makers. It’s famous for its geological museum
box to describe it as well as beautiful forests, rivers and
mountains. It’s home to a variety of plant and
animal species
2. Match the words with the correct Do as appointed
pictures 1. cave 2. stream
3. limestone 4. mountain climbing
5. underground river 6. grotto
3. Listen to a nature radio programme and Do as appointed
choose the correct answer. Phong Nha – Ke Bang was recognized as a
world heritage site because it is a significant
geological site.
4. Listen again and complete the sentences Do as appointed
with no more than three words 1. 500 km south 2. geological museum
3. mountains 4. rivers and streams
5. in the world 6. mountain climbing
5. Work in groups. Discuss the following Do as appointed
questions
4. Consolidation (3 mins) - Information about Phong Nha – Ke Bang National Park
- Listening skills
5. Homework: (1 min) - Information about Phong Nha – Ke Bang National Park
- Listening skills
- Do the task again, Read Unit 8 - Writing at home
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

TRANG AN SCENIC LANDSCAPE COMPLEX
1. Language focus - To provide learners some vocabulary and information about Trang
An scenic landscape complex
II. PREPARATION
2. Students - Read through English Unit 8 - Writing at home
III. PROCEDURE
2. Check up (5 minutes) - Ask some pairs of Ss to talk about Phong Nha – Ke Bang
1. Ask and answer the questions below Do as appointed
Ask Ss to do the task 1. Trang An Scenic Landscape complex is located
in Ninh Binh Province. It is a tourist attraction. It
is famous for not only its beautiful landscape but
also cultural and religious value.
2. Not yet. I think that visitors can visit forests,
caves and places of worship.
2. Complete an outline of an essay - Do as appointed
explaining the reasons why Trang An Cultural value: c, d
scenic landscape complex was Natural beauty: a, b
recognized as a world heritage site Geological value: b
Ask Ss to do the task Preservation of heritage: e
3. Use the information and the Do as appointed
completed outline in 2 to write your Trang An scenic landscape complex, recognized
essay about Trang An Scenic Landscape as a world heritage site, is famous for its cultural
Complex. value, natural beauty, geological value and the
Ask Ss to do the task preservation of heritage.
The most outstanding feature of this site is its
cultural value. Archaeologists have discovered
signs of human activity dating back almost
30,000 years. With such a long –lasting history,
Trang An scenic landscape complex is home to
many temples, pagodas and places of worship.
The natural beauty of the place with its geological
value is another outstanding feature. Trang An
Tam Coc Bich Dong not only has a natural scenic
landscape but also is an archaeological site.
Moreover, the area is famous for its magnificent
landscape of limestone mountain tops
surrounded by valleys and steep rocks.
As a place of cultural and natural value, Trang An
heritage is well preserved and protected. Visitors
are amazed to discover that the site is home to
more than 800 species of flora and fauna
Having met UNESCO criteria for outstanding
universal value to humanity, Trang An scenic
landscape complex was added to the world
heritage site list in 2014 as a mixed natural and
cultural property.
4. Consolidation (3 mins) - Vocabulary related to Trang An Scenic Landscape Complex
- Writing skills
5. Homework: (1 min) - Vocabulary related to Trang An Scenic Landscape Complex
- Writing skills, Do the task again
- Read Unit 8 - Communication and Culture at home
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

1. Language focus - Provide learners some communication samples and cultural items
II. PREPARATION
2. Students - Read through English Unit 8 - Communication and Culture at home
III. PROCEDURE
2. Check up (5 minutes) - Ask some Ss to go to the board and read their writings
Communication - Do as appointed
A field trip to a heritage site Hoi An:
1. Work in groups. Your group needs to
decide My Son Sanctuary
On a heritage site on your next field trip Citadel of Ho Dynasty
2. Present your group’s decision on the - Do as appointed
heritage site to visit to the class. Try to
convince your classmates that this would
be the best place to see
Culture - Do as appointed
1. Look at the photo of Taj Mahal, a world 1. It’s in India
heritage site. Answer the questions 2. I can see a significant architecture, the
- Ask Ss to do the task tomb of the King and the Queen
2. Read the text. Match the highlighted - Do as appointed
words in the text with the definitions 1. dome 2. masterpiece
below. 3. mausoleum 4. mosque
4. Consolidation (3 mins) - Talk about some heritage sites in VN, the Taj Mahal in India
5. Homework: (1 min) - Talk about some heritage sites in VN and the Taj Mahal in India
- Do the tasks again, Read Unit 8 - Looking back and Project at home
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

- To give them a chance to do a small project in which they can
develop their speaking skills
II. PREPARATION
2. Students - Read through English Unit 8 - Looking back and Project
III. PROCEDURE
2. Check up (5 minutes) - Ask some Ss to go to the board talk about some heritage
sites in VN and the the Taj Mahal in India
LOOKING BACK - Do as appointed
Pronunciation
1. Listen to the following short exchanges.
Mark rising or falling intonations on the
choice questions in these exchanges
2. Listen again and check your answer
Vocabulary - Do as appointed
1. Underline the correct word in each 1. scenery 2. heritage 3. architecture
sentence 4. dynasty 5. ancient
2. Complete the sentences with the correct Do as appointed
form of the words in the box. Geological/ Exploring/ archaeological
Excavation/ preservation
Grammar - Do as appointed
1. Combine the sentences using the correct 1. ringing 2. invited 3. living
form of the verbs in the box 4. to offer 5. called 6. to be recognized
2. Combine the two sentences into one, * Do as appointed

using either an ing or ed participle. 1. The taxi taking us to Hoi An Ancient Town
Ask Ss to do the task broke down
2. At the end of the street there’s a path
leading to the Perfume River
3. The citadel gate damaged in the storm has
now been repaired
4. The excavation relics stolen from the
museum haven’t been found yet
5. Many of the foreign guests invited to the
opening of the heritage museum were able to
come
PROJECT
Work in groups. Choose a heritage site in - Do as appointed
VN and find information about it. Then
discuss and make a proposal for its
preservation and protection. Present your
ideas to the class. Ask Ss to do the task
4. Consolidation (3 mins) - Revise what Ss have learnt in unit 8
- Work in groups, talk about a world heritage site in VN
5. Homework: (1 min) - Revise what Ss have learnt in unit 8
- Work in groups, talk about a world heritage site in VN
- Do the tasks again, Read review 3 at home
……………………………………………………… THE END ………………………………………………………..
REVIEW 3 (UNIT 6,7,8)

1. Language focus - To help students revise what they have learned in units 6, 7, 8
- To give them a chance to practice
II. PREPARATION
2. Students - Read through Review 3
III. PROCEDURE
2. Check up (5 minutes) Ask some Ss to talk about using electronics in the class
Language Do as appointed
Vocabulary carbon footprint/ excavation
1. Use the correct form of the words intact/ academic/ undergraduate
in the box to complete the
sentences
2. Complete the sentences, using the * Do as appointed
correct form of the works in the 1. further 2. lower
brackets 3. heat-related 4. scenic 5. cultural
Pronunciation * Do as appointed
3. Listen and mark the intonation 1. rising/ falling 2. rising/ falling
patterns of the questions. Then 3. falling 4. rising
practice reading the sentences. 5. rising
Grammar Do as appointed
4. Rewrite and/ or combine the 1. Having lived near a chemical plant for many years,
sentences. Begin each one as shown some villagers have now developed cancers.
Ask Ss to do the task 2. Having attended a conference on nature
conservation, Quang became more involved in
environmental activities
3. Mai regretted having dumped rubbish in the
country park near her house
4. The manager denied having allowed harmful gases
to emit into the air from the factory.
5. They suspected Tom of having used explosives to
kill fish in the lake
5. Complete the sentences with the Do as appointed
verbs in the box. Use the present has been studying/ have … taken
perfect or the present perfect have been learning/ has been living
continuous has finished
6. Finish the incomplete sentences, Do as appointed
using either a participle or to The London Tower Bridge, measuring 244 metres
infinitive clauses long, is a world heritage site
Ask Ss to do the task Visitors come to admire the relics excavated from the
ancient tombs
The capital city of Ecuador was the first city in the
world to be declared a world heritage site by
UNESCO
The citadel of the Ho Dynasty, is located in Thanh
Hoa Province, was added to UNESCO’s world
heritage list in 2011
The complex of Hue monuments, lying along the
Perfume River in Hue City, is a good example of a
well-designed capital city
4. Consolidation (3 mins) - Revise what Ss have learnt in units 6,7,8
5. Homework: (1 min) - Revise what Ss have learnt in units 6.7.8
- Do the tasks again, Read Review 3 at home
REVIEW 3 (UNIT 6,7,8)

PERIOD 083/105: SKILLS
1. Language focus - To help students revise what they have learned in units 6,7.8
II. PREPARATION
III. PROCEDURE
2. Check up (5 minutes) - Ask some Ss to go to do the tasks again
Skills Do as appointed
Reading
1. Read the text about the risk of sea-
level rise. Ask Ss to do the task
2. Read the text again and answer the Do as appointed
questions 1. Because more than 20 cities are directly
Ask Ss to do the task affected. Rising sea levels can endanger water
supply in these city and threaten the life of
millions of people.
2. It is described as one of Asia’s most fertile rice-
growing regions and home to approximately 20
million people
3. More than 80 % of the Me Kong Delta could be
flooded. Rice production may drop by about 2.6
million tons per year
4. Natural ecosystems and economic activities
such as fisheries and tourism can be disrupted
5. They can lead to erosion of river banks and
beaches, and loss of land
Speaking Do as appointed
3. Work with a partner, choose a - If you visit central sector of the imperial citadel
heritage site and talk about what you of Thang Long you can see with your own eyes
can do and see there. Use the stone dragons in Kinh Thien Palace and relics of
information in Unit 8 if necessary. Vietnamese royal families. You can know more
Ask Ss to do the task about our long history with different royal
dynasties. You will understand your history
lessons more and take pride in the history of our
country.
Listening Do as appointed
4. Listen to the recording about Trang T F T F T
An scenic landscape complex. Decide
whether the following statements are
T or F according to the speaker.
Writing Do as appointed
5. Read and complete David’s letter, higher education admitted to scholarship
using the words in the box extra-curricular activities your culture
6. Write a similar letter to letter in 5 Do as appointed
4. Consolidation (3 mins) - Revise what Ss have learnt in units 6,7,8
5. Homework: (1 min) - Revise what Ss have learnt in units 6,7,8
……………………………………………………… THE END ………………………………………………………..
WRITTEN TEST
PERIOD 084/105: WRITTEN TEST 4
1. Language focus - To test and mark the students
2. Skills - To help Ss develop their skills to do MCQ tests
II. PREPARATION
1. Teacher: - Testing aids: Lesson plan, test papers
- Testing method: Multi-choice questions
2. Students: - Prepare for the test at home
III. PROCEDURE
2. Check – up (omitted)
3. Testing contents (43 minutes)
* Vocabulary: + Unit 6: Global warming
+ Unit 7: Further education
+ Unit 8: Our world heritage sites
* Grammar:+ Unit 6: Perfect gerunds and perfect participles
+ Unit 7: The present perfect and the present perfect continuous
+ Unit 8: Participle and to-infinitive Clauses
A. PHẦ N TRẮ C NGHIỆ M (8 points)
Choose from the four options A, B, C, or D to complete each of the gaps below.
Without transportation, our modern society could not (01) , we would have no
metal, no coal and no oil nor would we have any product made from these materials.
Besides, we would have to spend most of our time (02) food and food would be
limited to the kinds that could grow in the climate and soil of our neighborhoods.
Transportation also (03) our lives in other ways. Transportation can speed a
doctor to the (04) of a sick person, even if the patient lives on an isolated farm. It
can take police to the scene of a crime within moments of being notified. Transportation
(05) teams of athletes to compete in national and international sports contests. In
time of disasters, transportation can rush aid to person in areas stricken by floods, famines
and earthquakes.
Question 01. A. happen B. establish C. exist D. take place
Question 02. A. raising B. buying C. paying D. taking
Question 03. A. effects B. makes C. influences D. affects
Question 04. A. part B. body C. side D. way
Question 05. A. gets B. brings C. fetches D. enables
Choose the option among A, B, C, or D provided the best one to complete each of the following
questions.
Greetings in all languages have the same purpose: to establish contact with another person,
to recognize his or her existence and to show friendliness. The formulas for greeting are
very specific and usually do not carry any literal meaning people say “Good morning” even
if it is a miserable day and may reply to “How are you?” with “Fine, thanks” even if they
aren’t feeling well. Closings, like greetings are commonly used to exchange with no literal
meaning. People who are leaving each other permanently or for a long time shake hands or
embrace, depending on the relationship. If you are in an unfamiliar situation and wonder
what to do, watch other people or ask. It is interesting, and sometimes very important to
learn about the standards of courtesy in different cultural areas of the world so that we can
practice them well and avoid awkwardness in case we get a chance to visit a person or a
community of unfamiliar social customs.
Question 06. In what way are closings similar to greeting?
A. They have no literal meaning. B. They are common.
C. They are familiar. D. They are exchanges.
Question 07. Which of the following is NOT mentioned in the passage as a purpose of
greetings?
A. To show that you admire him or her.
B. To create contact with the person being greeted.
C. To show that you recognize his or her present.
D. To show that you are willing to be his or her friend.
Question 08. Which of the following is a benefit of learning about the standards of courtesy
in a different cultural area?
A. You can practice meeting with people from different cultural areas.
B. You can act comfortably when you have a chance to visit the community.
C. You can have a chance to visit a community of unfamiliar social customs.
D. You can avoid meeting with a community of unfamiliar social customs.
Question 09. According to the passage, what should you do when you are in an unfamiliar
situation?
A. Use formulas you know. B. Ask your friends for help.
C. Observe what other people do. D. Wonder what you should do.
Question 10. Which of the following is a characteristic of the formulas for greeting?
A. usual B. common C. literal D. specific
Mark the letter A, B, C, or D to indicate the underlined part that needs correcting.
Question 11. Tom remembered switching off the oven when he left, so there was nothing
wrong at all.
A. switching off B. left C. nothing wrong D. remembered
Question 12. A schedule of the day’s events can obtain at the front desk.
A. day’s B. front desk C. A schedule D. can obtain
Question 13. Not everyone realizes that the most largest organ of the human body is the
skin.
A. Not everyone B. the human C. realizes that D. most largest
Question 14. The physician appeared nervously when he talked to the patient.
A. the patient B. appeared C. nervously D. The
Question 15. There exists more than 2,600 different varieties of palm trees with varying
flowers, leaves, and fruit.
A. more than B. exists C. varieties D. varying
Mark the letter A, B, C, or D to indicate the word whose underlined part is pronounced
differently.
Question 16. A. stops B. miles C. laughs D. kites
Question 17. A. developed B. started C. kissed D. kicked
Mark the letter A, B, C, or D to indicate the word that differs in the position of the primary
stress.
Question 18. A. communicate B. characterize C. essential D. particular
Question 19. A. remember B. discovery C. international D. environment
Question 20. A. underline B. singular C. engineer D. understand
Mark the letter A, B, C, or D to indicate the correct answer in each of the following questions.
Question 21. In some places, people are not allowed to pets.
A. need B. buy C. keep D. preserve
Question 22. The FIFA Football World Cup Tournament takes place four years.
A. each B. during C. every D. in
Question 23. What do you say when you are given a of sound advice?
A. piece B. peace C. bit D. little
Question 24. I’m not with what you have done.
A. satisfying B. satisfactory C. satisfy D. satisfied
Question 25. It was after midnight that the noise next door stopped.
A. until not B. not much C. not until D. till not
Question 26. All sport-men in this country wish to take in the Olympic Games.
A. roleB. position C. place D. part
Question 27. John cannot make a to get married to Mary or stay single until he can
afford a house and a car.
A. decide B. decision C. decisively D. decisive
Question 28. He prefers watching documentary films to the news on the radio.
A. to listening B. to listen C. than to listen D. than listening
Question 29. It is who cheats during the exam.
A. she B. hers C. her D. herself
Question 30. From the hotel there is a good of the mountains.
A. view B. vision C. sight D. picture
Question 31. We need to make sure that our waste will be and will not pollute
the environment.
A. harmed B. harmful C. harm D. harmless
Question 32. Is there a bank where I can these pounds for dollars?
A. turn B. exchange C. alter D. arrange
B. PHẦ N TỰ LUẬ N (2 points)
With around 120 words, write a paragraph to talk about the benefits of students doing
volunteer work. The following tips may help you to have better arguments:
- Know the values of life.
- Shape good life visions and lifestyle.
- Prepare for future job.
4. Consolidation (omitted)
5. Homework (1 minute) - Look at the test paper at home
……………………………………………………… THE END ………………………………………………………..
WRITTEN TEST
PERIOD 085/105: CORECTION OF WRITTEN TEST 4
1. Language focus - To help Ss revise the knowledge
2. Skills - To correct Ss’ errors if necessary
II. PREPARATION
1. Teacher: - Teaching aids: Lesson plan, answer keys
2. Students: - Look at their test paper at home
III. PROCEDURE
2. Check – up (omitted) - Some Ss go to the board, do some tasks again
3. Testing correction (40 minutes)
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
- Gives the answer keys - Compare the answer keys with their performance
- Explains some knowledge - Revise some knowledge
- Answers Ss’s questions - Ask questions
A. PHẦ N TRẮ C NGHIỆ M (8 points)
- 0,25 điểm cho mỗ i đá p á n đú ng.
- Điểm tổ ng đượ c là m trò n đến 0,25.
Câ u Mã Đề Mã Đề Mã Đề Mã Đề Câ u Mã Đề Mã Đề Mã Đề Mã Đề
107 256 389 413 107 256 389 413
01. C B C A 17. B D A D
02. A B A B 18. B B D B
03. D C D D 19. C B D D
04. C D C D 20. B B C B
05. D A D B 21. C C C C
06. A A D D 22. C D A A
07. A B B D 23. A A D A
08. B C A A 24. D D C A
09. C A C A 25. C C A C
10. D D D D 26. D D A A
11. A C A B 27. B C B A
12. D D C C 28. A A C C
13. D B A C 29. A A C A
14. C B D B 30. A B B D
15. B C C C 31. D C D C
16. B B A C 32. B C C D
B. PHẦ N TỰ LUẬ N (2 points)
Chấ m bà i theo bả ng mô tả tiêu chí dướ i đâ y
Mụ c Mô tả tiêu chí đá nh giá Điểm tố i đa
1. Bố cụ c o Câ u đề dẫ n chủ đề mạ ch lạ c 0.2 điểm
(0.7 điểm) o Bố cụ c hợ p lí rõ rà ng phù hợ p yêu cầ u củ a đề bà i 0.3điểm
o Câ u kết luậ n phù hợ p 0.2 điểm
2. Nộ i dung o Phá t triển ý có trình tự logic, Đủ thuyết phụ c ngườ i đọ c 0.2 điểm
(0.7 điểm) o Đủ dẫ n chứ ng, ví dụ , lậ p luậ n 0.3 điểm
o Độ dà i: Số từ khô ng nhiều hơn hoặ c ít hơn so vớ i quy 0.2 điểm
định 5%
3. Sử dụ ng o Sử dụ ng ngô n từ phù hợ p nộ i dung, vă n phong/ thể loạ i 0.2 điểm
ngô n ngữ o Sử dụ ng ngô n từ phong phú 0.2 điểm
(0.6 điểm) o Ngữ phá p, dấ u câ u, và chính tả chính xá c 0.2 điểm
4. Consolidation: (3 minutes) - Vocabulary in unit 6, 7, 8
- The present simple vs the present progressive
- Will vs be going to V
5. Homework (1 minute) - Unit 9 - Getting started
……………………………………………………… THE END ………………………………………………………..
UNIT 9: CITIES OF THE FUTURE

A. Objectives:
- For vocabulary, that is words and phrases related to cities of the future
- For pronunciation, that is intonation in questions tags
- For grammar, that is question tags and the conditional sentence type 0.
- Reading: Read about higher education opportunities
- Speaking: Explaining facts and giving predictions.
- Listening: Listen for information about future cities.
- Writing: Write an email to a friend about city life in the future
3. Attitudes - To help Ss get started for Unit 9 with the topic "cities of the future "
B. Preparations: - Teacher: Handouts, textbook, lesson plan, pieces of papers cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities
1. Warm up Lead in
5 minutes - Ask Ss listen to answer some questions to lead Ss to the lesson.
- Ask Ss to tell the class about cities of the future.
2. New lesson Activity 1: Phong, Chi and Ha are discussing their class assignment. Listen
and Read
7 minutes - Tell Ss that they are going to listen to a conversation between Phong, Chi
and Ha.
- Ask them to read the heading and guess what the two speakers will be
talking about
- Play the recording. Have Ss listen and read the conversation silently. Then
ask Ss if their predictions were correct. Have Ss summarise the
conversation.
- Ss listen and read the conversation, take notes new word
12 minutes Activity 2: Answer the questions
- Ask Ss to read the conversation again and answer the questions.
- Let Ss compare their answers in pairs or groups.
- Check Ss’ answers as a class.
Keys:
1. It’s about life in the city in the year 2050
2. Both think life will be better; Phong believes modern technology will be
the reason, while Chi thinks there will be no pollution
3. They choose to talk about the environment
4. Solar energy is mentioned. This energy can be used for transport,
lighting, cooking, heating water and helping plants grow
8 minutes 5. Yes. Thanks to the development of science and technology, our life will
be better and more liveable in the year 2050.
Activity 3: Find the question tags in the conversation
- Ask Ss to read the conversation again and find the question tags.
- Let Ss compare answers in pairs or groups.
Keys:
1. It’s a group presentation, isn’t it?
2. You mean it will be environmentally friendly, won’t it?
3. We will have only ten minutes, won’t we?
10 minutes 4. Phong presented them so well, didn’t he?
5. Phong, you will do the talking, won’t you?
Activity 4: Read the conversation again and complete the conditional
sentences.
- Ask Ss to complete the sentences.
- Have them write the sentences in the space provided
- Check Ss’ answers. Ask Ss to explain the differences between the sentence
structures.
* Keys:
1. … the air will become cleaner and our health will be better (1)
2. People can develop health problems and become ill … (1)
3. … we’ll be able to generate our own electricity (1)
4. … their impact on the environment is less (0)
5. Let me know … (0)
3. Consolidation - Ask Ss: What have you learnt today? What can you do now?
2 minutes - Summarize the main points of the lesson.
4. Homework - Words and phrases about cities of the future
1 minute - Practice the conversation - Do the task again
E. Self-Evaluation:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

A. Aims and Objectives:
- For vocabulary, that is words and phrases related to city life in the future
- For pronunciation, that is intonation in tag questions
- For grammar, that is Tag questions, and conditional sentence type 0
B. Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan, cassette.
D. Procedures:
1. Check up - Ask some Ss to write some new words and do the tasks again
3 minutes - Take notes and give feedback.
2. New lesson A. Vocabulary:
Activity 1: Write the words or phrases given in the box next to their meaning
8 minutes - Have Ss go through the words given in the box and discuss with a partner
their meanings.
- Ss fill the blanks with the right form of the word from the box. Have Ss
complete the sentences individually, then compare their answers in pairs
or groups.
* Keys: 1. inhabitants 2. infrastructure 3. renewable
4. urban 5. liveable 6. sustainable
7. overcrowded 8. quality of life
Activity 2: Complete the sentences with the right forms of the words in the
phrases in 1
- Ask Ss to read the uncompleted sentences and pay attention to the
contextual clues such as words surrounding the gap and the part of speech
needed.
- Have Ss complete the sentences individually, then compare answers in
pairs or groups.
* Keys: 1. urban 2. liveable 3. infrastructure
4. overcrowded 5. inhabitants 6. renewable
7. quality of life 8. sustainable
2. Pronunciation
5 minutes Intonation: Question tags
Activity 1: Listen and decide whether the question tags in B’s responses have
a rising or falling intonation
- Have Ss listen and notice the intonation pattern of the questions
- Have them listen and repeat the exchanges with appropriate intonation.
- Ask them to study the Do you know…? box to learn some general rules of
intonation patterns for question tags.
Keys: 1. falling 2. rising 3. rising 4. falling 5. rising
Activity 2: Listen and repeat the exchanges in 1
- Play the recording and ask Ss to read along with the recording, imitating the
intonation patterns.
- Have them practice the exchanges in pairs, taking turns to ask and
answer the questions.
- Ask some pairs to role-play the exchanges in front of the class, using
appropriate intonation patterns.
- Praise Ss who can reproduce these exchanges with good pronunciation and
appropriate intonation.
2. Grammar: Question tags
Activity 1: Mach the question tags with the statements to make complete
sentences
12 minutes - Have S work individually first
- Encourage them to refer to the Do you know..? box to get more information
about the classes. Ask Ss questions to check if they understand the general
rules related to the form and usage of this grammar point.
- Ask Ss to compare answers in pairs
*Keys: 1. c 2. h 3. f 4. d 5. g 6. a 7. b 8. e
Activity 2: Complete the sentences with the correct question tags
- Ask Ss to read the statements carefully, underline the subjects and verbs
in these sentences, and write the correct question tags in the blanks.
- Have Ss rewrite their sentences on the board.
*Keys: 1. is there 2. can’t you 3. has it
4. will/would/could/won’t you 5. shall we
6. aren’t they 7. haven’t they 8. has she
Conditional sentences type 0
Activity 3: Match the if clauses with the result clauses
- Ask Ss to read through the conditional sentences used in the conversation
again.
- T explains to Ss the basic different between type 0 and type 1.
- Ask Ss to do the task.
Keys: 1. e 2. c 3. f 4. a 5. h 6. b 7. d 8. g
14 minutes Activity 4: Combine the sentences or rewrite them to make conditional
sentences.
- Ask Ss to combine the sentences to make conditional sentences.
*Keys: 1. If the baby is crying, he may be hungry (1)
2. If you travel on a budget flight, you have to pay for your drinks and food(0)
3. If the weather is fine, I walk to work instead of driving (0)
4. If people start using more solar energy, there will be less pollution (1)
5. If they have no homework, they usually play soccer (0)
6. If you travel by train, It takes five hours to get to Nha Trang (0)
7. If the government reduces the use of fossil fuels, our city will become a
more liveable place (1)
+ Vocabulary related to the cities in the future
+ Intonation in question tags; Conditional sentences
4. Homework - T asks Ss to do exercises again at home.
1 minute - Prepare for the next lesson. - Complete Exercises in workbook.
E. Self-Evaluation:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

1. Language focus - Vocabulary related to the topic of preserving the environment
D. Procedures:
1. Homework - Ask some Ss to do the tasks again
8 minutes - Feedback
2. New lesson Activity 1: Use a dictionary to find the meaning of the words in the box.
Then complete the sentences with their correct form
7 minutes - Ask Ss to look at the picture. Ask some questions as warm-up:
+ What do the colours indicate?
+ What energy sources will be used in the future?
+ Why is our planet placed in a hand of a person?
- Have them do the task individually, and then compare their choice
in pairs or groups
- Elicit answers from Ss, encouraging all possible reasons. Have Ss
explain their choices
- Pre-teach some of the unfamiliar vocabulary items in the text, but not
the highlighted ones because Ss will be required to work out their
meaning from the context the words are used in.
Keys: 1. a warning 2. detect 3. a sensor
7 minutes 4. promote 5. an insoluble 6. dwellers
Activity 2: Read the text about Superstar City and choose the best title
for it
- Ask Ss to go through the three headings. Ask Ss to read the text quickly
to choose the heading that best summarises the main idea.
- Set a time limit for this activity since skimming is a speed-reading
technique with the purpose of getting a general overview of the
content
- Have Ss work individually, and then compare their answers in pairs
or small groups
- Check Ss’ answer as a class.
Keys:
10 minutes The best title of the reading passage is C – A safe and green city
Activity 3: Read the text carefully, answer the following questions
- Ask Ss to look at the questions quickly and underline key words
which can help them to locate the specific information in the text.
- Let them read the text individually to find the information, them
compare their answers in pairs or groups. Encourage Ss to explain
exactly which information from the text helped them to answer the
questions
*Keys: 1. Barbara is an engineer and Mark is a city planner
2. It can depict and locate probable disasters by using the sensor installed
in every home and public place
3. Its main function is to deal with urban environmental problems to
make Superstar City greener, cleaner and more sustainable
4. An example is the people’s use of renewable fuels for cooking , lighting
and heating
5. Because they have more time for study , entertainment and
relaxation; they can enjoy the highest quality of life
8 minutes Activity 4: Complete the following summary about Superstar City using
the words in the text
- Ask Ss to read through the summery about Siperstar City and
decide which part of speech may fit in each gap.
- Invite several pairs to summarise the discussions and present their
decisions to the rest of the class. Encourage other Ss to ask follow-up
questions.
2 minutes Keys: 1. safe 2. detecting 3. threats
4. energy 5. carry out 6. deal with 7. paradise
Activity 5: Do you think that our cities will all be like Superstar City in
the year 2060?
- T helps Ss know how to do the task.
- Let SS work in groups to do this task at home.
3. Consolidation - Summarize the main points of the lesson
2 minutes - Vocabulary related to helping people with disabilities
4. Homework - Ask students to learn by heart the new words.
1 minute - Prepare for the next lesson.
E. Self-Evaluation:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

1. Language focus - Vocabulary related to the predictions about cities of the future
B. Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers.
D. Procedures:
1. Check up - Ask Some Ss to go to the board and do the tasks again
2. New lesson Activity 1: Choose the sentences to complete the conversation between
two Londoners
10 minutes - Ask Ss to read the conversation quickly to get an overall impression of
the text.
-Ask Ss comprehension questions to make sure they understand the text
- Explain any further unfamiliar vocabulary, if necessary
- Have Ss match the sentences with the gap.
Suggested answers:
1. c 2. d 3. a 4. b
Activity 2: Answer the questions
10 minutes - Ask Ss to look at the questions quickly and underline key words which
can help them to locate the specific information in the text.
compare their answers in pairs or groups. Encourage Ss to explain exactly
which information from the text helped them to answer the questions
Keys:
1. London is stressful and overcrowded city with lots of traffic jams and
pollution
2. They are making plans to improve the transport system and to make
London a green city
3. Yes, it will be cleaner and more sustainable
Activity 3: Practice the conversation with a partner
14 minutes - Ask Ss to practice the conversation in pairs.
- Set a time limit for the pair’s preparation and practice
- Invite some pairs to role-play in front of the class.
- Encourage Ss to give feedback on things such as interesting content,
original ideas, fluency of speech and good presentation skills.
Activity 4: Choose one of the cities below. Use the ideas provided or your
own to make a similar conversation
- Ask Ss to work in pairs. Ss should choose one city and make a similar
conversation.
- Encourage Ss to use question tags to check information or ask for
agreement.
Example: Tokyo’s trains are overcrowded during rush hours, aren’t they?
Activity 5: Work with a partner. Make predictions about a future cities
- Suggest some ideas for Ss’ discussion including current facts such as the
environment, people’s quality of life and infrastructure; future plans and
predictions about the city.
3. Consolidation - Summarize what they have learnt by asking Ss some questions:
2 minutes What have you learnt today? What can you do now?
- Vocabulary related to our cities in the future
4. Homework - Vocabulary related to our world heritage sites
1 minute - Speaking skills: Making a conversation based on the sample
- Do the tasks again - Complete tasks at home
- Read Unit 9 - Listening at home
E. Self-Evaluation:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

1. Language focus - Vocabulary and information related to cities of the future.
B. Preparations:
1. Teacher - Teaching aids: Textbook, lesson plan and cassette
D. Procedures:
- Ask some pairs of Ss to talk about future cities.
1. Check up - Feedback
5 minutes - Inform the class of the lesson objectives: Listening for
specific information about future cities.
2. New lesson A better or worse place to live in?
Task 1: Discuss with a partner
10 minutes - Ask Ss to look at the pictures and discuss the questions with a partner.
- Encourage Ss who don’t know anything about the site to make some
predictions using the words and phrases in the box.
*Suggested answers:
- All these problems currently exist in big cities in VN like Hanoi and HCM
City.
- It’s likely that many of them will be solved in the next twenty years, as
local authorities are taking measures to deal with them step by step.
8 minutes Task 2: Listen to a talk on predictions about our future cities.
Underline the words or phrases that you hear
- Ask Ss to look at the words and phrases that can be heard in the talk.
- Have Ss compare answers in pairs or groups.
- Explain the meaning of any unfamiliar words, if necessary.
Keys: a b d e h
Task 3: Listen again. Decide which of the following predictions will
9 minutes come true (T) and which will not (NT)
- Ask Ss to look at the three options and make their own predictions for
the answers.
- Have Ss listen to the recording and choose one of the three options
given
- Have them compare their answers in pairs or groups
- Check Ss’ answers as a class
- Let them listen again and pause the recording after the sentences
mentioning the word geological
*Key: 1. T 2. NT 3. NT 4. T 5. T 6. T 7. NT
10 minutes Task 4: Listen again. Complete the summaries of the two viewpoints
- Ask Ss to read the through the summaries of the two viewpoints in the
talk and try to complete the sentences..
- Give Ss sufficient time to listen to the recording so they can extract the
information needed and hear the words they have to write down.
- Have Ss compare answers in pairs or groups
*Key: 1. healthy; effective; overcrowded; heavier
2. medicine; renewable; fossil fuel
Task 5: Which viewpoint do you agree with, the optimistic
or pessimistic?
- Have Ss work in groups and discuss the questions
- Ask Ss some warm-up questions before they start the discussion:
+ Do you think our cities will be better or worse than they are now?
+ What factors do you need to consider?
+ Are you an optimist or a pessimist?
- Ask some groups to report their plans to the class.
- Consider these points: Environmental problems, people’s use of energy
sources, achievements in technology and medicine, etc.
3. Consolidation - Ask Ss to consolidate the main contents.
2 minutes - Ask Ss: What have you learnt today? What can you do now?
4.Homework - Vocabulary related to the topic of our world heritage sites
1 minute - Do the tasks again - Prepare for the next lesson.
E. Self-Evaluation:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

1. Language focus
- To provide learners some vocabulary and information about future cities.
- To teach Ss to write an email to a friend about city life in the future.
- To teach Ss to develop ability to think in a logical way to form a well-structured text.
D. Procedures:
1. Check up - Inform the class of the lesson objectives: Writing an essay about the
5 minutes reasons why Trang An Scenic Landscape Complex was recognized as a
World Heritage Site.
2. New lesson Different predicyions
Task 1: Hung and his friend Tanaka are exchanging emails about the
9 minutes future of their cities. Read the email and answer the questions
- Ask Ss to work in pairs or groups to answer the questions.
- Draw Ss’ attention to the two different viewpoints on life in Tokyo 40
years from now on.
* Keys:
1. To answer Hung’s question about Tokyo in the future
2. Because the government will use advanced technology to deal with the
transport problem and make people’s life easier and more comfortable
3. Tokyo is threatened by nuclear and radiation accidents and natural
disasters
4. Tanaka wants to know Hung’s viewpoint on VN’s capital city in the future
Task 2: Put the sections of the email in the correct order
- Ask them to read through the list (a-g) and put the parts in the order they
10 minutes appear in the email.
- Have Ss discuss in pairs or groups, and put the points under the right
subheadings
- Check Ss’ answer as a class
*Key: 1. g 2. a 3. c 4. b 5. f 6. d 7. e
Task 3: Use the information below about New York City to write an email
of about 160-180 words to a friend
- Set time limit for them to write the first draft of their essays.
- Have Ss exchange their drafts in pairs or groups for peer review.
18 minutes Encourage them to comment on the content and structure, on clarity of
expression, grammar and spelling. Add any additional feedback, if
necessary
- Have Ss revise their drafts based on their partners’ comments and your
feedback.
- Collect Ss’ essay for checking or marking.
Task 4: Write your predictions about a future city in Vietnam in an email
of 160 words to a friend
- Have Ss exchange their drafts in pairs or groups for peer review.
Encourage them to comment on the content and structure, on clarity of
necessary
feedback. (This can be done at home)
2 minutes - Ask Ss to complete the essay at home and collect
- Ask Ss: What have you learnt today? What can you do now?
4.Homework - Write the text again at home.
E. Self-Evaluation:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

1. Language focus - Provide learners some communication samples and cultural items
D. Procedures:
1. Warm up - Ask some Ss to go to the board and read their writings
2. New lesson 1. Communication:
Task 1: Use the information about the cities mentioned in this unit and
17 minutes complete the diagram about the ideal city of the future
- Ask Ss to refer to the information about the cities mentioned in the
unit, select the relevant details for their ideal city of the future.
- Ask Ss to study the example to get an idea about the language they can
use and what they are supposed to discuss.
Let Ss form groups of three and start their discussion. Have one of them
take notes
- Walk around to offer help, if necessary and encourage all members to
participate in the group activity.
Keys:
1. Public transport (eco-buses, smart underground transport networks)
2. Renewable sources of energy: wind and sun power
3. - Waste is treated and turned into energy or fertilizers
- Wastewater is treated and turned into drinking water.
Task 2: Discuss the questions in groups
- Ask Ss to look at the questions quickly and underline key words which
questions
1. What will the ideal city of the future look like?
means of transport, environmental conditions, energy sources, treatment
of waste, climate …
2. How do you think an ideal city should be treated: by upgrading an
20 minutes existing one or by building a completely new one from scratch?
2. Culture:
Activity 1: Read the text about Songdo, a smart city, and complete
the table below
- Ask Ss to read the text and complete the table.
- Encourage them to share any information or facts they know about this
city. Even if Ss haven’t heard about it, encourage them to make some
predictions.
*Suggested answers:
1. 60km southwest of Seoul, South Korea 2. 53.3 square km
3. 2005 4. more than 65,000 people
Activity 2: Decide whether the following statements are T, F, or NG
- Ask Ss to read the text again to decide whether the statements are true,
false or not given.
- Encourage Ss to work out the meaning of each new word from the
contextual clues in the text.
- Explain any unfamiliar words or expressions, if necessary.
* Keys: 1. F 2.T 3. NG 4. F 5. T 6. T 7. NG
2 minutes - Ask Ss: What have you learnt today?
What can you do now?
4.Homework - T asks Ss to learn the structures and vocabulary.
E. Self-Evaluation:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

- To give them a chance to do a small project in which they can
develop their speaking skills
D. Procedures:
* Checking
1. Homework - Speak out their ideas and opinions, knowledge that they have learnt in
5 minutes Unit 8.
- Feedback.
2. New lesson Pronunciation:
Activity 1: Decide whether the question tags in B’s responses have a
10 minutes rising or falling intonation
- Ask Ss to listen to the exchanges and mark the intonation patterns on the
questions using a downward upward arrow on each choice.
- Have Ss compare their answers in pairs or groups
Keys: 1. Falling 2. Rising 3. Falling 4. rising
Activity 2: Listen and repeat the sentences in 1
- Play the recording again and ask Ss to listen and read along
- Ask Ss to practise in pairs, taking turns to ask and answer the questions
- Walk around, comment on the pairs’ performance and praise Ss who try
to use the appropriate intonation.
Vocabulary:
8 minutes Activity 1: Complete the sentences with the correct form of the words
or phrases in the box
- Ask Ss to write the word in each sentence
- Let them compare their answers in pairs or groups
- Check Ss’ answers as a class and give further explanation, if necessary.
*Keys: 1. city dwellers 2. infrastructure 3. overcrowded
4. advanced technology 5. detect 6. urban planners
Grammar:
Activity 1: Complete the sentences with the correct question tags
- Ask Ss to work individually, and then compare their answers in pairs
19 minutes or groups
- Check Ss’ answers as a class and give further explanations, if necessary.
*Keys: 1. shall we 2. don’t they 3. aren’t there
4. will you 5. haven’t you 6. do they
7. should they 8. isn’t it
Activity 2: Answer the questions, using conditional
sentences
- Let Ss work individually, and then compare their answers in pairs or
groups.
- Ask individual Ss to write their sentences on the board.
*Keys: 1. Flowers died if they are not watered
2. I expect my teacher to correct my mistake if I make one.
3. People need to leave tall buildings quickly if there is an earthquake
4. I get green if I mix blue and yellow
5. I dial 114 if there is a fire
6. If I don’t have to go to school in the morning, I usually get up at 8
7. I usually ask my best friend for help if I’m in trouble
8. I usually go to the park if I want to enjoy some fresh air.
Project:
- Work in groups of four to six. Discuss and decide on your ideal city
of the future
- Introduce your poster to the class. Present the features of your city
and explain what make it the most liveable city in the world
- Ask Ss to do the task
- Let the groups do the task in their free time.
3. - Ask Ss to consolidate the main contents.
Consolidation - Ask Ss: What have you learnt today? What can you do now?
2 minutes Expected answer: Learn more about:
- Revise what Ss have learnt in unit 9
- Work in groups, talk about future cities.
4.Homework - T asks Ss to learn the structures and vocabulary.
1 minute - Revise what Ss have learnt in unit 9.
- Do the tasks again. - Prepare for the next lesson.
E. Self-Evaluation:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..
UNIT 10: HEALTHY LIFESTYLE AND LONGEVITY

A. Objectives:
- For vocabulary, that is words and phrases related to healthy lifestyle and
longevity
- For pronunciation, that is intonation in invitations, suggestions, polite
requests, uncertainty and surprise
- For grammar, that is reported speech with conditionals and reported
speech with to infinitives and gerunds
- Reading: Reading for general ideas and specific details about factors
responsible for the increase in life expectancy
- Speaking: Giving advice on body care
- Listening: Listening for gist and specific information about physical
activity precautions
- Writing: Writing a story about how young people have changed their
lifestyle to overcome a problem
3. Attitudes - To help Ss get started for the topic "healthy lifestyle and longevity"
B. Preparations: - Teacher: Handouts, textbook, lesson plan, pieces of papers, cassette.
D. Procedures:
1. Warm up Lead in
5 minutes - Ask Ss listen to answer some questions to lead Ss to the lesson.
- Ask Ss to tell the class about their lifestyle.
2. New lesson Activity 1: Kim is asking Mark about a TV health show she missed.
Listen and read
7 minutes - Tell Ss that they are going to listen to a conversation between Kim and
Max.
- Ask them to read the heading and guess what the two speakers will be
talking about
- Play the recording. Have Ss listen and read the conversation silently.
Then ask Ss if their predictions were correct. Have Ss summarise the
conversation.
- Ss listen and read the conversation, take notes new word
12 minutes Activity 2: Read the conversation again. Find the verbs that go with
the following nouns
- Ask Ss to read the conversation again and find the verbs
- Let Ss compare their answers in pairs or groups.
Keys: relieve weaken practice increase do
practice take
8 minutes Activity 3: Complete the following notes on Dr. Quan’s four
principles to stay healthy
- Ask Ss to read the conversation again and complete the sentences
- Let Ss compare answers in pairs or groups.
Keys:
relieving stress we practice meditation
eating healthy food developing heart diseases
exercising regularly sports; yoga and t’ai chi
natural remedies; take prescription medicine
Activity 4: Work in pairs. Answer the following questions
- Ask Ss to read the conversation again and answer the questions.
10 minutes - Have them write the questions carefully.
- Check Ss’ answers.
* Keys:
1. The first principle is relieving stress. The second one is to consuming
healthy food. The third one is exercising regularly
2. Yes. I agree with these principles
Activity 5: Find all the examples of reported speech in the
conversation.
- Ask Ss to read the conversation again and find the sentences.
- Have them write the sentences in the space provided
- Check Ss’ answers.
* Keys:
Dr. Quan said if you practiced …
Yesterday, I read an article on the internet which claimed …
He said read meat is high in fat …
Dr Quan advised viewers to …
He suggested playing sports …
4. Homework - Words and phrases about cities of the future
1 minute - Practice the conversation - Do the task again
E. Self-Evaluation:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

- For vocabulary, that is words and phrases related to healthy lifestyle and
longevity
- For pronunciation, that is intonation in invitations, suggestions, polite
requests, uncertainty and surprise
- For grammar, that is reported speech with conditionals and reported
speech with to infinitives and gerunds
D. Procedures:
1. Check up - Ask some Ss to write some new words and do the tasks again
3 minutes - Take notes and give feedback.
2. New lesson A. Vocabulary:
Activity 1: Complete the sentences with the right forms of the
7 minutes following words and phrases
- Have Ss go through the words given in the box and discuss with
a partner their meanings.
- Ss fill the blanks with the right form of the word from the box. Have
Ss complete the sentences individually, then compare their answers in
pairs or groups.
* Keys: 1. cholesterol 2. nutrition 3. natural remedies
4. immune system 5. ageing process 6. meditation
7. life expectancy 8. boost
6 minutes Activity 2: Use a dictionary to check the meaning of the following
adjectives formed with -free or anti-
- Explain to Ss that free is used to form compound adjectives, which are
usually hyphenated. On the other hand, anti- is used as a prefix to form
adjectives or nouns, which can be spelled with or without a hyphen.
- Have Ss complete the sentences individually, then compare answers in
pairs or groups.
* Keys: 2. lifestyle that does not cause stress
3. foods that do not contain cholesterol
4. foods that are believed to prevent the appearance from getting older
5. diet that prevents the formation of acne
6. medicine that lowers cholesterol levels or prevents high cholesterol
2. Pronunciation
Intonation: Invitations, suggestions, polite requests, uncertainty
and surprise
Activity 1: Listen and repeat. Pay attention to the fall-rise
intonation
- Have Ss listen and notice the intonation pattern of the questions
- Have them listen and repeat the exchanges with appropriate
12 minutes intonation.
- Ask them to study the Do you know…? box to learn some general rules
of intonation patterns for question tags.
Keys: 1. invitation/ suggestion 2. surprise
3. uncertainty 4. polite request 5. hesitation
Activity 2: Listen and mark the fall-rise intonation
- Play the recording and ask Ss to read along with the
recording, imitating the intonation patterns.
- Have them practice the exchanges in pairs, taking turns to ask
and answer the questions.
- Ask some pairs to role-play the exchanges in front of the class, using
appropriate intonation patterns.
- Praise Ss who can reproduce these exchanges with good
pronunciation and appropriate intonation.
2. Grammar:
Conditionals in reported speech
Activity 1: Read the statement in direct speech. Decide if it is
14 minutes necessary to change the verb tenses in reported speech after
reporting verbs in the past tense. Write C or U in the space
provided
- Have S work individually first
- Encourage them to refer to the Do you know..? box to get more
information about the classes. Ask Ss questions to check if they
understand the general rules related to the form and usage of
this grammar point.
- Ask Ss to compare answers in pairs
*Keys: 1. C/U 2. C/U 3. U 4. U 5. U 6. U 7. U 8. C/U
Activity 2: Report each statement in 1
- Ask Ss to report the statements in 1, using the reporting verbs in
the prompts.
- Have them compare their answers.
*Keys: 1. I told him that if I drank coffee before bedtime, I couldn’t
sleep C
I told him that If I drink coffee before bedtime, I can’t sleep. U
2. Dr. Quan said that we’d boost our immune system if we had a healthy
lifestyle. C
Dr. Quan said that we will boost our immune system if we have a
healthy lifestyle. U
3. John’s wife told him that it would be nice if he could spend more time
with the children. U
4. Peter explained to us that if Ann called him back, he’d arrange an
appointment for her. U
5. The travel agent explained to us that if we travel to a foreign
country, we need a valid passport. U
6. My grandmother keeps telling us that if we catch a cold, we
should try natural remedies before taking any medicine. U
7. John told me that if he were rich, he’d donate money to charity. U
8. Mary’s father said that Mary/she would recover quickly if
she followed the doctor’s advice. C
Mary’s father said that Mary/she will recover quickly if she follows the
doctor’s advice. U
Reported speech with to infinitives and gerunds
Activity 3: Write the sentences in reported speech, using the
reporting verbs in bracket
- Explain that to-infinitives or gerunds can be used to report actions.
- have Ss read the Do you know..? box and focus on the verb forms
in reported speech after the three groups of reporting verbs.
- Ask Ss to do the task.
Keys: 1. Jack’s father advised him not to eat fast food every day.
2. Ann asked Kim to do the dishes for her
3. The doctor told me to do a 30-minute work-out every day
4. Mai invited Peter to go out for a coffee
5. Phong apologized for breaking my glasses
6. Hoa reminded Lan to buy some groceries on the way home
7. Carol suggested enrolling on a yoga course
8. John and Max admitted forgetting to submit the assignments the
day before.
Activity 4: Change the sentences in reported speech into direct
speech
- Ask Ss to change the sentences in reported speech into direct speech.
*Keys: 2. “Kim, don’t forget to turn off the lights before leaving the
house”
3. “You shouldn’t exercise too hard because it’s not good for your heart”
4. “Let’s have a picnic next weekend”
5. “Don’t play near the construction site”
6. “Would you like to spend your summer holidays on my grandparents’
farm?”
7. “I’m sorry. I’ve made lots of mistakes in the report”
8. “Yes, I took my father’s car without permission”
- Vocabulary related to healthy lifestyles and longevity
- Intonation in invitations, suggestions, polite requests, uncertainty and
surprise
- Reported speech with conditionals and reported speech with to
infinitives and gerunds
4. Homework - T asks Ss to do exercises again at home.
1 minute - Prepare for the next lesson. - Complete Exercises in workbook.
E. Self-Evaluation:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

1. Language focus - Vocabulary related to the topic of life expectancy factor
D. Procedures:
1. Homework - Ask some Ss to do the tasks again
2. New lesson Activity 1: The machine described in the picture above help doctors
to diagnose and treat diseases. Discuss with a partner.
7 minutes - Ask Ss to look at the picture. Ask some questions as warm-up:
+ Have you ever seen them?
+ What are they used for?
- Have them do the task individually, and then compare their choice in
pairs or groups
- Elicit answers from Ss, encouraging all possible reasons. Have Ss
explain their choices
- Pre-teach some of the unfamiliar vocabulary items in the text, but not
the highlighted ones because Ss will be required to work out their
meaning from the context the words are used in.
Keys: MRI (Magnetic Resonance Imaging) scanners and X-ray
machines take medical images of patients’ internal body parts. MRI
images provide a 3D representation of organs, which X-rays usually
cannot.
7 minutes Activity 2: Read an article about the main factors for the increased
life expectancy. Four sentences have been removed from the
article. Choose a sentence (a-d) to complete each gap (1-4)
- Ask Ss to go through the four sentences. Ask Ss to read the text quickly
to choose the missing that best suits the passge.
- Set a time limit for this activity since skimming is a speed-reading
technique with the purpose of getting a general overview of the content
- Have Ss work individually, and then compare their answers in pairs or
small groups
- Check Ss’ answer as a class.
Keys: 1. c 2. b 3. d 4. a
Activity 3: Find the words or expressions in the text which have the
8 minutes following meanings
- Have Ss read through the definitions and the text carefully, looking for
the correct words or phrases that match with the definition.
questions
*Keys: 1. be attributed to 2. obesity 3. antibiotics
4. vaccine 5. dietary
10 minutes Activity 4: Read the text again and answer the questions
- Ask Ss to read the full text, include the gapped sentences, again and
answer the questions individually.
- Invite several pairs to summarise the discussions and present their
decisions to the rest of the class. Encourage other Ss to ask follow-up
questions.
Keys: 1. The three factors are healthier lifestyles, better nutrition and
advances in medical science and technology
2. Smoking, alcohol intake and fast food consumption can increase the risk
of hear diseases.
3. Doing regular physical activity and spending more time outdoors can
improve the ability of the human body to function well
4. Because they want to relieve stress
5. Because the food we eat can affect longevity and dietary changes can
boost our immune system
6. They are the discovery of antibiotics and vaccines, and the development
of medical imaging
2 minutes Activity 5: Which of the factors mentioned in the article do you
think is the most important? Discuss with a partner
- T helps Ss know how to do the task.
- Let SS work in groups to do this task at home.
Healthy lifestyles (physical exercise, low levels of stress and
anxiety) Better nutrition (nutritious diets and dietary changes)
Advances in medical science and technology
3. Consolidation - Summarize the main points of the lesson
2 minutes - Vocabulary related to life expectancy factors
4. Homework - Ask students to learn by heart the new words.
E. Self-Evaluation:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

1. Language focus - Provide learners vocabulary related to taking care of your body
D. Procedures:
1. Check up - Ask Some Ss to go to the board and do the tasks again
2. New lesson Take care of your body
Activity 1: Below is a set of note cards for a talk about skincare. Use
10 minutes the words and phrases in the box to complete them
- Ask Ss to look at the set of note cards for a talk on skincare.
- Explain to Ss that note cards can be a very helpful tool for preparing,
rehearsing and delivering speeches or talks. The note cards should
contain the most important information as bullet points, which can be
used as prompts in case the speaker gets nervous or forgets what to say.
- Explain any further unfamiliar vocabulary, if necessary
- Have Ss make their own note cards and present their answers to the
class.
Suggested answers:
B1: wear protective clothing - avoid sunburn
wear sunscreen with a sun protection factor (SPF) of at least 15
B2: eat a wide variety of fruit and vegetables – provide vitamins and
nutrients - drink a lot of water – prevent water loss
B3: wash your face twice a day with warm water and mild soap – remove
dirt - Don’t squeeze pimples – can lead to swelling, redness and infection
Activity 2: Work in pairs. Use the note cards to talk about skincare,
paying attention to the following
- Ask Ss to pay some attention when they speak
10 minutes * glance at the note; don’t read them
* use linking words and expressions for hesitation devices to some more
natural and smooth
* to make your tips sound more reliable, use reported speech to quote
their sources
* maintain eye contact with your partner
* use appropriate gestures and facial expressions to support your ideas.
Activity 3: Prepare another set of note cards for a talk about how to
take care of your vision. Use the information below and your own
ideas
9 minutes - Ask Ss to practice the conversation in pairs.
- Set a time limit for the pair’s preparation and practice
- Invite some pairs to role-play in front of the class.
- Encourage Ss to give feedback on things such as interesting content,
original ideas, fluency of speech and good presentation skills.
Taking care of your vision
- Use some kinds of eye drop to ease your eye’s tiredness
- Practice to look at things in distance to develop your eyesight
Activity 4: Work in groups of four or five. Take turns to present your
talk to your group members
- Let Ss work in groups to do the task. Make sure each group chooses a
5 minutes different activity.
- Ask groups to summarize and briefly report their discussions to the
class.
3. Consolidation - Summarize what they have learnt by asking Ss some questions:
2 minutes What have you learnt today? What can you do now?
- Vocabulary related to taking care of your body
- Speaking skills: pair work and group work talking about how to take
care of your body
4. Homework - Vocabulary related to taking care of your body
1 minute - Speaking skills: pair work and group work talking about how to take
care of your body
- Do the task again - Read Unit 10 - Listening at home
E. Self-Evaluation:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

1. Language focus - To provide learners vocabulary related to exercise precautions
B. Preparations:
1. Teacher - Teaching aids: Textbook, lesson plan and cassette
D. Procedures:
1. Check up - Ask some pairs of Ss to talk about how to take care of your body.
- Inform the class of the lesson objectives: Listening for specific
information about exercise precautions
2. New lesson Exercise precautions
Task 1: Discuss with a partner
10 minutes - Ask Ss to look at the pictures and discuss the questions with a partner.
- Encourage Ss who don’t know anything about the site to make some
predictions using the words and phrases in the box.
*Suggested answers: a. fitness walking b. aerobic exercise
c. yoga d. swimming
Task 2: Look at the picture. Listen to John Keith, a fitness instructor,
talking about four types of physical activity. Number the pictures as you
listen.
8 minutes - Ask Ss to look at the words and phrases that can be heard in the talk.
- Have Ss compare answers in pairs or groups.
- Explain the meaning of any unfamiliar words, if necessary.
Keys: a. 4 b. 1 c. 3 d. 2
Task 3: Listen again. Which safety rules are mentioned for each type of
physical activity? Tick the correct boxes.
- Ask Ss to look at the three options and make their own predictions for
9 minutes the answers.
- Have Ss listen to the recording and choose one of the three options
given
- Have them compare their answers in pairs or groups
- Let them listen again and pause the recording after the sentences
mentioning the word geological
*Key: Aerobic exercise: 1,2 Yoga: 3,5
Swimming: 1,3,4 Fitness walking: 2,6,7
Task 4: Work in four groups. Each group chooses a different activity
from 3. Discuss the following
- Let Ss work in groups to do the task. Make sure each group chooses a
10 minutes different activity.
- Ask groups to summarize and briefly report their discussions to the
class.
- Vocabulary related to the topic of exercise precautions
- Listening skills
4. Homework - Vocabulary related to the topic of exercise precautions
1 minute - Do the tasks again - Prepare for the next lesson.
E. Self-Evaluation:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

1. Language focus - To provide vocabulary related to the topic of changes in lifestyle
D. Procedures:
1. Check up - Inform the class of the lesson objectives: Writing a story about how
5 minutes people have changed their lifestyles to overcome a problem.
2. New lesson Lifestyle changes
Task 1: Read a story posted on Medline, a website about fitness.
9 minutes Complete the story, using the correct forms of the words in the box
- Ask Ss to work in pairs or groups to do the task.
- Ask Ss to read a story posted on a fitness website and complete the
gaps with the correct form of the words in the box.
* Keys: 1. appetite 2. overweight 3. weight
4. fainted 5. dieting 6. supported
Task 2: Read the story again and answer the questions
10 minutes - Ask them to read through the questions to make sure that they
understand the questions.
- Have Ss discuss in pairs or groups, and answer the questions.
* Key: 1. Because as a child he used to eat a lot of fast food.
2. After he received hundreds of rejections and couldn’t get a job.
3. Fasting was his first kind of diet. He was unsuccessful and was taken to
hospital
4. For over a year, he had to follow a special diet and joined a fitness class
for overweight people.
5. Overweight people are not lazy and can work effectively like other
people, so they should not be treated unfairly. However, their health can
be affected, so they should follow doctors’ advice to lose weight.
Task 3: Use the information below to write a similar story.
18 minutes - Have Ss exchange their drafts in pairs or groups for peer review.
Encourage them to comment on the content and structure, on clarity of
necessary
feedback.
2 minutes - Ask Ss to complete the essay at home and collect
- Ask Ss: What have you learnt today? What can you do now?
4. Homework - Write the text again at home.
E. Self-Evaluation:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

PERIOD 100/105: COMMUNICATION & CLTURE
1. Language focus - To provide communication samples and cultural items
D. Procedures:
1. Warm up - Ask some Ss to go to the board and read their writings
2. New lesson 1. Communication:
Task 1: Listen to Phong’s talk about meditation. Complete the notes
17 minutes below.
- Focus Ss on the notes of his talk and guess what kind of information to
write in each gap.
- Play the recording once or twice for Ss to complete the notes.
Keys: 1. five 2.a Location: at a quiet place
b Time: at night or early morning c Duration: 15 minutes a day
d. Techniques: Listen to the silence around you and breathe slowly and
deeply
3. Benefits of meditation a. Relieving stress
Reason: … you let your mind relax
b. Staying healthy and living longer.
Reason: … may weaken your immune system
Task 2: Discuss the question with a partner
- Ask Ss to look at the questions quickly and underline key words which
questions
Keys: 1. To relieve stress and feel relaxed, we should
- go swimming - read a book
- listen to soft music - spend your weekend in the countryside
2. I think listening to soft music may work best because it can ease your
stress, lull you to sleep and refresh your mind
2. Culture:
Activity 1: Decide whether the following statements are T, F or NG
- Ask Ss to read the text again to decide whether the statements are true,
20 minutes false or not given.
- Encourage Ss to work out the meaning of each new word from the
contextual clues in the text.
- Explain any unfamiliar words or expressions, if necessary.
*Suggested answers:
1. F 2. NG 3. T 4. F 5. T 6. NG 7. NG
Activity 2: Discuss with a partner
- Ask Ss to read the text and complete the task.
- Encourage them to share any information or facts they know about this
city. Even if Ss haven’t heard about it, encourage them to make some
predictions.
* Keys:
1. Education, dietary changes, exercise and the spirit of cooperation
2. There should be close cooperation between local government, health
association and residents. The first step should be for a local health
association to start a campaign for promoting a healthy lifestyle and
nutrition, winning the support of the local residents and local government
2 minutes - Ask Ss: What have you learnt today?
What can you do now?
4. Homework - T asks Ss to learn the structures and vocabulary.
E. Self-Evaluation:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..

- To give them a chance to do a small project to develop speaking skills
2. Skills - To promote Ss to develop skills and cultural understanding
D. Procedures:
* Checking
1. Homework - Speak out their ideas and opinions, knowledge that they have learnt in
5 minutes Unit 10. - Feedback.
2. New lesson Pronunciation:
Activity 1: Listen and mark (fall-rise intonation) in the following
10 minutes conversation
- Ask Ss to listen to the exchanges and mark the intonation patterns on
the questions using a downward upward arrow on each choice.
- Have Ss compare their answers in pairs or groups
Activity 2: Listen again. Then practice the conversation with a
partner. Try to use the appropriate fall-rise intonation
- Play the recording again and ask Ss to listen and read along
- Ask Ss to practise in pairs, taking turns to ask and answer the
questions
- Walk around, comment on the pairs’ performance and praise Ss who
try to use the appropriate intonation.
8 minutes Vocabulary:
Activity 1: Complete the sentences with the correct form of the
words or phrases in the box
- Ask Ss to write the word in each sentence
- Let them compare their answers in pairs or groups
- Check Ss’ answers as a class and give further explanation, if necessary.
* Keys: 1. boost 2. life expectancy 3. immune system
4. remedies 5. nutritious 6. dietary
7. are attributed to 8. prescription
16 minutes Grammar:
Activity 1: Report each statement. Make all necessary changes.
- Ask Ss to work individually, and then compare their answers in pairs
or groups
- Check Ss’ answers as a class and give further explanations, if
necessary.
*Keys: 1. The teacher told Tuan and Phong not to talk in class
2. The doctor said to Mr White that if he eats/ate lots of fatty food, he
will/would increase his chances of developing heart diseases.
3. Nam’s yoga instructor asked him to close his eyes, breathe slowly and
deeply, and not to think about his problems
4. The patient admitted not following his doctor’s advice
5. Ha’s friend suggested playing some games to relax because they had
studied for three hours
6. Van’s manager said that he/she would get a promotion if he/she could
finish the project before the deadline.
Activity 2: Read the conversation. Imagine that Nga talks to a
friend the next day, telling him/her what her father had said.
- Let Ss work individually, and then compare their answers in pairs or
groups.
- Ask individual Ss to write their sentences on the board.
*Keys: 1. My father said that if I want to be stress-free, I need to balance
study and leisure
2. He told (advised) me to draw up a revision timetable with time for
other activities
3. He said that if I worked too hard, I wouldn’t feel hungry
4. He told/asked/advised me not to study continuously for long hours, but
to take a five-minute break every hour.
5. Then he advised/told/asked me to do some workout or take a walk in
the park before mealtime
3 minutes 6. Finally, he said that if I need more help, I can just ask him.
Project:
1. Work in groups of 4 or 5. Choose one of the projects
Ask Ss to do the project
2. Compare the information about these people and find out any
common features. Present your report to the whole class.
- Ask Ss to do the task
- Let the groups do the task in their free time.
Expected answer: Learn more about:
- Revise what Ss have learnt in unit 9
- Work in groups, talk about how to take care of your body
4. Homework - T asks Ss to learn the structures and vocabulary.
1 minute - Revise what Ss have learnt in unit 10 - Carry out the survey
- Do the task again - Read Review 4 at home
E. Self-Evaluation:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..
REVIEW 4 (UNIT 9,10)

1. Language focus - To help students revise what they have learned in units 9, 10
II. PREPARATION
III. PROCEDURE
2. Check up (5 minutes) - Ask some Ss to talk about pros and cons of ecotourism
Language Do as appointed
Vocabulary natural polluted environmental
1. Complete the sentences using sustainable ecological
the correct forms of the words in
brackets
2. Complete the following * Do as appointed
sentences with suitable words 1. pollution 2. global warming
from the box 3. deforestation 4. protect
Ask Ss to do the task 5. acid rain
Pronunciation * Do as appointed
3. Sort out the words according to poverty, energy, chemical, newsletter
their stress patterns and read pollution, solution, awareness, protection
them aloud. The ones in the first economy, sustainable, ecology, environment
row have been done as examples. conversation preservation, relaxation, composition
Grammar Do as appointed
4. Rewrite the following sentences 1. Mary said people were cutting down the rain forests
using reported speech 2. Tom said car pollution was a big problem in his city
Ask Ss to do the task 3. Scientists say chemicals are destroying the ozone
layer.
4. He told me to turn off the lights when I left home
5. Our teacher explained burning gas, oil, and coal
could cause acid rain
5. Put the verbs in brackets in the Do as appointed
correct forms 1. didn’t throw 2. will go
Ask Ss to do the task 3. closed down 4. is 5. build
6. Put the verbs in brackets in the Do as appointed
correct tenses 1. will … do 2. would be
Ask Ss to do the task 3. were … would go 4. use
5. knew … would/could phone
4. Consolidation (3 mins) - Revise what Ss have learnt in units 9, 10
5. Homework: (1 min) - Revise what Ss have learnt in units 9, 10
- Do the tasks again - Read Review 4 at home
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..
REVIEW 4 (UNIT 9,10)

PERIOD 103/105: SKILLS
1. Language focus - To help students revise what they have learned in units 9, 10
II. PREPARATION
III. PROCEDURE
2. Check up (5 minutes) - Ask some Ss to go to do the tasks again
Skills Do as appointed
Reading
1.a. Read about three people describing 1. rubbish dump = landfill
some environmental problems and 2. hide underground = bury
solutions 3. serious skin disease = skin cancer
1.b. Find words which are closest in 4. waste gases = exhaust gases
meaning to the following 5. process = treat
2. Read the text again and write down Do as appointed
the environmental problems each one Linda: landfills - do more recycling
talk about and what can be done to solve Jenny: the thinning of the ozone layer – drive less
it. Kate: water pollution – treat all waste more
Ask Ss to do the task carefully
Speaking Do as appointed
3. Work in pairs. Choose one of the - Sa Pa (Lao Cai Province)
following destinations for ecotourism in - Cat Ba National Park
VN - Central Highlands
Ask Ss to do the task - Bach Ma National Park
- Can Gio Biosphere Reserve (HCM City)
4. Answer the questions. Discuss with a Do as appointed
partner. - Where do you want to go?
Ask Ss to do the task - Why do you like to go there?
- What is special about the destination?
Listening Do as appointed
5. Listen to the recording about Cuc 1. 135
Phuong National Park and fill in the 2. tourists and scientists
missing information 3. 2000 – 400
Ask Ss to do the task 4. most impressive
5. 1000
Writing Do as appointed
6. Write a paragraph about different Today, we can’t deny the fact that human beings
environmental problems and give advice are facing many environmental problems and they
on how to solve them. Use the are doing their best to solve them. First of all,
information in box of your own ideas people produce too much waste which then is
Ask Ss to do the task thrown everywhere and pollute the environment.
The best solution to this problem is that we should
do more recycling. ….
4. Consolidation (3 mins) - Revise what Ss have learnt in units 9,10
5. Homework: (1 min) - Revise what Ss have learnt in units 9, 10
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..
COMPLETING TERM PREPSRATION

PERIOD 104/105: REVISION
I. Aims and objectives - To evaluate the quality of teaching and learning processes
- To motivate Ss get ready for their exam
- To help them systematize the knowledge
- To get general feedback from students, check
their understanding and mark them
II. Teaching aids - Chalk, board, lesson plan, textbooks, exercises
III. Procedure
1. Class organization (1min)
2. Check up (5 mins) - Expressing opinion with passive and active voice
3. New lesson (35 mins)
Students’ activities Teacher’s activities
- Revise the knowledge in previous lessons:
* Vocabulary:
+ Unit 6: Gender Equality
+ Unit 7: Cultural Diversity - Asks Ss to review the knowledge in
+ Unit 8: New ways to learn previous lessons
Grammar:
+ Unit 6: The passive voice with modals
+ Unit 7: Comparative and Superlative
+ Unit 8: Relative Clauses
4. Consolidation: (3 mins) - Knowledge in previous lessons
5. Homework (1 min) - Knowledge in previous lessons
IV. Self-evaluation:
………………………………………………………………………………………………………………………………..
……………………………………………………… THE END ………………………………………………………..
COMPLETING TERM PREPSRATION

PERIOD 105/105: END-TERM TEST
I. Aims and objectives - To get feedback from the Ss
- To evaluate the quality of teaching and learning
- To mark and assess the Ss’ performance
- To motivate Ss to learn for their exam
II. Teaching aids - Test papers, teacher’s control during the text
III. Procedure
1. Class organization (1min)
2. Testing time (45 mins)
3. Contents
+ 45 multiple choice questions
+ Relative clauses
+ Reported speech
+ Stress pattern
+ Comparative
+ Passive voice
+ Vocabulary
+ Unit 6 – 8
Listening: 5 sentences
Pronunciation : 5 sentences
Vocabulary: 7 sentences
Grammar: 13 sentences
Reading: 10 sentences
Writing: 5 sentences
--------------THE END OF THE LESSON PLAN FOR FIRST SEMESTER----------------

Giáo Án Giảng Dạy Hệ Đổi Mới Tiếng Anh 11 - HK II (2018-2019)

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Giáo Án Giảng Dạy Hệ Đổi Mới Tiếng Anh 11 - HK II (2018-2019)

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GIÁO ÁN TIẾNG ANH LỚP 11 – HỌC KÌ II – HỆ ĐỔI MỚI

Date of preparation: 05/01/2019 Date of teaching: 09/01/2019

UNIT 6: GLOBAL WARMING

Date of preparation: 05/01/2019 Date of teaching: 12/01/2019

UNIT 6: GLOBAL WARMING

Date of preparation: 10/01/2019 Date of teaching: 16/01/2019

UNIT 6: GLOBAL WARMING

Date of preparation: 12/01/2019 Date of teaching: 17/01/2019

UNIT 6: GLOBAL WARMING

UNIT 6: GLOBAL WARMING

Date of preparation: 20/01/2019 Date of teaching: 23/01/2019

UNIT 6: GLOBAL WARMING

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UNIT 6: GLOBAL WARMING

I. AIMS/OBJECTIVES OF THE LESSON

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UNIT 6: GLOBAL WARMING

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UNIT 7: FURTHER EDUCATION

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UNIT 7: FURTHER EDUCATION

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UNIT 7: FURTHER EDUCATION

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UNIT 7: FURTHER EDUCATION

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UNIT 7: FURTHER EDUCATION

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UNIT 7: FURTHER EDUCATION

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UNIT 7: FURTHER EDUCATION

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Listen to the message. Complete the information.(0.25 pt/item)

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UNIT 8: OUR WORLD HERITAGE SITES

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UNIT 8: OUR WORLD HERITAGE SITES

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UNIT 8: OUR WORLD HERITAGE SITES

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Date of preparation:……../……./201.. Date of teaching: ……../……./201..

UNIT 8: OUR WORLD HERITAGE SITES

Date of preparation:……../……./201.. Date of teaching: ……../……./201..

UNIT 8: OUR WORLD HERITAGE SITES

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UNIT 8: OUR WORLD HERITAGE SITES

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UNIT 8: OUR WORLD HERITAGE SITES

2. Combine the two sentences into one, * Do as appointed

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REVIEW 3 (UNIT 6,7,8)

REVIEW 3 (UNIT 6,7,8)

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UNIT 9: CITIES OF THE FUTURE

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UNIT 9: CITIES OF THE FUTURE

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