TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Lead in

Ask Ss to look through the book and find out general information

Do as appointed

- 5 Units, 2 reviews

1. Review

Asks Ss to review what they have learned in the second term

How many parts are there in each unit and what are they?

• Unit 1 The generation gap
• Unit 2: Relationships
• Unit 3: Becoming independent
• Review 1
• Unit 4: Caring for those in need
• Unit 5: Being part of ASEAN Review 2

There are 8 parts:

• getting started - language
• reading - speaking
• listening - writing
• culture and communication
• looking back and project

2. Introduction

Ask Ss to look through the book and name topics

Asks Ss to give the reasons for their answers

Introduce regular assessment and exams

• Unit 6 Global warming
• Unit 7: Further education
• Unit 8: Our world heritage sites
• Review 3
• Unit 9: Cities of the future
• Unit 10: Healthy lifestyle and longevity Review 4

Regular assessment: 6 15-minute tests: 3

45-minute tests: 2 End-term test: 1

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

1. Listen and read

Ask Ss to look at the picture and answer the question

• Who do you see in the picture?
• Where do you think they are?
• What are they doing?

Play the recording, ask Ss to listen and read

- Do as appointed carbon print-foot infectious disease heat-related illnesses

2. Answer the questions

Ask Ss to work in groups, ask and answer the question

Asks Ss to give the reasons for their answers

Do as appointed

1. Global warming
2. Three parts: the causes, the effects, the solutions
3. Greenhouse gas emissions from factories and vehicles; use of chemical fertilizers, and deforestation.
4. Greenhouse gas emission, use of chemical fertilizers, deforestation
5. Climate changes, infectious and heat-

related diseases, impact on water supplies, threat to food production and upset ecological balance

1. They should change their daily habits
2. Causes: burning of fossil fuels, using of non- environment friendly products

Effects: natural disasters such as floods, droughts, tsunami, acid rain

3. Read the conversation again match the words and definition

Ask Ss to read the conversation again, work in pairs, do the task

Do as appointed

c – g – d – b – a – e – h – f

4. Find the sentences with the structure having VpII

Ask Ss to do the task

Do as appointed Having planned Having contributed Having treated

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

VOCABULARY

Complete the sentences with the right form of the words/phrases Ask Ss to work individually first and then in pairs to do the task

Do as appointed

1. carbon footprint 2. infectious diseases

3. emissions 4. ecological balance

5. heat-related illnesses 6. climate change

PRONUNCIATION

1. Listen and repeat

Do as appointed

Pay attention to the intonation

Play the recording and let Ss listen Play it again with pauses for them to sentence

2. Listen and mark the symbol of rising intonation

Ask Ss to read the word in rows paying attention to the intonation

Do as appointed

GRAMMAR

Perfect participles in clauses of time and reason

1. Underline the perfect participles in the sentences

Ask Ss to work in pairs, do the task

Do as appointed

1. Having planned

After we have planned the content …

1. Having treated

Because/Since humans have treated the ….

The perfect participle is used to express a reason

2. Match the two parts to make complete sentences

Ask Ss to work individually then in pairs to check their answer

Do as appointed

1. e 2. c

3. a 4. b

5. g 6. h

7. f 8. d

GRAMMAR

Perfect gerunds

Rewrite the sentences, using the passive voice

Ask Ss to work individually first, then in groups and check their answers

Do as appointed

1The students in group 11G were praised for having planted the most trees in the schoolyard in the Tree Planting Competition

1. The police suspected Mike of having cut down the oldest tree in the park
2. He denied having dumped lots of rubbish onto the beach
3. Thank you for having saved the lives of hundreds of wild animals
4. They regretted having hunted and killed many wild animals
5. The factory was heavily fined for having dumped tons of toxic waste into the river
6. Denis was rewarded for having taken an active part in the Green Summer activities

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

PRE READING

1. Work with a partner and guess what problems are described in the pictures Let Ss work in pairs, do the task

Do as appointed

• pollution
• forest destruction

WHILE READING

2. Read the text and select the statement that expresses main idea

Let Ss read the three heading a, b, c d first and make sure they understand all of them Ask Ss to read through the text once without stopping at the words that they don't know the meaning

Ask them to work in pairs to decide on the best title for the text that gives the general idea of the whole text

Help them eliminate the choice that is only one aspect of the text

The best title of the text is "Global warming is mainly caused by humans and has negative impacts on people’s lives"

3. Match the words with their meanings

Ask Ss to work in pairs and do the task

Do as appointed

1. g 2. f 3. d 4. e

5. b 6. a 7. c

4. Answer the questions

Put Ss in groups of 3, ask them to read the questions first to make sure they understand them by asking them to underline key words

Let Ss read the text again and locate the parts of the text where they can get the answers

Do as appointed 1.We are responsible

1. It releases a large amount of carbon dioxide into the atmosphere
2. Deforestation disrupts the process of absorbing and capturing C02 from the atmosphere
3. They could lose their home
4. They can reduce crop harvest globally
5. Because human beings cannot exist without species diversity on earth

POST READING

5. Work in groups, discuss the question Put Ss in groups of four and let them discuss the questions freely

Do as appointed

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

1. Work in pairs, in your opinion, which of the following activities in the table below can help to reduce global warming?

Ask Ss to work in pairs, do the task

Do as appointed 1, 2, 4, 5, 6

2. The table below presents the reasons why the activities in 1 can help reduce global warming. Match them with the activities

Let Ss work in pairs, do the task

Do as appointed

1. e 2. b

4. c 5. a 6. d

3. Lan, Mai and Minh are talking about the activities presented in 1. Work in groups of three. Complete the conversation using the phrases in the box and then practice it

Ask Ss to do the task

- Do as appointed

1. energy use
2. electronic devices
3. planting trees
4. carbon dioxide
5. reusing and recycling

4. What do you think about these solutions to global warming? Work in groups of three. Use the idea in 1 and 2 to have a similar conversation

Ask Ss to do the task

Do as appointed

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

1. a Match the words with the pictures and answer the question

Ask Ss to work in pairs and do the task

b. What is the common cause of all the disasters depicted in the pictures above?

Do as appointed

1. c (drought) 2. d (flood)

3. a (famine) 4. e (water shortage)

5. b (forest fire)

• climate change
• global warming
• human being’s interference with the environment

2. Prof Linn is talking to a class of grade 11 students about global warming. Listen to the talk and choose the best answers

Do as appointed

1. D 2. B 3. B

4. C 5. A

3. Listen to the talk again and answer the questions

Let Ss work in pairs to answer the questions

Do as appointed

1. Carbon dioxide, carbon monoxide
2. The thick layer of the greenhouse gases traps more heat from the sun leading to the increase of the temperature on the earth
3. Heat waves, floods, droughts and storm surges.
4. Famine, water shortages, extreme weather conditions and a 20-30% loss of animal and plant species.
5. When you have a lot of information about the topic, you’ll be more willing to change your

lifestyle and you’ll be able to inform others and inspire change.

4. Work in groups. Discuss if the weather patterns in VN have changed over the last ten years. Provide some examples. Then report the results to the class

Do as appointed

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

1. Which are the causes and which are the effects of global warming? Complete the diagram with the idea below.

Ask Ss to do the task

Do as appointed Causes: 2, 4, 7

Effects: 1, 3 6, 8

5 9

2. Work in pairs, discuss and complete the outline using the ideas from 1. Brainstorm some possible solutions Ask Ss to do the task in pairs

Do as appointed

1. Introduction (introduce topic and the main contents)

• one of the biggest issues facing humans nowadays
• caused mainly by humans
• most catastrophic effects on humans
• humans have to take actions to reduce the risks
• the essay will discuss the causes and effects, and possible solutions

2. What global warming is and its cause

3. Complete the following outline for the

a. Topic: The benefits of earbuds

passage on earbuds in activity 2 Ask Ss to do the task

1. Thesis sentence: What are its benefits?
2. Supporting idea 1 and further explanation: small, light, portable -> put in a bag or pocket Supporting idea 2 and further explanation:

not costly -> about 100 000 VND Supporting idea 3 and further explanation: used anywhere -> will not disturb anybody

4. Choose one invention and write a similar paragraph about its benefits

Ask Ss to exchange their writing for peer comment

Do as appointed

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Communication

Discussion

1. In groups, vote for the best invention among those in the list below

Ask Ss to do the task

1. Report and explain your group's results to the whole class

Do as appointed

The best invention is TV. It is useful to many people. It's not expensive. It's easy to use and easy to buy.

Do as appointed

We voted for digital cameras because they are very useful. We use them to take pictures of people we spend time with or beautiful places we visit. What's more, a digital camera does not cost too much, and we don't have to buy rolls or film for it.

Culture

1. Do you know which countries these

Do as appointed

1. China - c chopsticks

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

LOOKING BACK

Pronunciation

These words below are compound nouns or noun phrases. Put them in the correct columns

Oo oO

food processor solar charger

smartphone correction pen

laptop digital camera washing machine

earbuds/ runway

Vocabulary

Complete these sentences using the words given in the box

Grammar

1. Read the following short exchange. Fill in the gaps with the present perfect or the present simple forms of the verbs

- Ask Ss to work in pairs to finish these sentences

2. Answer these questions, using the gerunds or infinitives to describe functions or purposes

- Do as appointed

1. economical 2. inventions

3. portable 4. benefits

5. expensive

- Work in pairs, do the task

1. is 2. haven't planned

3. have wasted 4. don't have

5. haven't started 6. says

- Work in groups, do the task

1. A washing machine is used for washing clothes
2. A solar charger can be used for charging mobile devices
3. I use a laptop to listen to music and watch video
4. A correction pen is used for covering a writing error
5. I use a 3-D printer to produce solid objects

PROJECT

1. Think about an imaginary invention that may be useful to you or other people

Ask Ss to do the task

- Do as appointed

1. Work in groups, describe your invention to your group members.

Let the groups have some time together the assemble their inventions

1. Design a poster about the invention from activity 2

Teacher’s activities

Students' activities

I. PRESENTATION: 5’

Lead-in:

Inform the class of the lesson objectives:

I. PRESENTATION

Lead-in:

Listen and answer

getting to know the topic

Introduce the topic by asking Ss some guiding questions Encourage Ss to talk about further education.

Talk about further education

1. PRACTICE: 30’
   1. Activity 1:

Ask Ss questions about the illustration:

Who are the people in the picture? What are they doing?

What do you think they plan to do after leaving secondary school?

Tell Ss that that are going to listen to a conversation in a school library between three friends: Phong, Kevin and Maria.

Let Ss predict what these friends will be talking about.

Encourage and accept all types of predictions from Ss.

Play the recording. Ask Ss to listen and read the conversation at the same time.

• 1. Activity 2:

Asks Ss to work first individually, and then in pairs. Focus their attention on the instructions and allow time for them to read the incomplete sentences. They may refer back to the conversation to get the necessary information.

Checks sts’s answers and give explanation.

1. WHILE- PRACTICE
   1. Activity 1:

Answer the questions: Listen

Predict what these friends will be talking about.

Listen and read the conversation at the same time.

Work in pairs to practice asking and answering the questions

Give explanation

Who are the people in the picture? What are they doing?

What do you think they plan to do after leaving secondary school?

Keys suggested:

academic or vocational undergraduate and postgraduate a bachelor’s degree

vocational courses/ a vocational course apply for scholarships

III. PRODUCTION: 6’

Have sts read the question and example. Ask them to think of their own answer to the question. Sts work individually first, then with a partner.

Elicit some answers and writes the best ones on the board. Give feedback and discuss any points.

Read the question and example and think of their own answer to the question.

Work individually first, then with a partner.

III. PRODUCTION

Give answers Keys suggested:

1. They can pursue further education.
2. They can help students develop analytical skills, critical thinking and knowledge for higher education at a university or college.
3. Because they want to take some time before deciding on their career and major.
4. Taking a gap year can allow students to do voluntary work or internships, and travel. This practical experience will make their CVs look good.

Teacher’s activities

Students' activities

I. PRESENTATION: 2’

Warm-up: Ask:

What do you know about the Vietnam’s education system??

I. PRESENTATION

Answer

II. PRACTICE: 11’

1. VOCABULARY
   1. Activity 1:

Go through the words in the box and check Ss’ understanding/

Asks Ss to guess the words(s) and complete the diagram individually.

Alternatively, in weaker classes, have Ss work on the diagram in pairs.

Call some sts to give out the answer Have a st write the answers on bb. Check & give remarks

• 1. Activity 2:

Have Ss work individually.

Ask sts to complete the sentences individually.

Monitor the activity and offer support, if necessary.

Check the completed sentences as a class, making sure that all sts have the right answers.

1. WHILE- PRACTICE
   1. Activity 1:

Work individually, read each of the words and think about its word class.

Some sts to give out the answer A st. writes the answers on bb. Listen

Key:

1. Kindergarten 2. Primary education

1. Lower secondary education
2. Upper secondary education
3. College 6. University

2. Activity 2:

Complete the sentences individually. May compare their answers with a partner.

Listen to T’s comments

Keys suggested:

1. Academic 2. major

3. vocational 4. postgraduate

5. analytical

PRONUNCIATION: 10’ Intonation on Wh- questions

• 1. Activity 1:

Explain the use of rising and falling intonation by modeling the two types of questions

Play the recording again for sts to repeat chorally and individually.

Help sts to distinguish between rising and falling intonation by highlighting the rise and fall of the voice.

Ask sts to work in pairs, taking turns to say the questions.

• 1. Activity 2:

Ask sts to read the instructions and explain

1. PRONUNCIATION Intonation on Wh- questions
   1. Activity 1:

Listen

Distinguish between rising and falling intonation by highlighting the rise and fall of the voice.

Work in pairs, taking turns to say the questions.

• 1. Activity 2:

Read the instructions and explain the task.

Read the sentences, focusing on the words in

the task.

Ask them to read the sentences, focusing on the words in bold and have sts repeat.

Play the recording for sts to repeat once or twice.

Extend this task by having sts take turns reading each of the sentences twice- with and without elisions of weak vowels.

bold and have sts repeat. Listen

Take turns reading each of the sentences twice- with and without elisions of weak vowels.

1. GRAMMAR: 11’
   1. Activity 1:

Tell sts that the activity focuses on the present perfect and the present continuous tenses.

Ask if they can remember any rules of the present perfect and the present continuous tenses that they have learnt in the lower grades.

Have sts work in pairs to figure the answers. Monitor the activity and help sts, if necessary. Remind sts to pay attention to the adverbs of time when they choose the correct form of the verbs.

Check answers as a class.

• 1. Activity 2:

Tell sts that the activity focuses on the correct form of the verbs- the past simple or the present perfect.

Let sts work in pairs to give answers. Observe and help when and where necessary.

Remind sts to pay attention to the adverbs of time when they choose the correct form of the verbs.

Check sts’ answers by asking individual sts to take turns reading aloud each of the sentences.

1. GRAMMAR
   1. Activity 1:

Listen

Answer teacher’s questions

Work in pairs to figure the answers.

Pay attention to the adverbs of time when they choose the correct form of the verbs.

Listen

Keys expected for several days lately

since grade 9 before

• 1. Activity 2:

Work in pairs to give answers. Observe and help when and where necessary.

Pay attention to the adverbs of time when they choose the correct form of the verbs.

Take turns reading aloud each of the sentences.

Keys suggested

have been surfing has been living

has been looking have been studying has been teaching

3. Activity 3: 6’

Tell students that the activity focuses on the distinction between the present perfect and the present perfect continuous.

Have St work in pairs to work out the answers.

Monitor the activity and offer help if necessary.

Check answers by asking individual Ss to take turn reading aloud their answers.

Can ask Ss to explain their choice of tense. The pair that gets the most points is the winner.

3. Activity 3

Listen

Work in pairs to answer Read aloud the answers Keys suggested

1. have read
2. have been reading
3. Have you applied
4. have been waiting
5. has been giving
6. have never understood

Teacher’s activities

Students' activities

I. PRE- READING: 5’ Activity 1:

Have Ss read the table of the British state-run education system.

Provide sts with some information if necessary

Have sts work in pairs and draw a table or a diagram similar to the one in vocabulary. Section1. Encourage sts to explain and give reasons for their answers.

Correct answers as a class & have sts guess the possible content of the reading text.

I. PRE-READING Activity 1:

Look at the diagram to give the answers. Encourage sts to explain and give reasons for their answers.

School Age Exam Kindergarten 3-5 No Primary school 6-10 No Lower secondary 11-14No Upper secondary15-17 GCSE

1. WHILE-READING: 27’
   1. Activity 2:

Tell Ss that the activity focuses on reading for gist. Have them read the heading before the text.

Explain to SS that repeated and similar vocabulary can form a vocabulary chain in a paragraph. The main ideas of the paragraph will contribute to the main idea of the whole text.

Ask sts to work individually to choose the best heading (a-c). Then Ss can check their answers with a partner. Check answers as a class and write them on the board.

Give feedback

3. Activity 3:

Ask sts to work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them (a-e). provide help, if necessary. Explain the meaning further and give examples. Check answers as a class and write them on the board.

1. WHILE- READING
   1. Activity 2:

Work individually, read the work individually to choose the best heading (a-c). Then check their answers with a partner. Write them on the notebook.

Keys suggested

b

3. Activity 3:

Listen

Work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them(a-e).

Check their answers with a partner.

Keys suggested

d – c – e – a – b

Give feedback.

Then sts can Check answers as a class and

4. Activity 4:

Tell sts that the activity focuses on reading for specific information.

Ask sts to read the passage gain and decide whether the following statements are true (T), false (F) or (NG).

Have sts write their answer individually and check with their partner.

Check answers as a class & provide feedback.

4. Activity 4:

Read the passage gain and decide whether the following statements are true (T), false

(F) or (NG).

Write their answer individually and check with their partner.

Keys suggested

1. NG 2. F 3. F

4. F 5. T

III. POST- READING: 6’ Activity 5:

Put sts in pairs and ask them to discuss the questions freely:

How can you prepare for higher education in the UK?

Ask one or two pairs to report the discussion results to the class.

Give remarks

III. POST- READING Activity 5:

Work in pairs and discuss the questions freely.

One or two pairs to report the discussion results to the class.

Listen

How can you prepare for higher education in the UK?

Teacher’s activities

Students' activities

I. PRE- SPEAKING: 7’ Activity 1:

Ask sts to work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them (a-e). Provide help, if necessary. Explain the meaning further and give examples. Check answers as a class and write them on the board.

1. PRE-SPEAKING Activity 1:

Listen

Work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them (a-e).

Check their answers with a partner.

Keys suggested

• 1. c 2. e

3. a 4. b 5. d

Give feedback.

II. WHILE-SPEAKING: 16’ Activity 2:

Explain the context and ask sts to read through the phrases in the box.

Have sts work in pairs to fill the gaps in the interview.

Check answers as a class and give feedback.

II. WHILE- SPEAKING Activity 2:

Read through the phrases in the box.

Work in pairs to fill the gaps in the conversation. Listen

Keys suggested

1. b 2. e 3. a

4. f 5. d 6.c

III. POST- SPEAKING: 15’ Activity 3:

Have sts read the question and example. Ask them to think of their own answer to the question. Sts work individually first, then with a partner. Elicit some answers and writes the best ones on the board. Give feedback and discuss any points.

Activity 4:

Allow enough time for sts to read the conversation individually before they practice in pairs.

Monitor the activity and select some pairs to role-play the conversation in front of the class.

Activity 5:

Ask Ss to think about their choices and reasons for their preferences for further education.

Encourage them to share their ideas in groups.

Have different groups work together so they can help each other with ideas and suggestions.

Ask groups of students to have a discussion using the expressions and flow in the model in 2. Then choose one or two groups to role-play their conversation in front of the class.

III. POST- SPEAKING Activity 3:

Read the question and example and think of their own answer to the question.

Work individually first, then with a partner. Give answers

Activity 4:

Read the conversation individually before they practice in pairs.

Role-play the conversation in front of the class.

Activity 5:

Think about their choices and reasons for their preferences for further education.

Share their ideas in groups. Work together

Discuss using the expressions and flow in the model in 2.

Role-play their conversation in front of the class.

Keys suggested

1. Because higher education will help Ss to gain more knowledge and critical thinking skills and a bachelor’s degree will help them to find a job more easily.
2. Because students need some skills for getting a job before they can decide if they want to pursue an undergraduate degree or not.
3. They are campus-based, part-time, full-time and online.
4. “Cloud” learning allows students to work and study simultaneously.
5. They provide students with more flexible programmes and schedules.

Teacher’s activities

Students' activities

1. PRE- LISSTENING: 7’
   1. Activity 1:

Show pictures of the students on page

21. Ask: Where are they?

What are they doing?

I. PRE- LISSTENING

Expected answers:

They are in Vietnam. They are learning about Vietnamese culture. They are getting to know their Vietnamese fellow students.

1. WHILE- LISTENING: 26’
   1. Activity 2:

Have sts read the instruction about a famous girl with a disability and the table they have to complete.

Play the CD. Ask sts to complete the notes while listening.

Have sts listen the CD again and check their answers.

Have sts compare their answers before checking answers as a class.

• 1. Activity 3:

Tell sts that the activity focuses on listening for specific information.

Ask sts to listen to the passage gain and decide whether the following statements are true (T), false (F) or (NG).

Have sts write their answer individually and check with their partner.

Check answers as a class & provide

1. WHILE- LISSTENING
   1. Activity 2:

Complete the notes while listening

Listen the CD again and check their answers. Compare their answers before checking answers as a class.

Keys expected

1. undergraduate
2. Vietnamese history and economic development
3. very friendly and helpful
4. very organized, knowledgeable and thorough, always available for emergency
5. lives with a host family, has his own room, comfortable and clean, has Internet
6. Eat breakfast, dinner with host family, and lunch with Vietnamese fellow students; food: healthy and delicious; has his favourite dishes

2. Activity 3:

Listen the passage gain and decide whether the following statements are true (T), false (F) or (NG).

Write their answer individually and check with their partner.

Keys expected

1. F 2. T 3. NG

4. F 5. T

feedback.

III. POST- LISSTENING: 8’ Activity 4

Ask sts to work in groups of three or four to discuss the question:

How should you prepare for studying abroad?

Brainstorm ideas.

Have some sts present their reports to the class.

Give remarks

III. POST- LISSTENING Activity 4

Work in groups of three or f How should you prepare for studying abroad?

our to discuss the question: Present the reports

Listen

Keys expected

(depending on Ss’s answers)

Teacher’s activities

Students' activities

I. PRE- WRITNG: 8’ Activity 1

Give sts time to read the sample writing about higher education in the UK.

Ask sts to choose the appropriate phrases (a-c) to fill in the blanks.

Have them compare their answers with a partner first

Ask sts to read out loud their answers to check as a class.

Lead to the writing lesson

I. PRE- WRITNG Activity 1

Read the sample writing about higher education in the UK.

Choose the appropriate phrases (a-c) to fill in the blanks.

Compare their answers with a partner first Read out loud their answers

Keys expected

1. I am writing to ask you for
2. I want to consult you about
3. I am worried most 4. I have to take

5. I am eligible to 6. I should send

II. WHILE- WRITNG: 25’

II. WHILE- WRITNG

Activity 2:

Ask sts to work in groups of 4, and give each group a large size sheet of paper

Have sts read the email in their book and study the outline.

Ask sts to discuss in groups and complete the outline on the sheet of paper.

Encourage sts to move around to look at the outlines of other groups.

Ask leaders of some groups to present their outlines to the rest of the class.

1. Activity 3:

Have sts work in groups of three or four to choose one problem and discuss what information they want to ask for and what kind of advice they need. Each student should choose two of the eight problems and write an email to a friend in another country.

Encourage sts to make complete sentences, using the suggestions in this activity. Ask sts to read their group’s sentences.

1. Activity 2:

Work in groups of 4, and give each group a large size sheet of paper

Discuss in groups and complete the outline on the sheet of paper.

Leaders of some groups to present their outlines to the rest of the class.

Keys expected:

1. Dear Kevin,
2. I am writing ……… country.
3. What are the university ……….. UK?
4. What types of accommodation……… students?
5. Wish you and………… soon. 6. Regards

2. Activity 3:

Work individually to choose two of the eight problems and write an email to a friend in another country.

Keys expected

(depending on Ss’s answers)

Provide help by correcting mistakes in grammar or word choice.

Ask sts to work independently and write their emails.

III. POST- WRITNG: 8’

Ask some individuals to read their emails.

Have the rest of class give comments, and correct errors.

Give remarks & correction

III. POST- WRITNG Some individuals to read their emails. Listen to comments & correction

3. New lesson:

Teacher’s activities

Students' activities

1. COMMUNICATION: 15’

Activity 1:

Focus sts’ attention on the diagram.

Have sts guess what they are going to listen

Have them work in pairs to guess the information and think about how to express such information

Ask sts to complete the diagram

Let sts compare their answers with a partner, then check answers as a class and write them on the board.

2. Activity 2:

Tell sts that the activity focuses on listening for specific information.

Ask sts to listen to the passage gain and decide whether the following statements are true (T) or false (F)

Have sts write their answer individually and check with their partner.

1. COMMUNICATION
   1. Activity 1:

Work in pairs to guess the information and think about how to express such information Complete the diagram

Compare their answers with a partner. Check answers

Keys expected

1. Doctorate 2. Postgraduate education

3. University 4. College

5. Upper secondary education

2. Activity 2:

Listen the passage gain and decide whether the following statements are true (T) or false (F) .

Write their answer individually and check with their partner.

Keys expected

1. F 2. F 3. T 4. F 5. F

Check answers as a class & provide feedback.

II. CULTURE: 20’

1. Activity 1: Further education in Singapore

Focus sts’ attention on the diagram and allow enough time for sts to describe the stages following secondary education in Singapore’s education system.

Invite individual sts to present their descriptions in front of the class.

Activity 2:

Ask sts to read the text again and answer the questions individually.

Allow time for sts to read and underline the key words in the questions.

Ask them to read the text and underline relevant information

Offer help when necessary Check answers as a class.

II. CULTURE

1. Activity 1: Further education in Singapore Pay attention to the diagram to describe the stages following secondary education in Singapore’s education system.

Present their descriptions in front of the class.

Activity 2:

Read the text again and answer the questions individually.

Read and underline the key words in the questions.

Read the text and underline relevant information

Check answers. Keys expected

1. To help students to discover their talents and develop a passion for learning.
2. They have to pass standardized examination.
3. It builds up students’ strengthens and develop their talents in both academic and non- academic areas.
4. They can select pre-university education or technical education.
5. There are four local universities with degree programmes for higher education.

III. LESSON OUTCOME: 5’

Ask:

What have you learn today? What can you do now?

III. LESSON OUTCOME

Answer: Expected answers:

I have improved my speaking, listening, and reading skills. Now I know more about Vietnam’s and Singapore’s education system.

Teacher’s activities

Students' activities

1. LOOKING BACK: 10’
   1. PRONUNCIATION
      1. Activity 1:

Review using intonation on Wh- questions

Play the recording and let sts listen and mark the rising (^) or falling (Ÿ) intonation for each questions.

Check answers as a class by asking some sts to read the sentences with the appropriate pronunciation.

Play the recording again and let sts listen and repeat the sentences. Encourage them to use the rising and falling intonation.

• • 1. Activity 2: Play the recording

Ask sts to identify the questions using the falling or rising intonation.

Check answers as a class by asking sts to call out the number of the questions using the falling intonation and that of the rising intonation.

Play the recording again and let sts listen and repeat the sentences. Praise sts who try to use the intonation.

I. LOOKING BACK

PRONUNCIATION

• 1. Activity 1:

Listen and mark the rising (^) or falling(Ÿ) intonation for each questions.

Read the sentences with the appropriate pronunciation.

Listen and repeat the sentences. Encourage them to the rising and falling intonation.

• 1. Activity 2:

Listen & identify the questions using the falling or rising intonation.

Call out the number of the questions using the falling intonation and that of the rising intonation.

Listen and repeat the sentences.

B. VOCABULARY: 10’ Explain the activity aims to review the

B. VOCABULARY

Do the task individually.

key vocabulary in the unit, and have sts do it individually.

Remind sts to put the words into the correct form according to its position in the sentences.

Check answers as a class by asking individual sts to read their sentences. Provide the correct answers.

Put the words into the correct form according to its position in the sentences.

Individual sts read their sentences. Listen

Keys expected:

1. academic 2. broaden

3. graduation 4. analytical

5. internship 6. respectively

1. GRAMMAR: 10’

Activity 1:

Have sts work in pairs to work out the answers.

Monitor the activity and offer help, if necessary.

Check sts’ answers by asking individuals to take turns reading aloud their answer.

• 1. Activity 2:

Have sts to tell the teacher again about the difference between usages of the present perfect and the present perfect continuous tenses.

Have sts do this activity orally first Check answers as a class.

1. GRAMMAR
   1. Activity 1:

Work in pairs to work out the answers. Individuals to take turns reading aloud their answers. Keys expected:

Have taken/ have … been waiting have…. Attended/ have been waiting has been travelling

• 1. Activity 2:

Tell the teacher again about the difference between usages of present perfect and the present perfect continuous tenses.

Do this activity orally first Listen Keys expected:

…have been…. since / have all arrived

has been doing….since/ have three times (before) have been…..for/ have been ….since

B. PROJECT: 10’

• A survey on voluntary work
  1. Activity 1: Divide sts into groups of four

Have sts do the survey in class or during break.

Allow time for sts to compare their findings groups

Ask each group to present the final results to the class.

Make comments on their findings.

Activity 2:

Have sts work in their groups to prepare their presentation about their reasons for taking a gap after secondary school in front of the class.

Tell sts that the plan should be in written form.

Choose some groups to present their plans to the class.

Give comments and mark.

1. PROJECT- A survey on voluntary work

Activity 1:

Do the survey in class or during break. Compare their findings groups

Each group presents the final results to the class.

• 1. Activity 2:

Work in their groups to prepare

their presentation about their reasons for taking a gap after secondary school in front of the class. Notice that the plan should be in written form.

Some groups to present their plans to the class. Listen to the teacher’s comment.

FAMILY

WORK

VACATIONS

THE WEATHER

































Bill

Mary

654-9389

5:00

work

family

vacations

the weather

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

• Gives the answer keys
• Explains some knowledge
• Answers Ss’s questions

• Compare the answer keys with their performance
• Revise some knowledge
• Ask questions

LISTENING

I.(0.25pt/item) II.(0.25pt/item)

B. PHONETICS, GRAMMAR & VOCABULARY

I. (0.25pt/item)

most

change

and

make

A

C

A

B

A

D

A

D

II.(0.25pt/item)

D A C D D

C C A D A

C B

READING

1. (0.25pt/item)
2. (0.25pt/item)

D.WRITING

1. (0.2pt/item)
   1. I regret not selling my bike.
2. I didn’t know the change of the plan.
3. In spite of her difficult living conditions, she worked very hard.
4. I haven’t seen her since we were in Spain.

5. The house has been tidied by me.

II.(1 pt)

• Task fulfillment (idea/content): 30%
• organization (coherence, cohesion); 30%
• Vocabulary/structures (variety, accuracy, appropriation): 40%

1. Listen and read

Have Ss answer some questions about the pictures

What devices do you see in the picture? What are the people doing with the devices?

Ask Ss to listen to the recording and read the conversation

- Do as appointed

We see laptops and tablets

They are learning with the help of these devices

2. Work in pairs. Decide whether the statements are true (T), false (F) or not given (NG) and tick the correct box.

Ask Ss to work in pairs and do the task

Asks Ss to give the reasons for their answers

keys

1. F 2. F 3. NG

4. T 5. F 6. T

3. Find the adjectives which describe the devices used as learning tool

Have Ss do this task

keys

personal electronic modern

excellent useful mobile

digital perfect great

4. Read the conversation again and answer the questions

Ask Ss to work in pairs and do the task

1. They are talking about smart-phones, laptops and tablet computers
2. They have changed the way we learn
3. They use them to take photos or record their work, which can be later shared with the class
4. Because they can be used to store information, take notes, write essays and do calculations
5. He does his assignment and projects and studies English

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

VOCABULARY

1. Matching the words and phrases on the left with their explanations on the right

Ask Ss to do the tasks and compare the results with their partner

keys

1. e 2. d

3. b 4. c

5. a

2. Read the conversation in getting started again. Match pictures A-C with their uses as learning tools 1-6

Ask Ss to work in pair. Read the conversation again and do the task

keys

1. B 2. C 3. A

4. B 5. B 6. C

PRONUNCIATION

1. Listen and repeat

Play the recording and let Ss listen

Play it again with pauses for them to repeat each word

Do as appointed

2. Listen again and give a mark before stressed syllable

Play the recording and let Ss listen to the sentences and do the task

1. concentrate, similar, digital, excellent, recognize, personal, internet
2. contribute, symbolic
3. introduce, understand, Vietnamese

GRAMMAR - Relative Clauses

1. Read the sentence from getting started Let Ss read the conversation individually once and ask them to do the task

Ask them to work in pairs to compare their answers

1. that 2. which 3. that

4. which 5. whose Defining: 1, 3, 5

Non-defining: 2, 4

2. Match 1-6 with a-f to make meaningful sentences

Let Ss work in pairs to give the answers

keys

1. e 2. d 3. a

4. f 5. c 6. b

3. Use who/which/that/whose to complete each of the sentences

Let Ss work in pairs to give the answers

keys

1. which/that 2. whose 3. which

4. who/that 5. whose 6. who

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Lead in

Inform Ss of the lesson objectives: Read and understand the text about digital English

PRE READING

1. Look at the pictures and answer the questions

Let Ss work in groups, do the task

The students are using smart-phones and tablets to study English in the classroom.

I think we're going to read about electronic devices that help us learn English

WHILE READING

3. Choose the best title

Ask them to work in pairs to decide on the best title for the text that gives the general idea of the whole text

Do as appointed

Title b: new ways to learn English

4. Answer the questions

Put Ss in groups of 3, ask them to read the questions first to make sure they understand them by asking them to underline key words

Let Ss read the text again and locate the parts of the text where they can get the answers

1. We can put them in mobile devices and study anywhere
2. We can see words on the screen and hear them spoken
3. We can choose to practise with native English speakers of different accents and genders
4. They use them to record real-life English, lessons, learning materials, songs or English language films from TV or the Internet
5. Because it will make learning English easier, faster, more effective and more enjoyable

POST READING

5. Discuss in pairs or groups

Put Ss in groups of four and let them discuss the questions freely

I have an old mobile phone. I use it for communication only. Some of my classmates have more modern smart-phones and laptops. So they use these devices to record materials, look up new words, download and store digital lessons and practise.

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

1. Read the information about some attractions in Hue. Work in pairs. Choose one of place in Hue you would like to visit. Tell your partner about it

Do as appointed

I would like to suggest visiting Quoc Hoc High School. It is one of the oldest high school in VN and is famous for its beautiful ancient buildings. It is also a very prestigious high school where President Ho Chi Minh and many scholars studied. Walking around the school can give you the feeling of old- time VN

2. Work in groups. Imagine that you have one day to explore Hue. Which attractions would you visit? Discuss and decide on two places you all want to see. Use the phrases below.

Do as appointed

We would like to suggest visit Hue Imperial Citadel because of its significance and magnificence. We can see ancient palaces and the luxury of the royal family. Let’s also visit Thien Mu Pagoda. We can enjoy the beautiful scenery of the pagoda and the feeling of peace there.

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

1. You are going to listen to a radio programme about Phong Nha Ke Bang National Park, one of the world heritage site in VN. What do you know about this place? Use the words and phrases in the box to describe it

Do as appointed

Phong Nha – Ke Bang National Park, one of the world heritage site of Vn, is very popular with both domestic and foreign holiday- makers. It’s famous for its geological museum as well as beautiful forests, rivers and mountains. It’s home to a variety of plant and animal species

2. Match the words with the correct pictures

Do as appointed

1. cave 2. stream

3. limestone 4. mountain climbing

5. underground river 6. grotto

3. Listen to a nature radio programme and choose the correct answer.

Do as appointed

Phong Nha – Ke Bang was recognized as a world heritage site because it is a significant geological site.

4. Listen again and complete the sentences with no more than three words

Do as appointed

1. 500 km south 2. geological museum

3. mountains 4. rivers and streams

5. in the world 6. mountain climbing

5. Work in groups. Discuss the following questions

Do as appointed

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

1. Ask and answer the questions below Ask Ss to do the task

Do as appointed

1. Trang An Scenic Landscape complex is located in Ninh Binh Province. It is a tourist attraction. It is famous for not only its beautiful landscape but also cultural and religious value.
2. Not yet. I think that visitors can visit forests, caves and places of worship.

2. Complete an outline of an essay explaining the reasons why Trang An scenic landscape complex was recognized as a world heritage site

Ask Ss to do the task

- Do as appointed Cultural value: c, d Natural beauty: a, b Geological value: b

Preservation of heritage: e

3. Use the information and the completed outline in 2 to write your essay about Trang An Scenic Landscape Complex.

Ask Ss to do the task

Do as appointed

Trang An scenic landscape complex, recognized as a world heritage site, is famous for its cultural value, natural beauty, geological value and the preservation of heritage.

The most outstanding feature of this site is its cultural value. Archaeologists have discovered signs of human activity dating back almost 30,000 years. With such a long –lasting history, Trang An scenic landscape complex is home to many temples, pagodas and places of worship.

The natural beauty of the place with its geological value is another outstanding feature. Trang An Tam Coc Bich Dong not only has a natural scenic landscape but also is an archaeological site. Moreover, the area is famous for its magnificent landscape of limestone mountain tops surrounded by valleys and steep rocks.

As a place of cultural and natural value, Trang An heritage is well preserved and protected. Visitors are amazed to discover that the site is home to more than 800 species of flora and fauna

Having met UNESCO criteria for outstanding

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Communication

A field trip to a heritage site

1. Work in groups. Your group needs to decide

On a heritage site on your next field trip Ask Ss to do the task

1. Present your group’s decision on the heritage site to visit to the class. Try to convince your classmates that this would be the best place to see

Ask Ss to do the task

• Do as appointed Hoi An:

My Son Sanctuary Citadel of Ho Dynasty

• Do as appointed

Culture

1. Look at the photo of Taj Mahal, a world heritage site. Answer the questions

- Ask Ss to do the task

2. Read the text. Match the highlighted words in the text with the definitions below.

- Do as appointed

1. It’s in India
2. I can see a significant architecture, the tomb of the King and the Queen

- Do as appointed

1. dome 2. masterpiece

3. mausoleum 4. mosque

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

LOOKING BACK

Pronunciation

1. Listen to the following short exchanges. Mark rising or falling intonations on the choice questions in these exchanges
2. Listen again and check your answer

Vocabulary

1. Underline the correct word in each sentence

Ask Ss to do the task

1. Complete the sentences with the correct form of the words in the box.

Grammar

1. Combine the sentences using the correct form of the verbs in the box
2. Combine the two sentences into one, using either an ing or ed participle.

Ask Ss to do the task

• Do as appointed
• Do as appointed

1. scenery 2. heritage 3. architecture

4. dynasty 5. ancient

Do as appointed

Geological/ Exploring/ archaeological Excavation/ preservation

- Do as appointed

1. ringing 2. invited 3. living

4. to offer 5. called 6. to be recognized

* Do as appointed

1. The taxi taking us to Hoi An Ancient Town broke down
2. At the end of the street there’s a path leading to the Perfume River
3. The citadel gate damaged in the storm has now been repaired

1. The excavation relics stolen from the museum haven’t been found yet
2. Many of the foreign guests invited to the opening of the heritage museum were able to come

PROJECT

Work in groups. Choose a heritage site in VN and find information about it. Then discuss and make a proposal for its preservation and protection. Present your ideas to the class. Ask Ss to do the task

- Do as appointed

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Language Vocabulary

1. Use the correct form of the words in the box to complete the sentences

Ask Ss to do the task

Do as appointed

carbon footprint/ excavation intact/ academic/ undergraduate

2. Complete the sentences, using the correct form of the works in the brackets

Ask Ss to do the task

* Do as appointed

1. further 2. lower

3. heat-related 4. scenic 5. cultural

Pronunciation

3. Listen and mark the intonation patterns of the questions. Then practice reading the sentences.

Ask Ss to do the task

* Do as appointed

1. rising/ falling 2. rising/ falling

3. falling 4. rising

5. rising

Grammar

4. Rewrite and/ or combine the sentences. Begin each one as shown Ask Ss to do the task

Do as appointed

1. Having lived near a chemical plant for many years, some villagers have now developed cancers.
2. Having attended a conference on nature conservation, Quang became more involved in environmental activities
3. Mai regretted having dumped rubbish in the country park near her house
4. The manager denied having allowed harmful gases to emit into the air from the factory.
5. They suspected Tom of having used explosives to kill fish in the lake

5. Complete the sentences with the verbs in the box. Use the present perfect or the present perfect continuous

Ask Ss to do the task

Do as appointed

has been studying/ have … taken have been learning/ has been living has finished

6. Finish the incomplete sentences, using either a participle or to infinitive clauses

Ask Ss to do the task

Do as appointed

The London Tower Bridge, measuring 244 metres long, is a world heritage site

Visitors come to admire the relics excavated from the ancient tombs

The capital city of Ecuador was the first city in the world to be declared a world heritage site by UNESCO

The citadel of the Ho Dynasty, is located in Thanh Hoa Province, was added to UNESCO’s world heritage list in 2011

The complex of Hue monuments, lying along the Perfume River in Hue City, is a good example of a well-designed capital city

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Skills Reading

1. Read the text about the risk of sea- level rise. Ask Ss to do the task

Do as appointed

2. Read the text again and answer the questions

Ask Ss to do the task

Do as appointed

1. Because more than 20 cities are directly affected. Rising sea levels can endanger water supply in these city and threaten the life of millions of people.
2. It is described as one of Asia’s most fertile rice- growing regions and home to approximately 20 million people
3. More than 80 % of the Me Kong Delta could be flooded. Rice production may drop by about 2.6 million tons per year
4. Natural ecosystems and economic activities such as fisheries and tourism can be disrupted
5. They can lead to erosion of river banks and beaches, and loss of land

Speaking

3. Work with a partner, choose a heritage site and talk about what you can do and see there. Use the information in Unit 8 if necessary.

Ask Ss to do the task

Do as appointed

- If you visit central sector of the imperial citadel of Thang Long you can see with your own eyes stone dragons in Kinh Thien Palace and relics of Vietnamese royal families. You can know more about our long history with different royal dynasties. You will understand your history lessons more and take pride in the history of our country.

Listening

4. Listen to the recording about Trang An scenic landscape complex. Decide whether the following statements are T or F according to the speaker.

Ask Ss to do the task

Do as appointed

T F T F T

Writing

5. Read and complete David’s letter, using the words in the box

Do as appointed

higher education admitted to scholarship extra-curricular activities your culture

6. Write a similar letter to letter in 5

Do as appointed

Question 01.

A.

happen

B.

establish

C.

exist

D.

take place

Question 02.

A.

raising

B.

buying

C.

paying

D.

taking

Question 03.

A.

effects

B.

makes

C.

influences

D.

affects

Question 04.

A.

part

B.

body

C.

side

D.

way

Question 05.

A.

gets

B.

brings

C.

fetches

D.

enables

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

• Gives the answer keys
• Explains some knowledge
• Answers Ss’s questions

• Compare the answer keys with their performance
• Revise some knowledge
• Ask questions

A. PHẦN TRẮC NGHIỆM (8 points)

• 0,25 điểm cho mỗi đáp án đúng.
• Điểm tổng được làm tròn đến 0,25.

Câu Mã Đề Mã Đề Mã Đề Mã Đề Câu Mã Đề Mã Đề Mã Đề Mã Đề 107 256 389 413 107 256 389 413

1. C B C A 17. B D A D
2. A B A B 18. B B D B
3. D C D D 19. C B D D
4. C D C D 20. B B C B
5. D A D B 21. C C C C
6. A A D D 22. C D A A
7. A B B D 23. A A D A
8. B C A A 24. D D C A
9. C A C A 25. C C A C
10. D D D D 26. D D A A
11. A C A B 27. B C B A

1. D D C C 28. A A C
2. D B A C 29. A A C
3. C B D B 30. A B B
4. B C C C 31. D C D
5. B B A C 32. B C C

B. PHẦN TỰ LUẬN (2 points) Chấm bài theo bảng mô tả tiêu chí dưới đây

Mục Mô tả tiêu chí đánh giá

C A D C D

Điểm tối đa

1. Bố cục (0.7 điểm)

• Câu đề dẫn chủ đề mạch lạc
• Bố cục hợp lí rõ ràng phù hợp yêu cầu của đề bài o Câu kết luận phù hợp

0.2 điểm 0.3điểm

0.2 điểm

2. Nội dung (0.7 điểm)

• Phát triển ý có trình tự logic, Đủ thuyết phục người đọc o Đủ dẫn chứng, ví dụ, lập luận
• Độ dài: Số từ không nhiều hơn hoặc ít hơn so với quy định 5%

• 1. điểm
  2. điểm

0.2 điểm

3. Sử dụng ngôn ngữ (0.6 điểm)

• Sử dụng ngôn từ phù hợp nội dung, văn phong/ thể loại o Sử dụng ngôn từ phong phú
• Ngữ pháp, dấu câu, và chính tả chính xác

0.2 điểm

0.2 điểm

0.2 điểm

Time/Stages

Activities

1. Warm up 5 minutes

Lead in

• Ask Ss listen to answer some questions to lead Ss to the lesson.
• Ask Ss to tell the class about cities of the future.

2. New lesson 7 minutes

Activity 1: Phong, Chi and Ha are discussing their class assignment. Listen and Read

• Tell Ss that they are going to listen to a conversation between Phong, Chi and Ha.
• Ask them to read the heading and guess what the two speakers will be talking about
• Play the recording. Have Ss listen and read the conversation silently. Then

12 minutes

8 minutes

10 minutes

ask Ss if their predictions were correct. Have Ss summarise the conversation.

• Ss listen and read the conversation, take notes new word Activity 2: Answer the questions
• Ask Ss to read the conversation again and answer the questions.
• Let Ss compare their answers in pairs or groups.
• Check Ss’ answers as a class. Keys:

1. It’s about life in the city in the year 2050
2. Both think life will be better; Phong believes modern technology will be the reason, while Chi thinks there will be no pollution
3. They choose to talk about the environment
4. Solar energy is mentioned. This energy can be used for transport, lighting, cooking, heating water and helping plants grow
5. Yes. Thanks to the development of science and technology, our life will be better and more liveable in the year 2050.

Activity 3: Find the question tags in the conversation

• Ask Ss to read the conversation again and find the question tags.
• Let Ss compare answers in pairs or groups.
• Check Ss’ answers as a class. Keys:

1. It’s a group presentation, isn’t it?
2. You mean it will be environmentally friendly, won’t it?
3. We will have only ten minutes, won’t we?
4. Phong presented them so well, didn’t he?
5. Phong, you will do the talking, won’t you?

Activity 4: Read the conversation again and complete the conditional sentences.

• Ask Ss to complete the sentences.
• Have them write the sentences in the space provided
• Check Ss’ answers. Ask Ss to explain the differences between the sentence structures.

* Keys:

1. … the air will become cleaner and our health will be better (1)
2. People can develop health problems and become ill … (1)
3. … we’ll be able to generate our own electricity (1)
4. … their impact on the environment is less (0)
5. Let me know … (0)

3. Consolidation 2 minutes

• Ask Ss: What have you learnt today? What can you do now?
• Summarize the main points of the lesson.

4. Homework 1 minute

• Words and phrases about cities of the future
• Practice the conversation - Do the task again
• Read Unit 9 - Language at home

Time/Stages

Activities

1. Check up 3 minutes

• Ask some Ss to write some new words and do the tasks again
• Take notes and give feedback.

2. New lesson 8 minutes

5 minutes

A. Vocabulary:

Activity 1: Write the words or phrases given in the box next to their meaning

• Have Ss go through the words given in the box and discuss with a partner their meanings.
• Ss fill the blanks with the right form of the word from the box. Have Ss complete the sentences individually, then compare their answers in pairs or groups.

* Keys: 1. inhabitants 2. infrastructure 3. renewable

4. urban 5. liveable 6. sustainable

7. overcrowded 8. quality of life

Activity 2: Complete the sentences with the right forms of the words in the phrases in 1

• Ask Ss to read the uncompleted sentences and pay attention to the contextual clues such as words surrounding the gap and the part of speech needed.
• Have Ss complete the sentences individually, then compare answers in pairs or groups.
• Check Ss’ answers as a class.

* Keys: 1. urban 2. liveable 3. infrastructure

4. overcrowded 5. inhabitants 6. renewable

7. quality of life 8. sustainable

2. Pronunciation Intonation: Question tags

Activity 1: Listen and decide whether the question tags in B’s responses have a rising or falling intonation

• Have Ss listen and notice the intonation pattern of the questions
• Have them listen and repeat the exchanges with appropriate intonation.
• Ask them to study the Do you know…? box to learn some general rules of intonation patterns for question tags.

Keys: 1. falling 2. rising 3. rising 4. falling 5. rising Activity 2: Listen and repeat the exchanges in 1

• Play the recording and ask Ss to read along with the recording, imitating the intonation patterns.
• Have them practice the exchanges in pairs, taking turns to ask and answer the questions.
• Ask some pairs to role-play the exchanges in front of the class, using appropriate intonation patterns.
• Praise Ss who can reproduce these exchanges with good pronunciation and appropriate intonation.

2. Grammar: Question tags

Activity 1: Mach the question tags with the statements to make complete

12 minutes

14 minutes

sentences

• Have S work individually first
• Encourage them to refer to the Do you know..? box to get more information about the classes. Ask Ss questions to check if they understand the general rules related to the form and usage of this grammar point.
• Ask Ss to compare answers in pairs
• Check Ss’ answers as a class.

*Keys: 1. c 2. h 3. f 4. d 5. g 6. a 7. b 8. e

Activity 2: Complete the sentences with the correct question tags

• Ask Ss to read the statements carefully, underline the subjects and verbs in these sentences, and write the correct question tags in the blanks.
• Have Ss rewrite their sentences on the board.
• Check Ss’ answers as a class.

*Keys: 1. is there 2. can’t you 3. has it

4. will/would/could/won’t you 5. shall we

6. aren’t they 7. haven’t they 8. has she Conditional sentences type 0

Activity 3: Match the if clauses with the result clauses

• Ask Ss to read through the conditional sentences used in the conversation again.
• T explains to Ss the basic different between type 0 and type 1.
• Ask Ss to do the task.

Keys: 1. e 2. c 3. f 4. a 5. h 6. b 7. d 8. g

Activity 4: Combine the sentences or rewrite them to make conditional sentences.

• Ask Ss to combine the sentences to make conditional sentences.
• Have Ss rewrite their sentences on the board.
• Check Ss’ answers as a class.

*Keys: 1. If the baby is crying, he may be hungry (1)

1. If you travel on a budget flight, you have to pay for your drinks and food(0)
2. If the weather is fine, I walk to work instead of driving (0)
3. If people start using more solar energy, there will be less pollution (1)
4. If they have no homework, they usually play soccer (0)
5. If you travel by train, It takes five hours to get to Nha Trang (0)
6. If the government reduces the use of fossil fuels, our city will become a more liveable place (1)

3. Consolidation 2 minutes

• Ask Ss: What have you learnt today? What can you do now?
• Summarize the main points of the lesson.

+ Vocabulary related to the cities in the future

+ Intonation in question tags; Conditional sentences

4. Homework 1 minute

• T asks Ss to do exercises again at home.
• Prepare for the next lesson. - Complete Exercises in workbook.

Time/Stages

Activities

1. Homework 8 minutes

• Ask some Ss to do the tasks again
• Feedback

2. New lesson 7 minutes

7 minutes

10 minutes

Activity 1: Use a dictionary to find the meaning of the words in the box. Then complete the sentences with their correct form

- Ask Ss to look at the picture. Ask some questions as warm-up:

+ What do the colours indicate?

+ What energy sources will be used in the future?

+ Why is our planet placed in a hand of a person?

• Have them do the task individually, and then compare their choice in pairs or groups
• Elicit answers from Ss, encouraging all possible reasons. Have Ss explain their choices
• Pre-teach some of the unfamiliar vocabulary items in the text, but not the highlighted ones because Ss will be required to work out their meaning from the context the words are used in.

Keys: 1. a warning 2. detect 3. a sensor

4. promote 5. an insoluble 6. dwellers

Activity 2: Read the text about Superstar City and choose the best title for it

• Ask Ss to go through the three headings. Ask Ss to read the text quickly to choose the heading that best summarises the main idea.
• Set a time limit for this activity since skimming is a speed-reading technique with the purpose of getting a general overview of the content
• Have Ss work individually, and then compare their answers in pairs or small groups
• Check Ss’ answer as a class. Keys:

The best title of the reading passage is C – A safe and green city

Activity 3: Read the text carefully, answer the following questions

• Ask Ss to look at the questions quickly and underline key words which can help them to locate the specific information in the text.
• Let them read the text individually to find the information, them compare their answers in pairs or groups. Encourage Ss to explain exactly which information from the text helped them to answer the questions
• Check Ss’ answers as a class.

*Keys: 1. Barbara is an engineer and Mark is a city planner

1. It can depict and locate probable disasters by using the sensor installed in every home and public place
2. Its main function is to deal with urban environmental problems to make Superstar City greener, cleaner and more sustainable
3. An example is the people’s use of renewable fuels for cooking , lighting and heating
4. Because they have more time for study , entertainment and relaxation; they can enjoy the highest quality of life

Activity 4: Complete the following summary about Superstar City using

8 minutes

2 minutes

the words in the text

• Ask Ss to read through the summery about Siperstar City and decide which part of speech may fit in each gap.
• Invite several pairs to summarise the discussions and present their decisions to the rest of the class. Encourage other Ss to ask follow-up questions.

Keys: 1. safe 2. detecting 3. threats

4. energy 5. carry out 6. deal with 7. paradise

Activity 5: Do you think that our cities will all be like Superstar City in the year 2060?

• T helps Ss know how to do the task.
• Let SS work in groups to do this task at home.

3. Consolidation 2 minutes

• Summarize the main points of the lesson
• Vocabulary related to helping people with disabilities
• Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context

4. Homework 1 minute

• Ask students to learn by heart the new words.
• Prepare for the next lesson.

Time/Stages

Activities

1. Check up 8 minutes

• Ask Some Ss to go to the board and do the tasks again
• Feedback

2. New lesson 10 minutes

10 minutes

Activity 1: Choose the sentences to complete the conversation between two Londoners

• Ask Ss to read the conversation quickly to get an overall impression of the text.

-Ask Ss comprehension questions to make sure they understand the text

• Explain any further unfamiliar vocabulary, if necessary
• Have Ss match the sentences with the gap. Suggested answers:

1. c 2. d 3. a 4. b

Activity 2: Answer the questions

• Ask Ss to look at the questions quickly and underline key words which can help them to locate the specific information in the text.
• Let them read the text individually to find the information, them compare their answers in pairs or groups. Encourage Ss to explain exactly

14 minutes

which information from the text helped them to answer the questions

- Check Ss’ answers as a class. Keys:

1. London is stressful and overcrowded city with lots of traffic jams and pollution
2. They are making plans to improve the transport system and to make London a green city
3. Yes, it will be cleaner and more sustainable

Activity 3: Practice the conversation with a partner

• Ask Ss to practice the conversation in pairs.
• Set a time limit for the pair’s preparation and practice
• Invite some pairs to role-play in front of the class.
• Encourage Ss to give feedback on things such as interesting content, original ideas, fluency of speech and good presentation skills.

Activity 4: Choose one of the cities below. Use the ideas provided or your own to make a similar conversation

• Ask Ss to work in pairs. Ss should choose one city and make a similar conversation.
• Encourage Ss to use question tags to check information or ask for agreement.

Example: Tokyo’s trains are overcrowded during rush hours, aren’t they?

Activity 5: Work with a partner. Make predictions about a future cities

• Suggest some ideas for Ss’ discussion including current facts such as the environment, people’s quality of life and infrastructure; future plans and predictions about the city.

3. Consolidation 2 minutes

• Summarize what they have learnt by asking Ss some questions: What have you learnt today? What can you do now?
• Vocabulary related to our cities in the future
• Speaking skills: making a conversation based on the sample

4. Homework 1 minute

• Vocabulary related to our world heritage sites
• Speaking skills: Making a conversation based on the sample
• Do the tasks again - Complete tasks at home
• Read Unit 9 - Listening at home

1. Check up 5 minutes

- Ask some pairs of Ss to talk about future cities.

• Feedback
• Inform the class of the lesson objectives: Listening for specific information about future cities.

2. New lesson 10 minutes

1. minutes
2. minutes
3. minutes

A better or worse place to live in? Task 1: Discuss with a partner

• Ask Ss to look at the pictures and discuss the questions with a partner.
• Encourage Ss who don’t know anything about the site to make some predictions using the words and phrases in the box.

*Suggested answers:

• All these problems currently exist in big cities in VN like Hanoi and HCM City.

- It’s likely that many of them will be solved in the next twenty years, as local authorities are taking measures to deal with them step by step.

Task 2: Listen to a talk on predictions about our future cities. Underline the words or phrases that you hear

• Ask Ss to look at the words and phrases that can be heard in the talk.
• Have Ss compare answers in pairs or groups.
• Explain the meaning of any unfamiliar words, if necessary.
• Check Ss’ answers as a class.

Keys: a b d e h

Task 3: Listen again. Decide which of the following predictions will come true (T) and which will not (NT)

• Ask Ss to look at the three options and make their own predictions for the answers.
• Have Ss listen to the recording and choose one of the three options given
• Have them compare their answers in pairs or groups
• Check Ss’ answers as a class
• Let them listen again and pause the recording after the sentences mentioning the word geological

*Key: 1. T 2. NT 3. NT 4. T 5. T 6. T 7. NT

Task 4: Listen again. Complete the summaries of the two viewpoints

- Ask Ss to read the through the summaries of the two viewpoints in the talk and try to complete the sentences..

• Give Ss sufficient time to listen to the recording so they can extract the information needed and hear the words they have to write down.
• Have Ss compare answers in pairs or groups
• Check Ss’ answers as a class

*Key: 1. healthy; effective; overcrowded; heavier

2. medicine; renewable; fossil fuel

Task 5: Which viewpoint do you agree with, the optimistic or pessimistic?

• Have Ss work in groups and discuss the questions
• Ask Ss some warm-up questions before they start the discussion:

+ Do you think our cities will be better or worse than they are now?

+ What factors do you need to consider?

+ Are you an optimist or a pessimist?

• Ask some groups to report their plans to the class.
• Consider these points: Environmental problems, people’s use of energy sources, achievements in technology and medicine, etc.

3. Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today? What can you do now?

4.Homework

- Vocabulary related to the topic of our world heritage sites

Time/Stages

Activities

1. Check up 5 minutes

- Inform the class of the lesson objectives: Writing an essay about the reasons why Trang An Scenic Landscape Complex was recognized as a World Heritage Site.

2. New lesson 9 minutes

10 minutes

18 minutes

Different predicyions

Task 1: Hung and his friend Tanaka are exchanging emails about the future of their cities. Read the email and answer the questions

• Ask Ss to work in pairs or groups to answer the questions.
• Draw Ss’ attention to the two different viewpoints on life in Tokyo 40 years from now on.

* Keys:

1. To answer Hung’s question about Tokyo in the future
2. Because the government will use advanced technology to deal with the transport problem and make people’s life easier and more comfortable
3. Tokyo is threatened by nuclear and radiation accidents and natural disasters
4. Tanaka wants to know Hung’s viewpoint on VN’s capital city in the future

Task 2: Put the sections of the email in the correct order

• Ask them to read through the list (a-g) and put the parts in the order they appear in the email.
• Have Ss discuss in pairs or groups, and put the points under the right subheadings
• Check Ss’ answer as a class

*Key: 1. g 2. a 3. c 4. b 5. f 6. d 7. e

Task 3: Use the information below about New York City to write an email of about 160-180 words to a friend

• Set time limit for them to write the first draft of their essays.
• Have Ss exchange their drafts in pairs or groups for peer review. Encourage them to comment on the content and structure, on clarity of expression, grammar and spelling. Add any additional feedback, if necessary

• Have Ss revise their drafts based on their partners’ comments and your feedback.
• Collect Ss’ essay for checking or marking.

Task 4: Write your predictions about a future city in Vietnam in an email of 160 words to a friend

• Set time limit for them to write the first draft of their essays.
• Have Ss exchange their drafts in pairs or groups for peer review. Encourage them to comment on the content and structure, on clarity of expression, grammar and spelling. Add any additional feedback, if necessary
• Have Ss revise their drafts based on their partners’ comments and your feedback. (This can be done at home)
• Collect Ss’ essay for checking or marking.

3. Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss to complete the essay at home and collect
• Ask Ss: What have you learnt today? What can you do now?

4.Homework 1 minute

• Write the text again at home.
• Prepare for the next lesson.

Time/Stages

Activities

1. Warm up 5 minutes

- Ask some Ss to go to the board and read their writings

- Feedback

2. New lesson 17 minutes

1. Communication:

Task 1: Use the information about the cities mentioned in this unit and complete the diagram about the ideal city of the future

• Ask Ss to refer to the information about the cities mentioned in the unit, select the relevant details for their ideal city of the future.
• Ask Ss to study the example to get an idea about the language they can use and what they are supposed to discuss.

Let Ss form groups of three and start their discussion. Have one of them take notes

• Walk around to offer help, if necessary and encourage all members to participate in the group activity.

Keys:

1. Public transport (eco-buses, smart underground transport networks)
2. Renewable sources of energy: wind and sun power

20 minutes

3. - Waste is treated and turned into energy or fertilizers

- Wastewater is treated and turned into drinking water.

Task 2: Discuss the questions in groups

• Ask Ss to look at the questions quickly and underline key words which can help them to locate the specific information in the text.
• Let them read the text individually to find the information, them compare their answers in pairs or groups. Encourage Ss to explain exactly which information from the text helped them to answer the questions
• Check Ss’ answers as a class.

1. What will the ideal city of the future look like?

means of transport, environmental conditions, energy sources, treatment of waste, climate …

1. How do you think an ideal city should be treated: by upgrading an existing one or by building a completely new one from scratch?

2. Culture:

Activity 1: Read the text about Songdo, a smart city, and complete the table below

• Ask Ss to read the text and complete the table.
• Encourage them to share any information or facts they know about this city. Even if Ss haven’t heard about it, encourage them to make some predictions.

*Suggested answers:

1. 60km southwest of Seoul, South Korea 2. 53.3 square km

3. 2005 4. more than 65,000 people

Activity 2: Decide whether the following statements are T, F, or NG

• Ask Ss to read the text again to decide whether the statements are true, false or not given.
• Encourage Ss to work out the meaning of each new word from the contextual clues in the text.
• Explain any unfamiliar words or expressions, if necessary.

* Keys: 1. F 2.T 3. NG 4. F 5. T 6. T 7. NG

3. Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today?

What can you do now?

4.Homework 1 minute

• T asks Ss to learn the structures and vocabulary.
• Prepare for the next lesson.

Time/Stages

Activities

1. Homework 5 minutes

* Checking

• Speak out their ideas and opinions, knowledge that they have learnt in Unit 8.
• Feedback.

2. New lesson 10 minutes

8 minutes

19 minutes

Pronunciation:

Activity 1: Decide whether the question tags in B’s responses have a rising or falling intonation

- Ask Ss to listen to the exchanges and mark the intonation patterns on the questions using a downward upward arrow on each choice.

• Have Ss compare their answers in pairs or groups
• Check Ss’ answer as a class

Keys: 1. Falling 2. Rising 3. Falling 4. rising

Activity 2: Listen and repeat the sentences in 1

• Play the recording again and ask Ss to listen and read along
• Ask Ss to practise in pairs, taking turns to ask and answer the questions
• Walk around, comment on the pairs’ performance and praise Ss who try to use the appropriate intonation.

Vocabulary:

Activity 1: Complete the sentences with the correct form of the words or phrases in the box

• Ask Ss to write the word in each sentence
• Let them compare their answers in pairs or groups
• Check Ss’ answers as a class and give further explanation, if necessary.

*Keys: 1. city dwellers 2. infrastructure 3. overcrowded

4. advanced technology 5. detect 6. urban planners

Grammar:

Activity 1: Complete the sentences with the correct question tags

• Ask Ss to work individually, and then compare their answers in pairs or groups
• Check Ss’ answers as a class and give further explanations, if necessary.

*Keys: 1. shall we 2. don’t they 3. aren’t there

4. will you 5. haven’t you 6. do they

7. should they 8. isn’t it

Activity 2: Answer the questions, using conditional sentences

• Let Ss work individually, and then compare their answers in pairs or groups.
• Ask individual Ss to write their sentences on the board.
• Check Ss’ answers as a class.

*Keys: 1. Flowers died if they are not watered

1. I expect my teacher to correct my mistake if I make one.
2. People need to leave tall buildings quickly if there is an earthquake
3. I get green if I mix blue and yellow
4. I dial 114 if there is a fire
5. If I don’t have to go to school in the morning, I usually get up at 8
6. I usually ask my best friend for help if I’m in trouble
7. I usually go to the park if I want to enjoy some fresh air.

Project:

- Work in groups of four to six. Discuss and decide on your ideal city

of the future

- Introduce your poster to the class. Present the features of your city and explain what make it the most liveable city in the world

• Ask Ss to do the task
• Let the groups do the task in their free time.

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today? What can you do now?

Expected answer: Learn more about:

• Revise what Ss have learnt in unit 9
• Work in groups, talk about future cities.

4.Homework 1 minute

• T asks Ss to learn the structures and vocabulary.
• Revise what Ss have learnt in unit 9.
• Do the tasks again. - Prepare for the next lesson.

Time/Stages

Activities

1. Warm up 5 minutes

Lead in

• Ask Ss listen to answer some questions to lead Ss to the lesson.
• Ask Ss to tell the class about their lifestyle.

2. New lesson 7 minutes

Activity 1: Kim is asking Mark about a TV health show she missed. Listen and read

• Tell Ss that they are going to listen to a conversation between Kim and Max.
• Ask them to read the heading and guess what the two speakers will be talking about
• Play the recording. Have Ss listen and read the conversation silently. Then ask Ss if their predictions were correct. Have Ss summarise the

12 minutes

8 minutes

10 minutes

conversation.

• Ss listen and read the conversation, take notes new word

Activity 2: Read the conversation again. Find the verbs that go with the following nouns

• Ask Ss to read the conversation again and find the verbs
• Let Ss compare their answers in pairs or groups.
• Check Ss’ answers as a class.

Keys: relieve weaken practice increase do practice take

Activity 3: Complete the following notes on Dr. Quan’s four principles to stay healthy

• Ask Ss to read the conversation again and complete the sentences
• Let Ss compare answers in pairs or groups.
• Check Ss’ answers as a class.

Keys:

relieving stress we practice meditation eating healthy food developing heart diseases exercising regularly sports; yoga and t’ai chi natural remedies; take prescription medicine

Activity 4: Work in pairs. Answer the following questions

• Ask Ss to read the conversation again and answer the questions.
• Have them write the questions carefully.
• Check Ss’ answers.

* Keys:

1. The first principle is relieving stress. The second one is to consuming healthy food. The third one is exercising regularly
2. Yes. I agree with these principles

Activity 5: Find all the examples of reported speech in the conversation.

• Ask Ss to read the conversation again and find the sentences.
• Have them write the sentences in the space provided
• Check Ss’ answers.

* Keys:

Dr. Quan said if you practiced …

Yesterday, I read an article on the internet which claimed … He said read meat is high in fat …

Dr Quan advised viewers to … He suggested playing sports …

3. Consolidation 2 minutes

• Ask Ss: What have you learnt today? What can you do now?
• Summarize the main points of the lesson.

4. Homework 1 minute

• Words and phrases about cities of the future
• Practice the conversation - Do the task again
• Read Unit 10 - Language at home

Time/Stages

Activities

1. Check up 3 minutes

- Ask some Ss to write some new words and do the tasks again

- Take notes and give feedback.

2. New lesson 7 minutes

6 minutes

12 minutes

A. Vocabulary:

Activity 1: Complete the sentences with the right forms of the following words and phrases

• Have Ss go through the words given in the box and discuss with a partner their meanings.
• Ss fill the blanks with the right form of the word from the box. Have Ss complete the sentences individually, then compare their answers in pairs or groups.

* Keys: 1. cholesterol 2. nutrition 3. natural remedies

4. immune system 5. ageing process 6. meditation

7. life expectancy 8. boost

Activity 2: Use a dictionary to check the meaning of the following adjectives formed with -free or anti-

• Explain to Ss that free is used to form compound adjectives, which are usually hyphenated. On the other hand, anti- is used as a prefix to form adjectives or nouns, which can be spelled with or without a hyphen.
• Have Ss complete the sentences individually, then compare answers in pairs or groups.
• Check Ss’ answers as a class.

* Keys: 2. lifestyle that does not cause stress

1. foods that do not contain cholesterol
2. foods that are believed to prevent the appearance from getting older
3. diet that prevents the formation of acne
4. medicine that lowers cholesterol levels or prevents high cholesterol

2. Pronunciation

Intonation: Invitations, suggestions, polite requests, uncertainty and surprise

Activity 1: Listen and repeat. Pay attention to the fall-rise intonation

• Have Ss listen and notice the intonation pattern of the questions
• Have them listen and repeat the exchanges with appropriate intonation.
• Ask them to study the Do you know…? box to learn some general rules of intonation patterns for question tags.

Keys: 1. invitation/ suggestion 2. surprise

3. uncertainty 4. polite request 5. hesitation

Activity 2: Listen and mark the fall-rise intonation

- Play the recording and ask Ss to read along with the recording,

Keys: 1. Jack’s father advised him not to eat fast food every day.

1. Ann asked Kim to do the dishes for her
2. The doctor told me to do a 30-minute work-out every day
3. Mai invited Peter to go out for a coffee
4. Phong apologized for breaking my glasses
5. Hoa reminded Lan to buy some groceries on the way home
6. Carol suggested enrolling on a yoga course
7. John and Max admitted forgetting to submit the assignments the day before.

Activity 4: Change the sentences in reported speech into direct speech

• Ask Ss to change the sentences in reported speech into direct speech.
• Have Ss rewrite their sentences on the board.
• Check Ss’ answers as a class.

*Keys: 2. “Kim, don’t forget to turn off the lights before leaving the house”

1. “You shouldn’t exercise too hard because it’s not good for your heart”
2. “Let’s have a picnic next weekend”
3. “Don’t play near the construction site”
4. “Would you like to spend your summer holidays on my grandparents’ farm?”
5. “I’m sorry. I’ve made lots of mistakes in the report”
6. “Yes, I took my father’s car without permission”

3. Consolidation 2 minutes

• Ask Ss: What have you learnt today? What can you do now?
• Summarize the main points of the lesson.
• Vocabulary related to healthy lifestyles and longevity
• Intonation in invitations, suggestions, polite requests, uncertainty and surprise
• Reported speech with conditionals and reported speech with to infinitives and gerunds

4. Homework 1 minute

• T asks Ss to do exercises again at home.
• Prepare for the next lesson. - Complete Exercises in workbook.

Time/Stages

Activities

1. Homework

- Ask some Ss to do the tasks again

8 minutes

- Feedback

2. New lesson 7 minutes

1. minutes
2. minutes

10 minutes

Activity 1: The machine described in the picture above help doctors to diagnose and treat diseases. Discuss with a partner.

• Ask Ss to look at the picture. Ask some questions as warm-up:

+ Have you ever seen them?

+ What are they used for?

• Have them do the task individually, and then compare their choice in pairs or groups
• Elicit answers from Ss, encouraging all possible reasons. Have Ss explain their choices
• Pre-teach some of the unfamiliar vocabulary items in the text, but not the highlighted ones because Ss will be required to work out their meaning from the context the words are used in.

Keys: MRI (Magnetic Resonance Imaging) scanners and X-ray machines take medical images of patients’ internal body parts. MRI images provide a 3D representation of organs, which X-rays usually cannot.

Activity 2: Read an article about the main factors for the increased life expectancy. Four sentences have been removed from the article. Choose a sentence (a-d) to complete each gap (1-4)

• Ask Ss to go through the four sentences. Ask Ss to read the text quickly to choose the missing that best suits the passge.
• Set a time limit for this activity since skimming is a speed-reading technique with the purpose of getting a general overview of the content
• Have Ss work individually, and then compare their answers in pairs or small groups
• Check Ss’ answer as a class.

Keys: 1. c 2. b 3. d 4. a

Activity 3: Find the words or expressions in the text which have the following meanings

• Have Ss read through the definitions and the text carefully, looking for the correct words or phrases that match with the definition.
• Let them read the text individually to find the information, them compare their answers in pairs or groups. Encourage Ss to explain exactly which information from the text helped them to answer the questions
• Check Ss’ answers as a class.

*Keys: 1. be attributed to 2. obesity 3. antibiotics

4. vaccine 5. dietary

Activity 4: Read the text again and answer the questions

• Ask Ss to read the full text, include the gapped sentences, again and answer the questions individually.
• Invite several pairs to summarise the discussions and present their decisions to the rest of the class. Encourage other Ss to ask follow-up questions.

Keys: 1. The three factors are healthier lifestyles, better nutrition and advances in medical science and technology

1. Smoking, alcohol intake and fast food consumption can increase the risk of hear diseases.
2. Doing regular physical activity and spending more time outdoors can improve the ability of the human body to function well
3. Because they want to relieve stress
4. Because the food we eat can affect longevity and dietary changes can boost our immune system

2 minutes

6. They are the discovery of antibiotics and vaccines, and the development of medical imaging

Activity 5: Which of the factors mentioned in the article do you think is the most important? Discuss with a partner

• T helps Ss know how to do the task.
• Let SS work in groups to do this task at home.

Healthy lifestyles (physical exercise, low levels of stress and anxiety) Better nutrition (nutritious diets and dietary changes)

Advances in medical science and technology

3. Consolidation 2 minutes

• Summarize the main points of the lesson
• Vocabulary related to life expectancy factors
• Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context

4. Homework 1 minute

• Ask students to learn by heart the new words.
• Prepare for the next lesson.

Time/Stages

Activities

1. Check up 8 minutes

- Ask Some Ss to go to the board and do the tasks again

- Feedback

2. New lesson 10 minutes

Take care of your body

Activity 1: Below is a set of note cards for a talk about skincare. Use the words and phrases in the box to complete them

• Ask Ss to look at the set of note cards for a talk on skincare.
• Explain to Ss that note cards can be a very helpful tool for preparing, rehearsing and delivering speeches or talks. The note cards should contain the most important information as bullet points, which can be used as prompts in case the speaker gets nervous or forgets what to say.
• Explain any further unfamiliar vocabulary, if necessary
• Have Ss make their own note cards and present their answers to the class.

Suggested answers:

B1: wear protective clothing - avoid sunburn

wear sunscreen with a sun protection factor (SPF) of at least 15

B2: eat a wide variety of fruit and vegetables – provide vitamins and nutrients - drink a lot of water – prevent water loss

B3: wash your face twice a day with warm water and mild soap – remove

10 minutes

9 minutes

5 minutes

dirt - Don’t squeeze pimples – can lead to swelling, redness and infection Activity 2: Work in pairs. Use the note cards to talk about skincare, paying attention to the following

- Ask Ss to pay some attention when they speak

• glance at the note; don’t read them
• use linking words and expressions for hesitation devices to some more natural and smooth
• to make your tips sound more reliable, use reported speech to quote their sources
• maintain eye contact with your partner
• use appropriate gestures and facial expressions to support your ideas. Activity 3: Prepare another set of note cards for a talk about how to take care of your vision. Use the information below and your own ideas
• Ask Ss to practice the conversation in pairs.
• Set a time limit for the pair’s preparation and practice
• Invite some pairs to role-play in front of the class.
• Encourage Ss to give feedback on things such as interesting content, original ideas, fluency of speech and good presentation skills.

Taking care of your vision

• Use some kinds of eye drop to ease your eye’s tiredness
• Practice to look at things in distance to develop your eyesight

Activity 4: Work in groups of four or five. Take turns to present your talk to your group members

• Let Ss work in groups to do the task. Make sure each group chooses a different activity.
• Ask groups to summarize and briefly report their discussions to the class.

3. Consolidation 2 minutes

• Summarize what they have learnt by asking Ss some questions: What have you learnt today? What can you do now?
• Vocabulary related to taking care of your body
• Speaking skills: pair work and group work talking about how to take care of your body

4. Homework 1 minute

• Vocabulary related to taking care of your body
• Speaking skills: pair work and group work talking about how to take care of your body
• Do the task again - Read Unit 10 - Listening at home

Time/Stages

Activities

1. Check up 5 minutes

• Ask some pairs of Ss to talk about how to take care of your body.
• Feedback
• Inform the class of the lesson objectives: Listening for specific information about exercise precautions

2. New lesson 10 minutes

1. minutes
2. minutes
3. minutes

Exercise precautions

Task 1: Discuss with a partner

• Ask Ss to look at the pictures and discuss the questions with a partner.
• Encourage Ss who don’t know anything about the site to make some predictions using the words and phrases in the box.

*Suggested answers: a. fitness walking b. aerobic exercise

c. yoga d. swimming

Task 2: Look at the picture. Listen to John Keith, a fitness instructor, talking about four types of physical activity. Number the pictures as you listen.

• Ask Ss to look at the words and phrases that can be heard in the talk.
• Have Ss compare answers in pairs or groups.
• Explain the meaning of any unfamiliar words, if necessary.
• Check Ss’ answers as a class. Keys: a. 4 b. 1 c. 3 d. 2

Task 3: Listen again. Which safety rules are mentioned for each type of physical activity? Tick the correct boxes.

• Ask Ss to look at the three options and make their own predictions for the answers.
• Have Ss listen to the recording and choose one of the three options given
• Have them compare their answers in pairs or groups
• Check Ss’ answers as a class
• Let them listen again and pause the recording after the sentences mentioning the word geological

*Key: Aerobic exercise: 1,2 Yoga: 3,5

Swimming: 1,3,4 Fitness walking: 2,6,7

Task 4: Work in four groups. Each group chooses a different activity from 3. Discuss the following

• Let Ss work in groups to do the task. Make sure each group chooses a different activity.
• Ask groups to summarize and briefly report their discussions to the class.

3. Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today? What can you do now?
• Vocabulary related to the topic of exercise precautions
• Listening skills

4. Homework 1 minute

• Vocabulary related to the topic of exercise precautions
• Do the tasks again - Prepare for the next lesson.

Time/Stages

Activities

1. Check up 5 minutes

- Inform the class of the lesson objectives: Writing a story about how people have changed their lifestyles to overcome a problem.

2. New lesson 9 minutes

10 minutes

18 minutes

Lifestyle changes

Task 1: Read a story posted on Medline, a website about fitness. Complete the story, using the correct forms of the words in the box

• Ask Ss to work in pairs or groups to do the task.
• Ask Ss to read a story posted on a fitness website and complete the gaps with the correct form of the words in the box.

* Keys: 1. appetite 2. overweight 3. weight

4. fainted 5. dieting 6. supported

Task 2: Read the story again and answer the questions

• Ask them to read through the questions to make sure that they understand the questions.
• Have Ss discuss in pairs or groups, and answer the questions.
• Check Ss’ answer as a class

* Key: 1. Because as a child he used to eat a lot of fast food.

1. After he received hundreds of rejections and couldn’t get a job.
2. Fasting was his first kind of diet. He was unsuccessful and was taken to hospital
3. For over a year, he had to follow a special diet and joined a fitness class for overweight people.
4. Overweight people are not lazy and can work effectively like other people, so they should not be treated unfairly. However, their health can be affected, so they should follow doctors’ advice to lose weight.

Task 3: Use the information below to write a similar story.

• Set time limit for them to write the first draft of their essays.
• Have Ss exchange their drafts in pairs or groups for peer review. Encourage them to comment on the content and structure, on clarity of expression, grammar and spelling. Add any additional feedback, if necessary
• Have Ss revise their drafts based on their partners’ comments and your feedback.
• Collect Ss’ essay for checking or marking.

3. Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss to complete the essay at home and collect
• Ask Ss: What have you learnt today? What can you do now?

4. Homework 1 minute

• Write the text again at home.
• Prepare for the next lesson.

Time/Stages

Activities

1. Warm up 5 minutes

- Ask some Ss to go to the board and read their writings

- Feedback

2. New lesson 17 minutes

20 minutes

1. Communication:

Task 1: Listen to Phong’s talk about meditation. Complete the notes below.

• Focus Ss on the notes of his talk and guess what kind of information to write in each gap.
• Play the recording once or twice for Ss to complete the notes.

Keys: 1. five 2.a Location: at a quiet place

b Time: at night or early morning c Duration: 15 minutes a day

d. Techniques: Listen to the silence around you and breathe slowly and deeply

3. Benefits of meditation a. Relieving stress Reason: … you let your mind relax

b. Staying healthy and living longer.

Reason: … may weaken your immune system

Task 2: Discuss the question with a partner

• Ask Ss to look at the questions quickly and underline key words which can help them to locate the specific information in the text.
• Let them read the text individually to find the information, them compare their answers in pairs or groups. Encourage Ss to explain exactly which information from the text helped them to answer the questions
• Check Ss’ answers as a class.

Keys: 1. To relieve stress and feel relaxed, we should

• go swimming - read a book
• listen to soft music - spend your weekend in the countryside

2. I think listening to soft music may work best because it can ease your stress, lull you to sleep and refresh your mind

2. Culture:

Activity 1: Decide whether the following statements are T, F or NG

• Ask Ss to read the text again to decide whether the statements are true, false or not given.
• Encourage Ss to work out the meaning of each new word from the contextual clues in the text.
• Explain any unfamiliar words or expressions, if necessary.

*Suggested answers:

1. F 2. NG 3. T 4. F 5. T 6. NG 7. NG

Activity 2: Discuss with a partner

• Ask Ss to read the text and complete the task.
• Encourage them to share any information or facts they know about this city. Even if Ss haven’t heard about it, encourage them to make some predictions.

* Keys:

1. Education, dietary changes, exercise and the spirit of cooperation
2. There should be close cooperation between local government, health association and residents. The first step should be for a local health association to start a campaign for promoting a healthy lifestyle and nutrition, winning the support of the local residents and local government

3. Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today?

What can you do now?

4. Homework 1 minute

• T asks Ss to learn the structures and vocabulary.
• Prepare for the next lesson.

Time/Stages

Activities

1. Homework 5 minutes

* Checking

- Speak out their ideas and opinions, knowledge that they have learnt in Unit 10. - Feedback.

2. New lesson 10 minutes

Pronunciation:

Activity 1: Listen and mark (fall-rise intonation) in the following conversation

- Ask Ss to listen to the exchanges and mark the intonation patterns on the questions using a downward upward arrow on each choice.

• Have Ss compare their answers in pairs or groups
• Check Ss’ answer as a class

Activity 2: Listen again. Then practice the conversation with a partner. Try to use the appropriate fall-rise intonation

• Play the recording again and ask Ss to listen and read along
• Ask Ss to practise in pairs, taking turns to ask and answer the questions
• Walk around, comment on the pairs’ performance and praise Ss who

8 minutes

16 minutes

3 minutes

try to use the appropriate intonation.

Vocabulary:

Activity 1: Complete the sentences with the correct form of the words or phrases in the box

• Ask Ss to write the word in each sentence
• Let them compare their answers in pairs or groups
• Check Ss’ answers as a class and give further explanation, if necessary.

* Keys: 1. boost 2. life expectancy 3. immune system

4. remedies 5. nutritious 6. dietary

7. are attributed to 8. prescription

Grammar:

Activity 1: Report each statement. Make all necessary changes.

• Ask Ss to work individually, and then compare their answers in pairs or groups
• Check Ss’ answers as a class and give further explanations, if necessary.

*Keys: 1. The teacher told Tuan and Phong not to talk in class

1. The doctor said to Mr White that if he eats/ate lots of fatty food, he will/would increase his chances of developing heart diseases.
2. Nam’s yoga instructor asked him to close his eyes, breathe slowly and deeply, and not to think about his problems
3. The patient admitted not following his doctor’s advice
4. Ha’s friend suggested playing some games to relax because they had studied for three hours
5. Van’s manager said that he/she would get a promotion if he/she could finish the project before the deadline.

Activity 2: Read the conversation. Imagine that Nga talks to a friend the next day, telling him/her what her father had said.

• Let Ss work individually, and then compare their answers in pairs or groups.
• Ask individual Ss to write their sentences on the board.
• Check Ss’ answers as a class.

*Keys: 1. My father said that if I want to be stress-free, I need to balance study and leisure

1. He told (advised) me to draw up a revision timetable with time for other activities
2. He said that if I worked too hard, I wouldn’t feel hungry
3. He told/asked/advised me not to study continuously for long hours, but to take a five-minute break every hour.
4. Then he advised/told/asked me to do some workout or take a walk in the park before mealtime
5. Finally, he said that if I need more help, I can just ask him.

Project:

Work in groups of 4 or 5. Choose one of the projects

Ask Ss to do the project

1. Compare the information about these people and find out any common features. Present your report to the whole class.

• Ask Ss to do the task
• Let the groups do the task in their free time.

3. Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today? What can you do now?

Expected answer: Learn more about:

• Revise what Ss have learnt in unit 9
• Work in groups, talk about how to take care of your body

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Language Vocabulary

1. Complete the sentences using the correct forms of the words in brackets

Ask Ss to do the task

Do as appointed

natural polluted environmental sustainable ecological

2. Complete the following sentences with suitable words from the box

Ask Ss to do the task

* Do as appointed

1. pollution 2. global warming

3. deforestation 4. protect

5. acid rain

Pronunciation

3. Sort out the words according to their stress patterns and read them aloud. The ones in the first row have been done as examples. Ask Ss to do the task

* Do as appointed

poverty, energy, chemical, newsletter pollution, solution, awareness, protection economy, sustainable, ecology, environment

conversation preservation, relaxation, composition

Grammar

4. Rewrite the following sentences using reported speech

Ask Ss to do the task

Do as appointed

1. Mary said people were cutting down the rain forests
2. Tom said car pollution was a big problem in his city
3. Scientists say chemicals are destroying the ozone layer.
4. He told me to turn off the lights when I left home
5. Our teacher explained burning gas, oil, and coal could cause acid rain

5. Put the verbs in brackets in the correct forms

Do as appointed

1. didn’t throw 2. will go

Ask Ss to do the task

3. closed down 4. is 5. build

6. Put the verbs in brackets in the correct tenses

Ask Ss to do the task

Do as appointed

1. will … do 2. would be

3. were … would go 4. use

5. knew … would/could phone

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Skills Reading

• 1. Read about three people describing some environmental problems and solutions
  2. Find words which are closest in meaning to the following

Ask Ss to do the task

Do as appointed

1. rubbish dump = landfill
2. hide underground = bury
3. serious skin disease = skin cancer
4. waste gases = exhaust gases
5. process = treat

2. Read the text again and write down the environmental problems each one talk about and what can be done to solve it.

Ask Ss to do the task

Do as appointed

Linda: landfills - do more recycling

Jenny: the thinning of the ozone layer – drive less Kate: water pollution – treat all waste more carefully

Speaking

3. Work in pairs. Choose one of the following destinations for ecotourism in VN

Ask Ss to do the task

Do as appointed

• Sa Pa (Lao Cai Province)
• Cat Ba National Park
• Central Highlands
• Bach Ma National Park
• Can Gio Biosphere Reserve (HCM City)

4. Answer the questions. Discuss with a

Do as appointed

partner.

Ask Ss to do the task

• Where do you want to go?
• Why do you like to go there?
• What is special about the destination?

Listening

5. Listen to the recording about Cuc Phuong National Park and fill in the missing information

Ask Ss to do the task

Do as appointed

1. 135

2. tourists and scientists 3. 2000 – 400

4. most impressive 5. 1000

Writing

6. Write a paragraph about different environmental problems and give advice on how to solve them. Use the information in box of your own ideas Ask Ss to do the task

Do as appointed

Today, we can’t deny the fact that human beings are facing many environmental problems and they are doing their best to solve them. First of all, people produce too much waste which then is thrown everywhere and pollute the environment. The best solution to this problem is that we should do more recycling. ….

Students’ activities

Teacher’s activities

- Revise the knowledge in previous lessons:

* Vocabulary:

+ Unit 6: Gender Equality

+ Unit 7: Cultural Diversity

+ Unit 8: New ways to learn Grammar:

+ Unit 6: The passive voice with modals

+ Unit 7: Comparative and Superlative

+ Unit 8: Relative Clauses

- Asks Ss to review the knowledge in previous lessons