Lesson Plan 11II

Unit 9
The post office
Period 1: READING
I. Objectives
By the end of the lesson students will be able to:
– Develop such reading micro-skills as scanning for specific ideas, and
identifying antonyms.
– Use the information they have read to discuss post office services.
II. Materials
Textbook, handouts.
III. Anticipated problems
Students may need to be provided vocabulary related to post office services so
that they can complete various learning tasks. Finding antonyms may also be a
difficult task so teachers should be ready to help students (e.g. giving cues,
teaching them how to guess meaning in context, etc.).
IV. Procedure
Work
Time Steps
arrangement
5’ WARM-UP: A MATCHING GAME Group
(To teach vocabulary related to post office services) work and
whole
– T divides the class into small groups of 3-4
class
students. Then T distributes the following handouts
for Ss to do the matching task in their own groups.
Which group finishes it first and has all the correct
answers will be the winner.
– T might want to get Ss to tell if there are similar
services in their neighbourhood post offices to get
Ss to use the new words. Remember to get Ss to
pronounce the new words correctly. When
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correcting Ss, T may want to model first and then
ask Ss to repeat after him/ her.
Matching these post office services with the
correct translations below:
1. Express Mail Service a. Th− chuyÓn b»ng ®−êng
hµng kh«ng
2. Surface Mail b. DÞch vô ®iÖn hoa
3. Air mail c. DÞch vô ®iÖn tho¹i
4. EMS mail d. DÞch vô ph¸t hµnh b¸o
5. Parcel service e. DÞch vô göi fax
6. Express Money Transfer f. Th− chuyÓn b»ng ®−êng bé,
®−êng s¾t, hoÆc ®−êng biÓn
7. Messenger Call Service g. DÞch vô th− chuyÓn ph¸t
nhanh
8. Facsimile service h. DÞch vô chuyÓn ph¸t tiÒn
nhanh
9. Press Distribution i. DÞch vô chuyÓn ph¸t b−u
phÈm
10. Flower Telegram Service j. Th− chuyÓn ph¸t nhanh
Answer
1. g 3. a 5. i 7. c 9. d
2. f 4. j 6. h 8. e 10. b
7’ BEFORE YOU READ Pair work
– T gets Ss to work in pairs and answer Questions Whole
1 & 2 using the pictures on page 100 as cues. Q1 class
can be skipped to save time.
– T calls on some Ss to answer the questions.
– T checks with the class and asks Ss to guess what
they are going to read about.
Suggested Answers:
2. I go to office when I need to send a letter, make
a phone call, transfer money, pay the phone bill,
subscribe to a newspaper, send a fax, receive a
parcel, etc.
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3. The post office may offer a number of various
services such as mail and parcel service, express
mail surface, fax service, messenger call service,
money transfer service, flower telegram service,
passport renewal service (dÞch vô gia h¹n hé chiÕu
– a new service), etc.
WHILE YOU READ
Introduction: You are going to read about Thanh
Ba Post Office and the different services they offer.
8’ Then you do the tasks that follow. Individual
TASK 1 work and
– T gets Ss to firstly read Task 1 and locate the whole
words in italic in the passage. Then Ss read around class
these words so that they can guess their meanings.
For example, the word “speedy’ in line 3 in the
paragraph about Express Money Transfer is the
same meaning as “quick”. Ss can get the meaning
of “speedy” thanks to such words as “express” and
“quick”. However, T may note that some of the
words in this Task are hard to guess because the
context is not helpful enough. T should therefore
give Ss more instruction and guide, for example,
teaching them to combine different methods to deal
with difficult words. For example, for the word
“spacious” occurring in line 2 of the first
paragraph, T may guide Ss so that they see that this
word may have a positive meaning because it is
used to advertise Thanh Ba post office.
Advertisements often contain positive words.
Looking at all the four options in the answer to Q1,
Ss can see that A, B, and D all have a positive
meaning, so the answer should be C. Also,
10’ “spacious” is related to “space”, so it may mean
“having a lot of space”. “Cramped” means Individual
work and
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“narrow”, so it should be the answer. whole
– T gets Ss to do the task individually, then discuss class
the answers in pairs, and finally T checks the
answers with the whole class
Answer:
1. C 2. B 3. D 4. C
TASK 2
– T gets Ss to read the passage silently and then
answer the comprehension questions in Task 2.
Before Ss answer the questions, T might want to
elicit or remind them some tips to do the task:
+ First, Ss should skim the five questions to
understand them. As Ss do this they:
• underline the key words to decide what
information they need to find and guess
where in the text they can find the
information, using the subheadings of the
paragraph to help themselves.
• look for questions words like “why” which
indicates Ss should read for specific thing like
a reason.
+ Then they should go back to the passage and
locate the key words in the passage.
7’ + Then they should read around the key words
carefully to find the answer.
– T gets Ss to check their answers with a peer
– T calls on some Ss to answer and ask them to Individual
explain their choices. work and
– T checks with the class and gives the correct whole
answers class
Answer:
1. Advanced technology and a spacious and
pleasant front office (lines 1-2 paragraph 1)
2. Mail and parcel service, express money transfer,
phone calls and faxes, press distribution (looking
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at the subheadings of the paragraphs)
3. Air mail, surface mail, and EMS mail (lines 1-2,
paragraph 2)
4. For someone to receive a phone call (lines 2-3,
paragraph 4)
5. Subscribe (line 2, paragraph 5)
TASK 3
T checks if Ss can provide evidence to support the
given statements in Task 2 without a second
reading of the passage. If they cannot, T gets Ss to
read through all the 4 questions in Task 2 and
identify the key words in each question. This is to
help them identify the information they need to
look for in the passage. For example, in question 1,
the key words might be “cannot”, ‘phone calls”
and “10 p.m”. In question 2, these might be “save
money”, “parcel” and “under 15 kg”, etc.
– Now T instructs Ss to guess where in the passage
they can find the information, using their
knowledge of the passage (e.g. question about
money transfer can be found in the paragraph about
money transfer). Then Ss go back to the passage
and locate the answers.
– Then T gets Ss to check their answers with a
friend.
– T calls on some Ss to present and say where they
look for their answers. T gives feedback and
correct answers.
Answer:
1. Open daily 7-9 p.m (paragraph 1)
2. Competitive rate for parcels of under 15 kg
(paragraph 2)
3. EMS mail will be delivered in the shortest time
possible (paragraph 2)
4. The money will be sent to your relatives in less
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than 24 hours (paragraph 3)
8’ AFTER YOU READ
Group
work and
– T introduces the task: Ss work in small groups of whole
3 or 4 and discuss the questions. class
– T reminds Ss of the structures to ask and give
opinions (e.g. what do you think? In my opinion,
…)
– T goes around to check and offer help.
– T calls on the groups to tell and explain their
choice.
– T gives corrective feedback
3’ WRAPPING UP
– T summarises the main points of the lesson.
– For homework T asks Ss to write a short
paragraph about one service they like most in their
neighbourhood post office and explain why they
like that service.
EXTRA ACTIVITY: A COMPETITION

T divides the class into small groups of 3-4 Ss and announces the
competition: supposing each group is working for a different post
office and now they should think of one service that may be attractive
to customers. Then Ss prepare a small talk about this service and then
tell the class about their service when they are ready. The class or T
will decide which service is the most attractive. The group which
offers the most attractive service wins the competition.
Period 2: SPEAKING
I. Objectives
By the end of the lesson students will be able to
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– Use appropriate language to make requests in formal business situations.
II. Materials
Textbook
Students may transfer the Vietnamese speaking rules when making requests in
English, which could cause communication difficulty, should they be involved
in cross-cultural communication. So T should raise their awareness of
linguistic and socio-cultural differences between English and Vietnamese
speakers in the way they make requests.
IV. Procedure
Work
Time Steps
arrangement
7’ WARM UP Group
– This warm up activity encourages Ss to reflect on work and
their own experiences with giving requests and on whole
their knowledge of this communicative function in class
Vietnamese and English.
– T divides the class into small groups of 3-4 Ss
and gets them to discuss these questions:
a. Have you ever heard someone make a
request in English? What did they say?
b. Have you ever made a request in
Vietnamese? What did you say?
c. Did you observe any differences in the way
requests are made in English and
Vietnamese?
– After 7-8 minutes, T asks Ss to give their
answers. T writes the answers on the blackboard
but should refrain from making any comments or
correction at this stage. Note that the questions
may be quite challenging for Ss, so they may not
have the full answers and T should accept this. Tell
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them not to worry if they don’t have the answers
because in the following task they are going to
learn how to make requests in English.
15’ TASK 1 Pair work,
– T leads Ss to the topic by getting them to look at individual
the picture on page 103 and asks questions like work and
“What can you see in the picture? Where do you whole
think these people are? Who is the man? Who is class
the woman? What might the man want to do? Etc.”
– Then T gets Ss to practice reading the dialogue in

pairs. After getting some pairs to read aloud the
dialogue and correcting their pronunciation, T gets
Ss to answer the question: “What service is the
customer taking in the dialogue?” and look for
examples of requests and responses to requests in
the dialogue. E.g.
Request: Could you help me to send this document
to my office by fax?
Response: Certainly. What’s the fax number?
(T may also tell Ss that before making requests
people tend to say something, for example in the
dialogue the customer says “Excuse me” to get
attention. Other things they may say are greetings,
for example “Hello”, “Good morning/ afternoon”
or checking if the other person is ready to listen,
e.g. “You’ve got some minutes?”)
– T then gives Ss some other structures to express
requests. T may want to tell Ss what structures to
use when the request is more formal (e.g. you don’t
know the other person or he/ she is more powerful
than you) and more important (e.g. borrowing
money). E.g.
I was wondering if you/ I More formal More
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could perhaps/ possibly ….? important
Would you be kind enough to
…?
Would you mind (V-ing) …?
Would you please ….?
May I ….?
Could you/ I … please? Less formal Less important
I would/ I’d like to … please
Can you/ I … please?
– T might also want to tell Ss that an appropriate

response to a request for service is normally “Yes
certainly sir/ madam”
– Then T might want to draw Ss’ attention to the
differences between Vietnamese and English rules
of speaking when making requests. E.g. in
Vietnamese we often say something which may be
literally translated into English as “Please do this
(V) for me”. In English, however, this request may
sound strong and impolite.
– Finally, T might want to give Ss some situations
to practice making requests using the above
structures. E.g.
a. In the post office: What would you say if
you’d like to send an EMS mail?
b. In a shop: What would you say if you’d like
to change some coins to make a phone call?
c. In the class: What would you say if you’d
like the teacher to correct your essay?
d. At home: What would you say if you’d like
to use your brother’s computer?
Suggested answers
a. I’d like to send an EMS mail please/ Could I
have this EMS mail sent to Nha Trang
please?
b. I was wondering if I could have some coins
for making an urgent phone call?
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c. Would you have time to look at my essay
and give me some feedback please?
d. Could I use your computer for a minute
please? I need to send an email right away.
10’ TASK 2 Pair work
– T explains the task and new words. T elicits and whole
some useful structures, e.g. asking about the price/ class
fee, saying address, etc.
– T puts Ss in pairs and gets them to write the
dialogue together based on the information given
in the task.
– Then Ss act out the dialogue together firstly in
close pairs and then in open pairs.
– T elicits feedback from class and gives his/ her
own feedback at the end.
Sample dialogue
A: Good morning, sir/ madam/ Miss. May I help
you?
B: Yes, I would like to have a telephone line
installed at home please.
A: Certainly, sir/ madam/ Miss. Where do you
live?
B: 120 Tran Hung Dao Street. When can you send
people over?
A: Firstly, you will need to register, sir/
madam/Miss. It will take a week to process
before we can send someone over. So today is
Wednesday, hopefully, the installation can be
done by Wednesday next week. Would you like
to register now?
B: Oh yes, definitely. But you know what? I will
be out of town until Thursday. So can you send
someone on Friday then? I’ll be home all day
Friday.
A: Certainly, sir/ madam/ Miss. Have you already
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got a telephone?
B: Yes I have. Ah and what is the installation fee
and monthly fee?
A: The installation is free of charge, sir/ madam/
Miss. And then you pay 30.000 dongs a month,
plus 1.200 dongs per minute for the calls you
make. And I have the registration form here if
you could fill it out and return it to me please?
– T explains the task, puts Ss in pairs and gets them and whole
to write the dialogue together based on the class
information given in the task.
– Then Ss act out the dialogue together firstly in
close pairs and then in open pairs.
– T elicits feedback from class and gives his/ her
own feedback at the end.
Sample dialogues
1.
A: Good morning. How can I help you?
B: Good morning. I’d like to subscribe to Lao
Dong newspaper, please.
A: Certainly. For how long would you like to
subscribe?
B: For one year please
A: Great. Would you like to come and pick up your
newspapers or have them delivered to your
address?
B: Have them delivered to my address, please. That
is 7 Ngoc Ha Street. Ah and could I have them
delivered before 6:30a.m.?
A: Yes definitely. You will get the newspaper
every morning before 6:30.
B: Thank you very much indeed.
A: You are very welcome. Have a nice day.
B: You too. Good-bye
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A: See you.
2.
A: Yes? May I help you please?
B: Yes, I was wondering if you offer flower
telegram service?
A: Yes we do. When would you like to have the
flowers delivered?
B: Tomorrow, May 16
A: Great. And what kind of flowers would you like
to send?
B: Roses, a bunch of red roses please.
A: Certainly, a bunch of red roses, yes. And can I
have the name and address of the recipient,
please?
B: Her name is Mai and her address is 108 Tran
Nhan Tong Street.
A: OK. And would you like to send her a greeting
card?
B: Oh yes, please.
A: What would you like to be written in the card?
B: Ah something like “Dear Mai! Happy 17th
birthday! Many happy returns of the day!”.
A: That’s it?
B: Yes, that’s it.
A: OK, I will get the flowers to be sent to Mai on
May 16th. Thanks very much.
B: Thank you
3’ WRAP UP
– For homework, Ss do exercises in workbook and
prepare for the next lesson.
Period 3: LISTENING
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I. Objectives
– Develop such listening micro-skills as listening for specific and detailed
information.
– Use the acquired language to summarize the information they listen to.
II. Materials
Textbook, cassette tapes.
The topic can be challenging for Ss, so T should prepare them enough for the
listening tasks (e.g. pre-teaching new words, giving a bit of information about
the topic, etc.).
IV. Procedure
Work
Time Steps
arrangement
7’ WARM UP
Group
work and
– T divides the class into groups of 10 and whole
introduces the game: The groups should generate class
as many words related to telephone as possible in 5
minutes.
– T divides the board into as many sections as the
number of groups is. When time is up, T calls on
the representative of each group to come to the
board and write their list. Then T gets the whole
class to count. Each correct word gets one point.
Which group has more points wins the game.
Suggested words:
Dial, cell phone, landline phone, mobile phone,
network, coverage, digit, fixed telephone, hand
phone, number, subscriber, fee, international calls,
local calls, long distance calls, telephone bill, text,
message, voice mail, hang up, hold, receiver,
iphone.
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8’ BEFORE YOU LISTEN Group
work and
– T gets Ss to discuss this question in groups of 3- whole
4: “Do you think more and more people are using class
cell phones in Vietnam nowadays? Why?”
– T goes around to listen. After a few minutes T
elicits answers from different groups.
Suggested Answers:
More and more people are using cell phones in
Vietnam nowadays because:
– Cell phones become cheaper and come in a
wider variety of colours and styles.
– There are more telecommunication companies,
e.g. Viettel, Vinaphone, Army Telecommunication,
etc. So competition is greater, which means better
service.
– There are many plans that customers can choose
from: prepaid, subscription.
– No subscription, no connection fee.
Pre-teach vocabulary
Commune (n): xã
Communal (adj)
Capacity (n): công suất, khả năng
Digit (n): số
Upgrade (v): nâng cấp
– T helps Ss to pronounce the words correctly. T
may want to play the tape or model first and then
ask Ss to repeat after the tape or after him/ her in
chorus and individually
– T presents or elicits the meanings of these words
from the class.
WHILE YOU LISTEN

Introduction: You are going to listen about the
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development of Vietnam’s telephone system over
the last few years. Then do the tasks that follow.
10’ Individual,
TASK 1 pair work
– T gets Ss to read the questions carefully and and whole
work out what information they need to class
concentrate on while listening. Then T checks with
the whole class.
– T gets Ss to read the options in each question
carefully and underline the words that make them
different. E.g. in Q5 these are “increase/ number
of phone”, “growth/ mobile phone”, “change/
international”, “reduction/ fee”. For the numbers T
gets Ss to read them aloud. This is to remind them
how the numbers are pronounced so that they can
catch the correct numbers later on.
– T gets SS to guess the answer to each question
and then tells them they need to listen attentively
to check if their guesses are confirmed.
– T plays the tape (or reads the tapescript) once for
8’ Ss to listen and do the task. Individual,
– Then T gets Ss to find a partner to check their pair work
answers with. and whole
– T checks the answers with the whole class. If class
many Ss cannot answer the questions, T plays the
tape one or two more times and pauses at the
answers for them to catch.
TASK 2
– T checks if Ss can answer the questions in Task 2
without listening again. If they cannot, T plays the
tape for them to listen again but before doing this,
T should encourage Ss to read through all the
questions, identify the information they need to
look for in each question (by finding the key words
and the question word, e.g. “what’, “where’,
17
“when”, “how”, etc.) and if possible, predict the
answers.
– Then T plays the tape again for Ss to listen and
answer the questions. While Ss are listening, T
encourages them to take notes of what they hear
for the after-listening task.
– T gets Ss to check their answers with a partner.
Then T checks with the whole class. T should play
the tape again and pause at difficult points if many
Ss cannot complete the task.
Tapescripts:
Over the past few years, Vietnam has quickly
developed its telephone system.
Vietnam ranks second only to China for growth in
the number of telephone subscribers. It is among
the 30 countries in the world that have more than
two million telephone subscribers.
In the early 1990s, there were only 140,000
telephones across Vietnam. At present, we have
more than six million subscribers.
In 1996, Vietnam began upgrading its fixed
telephone networks and changing numbers from
six to seven digits in Hanoi and Ho Chi Minh City
as well as five to six digits in other provinces.
Five years later the mobile phone system was
upgraded to meet the growth in customer demand.
Since 2000, Vietnam has reduced the price of
several services, especially in the monthly fees for
fixed and mobile telephones.
In the future, more attention will be paid to the
rural areas. At present, 93 percent of communes
across Vietnam have telephone services. A
network of 6,014 communal post offices has been
set up across the country.
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10’ AFTER YOU LISTEN
Group
work and
– T divides the class into small groups of 3 or 4 whole
and gets them to summarize the listening text class
based on their notes and the cues given in their
books. T might want to appoint a group leader for
each group. This person will monitor the group
work, note down ideas and appoint a representative
to present their work to the class.
– After checking that all the groups have finished,
T calls on the representative of each group to
present their summary. T checks if other groups
would have the same or different ideas.
– T listens and takes note of their errors. T
provides corrective feedback after that.
2’ WRAP UP
– T summarises the main point of the lesson.
– For homework, Ss learn by heart new words and
make sentences with them.
Period 4: WRITING
I. Objectives
– Write a formal letter to express their evaluation of a service
II. Materials
Textbook, handouts
Students may not have sufficient linguistic resources to write a letter of
complaint (dissatisfaction), so T should be ready to help them.
IV. Procedure
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Work
Time Steps
arrangement
7’ WARM UP: CROSSWORD PUZZLE Group

(This activity is to help Ss revise the new words) work and
– T divides the class into small groups of 3-4 and whole
distributes this handout. Ss do the puzzle in their class
groups.
– After a few minutes T calls out the representative
of each group to go to the board and write the
answers.
– T gives correct answers.
1
2
3
4
Complete the sentences with the appropriate

words:
Down
1. The … hours of General Post Office run
between 7 a.m and 9 p.m.
2. If you want to send money to your relatives who
live in another city, you can use the money ….
service at any post office in your neighbourhood.
3. Newspaper … is sometimes late. You expect to
have your paper at 6:30 am but it does not come
until afternoon.
4. You’ve got a big … to pick up at the post office.
Across
5. I like the flower telegram …offered at my
neighbourhood post office.
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Answer
B
T U
R D S
A P E I
N A L N
S E R V I C E
F C V S
E E E S
R L R
Y
PREPARE SS TO WRITE
7’ TASK 1
Individual
and pair
– T explains the task and gets Ss to read through it.
work, and
T explains new words if necessary. Note that to
whole
make the task more realistic, T might want to
class
modify it a little bit, allowing Ss to talk about any
post office they know if they do not like to talk
about Thanh Ba post office.
– Ss then work in pairs talking about things that
they like and do not like about the services at
Thanh Ba Post Office or a post office they know.
– After a few minutes T elicits answers from Ss,
writes good answers on the blackboard and helps
Ss express their ideas. T reviews the structures that
are used for expressing likes/ dislikes and opinions,
if necessary.
20’ WRITING
– T reminds Ss of the format and layout of a formal
letter.
– T draws Ss’ attention to the fact that when
evaluating something people normally say about
good things before they say about negative things.
This is to make their hearers feel good. People may
also want to give suggestions to improve things
they find not good enough.
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– Then T guides Ss to work out the structure of the
letter they are going to write. E.g.
Opening Introduce who you are
Say the purpose of your letter
First paragraph Say about what you like about the
service
Second paragraph Say about what you do not like about
the service.
Make suggestions if possible.
Closure Thank the recipient for their time and
attention.
Good-bye
– T reviews the structures that are used for giving

suggestions. E.g. it would be a good idea to …, if I
could make a suggestion, that would be about …, I
would suggest …, etc.
– Then T gets Ss to write the letter. In the

meantime, T goes around to check and help.
Sample writing
Nguyen Thanh Mai
12 Tran Hung Dao St.
Mr. Vu Nguyen Hung
Director, Thanh Ba Post Office
2 Tran Hung Dao St.
Dear Mr. Vu Nguyen Hung:
My name is Nguyen Thanh Mai. I am a regular
customer of Thanh Ba Post Office. I am writing in
reference to your invitation for comments about the
services offered at the post office and suggestions
for improving them.
I think generally, your services are of very good
quality. For example, I especially like the Flower
Telegram Service. It is much cheaper than many
florists’ that I know. And there are many types of
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flowers to choose from, too. I also like the Express
Money Transfer Service. It is speedy and effective.
And I like the press distribution service. The
delivery is always punctual and I never lose any
newspapers. I highly appreciate the fact that your
staff are helpful and courteous.
If I could make a suggestion, however, that would
probably be about your business hours. I think you
close quite early. Sometimes I need to send an
urgent fax at night time but the post office closes at
9p.m. So I thought it may be a good idea to keep it
open until 10 or 10:30 p.m. And I notice that the
telephone in the booth at the end of the corridor is
not working properly.
Thank you very much for your time and attention. I
wish you a good weekend.
Kind regards
Nguyen Thanh Mai
8’ FEEDBACK
Whole
class
– T chooses one letter and reads it to the class.
– Then T elicits corrective feedback from the class
and gives final comments afterwards. T should
draw Ss’ attention to the format of the letter, the
organisation of ideas and language use.
3’ WRAPPING UP
– For homework, T asks Ss to revise their letters
according to their peer’s suggestions and submit
for marking in the next lesson.
EXTRA ACTIVITY:
You do not like the mail and parcel delivery service at your
neighbourhood post office. Your letters are often lost and your parcels
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are sometimes opened. Newspapers delivery is also often very late.
Now you write a letter to the manager of the post office to express
your dissatisfaction.
Period 5: LANGUAGE FOCUS

I. Objectives
By the end of this lesson, Ss will be able to:
– Distinguish the sounds /sp, /st/ and /sk/
– Pronounce the words and sentences containing these sounds correctly
– Distinguish the uses of defining vs. non-defining relative clauses
– Use these two structures correctly and appropriately to solve communicative
tasks
II. Materials
Textbook, handouts
Students might have difficulty pronouncing clusters because they do not exist
in Vietnamese. Ss may also have difficulty distinguishing and using non-
defining relative clauses. Therefore, T should be ready to assist them.
4. Procedures
Work
Time Steps
arrangement
7’ PRONUNCIATION Individual,
Distinguishing sounds pair work
– T models the three consonant clusters /sp/, /st/ and whole
and /sk/ for a few times. Explain how to pronounce class
clusters (e.g. pronounce the first sound and then
move onto the second sound quickly).
– T plays the tape (or reads) once for Ss to hear the
words containing these two sounds. Then T plays
the tape (or reads) again and this time asks Ss to
24
repeat after the tape (or T).
– T asks Ss to read the words in each column out
loud in chorus for a few more times. Then T calls
on some Ss to read the words out loud. T listens
and corrects if Ss pronounce the target words
incorrectly. If many Ss do not pronounce the words
correctly, T may want to get them to repeat after
the tape (or himself/ herself) again in chorus and
then individually.
Practising sentences containing the target
sounds
– T asks Ss to work in pairs and read aloud the
given dialogue (p. 108).
– T goes around to listen and takes notes of the
typical errors.
– T calls on some Ss to read the sentences again
and provides corrective feedback.
7’ EXERCISE 1
Individual
work and
– T gets Ss to read the example and analyse the whole
form of the relative clause occurring in it (e.g. this class
clause begins with “who” and there is no comma
between the main clause and the relative clause).
– T gets Ss to complete other sentences in the same
way as the example. Before that, explain new
words if necessary.
– T gets Ss to go and write their answers on the
blackboard and elicits correction/ feedback from
the class.
– T gets Ss to work out/ review the meaning and
use of defining relative clause based on the
example and sentences they have just completed.
E.g. Defining relative clauses are used in order to
give important information about a person/ an
object. This information helps to distinguish him/
25
her/ it from others.
– T reminds Ss of the form of the structure. E.g.
there is no comma, it can start with any pronoun
like who, whom, whose, where, which, that.
Answers:
1. A burglar is someone who breaks into the house
to steal things.
2. A customer is someone who buys something from
a shop.
3. A shop-lifter is someone who steals from a shop.
4. A coward is someone who is not brave.
5. A tenant is someone who pays rent to live in a
house or flat.
7’ EXERCISE 2 Individual
– T gets Ss to review when to use whom (i.e. when work, pair
the noun to be modified is the object of the main work and
verb in the relative clause), who (i.e. when the whole
noun to be modified is the subject of the relative class
clause), and whose (i.e. to express possessive).
– T gets Ss to give some examples to check that
they all understand the rules.
– T gets Ss to complete the exercise individually
and then find a peer to compare their answers.
– T checks the answers with the whole class and
gives correction where necessary.
Answers
1. who 2. whose 3.whom (who if informal
style)
4. whose 5. whom (who if informal style)
EXERCISE 3
7’ Pair work
– T gets Ss to distinguish the difference between and whole
“that” and “which” (e.g. “that” can be used for class
both people an things)
– T gets Ss to write the sentences with a peer.
26
– Then T elicits answers from the whole class and
Answer
1. The man who answered the phone told me you
were away.
2. The waitress who served us was very impolite
and impatient.
3. The building that/ which was destroyed in the
fire has now been rebuilt.
4. The people who were arrested have now been
released.
5. The bus that/ which goes to the airport runs
every half an hour.
EXERCISE 4
7’ Individual
– T gets Ss to read the example and analyse the work, pair
form of the relative clause occurring in it (e.g. work and
there is a comma between the main clause and the whole
relative clause). class
– T gives Ss some more examples and gets Ss to
work out/ review the meaning and use of non-
defining relative clause based on the examples.
E.g. Non-defining relative clauses are used in order
to give additional information about a person/ an
object, not to distinguish him/ her/ it. Usually, we
already know this person/ object so we don’t need
information to distinguish him/ her/ it.
– T reminds Ss of the form of the structure. E.g.
there is a comma, it can start with any pronoun like
who, whom, whose, where, which, that.
way as the examples.
the class.
27
Answers:
1. Peter, who is studying French and German, has
never been abroad.
2. You’ve all met Michael Wood, who is visiting
us for a couple of days.
3. You are moving to Manchester, which is in the
north-west.
4. I’ll be staying with Adrian, whose brother is one
of my closest friends.
5. John Bridge, who is one of my oldest friends,
has just gone to live in Canada.
8’ COMMUNICATIVE ACTIVITY Group
– T divides the class into small groups of 3-4 work and
students. Then T gives them this task: whole
Suppose Ss are at a party. Some know everyone. class
Some don’t but hear about other people. Now
those who know everyone should introduce people
to one another. When introducing people, try to
give some information about them, using relative
clauses. E.g.
Lan, this is Minh, who is a teacher of music that I
talked about the other day. Minh, this is Lan, who
is one of my closest friends at college, etc.
Also, at the party Ss meet some old friends. Now
talk to one another, reminding people of your
common friends, using relative clauses. E.g.
– Lan, do you remember Son?
– Son who? We have two Son in the class, right?
– Yes, Son the little boy who lives near school.
– Yes I remember him. What’s he doing now?
– After a few minutes T calls one or two groups to
perform in front of the class and gives feedback.
2’ WRAP UP
28
– For homework, Ss review the uses of defining vs.
non-defining relative clauses and do exercises in
workbook.
EXTRA ACTIVITY
Complete the following sentences with who, which, that, whom,
whose, where, when, etc. Place a comma where necessary.
1. Have you seen the hat … Mary bought for the wedding?
2. I prefer to go to Spain in winter … there are fewer tourists.
3. She recalls the time … the telephone rang in the middle of a
dinner party.
4. We visited the house … Shakespeare lived during his childhood.
5. They have designed a microwave … can defrost a frozen chicken
in just ten seconds.
6. The man … is going to play the organ played at my wedding,
too.
7. That is the girl … Jeremy brought the diamond ring for.
8. The woman … daughter is a famous pianist is my distant cousin.
9. We’ll have the party on February 24th … is the day when he
comes out of hospital.
10. Anne’s fiancé … is based in Manchester is hoping to get
transfer to a branch nearer home.
Answers:
1. that 3. when 5. which 7. whom 9., which
2., when 4. where 6. who 8. whose 10., who
Unit 10
Nature in danger
Period 1: READING
I. Objectives
29
– Develop such reading micro-skills as identifying main ideas and guessing
meaning in context.
– Use the information they have read to discuss environmental destruction and
conservation.
II. Materials
Textbook, handouts.
Students may not have sufficient vocabulary to read and talk about the topic,
so teachers should be ready to help them.
IV. Procedure
Work
Time Steps
arrangement
WARM UP: BRAINSTORMING

5’ Group
– T divides Ss into small groups of 3-4. T work and
distributes the handout and gets Ss to match the whole
causes with effects and then brainstorm solutions class
to the problems.
– Then T calls different groups to present their
answers. T writes the ideas on the blackboard and
helps Ss to express their ideas correctly.
– T introduces to the topic – Nature in Danger.
Handout
Cause Effect Solution
1. Cutting down a. Rare animals
trees disappearing
2. Producing b. Reducing water
harmful gases supply
3. Killing animals c. Destroying the air
4. Using water for d. Changing weather
industry and
agriculture
Suggested answers
30
Cause Effect Solution
1. Cutting down a. Changing Planting forests
trees weather
Banning cutting trees
2. Producing b. Destroying the Banning releasing

harmful gases air harmful chemicals
into the environment
3. Killing animals c. Rare animals Enlisting rare animals
disappearing in the red book.
Banning killing
animals for food or
industry.
Breeding and raising
rare animals.
4. Using water for d. Reducing Building dams for
industry and water supply water storage.
agriculture
Calling people to
save water.
BEFORE YOU READ

7’ Whole
– T gets Ss to look at the picture on p. 114 and class
name the animals (e.g. cheetah, pandas, and
Siberian tigers).
– T elicits if Ss know about these animals. If not, T
gets Ss to read the facts about them and then
answer the questions on p. 114. T explains new
words (remain, endangered species, scattered,
etc.), if necessary.
– T elicits answers from Ss and helps them to
express their ideas correctly.
Respect (n): area
Result in (v): cause
31
Prohibit (v): ban, not allow
Off-spring (n): children
Coexist (v): live together (co- means “together”)
Suggested Answers:
1. The number of these animals is decreasing.
They may disappear from the earth if we do not
take action to protect them.
2. People kill rare animals for food and fur. People
destroy forests and pollute the air, soil and water,
so animals’ lives have been badly affected.
WHILE YOU READ
Instruction: You are going to read about how we
have destroyed our environment and affected other
species and what we can do to save endangered
8’ animals. Then you do the tasks that follow. Individual
TASK 1 work and
– T gets Ss to read the passage silently and then do whole
Task 1. T may want to remind Ss of the strategies class
for guessing the meaning of new words. For
example, Ss should look for the instances of the
new words in the text and read around them. Ss use
the context in which the words occur and their
knowledge of word formation to understand the
meanings. E.g. the word “pollutant” found in the
last line of the first paragraph means “substances
that pollute”. Ss can understand this meaning
thanks to the phrase “destroying the air” and their
knowledge of the verb “pollute”.
– T might want to check that Ss understand all
these words correctly by calling on some Ss to tell
the meaning of the words in Vietnamese.
8’ – Then Ss complete the sentences with the correct
words. Ss can do the task more easily if they work Individual,
out what part of speech is needed in each blank so pair work
32
that they can choose the word that best fits in. E.g. and whole
sentence 1 requires an adjective. class
– T checks the answers with the whole class.
TASK 2
– T checks if Ss can do Task 2 without a second
reading. If not, allow them to read the passage
again. T might want to remind Ss of the strategies
for finding main ideas. E.g.:
+ read the first, the middle and the last sentences of
each paragraph, etc.
+ read the options in each question carefully and
underline the words that make them different. E.g.
in Q2 these are “animals disappearing”, “human
responsible”, “people becoming extinct”, and
“human are endangered species”.
– After checking that Ss are finished, T asks Ss to
7’ compare their answers with a peer.
– T elicits answers from Ss. Ss also need to explain Individual,
their choices. pair work
and whole
Answers
class
1. C (A and B are too narrow, D is not supported
by information in text)
2. A (B is too broad. C and D are not supported by
information in text)
3. A (B is too narrow. C and D are not supported
by information in text)
4. C (A, B and D are not supported by information
in text)
TASK 3
T checks if Ss can answer the comprehension
questions in Task 3 without having to read the
passage again. If Ss cannot, T gets them to read the
questions carefully. T might want to remind them
33
of some tips to do the task. E.g. Ss should skim the
questions to understand them. As Ss do this they
underline the key words to decide what
information they need to find in the text. E.g. the
keywords in Question 1 are “four ways people
change environment”. Then they look for question
word like “why” which indicates Ss should read
for specific thing like a reason.
– Now T instructs Ss to guess where in the passage
they can find the information, using their
knowledge of the passage (e.g. question about
ways to protect endangered nature can be found in
the third paragraph). Then Ss go back to the
passage and locate the answers.
friend.
correct answers.
Answers
1. People destroy the environment in four ways:
building cities and villages where forests once
stood, using water for industry and agriculture,
cutting down trees and adding pollutants to the air
(paragraph 1).
2. There are 2 serious consequences of human’s
actions: many rare animals are killed and many are
becoming extinct because the environment where
they live has been badly destroyed (paragraph 2).
3. Many things have been done to save the
endangered nature. First, scientists created a list of
endangered animals and suggested ways to protect
them. People also built parks and zoos to keep and
protect endangered animals. Governments
introduced laws to ban the killing of rare animals
34
and destroying environments where they lived
(paragraph 3).
AFTER YOU READ
7’ Group
– T divides the class into small groups of 3-4. In work and
their groups one S acts as a TV reporter and the whole
others as scientists. The TV reporter will interview class
the scientists about the reasons why some animals
such as cheetahs, pandas and Siberian tigers are
disappearing and some have become extinct. The
reporter will have to write down the ideas and later
report to the class.
– T goes around to check and help.
– After a few minutes T calls the reporters to
present the ideas they have collected. T writes the
answers on the blackboard and helps Ss to express
their ideas correctly.
3’ WRAP UP
– For homework, Ss make sentences with the new
words and prepare for the next lesson.
EXTRA ACTIVITY
Your class is participating in a school writing competition. You are
required to write an essay to a board of examiners to explain how
human beings are destroying the environment and what you think we
can do to save rare animals from disappearing. The best essay will be
published in the school magazine and the writer wins a free trip to Cuc
Phuong National Park.
You can use the information in the reading text to help you write.
35
Period 2: SPEAKING
I. Objectives
– Use the required language to talk about endangered nature and ways to
protect it.
II. Materials
Textbook, handouts
Students may not have enough vocabulary to talk about the topic, so T should
be ready to help them.
IV. Procedure
Work
Time Steps
arrangement
WARM UP: HANG MAN GAME

7’ (To review vocabulary related to environment)
Group
work and
– T divides the class into 2 big groups and draws whole
each of them a gallows on the board. class
Team A Team B
– T explains to Ss that they are going to play
“Hangman” with the vocabulary related to
environment. The rule is each time T gives a secret
word and the groups will take turn to guess it by
telling what letters they think there are in this
word. If Ss choose a letter that appears one or more
times in the secret word, the letters and their
positions will be revealed and Ss can keep on
guessing the next letter. On the other hand, if Ss
guess a letter that is not in the secret word, then a
piece of the man being hanged will be added to the
36
gallows and they will lose their turn to the other
group. Ss will get one point for each secret word
they can guess correctly and get a minus point for
each complete hangman they have got. When the
game is over, T will count how many points each
group has collected and the group with more points
will win the game.
– T leads the games with such words related to the
environment, e.g. “pollutant”, “extinct”, “forest”,
“air”, “water”, “animal”, “endanger”, “nature”,
“planet”, “tree”, etc.
(T may want to add more words to suit his/ her
classroom). For each word, Y draws the same
number of dashes as the number of letters in it. For
example, for the word “Pollutant”, T would need 9
dashes like this:
12’ TASK 1 Group
– T divides the class into small groups of 3-4 and work and
gives them the task. T might want to remind Ss of whole
the ways to ask and give opinions. E.g. What do class
you think …? In my opinion/ I think/ I feel, etc. Ss
may appoint one among themselves to be a
secretary to write down their peer’s ideas.
– After 6-7 minutes T calls on each group to turn in
their answers. Ss should be able to explain their
choice.
– T checks with other groups to see if they have the
same idea. T helps Ss express their ideas correctly.
Suggested answers
Why nature
Order Your explanation
is threatened
1 Burning forests Forests are green lungs of the
earth. Trees take in CO2 and
produce oxygen. Without trees
the climate will change for
worse. Trees also help to stop
erosion because they hold water.
37
Forests are where many
important animals live, too.
Burning forests means many
animals may die. Smoke from
forest fire may pollute the air.
2 Cutting down As above.
trees for
cultivation
3 Discharging Dangerous chemicals can ham
chemical people’s lives and cause fatal
pollutants into diseases such as cancer. They
environment can destroy soil and pollute the
air and affect other living species
as well.
4 Using fertilizers As above.
and pesticides for
cultivation
5 Killing All living species on earth
endangered depend on one another to exist.
animals for fur, Making some species disappear
skin and food would create a lack of ecological
balance. All species are part of
our planet. They help us
understand life on our planet and
we need to protect them for
younger generations.
6 Hunting and Many people believe just like
capturing animals human beings animals also have
for recreation their rights to a happy life.
Hunting and capturing animals
for recreation is violating
animals’ rights. Also, the best
place for wild animals is natural
environments. We should not
take them out of where they
belong.
7 Keeping animals
as pets
38
treat these animals kindly and
take good care of them.
– T puts Ss in pairs and gets them to read through and whole
the task. T explains new words if necessary. Then class
Ss match the problems in Task 1 with appropriate
solutions in Task 2.
– After a few minutes T calls on Ss to give their
answers. T checks with the whole class.
– T might want to elicit more solutions from Ss.
While Ss are speaking, T helps them express their
ideas correctly. T writes the ideas on the
blackboard so that Ss can use them for Task 3 later.
E.g.
Problems Solutions
Killing endangered Killing endangered animals for fur,
animals for fur, skin and skin and food should be banned.
food. People who use products made
from rare animals’ fur and skin
should be fined.
Factories which are involved in
using rare animals’ fur and skin for
their products should be made to
find alternative materials.
Keeping animals as pets. Keeping animals as pets should be
discouraged.
Animals which are kept as pets
should be treated kindly.
There should be organizations to
watch over pet owners to make
sure they take good care of their
pets.
Pet owners should register with the
governments so that they can be
supported and assisted in how to
raise and take care of animals.
Hunting or capturing Animals should not be captured for
animals for recreation or recreation and entertainment.
entertainment. People who abuse animals should
be punished.
Burning forests. Zoos and national parks should be
39
established to save animals and
plants.
All kinds of animals and plants
should be protected.
Burning forests should be banned.
Cutting down trees for Planting trees should be
wood. encouraged.
People should be encouraged to
use renewable fuels (e.g. solar
energy) rather than non-renewable
fuels like wood.
Using fertilizers and Decreasing the use of fertilizers
pesticides for cultivation. and pesticides for farming should
be encouraged.
Pesticides and fertilizers should be
checked carefully for quality
control before being sold for use.
Farmers should strictly follow
instructions about safety when
using pesticides and fertilizers.
Discharging chemical Discharging chemical pollutants
pollutants into the into the environment should be
environment. prohibited.
There should be good systems for
treating industrial waste and
chemical substances.
15’ TASK 3 Work
– T puts Ss in groups of 3-4. One student will play group and
the role of a reporter and the other play the role of whole
environmentalists. The reporter will interview the class
environmentalists about the solutions to existing
environmental problems. The reporter needs to
write down the ideas s/he collected from the people
s/he interviewed.
– T goes around to help Ss.
– After 10 minutes T calls on the reporter in each
group to present what s/he found. T gives
corrective feedback.
3’ WRAP UP
40
– For homework Ss do exercises in workbook,
make sentences with new words and prepare for
the next lesson.
EXTRA ACTIVITY
Read and complete the following text with suitable words from the
box.
scarcity increasing fresh activities
environment Wisely necessary environmental
Fresh water is …….1……. for life on Earth. People need water for
everyday ….….2……. and to produce food. Water is also important
for energy production and the health of Earth’s ……..3……..systems.
Everywhere, water use is …….4…….. Humans already use fifty-four
percent of all the ………5…….. water in rivers, lakes and
underground. It is estimated that this rate will reach seventy percent
by 2025.
Water ……….6……… is a growing concern among nations of the
world. To raise awareness about the issue, to motivate people to use
water more ………7…….. and in ways that will not hurt the
………..8………., the United Nations declared 2003 the International
Year of Fresh Water.
Answers
1. necessary 2. activities
3. environmental 4. increasing
5. fresh 6. scarcity
7. wisely 8. environment
Period 3: LISTENING
I. Objectives
information.
– Use the acquired language to summarize the information they listen to.
41
II. Materials
Textbook, cassette tapes.
the topic, etc.).
IV. Procedure
Work
Time Steps
arrangement
8’ Vocabulary revision- Noughts and Crosses (to Pair work
revise and check Ss’ understanding of the and whole
vocabulary related to environment) class
– T puts a grid on the board with nine words which
Ss have learnt from the previous lessons.
Pollutant Prohibit Destruction
Endangered Co-exist Protect
Interference Worsen Extinct
– T tells Ss the rules of the game:
+ Ss work in pairs. ONE of the students copies the
grid in his / her book.
+ One student is “noughts” (“O”) and the other is
“crosses” (“X”).
+ One student starts. S/he chooses a word and
makes a sentence with it. If the sentence is correct,
s/he puts her mark (“O” or “X”) in that square.
+ The first student to get three-in-a row (across,
down, or diagonally) wins.
– T may want to check by calling some pairs to
read aloud their sentences. T elicits feedback from
the class.
BEFORE YOU LISTEN
8’ Individual
– T write these questions on the blackboard: work,
42
1. Can you name some national parks that you group
know in Vietnam? work and
2. What purposes do national parks serve? whole
3. What are the problems that national parks might class
be facing at the moment?
4. What can we do to protect national parks?
Suggested Answers:
1. Ba Vi National Park, Cuc Phuong National
Park, Cat Ba National Park, etc.
2. They protect and preserve the natural beauty of
the lands.
3. Many are being polluted by visitors
4. Encourage people to help keep the parks clean
and green by dropping litter in the right place,
etc.
– T gets Ss to discuss the questions in groups of 3-
4. After a few minutes T elicits answers from
groups and writes the answers on the blackboard.
– T gets Ss to guess what topic they are going to
listen about.
scenic (a): belonging to scenes
features (n): characteristics
(scenic features: đặc điểm phong cảnh)
devastating(a): destructive
maintenance (n): act of maintaining
approximately (adv): nearly
vehicles (n): cars, trucks, etc.
completely (adv): totall
from the class.
43
WHILE YOU LISTEN
Introduction: You are going to listen about
national parks in the USA. Then do the tasks that
8’ follow. Individual,
TASK 1 pair work
– T gets Ss to read the questions carefully and and whole
work out what information they need to class
concentrate on while listening. Then T checks with
the whole class.
Ss to listen and do the task.
– Then T gets Ss to find a partner to check their
answers with.
8’ – T checks the answers with the whole class. Ss
need to be able to explain their answers. If many Individual,
Ss cannot answer the questions, T plays the tape pair work
one or two more times and pauses at the answers and whole
for them to catch. class
TASK 2
and the question word, e.g. “what’, “why’, “when”,
“how”, etc.) and if possible, predict the answers.
should encourage them to note down the answers.
T should remind Ss to write down only the main
44
points in note forms but not full sentences.
Tapescripts:
In many parts of the United States, large areas of
land have been made into national parks to protect
and preserve the natural beauty of the land.
National parks usually contain a variety of scenic
features, such as mountains, caves, lakes, rare
animals and plants. Today, there are 52 national
parks in the United States, covering approximately
3 per cent of the total land area of the country.
National parks are all open to the public and have
millions of visitors each year.
Many national parks, however, are in danger of
being destroyed. Rare animals in national parks are
killed or hunted for fur, skin or other parts. Trees
are cut down for wood. Large areas of national
parks also experience devastating fires caused by
careless people. The increasing number of visitors
is harming the parks due to the pollution from their
vehicles.
If these problems are not solved immediately, and
if there is not enough money for the parks staff and
maintenance of their resources, many national
parks will be completely destroyed.
10’
AFTER YOU LISTEN
– T divides the class into small groups of 3 or 4
and gets them to summarize the listening text
based on their notes. T might want to appoint a
group leader for each group. This person will
monitor the group work, note down ideas and
45
appoint a representative to present their work to
the class.
– After checking that all the groups have finished,
T calls on the representative of each group to
present their summary. T checks if other groups
would have the same or different ideas.
– T listens and takes note of their errors. T
provides corrective feedback after that.
3’
WRAP UP
– For homework, Ss learn by heart new words and
make sentences with them.
Period 4: WRITING
I. Objectives
– Describe a national park based on given information.
II. Materials
Textbook, A0 sized posters
Students may have difficulty with writing descriptive essays, so T should be
ready to help them.
IV. Procedure
Work
Time Steps
arrangement
WARM UP
46
8’ – T puts Ss in pairs and gets them to do this task: Pair work
One student will tell about his/ her recent visit to a and whole
national park. S/he should describe what s/he can class
remember about the park and the other will draw a
picture accordingly.
– After 5 minutes, Ss will show their pictures to the
class, who will choose the most beautiful picture to
be the winning one.
– T introduces the topic of the lesson.
PREPARE SS TO WRITE
10’ Group
– T puts Ss in groups of 3-4 and gets them to work and
brainstorm what they would like to include in their whole
description of a national park. class
– T elicits the answers from different groups and
writes the ideas on the blackboard. Then T elicits
useful structures and vocabulary and also writes
them on the blackboard. E.g.
Where? (Location) X is located in Y.

X is … km north/ south/ east/ west
from Y.
How big? (Area) X is … square km.
What? There is/ are …
(Geographical X is characterised by …
features? Scenic It is famous for …
features? Historic Many species/ kinds of plants live
features?) here …
Many rare animals can be found here
…
X is home to many kinds of rare
animals.
– Then T gets Ss to read the table of information

on p. 120. T explains new words, if necessary.
– T reminds Ss of the format of a paragraph.
WRITING
12’ Group
– T divides the class into small groups and assigns work
47
each group to write about an aspect of Cat Ba
National Park. E.g. Group 1 writes about location
and area, Group 2 about scenic features. Group 3
writes about plants and animals. And Group 4
writes about Historic features.
– T hands each group an A0 sized paper sheet. Ss
will write their paragraphs on that paper.
– After the groups are finished, they stick their
posters on the four walls (in case of small classes)
or blackboard (in case of large classes).
Sample writing
Cat Ba National Park is located in Cat Ba Island,
Hai Phong. It is 120 km from Hanoi and 20 km
east of Hai Phong city centre. It is 15,200 square
hectares in total.
The park is characterised by beautiful tropical
forests and coastal waters. It is famous for
magnificent landscapes with white sand beaches
and abundant natural resources.
Many kinds of rare and precious animals and
plants live in Cat Ba National Park. It is home to
300 species of fish, 40 species of animals, 150
species of birds and 620 kinds of plants.
Cat Ba National Park is also a historic site.
Archeologists found 6000-year-old stone tools and
even human bones. So the park is not only a tourist
attraction but also a good place for historians and
archeologists to study the past.
FEEDBACK
13’ Whole
– T gets the class to read and give corrective class
feedback on their peers’ work.
– T gives his/ her own corrective feedback and
final comments. T should draw Ss’ attention to the
format of the paragraph (i.e. topic sentences,
supporting ideas/ examples, linking words, etc.),
48
the organisation of ideas and language use.
WRAP UP
2’
– For homework, T asks Ss to write about Cat Ba
National Park again, based on their works and their
friends’ works in class, incorporating their peers
and teacher’s comments and corrections.
EXTRA ACTIVITY
National parks in Vietnam have recently received an increasing
number of visitors. As more people come, the parks are now facing
serious pollution problems. Write a letter to the Director of the
Department of Natural Resources and Environment to explain what
we can do to protect national parks.

I. Objectives
– Distinguish the sounds /sl, /sn/, /sm/ and /sw/
– Master the use of relative pronouns with prepositions
– Use this structure correctly and appropriately to solve communicative tasks
II. Materials
Textbook, handouts
in Vietnamese. Ss may also have difficulty with relative clauses with
prepositions. Therefore, T should be ready to assist them.
4. Procedures
49
Work
Time Steps
arrangement
PRONUNCIATION
8’ Individual,
Distinguishing sounds pair work
– T models each of these consonant clusters /sl/, and whole
/sm/, /sn/ and /sw/ for a few times. T reminds Ss class
how to pronounce clusters (e.g. pronounce the first
sound and then move onto the second sound
quickly).
then individually.
Practising sentences containing the target sounds
given dialogue (p. 121).
typical errors
EXERCISE 1
8’
– T prepares some examples as below and shows
to Ss.
That is the girl with whom I share the apartment.
That is the girl who shares the apartment with me.
The picture that she hangs over the fireplace is one
50
of the most famous works by Monet.
The picture at which you are looking is one of the
most famous works by Monet.
– T gets Ss to read the examples and pay attention
to the relative pronouns after prepositions. E.g. we
use “whom” but not “who”, “which” but not “that”
after prepositions. But when we place the
preposition at the end of the sentence as we might
do in casual style, we can drop the relative
pronoun. E.g.
That is the girl Ø I share the apartment with.
The picture Ø you are looking at is one of the most
famous works by Monet.
– T gets Ss to complete the exercise in the same
way as the examples. Before that, explain new
words if necessary.
the class.
Answers:
1. whom 2. which 3. whom 4.
who
5. which 6. whom 7. which
EXERCISE 2
8’ Individual
– T gets Ss to read the examples and go over the work, pair
rules again. work and
– If Ss show that they all understand the rules T whole
gets Ss to complete the exercise individually and class
then find a peer to compare their answers.
Answers
1. The man to whom I talked yesterday was very
kind.
2. The man about whom I told you works in
51
hospital.
3. The woman about whom I am telling you
teaches me English.
4. The movie about which they are talking is
fantastic.
5. The picture at which she was looking was
beautiful.
6. I’ll give you the address to which you should
write.
EXERCISE 3
8’ Individual
– T gets Ss to review when to use whom, who, work, pair
which and that. work and
– T gets Ss to complete the exercise individually whole
and then find a peer to compare their answers. class
Answers
1. whom/ that 2. which 3. who
4. whom 5. which/ that 6. which
7. who 8. whom
10’ COMMUNICATIVE ACTIVITY
Group
work and
Story-telling game whole
– T divides the class into small groups of 3 or 4 class
and introduces the game: Ss are going to work in
their own groups to expand the story given to them
by using as many relative clauses with prepositions
as possible. They will have 5 minutes to do this.
After 5 minutes, all groups will present their story.
Which group has more correct and meaningful
relative clauses with prepositions will be the
winner.
– T distributes Ss the following handouts:
1. A burglar broke into a small grocery shop.
2. He stole a few beers and grabbed some money.
52
3. He heard the owner of the shop coughing
4. He hid under a bed
5. The owner was on that bed. The burglar didn’t
know
6. He waited to escape, he drank the stolen beers,
got drank, fell into sleep, snored loudly
7. The owner woke up, called police
Suggested answers
The burglar about whom they talked on TV today
broke into a small grocery shop in which the owner
was sleeping. He stole a few beers and grabbed
some money, over which the owner placed a
heavy paperweight. So he made some noise and
heard the owner of the shop coughing. He thought
the owner might see him, so he hid himself under
the bed in which the owner was sleeping. But in the
darkness the burglar didn’t know this. As he waited
to escape, he drank the stolen beers, because of
which he got very drunk. So he felt into sleep and
snored loudly right under the bed in which the
owner was lying. Unluckily for him, the owner heard
the snore and woke up. He immediately called the
police, to whom he told about the burglar. When
the police came to the shop, in which the burglary
took place, the burglar was still asleep. They
awakened him and took him to the police station,
in which he was interrogated for five hours.
3’ WRAP UP
– For homework, Ss review the use of relative
clauses with prepositions and do exercises in
workbook.
EXTRA ACTIVITY
Combine the sentences into one single sentence using relative clauses
with or without prepositions.
1. The flat is in an old part of the city. I have just moved to this flat.
53
2. The traffic is very noisy. I was very annoyed at the noisy traffic.
3. The local market sold excellent local produce. The newspaper wrote
about it.
4. In my new house there is a balcony. You can see beautiful beach
from my balcony.
5. We were unable to get tickets for the concert. The Browns went to
this concert.
6. Beckham scored the second goal in the final minutes. Everyone was
excited about the goal because it won England the cup.
Answers
1. The flat to which I have just moved is in an old part of the city.
2. The traffic is very noisy, at which I was very annoyed.
3. The local market, about which the newspaper wrote, sold excellent
local produce.
4. In my new house there is a balcony, from which you can see
beautiful beach.
5. We were unable to get tickets for the concert to which the Browns
went.
6. Beckham scored the second goal in the final minutes, about which
everyone was excited because it won England the cup.
54
Unit 11
sources of energy
Period 1: READING
I. Objectives
– Develop such reading skills as understanding main ideas, scanning for
specific information, guessing meaning in context, and summarizing.
– Use the information they have read to discuss the advantages and
disadvantages of different sources of energy.
II. Materials
Textbook, handouts
IV. Procedure
Work
Time Steps
arrangement
7’ WARM UP
Group
work and
– T writes the word “ENERGY” on the board. whole
– T divides the class into groups of 10, gives them class
the handouts, and introduces the game: The groups
should identify from the given list as many words
related to this word as possible in 5 minutes.
– T divides the board into as many sections as the
class to count. Each correct word gets one point.
Which group has more points wins the game.
55
List
endangered animals, power, pollutant, fuel,
weapon, nuclear, air, solar, environment, wind,
fertilizer, water, food, heat, oxygen, geothermal,
zoos, renewable, non-renewable, earth, moon,
windmill, cooker, oil, forest, coal, gas, ocean, dust,
electricity, petroleum, pesticides, soil, smoke.
Answers:
power, fuel, nuclear, solar, wind, water, heat,
geothermal, zoos, renewable, non-renewable,
earth, windmill, oil, coal, gas, electricity,
petroleum.
7’ BEFORE YOU READ
Pair work
and whole
– T gets Ss to work in pairs and try to make sense class
of the pictures on page 124 and answer the
questions.
– T calls on some Ss to answer the questions. If Ss
have difficulty making sense of the pictures, T may
elicit their answers by asking questions and giving
prompts. E.g.: What can you see in the picture?
What source of energy does water produce? What
about the sun? The wind? etc.
– T checks with the class and asks Ss to guess what
they are going to read about.
Reserve (n): resources
Geothermal (a): belonging to heat coming from
earth
Windmill (n): Cối xay gió
Infinite (a): unlimited
Suggested Answers:
1. Wind power, solar energy, water power
2. We need energy for generating electricity and
heat for industrial and domestic use.
56
WHILE YOU READ
Introduction: You are going to read about
alternative sources of energy and do the reading
8’ tasks that follow. Individual
TASK 1 work and
– T gets Ss to firstly read Task 1 and locate the whole
words in italic in the passage. Then Ss read around class
these words so that they can guess their meanings.
For example, the word “alternative’ in the final line
of the first paragraph means “something to replace
with”. Ss can get the meaning of this word thanks
to the context (fossil fuels will be exhausted soon,
so we’ll need to look for new sources of energy to
replace fossil fuels).
– Then Ss complete the sentences with the correct
words. Ss can do the task more easily if they work
out what part of speech is needed in each blank so
that they can choose the word that best fits in. E.g.
sentence 1 requires an adjective.
Answer:
7’ 1. released
2. alternative Individual
3. energy work, pair
4. limited work and
5. exhausted whole
TASK 2
class
– T checks if Ss can do the task without reading the
text a second time. If the cannot, T gets Ss to read
the passage silently and then do Task 1. T may
want to give them some tips to do the task:
+ First, Ss should study the key words (nuclear
57
power, solar energy, etc.).
+ Then they should go back to the passage and
locate the key words in the passage.
+ Then they should read around the key words
– T gets Ss to check their answers with a peer.
– T elicits Ss’ answers and writes them on the
board. T should ask Ss to explain their choices.
Answers
Sources of Advantages Disadvantages
energy
Nuclear power Provide electricity Dangerous
for the world’s
needs for hundreds
years
Solar energy Plentiful, clean, /
safe, infinite
Water power Gives energy Expensive
without pollution
7’ Wind power Clean energy, If the wind doesn’t
there’s a lot of it blow, there’s no
energy
Geothermal heat / Available only in a Individual
few places in the
world
work, pair
work and
TASK 3 whole
– T checks if Ss can do Task 3 without reading the class
text again. If not, allow them to read the passage
again.
– T might want to remind them of some tips to do
the task. E.g. Ss should skim the questions to
understand them. As Ss do this they underline the
key words to decide what information they need to
find in the text. E.g. the keywords in Question 1
are “major source of energy”. These words are
“how many” and “most potential” in Q2.
58
friend.
correct answers.
Answers
1. Fossil fuels (oil, coal and natural gas) (line 1,
paragraph 1)
2. 6 sources: fossil fuels, nuclear power, solar
energy, water power, wind power, geothermal heat.
Sun energy has the most potential because it is
plentiful and infinite. At the same time, it is clean
and safe to use.
6’ AFTER YOU READ
Pair work
and whole
– T puts Ss in pairs and then gets them to read the class
summary and work out what part of speech is
required for each blank. Then Ss work out which
information to be filled.
– Ss do the task in pairs. They can go back to the
text to look for information if they do not
remember it.
– After a few minutes T checks with the class.
Answer
1. energy 2. one 3. fuels 4. limited
5. alternative 6. sources 7. unlimited 8.
environment
3’ WRAP UP
– For homework Ss do exercises in workbook and
prepares for the next lesson.
EXTRA ACTIVITY
Read the text and decide if the statements below are True (T) or False
(F).
59
September 22 is a day when humans might damage the ozone layer less than on
other days. Why? It is international car free day, which is celebrated worldwide by
over 100 million people in about 1,500 cities. The global event is a day for people
to leave their cars at home. This means car drivers can help reduce global
warming and perhaps get some exercise instead. It is also aimed at encouraging
motorists into considering more environmentally friendly alternatives to cars.
Many cities will close off whole roads to cars.
In Europe, the day forms part of European Mobility Week (EMW). It has the
theme “clever commuting”. The EMW website states: “European citizens will
have the opportunity to enjoy a full week of events dedicated to sustainable
mobility.” Clever commuting aims “to encourage alternative modes of
transport…to reduce traffic congestion, transport-related greenhouse gases and
improve the health and quality of life.” Participating this year is particularly
important, as it is the year the Kyoto Protocol is implemented.
a. Many cars will be given away free to poor people on Car T/F
Free Day.
b. Over 100 million people in about 1,500 cities will T/F
celebrate this day.
c. The day will encourage motorists to use their cars less. T/F
d. Many cities will not allow people to drive this day. T/F
e. The day is celebrated in Europe only. T/F
f. The theme “Clever Computing” means avoiding traffic T/F
jams and saving the environment.
g. Car Free Day hopes to reduce indigestion and harmful T/F
gases.
h. The Kyoto Protocol will be implemented next year. T/F
Answers
a. F b. T c. T d. F
e. F f. T g. T h. F
Period 2: SPEAKING
I. Objectives
60
– Use the required language and knowledge to talk about the advantages and
disadvantages of using alternative sources of energy
– Use the required language and knowledge to talk about the use of alternative
sources of energy in the future.
II. Materials
Textbook, handouts
IV. Procedure
Work
Time Steps
arrangement
10’ WARM UP
Individual
(To review vocabulary)
work and
whole
– T distributes Ss the handouts, asking them to class
reorder the letters into meaningful words related to
energy.
– After a few minutes T elicits answers from Ss
and gives correct answers if necessary.
– T gets Ss to make sentences with these words and
gives correction where needed.
Reorder the letters into meaningful words related
to “Energy”
Answers
1. sosifl seulf ________ ________
2. vetiretalan secourc ________ ________
3. ralos genery ________ ________
4. teraw rowep ________
________
5. loras nepal ________
________
6. wpero eralucn ________
________
61
7. inwd owerp ________
________
8. lamrehtoeg ygener ________
________
1. fossil fuels
2. alternative sources
3. solar energy
4. water power
5. solar panel
6. nuclear power
7. wind power
8. geothermal energy
7’ TASK 1 Individual
– T gets Ss to read through the statements and work, pair
explains new words if necessary. work and
– T gets Ss to do the task and then compares their whole
answers with a peer. class
elicits more advantages and disadvantages if
possible.
Suggested answers
Advantages Disadvantages
Fossil Available from Fossil fuels will be
fuels environment (coal, oil, exhausted in a relatively
natural gas) short time.
Fossil fuels are non-
renewable energy because
it takes thousands years
for them to appear after
being used up.
Solar Solar energy is not only In winter time it might not
energy plentiful and unlimited be plentiful in some areas.
but also safe and clean.
It might be cheap as
well.
It uses simple technology.
Water It is safe to use. It is expensive to build a
62
power It is also environment dam for hydroelectricity.
friendly. It is limited in some areas
of the world.
Wind It is cheap, clean and If the wind does not blow,
power safe. It is environment there is no wind energy.
friendly.
It uses simple
technology.
Geo. It is cheap and safe. It Geothermal heat is
Energy is environment friendly available only in a few
and clean. places in the world.
Nuclear It can generate a large A nuclear reactor releases
power amount of electricity. radiation which is
dangerous to the
environment.
Nuclear reactor explosion
happens sometimes and
kills many people,
pollutes the air and causes
cancer for many
generations who live in
the affected area.
It requires advanced
technology.
– T gets some pairs of Ss to read out the dialogue and whole
on p.128 and corrects them if necessary. class
– T explains new words if necessary and reminds
Ss of the structure to ask for and give opinions,
agree and disagree with someone.
– T gets Ss to discuss the good points and bad
points about using different kinds of energy, using
the prompts in their book and the ideas gathered in
Task 1.
– T calls on some pairs to perform in front of the
class and elicits feedback from the class. T gives
corrective feedback afterwards.
Asking for and giving opinions
Asking for opinions
63
What do you think about...?
What’s your opinion about...?
What’s your feeling about...?
What’s your point of view about...?
How do you feel about...?
Do you have any opinions about...?
Expressing Expressing Expressing
opinions agreements disagreements
I think... I agree Well, maybe, but...
Personally, I I think so, too That might be true,
believe... That’s true, and... but...
I feel... That’s right, and... Well, my feeling is
In my opinion,... that...
From my point of
view...
– T gets Ss to read the task requirements and elicits and whole
some ideas and puts them on the blackboard. T class
helps Ss to express their ideas correctly. E.g.
Energy Potential? Why?
Solar energy Yes very likely It is plentiful, unlimited,
safe and clean. It also uses
simple technology so it is
economical for
developing countries.
Water power
Wind power
Geo. Energy
Nuclear
power
– Then T gets Ss to swap their partners and do

Task 3.
– After 6-7 minutes T gets Ss to report the
outcomes of their discussion and elicits feedback
from the class. T gives feedback afterwards.
3’ WRAP UP
64
– T summarises the main points of the lesson
– For homework Ss write a paragraph about the
most potential kind source of energy in the future
based on their work in the class.
EXTRA ACTIVITY: WORD SEARCH
Find all of the continents and oceans in the grid to the left. Write C
next to the continents and O next to the oceans.
What continents are these?
(1)_______ (2)_________ (3)__________ (4)_________
65
Answers
Africa Continent North Pole
Antarctica Equator Ocean
Arctic Europe Pacific
Asia Globe South America
Atlantic Indian South Pole
Australia North America Southern
66
Period 3: LISTENING
I. Objectives
information.
– Use the acquired language and knowledge to talk about different kinds of
energy.
II. Materials
Textbook, cassette tapes, handouts
the topic, etc.).
IV. Procedure
Work
Time Steps
arrangement
10’ WARM UP: SOLAR ENERGY SONG
Individual
work and
– T distributes the handouts to the class. whole
– T gets Ss to read through the song lyric and class
explains new words if any.
– T plays the song or read the lyrics for Ss to
complete the blank.
– T gets Ss to check their answers with a peer.
– T checks with the class and gives the correct
answers
– T asks Ss what the song is about and introduces
the topic of the lesson.
Handout: Complete the blanks with the words you
hear.
Solar Energy Song
(Ron Brown)
Oh, the …1… is a star.
67
It’s our closest star.
It’s just ….2… miles away.
It gives us …3… and …4….
It makes the world just right.
We’re getting solar energy …5….
…6… heats our water and homes
And it makes …7…
Solar power is a …8…
When we convert its …9….
Oh, the sun is a …10….
Its light can …11….
Hot gases burn at 10,000 …12...
As it shines its light,
…13… can grow just right,
So the …14… is great for you and me.
Answers
1. sun
2. 93 million
3. heat
4. light
5. every day
6. solar energy
7. electricity
8. natural resource
9. energy
10. star
11. travel far
12. degrees
13. plants
14. earth
10’ BEFORE YOU LISTEN

Group
work and
– T gets Ss to discuss the question on p. 128 in whole
groups of 3-4. class
-T goes around to listen. After a few minutes T
68
elicits answers from different groups.
Suggested Answers:
For heating and cooling the house, for cooking, for
running electronic appliances such as washing
machines, fridges, etc.
Ecology (n): Sinh thai hoc
Ecologist (n): Person who studies ecology
Divide (v) (between, into): chia
Nitrogen (n): Ni to (N)
Oxygen (n): O xi (O2)
Carbon dioxide (n): CO2
from the class.
WHILE YOU LISTEN
10’ TASK 1 Individual,

– T gets Ss to read the questions through and pair work
identify key words in each question. For example, and whole
in Q1 key word is “ecology”. Then Ss identify the class
key words in each option and the differences
between them. T explains new words if any.
– T gets Ss to guess the answer to each question
answers with.
– T checks the answers with the whole class. If
69
Answers
1. C
2. C
10’ 3. D
4. A Individual,
5. B pair work
TASK 2 and whole
– T checks if Ss can answer the questions in Task 2 class
last part of the tape for them to listen again but
before doing this, T should encourage Ss to read
through the text and try to guess the answers.
encourages them to take notes of what they hear
for the after-listening task.
Answers
1. unlimited
3. may
4. gases
5. amounts
Tapescript
The natural environment includes all natural
resources that are necessary for life: the air, the
oceans, the sun, and the land. Because they are
vital for life, these resources must be protected
from pollution and conserved. Ecologists study
their importance and how to use them carefully.
According to ecologists, resources are divided into
70
two groups: renewable and nonrenewable. When
a resource is used, it takes some time to replace it.
If the resource can be replaced quickly, it is called
renewable. If it cannot be replaced quickly and
easily, it is nonrenewable. For example, grass for
animals is a renewable resource. When cows eat
the grass, the resource is used. If the soil is
fertilized and protected, more grass will grow.
Coal, however, is nonrenewable because it takes
millions of years to make coal. All fossil fuels are
nonrenewable resources.
Solar energy, air, and water are renewable
resources because there is an unlimited supply.
However, this definition may change if people are
not careful with these resources. The amount of
solar energy that reaches the earth may be
dangerous. If life is going to continue, the air must
contain the correct amount of nitrogen (N), oxygen
(O), carbon dioxide (CO2), and other gases. If
humans continue to pollute the air, it will not
contain the correct amounts of these gases.
Pair work
and whole
– T puts Ss in pairs and gets them to do the task. class
Then T checks the answers with the class. Ss need
to be able to explain their answers.
– T gets Ss to choose one interesting point about
the passage that they can remember and tells their
peer why they find it interesting. Ss can use the
notes they take when doing Task 2 to help
themselves.
– T calls on some Ss to present their ideas and
gives feedback.
3’ WRAP UP
71
– For homework Ss make sentences with new
words, do exercises in workbook and prepare for
the next lesson.
Period 4: WRITING
I. Objectives
– Interpret and compare date described in chart/ graph/ table form and write a
report of the data analysis.
II. Materials
Textbook, handouts
Interpreting and describing charts/ graphs/ and tables might be a challenging
task for Ss, so T should be ready to help them.
IV. Procedure
Work
Time Steps
arrangement
PREPARE SS TO WRITE
10’ Whole
TASK 1 class and
-T reminds Ss of how to interpret data in a table/ pair work
graph/ chart.
E.g.
+ To understand a chart, it is important to firstly
understand its topic. The topic of a chart can
generally be found by looking at its title. Pay attention
to the time reported in it as well. Is it the past, the
present, or the future?
+ Then, it is important to look for the general trend that
the chart describes. What patterns are shown? Is
there an overall trend? How are the different pieces
72
general trend, if there are any. Finally, look for the
differences in detail.
– T gets Ss to work in pairs to study the 2000

charts on p. 130 by asking questions like below and
gives correction if necessary:
1. What is the topic of the chart? Does it describe
the past, the present, or the future?
2. What patterns are shown? How are the pieces of
information related? i.e.
a. Which made up the largest amount of
consumption: petroleum, coal, or nuclear and
hydroelectricity?
b. Which consumption ranked the second?
c. Which made up the smallest amount of
consumption?
– Then T gets Ss to do Task 1.
– T checks the answers with the class.
– Then T gets Ss to read Task 1 again and review
the format/ organization of ideas in a graph/ chart/
table description. T might want to copy this
handout and distribute to Ss afterwards. E.g.
1. Topic – tells what the chart is about; that is the
sentence: time, the location, and what is being
described in it. E.g.: The chart describes
the literacy rates of population in different
parts of the country of Fancy from 1998 to
2007.
2. Supporting – a sentence that sums up the general trend.
sentences: E.g.: The literacy rate of population varied
considerably between 1998 and 2007.
– sentences that describe the table in detail.
3. Concluding – summarises the main points or draws a
sentence relevant conclusion. E.g.: These data may
help the researchers or planners make
suitable plans for educational development
in each area of the country.
However, this sentence is optional.
73
– After that, T helps Ss to review the language
used to describe tables/ charts/ graphs. E.g.:
+ Verb tenses: When the chart shows the present
situation, use the present simple tense. When it
shows the past events, use the past simple tense.
However, the simple present verb tense is often
used in the topic sentence. E.g.:
The chart shows that …
The chart describes …
The chart presents …
+ Describing proportion: T might want to remind
Ss of expressions like :
make up the largest/ smallest percentage/
proportion/ amount contribute the largest/ smallest
percentage/ proportion/ amount
This is followed by …
This ranks first/ second …
Answers to Task 1:
1. 117
2. coal
3. smallest
WRITING
18’
TASK 2
– T gets Ss to study the 2005 charts in pairs.
– T checks how Ss understand the data illustrated
in the charts by asking questions like below and
gives correction if necessary:
1. What is the topic of the chart? Does it describe
the past, the present, or the future?
2. What patterns are shown? How are the pieces of
information related? i.e.
a. Which made up the largest amount of
consumption: petroleum, coal, or nuclear and
hydroelectricity?
74
b. Which consumption ranked the second?
c. Which made up the smallest amount of
consumption?
– T gets Ss to write the description of the charts. Ss
do the task individually.
– T goes around to help.
Sample writing
The charts show the energy consumption in
Highland in 2005. As can be seen, the total energy
consumption was 170 million tons. Nuclear and
hydroelectricity made up the largest amount of this
figure (75 million tons). This was followed by the
consumption of petroleum (50 million tons). Coal
made up a slightly smaller proportion with 45
million tons.
15’ FEEDBACK
Whole
class
– T gets Ss to exchange their works and give
feedback to each other. T goes around to help.
– Then T chooses one description and corrects it
with the class.
– T should draw Ss’ attention to the format,
2’ WRAP UP
– For homework, T asks Ss to revise their works to

their peer’s suggestions, do Task 3 and submit both
Sample writing (Task 3)
The charts show the energy consumption in
Highland in 2000 and 2005. In general, there was
a difference in the amount as well as trend of
consuming different sources of energy between the
two years.
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As can be seen, in 2002 the total energy
consumption was 117 million tons. Petroleum
made up the largest amount of this figure (57
million tons). This was followed by the
consumption of coal (40 million tons). Nuclear and
hydroelectricity made up a slightly smaller
proportion (20 million tons).
In 2005 more energy was consumed (170 million
tons). Also, though consumed the least in 2000,
now nuclear and hydroelectricity made up the
largest amount of consumption (75 million tons).
This was followed by the consumption of petroleum
(50 million tons). Coal made up a slightly smaller
proportion with 45 million tons.

I. Objectives
– Distinguish the sounds /Sr, /spl/, and /spr/
– Use relative clauses replaced by participles and to infinitives correctly and
appropriately to solve communicative tasks
II. Materials
Textbook, handouts

in Vietnamese. Ss may also have difficulty with relative clauses because they
do not exist in their mother tongues, either. Therefore, T should be ready to
assist them.
4. Procedures
76
Work
Time Steps
arrangement
7’ PRONUNCIATION
Individual,
pair work
Distinguishing sounds and whole
– T models each of these consonant clusters /Sr, class
/spl/, and /spr/ for a few times. T reminds Ss how
to pronounce clusters (e.g. pronounce the first
sound and then move onto the next sounds
quickly).
repeat after the tape
(or T).
then individually.
sounds
given sentences (p. 131).
typical errors
8’ EXERCISE 1
Individual
work, pair
– T gets Ss to read the example and analyse the work and
form of the sentences with and without a relative whole
pronoun (e.g. relative pronouns functioning as
77
subjects can be replaced by present participle). T class
might want to remind Ss of the differences
between relative clauses and relative clauses
replaced by present participle (e.g. the time of the
action is clearer with relative clauses. For example,
in the sentence the girl who is coming toward me is
my girl friend, we know that the action is
happening at the present time but in the sentence
the girl coming toward me … we can’t tell this).
words if necessary.
the class.
Answers:
1. …playing …
2. …coming …
3. …researching …
4. … surrounding …
5. …overlooking …
8’ EXERCISE 2
Individual
work, pair
pronoun (e.g. relative pronouns functioning as class
objects can be replaced by past participle).
words if necessary.
the class.
Answers
1. … presented …
78
2. … built …
3. … published …
4. … conducted …
5. … sponsored …
8’ EXERCISE 3
Individual
work, pair
pronoun (e.g. the structure is the first + N + V- class
infinitive with –to or the first + N + to be + V-ed
(passive voice), so relative pronouns in this type of
sentences can be replaced by infinitive with -to).
words if necessary.
the class.
Answers
1. … to reach …
2. … to leave …
3. … to see …
4. … to be killed …
5. … to catch …
12’ COMMUNICATIVE ACTIVITY
Pair work
and whole
– T prepares a picture like below (or any other class
picture that shows people doing some activities)
and makes enough copies for the class.
79
– T distributes the copies to Ss and asks them to
study the picture and in pairs write sentences about
the picture, using relative clauses replaced by
participles and infinitive with –to.
– T calls on some pairs to read their sentences to
the class and elicits feedback. T gives corrections
where necessary.
Some suggested answers
1. The girls sunbathing on the lawn are my
classmates at college.
2. The boys sitting on the bench and talking are
those I often play soccer with.
3. The building in front of you was the first high
rise building to be constructed in the
neighbourhood.
4. I live in the building painted red.
…
2’ WRAP UP
80
Unit 12
The Asian Games
Period 1: READING
I. Objectives
– Develop such reading skills as scanning for specific information, and
guessing meaning in context.
– Use the information they have read to discuss the Asian Games.
II. Materials
Textbook, handouts
IV. Procedure
Work
Time Steps
arrangement
6' WARM UP
Whole
class
– T gets Ss to look at the picture on p.136 (if
possible, T prepares some more pictures showing
other kinds of sports as well). T gets Ss to name the
sports shown in the pictures.
– Then T gets Ss to name all sports they know and
asks them to tell what they know about these sports
(e.g. in what countries they are played, whether
they are winter or summer, indoor or outdoor
sports, who are the famous players of these sports,
etc.)
– T gives feedback and introduces the topic of the
81
lesson.
Suggested answers
– Top right: karatedo
– Top left: tennis
– Bottom right: soccer
– Bottom left: fencing
– Some other kinds of sports: boxing, shooting,
wrestling, wushu, table tennis, volleyball, hockey,
cricket, rugby, baseball, swimming, aerobics,
bodybuilding, cycling, aquatic sports, athletics,
weightlifting, chess, mountain biking, fencing,
billiard, etc.
7' BEFORE YOU READ
Pair work
and whole
– T gets Ss to discuss the questions on p.136 in class
pairs.
– After a few minutes T elicits the answers from
Ss. T helps Ss to express themselves correctly and
provides vocabulary where necessary.
Suggested Answers:
1. Every four years
2. The number of participating countries has
increased tremendously since the first Games. In
1951 only 11 countries participated in the First
Asian Games. In 2002 the Games attracted nearly
10,000 participants from 44 countries.
3. Vietnam seem to do well in bodybuilding,
billiard, karatedo and wushu.
– T shows the picture of the Asian Games logo to
Ss and elicits or provides more information about
the Games. E.g.
The Asian Games also called the Asiad is a multi-
sport event held every four years among athletes
from all over Asia. The games are regulated by
OCA (Olympic Council of Asia) under the
82
supervision of IOC (International Olympic
Committee). Medals are awarded in each event,
with gold for first place, silver for second and
bronze for third. The first Asian Games were held
in New Dehli, India in 1951. The most recent event,
the 15th Asian Games were held in Doha, Qatar in
2006. The next event, the 16th Asian Games will be
held in Guangzhou, China in 2010.
intercultural (a): between cultures
multi-sport event (n): event in which many sports
are played
solidarity (n): tinh doan ket
promote (v): develop
– T elicits the meanings of these words, gives
examples and gets Ss to make their own sentences
with the words.
WHILE YOU READ
8' Individual
TASK 1 work and
– T gets Ss to read the passage silently and then do whole
Task 1. T may want to remind Ss of the strategies class
for guessing the meaning of new words. For
example, Ss should look for the instances of the
new words in the text and read around them. Ss use
the context in which the words occur and their
knowledge of word formation to understand the
meanings. E.g. the word “advancing” found in the
second line of the second paragraph means
“developing”. Ss can understand this meaning
thanks to the explanation and examples following
the words and their knowledge of the word
“advanced”. However, T should be aware that
some of these words are hard to be guessed
because the information is not fully available from
83
the context, e.g. "aquatic sports", "facilities",
"efforts", etc. T might want to give more examples
and explanation to help Ss to guess these words.
– Then Ss complete the sentences with the correct
words. Ss can do the task more easily if they work
out what part of speech is needed in each blank so
that they can choose the word that best fits in. E.g.
sentence 1 requires a noun.
8' Answers
1. facilities Individual
2. aquatic work, pair
3. enthusiasm work and
4. effort whole
5. advancing class
6. appreciated
TASK 2
– T checks if Ss can do Task 2 without a second
reading. If not, T gets them to go back to the text
and read it a second time. Before Ss do that, T
might want to remind them of some helpful tips for
scanning the text. E.g. first, Ss read through the
questions and identify key words. For example, for
question 1, the key words are "1st", "Dehli, India".
Then Ss go back to the text and locate the key
words. They should read around these words to
8' find the answers.
– Ss do the task individually and then find a peer to
check their answers with. Individual
– T checks the answers with Ss. work, pair
Answers work and
1. 1951 whole
84
2. the 2nd Asian Games in Manila, the Philippines class
3. 1958
4. Squash, rugby, fencing and mountain biking
5. 2002
TASK 3
– T checks if Ss can answer the comprehension
questions in Task 3 without having to read the
passage again. If Ss cannot, T gets them to read the
questions carefully. T might want to remind them
of some tips to do the task. E.g. Ss should skim the
questions to understand them. As Ss do this they
underline the key words to decide what
information they need to find in the text. E.g. the
keywords in Question 1 are “purpose", "Asian
Games”. These words in Q2 are “How many” and
“14th”.
– Now T instructs Ss to go back to the passage and
locate the answers.
friend.
correct answers.
Answers
1. The purpose is to develop intercultural
knowledge and friendship within Asia. (Lines 1-3,
paragraph 1)
2. 9,919 (from 44 countries) (Line 2, final
paragraph)
3. Bodybuilding, billiard and women's karatedo.
(Lines 5-6, final paragraph)
6' AFTER YOU READS
Group
work and
– T puts Ss into groups of 3-4 and do the After You whole
Read task. class
85
– T elicits answers from different groups and gives
correct answers (billiard, bodybuilding and
women's karatedo).
– If there is still some extra time, t may want to
give Ss some more questions to discuss. e.g. What
sports is Vietnam good at? What sports don't we
play or are not very good at? Etc.
2' WRAP UP
– T summarises the main points of the lesson
– For home work, Ss do exercises in workbook and
EXTRA ACTIVITY:
FIND THE OLYMPIC EVENTS IN THE GRID BELOW:
archery diving kayaking synchronized

badminton equestrian long jump swimming
baseball fencing marathon table tennis
basketball field hockey pole vault tae kwon-do
beach gymnastics relay race tennis
volleyball hammer throw rowing triathlon
boxing high jump sailing triple jump
canoe hurdles shooting volleyball
cycling javelin soccer water polo
decathlon judo softball weightlifting
discus swimming wrestling
86
Period 2: SPEAKING
I. Objectives
– Use the required language to ask and answer about the Asian Games and
sports
II. Materials
Textbook, handouts.
87
IV. Procedure
Work
Time Steps
arrangement
10' WARM UP: CROSSWORD
Individual
work, pair
– T distributes this handout to Ss and gets them to work and
solve the crossword puzzle as quickly as they can. whole
Then T gets them to check the answers with their class
friends.
– Finally, T checks the answers with the class.
Handout
1
2 3
5 6
Across
2. You kick a black and white ball.
4. You need a racket and a net.
5. You throw the ball into a net.
Down
1. A sport you play in an ice rink.
3. You need a glove and a bat.
6. A winter sport.
Answer
H
O
S O C C E R B
K A
T E N N I S
Y E
B
B A S K E T B A L L
K L
I L
88
17 TASK 1 Pair work
– T prepares two sets of cards like below and makes enough and whole
copies for his/ her class. class
Card A
Games Host Year No of No of
No Country countries sports
1 India 1951 11 6
2
3 Japan 1958 20 13
4
5 Thailand 1966 18 14
6
7 Iran 1974 25 16
8
9 India 1982 33 21
10
11 China 1990 37 27
12
13 Thailand 1998 41 36
14
15 Qatar 2006 45 39
Card B
Games Host Year No of No of

No Country countries sports
1
2 Philippines 1954 18 8
3
89
5
6 Thailand 1970 18 13
7
8 Thailand 1978 25 19
9
10 Korea 1986 27 25
11
12 Japan 1994 42 34
13
14 Korea 2002 44 38
15
– T gets Ss to read the sample dialogue, correcting their
pronunciation where necessary. T might want to elicit more
structures. E.g.:
When and where did the 1st Asian Games take
place?
How many countries participated in the Games?
How many sports were played at the Games?
etc.
– T puts Ss in pairs and gives one student Card A
and the other Card B.
– In pairs, Ss will take turn to ask and answer about
the Asian Games. Ss might want to do the same as
the sample dialogue or use their own language.
– T calls on some pairs to perform in front of the
class and provides corrective feedback
15' TASK 2 Group
– T puts Ss in groups of 3-4, asking them to play work and
the role of a group of TV reporters preparing their whole
report about Vietnam's performance and class
achievements at the 14th Asian Games. T
emphasises that their report should firstly include
90
some brief information about the Asian Games
(e.g. what is it, why is the event held, etc.) and the
14th event (where is it held, how many countries
participate, what sports are played, etc.). Then their
report should tell what sports Vietnam compete in
and what medals it obtains in each sport, etc.
– T goes around to help.
– After 10 minutes T calls on the representative of
each group to come to the front and report the
work. The other groups listen and give feedback.
3' WRAP UP
EXTRA ACTIVITY
Listen and fill in the spaces.
London to host 2012 Olympics
London ____ ____ the 2012 Olympic Games. The International Olympic
Committee announced the ________ on July 6 in Singapore. It was ___ _______
race to decide the venue of the games in Olympics history. Up to the last minutes
of the final decision it ______ ____ Paris, the longtime favorite, would win.
However, in the final round of voting London managed to edge its rival by _____
to ______ votes. Crowds in London erupted ____ ____. Meanwhile, Parisians that
had gathered to celebrate a Paris victory _______ ______ in stunned silence. It is
the first time the Games will __ ____ in London since 1948.
Tapescript
London will host the 2012 Olympic Games. The International Olympic
Committee announced the decision on July 6 in Singapore. It was the
closest race to decide the venue of the Games in Olympics history. Up
to the last minutes of the final decision it looked like Paris, the
longtime favorite, would win. However, in the final round of voting
91
London managed to edge its rival by 54 to 50 votes. Crowds in
London erupted with joy. Meanwhile, Parisians that had gathered to
celebrate a Paris victory went home in stunned silence. It is the first
time the Games will be held in London since 1948.
Period 3: LISTENING
I. Objectives
information.
– Use the acquired language and knowledge to talk about sports and sportsmen.
II. Materials
Textbook, cassette tapes
The After you listen task could be a bit challenging for Ss as they may not
have enough information to complete it, so T should be ready to assist them.
IV. Procedure
Work
Time Steps
arrangement
7' WARM UP
Whole
class
– T prepares photos of some famous sportsmen
and shows them to Ss. T asks Ss to name each
sportsman in the photos.
– T gets Ss to talk about these sport stars by asking
questions like “What do you know about them?”
“Which one do you like best? Why?” etc.
– T may want to provide some information about
these sportsmen if Ss do not know them very well.
8' BEFORE YOU LISTEN
Individual
work, pair
– T introduces the topic and gets Ss to study the
92
pictures on p.141. Then T writes these questions work and
on the board and asks Ss to work in pairs to find whole
the answers: class
Can you name the sport in each picture?
Do you know who won the gold medal in these
spots in the most recent Asian Games?
– T elicits answers from the class. If Ss do not
know the answer to Question 1, T gives them the
correct answer. If they do not know the answer to
Q2, that is fine. T does not need to provide one but
tells Ss they will know the answer after they listen
to the tape.
Answers:
Top right: Swiming
Top left: High jump
Bottom right: Long jump
Bottom left: Gymnastics
– T gets Ss to look at the new words on page 141:
gymnasium, gymnast, bar, land, freestyle, etc. T
elicits the meanings of these words from Ss.
– T plays the tape once (or reads) for Ss to listen to
how these words are said and then repeat after the
tape (or T). T gets some Ss to read the words again
and makes sure that they pronounce the words
correctly.
WHILE YOU LISTEN
Introduction: You are going to hear a TV report
9' of the Asian Games and do the tasks after that. Individual,
TASK 1 pair work
– T gets Ss to read the questions through and and whole
identify key words in each question. For example, class
in Q1 key word is “ecology”. Then Ss identify the
key words in each option and the differences
93
between them. T explains new words if any. For
the numbers T gets Ss to read them aloud. This is
to remind them how the numbers are pronounced
so that they can catch the correct numbers later on.
answers with.
– T checks the answers with the whole class. If
Answers
1. C
7' 2. A Individual,
3. A pair work
4. B and whole
5. D class
TASK 2
and the question word, e.g. “what’, “where’,
answers.
answer the questions.
94
Answers
1. 10.15
2. 6
3. 2
4. High jump
5. Disappointed
Tapescript
Good evening. It’s 10.15 and it’s time for “The
Asian Games Report”. It’s the 3rd day of the
Games. Well, today’s most important even was the
women’s 200-metre freestyle. The Japanese, Yoko
was first and got the gold medal. She made a new
world record time of 1 minute 58 seconds. The
Japanese athletes won two gold medals yesterday,
and three the day before, so in the first three days
they’ve won six gold medals.
…Here we’re in the Gymnasium. Lily, the Chinese
gymnast, has just finished her display. She’s got an
average of 9.5 points. That’s the best score today!
Lily’s won the gold medal!
…And this is Lee Bong-ju coming from Korea. This
is the second time he competed in the long jump at
the Asian Games. Last time he jumped 8.5 metres.
Today he’s won a gold medal for men’s long jump.
He jumped 8.9 metres.
… Now we’re waiting for the last high jumper,
Vichai coming from Thailand. The bar is at 230
metres and …it seems too high for him. Vichai has
just jumped!...Ooh! He’s crashed into the bar!
He’s landing. The bar has fallen too. He’s getting
up and walking away. But he’s very disappointed.
12' AFTER YOU LISTEN
Group
work and
– T puts Ss into groups of 3-4 and explains the
95
task: in their own groups, Ss are going to prepare a whole
talk about a famous Vietnamese athlete (e.g. Thuy class
Hien, Ly Duc, Nguyen Ngoc Truong Son, etc.).
Then they will come to front and tell the class
about this athlete. But they should not tell the
athlete's name and let the class guess who this
person is.
– T gives Ss some prompt questions to guide them
in preparing their talk. E.g.:
1. How old is the athlete?
2. When did s/he begin playing the sport?
3. Where did s/he train?
4. What are his/ her major achievements?
– After 6-7 minutes T calls on the representative of
each group to come to front and present his/ her
group's work. The class should listen attentively
and guess the name of the athlete. They are
allowed to ask the presenter up to 3 yes-no
questions if they cannot immediately tell who the
athlete is. If no one has the correct answer, the
group wins.
2' WRAP UP
– For homework Ss write a paragraph about
Vietnam's performance and achievements in recent
Asian Games and prepare for the next lesson.
EXTRA ACTIVITY
Do, play or go? Choose the best verb to fill each sentence below.
Change the verb form where necessary,
1. He used to ….. jogging everyday when he was at college.
2. I love … a good game of chess from time to time.
3. She … gymnastics for over five years now.
4. This summer we … windsurfing very day on our vacation.
96
5. He's quite an athlete. He … basketball, baseball, and hockey,
too.
6. My wife … horse riding twice a week.
7. Why don't we … a set of tennis?
8. Some people think that … aerobics four times a week is the
best possible way of keeping fit.
9. His idea of the perfect summer holiday is to rent a sailboat
and … the sailing between the islands.
10. He … athletics for his local track club.
Answers
1. go 6. goes
2. playing 7. play
3. has been doing 8. doing
4. are going to go 9. go
5. plays 10. does
Period 4: WRITING
I. Objectives
– Write a paragraph describing the preparation for the Asian Games using
future verb tenses.
II. Materials
Textbook
Students may not have enough vocabulary to complete the task so T should be
ready to assist them.
IV. Procedure
Time Steps Work
97
arrangement
5' WARM UP
Whole
class
– T gets Ss to name all the national stadiums and
sport centres that they know and/ or have been to.
T writes Ss' answers on the board and asks if they
see any problems if Vietnam hosts the coming
Asian Games. T gets Ss to brainstorm and write
down some problems that might arise.
– T elicits and puts Ss' answers on the board in the
form of a summary table like below:
Infrastructure – Many stadiums and sport centres are
old and rundown (in a bad condition)
– Stadiums and sport centres are too
small to accommodate a large number of
sportsmen and spectators.
– Training areas are too small, not fully
equipped and in a bad condition.
– Roads to stadiums and sport centres are
too narrow and there might be traffic
congestion when we receive a large
number of visitors to the city.
– We might not have enough hotels and
guesthouses to accommodate a large
number of visitors.
Human – We need a lot of English speaking
volunteers to serve the Games
(receptionists, help desk people, guides,
interpreters).
– T introduces the topic.

10' PREPARE SS TO WRITE
Whole
class
– T gets Ss to read the task and the prompts. T
– T elicits more ideas regarding how to prepare for
the Asian Games and helps Ss to express
themselves correctly.
– T reminds Ss of the format and organization of a
98
paragraph (topic sentence, supporting ideas, unity
and linking words, etc.). T gets Ss to organize the
prompts before they write. One of the possible
ways to organize ideas is to categorize them into
infrastructure preparation and human resources
preparation like in the table above.
15' WRITING
Individual
work
– T gets Ss to write their paragraphs in 15 minutes.
Sample writing
To prepare for the Asian Games we have a lot of
things to do. First of all, we will build one more
national stadium because at the moment we
have only one. Next, we will upgrade the
existing stadiums and sport centres so that they
meet the international standard. At present,
they are too small and many of them are
rundown. We will widen and equip training areas
because they do not have enough facilities and
are not large enough to accommodate a huge
number of participants. We will also need to
improve the roads leading to stadiums and sport
centres where the Games are going to take place
so as to avoid traffic congestions. What is more,
we will upgrade and build more hotels and
guesthouses because most of our hotels and
guesthouses at the moment do not meet
international standards. There are not enough of
them, too, to accommodate the participants and
their families. Besides, we need a lot of English‐
speaking staff, so we will train and recruit
volunteers from students and young people who
speak good English. We will also advertise our
99
preparation work on TV as to call for sponsor.
Finally, we will need to have an official song for
the event, so we might want to hold a
competition to choose the best song.
13' FEEDBACK
Pair work
and whole
– T puts Ss in pairs and gets them to exchange their class
work and give corrective feedback to each other.
– T picks one or two works to correct with the
class. T should draw Ss’ attention to the format of
the paragraph (i.e. topic sentences, supporting
ideas/ examples, linking words, etc.), the
2' WRAP UP
– For homework, T asks Ss to revise their work,
incorporating their peers and teacher’s comments
and corrections.
EXTRA ACTIVITY
Read the text and do the tasks that follow.
The Chinese government has already started to clean up its capital city, ahead of
the 2008 Olympic Games. Beijing officials started a new campaign recently to
make citizens behave better. Over fifty people have been fined in the past week
for spitting in the streets. China’s state media reported on Monday that this is part
of Beijing’s attempts to step up its efforts to "civilise" its citizens before the
Olympics start. Government workers also handed out more than 10,000 bags to
tourists to encourage them to keep the city tidy and free from litter. Special teams
patrolled the city's tourist sites during China’s week-long Labour Day holiday.
This is a time when hundreds of millions of Chinese are on the streets, and
spitting and littering are at their height.
100
For a long time now, China has been worried about its image as the
world spotlight will be on Beijing. A Chinese news agency Xinhua
quoted a travel guide as saying: "The Olympics are coming, and we
don't want to get disgraced." The China National Tourism
Administration has printed thousands of leaflets educating citizens and
tourists on correct “street etiquette”. Also on the list of do's and don'ts
is jumping queues; people are reminded they have to stand in line and
wait patiently. The eleventh day of every month is now "voluntarily
wait in line" day in Beijing. Authorities hope this will stamp out
pushing and shoving. Clearing one’s throat loudly is another no-no.
The city hopes its citizens will win the gold medal for perfect
manners.
1. In pairs / groups, rank which of these actions are the worst manners
in the street - worst at the top.
* spitting
* eating as you walk
* dropping litter
* walking slowly
* queue jumping
* listening to a loud Walkman
* staring at people
* drinking alcohol
2. Answer True/ False questions.
a. China wants its people well-behaved ahead of the Beijing
Olympics. T/F
b. More than 5,000 people have been arrested for spitting in public.
T/F
c. Beijing’s government is trying to “civilize” its citizens. T/F
d. Tourists to China have been given bags to keep their litter in. T /
F
e. The queue jump is a new sport at the Beijing Olympics. T/F
f. The eleventh of each month is a day for practicing queuing. T / F
g. Officials also want to stop people clearing their throat loudly. T /
F
101
h. There will be a gold medal at the Beijing Games for best
manners. T/F
Answers
1. Answers are open
2. a. T b. F c. T d. T
e. F f. T g. T h. F

I. Objectives
– Distinguish the sounds /str, /skr/, and /skw/
– Master the use of relative clauses and equivalent types of clauses without
relative pronouns.
– Use these structures correctly and appropriately to solve communicative tasks
II. Materials
Textbook, handouts
in Vietnamese. Therefore, T should be ready to assist them.
4. Procedures
Work
Time Steps
arrangement
8’ PRONUNCIATION
Individual,
pair work
Distinguishing sounds and whole
– T models each of these consonant clusters /str/, class
/skr/, and /skw/ for a few times. T reminds Ss how
to pronounce clusters (e.g. pronounce the first
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sound and then move onto the next sounds
quickly).
then individually.
sounds
given sentences (p. 44).
typical errors
7' EXERCISE 1
Individual
work, pair
– T gets Ss to read through the sentences in the work and
box. T explains new words, if any. whole
– T prepares a few examples like below and writes them on class
the board:
I like the diamond ring that Mary is wearing.
I like the diamond ring Mary is wearing.
– T gets Ss to read the examples and analyse the
form of the sentences with and without a relative
pronoun (e.g. relative pronouns functioning as
object can be omitted).
103
words if necessary.
the class.
Answers:
1. you lost
2. he invited to the birthday party
3. John told
4. I bought yesterday
5. we met this morning
6. we had for lunch
8' Individual
EXERCISE 2
work, pair
– T gets Ss to read through the sentences in the work and
box. T explains new words, if any. whole
– T prepares a few examples like below and writes them on class
the board:
The flight that I wanted to travel on was full.
The flight I wanted to travel on was full.
– T gets Ss to read the example and analyse the
form of the sentences with and without a relative
pronoun (e.g. relative pronouns replacing the
objects after preposition can be omitted).
words if necessary.
the class.
Answers:
1. I work with
2. we went to
3. we are living in
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4. they were talking about
5. he applied for
6. I slept in
8' EXERCISE 3
Pair work
and whole
– T gets Ss to read through the sentences and class
– Then T puts Ss in pairs to do the exercise. In
pairs Ss will identify which sentence allows for an
omission of relative pronouns and which does not.
– Then T elicits the answers from different pairs
and gives correction. Ss need to be able to explain
their answers.
Answers:
1. yes (we are going to see) (relative pronoun
functions as object)
2. no (relative pronoun functions as subject)
3. yes (you met yesterday) (relative pronoun
4. yes (the broken table) (relative pronoun
5. yes (he's talking to) (relative pronoun replacing
object after preposition)
6. yes (I've been expecting) (relative pronoun
12' COMMUNICATIVE GAME
Whole
class or
– For small classes this activity can be used as a group
mingling activity. For large classes T might want work
to ask Ss to interview the two rows in front of and
behind them.
– T explains the activity like below:
The first
1. Ask a student 'What was the first thing you did
this morning?'
2. When he/she has answered, you can go on
105
asking the same question, or even better, make
little variations like 'What was the first thing you
saw this morning?'; or 'Who was the first person
you met this week?'
3. After a few answers you can prompt students to
take over asking the questions.
– T goes around and check.
– After 7-8 minutes T gets Ss to report what
questions they have asked and what answers they
have got. T gives corrective feedback.
2' WRAP UP
– For homework, Ss do exercises in workbook and
106
Unit 13
Hobbies
Period 1: READING
I. Objectives
By the end of the lesson, Ss will be able to:
– Develop such reading micro-skills as guessing meanings of words in context
and scanning for specific ideas.
– Use the information they have read to discuss the related topic.
II. Materials
Textbook, handouts.
Ss may need to be provided appropriate linguistic resources so that they can
complete various learning tasks.
IV. Procedure
Work
Time Steps
arrangement
8’ WARM-UP
Group
work &
Competition game- Matching whole
– T divides the class into small groups of 3-4 class
students. Then T distributes the matching game
handouts for Ss to do in their own groups. T may
not explain the meanings of words so that Ss have
to work them out.
– In groups Ss match the hobbies in column A with
the appropriate pictures in column B. Which group
finishes first and has the biggest number of correct
107
108
Answers:
1K 2H 3A 4I 5B 6D
7C 8J 9G 10 F 11 E
– T may check the meaning of some words:
+ scuba diving: lặn có bình khí
+ sky diving: nhào lộn trên không
+ bungee jumping: nhảy từ trên cao xuống có dây bảo hiểm
+ kayaking: chèo xuồng gỗ
+ rafting: chèo bè
+ jetskiing: lái xuồng máy
6’ BEFORE YOU READ Pair work
&
– T asks Ss to look at the pictures on page 146 and whole
call out the names of the hobbies described in the class
pictures (collecting stamps, fishing, keeping fish,
playing chess, swimming, playing the guitar)
– T asks Ss which of these things they like to do in
their free time and why. If Ss do not like any
hobbies in the pictures, they can talk about one of
their hobbies.
– T calls on some Ss to answer the question.
– T introduces the topic of the lesson: hobbies.
WHILE YOU READ
Set the scene: You are going to read a passage
about a person’s hobbies. Then you do the tasks
10’ that follow. Individual
TASK 1 work, pair
Note: T might want to adapt Task 1 in the work &
following way: whole
Instruction: The words/ phrases in the box all class
appear in the passage. Use them to fill the blanks
in the sentences.
accomplished discarded
accompanying indulge in
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modest keep me occupied
avid
1. I’ll forget about dieting today. I’m going to
…………..eating whatever I like.
2. He’s an……………….musician. All his songs are
very popular.
3. I love all fictions by Sydney Sheldon. I’m an
…………..collector of his works.
4. He doesn’t like a big house in the centre. His
only dream is to have a ………….. little house on
the outskirt.
5. I spend most of my free time looking after these
puppies. They really……………………
6. They don’t need the old radio any more. It can
be……………..
7. Her mother loves ……………… her on the
organ.
– T gets Ss to read the passage silently and then do
Task 1. T may write the given words and phrases
on the board and asks Ss to go back to the passage
to locate and read around these words so that they
can guess their meanings. For example, the words
“accomplished” found in line 2 may refer to
“talented”. Ss can understand this meaning thanks
to the e idea that the person’s uncle is very good at
playing the guitar and he/she admires his/her
uncle…
– Then T asks Ss to go back to the task and study
the given sentences. Ss need to guess which part of
speech they might deal with in each case. For
example, for sentence 1 they might need to supply
11’ an infinitive verb, or for sentence 2 they might
110
need to supply an adjective, etc. Individual
– Now Ss use both their knowledge of the words in work, pair
the box and their guess-work with the given work &
sentences to fill them in the suitable blanks whole
– T checks the answers with the whole class. class
Answers:
1. indulge in 5. keep me occupied
2. accomplished 6. discarded
3. avid 7. accompanying
4. modest
TASK 2
Instruction: You are required to read the text
again and answer the nine questions in the book.
questions in Task 2 without having to read the text
again. If Ss cannot, T gets them to read the
questions carefully. T might want to give them
some tips to do the task:
+ First, Ss should skim the 9 questions to
information they need to find in the text. E.g.
the keywords in Question 1 are “what”,
“writer’s”, “first hobby”
• look for question word like “why” which
a reason.
+ Then they should go back to the text and locate
the key words in the text. Next, they should read
around the key words carefully to find the answer.
– T calls on some Ss to read aloud their answers
and ask them to explain their choices.
- T gives the correct Answers:
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1. The writer’s first hobby is playing the guitar
(line 1, paragraph 2)
2. No, he/she isn’t. (His/her uncle is)
3. Because he’s an accomplished guitarist and
he’s good at accompanying people singing
with his guitar.(line 1, line 5-6, paragraph
2)
4. It is keeping fish (line 2, paragraph 3)
5. He/she bought some from the shop and
collected some from the rice field near
his/her house. (line 2-4, paragraph 3)
6. He/she is not an avid stamp collector. (line
1, paragraph 4)
7. He collects them from discarded envelops
his relatives and friends give him/her (line 2-
3, paragraph 4)
8. Local stamps (line 3-4, paragraph 4)
9. He/she keeps the less common ones inside a
small album. The common ones he/she
usually gives away to others or if no one
wants them he/she simply throws them away.
(line 5-7, paragraph 4)
8’ AFTER YOU READ
Pair work
& whole
– T gets Ss to work in pair to do the role play. class
Student A: Student B:
You are a journalist. You are You are a famous person.
going to interview a famous You are interviewed
person about his/her hobbies. about your favourite
Ask him/her the following hobby. Answer the
questions: journalist’s questions,
1. What is your favourite hobby? using your own hobby.
2. How often do you ______ ?
3. Where do you usually _____?
4. When do you usually
________?
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5. 5. Who do you usually
_________ with?
6. Why do you enjoy _________?
– T goes around to observe and offer help

– T calls on some pairs to act out the interview.
– T gives comments and compliments the best pair.
2’ WRAPPING UP
Whole
class
– T asks Ss to learn by heart all of the new words
and do the extra activity as homework.
EXTRA ACTIVITY
Read the following passage and decide whether the statements are
true (T) or false (F).
'I turned my hobby into a business'
I have loved playing video games since I was a kid and felt a little
guilty that at 29, I was still paying a lot of money for video games and
consoles. But, seeing how many other people of the same age also
played video games I did some research into the size of the market,
decided to find some extra money and in April this year launched my
own business selling discount video games on the internet
(www.thegamenetwork.co.uk)! This is run on a part-time/evening
basis, whilst the 9-5 job continues to pay for all the essentials. With a
baby on the way in December, the pressure is really on to ensure that
the business is running smoothly and is at least paying for the small
monthly expenses that the business incurs. I know only too well that I
am only one miniscule part of a massive industry and know that I can't
compete on the scale of the amazons out there, but the freedom to
make decisions on my own, for my own benefit or detriment is one of
the most exhilarating feelings I have known in my profession life! If
you love it, live it!
1. The writer likes playing video games and doesn’t feel guilty at
all.
2. He sells discount video games online.
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3. He did some market research before setting up his own
business.
4. He doesn’t have any 9-5 jobs to do.
5. Having the freedom to make decisions for his own benefit
makes him happy.
Answers:
1. F
2. T
3. T
4. F
5. T
Period 2: SPEAKING
I. Objectives
– Ask and answer about a hobby
– Talk about collections
II. Materials
Textbook, handout
Ss may not have enough vocabulary to talk about the topic, so T should be
ready to provide help.
IV. Procedure
Work
Time Steps
arrangement
8’ WARM-UP
Group
work &
Vocabulary revision- Guessing game (to revise whole
the vocabulary related to the topic “Hobbies”) class
– T divides Ss into 2 groups : A and B
– T tells Ss the rule of the game: One member
114
from each group will go and stand in the front of
the class with their backs facing the board. T will
write a word/expression which describes a hobby
and was learnt from the previous lesson on the
board. Other Ss from each group have to explain
the word by using their actions, face expressions,
and sounds so that their representative can guess
the word. The student with the quickest and
correct answer will get 1 point for their group. Ss
take turn to be the representative. After some
turns, the group with more points will be the
winner.
Note: T can adapt Task 1, using the activity “Find & whole
someone who…” class
– T gets Ss to work in pairs. Which pair finishes
the task first will be the winner.
– T designs the following handouts and gives each
student in a pair one handout. T can reduce the
number of the activities in the “Likes”/ “Doesn’t
like” column to fit the time available in the class.
– T asks the winner to report the results to the
whole class and calls on some other pairs to give
out theirs.
– T gives feedback.
Handout A:
Go around interviewing your classmates to find someone
who…
Likes… Name Reason
Swimming
Fishing
Stamp-collecting
Mountain-climbing
Playing computer
games
Reading books
Watching TV
115
Chatting with a
friend on the phone
Remember to write the name of the person and one reason
why he/she likes the activity.
Handout B:
Go around interviewing your classmates to find someone
who…
Doesn’t like… Name Reason
Swimming
Fishing
Stamp-collecting
Mountain-climbing
Playing computer
games
Reading books
Watching TV
Chatting with a
friend on the phone
Remember to write the name of the person and one reason
why he/she doesn’t like the activity.
Instruction: Now work in pairs to practice the & whole
dialogue between Lan and Huong. class
– T asks the whole class to read the dialogue on
page 149, the T can explain some words:
+ stall (n): small shop
+ tag (n): label to show the name of something (e.g. a
book)
– T might want to model the dialogue with a good
student.
– Ss practice the dialogue in pairs
– T calls on some pairs to practice the dialogue in
front of the class and gives feedback.
– T asks Ss about the main contents of the
dialogue: the hobby, how to collect the books,
116
where to buy the books, how to organize the
books, and what the future plan is.
– Ss also pay attention to the questions in the
dialogue.
Note: T can adapt this task to make it more & whole
communicative. class
– T gets Ss to work in pair to do the role play. T
uses the suggestions given in the book to include
in his/her handouts.
Student A Student B
Your friend is an avid stamp You are an avid stamp
collector. You want to take collector. Your friend wants
up collecting stamps as your to take up collecting stamps
hobby. Now ask for his/her as his/her hobby. Share your
experience, using the experience with him/her,
suggestions below: using the suggestions below:
- How to collect stamps - Buy from post office
- How to organize stamps - Ask member of family,
friends, relatives, postmen
- Where to keep stamps
- Make friends with people
- Why to collect stamps overseas
- Plan for the future - Exchange stamps with
others
- Classify stamps into
categories: animals, plants,
birds, landscape, people
(hero, politicians, football
players, singers…)
- Keep stamps in albums
- Broaden your knowledge:
know more about landscape,
people, animals, plants and
trees
- Collect more stamps.
– T goes around checking and offering help.
– T calls on some pairs to talk in front of the class.
– T elicits feedback from the class and gives final
117
comments.
2’ WRAPPING UP
Whole
class
– For homework, Ss revise the things they have
learnt and do the exercises in the workbook.
EXTRA ACTIVITY
Solve the crossword below by filling in the blank in each sentence
with a suitable word from the box.
17. Peter likes collecting_______.

18. I ________go shopping with my mum.
118
Answers:
119
18. I ________go shopping with my mum.
[SOMETIMES]
Period 3: LISTENING
I. Objectives
– Develop their skill of listening for specific information
II. Materials
Students may not catch some information, so T should be ready to assist them.
IV. Procedure
Work
Time Steps
arrangement
7’ WARM-UP
Group
work
Competition game- Hangman
– T divides the class into 2 big groups and draws
each of them a gallows on the board.
120
Team A Team B
– T explains to Ss that they are going to play a
“Hangman” game. The rule is T gives a secret
word and the groups will take turn to guess it by
telling what letters they think there are in this
word. If Ss choose a letter that appears one or
more times in the secret word, the letters and their
positions will be revealed and Ss can keep on
guessing the next letter. On the other hand, if Ss
guess a letter that is not in the secret word, then a
piece of the man being hanged will be added to the
gallows and they will lose their turn to the other
group. Ss will get one point for each letter they can
guess correctly. When the game is over, T will
count how many points each group has collected
and the group with more points will win the game.
– T leads the game, and in this lesson, the secret
word is “READING”. T draws the same number
of dashes as the number of letters in this word. For
this word, T would need 7 dashes like this:
__ __ __ __ __ __ __
– The activity will lead to the lesson naturally.
Pair work
& whole
Brainstorming class
– T gets Ss to work in pairs to brainstorm all the
benefits of reading books in 3 minutes.
– After 3 minutes T calls on the pair with the
biggest number of benefits to give the answers.
– T asks other pairs to add more ideas.
121
Pre-teaching vocabulary:
– Before eliciting/pre-teaching the new words, T
helps Ss to pronounce the words given in the book.
T may read aloud first and ask Ss to repeat in
chorus and individually.
– T elicits/ teaches some of these words and those
taken from the listening passage:
+ bygone (adj):past (quá khứ, đã qua)
+ gigantic (adj):very big, very great (to lớn, vĩ
đại)
+ ignorant (adj):lacking knowledge, unaware of
sth (không biết, ngu dốt)
+ to be fed up with: having reached the limits of
tolerance or patience with somebody or something
(chán ngấy)
+ to cope with: face with (đối phó, đương đầu)
+ jungle (n): tropical forest (rừng nhiệt đới)
– T sets the scene: Now you are going to listen to a
student talk about his hobby.
WHILE YOU LISTEN
Instruction: You are going to listen to the talk work,
and decide whether the statements on page 150 group
are true (T) or false (F). Put a tick (9) in the work &
appropriate box. whole
– Before Ss listen and do the task, T asks them class.
how to do the task. T might want to remind them
of the strategies:
+ First, read through the statements to understand
them and underline key words. For example, the
key words in the first statement are: writer,
started, hobby, when, he, young.
+ Listen to the tape and pay attention to the key
words
122
+ Decide whether the statements are true or false
based on what they can hear.
– T plays the tape once for Ss to do the task.
– T asks for Ss’ answers and writes them on the
board.
– T plays the tape the second time for Ss to check
their answers.
– T asks Ss to work in groups of 4 to compare
their answers.
– T checks Ss’ answers by calling on some Ss and
asks Ss to explain their answers.
– If there are a lot of Ss having the same wrong
answer, play that point of the tape for Ss to check
the answer again.
– T gives the correct Answers:
1. T
9’
2. F (His parents soon got fed up with having to
read to him continually)
3. F (He started with simple ABC books) Individual
4. F (Now he reads just about anything that is work, pair
available) work &
5. T whole
6. T class
7. T
8. T
TASK 2
Instruction: You are going to listen to the passage
again and fill in each blank with a word you hear.
– T checks if Ss can do Task 2 without listening
again. If they cannot, T plays the tape for them to
listen again but before doing this, T should
encourage Ss to read through the passage and
identify the part of speech of the word to be filled
in and if possible, predict the answers.
123
complete the passage.
Answers:
1. wonderful
2. disease
3. jungle
4. certainly
5. ignorantly
Tapescript:
My hobby
My hobby is reading. I read story books,
magazines, newspapers and nay kind of materials
that I find interesting.
My hobby got started when I was a little boy. I had
always wanted my parents to read fairy tales and
other stories to me. Soon they got fed up with
having to read to me continually. So as soon as I
could, I learned to read. I started with simple ABC
books. Soon I could read simple fairy tales and
stories. Now I read just about anything that is
available.
Reading enables me to learn about so many things.
I learned about how people lived in bygone days. I
learned about the wonders of the world, space
travel, human achievements, gigantic whales, tiny
viruses and other fascinating things.
The wonderful thing about reading is that I do not
have to learn things the very hard way. For
example, I do not have to catch a disease to know
that it can kill me. I know the danger so I can
avoid it. Also I do not have to go deep into the
124
jungle to find out about tigers. I can read all about
it in a book.
Books provide the reader with so many facts and
so much information. They have certainly helped
me in my daily life. I am better equipped to cope
with living. Otherwise I would go about ignorantly
learning things the hard way.
So I continue to read. Reading is indeed a good
hobby.
Group
work &
– T gets Ss to work in groups of 4 to talk about the whole
disadvantages of over-reading (reading too much). class
– T goes around checking and offering help.
– T calls on the groups to present their ideas and
other groups to add some more ideas.
– T gives corrective feedback.
Suggested ideas:
Some disadvantages of over-reading:
- becoming shortsighted
- not having enough physical exercise
- lacking practical knowledge
- becoming a bookworm
etc.
2’ WRAPPING UP
Whole
class
– T asks Ss to learn by heart all new words and do
the extra exercise as homework.
EXTRA ACTIVITY
Complete the text by filling each blank with a word.
Hobbies
People may have many (1)……….. hobbies during their lifetimes.
When we are very young most of our time is spent (2)………… with
125
dolls or toy trucks. We may also enjoy playing in a sandbox or
building with wooden blocks. When we get (3)………… we start to
pursue our first hobbies. Some kids go out for a (4)……….. like
football or figure skating. These new interests can be quite time-
consuming, and most children put a lot of energy into them. Some
other children might get interested in (5)……….. active activities like
reading, painting, or stamp collecting, while some others might enjoy
playing an (6)………….. like the piano or the flute. As we get older,
our hobbies might change or they might (7)……….. Some people who
collected stamps as a child might still be collecting stamps when they
are 80. Other people might (8)………… their interests every year
depending on fashion. Some people are lucky that they have found
professions that are (9)………..to their hobbies, like the weekend
gardener who works as a landscaper or the kid (10)………….. loves
computers and becomes a programmer.
Answers:
1. different 6. instrument
2. playing 7. not
3. older 8. change
4. sport 9. similar
5. less 10. who/that
Period 4: WRITING
I. Objectives
– Write about a collection
II. Materials
Textbook, handout
Ss may not have sufficient vocabulary to write, so T should be ready to help
them.
IV. Procedure
126
Work
Time Steps
arrangement
7’ WARM-UP
Group
work &
Competition game whole
– As Ss have chance to know about collecting class
books as a hobby in speaking and listening lesson,
this activity aims at revising what they still
remember and helps to work out the contents of the
writing about a collection.
students. Then T distributes the handout with a
network of “Book Collection” for Ss to complete in
their own groups. Ss have to brainstorm all of the
things they should include in their writing about a
book collection and fill the network. Which group
finishes first and have correct answers will be the
winner.
Book
Collection
Suggested network
How to
Where to collect
How to
buy books books
keep books
Book
How to Collection
classify 127
books
Why to
collect
When books
Plan for the
started future
collecting
12’ PREPARING SS TO WRITE
Pair work
– With weaker Ss, T may allow them to write about a & whole
book collection and stamp collection, using the class
network developed in warm-up activity and the
suggestions given in the speaking lesson (p. 149)
– T gets Ss to work in pairs to make an outline for
their writing. They should discuss to choose the
most appropriate details to support the main ideas.
Ss can develop the network they have produced. T
reminds Ss that they have to add one introductory
sentence, for example: I’m very much interested in
collecting books and have a book collection at
home.
– T goes around offering help.
– When Ss have finished, T calls on some pairs to
share their outlines with the whole class. Other Ss
can add some more ideas.
– Here is an example of the detailed network:
Suggested network:
Buy the book

- book shop; when find it
second-hand interesting Keep them
stall; parents,
in a big
friends…
How to bookshelf
Where to collect
get/buy books
books How to
keep
Book books
How to
classify Collection
books
Why to
collect
When Plan for books
started the future
collecting 128
Broaden
Different 12, knowledg
categories: young Continue to e, know
history, make the more
people, collection about the
science… richer world…
– With better Ss, T may encourage them to think of

a new collection such as a coin collection to write
about.
15’ WRITING
Individual
work
– Now T gets Ss to write their letters in 15 minutes,
based on the outlines they have produced. Ss should
arrange the ideas in a logical way.
– T calls two Ss to go to the board to write.
– T goes around offering help.
A sample writing:
I’m very much interested in collecting books and
have a book collection at home. I started
collecting books when I was a 12-year-old
student. I buy the books whenever I find them
interesting. Near my house are several book
shops, so when I have free time I go there to find
books for my collection. Sometimes I also buy
books in second-hand book stalls, and
occasionally, my parents and friends give me
some.
Now I have a total of about 100 books and I keep
them all in a big bookshelf in my bedroom. I
classify them into different categories: books
about history, books about famous people, and
books about science…
I love collecting books because books help me
129
broaden my knowledge and know more about the
world. Also, reading books train my patience.
In the future, I will continue to make my
collection richer and richer. I hope to have a
library of my own.
8’ FEEDBACK ON SS’ WRITING

Pair work
& whole
– T asks Ss to exchange their writing with another class
student for peer correction.
– T goes around and collects mistakes and errors.
– T asks the whole class to look at the writing on
the board and elicits comments from Ss.
– T writes Ss’ typical errors on the board and elicits
self and peer correction. T provides correction only
when Ss are not able to correct the errors.
– Finally, T provides general comments on the
writing.
2’ WRAPPING UP
Whole
class
– For homework, T asks Ss to revise their writing
according to their peer’s suggestions and submit for
marking in the next lesson.
EXTRA ACTIVITY
Read the following passage about birdwatching. Complete the
passage by filling each blank with the suitable form of the word
given at the end of each line.
Birdwatching or birding is the (1)……….. and study
OBSERVE
of birds with the naked eye or through a visual
(2)………….. device like binoculars. Birding often ENHANCE
involves a significant auditory component, as many
bird species are more (3)………..detected and identified
READY
130
by ear than by eye. Most birders and birdwatchers
pursue this activity for (4)………….or social reasons,
RECREATION
unlike ornithologists, who are engaged in the formal
(5)………….. study of birds. SCIENCE
Birding has (6)………….in recent decades as a popular EMERGE
hobby in the United States. Hundreds of thousands
of persons consider themselves to be serious birders,
and several million regard themselves as casual
birders. Birding is even more popular in Britain than
it is in the United States. Roger Tory Peterson played
a (7)………..role in the emergence and defining of modern CENTRE
birding, both in the United States and Britain.
Answers:
1. observation 5. scientific
2. enhancement 6. emerged
3. readily 7. central
4. recreational

I. Objectives
– Pronounce the clusters /pt/, /bd/, /ps/ and /bz/
– Pronounce the words and sentences containing these clusters correctly
– Use cleft sentences (subject focus, object focus, and adverbial focus)
correctly to do the exercises and solve communicative tasks
II. Materials
Textbook, handouts
Ss might have difficulty pronouncing. Therefore, T should be ready to assist
them.
131
IV. Procedures
Work
Time Steps
arrangement
8’ PRONUNCIATION
Individual
work, pair
Distinguishing sounds work &
– T models the clusters /pt/, /bd/, /ps/ and /bz/ for a whole
few times and explains how to produce them. E.g.: class
When producing /pt/, Ss should produce /p/ first
and then quickly switch to /t/, and so on.
words containing these clusters. Then T plays the
tape (or reads) again and this time asks Ss to repeat
after the tape (or T).
incorrectly. If many Ss do not pronounce the
words correctly, T may want to get them to repeat
after the tape (or him/herself) again in chorus and
then individually.
sounds
– T asks Ss to work in pairs and take turn to read
aloud the given sentences
typical errors
GRAMMAR
Individual
8’
a) Presentation work &
– T writes the following examples on the board whole
(the examples should be taken from the book to class
132
save time) and asks Ss to draw out the format of
cleft sentences with different focus.
E.g.:
– The boy visited his uncle last month.
+ Subject focus: It was the boy who visited his
uncle last month.
+ Object focus: It was his uncle that the boy
visited last month.
+ Adverbial focus: It was last month that the boy
visited his uncle.
– T calls on some Ss to comment on these
examples.
– T explains or gives Ss the following handout.
A declarative sentence, such as David studied English at
Oxford can be reformulated as:
It was David who studied English at Oxford.
This is called a CLEFT SENTENCE because the original
sentence has been divided (or "cleft") into two clauses: It
was David and who studied English at Oxford. Cleft
sentences focus on one particular part of the original
sentence, placing it after it was (or it is). Here we have
focused on the Subject David, but we could also focus on
the Direct Object English:
It was English that David studied at Oxford
or on the Adverbial at Oxford
It was at Oxford that David studied English
Cleft constructions, then, exhibit the pattern:
7’ It + be + focus + clause
Cleft sentences are particularly useful in writing Individual
where we cannot use intonation for purposes of work, pair
focus or emphasis, but they are also frequently work &
used in speech. whole
133
b. Practice: class
Exercise 1:
− T asks Ss to do Exercise 1 individually and then
compare their answers with another student.
− T calls on some Ss to read out their answers.
− T elicits peer correction and gives correct
answers if necessary.
Answer:
1. It was the boy who visited his uncle last month.
2. It was my mother who bought me a present on
my birthday.
7’ 3. It was Huong and Sandra who sang together at
the party.
4. It was Nam’s father who got angry with him.
5. It was the boys who played football all day long. Individual
6. It was the girl who received a letter for her work &
friend yesterday. whole
Exercise 2 class
− T asks Ss to do exercise 2 individually and then
calls some Ss to write their answers on the board.
− T elicits feedback from other SS.
− T gives the corrects Answers:
1. It is English that the man is learning.
2. It was the book that the woman gave him.
7’ 3. It was the postcard that she sent her friend.
4. It was the book that Hoa borrowed from
Long.
5. It was his grandfather who(m) the little boy
greeted in a strange language. Pair work
6. It was the policeman who(m) the pedestrian & whole
asked a lot of questions. class
7. It was the stranger who(m) the dog barked
at.
Exercise 3
− T asks Ss to do Exercise 3 in pairs.
134
− T asks them to compare answers with another
pair.
− T calls on some Ss to read aloud their answers.
− T asks other Ss to feedback and gives correct
Answers:
1. It was in the garden that the boy hit the dog.
2. It was for tea that she made some cakes.
3. It was for him that his father repaired the
bicycle.
4. It was for him that his father repaired the
bicycle.
5. It was on his birthday that she presented
him a book.
6. It was in Britain that he met his wife.
7. It was from the shop that she bought that
present.
8. It was at 8:00 a.m. that the meeting started.
7’ PRODUCTION
Pair work
& whole
Noughts and crosses class
– T puts a grid on the board with nine
words/expressions.
My dog Their sister His wife
At home In the library Her best friend
My mother This Sunday Mai
– T tells Ss the rules of the game:

+ Ss work in pairs. One student copies the grid
in his / her book.
+ One student is “noughts” (“O”) and the other
is “crosses” (“X”).
+ One student starts. S/he chooses a word and
makes a cleft sentence with it. If the sentence
is correct, s/he puts her mark (“O” or “X”) in
135
that square.
+ The first student to get three-in-a row
(across, down, or diagonally) wins.
– T goes around observing.
– T calls on some Ss to read out their sentences,
and other Ss give comments.
2’ WRAPPING UP
Whole
class
– For homework, Ss review the lesson, do the
exercises in the workbook and do the extra
activity.
EXTRA ACTIVITY
Reorder the words to form a cleft sentence.
1. world, he, it, in, was, that, loved, sailing, the, most
2. December, was, met, in, we, it, that, first
3. from, a, it, neigbour, my, new, brother, that, car, our, was, bought
4. John, it, window, today, was, the, that, broke
5. That, Nga, it, from, was, the, borrowed, yellow, sister, that, my
6. scholarship, was, it, the, won, who, Lan
7. was, family, it, to, in, said, airport, goodbye, the, she, that, her
Answers:
1. It was sailing that he loved most in the world.
2. It was in December that we first met.
3. It was a new car that my brother bought from our neighbour.
4. It was today that John broke the window.
5. It was the yellow umbrella that my sister borrowed from Nga.
6. It was Lan who won the scholarship.
7. It was in the airport that she said goodbye to her family.
136
Unit 14
Recreation
Period 1: READING
I. Objectives
– Develop such reading micro-skills as guessing meanings of words in context
and scanning for specific ideas.
II. Materials
Textbook, handouts
IV. Procedure
Work
Time Steps
arrangement
8’ WARM-UP
Group
work &
Competition game- Leisure activities whole
students. Then T distributes the handout for Ss to
do in their own groups.
– In groups Ss look at the pictures of leisure
activities and work out which activity is described
in each picture (these pictures describe the
activities given on page 155). Which group
finishes first and has the biggest number of correct
answers will be the winner. (The pictures are given
at the end of this lesson)
137
– T calls on the winner group to go to the board to write
their answers and asks other groups to give comments.
– T gives the correct answers
Answers:
A. Reading books
B. Reading newspapers
C. Playing volleyball/playing sports
D. Shopping
E. Singing
F. Meeting friends
G. Listening to music
H. Watching TV
I. Watching sports
J. Fishing
K. Playing the guitar/playing a musical instrument
L. Birdwatching
8’ Pair work
BEFORE YOU READ
&
– T asks Ss to look at the activities written on the whole
board and guess which of these leisure activities class
British people often do in their free time.
– T elicit the answers from the whole class and put
a tick next to the activities Ss think British people
often do in their free time.
– T introduces the topic of the lesson: Recreation.
Pre-teaching vocabulary
– T might elicit or teach the meanings of the
following words.
+ dull (adj): boring, slow to understand or learn
(đần, chậm hiểu)
+ pastime (n): hobby, leisure activity
+ snooker (n): a pool game in which a white ball
138
struck with a cue is used to hit fifteen red balls and
six balls of different colors into any of six pockets
(bi- a 21 viên)
+ pool (n): a game played with a cue stick, cue
ball and 15 balls on a felt-covered table with six
pockets (bi-a 16 viên)
+ darts (n): game of throwing missiles at target
(phi tiêu)
+ bricklaying (n): cementing bricks together with
mortar (xây gạch)
+ engrave (v): to carve a design or lettering into a
hard surface for decoration or printing (trạm, trổ,
khắc)
– Before teaching these words, T helps Ss to
pronounce them correctly. T may want to model
first and then ask Ss to repeat after him/ her.
from the class.
– T gets Ss to make sentences with these words if
there is time and gives corrective feedback.
WHILE YOU READ
Set the scene: You are going to read a passage
about leisure activities British people often do in
10’ their free time. Then you do the tasks that follow. Individual
TASK 1 work, pair
Instruction: The words/ phrases in italics in the work &
following sentences all appear in the passage. whole
Working out their meaning and circle the correct class
answer.
– T gets Ss to read the passage silently and then do
Task 1. T may instruct Ss how to do the task.
+ Firstly, Ss read the sentences and go back to the
passage to locate and read around the italicized
word/phrase so that they can guess its meanings.
139
For example, the phrase “home based” in sentence
1 is found in line 1 of the first paragraph may refer
to “at home”. Ss can understand this meaning
thanks to the activities that are given as examples
in this paragraph: watching TV, listening to music,
reading…
+ Then Ss read the three choices given in the book
and work out which one is closest in meaning to
the word/phrase.
9’ + Do the same with other sentences.
– T asks Ss to work in pairs to exchange their
answers. Individual
– T checks the answers with the whole class. work, pair
Answers: work &
5. A 2. B 3. B 4. A 5. B 6. A whole
TASK 2 class
Instruction: You are required to read the text
again and answer the four questions in the book.
+ First, Ss should skim the four questions to
the keywords in Question 1 are “y”,
“recreation and entertainment”, “important”
a reason.
the key words in the text. Next, they should read
140
around the key words carefully to find the answer.
10. Because without them people will become
dull/bored
11. Football and rugby in winter, and cricket
and athletics in summer
12. Walking and swimming
13. Because this is a new kind of entertainment
which gives them pleasure
8’ AFTER YOU READ
Pair work
& whole
– T gets Ss to work in pair to discuss the question: class
Which of the British leisure activities mentioned in
the passage are also popular in Vietnam? Which
are not?
– T goes around to observe and offer help
– T calls on some pairs to present their discussion.
– T asks some other pairs to add some more ideas.
– T gives comments and compliments the best pair.
2’ Wrapping up Whole
– T summarises the main points of the lesson. class
Handout: Pictures used in warm-up activity
141
A B
C D
E F
142
G H
I J
K L
EXTRA ACTIVITY
143
Read the following passage and answer the following questions by
choosing A, B, C or D.
Are you interested in seeing the beautiful fall foliage of New England
but tired of traffic jams and overbooked hotels? Then this year forget
the crowds in New England and see the beautiful colors of autumn in
the Catskills.
These rugged mountains in New York State, just 90 miles northwest
of New York City, (5) are famous for the legendary tales of Rip Van
Winkle, and more recently for the summer hotels that sprang up in the
region during the 1940s, 1950s, and 1960s. Families trying to escape
the heat of New York City found the Catskills to be the perfect place
to stay for a month or so each summer. By the late 1950s there were
over 500 resorts and hotels offering nighttime entertainment as well as
all kinds of outdoor activities. Famous comedians like Jackie Gleason,
Joan Rivers, and Sid Caesar all got their start touring the hotel clubs
here. Since the introduction of air-conditioning and cheaper air travel,
however, families have stopped coming to the Catskills in such large
numbers, choosing instead more distant locations at different times of
the year. Many of the Catskill hotels closed in the 1970s, but some
remain and have expanded and changed their facilities to meet the
needs of today's visitors.
1. What is the author's main purpose in this passage?
(A) to promote the Catskills as a vacation destination
(B) to introduce visitors to famous Catskills entertainers
(C) to describe the history of the Catskills region
(D) to compare the Catskills to New England
2. According to the passage, which of the following caused the
decline in the number of resorts in the 1970s?
(A) television
(B) shorter vacations
(C) affordable air travel
(D) more traffic
3. Which of the following is closest in meaning to the word
"legendary" in line 5?
144
(A) foolish
(B) perplexing
(C) mythical
(D) humorous
4. In what season would a tourist most likely have visited the
Catskills in the 1950s? (A) fall
(B) winter
(C) spring
(D) summer
5. Which of the following most reflects the author's tone in this
passage?
(A) light and encouraging
(B) informative and scientific
(C) humorous and sceptical
(D) regretful and reminiscent
Answers:
1A 2C 3C 4D 5A
Period 2: SPEAKING
I. Objectives
– Express agreements and disagreements about entertainment activities and
state the reasons
II. Materials
Textbook, handout
IV. Procedure
Work
Time Steps
arrangement
145
8’ WARM-UP
Group
work &
Competition game- Word search (to revise whole
words/phrases related to “camping”) class
− T gets Ss to work in groups of 3-4 and then
gives Ss the following word search handout.
− Ss work in groups to find all the words related to
“camping” in the puzzle. The group with the
correct and quickest answer is the winner.
− A variant of this activity: T draws or prepares
two big copies of the word search and hangs them
on the board. T calls two pairs of Ss to go to the
board and ask them find all the adjectives as
quickly as possible. The pair with the quickest and
most correct answers will be the winner.
− Before Ss work in groups T may elicit or explain
quickly the meaning of some words:
+ shovel: xẻng
+ tarp: vải nhựa, vải dầu
+ latrine: nhà vệ sinh cơ động
Find the Camping words
The words go across, up, down, backward
and diagonally.
Lantern Shovel Tent Tarp
Latrine Flashlight Backpack Whistle
Sleeping bag Compass
146
Answer:
S Q F A Q B N V C O M P A S S
O Z WU Y A J F N O J B Q K I
U C L F S CY L A T R I N E M
F W PW A K L S L H T O WF L
Z L C H X P E L T N N B X F Y
M U A K DA V EW X E J T X R
U O Q S DC O E S C T D K V E
I C R N HK H P R WJ T G L N
P M Q M L L S I D Q UY T R N
R X O I S T I N O X KS Q R I
A Q G C A T Z G E G I Q E N Z
T R F Q L E F B H H I T MW Z
X I X K B Z A A WT N C E F T
X D N J M C OG X A MQ N H N
F G B R S C X I L J H V A A Q
Instruction: Look at the phrases used to express & whole
agreement or disagreement on page 157. Write A class
beside an expression of agreement and D beside
an expression of disagreement.
– T gets Ss to work in pairs to read the expression
on page 157 and decide which expressions show
agreement and which expressions show
147
disagreement.
– T checks with the whole class and gives correct
Answers:
1A 2D 3A 4A 5D 6A 7A
– T elicits more expressions to show agreement
and disagreement from Ss and writes them on the
board.
Suggested expressions:
Expressing agreements Expressing disagreements
You’re absolutely right. Well, maybe, but...
I agree That might be true, but...
I think so, too. Well, my feeling is that...
That’s true, and... Well, I don’t think so. I think...
That’s right, and...
13’ TASK 2 + 3 Pair work,
Instruction: Now practice the dialogue on page group
157 and work in groups to continue the work &
discussion, using the suggestions on page 158. whole
– T asks the whole class to read the dialogue on class
page 157.
– Ss practice the dialogue in pairs.
– T calls on some pairs to practice the dialogue in
front of the class and gives feedback.
– Now Ss work in groups to continue the
discussion. T reminds Ss that when they discuss
with their group members they have to show their
agreement or disagreement and give the reasons.
Ss should also use the expressions given in the
previous activity.
– T encourages Ss to give out their own reasons
and take notes of their discussion.
– T goes around to observe and offer help.
– T calls on some representatives to report their & whole
discussion to the whole class. Ss should present class
148
the reasons why their group member agree or
disagree about the camping trip and what their
decision is.
comments.
2’ WRAPPING UP Whole
class
– For homework, Ss learn by heart the expressions
and do the exercises in the work book.
EXTRA ACTIVITY
1. Read the following article and answer the questions.
2. Television watching tops leisure activities of labourers
TAIPEI, Taiwan -- Television watching is the favourite leisure
activity of local blue-collar workers, according to the result of a
survey released by the Council of Labor Affairs (CLA) yesterday.
The survey on the leisure activities was part of the CLA's survey on
the lives and employment of labourers in 2007. The CLA collected
4,017 effective samples for the survey.
Lee Li-jen, director of CLA's Department of Statistics, said that
television watching was the most popular leisure activity of laborers at
65.2 percent, followed by domestic trips (42.5 percent), and Internet
surfing (39.3 percent).
Rounding out the top five activities were book reading (34.2 percent)
and window shopping (33.5 percent).
Lee said that compared with a survey in 2002, the largest increase was
recorded in "surfing the Internet," up 9.1 percentage points, showing
that surfing the Internet has become part of labourers' lives.
"Ball games" and "television watching" also recorded an increase of
5.2 percentage points and 4 percentage points, respectively. On the
other hand, camping and barbecues, and domestic trips declined by
6.2 percentage points and 6 percentage points, respectively.
149
In terms of gender, female labourers prefer watching television,
domestic tours and window shopping, while men labourers mostly
engage in television viewing, Internet surfing and domestic trips.
1. What institution carried out the survey?
2. What was the third popular leisure activity?
3. Which activity is more popular: window shopping or book
reading?
4. Did more people like camping in 2007 than in 2002?
5. What do male labourers like?
Answers:
1. The Council of Labor Affairs
2. Internet surfing
3. Book reading
4. No
5. They like television viewing, Internet surfing and domestic trips.
Period 3: LISTENING
I. Objectives
– Develop such listening micro-skills as intensive listening for specific
information and taking notes while listening
II. Materials
IV. Procedure
Work
Time Steps
arrangement
150
8’ WARM-UP
Group
work &
Competition (to revise the vocabulary related to whole
the topic) class
– T gets Ss to work in groups of 3-4 and then gives
Ss the following handout.
– Ss discuss in their group and put the leisure
activities in the appropriate column. The group
with the correct and quickest answer is the winner.
Where do these activities belong?
surfing, scuba diving, playing video games,
skiing, sunbathing, surfing the internet,
building sand castles, hiking, swimming,
horse riding, having a picnic,
bungee jumping, rollerblading (trượt patin),
cycling, snowboarding, bird watching,
watching TV,
playing chess
Outdoor Outdoor All season

Indoor
summer winter outdoor
– T asks the winner group to go to the board and

write their answers. Other Ss observe and
comments.
– T checks and gives feedback.
Answers:
Outdoor All season
Indoor Outdoor winter
summer outdoor
Playing Surfing Skiing Building sand
video Scuba Snowboarding castles
games diving Hiking
151
Surfing the Sunbathing Swimming
internet Horse riding
Watching Having a
TV picnic
Playing Bungee
chess jumping
Rollerblading
Cycling
Bird watching
Pair work
& whole
– T gets Ss to work in pairs to describe the two class
pictures. T may help Ss by giving them some
questions:
+ Who are the people in the pictures?
+ What are they doing?
+ Where are they?
+ What is the weather like?
– After 3 minutes T calls on some pair to give the
answers.
– T asks other pairs to add more ideas.
+ campground (n):area for camping
+ depressed (adj):sad
+ solitude (n): state of being alone, remoteness(cô
độc, hiu quạnh)
+ spectacular (adj):impressive, dramatic (đẹp, kỳ
vỹ)
+ wilderness (n): natural uncultivated area (nơi
hoang dã)
– T sets the scene: Now you are going to listen to
152
three student talk about how they would like to
spend their holiday.
WHILE YOU LISTEN
Instruction: You are going to listen to the talk work,
and decide whether the statements on page 150 group
are true (T) or false (F). Put a tick (9) in the work &
appropriate box. whole
– Before Ss listen and do the task, T asks them class.
how to do the task. T might want to remind them
of the strategies:
+ First, read through the statements to
understand them and underline key words.
words
+ Decide whether the statements are true or
false based on what they can hear.
board.
their answers.
their answers.
the answer again.
10’ 1. T
2. T
3. F (He used to be there in summer) Individual
4. T work, pair
153
5. F (She doesn’t like it) work &
6. T whole
TASK 2 class
again and answer the comprehension questions.
– T checks if Ss can answer the questions in Task
2 without listening again. If they cannot, T plays
the tape for them to listen again but before doing
this, T should encourage Ss to read through all the
look for in each question (by finding the key
words and the question word, e.g. “where”, “why’,
“when”, etc.) and if possible, predict the answers.
points in note forms not full sentences.
Answers:
1. Riding their dirt bike in the desert, taking
showers in waterfalls and swimming in
lakes and rivers.
2. In sleeping bags or tents
3. Because more and more people are coming
to these places and leave trash in the forests
and take rocks and plants with them.
4. He thinks nature is also important in the
world.
5. In cities
6. Because she can’t put up an umbrella tent in
154
the wind or make a fire in the rain or carry
a heavy backpack.
Tapescript:
Three American students are talking about how
they would like to spend their summer holiday.
ANNA: It’s hot and humid in New York City in the
summer and I often feel depressed then. So in July
and August I often go out of the city to the west
where there are some beautiful national parks and
forests. I often go with my friends, and we spend
about two weeks in a national park every year. We
might stay at campgrounds in the park, but
wilderness areas are more fun. What we enjoy
most is to ride our dirt bike in the desert, take
showers in waterfalls and swim in lakes and
rivers. And at night we sleep in our sleeping bags
or tents and cook on our gas stove. It’s wonderful
that we can live in nature and enjoy it.
TERRY: I used to go to the mountains, the desert,
and other places with spectacular scenery in
summer. I don’t any more, although I’m still
attracted to the beauty of nature. But I do think
these natural places aren’t as beautiful as they
used to be. Now more and more people are going
to these places. They leave trash in the forests, and
take rocks and plants with them. They don’ care
about nature. I believe not only people are
important to the world- nature is important, too.
MARY: Like most other people I’m very fond of
natural spectacular scenery, but when I travel. I
spend most of my time in cities. Why I don’t want
to live in nature and enjoy it? It’s the solitude of
the wilderness. It’s for animals and plants, not for
me. I hate camping, too. I can’t put up an umbrella
155
tent in the wind, I can’t make a fire in the rain,
and a backpack is usually too heavy for me. So I’d
better stay in the cities and enjoy the comfort they
offer.
Group
work &
Note: T might want to change the activity in the whole
book because in the speaking lesson Ss discussed class
the topic.
– T gets Ss to work in groups of 4 to discuss what
campers/tourists should do to protect the
wilderness/the campgrounds.
– T calls on the groups to present their ideas and
other groups to add some more ideas.
Suggested ideas:
− They shouldn’t leave trash in the place.
− They shouldn’t cut trees or take plants home.
− They shouldn’t throw dirty things into the lakes
and streams.
− Be careful with the fire.
− They shouldn’t take rocks or wild animals home.
2’ WRAPPING UP
Whole
class
the extra activity as homework.
EXTRA ACTIVITY
You are going to join a writing contest organized by your teacher of
English. Now write a paragraph of about 120 words to show the extent
you agree or disagree with the following statement:
“Young people should not play chess. It is meant for old people.”
156
Period 4: WRITING
I. Objectives
– Describe a camping holiday
II. Materials
Textbook, A0 papers
Ss may not have sufficient vocabulary to write, so T should be ready to help
them.
IV. Procedure
Work
Time Steps
arrangement
8’ WARM-UP
Group
work &
Competition game- What should be prepared for whole
a camping trip? class
students. Then T explains the activity: Imagine that
your class is going for a camping trip in Ao Vua, a
place which is around 50 km from Hanoi and has
many mountains, streams and waterfall. Now
discuss in your groups to work out the things you
should prepare before the camping trip. After 4
minutes, which group has the most suitable things
will be the winner.
– T gives each group an A0 paper to write their
answers.
– T goes around to observe.
– After 4 minutes, T asks the groups to stick their
paper on the board and elicits the comments from
the class.
– T gives final comments
Suggested Answers:
157
− Things to bring: food, drinks, tent, shovel,
flashlight, sleeping bag, blanket, whistle, mattress,
tarp, compass, first aid kit, swimming suit, spare
clothes, strong shoes, stove, cooker, guitar
− Things to do: hire a coach, hire the tent, buy
necessary things, prepare some games and songs
PREPARING SS TO WRITE
12’ Pair work,
TASK 1 group
– T asks Ss to work in pairs to look at the pictures work &
and activities given on page 159 and 160 of the whole
book. Ss discuss to match the activities with the class
suitable pictures.
1g 2a 3b 4c 5f 6d 7h 8i 9e
– T asks Ss to work in groups to brainstorm the
ideas for the description. Ss should also work out
the structure of the writing.
– Ss answer and T summarizes the main points:
+ Introduction: Ss write one or two sentences
about the time and place of the camping trip.
+ Body: Ss describe the camping trip in details: the
time they set up, what activities they did, and the
time they came back from the campground.
+ Conclusion: Ss write about their feelings of the
trip
– T reminds Ss of the verb tenses they can use in
the description:
+ The past simple is used to talk about an event that
happened and finished in the past
+ The past continuous is used to talk about an event
that was in progress around a specific past time.
We often use the past continuous together with the
past simple. The past continuous refers to a longer
158
‘background’ action or situation; the simple past
refers to a shorter action or situation that happened
in the middle or interrupted it.
+ The past perfect is used to talk about an event
that had happened before another event that
happened in the past.
– T might also want to give Ss some relevant
vocabulary and structures if necessary and ask Ss
remember to use adverbials of time (after that, next,
after lunch, etc.) in their writing.
15’ WRITING
Individual
work
– Now T gets Ss to write their description in 15
minutes, based on the suggestions given in Task 1
and the things T has revised. Ss should arrange the
ideas in a logical way. With better students, T may
encourage them to add more ideas.
– T calls two Ss to go to the board to write.
–T goes around to offer help.
A sample writing:
Last weekend our class went to Ba Vi for a two-
day camping holiday. Our bus left the school
very early, at 5 a.m. on Saturday morning so that
we could have more time to play. When we
arrived at the campground, we quickly put up
the two big umbrella tents. After that some of us
went around to watch wildlife in the forest. Some
of our classmates who had been in the place
before went swimming in the lake. At around ten
a.m., we gathered near the tent and cooked our
food over the open fire. After lunch, we had a
short rest. At about 3p.m., we went fishing in the
hope that we could catch some fish for our
dinner. Luckily, we caught three big fishes. We
159
cooked and had dinner together happily. After
that, we put up a big fire to prepare for the
evening activities. We sang and danced around
the camp fire. At 11 p.m., we went to sleep in the
tents. The boys slept in the blue tent, and the
girls stayed in the red one. We all slept soundly.
The next morning we woke up early. After a light
breakfast, we organized some games with funny
and surprising prizes. After lunch, some of us
went around the place while others took a nap in
the tents. We got on the bus to leave the campsite
at 4 p.m. on Sunday afternoon.
The camping trip has had a great impression on
us. After the trip, our classmates seem to
understand more about one another. We hope we
can have another chance to go camping again.
8’ FEEDBACK ON SS’ WRITING Pair work
& whole
– T asks Ss to exchange their writing with another class
– T writes Ss’ typical errors on the board and elicits
self and peer correction. T provides correction only
when Ss are not able to correct the errors.
writing.
class
according to their peer’s suggestions and submit for
marking in the next lesson.
160
EXTRA ACTIVITY
Read the following passage about recreational fishing and decide
whether the statement are true (T) or false (F).
2.1.1 Recreational fishing
Recreational fishing and the closely related (nearly synonymous) sport fishing
describe fishing for pleasure or competition. Recreational fishing has conventions,
rules, licensing restrictions and laws that limit the way in which fish may be
caught. The International Game Fishing Association (IGFA) makes and oversees
a set of voluntary obligations. Typically, these prohibit the use of nets and the
catching of fish with hooks not in the mouth. Enforceable regulations are put in
place by Governments to ensure sustainable practice amongst anglers.
The most common form of recreational fishing is done with a rod, reel, line,
hooks and any one of a wide range of baits (mồi). Other devices, commonly
referred to as terminal tackle (dụng cụ), are also used to affect or compliment the
presentation of the bait to the targeted fish. Some examples of terminal tackle
include weights, floats, and swivels. Lures are frequently used in place of bait.
Most types of fishing tackle are made in a professional manufacturing facility
while others are hand made by hobbyists who find greater satisfaction in catching
fish with tackle made by themselves. Some examples of hand- made tackle
include plastics from Fishing worm molds and flies. The practice of catching or
attempting to catch fish with a hook is known as angling.
1. Unlike sporting fishing, recreational fishing has no rules.
2. The International Game Fishing Association prohibits only the use of nets.
3. Recreational fishing is involved a rod, reel, line, hooks and any one of a
wide range of baits.
4. Most types of fishing tackle are hand-made.
5. Angling is the practice of catching fish with a hook.
Answers:
1. F
2. F
3. T
4. F
5. T
161
I. Objectives
– Pronounce the clusters /ts/, /dz/, /t∫t/ and /dʒd/
– Use both…and, not only…but also, either…or, neither...nor and cleft
sentences in the passive correctly to do the exercises and solve
communicative tasks
II. Materials
Textbook, handouts
Ss might have difficulty pronouncing the clusters. Therefore, T should be
ready to assist them.
IV. Procedures
Work
Time Steps
arrangement
10’ PRONUNCIATION Individual
work, pair
– T models the clusters /ts/, /dz/, /t∫t/ and /dʒd/ for whole
a few times and explains how to produce them. class
E.g.: When producing /ts/, Ss should produce /t/
first and then quickly switch to /s/, and so on.
162
then individually.
sounds
aloud the given sentences.
typical errors.
GRAMMAR
Individual
6’ Exercise 1 work &
a. Presentation whole
– T writes the following examples on the board class
(the examples might be taken from the book to
save time) to help Ss revise the use of both…and,
not only…but also, either…or, neither...nor.
E.g.:
+ Both Tom an Ann were late.
+ She neither wrote nor phoned.
+ Either his brother or his sister will come.
+ Not only Tom but also Mary passed the exam.
– T calls on some Ss to comment on the use of
these correlative conjunctions.
– T explains again quickly or gives Ss the following
handout:
- Both…and, not only…but also, either…or,
neither...nor are correlative conjunctions.
163
This means that they always appear in pairs --
we use them to link equivalent sentence
elements. The most important thing to
remember when using correlative
conjunctions is that the words, phrases, or
clauses that are put together must be the same
type. That means that nouns must be put
together with other nouns, verbs with other
verbs, adjectives with other adjectives, and so
on.
- The verb/verbs used with neither…nor is/are
always in the positive form because this
correlative conjunction play a negative role in
the sentence.
- When we use not only…but also, either…or
and neither…not to join two parts of a
subject, the second part of the subject that is
closer to the verb will determine the number
(singular or plural form) of the verb.
7’
1. Neither the boys nor Jill likes fetching a pail of water.
Individual
2. Neither Jill nor the boys like fetching anything. work, pair
3. Not only the teacher but also the students are work &
interested. whole
4. Not only the students but also the teacher is interested. class
5. Either Mary or her sisters are responsible for that.
b. Practice:
– T asks Ss to do Exercise 1 individually and then
– T calls on some Ss to write their answers on the
board.
– T elicits peer correction and gives correct
Answer:
164
6’ 1. Both Jim and Carol are on holiday.
2. George neither smokes nor drinks.
3. Neither Jim nor Carol has (got) a car.
4. The film was both long and boring.
5. That man’s name is either Richard or Robert. Individual
6. I’ve got neither time nor money to go on work &
holiday. whole
7. We can leave either today or tomorrow. class
8. Helen lost both her passport and her wallet at the
airport.
9. …they are both clean and easy to park.
10. … I either go to the cinema or stay home and
7’
watch TV.
Exercise 2
a. Presentation
– T elicits some examples of cleft sentences from
Ss to revise this kind of sentence.
– T writes some sentences on the board and asks
Individual
Ss to change them into cleft sentences in the
work &
passive voice.
whole
– T calls on some Ss to go to write their sentences
class
on the board.
– T gives feedback and the correct answers.
+ The boy hit the dog in the garden.
– It was the dog that was hit in the garden.
+ They gave Mai a book last weekend.
– It was Mai who was given a book last
weekend.
b. Practice:
– T asks Ss to do exercise 2 individually and then
calls some Ss to write their answers on the board.
– T elicits feedback from other Ss.
– T gives the corrects Answers:
1. It was Christina who was given a lot of flowers
by fans.
165
2. It was the policeman who was asked for
direction to the post office.
3. It was his house that was talked a lot about.
4. It was a bicycle that was bought for him for his
birthday.
5. It was his home town that was described in his
novel.
6. It was the children who were frightened.
7. It was her glasses that were broken.
8. It was my younger sister who was kissed at the
party by the Prince.
9. It was this story book that was given to me as a
birthday present by my father.
10. It is Tet that is celebrated as the greatest
occasion in a year by the Vietnamese people.
7’ COMMUNICATIVE PRACTICE Pair work
(production stage) & whole
class
– T asks Ss to work in pairs to act out the role
play. T gives Ss the following handout:
Student A Student B
It’s your birthday this You are A’s best
Sunday. You do not know friend. Give him/her
whether to invite your some advice in this
friends to the cinema or situation.
to invite them to eat in a Remember to use
restaurant. You now correlative
discuss with your best conjunctions
friend to work out the both…and, not
best way to celebrate your only…but also,
birthday. either…or, or
Remember to use neither...nor where
correlative conjunctions appropriate
both…and, not only…but
also, either…or or
neither...nor where
166
appropriate
– T goes around to observe.
– T calls on some pairs to act out their
conversation, and other Ss give comments.
– T gives feedback and compliments the best pair.
Suggested conversation:
A: Hi, B. It’s my birthday this Sunday.
B: Yes, I know. What’s your plan?
A: I haven’t made up my mind yet. I intend to
invite our friends either to the cinema or to the
restaurant.
B: I think you should invite them neither to the
cinema nor to the restaurant. That’s not a good
idea.
A: What’s your suggestion?
B: Why don’t you give a party at home? It’ll be
much more interesting.
A: That’s great. I think I will invite both some of
our classmates and some friends living around
my house.
etc.
2’ WRAPPING UP
Whole
class
– For homework, Ss review the lesson, do the
exercises in the workbook and do the extra
activity.
EXTRA ACTIVITY
I. Fill in the blanks with suitable correlative conjunctions. Sometimes more
than one answer is possible.
1. ……………..Roger …………….Carlos knows how to speak Russian.
2. ……………my uncle ……………my cousin live in San Diego.
167
3. Maybe I should take ……………biology ……………geology.
4. I don't like science classes. I want to
take …………..biology ………….geology.
5. My sister is going to ………….England ……………Ireland this summer.
6. My brother cannot take a vacation. He is going
to ………….England …………Ireland.
7. If she has enough time, she will go to …………Las Vegas …………..the
Grand Canyon.
8. After three days in the cave, he became…………hungry………….thirsty.
II. Change these sentences into cleft sentences in the passive voice.
1. We bought our new car yesterday.
2. They sent me a big parcel last week.
3. Ngoc broke two glasses when she went to my house.
4. My brother gave her a bunch of red roses on her birthday.
5. They usually took their children to the zoo when they lived in Hanoi.
Answers
I.
1. Neither/nor ; not only/but also; either/or
2. Both/and
3. Both/and; either/or
4. Neither/nor
5. Both/and; not only/but also; either/or
6. Neither/nor
7. Both/and
8. Both/and; not only/but also
II.
1. It was our new car that was bought yesterday.
2. It was a big parcel that was sent to me last week.
3. It was two glasses that were broken by Ngoc when she went to my house.
4. It was her who was given a bunch of red roses by my brother on her
birthday.
168
5. It was their children who were usually taken to the zoo when they lived in
Hanoi.
169
Unit 15
Space Conquest
Period 1: READING
I. Objectives
– Develop such reading micro-skills as skimming for general information and
scanning for specific ideas.
II. Materials
Textbook, handouts
IV. Procedure
Work
Time Steps
arrangement
8’ WARM-UP
Group
work &
Competition game- Crossword puzzle whole
students. Then T distributes the crossword puzzle
handouts for Ss to do in their own groups. Which
group finishes first and has all the correct answers
will be the winner. (The Handout is at the end of
this lesson)
– T introduces the topic of the lesson.
170
Pair work
&
– As two of the three questions on page 166 have whole
been answered after Ss have finished the warm-up class
activity, T should use the picture in the book in
another way.
– T writes the following names on the board and
asks Ss to match each name with the right person
in the picture:
+ Pham Tuan
+ Neil Armstrong
+ Yuri Gagarin
(Pham Tuan: the third person; Neil Armstrong: the
first person; Yuri Gagarin: the second person)
Pre-teaching vocabulary
– T might elicit or teach the meanings of the
following words.
+ orbit (n):path of planet, satellite, or moon (quỹ
đạo)
+ cosmonaut (n):Russian astronaut (nhà du hành
vũ trụ người Nga)
+ react (v):respond (phản ứng)
+ extreme (adj):highest in intensity or degree (vô
cùng, cực độ)
+ venture (n): risky project (việc mạo hiểm, phiêu
lưu)
+ tragic (adj): deeply sad (bi thảm)
+ tension (n): anxious feelings (căng thẳng)
from the class.
– T gets Ss to make sentences with these words.
171
WHILE YOU READ
Set the scene: You are going to read about Yuri
Gagarin, the first human to fly into space. Then
10’ you do the tasks that follow. Individual
TASK 1 work, pair
Instruction: Read the text and match the heading work &
with the paragraphs. whole
– T asks Ss how to do the task. If they do not class
know, T instructs them to use some strategies to do
the task:
+ Read the first paragraph carefully and try to
sum up, in the Ss’ own words, what it is about.
+ Then search through the list of headings
provided in the task to find the most suitable
answer.
+ Make sure the heading chosen sums up the
entire paragraph and not just one idea within it.
+ Continue with the rest of the paragraphs.
– T asks Ss to work individually to do the task.
– T goes around to offer help when necessary.
– T asks Ss to exchange their answers with a
partner.
– T calls on some Ss to give their answers and asks
other Ss – to say whether they agree or disagree.
– T gives feedback and the correct Answers:
Paragraph 1: B
8’ Paragraph 2: D
Paragraph 3: E Individual
Paragraph 4: C work, pair
Paragraph 5: A work &
TASK 2 whole
Instruction: You are required to read the text class
again and answer the five questions in the book.
172
- T checks if Ss can answer the comprehension
+ First, Ss should skim the 6 questions to
the keywords in Question 1 are “how old”,
“Gagarin”, “became first human being” “
space”
a reason.
the key words in the text.
+ Then they should read around the key words
14. He was 27 then.
15. He was in space for 108 minutes.
16. They were what would happen to a human
being in space or how the body would react
to the extreme changes in temperature or
how the mind would deal with the
psychological tension.
17. It was more than 17,000 miles per hour.
18. Because he died in a plane crash on a
routine training flight in March 1968.
19. After his death, his hometown of Gzhatsk
173
was renamed Gagarin, and the Cosmonaut
Training Centre at Star City, Russia, was
given the name of his national hero.
8’ AFTER YOU READ

Group
work &
Instruction: You are to work in pairs and whole
summarize the passage by filling each blank with a class
word or phrase given in the box.
– T checks if Ss know how to do this activity. T
may instruct Ss to use some strategies to do the
task:
+ Ss read the words and phrases given in the
box to understand the meanings. T can explain
the meanings of some words if Ss find them
difficult.
+ Ss read through the summary and identify the
part of speech of the word to fill in each blank.
+ Ss read the passage again for the main ideas
and complete the summary.
– Ss do the activity in groups and T goes round to
offer help.
– T asks Ss to check their summary with another
group.
– T checks with the whole class.
Answers:
1. cosmonaut 5. gravity
2. in space 6. view
3. lasted 7. impossible
4. success 8. named after
3’ WRAPPING UP
Whole
class
174
HANDOUT FOR WARM-UP:
Solve the crossword by filling each blank with the appropriate
word from the box.
BIGGEST BIGGER LIGHTER HEAVIER BRIGHTER HOTTEST
LONGEST SUN PLANETS FIRST SPACE MOON
175
Answer:
176
EXTRA ACTIVITY
Complete the following text by filling each blank with a word.
John Glenn
John Herschel Glenn Jr. was (1)…………. on July 18, 1921 in Cambridge, Ohio.
He is an American astronaut, fighter pilot, corporate executive, and senator. He
was the third American to (2)…………in space and the first American to
(3)………… the Earth, aboard Friendship 7 in 1962. After retiring (4)………..
NASA, he served as a Senator, (5)………… Ohio from 1974 to 1999. He received
the Congressional Space Medal of Honour in 1978. On October 29, 1998, at the
(6)……….. of 77 he became the oldest human ever to venture (7)……….. space,
flying aboard the Space Shuttle Discovery.
Answers
1. born 5. representing
2. fly 6. age
3. orbit 7. into
4. from
177
Period 2: SPEAKING
I. Objectives
– Ask and answer questions on given information
– Talk about historical events in the space conquest
II. Materials
Textbook, handout
IV. Procedure
Work
Time Steps
arrangement
10’ WARM-UP
Group
work &
Competition game- Word search whole
students. Then T distributes the following word
search handouts for Ss to do in their own groups.
Which group finishes first and has all the correct
Note: Most of the words in the box appear in Task
1 and Task 2. Before Ss work, T may ask if Ss
know all the words in the box. T can give some
Vietnamese equivalents of the words and quickly
teach Ss to pronounce the words.
+ milestone (n): mốc lịch sử
+ conquest (n): cuộc chinh phục
+ launch (v): phóng
+ artificial (adj): nhân tạo
The words in the box bellow are hidden in this
178
puzzle. The words go across, up, down, backward
and diagonally.
Astronaut orbit cosmonaut spacecraft flight
Satellite artificial launch milestone
conquest
Y Q Q E O G D V A D F J U T O G A A Y M
A R T I F I C I A L P G C G F Y V R W Y
O P M D G O H P C I Z C K U K K R I K T
O R B I T A X M K J V X H W I Y X T Y O
A Y A N B R I I F B V N X S C R U A P F
N G A A Y B A L L C F K X J S A Q N T G
C I M S N Q M E D D L V J P N Q M B L O
M L E T M Q X S J E V I A O Q G T A D T
P J E R W F M T L T Q C M S Y H U P C C
D L P O K U K O S I E S R T M N X O K V
K C D N R Y P N R C O X R G C Q N R Q F
D M Y A T S W E R C P H S H Q Q T H L Z
S T T U B V P A G V L V N N U O V I S I
C Y J T B J F J Z P X J L E L C G P X P
Q E M V E T I L L E T A S V Z H Z J M W
B C A W X W A C C F K T J T T S L D B H
Answers:
Y Q Q E O G D V A D F J U T O G A A Y M
A R T I F I C I A L P G C G F Y V R W Y
O P M D G O H P C I Z C K U K K R I K T
O R B I T A X M K J V X H W I Y X T Y O
A Y A N B R I I F B V N X S C R U A P F
N G A A Y B A L L C F K X J S A Q N T G
C I M S N Q M E D D L V J P N Q M B L O
M L E T M Q X S J E V I A O Q G T A D T
P J E R W F M T L T Q C M S Y H U P C C
D L P O K U K O S I E S R T M N X O K V
K C D N R Y P N R C O X R G C Q N R Q F
D M Y A T S W E R C P H S H Q Q T H L Z
S T T U B V P A G V L V N N U O V I S I
C Y J T B J F J Z P X J L E L C G P X P
Q E M V E T I L L E T A S V Z H Z J M W
179
B C A W X W A C C F K T J T T S L D B H
Instruction: Work in pairs to ask and answer & whole
questions about a piece of news. class
– T introduces the task and goes over the news
with the class.
– T gets Ss to do the task in pairs. T requires Ss to
make questions with every sentence in the news.
T reminds Ss of the simple past tense used in the
news.
– T goes around the class to check and offer help.
– T calls on some pairs to present their questions
and answers and asks others to comment.
– If necessary T may call on some Ss to go to the
board and write down the questions.
Suggested questions:
1. What was the spacecraft called?(Shenzhou
5)
2. What is the astronaut’s name?(Yang Liwei)
3. How old was he when he flew into
space?(38)
4. How important was the successful flight to
China?(It marked a milestone in China’s
space project)
5. How many countries in the world have been
able to independently carry out manned
space flights?(3)
13’ TASK 2 Group
Note: T can adapt this task to make it more work &
communicative and save time for the next activity. whole
Instruction: Now work in groups to talk about class
important event in space exploration, using the
given suggestions. After this activity, you have to
prepare a short presentation about the important
180
events in space exploration
– T photocopies page 171 and cuts it into 4
sections, each of which includes two events.
– T puts Ss in groups of 4 and gives each group a
set of the cut handout. Each student has 3 minutes
to read the events and prepare for their talk and
then will take turn to talk about these two events
in their section. While one student talks, others
have to take notes.
– Before Ss work in groups, T elicits the verb
tense they should use (the simple past) and
reminds Ss that they can use both the active and
passive voice.
– T calls on some Ss to talk in front of the class.
comments.
Suggested Answers:
On October, 1957 the first artificial satellite
“Sputnik”, which was made by the USSR, was
launched into space. It marked the beginning of
Space Age.
One month later, on 3rd November 1957, a dog
named Laika was the first living thing being in
space. It was aboard Sputnik 2. After that, on 12th
April 1961, Yuri Gagarin, a 27-year-old Russian
cosmonaut, became the first human in space. His
flight lasted 108 minutes.
Then on 16th June 1963, Valentina Tereshkova, a
Russian cosmonaut, became the first woman in
space.
On 20th 1969, two American astronauts, Neil
Armstrong and Buzz Aldrin, were the first people to
set foot on the moon.
The first Vietnamese in space was Pham Tuan. Along with
a Russian cosmonaut, V.V. Gorbatko, he stayed 8 days in
181
orbit.
At the age of 77, John Glenn, an American astronaut, was
the oldest human ever to fly into space on 29th October
1998.
Not long ago, on 15th October 2003, Yang Liwei, 38 years
old, became the first Chinese to spend 21 hours in space.
10’ PRESENTATION
Group
work &
– T asks Ss to return to their group and prepare a whole
short presentation about the important events in class
space exploration based on the talk in the previous
activity.
– Ss work within their group and prepare the
presentation. They should use some transitions to
make their presentation coherent. Some transitions
they can use are: first, next, after that, then…
– T calls on the representative of each group to
present
– T give comments and compliments the best
presentation.
2’ WRAPPING UP
Whole
class
– For homework, Ss do the extra activity.
EXTRA ACTIVITY
Read the following text and answer the questions.
Space walkers
Many people can name the first American in space (Alan Shepard) or the first
man to walk on the moon (Neil Armstrong). Not as many people can name the
astronauts who set records for space walking. So many astronauts have completed
a space walk now that the records go to those with the largest number of space
walks, or the most total space walk hours. All together, there have been over 100
space walks. An astronaut goes outside of his spaceship. Nothing but a special
rope, called a tether, keeps him from floating away in space. The tether, about 55
feet long, is attached at one end to the astronaut and at the other end to a slide
182
wire on the outside of the spaceship. This allows the astronaut as much freedom
of movement as possible. When an astronaut goes outside of his spacecraft, it is
usually to repair or to build something on the outside of the spaceship. Sometimes
it is a new piece of scientific equipment; sometimes it is just routine maintenance.
When going for a space walk, astronauts wear a stiff, pressurized suit that weighs
about 250 pounds. Just moving around in this suit is hard, tiring work. The
astronaut must stay focused on his job every minute, because he has to keep track
of his tether, and the tethers holding each and every tool and piece of equipment,
at all times. After all, he is about 150 miles above the earth, and moving at a speed
that is measured in miles per second!
1. Who is the first American in space?
2. What keeps the astronaut from floating away in space?
3. What does an astronaut do when he goes outside of his spacecraft?
4. How heavy is the suit an astronaut wears?
5. How is moving around in this suit?
Answers:
1. Alan Shepard
2. A tether
3. He repairs builds something on the outside of the spaceship.
4. About 250 pounds
5. It’s hard and tiring.
Period 3: LISTENING
I. Objectives
– Develop such listening micro-skills as intensive listening for specific
II. Materials
183
IV. Procedure
Work
Time Steps
arrangement
6’ WARM-UP
Group
work
Vocabulary revision- Guessing game (to revise
the vocabulary related to the topic “space
conquest”)
– T divides Ss into 2 groups : A and B
– T tells Ss the rule of the game: One member
from each group will go and stand in the front of
the class with their backs facing the board. T will
write a word which was learnt from the previous
lesson on the board. Other Ss from each group
have to explain the word without mentioning it or
translating it into Vietnamese so that their
representative can guess the word. The student
with the quickest and correct answer will get 1
point for their group. Ss take turn to be the
representative. After some turns, the group with
more points will be the winner.
Pair work
& whole
Matching class
– T gets Ss to work in pairs to match the pictures
on page 172 with the captions (lời chú thích).
– T calls on some Ss to give the answers.
– T checks with the class.
Answers:
1. Orbiting : d
2. The Apollo crew: a
3. Walking on the Moon: c
4. The Moon landing: e
5. The first foot print on the Moon: b
184
+ challenge (v): dare sb to do sth (thách thức,
giao nhiệm vụ)
+ spacesuit(n): special suit for space traveller
+ mission (n):a special task given to a person or a
group to carry out (nhiệm vụ)
+ reminder (n): something that reminds (cái/vật
gợi nhớ, nhắc nhở)
+ NASA: National Aeronautics and Space
Administration (Cơ quan hàng không vũ trụ quốc
gia)
– T may get Ss to make sentences with the words
and give corrective feedback.
– T sets the scene: Now you are going to listen to a
talk about the first human moon landing.
WHILE YOU LISTEN
10’ Individual
TASK 1 work,
Instruction: You are going to listen to the talk group
and decide whether the statements on page 173 work &
are true (T) or false (F). Put a tick (9) in the whole
appropriate box. class.
– Before Ss listen and do the task, T remind them
how to do the task:
+ First, read through the statements to
understand them and underline key words. For
example, the key words in the first statement
are: speech, Kennedy, asked, to put, man,
moon.
words.
185
+ Decide whether the statements are true or
false based on what they can hear.
board.
their answers.
their answers.
the answer again.
10’ – T gives the correct Answers:
1. F (He challenged the nation to put a man on the
moon)
2. F (There were three astronauts) Individual
3. F (Neil Armstrong was to first to land on the work, pair
moon; next is Buzz Aldrin) work &
4. F (The spacesuit had a portable life support whole
system) class
5. T
TASK 2
– T checks if Ss can answer the questions in Task
words and the question word, e.g. “which”, “why’,
answers.
186
Answers:
1. NASA’s Apollo programme.
2. On July 16, 1969
3. For controlling the oxygen, temperature and
pressure inside the spacesuit
4. For two and a half hours
5. They performed a variety of experiments and
collected soil and rock samples to return to
Earth.
6. On July 24, 1969
Tapescript:
In a speech to the Congress in 1961, the US
President Kennedy challenged the nation to put a
man on the moon before the end of the decade.
After the president’s speech, NASA’s Apollo
programme was developed to meet the challenge.
On july 16, 1969, the Apollo 11 was launched. The
astronauts on board of the spacecraft were Neil
Armstrong, Buzz Aldrin and Michael Collins.
On July 20, 1969, Neil Armstrong became the first
man on the moon. He was followed by Buzz Aldrin
40 minutes later. To walk on the moon’s surface,
the astronauts needed to wear a spacesuit with a
portable life support system. This controlled the
oxygen, temperature and pressure inside the
spacesuit.
187
Armstrong and Aldrin spent a total of two and a
half hours on the moon’s surface. They performed
a variety of experiments and collected soil and
rock samples to return to Earth. An American flag
was left on the moon’s surface as a reminder of
the achievement.
The crew of Apollo 11 returned to Earth on July
24, 1969. They successfully completed their
historic mission. It is regarded as one of the
greatest human efforts in the history of mankind.
Individual
work &
There may not be enough time to discuss the two whole
questions on page 173. T can adapt the activity in class
the following way:
Survey
– T introduces the task: Ss go around their class or
their row to ask their friends the question “If you
were offered a chance of going to the moon and
you could take three things with you, what would
you choose and why?”. Ss will write the friends’
names and answers in the handout given by T.
After 5 minutes, the student who can interview the
biggest number of classmates will be the winner.
– The winner will report the survey results to the
whole class.
Survey
“If you were offered a chance of going to the
moon and you could take three things with you,
what would you choose and why?”
Name What + why What + why What + why
1.
2.
3.
4.
188
3’ WRAPPING UP
Whole
class
EXTRA ACTIVITY
Complete the text by filling each blank with a word.
How is flying in space like playing sports?
Leland Melvin knows. He used to be a professional football
(1)………... Now he is an astronaut and crew (2)……….. of the STS-
122 space shuttle mission. The crew will help add a new part to the
International Space Station.
"Sports are all about teamwork," astronaut Leland Melvin said. "You
can't (3)………….. a game if you can't work with your team. Working
in the tight spaces of the shuttle or the (space) station takes
(4)…………., as well. You can't be a good astronaut if you can't get
(5)………… with the people around you."
When people are preparing for (6)……….. careers, it is important
they find things they enjoy. That makes (7)………… easier to be good
at what they do. (8)……….. Leland Melvin was in college, he found
two things he loved doing.
Melvin really liked playing football. And he became very good at it.
He (9)……….. awards and set records while in school. He also
enjoyed studying mathematics and science. He worked very hard in
those (10)………... When he finished college, he was able to do both
of the things he loves.
Answers:
1. player 6. their
2. member 7. it
3. win 8. When
4. teamwork 9. won
5. along 10. subjects
189
Period 4: WRITING
I. Objectives
– Write a biography
II. Materials
Textbook, handout
Ss may not have sufficient vocabulary to write the biographyt, so T should be
ready to help them.
IV. Procedure
Time Steps Work
arrangement
7’ WARM-UP
Group work
& whole
Competition game class
− As Ss learnt to write a biography in Grade 10,
this activity aims at revising what they still
remember.
− T divides the class into small groups of 3-4
students. Then T distributes the handout with a
network of the word “Biography” for Ss to
complete in their own groups. Ss have to
brainstorm all of the words/expressions related to
“biography” and fill the network. Which group
finishes first and has all the correct answers will be
the winner.
190
Biography
Suggested Answer:
Things
one
Birth place Achievemen
ts
Birth date
Biograp Failures
hy
Husband/
wife
Parents Current
position Famous sayings
10’ Individual
TASK 1 work &
– T sets the scene: You are going to write a whole class
biography of Neil Armstrong, the first human to set
foot on the moon. First of all, put each of the
191
headings in the box in the appropriate blank.
– T gets Ss to work in pairs to read the given
information on page 174 and put each of the
headings in the box in the appropriate blank.
– T checks the answers with the whole class:
1. Date of birth
2. Place of birth
3. Known as
4. Career
5. Quote
– T may elicit/ teach quickly some words:
+ B.S.: Bachelor of Science (Cử nhân Khoa học)
+ M.S.: Master of Science (Thạc sỹ Khoa học)
+ resign (v): leave job (từ chức, từ bỏ công việc)
+ to be appointed: to be selected for a position (đề
cử, đề bạt)
+ giant (adj): huge (khổng lồ, vĩ đại)
+ leap (n): a long and high jump (nhảy vọt)
– T revises the structure of a biography by asking
the following questions:
1. How many major parts are there in a
biography?
2. What kind of information is included in each
part?
− T calls on some Ss to answer the questions and
elicits more ideas from the class. T may summarise
the Answers:
1. A biography has three major parts: brief
introduction, body, and a short conclusion.
2. The introduction includes the general
information about the person: his/her date of
birth, place of birth, what his/her job is, what
he/she is known as…
In the body, we describe the lifetime accomplishments and
major events of his/her life
192
In the last part, we write about his/her
effects/impact on society, historical significance,
his/her famous sayings…
– T elicits the verb tenses and the grammatical
structures Ss use in their report.
+ The past simple is used to talk about an event
that happened and finished in the past.
+ The present simple is used to describe facts.
+ The passive voice is used occasionally in the
biography
− T may also ask Ss which part of the report needs
the simple past tense, which part needs the simple
present and which part needs the passive voice.
17’ WRITING
Individual
work
TASK 2
– T gets Ss to read the given information again and
write the biography in 15 minutes. T may call on 2
Ss to go to the board to write.
– If there is not enough time, T may ask Ss to write
the biography in pairs and then exchange their
writing with another pair.
– T goes around to offer help.
A sample biography:
Neil Armstrong, an American astronaut, is
known as the first person to walk on the moon.
He was born on August 5th, 1930 in Wapokoneta
in Ohio. From 1949 to 1952, he worked as a
pilot in the United States Navy. In 1955
Armstrong received his B.S. from Purdue
University. Later in 1962, he joined the NASA
astronaut programme. On July 20, 1969, Neil
Armstrong became the first human to set foot on
the moon’s surface. In 1970, he received his M.S
from the University of Southern California. A
193
year later, he resigned from NASA, and from
1971 to 1979 he taught at the University of
Cincinnati. In 1986, Armstrong was appointed
vice chairman of the committee that investigated
the space shuttle Challenger disaster. He is well-
known for his quote “That’s on small step for
man, one giant leap for mankind”.
9’ FEEDBACK ON SS’ WRITING
Pair work &
whole class
– T asks Ss to exchange their writing with another
– T writes Ss’ typical errors on the board and
elicits self and peer correction. T provides
correction only when Ss are not able to correct the
errors.
biography.
2’ WRAPPING UP
Whole class
EXTRA ACTIVITY
Read the following passage decide whether the statements are true (T) or false (F)
Sally Kristen Ride- First American Woman in Space
Sally Kristen Ride was born on May 26, 1951 in Encino, California (near Los
Angeles). At first, Sally wanted to become a professional tennis player, but later
she quit tennis and enrolled at Stanford University. At 27, with B.A., B.S., and
masters' degrees, she was a Ph.D. candidate looking for postdoctoral work in
astrophysics when she read about NASA's call for astronauts in the Stanford
194
University paper. More than 8,000 men and women applied to the space program
that year. 35 were accepted, six of whom were women. One was Sally Ride.
After joining NASA in 1977 Ride underwent extensive training that included
parachute jumping, water survival, gravity and weightlessness training, radio
communications and navigation. She enjoyed flight training so much that flying
became a favorite hobby. During the second and third flights of the space shuttle
Columbia (November 1981 and March 1982), Ride served as communications
officer, relaying radio messages from mission control to the shuttle crews. Dr.
Ride was also assigned to the team that designed the remote mechanical arm, used
by shuttle crews to deploy and retrieve satellites.
In 1983, Dr. Sally Ride became the first American woman in space on the shuttle
Challenger (STS-7). Her next flight was an eight-day mission in 1984, again on
Challenger (STS 41-G). Her cumulative hours of space flight are more than 343.
1. Sally wanted to be an amateur tennis player.
2. She read about NASA's call for astronauts when she paid a visit to NASA
centre.
3. Sally was one of the six women admitted by NASA to the space program.
4. She made her first flight to space in 1981.
5. In 1984, she had an eight-day mission.
Answers:
1. F
2. F
3. T
4. F
5. T

I. Objectives
195
– Pronounce the clusters /nt/, /nd/, /n0/, /ns/ and /nz/
– Use could/be able to and tag questions correctly to do the exercises and
solve communicative tasks
II. Materials
Textbook, handouts
Ss might have difficulty pronouncing. Therefore, T should be ready to assist
them.
IV. Procedures
Work
Time Steps
arrangement
8’ PRONUNCIATION
Individual
work, pair
− T models the clusters /nt/, /nd/, /n0/, /ns/ and /nz/ whole
for a few times and explains how to produce them. class
E.g.: When producing /nt/, Ss should produce /n/
first and then quickly switch to /t/, and so on.
− T plays the tape (or reads) once for Ss to hear the
− T asks Ss to read the words in each column out
the tape (or him/herself) again in chorus and then
individually.
sounds
196
aloud the given dialogue. (p. 175)
typical errors.
– T calls on some Ss to read the dialogue again and
provides corrective feedback.
GRAMMAR
Individual
10’ Exercise 1 work &
a. Presentation whole
– T writes the following examples on the board and class
asks Ss if there are any differences between them.
E.g.:
+ Jack was an excellent tennis player. He could
beat anyone.
+ Jack and John had a game of tennis yesterday.
John played very well, but in the end Jack was able
to beat him.
– T calls on some Ss to comment on these two
examples.
– T explains or gives Ss the following handout.
Sometimes “could” is the past of “can”. We use
“could” especially with “see, hear, smell, taste,
feel, remember, understand”.
E.g.: + When we went into the house, we could
smell burning.
+ She spoke in a very low voice, but I could
understand what she said.
We also use “could” to say that somebody had
the general ability or permission to do
something.
E.g.: + My father could speak five languages.
+ We were completely free. We could do
what we wanted. (= we were allowed to do…)
197
We use “could” and “was/were able to” for
general ability, but if someone was in the position
to do something, or managed to do something, we
use 'was/were able to” instead of “could”
E.g.: The fire spread through the building
quickly, but everybody was able to escape. (not
“could”)
In the negative, “wasn't/weren’t able to” OR
“couldn't” are both correct.
E.g.: I couldn't come last night, sorry. OR I
wasn't able to come last night, sorry.
b. Practice:
– T asks Ss to do Exercise 1 individually and then
– T calls on some Ss to read out their answers.
– T elicits peer correction and gives correct
Answer:
16’ 1. couldn’t/wasn’t able to
2. was able to Individual
3. could/was able to work &
4. was able to whole
5. could/was able to class
6. couldn’t/wasn’t able to
Exercise 2+3
a. Presentation
– T revises tag questions by writing some examples
on the board:
E.g.: + It’s a beautiful day, isn’t it?
+ You can speak French, can’t you?
– T asks Ss to comment on the form of a tag
question.
– T explains or gives Ss the handout.
A tag question is a question we can add to the
198
end of a statement.
The basic rules for forming the two-word tag
questions are as follows:
* the subject in the statement matches the
subject in the tag
* the auxiliary verb (have, will…) or verb “to
be” in the statement matches the verb used in
the tag
* if the statement is positive, the tag is usually
negative and vice versa
Compare the following:
• You've posted my letters, haven't you?
• You won't forget to check my emails, will
you?
• You're sad that I'm going, aren't you?
• You aren't going to cry when I leave, are
you?
When present and past simple tenses appear in
positive statements, normally no auxiliary verb
is used, but we use the auxiliaries does, do or
did in the tag. In negative statements in the
present or past simple, the auxiliaries doesn't,
don't or didn't are, of course, already present.
Compare the following:
• And Jack plays with you, doesn't he?
• You didn't play last Thursday, did you?
When we use the there is structure, there is
reflected in the tag:
• There's nothing wrong, is there?
• There weren't any problems when you
talked to Jack, were there?
* The meaning of a question tag depends on
how you say it. If your voice goes down, you
aren’t really asking a question; you are only
199
inviting the listener to agree with you:
+ It’s a nice day, isn’t it? – Yes, lovely.
But if the voice goes up, it is a real question:
+ You haven’t seen Mai today, have you? – No, Individual,
I’m afraid not. pair work
We often use a negative sentence + positive tag & whole
to ask for things or information, or to ask class
somebody to do something. The voice goes up
at the end of the tag in sentences like these:
+ You haven’t got a pen, have you? – Yes, here
you are.
+ You couldn’t do me a favour, could you? – It
depends what it is.
+ You don’t know where Lan is, do you? –
Sorry, I’ve no idea.
* Notice the meaning of “yes” and “no” in
answer to a negative sentence:
+ You’re not going out today, are you? – Yes.
(Yes, I am going out)
+ You’re not going out today, are you? – No.
(No, I am not going out)
b. Practice
Exercise 2
– T asks Ss to do exercise 2 individually and then
calls some – Ss to write their answers on the board.
– T elicits feedback from other SS.
– T gives the corrects Answers:
1. It’s (very) expensive, isn’t it?
2. The film was great, wasn’t it?
3. She has got a lovely voice, hasn’t she?/ She
has a lovely voice, doesn’t she?
4. It doesn’t look very god, does it?
5. You’ve had r hair cut, haven’t you?
Exercise 3
200
– T asks Ss to do Exercise 3 in pairs.
– T asks them to compare answers with another
pair.
– T calls on some Ss to read aloud their answers.
– T asks other Ss to feedback and gives correct
Answers:
Answers:
9. doesn’t she 5. won’t we
10. haven’t you 6. can’t you
11. wasn’t it 7. mustn’t it
12. didn’t we
8’ COMMUNICATIVE PRACTICE Pair work
class
Job interview
– T puts Ss in pairs and gives each pair this job
advertisement:
English tutor wanted

Youth Centre is looking for students who are
competent in English to work as tutors for
primary school children. Requirements: good at
speaking and writing in English, humorous,
patient, having some experience working with
children.
Please contact Ms Nguyen Thi Lien, Secretary;
phone: 04-9745 321; email:
liennguyen@gmail.com
– T introduces the role play:

Student A: You are the Student B: You want
director of Youth to apply for the job.
Centre. You have in You have in hand the
hand student B’s CV. job advertisement.
201
Try to elicit extra Answer the
information from B, interviewer’s
using tag questions. questions and try to
elicit extra information
about the job, using
tag questions.
– T calls on some pairs to the front and perform
their conversation again. T elicits comments from
the class and gives corrective feedback as
appropriate.
Sample conversation:
Student B: I don't need a Bachelor degree for this
job, do I?
Student A: No, not as long as you have the
relevant experience and a certificate. You have a
certificate, don't you?
Applicant: Yes, I got a certificate from ABC Language
Centre.
etc.
class
– For homework, Ss review the lesson and do the
extra activity.
EXTRA ACTIVITY
I. Complete the following sentences with “could”, “couldn’t” or “was/were able to”.
1. A girl fell into the river but fortunately we ………….rescue her.
2. I …………….walk when I was less than a year old.
3. My grandfather …………walk without any help last night.
4. ………… you understand what he was saying?
5. My grandmother …………….speak Spanish.
II. Complete the following tag questions.
202
1. You can't answer all the questions,…………?
2. You will help me to do the dishes, …………?
3. He believes you, …………?
4. The teacher should explain the lesson, …………?
5. The boy didn't know the lesson, …………?
6. Bob frightened you, …………?
7. You can speak English well, …………?
8. She couldn't arrange that, …………?
9. You won't tell him, …………?
10. He shouldn't do it, …………?
Answers:
I.
1. were able to
2. could
3. was able to
4. Could
5. couldn’t/wasn’t able to
II.
1. can you? 6. didn’t he?
2. won’t you? 7. can’t you?
3. doesn’t he? 8. could she?
4. shouldn’t he/she? 9. will you?
5. did he? 10. should he?
203
Unit 16
The Wonders of the World
Period 1: READING
I. Objectives
– Develop such reading micro-skills as scanning for specific ideas and
identifying meaning in context.
II. Materials
Textbook, handouts
IV. Procedure
Work
Time Steps
arrangement
7’ WARM-UP
Group
work &
A matching game whole
− T divides the class into small groups of 3-4 class
students. Then T distributes the following handouts
for Ss to do the matching task in their own groups.
Which group finishes it first and has all the correct
− After Ss have finished the activity T might want
to elicit what they know about these wonders of the
world. Then T might give some details about these
landmarks and wonders of the world.
204
Matching the landmarks and wonders of the
world with the correct images below:
Pyramids of Egypt Eiffel Tower Taj
Mahal
Statue of Liberty Great Wall
Colosseum
a. b.
c. d.
e. f.
Answer:
205
Pyramids of Egypt b
Statue of Liberty f
Eiffel Tower e
Great Wall a
Colosseum c
Taj Mahal d
Some details about the landmarks and wonders of

the world:
– Pyramids of Egypt: This pyramid was built by
King Khufu, the second Pharaoh of the fourth
dynasty of rulers in Egypt, to serve as a tomb when
he died. It is believed to have been built by
100,000 labourers over a 20- year period
concluding around 2560 BC. It is sometimes called
Khufu's Pyramid or the Pyramid of Khufu.
When it was built, the Great pyramid was 145.75
m (481 ft) high. Over the years, it lost 10 m (30 ft)
off its top.
– Statue of Liberty is a large statue that was presented to the
United States by France in 1886. It stands at Liberty Island,
New York in New York Harbor as a welcome to all visitors,
immigrants, and returning Americans. This copper statue is
151 feet 1 inch (46.5 m) tall, with the pedestal and
foundation adding another 154 feet (46.9 m).
– Eiffel Tower is an iron tower built on the Champ de Mars
beside the River Seine in Paris. Including the 24 m (79 ft)
antenna, the structure is 325 m (1,063 ft) high (since 2000),
which is equivalent to about 81 levels in a conventional
building.
– The Great Wall is a series of stone and earthen
fortifications (công sự) in China, built, rebuilt, and
maintained between the 5th century BC and the 16th
century to protect the nation from invading Huns,
Mongols, and other tribes. Stretching over
approximately 6,400 km (4,000 miles), this is the
world's longest man-made structure.
206
– Colosseum is the largest and most famous
amphitheatre ever built in the Roman Empire in the
centre of the city of Rome, Italy. Its construction
started between 70 and 72 AD under the emperor
Vespasian and was completed in 80 AD under
Titus, the emperor’s son. The Colosseum is
elliptical, measuring 189 m long and 156 m wide
with a base area of 6 acres. It was used for contests
between gladiators and public spectacles and could
seat around 50,000 spectators.
– Taj Mahal is a mausoleum located on the
southern bank of the Yamuna River in Agra, India.
The Mughal Emperor Shah Jahan had it built in
memory of his favourite wife, Mumtaz Mahal. The
construction began in 1632. This white marble
mausoleum is composed of four identical facades,
each containing a large central arch 33 m high. A
large bulb-shaped dome, over 73 m tall, rises over
the centre, with four smaller domes surrounding it.
Pair work
&
Pre-teaching vocabulary whole
– T might elicit or teach the meanings of the class
following words.
+ treasures: jewels and precious objects (của
báu)
+ belongings: the thins somebody owns or has
with him or her (tài sản)
+ to rank: have or give something rating (xếp
hạng)
+ to proceed: to progress (tiếp tục)
+ to propose: make suggestion (đề xuất)
+ to enclose: surround or shut in something
(bao quanh)
+ plateau: raised area with level top (cao
207
nguyên)
from the class.
– T gets Ss to make sentences with these words.
WHILE YOU READ
Set the scene: You are going to read about the
Great Pyramid of Giza. Then you do the tasks that
7’ follow. Individual
TASK 1 work &
Instruction: Fill each blank with one of the words whole
in the box. class
– T asks Ss to read through the words in the box.
The words mysterious, wonder and tomb are quite
familiar with Ss, so T may just ask them to work
out the meaning of the rest three words. However,
it is possible that Ss may just be able to guess the
meaning of chamber in context, based on the
surrounding words and sentences. T might have to
explain the meaning of spiral (xoáy trôn ốc) and
ramp (bờ dốc
– Next, T might remind Ss of some strategies to do
task 1:
+ First, Ss should read through the sentences
provided in the task to identify the part of
speech of the word to fill in each blank. For
example, in sentence 1, 2, 3 and 4 the word to
fill in should be a noun; in sentence 5 and 6 the
word should be an adjective.
+ Read the first sentence carefully to understand
the meaning roughly. Read the words in the box
208
to choose the most suitable one to fill in the
blank, paying attention to their right form.
+ Continue with the rest of the sentences.
– T asks Ss to work individually to do the task.
– T goes around to help Ss when necessary.
– T asks Ss to exchange their answers with other
Ss.
10’ – T asks Ss for their answers and tells them to
explain their choices. Individual
– T gives the correct answers: work &
1. tomb whole
2. wonder class
3. ramp
4. chamber
5. mysterious
6. spiral
TASK 2
Instruction: You are required to read the passage
and answer the five questions in the book.
– T asks Ss how to do this task. If they do not
remember, T may instruct them to use some
strategies to do the task:
+ First, skim the six questions to understand
them. As Ss do this they:
• underline the key words. For instance, in
question 1 Ss can underline where, Pyramid,
situated, when, built
• decide what information they need to find in
the text
• look for questions words like “what”,
“how”…
+ Go back to the first question and locate the
information for the question by finding the key
209
words in the passage and mark the place.
+ Read the part carefully to find the answer. Ss
can use their own words.
+ Continue with the rest of the questions.
– T asks Ss to work individually to do the task,
then discuss their answers with their peers.
– T calls on some Ss to give their answers and ask
them to explain their choices. T elicits feedback
from other Ss and gives the correct Answers:
1. It is situates in the Giza Plateau on the west
bank
of the River Nile (line 2-3, paragraph 4). It was
built around the year 2560 BC (line 2,
paragraph 1)
2. It was about 147 metres high on a base of 230
metres square. (line 1-2, paragraph 2)
3. Its purpose was to serve as a tomb of the
Egyptian pharaoh Khufu and to protect the
burial chamber from the weather and from
thieves who might try to steal the treasures and
belongings there. (line 2-5, paragraph 5)
4. It is proposed that ancient Egyptians used a
straight or spiral ramp or huge weight arms to
lift and place the blocks. (line 2-5 paragraph 3)
5. The boat is believed to have been used to carry
the body of Khufu in his last journey on earth
before being buried inside the
pyramid. (line 5-7, paragraph 4)
TASK 3
Instruction: You are required to read the passage
again and decide what the following words refer to
– T asks Ss how to do this task. Then T may
instruct them to use some strategies to do the task:
+ Locate the word in the text
210
+ Read the sentence that has the word and decide
what it refers to.
– T asks Ss to work individually to do the task,
then discuss their answers with their peers.
– T calls on some Ss to give their answers and ask
them to explain their choices. T elicits feedback
from other Ss and gives the correct Answers:
Who (line 4): thieves
It (line 8): the Great Pyramid
It (line 9): the Great Pyramid
Each (line 12): block of stone
10’ AFTER YOU READ
Group
work &
– T introduces the task: Ss work in small groups of whole
3 or 4 and discuss the question class
– T asks Ss to use the information they have got
from the Warm-up to explain the reasons for
choosing a particular wonder or landmark of the
world.
– T calls on the groups to tell and explain their
choice.
3’ WRAPPING UP
Whole
class
EXTRA ACTIVITY
Read the following passage and answer the questions by choosing A,
B, C or D.
Niagara Falls
Niagara Falls, one of the most famous North American natural
wonders, has long been a popular tourist destination. Tourists today
flock to see the two falls that actually comprise Niagara Falls: the 53-
211
meter high Horseshoe Falls on the Canadian side of the Niagara River
and 5 the 55-meter high American Falls on the U.S. side of the river.
Most visitors come between April and October, and it is quite a
popular activity to take a steamer out on to the river and right up to the
base of the falls for a close-up view. It is also possible to get a
spectacular view of the falls from the strategic locations along 10 the
Niagara River such as Prospect Point or Table Rock, or from one of
the four observation towers which have heights up to 500 feet.
Tourists have been visiting Niagara Falls in large numbers since the
1800's. Because of concern that the large number of tourists would
destroy the natural beauty of this scenic wonder, the State 15 of New
York in 1885 created Niagara Falls Park in order to protect the land
surrounding American Falls. A year later Canada created Queen
Victoria Park on the Canadian side of the Niagara, around Horseshoe
Falls.
1. According to the passage, which best describes Niagara Falls?
A. Niagara Falls consists of two rivers, one Canadian and the other American.
B. American Falls is considerably higher than Horseshoe Falls.
C. The Niagara River has two falls, one in Canada and one in the U.S.
D. Although the Niagara river flows through the U.S. and Canada, the falls are
only in the U.S.
2. The passage implies that tourists prefer……………
A. to visit Niagara Falls during warmer weather
B. to see the falls from a great distance
C. to take a ride over the falls
D. to come to Niagara Falls for a winter vacation
3. What is a "steamer" (line 7)?
A. A bus
B. A boat
C. A walkway
D. A park
4. According to the passage, why was Niagara Park created?
A. To encourage tourists to visit Niagara Falls
B. To show off the natural beauty of Niagara Falls
C. To protect the area around Niagara Falls
D. To force Canada to open Queen Victoria Park
212
5. What is the major point the author is making in this passage?
A. Niagara Falls can be viewed from either the American side or the Canadian
side.
B. A trip to the U.S. isn't complete without a visit to Niagara Falls.
C. Niagara Falls has had an interesting history.
D. It has been necessary to protect Niagara Falls from the many tourists who go
there.
Answers:
1C 2A 3B 4C 5D
Period 2: SPEAKING
I. Objectives
– Distinguish facts and opinions about the wonders of the world
– Use facts and opinions to talk about features of man-made places
II. Materials
Textbook, handout
IV. Procedure
Work
Time Steps
arrangement
7’ WARM-UP
Whole
class
Guessing game
213
T prepares a handout with some statements about
the wonders of the world. The statements will
include both facts and opinions. Ss work in groups
to find out which wonders of the world are
mentioned. Which group finishes first and has all
the correct answers will be the winner.
1. This wonder of the world is located in Egypt.
It was built around 2560 BC. It is believed to
have been built by 100,000 labourers over a 20-
year period.
2. This wonder of the world is located in Rome,
Italy. It was used for contests between gladiators
and public spectacles and could seat around
50,000 spectators.
3. This wonder of the world is located in India.
The Mughal Emperor Shah Jahan had it built in
memory of his favourite wife, Mumtaz Mahal.
The construction began in 1632.
Answers:
1. The Great Pyramid
2. Colosseum
3. Taj Mahal
Instruction: Work in pairs to decide which & whole
sentences express facts and which ones express class
opinions.
− T introduces the task and goes over the
sentences with the class. T explains new words if
necessary.
− T gets Ss to do the task in pairs. Students decide
which sentences express facts and which ones
opinions. With weaker students, T may want to
model with sentence 1 and sentence 2.
214
− T asks Ss to explain why they think these
sentences are facts and those are opinions.
− T goes around the class to check and offer help.
− T calls on some Ss to present their answers and
asks others to comment.
− T asks for the reasons and asks Ss how they
define a fact and an opinion.
− T gives his/her definitions:
+ A fact is something that can be proven to be
true, to exist, or to have happened by evidence.
+ An opinion is the view somebody takes about an
issue, especially when it is based solely on
personal judgment
Answers:
Facts: sentence 2, 3, 4
Opinions: sentence 1, 5, 6, 7
Instruction: Now work in pairs to tell your & whole
partner about some facts and opinions of the class
Great Pyramid, using the information in Task 1.
−T puts Ss in pairs and gets them to tell each other
about some facts and opinions of the Great
Pyramid of Giza based on the information in Task
1.
− In the meantime, T goes around to check and
offer help.
− T calls on some pairs to perform in front of the
class.
− T elicits feedback from the class and gives final
comments.
15 TASK 3 Group
Instruction: Work in groups to discuss possible work &
answers to the questions on page 181. whole
− T introduces the task and asks Ss to work in class
215
groups to discuss possible answers to the given
questions. T reminds Ss that in this task Ss should
use their imagination to produce opinions about
the Great Pyramid.
− Before Ss perform the task, T asks them to read
the useful language and the examples on page 182.
T may calls on some Ss to do some practice with
the suggested expressions.
− While Ss work in groups, T goes around and
offers help. After 8 minutes the group with the
greatest number of opinions will be the winner.
− T asks some groups to present their opinions and
other groups to share theirs.
− T summarises the main points of the lesson. class
− For homework, Ss do the extra activity.
EXTRA ACTIVITY
Read the following passage about Christ the Redeemer in Brazil
(Tượng Chúa cứu thế ở Brazil). Complete the passage by filling
each blank with the suitable form of the word given at the end of
each line.
216
This is a 700-ton statue of Jesus Christ standing with
outstretched, (1)………..arms in Rio de Janeiro, Braizil.
WELCOME
The statue is located at the top of Corcovado Mountain
at a (2)………. of 710 metres. The granite figure stands HIGH
30 m (100 ft) high and is set on a pedestal 6 m (20 ft)
high. The span from fingertip to fingertip is 28m.
There is a small chapel (nhà thờ nhỏ) for 150 people
(3)………….in the base. HOUSE
The original design of the statue was done by a
Brazilian, (4)………. Heitor da Silva Costa. He was also NAME
the engineer in charge of the (5)……….. He shared CONSTRUCT
the project with the French sculptor Paul Landowski.
It was built from 1926 to 1931, with funds raised from
donations. Nowadays, Christ the Redeemer is one of
the world's (6)……… known and most visited monuments. GOOD
Answers:
1. welcoming 2. height
3. housed 4. named
5. construction 6. best
Period 3: LISTENING
I. Objectives
− Develop such listening micro-skills as intensive listening for specific
II. Materials
IV. Procedure
Time Steps Work
217
arrangement
7’ Warm-up Group
Competition game- China Matching Game work &
− T divides the class into groups of 5 and whole
introduces the game: each group will receive a class
handout and have to discuss to match the words in
the first column to the best available answer in the
second column. Which group finishes it first and
has all the correct answers will be the winner.
Match the words in the first column to the best available
answer in the second column.
1. panda a. Travel destinations
2. Beijing duck, b. Endangered animal
noodles,
Sichuan hot pot c. Famous Chinese people
3. Sichuan province, on TV.
Hainan Island d. Chinese board game
Beijing Great Wall e. Popular Chinese sports
Guilin Mountains & caves f. Money
4. ping pong, badminton g. Chinese food
5. Yuan, RMB
6. mahjong
7. Yao Ming, Liu Xiang,
Jacky Chan
− T calls the winner to read out their answers.

− T give the correct answers.
Answers:
1. b 2. g 3. a 4. e 5. f 6. d 7. c
Note: Mahjong: a game of Chinese origin using
144 small tiles bearing various designs, played by
four people around a square table. The winning
player is the first one who completes a particular
pattern using 13 tiles.
8’ Before you listen Pair work
Discussing the questions & whole
− T gets Ss to cover their books and shows them class
218
the picture in the book, then asks them to guess
what they are going to listen about. T gives
feedback and gets them to open their books.
− T gets Ss to work in pairs to answer the
questions on page 182.
− T calls on some Ss to answer the questions.
− T checks with the class.
− Before eliciting/pre-teaching the new words, T
T may read aloud first or play the tape and ask Ss
to repeat in chorus and individually.
− T elicits/ teaches some of these words and those
+ Magnificence (n): the impressive beauty
+ World Heritage: Di sản thế giới
+ Dynasty (n): a succession of rulers from the
same family (triều đại)
+ Visible (adj): able to be seen
+ Wind (v): To move along a course with many
bends and twists in it (uốn lượn, uốn khúc)
− T may get Ss to make sentences with the words
and give corrective feedback.
− T sets the scene: Now you are going to listen to
a passage about the Great Wall of China.
WHILE YOU LISTEN
10’ Individual
TASK 1 work,
Instruction: You are going to listen to the passage group
and fill in the missing information. work &
− Before Ss listen and do the task, T gets them to whole
read through the table of information to understand class.
and decide what kind of information and what part
of speech of the word/expression to fill in each
blank. For example, for blank 1, the word should
219
be a noun and it requires the information to be
about a place. For blank 2, Ss should fill in a
number; it is either a date or a year.
− T checks with the whole class.
− T plays the tape once for Ss to do the task.
− T asks for Ss’ answers and writes them on the
board.
− T plays the tape the second time for Ss to check
their answers.
− T asks Ss to work in groups of 4 to compare their
answers.
T checks Ss’ answers by calling on some Ss. If
many Ss cannot complete the sentences, T plays
the tape one or two more times and pauses at the
8’ T gives the correct Answers:
Answers:
1. moon 2. 1987
3. Ming Dynasty 4. 200 Individual
5. 200 BC 6. 6,000 km work, pair
7. 11 metres 8. stones work &
TASK 2 whole
Instruction: You are going to listen to the passage class
− T checks if Ss can answer the questions in Task
words and the question word, e.g. “which”, “why’,
answers.
− Then T plays the tape again for Ss to listen and
220
− T gets Ss to check their answers with a partner.
Answers:
1. The ancient Chinese started to build the Great
Wall in 1368.
2. Five provinces
3. Because it can be seen from the moon
4. The part in the northwest of Beijing is the best
choice for visit because it is still in its original
state.
Tapescript:
The Great Wall of China, which is said to be
visible from the moon, winds up and down across
deserts grasslands and mountains of 5 provinces.
It is considered one of the greatest man-made
wonders in the world thanks to its magnificence
and significance. In 1987, the Great Wall was
listed as a World Heritage by UNESCO.
The Great Wall as we see today was mostly built
during the Ming Dynasty for defence purpose. It
started in 1368 and took 200 years to complete.
Some parts of the wall are much older and go back
to around 200 BC. It stretches for about 6,000 km
from east to west. The wall is about 11 metres high
and a stone roadway runs along the top of it.
The Great Wall is a symbol of the Chinese nation
throughout history. If you prefer to see the wall in
a relatively natural state, you’d better go to the
northwest of Beijing. This part of the wall is the
221
best choice for it is still in its original state. A visit
to the Great Wall will certainly bring tourists
great excitement in each step of the wall.
9’ AFTER YOU LISTEN Pair work
& whole
− T puts Ss in pairs and introduces the task: class
Suppose that student A is a Vietnamese student
and student B is a Chinese student. You meet each
other in the Youth Camp. A will ask B about the
best place to visit in China. B recommends the
Great Wall. Now A asks B some questions to get
more information about the Great Wall.
− T distributes the following role cards for Ss to
do the role play. T reminds them to use the
information from the listening passage. In the
mean time, T goes around to check and offer help.
− After checking that all Ss have finished, T calls
on some pairs to perform the role play in front of
the class. T elicits feedback from the class and
gives final comments.
CARD A CARD B
Ask your Chinese friend Tell your friend about the
about the Great Wall. Ask Great Wall. Use the
about: information from task 1
− When it was built and task 2.
− How many years Chinese
people use to build it
− How long it is
− Why it is considered one of
the greatest man-made
wonders in the world
Add more questions as you
like
3’ WRAPPING UP
Whole
class
− T summarises the main points of the lesson.
− T asks Ss to learn by heart all new words and do
222
EXTRA ACTIVITY
Read the text and answer the questions that follow.
The People’s Republic of China in Asia is one of the largest countries in the
world. The only countries bigger than China are Russia, Canada, and the USA.
China is about 3.7 million square miles in area, only slightly smaller than the
United States. Fourteen countries and the Pacific Ocean border China: Russia,
India, Afghanistan, Bhutan, Burma, Kazakhstan, North Korea, Kyrgyzstan, Laos,
Mongolia, Nepal, Pakistan, Tajikistan, and Vietnam all surround China. China’s
landscape is very diverse. The magnificent Himalayan Mountains on the Tibetan
plateau are located in the western part of China. In the southwest there are many
deep gorges, waterfalls, underground caverns and limestone rock formations. In
the center of China is the Taklamakan Desert, the second largest desert in the
world. The Turpan Depression is also in the center of China. The Turpan
Depression is the lowest point in China, and the second lowest land depression in
the world. Because China is so large, and has so many different regions, many
different animals are able to live there. Unfortunately many of these animals are
either rare or endangered because their homes have been destroyed. Many large
animals make their homes in China, including snow leopards, elephants, wild
yaks, reindeer, moose… and of course, the giant panda!
1. What is the area of China?
2. What countries surround China?
3. What two interesting natural features are in the middle of China?
4. What are some of the large animals that can be found in China?
Answers:
1. 3.7 million square miles
2. Russia, India, Afghanistan, Bhutan, Burma, Kazakhstan, North Korea,
Kyrgyzstan, Laos, Mongolia, Nepal, Pakistan, Tajikistan, and Vietnam all
surround China.
3. The Taklamakan Desert and the Turpan Depression
4. Snow leopards, elephants, wild yaks, reindeer, moose and the giant panda
are some of the large animals that live in China.
223
Period 4: WRITING
I. Objectives
− Define the format and structure of a report to a place.
− Write a report on a man-made place.
II. Materials
Textbook
Ss may not have sufficient vocabulary to write the report, so T should be ready
to help them.
IV. Procedure
Work
Time Steps
arrangement
7’ Group
WARM-UP
work &
Competition game whole
-T divides the class into groups of 8 and introduces class
the game: The groups should generate as many
words and expressions related to Nha Trang as
possible.
-T divides the board into as many sections as the
class to count. Each correct word/expression gets
one point. Which group has more points wins the
game.
Suggested words:
Beach, sand, Cham Towers, sea food, Khanh Hoa,
Nha Trang Bay, Bamboo Island, Vinpearl, Cam
Ranh airport, resort, sun.
224
10’ Individual
− T sets the scene: You are going to write a report work &
on a visit to the Ponagar Cham Towers in Nha whole
Trang. class
− T gets Ss to read the given information on page
184 to work out the organization of the report. T
may ask Ss the following questions:
1. How many parts are there in the report?
2. What kind of information is included in each
part?
− T calls on some Ss to answer the questions and
elicits more ideas from the class. T may summarise
the answers:
1. The report has three parts: brief introduction,
details, and summary of the visit.
2. The introduction includes the general
information about the place.
In the Details part, we describe the special features
of the place in detail. We can write about the
location of the place, the time the place built, the
things the place has, etc.
In the last part, we write how long our visit lasts
and our feelings about the trip.
− T may also explain some new words if necessary.
+ be dedicated to: dành để tưởng nhớ
+ sandstone: sa thạch
+ throne: ngai
− T elicits the verb tenses and the grammatical
structures Ss use in their report.
+ The past simple is used to talk about an event
that happened and finished in the past.
+ The present simple is used to describe facts.
+ The passive voice is used occasionally in the
225
report
− T may also ask Ss which part of the report needs
the simple past tense, which part needs the simple
present and which part needs the passive voice.
WRITING
17’ Individual
− T gets Ss to read the given information again and work
write their reports in 15 minutes.
− T goes around to offer help.
A sample report:
Last year I had a brief tour to Ponagar Cham
Towers. This tower complex is one of the most
beautiful examples of Cham architecture in
central Vietnam.
The Ponagar Cham Towers consist of four
towers. They are located on Cu Lao Marble Hill,
2 km north of Nha Trang. They were built
between the 8th and 13th centuries.
Each tower is dedicated to a different god. The
largest one was built in honour of Lady Thien Y.
The 22.5 m tower contains her sandstone statue
sitting on Buddha’s throne. The 2.6 m statue has
10 hands; each is holding a object illustrating
the power of Buddha.
The tour to Ponagar Cham Towers lasted 5
hours. It was tiring but enjoyable and
memorable.
8’ FEEDBACK ON SS’ WRITING Pair work
& whole
− T asks Ss to exchange their writing with another class
− T goes around and collects mistakes and errors.
− T collects some writings for quick feedback.
− T writes Ss’ typical errors on the board and
elicits self and peer correction. T provides
226
correction only when Ss are not able to correct the
errors.
− Finally, T provides general comments on the
report.
3’ WRAPPING UP
Whole
class
− T summarises the main points of the lesson.
− For homework, T asks Ss to revise their reports
EXTRA ACTIVITY
Fill in each blank with the appropriate word from the box.
The Old (1)…………, near Hoàn Kiếm Lake, has the original street
layout and (2)……………. of old Hanoi. At the beginning of the 20th
century the city (3)………….. of only about 36 streets, most of which
are now part of the old quarter. Each street then comprised of
(4)………….. and households specialized in a particular
(5)…………., such as silk, jewelery, etc. The street names nowadays
still (6)………….these specializations, although few of them sell their
(7)…………… products. The area is famous for its small artisans and
merchants, including many (8)……….. shops. A night market in the
heart of the district is (9)…………….. for every Friday, Saturday, and
Sunday evening with a variety of clothing, souvenirs and food.
consisted original reflect
trade Quarter open
silk merchants architecture
Answer:
1. Quarter 4. merchants 7. original

2. architecture 5. trade 8. silk
3. consisted 6. reflect 9. open
227
I. Objectives
Distinguish the clusters /ft/, /vd/, /fs/ and /vz/
Pronounce the words and sentences containing these clusters
correctly
Use the structures: It is said that… and People say that…correctly
to do the exercises and solve communicative tasks
II. Materials
Textbook, handouts
Ss might have difficulty pronouncing the clusters. Therefore, T
should be ready to assist them.
IV. Procedures
Work
Time Steps
arrangement
8’ PRONUNCIATION
Individual
work, pair
− T models the clusters /ft/, /vd/, /fs/ and /vz/ for a whole
few times and explains how to produce them. E.g.: class
When producing /ft/, Ss should produce /f/ first
and then quickly switch to /t/, and so on.
− T plays the tape (or reads) once for Ss to hear
the words containing these clusters. Then T plays
− T asks Ss to read the words in each column out
228
then individually.
sounds
− T asks Ss to work in pairs and take turn to read
aloud the given sentences (p. 185).
− T goes around to listen and takes notes of the
typical errors.
− T calls on some Ss to read the sentences again
GRAMMAR
12’ Individual
a. Presentation work &
− T revises the special passive structure: People whole
say/believe… that…by giving out some examples. class
These examples can be taken from the exercises in
the book to save time.
+ People say that he is 108 years old.
Ö − It is said that he is 108 years old.
− He is said to be 108 years old.
+ People believe that the Great Pyramid of Giza
was built over a 20 - year period.
− It is believed that the Great Pyramid of Giza was
built over a 20-year period.
−- The Great Pyramid of Giza is believed to have
been built over a 20-year period.
+ People think that he’s living in Hanoi.
Ö − It is known that he’s living in Hanoi.
− He’s known to be living in Hanoi.
− Ss comment on the examples
229
− T can help Ss to identify the form for this special
passive structure.
People/they + think/ say/suppose/
believe/consider/ report.....+ that + clause.
We have two ways to change this structure into a
passive sentence.
1. Change the structure into:
It's + thought/said/ supposed/ believed/
considered/ reported... + that + clause (this is
the clause in the original sentence)
E.g: + People say that he is a good doctor.
>> It's said that he is a good doctor.
+ People think he stole my car.
>> It's thought he stole my car.
2. Use the subject of that-clause as the subject
of the passive sentence.
a. If the verb in that-clause is in the simple
present:
S + am/is/are + thought/ said/supposed... + to +
V-inf
E.g: People say that he is a good doctor.
>> He is said to be a good doctor.
b. If the verb in that-clause is in the simple
past or present perfect:
S + am/is/are + thought/ said/ supposed... + to
+ have + P2.
E.g: People think he stole my car.
8’
>> He is thought to have stolen my car.
Individual,
c. If the verb in that-clause is in the present
pair work
continuous:
& whole
S + am/is/are + thought/ said/ supposed... + to
class
+ be + V-ing.
People think that he’s living in Hanoi.
− He’s known to be living in Hanoi.
230
b. Practice:
Exercise 1
− T asks Ss to do Exercise 1 individually and then
− T calls on some Ss to go to the board and write
their sentences. Each student writes one sentence.
− T elicits peer correction and gives correct
Answer:
1. Many people are said to be homeless after the
floods.
2. The prisoner is thought to have escaped by
7’ climbing over the wall.
3. He is believed to have driven through the town
at 90 km an hour. Pair work
4. Two people are reported to have been seriously & whole
injured in the accident. class
5. Three men are said to have been arrested after
the explosion.
6. The strike is expected to begin tomorrow.
7. He is said to speak English very well.
Exercise 2
− T asks Ss to do Exercise 2 in pairs.
− T asks them to compare answers with another
pair.
− T calls on some Ss to go to the board to write
their answers.
− T asks other Ss to feedback and gives correct
answers:
Answers:
1. He is thought to be very clever.
2. The wanted man is believed to be living in New
York.
3. He is known to be very rich.
4. The film is supposed to be very good.
231
5. Many people are thought to have been killed in
the accident.
6. About a million puppies are thought to be born
each year.
7. The factories are said to be mush worse.
8. Those dogs are said to be dangerous.
8’ COMMUNICATIVE PRACTICE
Pair work
class
− T puts Ss in pairs and introduces the role play.
Student A: Yesterday Student B: Listen to
you ran across Bill your friend’s story.
Gates. Now you meet Ask him/ her questions
your friend. Tell as appropriate and
him/her about the share what you know
incident and share about Bill Gates.
what you know about Remember to use the
Bill Gates. Remember structures: people
to use the structures: say/believe/report
people that…; it is said/
say/believe/report believed/ reported
that…; it is said/ that…; he is
believed/ reported said/believed to…
that…; he is
said/believed to…
− T goes around to check and offer help.
− T calls on some pairs to the front and perform
their conversation again. T elicits comments from
the class and gives corrective feedback as
appropriate.
Sample conversation:
- Hi, Lan.
- Hi, Mai. You know what? I met Bill Gates in
Hang Bai Street yesterday.
- Really? People say that he’s travelling
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around Southeast Asia at the moment.
- Yes, I know. I didn’t think that I could meet
him here in Hanoi. It is said that he’s still
the richest man in the world.
- Yeah. He’s said not to have finished his
university study.
− T summarises the main points of the lesson. class
− For homework, Ss review the lesson and do the
extra activity.
EXTRA ACTIVITY
Rewrite the following sentences in two ways.
1. People know that she is a good swimmer.
→
…………………………………………………………………
…..
2. They say that Francis is in hospital.
→
…………………………………………………………………
…..
3. They think that the children are in bed.
→
…………………………………………………………………
…..
4. People believe that the robber has worked in the bank.
→
…………………………………………………………………
…..
5. People believe that nuclear power stations are dangerous.
→
…………………………………………………………………
…..
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6. People know that cars pollute the environment.
→
…………………………………………………………………
…..
7. People think that she’s travelling in Asia.
→
…………………………………………………………………
…..
Answers:
1. It is known that she is a good swimmer./ She is known to be a good
swimmer.
2. It is said that Francis is in hospital./ Francis is said to be in hospital.
3. It is thought that the children are in bed./The children are said to be in
bed.
4. It is believed that the robber has worked in the bank./ The robber is
believed to have worked in the bank.
5. It is believed that nuclear power stations are dangerous./ Nuclear power
stations are believed to be dangerous.
6. It is known that cars pollute the environment./ Cars are known to pollute
the environment.
8. It is thought that she’s travelling in Asia./ She’s thought to be
travelling in Asia.
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CÁC BÀI DỊCH MẪU
Bài 9: BƯU ĐIỆN
Chào mừng quý khách đến với Bưu điện Thanh Ba!
(Mở cửa hàng ngày từ 7h sáng đến 9h tối)
Bưu điện Thanh Ba được trang bị công nghệ tiên tiến và có một không
gian rộng rãi và dễ chịu. Chúng tôi có các dịch vụ tốt nhất với đội ngũ
nhân viên được đào tạo bài bản, luôn tận tụy và lịch sự với khách
hàng.
Dịch vụ gửi thư và bưu kiện
Quý khách hàng có thể chọn gửi thư theo đường hàng không hoặc
gửi thư thường. Chúng tôi cũng có dịch vụ gửi thư nhanh EMS và
thư EMS của quý khách sẽ được phát trong thời gian ngắn nhất có
thể.
Bưu kiện nặng nhất là 31,5 kg. Chúng tôi chào giá rất cạnh tranh
cho các bưu kiện dưới 15 kg.
Dịch vụ chuyển tiền nhanh
Tưởng tượng rằng người thân của quý khách sống cách xa hàng
nghìn cây số và quý khách muốn nhanh chóng chuyển tiền cho họ.
Dịch vụ chuyển tiền nhanh và an toàn này sẽ rất có ích. Tiền sẽ
được chuyển cho người thân của quý khách trong vòng 24 giờ.
Gọi điện thoại và gửi fax
Ngoài dịch vụ gọi điện thoại bình thường, Bưu điện của chúng tôi
còn cung cấp dịch vụ Điện thoại Thông báo. Dịch vụ này sẽ giúp
quý khách thông báo cho người nhận điện thoại về thời gian và địa
điểm nhận cuộc gọi.
Nếu quý khách muốn gửi một tài liệu và không muốn mất đi định
dạng gôc của tài liệu đó thì dịch vụ gửi fax của chúng tôi sẽ giúp
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đỡ quý khách. Việc chuyển fax hiện nay là một cách rẻ và tiện lợi
để chuyển các văn bản và các hình vẽ đồ họa đi xa.
Dịch vụ phát hành báo chí
Quý khách không cần phải đi ra khỏi nhà sớm để mua báo nữa.
Quý khách chỉ cần đặt các tờ báo và tạp chí yêu thích của mình và
chúng tôi sẽ chuyển tới nhà quý khách vào buổi sáng sớm.
Bµi 10: HIỂM HỌA VỚI THIÊN NHIÊN
Loài người chỉ là một giốn loài nhỏ trong thế giới sống. Có rất
nhiều các loài khác đang tồn tại trên hành tinh này. Tuy nhiên, loài
người có ảnh hưởng rất lớn đối với phần còn lại của thế giới. Họ đang
thay đổi môi trường bằng việc xây dựng các thành phố và làng mạc ở
những nơi từng là các khu rừng. Họ đang làm ảnh hưởng tới nguồn
nước bằng việc sử dụng nước cho công nghiệp và nông nghiệp. Họ
đang làm thay đổi thời tiết bằng việc chặt cây trong các khu rừng. Và
họ đang phá hủy bầu không khí bằng việc thải ra các chất gây ô
nhiễm.
Có thể nói rằng con người đang thay đổi môi trường ở tất cả các
phương diện thông qua các hành động và thói quen của mình. Điều
này đã dẫn đến hai hậu quả nghiêm trọng. Hậu quả đầu tiên là nhiều
loài động vật quý hiếm bị giết hại. Hậu quả thứ hai là môi trường sống
của các loài động vật này bị hủy hoại nghiêm trọng. Vì vậy số lượng
các loài động vật quý hiếm đang giảm mạnh đến nỗi mà chúng đang
có nguy cơ tuyệt chủng.
Để đảm bảo rằng các loài động vật quý hiếm này không biến mất
cần phải nỗ lực bảo vệ môi trường sống của chúng. Các nhà khoa học
đã lập danh sách các loài động vật đang bị nguy hiểm và đề ra các
biện pháp để bảo vệ chúng. Nhiều tổ chức đã được thành lập và nhiều
quỹ cũng được huy động. Hàng ngàn các công viên quốc gia trên khắp
thế giới được thành lập để bảo vệ các loài động vật đang bị nguy
hiểm. Các điều luật cũng được thông qua để nghiêm cấm việc giết hại
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các loài động vật đang bị nguy hiểm và việc phá hoại môi trường sống
của chúng.
Nếu sự tác động của con người đối với môi trường giảm đi thì
nhiều loài khác sẽ tồn tại và sinh con đẻ cái. Trái đất sẽ là một hành
tinh hạnh phúc nơi con người, các loài động, thực vật cùng chung
sống hòa bình.
Bài 11: CÁC NGUỒN NĂNG LƯỢNG

Hiện tại đa số năng lượng của chúng ta đều có nguồn gốc từ các
các nguyên liệu hóa thạch (dầu, than đá và khí ga tự nhiên). Tuy nhiên
những nguồn nguyên liệu đó đều có giới hạn. Bởi vì nhu cầu năng
lượng đang tăng rất nhanh, các nguyên liệu hóa thạch sẽ cạn kiệt trong
một thời gian ngắn nữa. Vì vậy người ta phải phát triển và sử dụng
nguồn năng lượng thay thế.
Một nguồn năng lượng thay thế là năng lượng hạt nhân. Năng
lượng hạt nhân có thể cung cấp đủ điện cho nhu cầu sử dụng của thế
giới trong hàng trăm năm nhưng nó có thể nguy hiểm. Một nguồn
năng lượng thay thế khác là địa nhiệt từ rất sâu trong lòng đất. Các
nhà khoa học sử dụng lượng nhiệt này để tạo ra năng lượng. Tuy
nhiên năng lượng này chỉ có ở một số nơi trên thế giới.
Mặt trời, nước và gió là các nguồn năng lượng thay thế. Gió quay
các cối xay gió và chuyển động thuyền buồm. Đây là nguồn năng
lượng sạch và rất sẵn. Tuy nhiên, nếu gió không thổi thì không có
năng lượng gió. Nước chảy từ cao xuống thấp sẽ tạo ra năng lượng.
Năng lượng này dùng để tạo ra điện. Sức nước tạo ra năng lượng mà
không gây ô nhiễm. Tuy nhiên người ta phải xây đập để sử dụng năng
lượng này. Và xây dựng các con đập thì tốn nhiều tiền vì vậy thủy
điện
rất đắt.
Mặt trời giải phóng lượng năng lượng lớn hàng ngày. Nguồn năng
lượng này có thể được biến thành điện. Nhiều quốc gia sử dụng năng
lượng mặt trời trong cuộc sống hàng ngày. Các tấm thu năng lượng
mặt trời trên mái các ngôi nhà có thể tạo ra đủ năng lượng để làm
237
nóng hoặc làm mát cả ngôi nhà. Năng lượng mặt trời không chỉ nhiều
và vô tận mà còn sạch và an toàn.
Mặc dù có một số điểm bất lợi, tiềm năng của các nguồn năng
lượng thay thế rất lớn. Tuy nhiên làm thế nào để sử dụng tốt các
nguồn năng lượng này là một câu hỏi đối với các nhà nghiên cứu trên
toàn thế giới.
Bài 12: THẾ VẬN HỘI THỂ THAO CHÂU Á
Thế vận hội thể thao châu Á diễn ra 4 năm một lần được tổ chức
để phát triển kiến thức liên văn hóa và tình hữu nghị trong châu Á.
Trong đại hội thể thao này, các vận động viên trẻ trên khắp châu Á
gặp nhau để tranh tài. Đây là một dịp để kiểm tra sức mạnh và kỹ năng
thể thao; tình hữu nghị và đoàn kết được xây dựng và phát triển.
Trong lịch sử 5 thập kỷ của nó, Thế vận hội thể thao châu Á đã
phát triển về mọi mặt. Số lượng vận động viên tham gia không ngừng
tăng. Chất lượng các vận động viên, các quan chức và dụng cụ thể
thao cũng tăng lên theo thời gian. Các môn thể thao mới và các môn
thể thao truyền thống được giới thiệu và thêm vào. Thế vận hội thể
thao châu Á đầu tiên được tổ chức tại New Delhi, Ấn Độ vào năm
1951. Chỉ có 489 vận động viên từ 11 quốc gia tham gia. Sáu môn thể
thao tại Thế vận hội thể thao châu Á đầu tiên là bóng rổ, đua xe đạp,
bóng đá, các môn thể thao dưới nước, điền kinh và cử tạ. Quyền anh,
bắn súng và vật được bổ sung ở Thế vận hội thứ 2 tại Manila, Philipin
năm 1954; quần vợt, bóng chuyền, bóng bàn và khúc côn cầu được bổ
sung ở Thế vận hộ lần thứ 3 tại Tokyo, Nhật Bản năm 1958. Bóng
quần, bóng bầu dục, chạy vượt rào và đua xe đạp leo núi lần đầu tiên
được giới thiệu tại Thế vận hội thể thao châu Á lần thứ 13 tại Băng
kok, Thái Lan năm 1998.
Thế vận hội thể thao châu Á lần thứ 14 được tổ chức tại Busan,
Hàn Quốc vào năm 2002 đã thu hút 9.919 vận động viên từ 44 quốc
gia tham gia. Các vận động viên đã tranh tài trong 38 môn thể thao
khác nhau và giành được 427 huy chương vàng. Các vận động viên
Việt Nam đã tham gia Thế vận hội này với lòng nhiệt tình lớn lao. Nỗ
238
lực của họ đã được ghi nhận khi họ được 2 huy chương vàng trong
môn thể hình và bi-a và 2 huy chương nữa trong môn karatedo nữ. Hy
vọng rằng trong tương lai không xa Việt Nam sẽ trở thành nước chủ
nhà và giành được nhiều huy chương hơn nữa trong các đại hội thể
thao khác nhau.
Bài 13: SỞ THÍCH

Tôi thích làm một số việc trong thời gian rỗi. Đó là các sở thích
của tôi.
Tôi thích nhất là chơi đàn ghi ta. Chú tôi, một nghệ sỹ ghi ta nổi
tiếng, đã dạy tôi chơi đàn. Hiện giờ tôi có thể chơi một số giai điệu
đơn giản. Tôi cũng bắt đầu hát trong khi đánh đàn nhưng chưa thành
công lắm. Chú tôi nói rằng điều tôi cần làm là luyện tập thường xuyên
và tôi phải thực hiện bằng được điều này. Chú tôi rất giỏi đệm đàn ghi
ta cho mọi người hát và tôi rất ngưỡng mộ chú.
Một sở thích nữa của tôi là nuôi cá cảnh. Tôi có một chiếc bể nuôi
cá nhỏ bằng thủy tinh nơi tôi nuôi một số con cá nhỏ. Một số cá được
tôi mua ở cửa hàng còn một số khác được vớt từ cánh đồng gần nhà.
Chúng bơi lội tung tăng trong bể trông thật đẹp. Tôi rất thích ngắm
nhìn chúng và mẹ tôi cũng vậy.
Tôi còn sưu tập tem nữa. Tuy nhiên tôi tự nhận không phải là
người đam mê sưu tầm tem. Thực ra tôi chỉ sưu tầm tem từ những
chiếc phong bì bỏ đi mà họ hàng và bạn bè cho tôi. Tôi chủ yếu có
những chiếc tem trong nước. Thỉnh thoảng tôi có những chiếc tem từ
Nga, Mỹ, Anh, Úc, Trung Quốc và một số nước khác. Tôi giữ những
chiếc tem hiếm trong một an bum nhỏ. Còn những chiếc tem bình
thường tôi thường cho người khác hoặc nếu không ai thích những
chiếc tem này thì tôi bỏ chúng đi.
Có những sở thích mà tôi theo đuổi trong một thời gian ngắn
nhưng chúng không thú vị bằng những sở thích tôi vừa kể. Những sở
thích này thực sự khiến tôi quan tâm và tôi rất vui tôi có thể theo đuổi
chúng.
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Bài 14: SỰ GIẢI TRÍ
Một câu ngạn ngữ của Anh nói rằng “Học mà không chơi đánh rơi
tuổi trẻ” (Chỉ làm việc mà không chơi khiến Jack trở thành người
đần). Nghỉ ngơi và giải trí rất quan trọng đối với mọi người ở bất cứ
nơi nào trên thế giới. Tuy nhiên các nước khác nhau lại có các hoạt
động giải trí phổ biến khác nhau.
Ở Anh, các hoạt động giải trí phổ biến nhất thường diễn ra ở nhà.
Xem tivi là hoạt động phổ biến nhất và khoảng gần một nửa số hộ gia
đình có 1 chiếc tivi. Hơn 51% số hộ gia đình có 2 hoặc nhiều hơn 2
tivi và thời gian xem tivi trung bình cho lứa tuổi từ 4 trở lên là 25 giờ
một tuần. Các hoạt động giải trí khác là nghe nhạc, đọc, các công việc
nâng cấp nhà cửa tự làm và làm vườn.
Người Anh cũng rất thích xem và tham gia các môn thể thao. Đi
bộ và bơi là hai hoạt động thể thao phổ biến nhất, có sự tham gia gần
như đồng đều của nam và nữ. Bi-a 21 viên, bi-a 16 viên và phi tiêu là
các hoạt động thể thao phổ biến tiếp theo trong nam giới. Các môn thể
thao thi đấu được ưa thích nhất là bóng đá và bóng bầu dục vào mùa
đông, và cric-kê và các môn điền kinh vào mùa hè.
Một vài năm gần đây ở Anh một xu hướng mới đang phát triển; đó
là tham gia các khóa học cuối tuần hoặc vào kỳ nghỉ. Có rất nhiều các
khóa học được tổ chức. Có khóa học đơn giản như xây gạch lại có
những khóa học phức tạp như ra quyết định trên thị trường chứng
khoán. Những người đam mệ nghệ thuật có thể tham gia các khóa học
vẽ. Những người yêu âm nhạc có thể tham gia khóa học hát karaoke.
Những khóa học như đóng giày hay chạm khắc thủy tinh cung cấp cho
người học những kỹ năng thực tế với đôi tay. Những người muốn
nâng cao trí óc có thể tham gia khóa học “Sống với nhiều ý nghĩa
hơn”. Điều kiện để tham gia các khóa học cuối tuần rất thấp, có nghĩa
là thường thì không có điều kiện gì ngoài khả năng chi trả học phí và
thường thì học phí tương đối cao.
Bài 15: CUỘC CHINH PHỤC VŨ TRỤ
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1. Vào hồi 9h7 phút sáng giờ Matxcơva ngày 12 tháng 4 năm
1961 Yuri Gagarin đã bay vào vũ trụ trên con tàu Vostok 1. Khoảng
12 phút sau đó, con người đầu tiên đã ở trong quỹ đạo bay quanh Trái
Đất với vận tốc hơn 17.000 dặm một giờ. Chuyến bay của anh kéo dài
108 phút.
2. Nhà du hành vũ trụ 27 tuổi đã trở thành người đầu tiên ăn và
uống trong tình trạng không trọng lượng. Từ cửa sổ trong vũ trụ,
Gagarin có thể nhìn Trái Đất theo một cách mà không một người nào
làm được trước đó. Những lời nói đầu tiên từ vũ trụ là “Tôi nhìn thấy
Trái Đất. Nó thật đẹp!”
3. Trước chuyến bay lịch sử của Gagarin thì vẫn còn rất nhiều điều
chưa chắc chắn. Không ai biết một cách chính xác điều gì sẽ xảy ra
cho con người trong vũ trụ. Cơ thể con người sẽ phản ứng thế nào đối
với những thay đổi vô cùng trong nhiệt độ? Bộ não người sẽ phản ứng
thế nào với sự căng thẳng về tâm lý? Nếu có một trục trặc kỹ thuật nào
đó thì Gagarin có thể sẽ không bao giờ quay trở về Trái Đất nữa.
4. Sự thành công của chuyến bay của Gagarin thu hút sự chú ý của
toàn thế giới và biến anh trở thành một anh hung. Trong một bức điện
gửi tới Matxcơva, Tổng thống Mỹ John Kennedy viết “Nhân dân Mỹ
chia sẻ với nhân dân Liên Xô niềm vui sướng về chuyến bay an toàn
của nhà du hành vũ trụ trong chuyến phiêu lưu đầu tiên của con người
vào vũ trụ. Chúng tôi xin chúc mừng các bạn và các nhà khoa học và
kỹ sư Xô Viết, những người đã làm nên kỳ tích này…”
5. Gagarin đã có thể thực hiện một chuyến bay nữa vào vũ trụ nếu
một tai nạn thảm khốc không xảy ra. Anh đã qua đời trong một tai nạn
máy bay trong chuyến bay luyện tập định kỳ vào tháng 3 năm 1968.
Sau khi anh mất thành phố quê hương anh Gzhatsk được đổi tên thành
Gagarin và Trung tâm đào đạo các nhà du hành vũ trụ tại thành phố
Star cũng được đặt tên của người anh hùng dân
tộc này.
Bài 16: CÁC KỲ QUAN THẾ GIỚI
Kim tự tháp vĩ đại Giza
241
Kim tự tháp vĩ đại Giza được pharaông Ai Cập Khufu xây dựng
vào khoảng năm 2560 trước công nguyên. Mục đích của kim tự tháp
bằng đá khổng lồ này là trở thành ngôi mộ khi nhà vua mất và để bảo
vệ căn phòng chôn nhà vua khỏi thời tiết và những kẻ có thể ăn trộm
những vật báu và tài sản ở đó. Người ta tin rằng Kim tự tháp vĩ đại
được xây dựng trong khoảng thời gian 20 năm. Đầu tiên nơi xây dựng
được chuẩn bị và sau đó những tảng đã khổng lồ được chuyển đến và
được sắp xếp vào chỗ của chúng.
Khi được xây dựng, Kim tự tháp vĩ đại cao 147m trên một chân đế
rộng 230m2. Nó là kết cấu cao nhất trên mặt đất trong hơn 43 thế kỷ
và chỉ bị vượt về chiều cao ở thế kỷ 19 sau công nguyên. Kết cấu này
cao gồm khoảng 2 triệu tảng đá, mỗi tảng nặng khoảng 2,5 tấn. Người
ta cho rằng số tảng đá ở 3 kim tự tháp đủ để xây một bức tường cao
3m, dầy 0,3m xung quanh nước Pháp.
Mặc dù người ta không biết làm thế nào có thể xếp được những
tảng đá vào vị trí một số giả thuyết đã được đưa ra. Một giả thuyết có
đề cập đến việc xây dựng những bờ dôc thoai thoải thẳng hoặc xoáy
trôn ốc khi việc xây dựng kim tự tháp được tiến hành. Giả thuyết thứ
hai cho rằng những tảng đá được nhấc lên và được sắp xếp nhờ việc
sử dụng hàng ngàn tay đỡ khổng lồ.
Hiện nay Kim tự tháp vĩ đại Giza đã được bao xung quanh cùng
với các kim tự tháp khác trong khu du lịch của Cao nguyên Giza trên
bờ phía tây của sông Nin. Trong khu vực này cũng có một viện bảo
tang trưng bày Chiếc thuyền Mặt trời huyền bí, chỉ được phát hiện ra
năm 1954 gần mặt phía nam của kim tự tháp. Người ta tin là chiếc
thuyền này được sử dụng để chở thi hài của vua Khufu
trong chuyến đi cuối cùng của ông trên trái đất trước khi được chôn
cất trong kim tự tháp.
242
Môc lôc
Unit 9 THE POST OFFICE....................................................................3
Unit 10 NATURE IN DANGER ..............................................................29
Unit 11 SOURCES OF ENERGY..........................................................55
Unit 12 THE ASIAN GAMES .................................................................81
Unit 13 HOBBIES ................................................................................107
Unit 14 RECREATION ........................................................................137
Unit 15 SPACE CONQUEST ..............................................................170
Unit 16 THE WONDERS OF THE WORLD ........................................204
CÁC BÀI DỊCH MẪU ................................................................................235
243

Lesson Plan 11II

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Unit 9

The post office

EXTRA ACTIVITY: A COMPETITION

– Then T gets Ss to practice reading the dialogue in

– T might also want to tell Ss that an appropriate

WHILE YOU LISTEN

7’ WARM UP: CROSSWORD PUZZLE Group

Complete the sentences with the appropriate

– T reviews the structures that are used for giving

– Then T gets Ss to write the letter. In the

Period 5: LANGUAGE FOCUS

WARM UP: BRAINSTORMING

2. Producing b. Destroying the Banning releasing

BEFORE YOU READ

WARM UP: HANG MAN GAME

Where? (Location) X is located in Y.

– Then T gets Ss to read the table of information

Period 5: LANGUAGE FOCUS

– Then T gets Ss to swap their partners and do

(1)_______ (2)_________ (3)__________ (4)_________

10’ BEFORE YOU LISTEN

10’ TASK 1 Individual,

– T gets Ss to work in pairs to study the 2000

– For homework, T asks Ss to revise their works to

Period 5: LANGUAGE FOCUS

III. Anticipated problems

archery diving kayaking synchronized

Games Host Year No of No of

Time Steps Work

– T introduces the topic.

Period 5: LANGUAGE FOCUS

– T goes around to observe and offer help

17. Peter likes collecting_______.

Buy the book

– With better Ss, T may encourage them to think of

8’ FEEDBACK ON SS’ WRITING

Period 5: LANGUAGE FOCUS

– T tells Ss the rules of the game:

Outdoor Outdoor All season

– T asks the winner group to go to the board and

8’ AFTER YOU READ

Period 5: LANGUAGE FOCUS

English tutor wanted

– T introduces the role play:

Some details about the landmarks and wonders of

− T calls the winner to read out their answers.

1. Quarter 4. merchants 7. original

Bµi 10: HIỂM HỌA VỚI THIÊN NHIÊN

Bài 11: CÁC NGUỒN NĂNG LƯỢNG

Bài 12: THẾ VẬN HỘI THỂ THAO CHÂU Á

Bài 13: SỞ THÍCH

Bài 15: CUỘC CHINH PHỤC VŨ TRỤ

Bài 16: CÁC KỲ QUAN THẾ GIỚI

Kim tự tháp vĩ đại Giza

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