HUONG SON FOREIGN LANGUAGE CENTER- EVERYDAY

COMMUNICATION - STARTERS
Period 1. Leisure Activities
Teaching date:

I. Students’ level: pre-intermediate

II. Main language focus:Reading comprehension, listenning comprehension
III.Intergrated skills: reading and speaking
IV. Main subject skills: Reading and speaking about leisure activities
V. Specific objectives:
1. Prior knowledge:
Have good knowledge about leisure activities
2. Language skills:
*By the end of this period,
- Help Ss use the funcitional language in everyday life contexts and consolidate what
they have learnt in the previous sections about the topic: “ Leisure activities”
* Extra vocabulary: window shopping ; to sound weird, to be hooked on something, to
be addicted to sth, …
*Abbreviations
VI. Teaching aids
- Pictures/ Flashcards
- The Student’s book
- Recording
VII. Procedures
Teacher(T) Students(Ss) Board/ Content
1. Warm up *Netwoks
* Networks Ss take part in
activity

* Chatting Answer:
? What do you usually do in - I usually play
your free time? chess/ board
games/ listen
to music/
watch TV;…..
?Do you have any leisure - Yes, I do.
activities? -My favourite
? What is your favorite leisure leisure * Other questions:
activities?Why? activities are - Do you like window shopping?
people - Do you love cloud watching?
watching - Do you like going to community
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COMMUNICATION - STARTERS
/collecting old center??
newspapers. - Do you like working as a
*Have Ss find a leisure activity Ss talk about volunteer?
a bit unusual (fron Ss, their unusual leisure - Do you have any weird leisure
friends or someone they know) activities. activities?
and talk about it to the class. Eg: walking in ………
-Ask them for their opinions the rain/ eating
about this activity: boring, foreign
interesting, strange, challeging, food/ ...
... - Talk about
what they
know about
their friend’s
free time
activities and
say what they
think of these
activities.
2. Presentation(10’) *Extra vocabulary:
*Refer Ss to any words in the Ss guess the - window shopping
“Extra vocabulary” that Ss meaning of the - to be hooked on sth:
don’t yet know and ask Ss to words. - to sound weird
try to guess what the meaning - to be addicted to sth...
is, and how that may relate to
leisure activities.
Act 1.
* Explain to Ss that they are -Listen to the
going to read about some T
activities teenagers do in their
spare time. Have Ss cover the -Look at the
text and just look at the photos photo
(with name and country).
- Encourage Ss to guess what - guess people
these students in the photos in the photos
like doing as leisure activities. like doing.
3.Practice(15’)
*Set a reading time limit and -Read the text *Memory= 4 teams.
have Ss speed read the text. about an - hanging out
article on the - going window shopping
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COMMUNICATION - STARTERS
Close books and play a magazine - working as volunteers for an
memory game dividing Ss into animal protection organisation
competing groups to tell how -Play the - cloud watching
memory game - dancing/ painting/ doing drama
much information they can
. - doing sports
remember from the text.
- Motivate Ss by counting
every detail they remember!
Do not check comprehension at
this point.
Act 2.
-Focus on
*Ask Ss if they notice any
some features
other particular features of the
abbreviation
text. Elicit answers from Ss by
drawing their attention to the
form of the text (e.g. its layout
and the abbreviation).
-Listen to T’s
- Explain that this is from a
explaination
webpage and that these
abbreviation. Then have Ss
work in pairs to complete the Key 3:
task. Emily - hanging out She
- Ss may work with friends loves it
- Next encourage Ss to add to
in pairs to (window
the 'net lingo' dictionary with
create their shopping)
any other abbreviations they
own mini - working as
know that are used online. Ss
dictionary, a volunteer
may work in pairs to complete
then ask other Hang - cloud She
the task.
pairs to guess watching adores
- Next encourage Ss to add to
the meaning. it. It's
the 'nettling' dictionary with
any other abbreviations they easy
know that are used online. Linn - going to Se loves
- If time allows, have Ss write -Write the community it
short texts or messages in short text on centre,
which they use these message painting,
abbreviations and/or their dancing,

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COMMUNICATION - STARTERS
newly added ones and send doing drama.
them to each other. Minh - playing He likes
Act 3. football it
* Have Ss work in pairs or - helping his It's fun
-Ss work in
small groups to complete the pairs or small aunt in
table. Allow Ss to read the text groups to running
more closely to fill in the table. complete the cooking
table classes
Manuel - playing He's
computer addicted
games to it
- doing judo It's OK
4. Production(10’)
Act 4.
* Have Ss work in pairs to put Ss work in
the leisure activities in the text pairs to put the
leisure
in order from the most
activities in the
interesting to the most boring. text in order
from the most
interesting to
the most
- Once they have their list, boring
form a b bigger group of four -Ss shares their
list with the
and each pair shares their list
other in order
with the other in order to agree to agree on a
on a mutual list. mutual list.
5. Homework(5) Guideline
1.- Learn the words in Extra -Write down
vocabulary by heart. and listen T’s
2.-Write about your leisure guideline
activities using structures in
“abbreviations!”
3.Do Exercise C1,2
(Workbook 5,6)

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COMMUNICATION - STARTERS
Teacher’s preparation:
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Lesson 2,3 : Personal information
Part 1 : Vocabulary
ACT 1: Look at the given information. Complete the table.
No Words/ phrases Pronunciation meaning
1 Name / neim /
2 Eleven /i’lev(∂)n
3 Thirty /’θЗ:ti /
4 Twenty one /’twenti wᴧn /
5 Phone number / f∂un ‘nᴧmb∂r /
6 Hometown /h∂umtaun/
7 Twelve / twelv /
8 Full name / fulneim/
9 Age /eid /
10 Address /ə’dres/
11 Where /weə(r) /
12 Thirteen / θ ə:’ti :/
13 Spell / spel/
14 nineteen /nain’ti:n/

ACT 2: Look at the phonetic alphabets. Write the names in capital letters.
phonetic alphabets. Name
1 /em/- / ai / - / en/ - / en / - /ai / - / i : /
2 / kei/ - / eitᶴ /- / ei / - /el /- / ai /
3 / pi: / - /i:/ -/ ei/ - /a
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COMMUNICATION - STARTERS
4 /em/- /ai/ - /kei/ - /i:/
5 /si:/ -/ eiʧ/- /ai/
6 /em/ -/ei/- /a:(r)/ -/si/ - /oƱ/
7 /di:/ - /ei/- /vi:/ /ai /- / di:/ /kei/ - /ei/- /wai/
8 / bi:/ - /i:/ /a: (r)/ -/ei/ - /en/

Part 2 : Practice

ACT 3: Fill in the blanks with the situable letters

1. W- - -- - are you from ? I’m from Vietnam.
2. Good morning. What’s your name, please ?
3. You’re from England.So you Speak E - - - - - - ? Yes, that’s right.
4. My s- - - - - - is clinton and f - - - - - - - - is Hillary.
5. His m - - - - - - - - - - number is 0912999234.

Part 3 : Further practice

Activity 4 : Work in pairs. Make a conversation about greetings . then ask and answer
the questions about some famous people.
1. Name : Song Jong Ki 2. Name : Anglea Merkel

Age : 31 Age : 62
Phone number : 082522 0348 Phone number : 049 30567896
3. Name : Lionel Messi 4. Name : Le Quang Liem
Age : 30 Age : 25
Phone number : 082 557 660021 Phone number : 0912686822
Activity 5: Free talk
- Talk about yourself ( name, age, Job, phone number, address…. )

Part 4 : Homework
Talking about something about yourself.
Suggested question
1. What’s your name ?
2. How old are you ?
3. Where are you from ?
4. What do you do ?

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 HUONG SON FOREIGN LANGUAGE CENTER- EVERYDAY
COMMUNICATION - STARTERS
Period 4. Life in the countryside
Teaching date:
I.Students’ level: pre-intermediate
II. Main language focus:Reading comprehension, listenning comprehension
III.Intergrated skills: reading and speaking
IV. Main subject skills: Reading and speaking about life in the countryside
V. Specific objectives:
1. Prior knowledge:
Most Sts know about life in the countryside
2. Language skills:
*By the end of this period,
- Help Ss use the funcitional language in everyday life contexts and
consolidate/kən'sɒlɪdeɪt/ what they have learnt in the previous sections about the topic:
“ Life in the countryside”
+ Use the words related to “Life in the countryside” – The countryside through visitor’s
eyes
+ Read the posts on “Holiday in the countryside”
VI. Teaching aids
- Pictures/ Flashcards
- The Student’s book
- Recording
VII. Procedures
Teacher(T) Students(Ss) Board/ Content
1.Warm up(5’) Ss use the
*Use the adjectives in their adjectives in
correct form of coparisons their correct
1. A village is much...... a form of
city in size.(small) coparisons
2. A city has ............. 1.smaller
activities than the 2.more
countryside.(interesting) interesting
3. The city offers more than
service. It’s much..... the 3. more
countryside.(convenient) convenient
4. Some people think that than *This page looks at online posts, which
county folk are .... city 4. more are common features of social media
people.(friendly) friendly sites. They allow people to review
*Introduction Ss listen to
things or give their opinions about
- Introduce about online the T’s
things. They also allow others to
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COMMUNICATION - STARTERS
posts and common features intrduction respond to the posts with their own
of social media sites. about online opinions. As such, an online dialogue
posts. occurs. The writing style of online
posts is usually short, informal and
honest or direct.

2. Presentation(10’)
* T refers to the words in the -Look at the
Extra vocabulary box. Ask new words in
Ss if they know their Extra
vocabulary
meanings. If they don't, wait
and guess the
until Ss have done the meanings
reading. Then ask them to
guess the meaning of each
word in context.
Act1 -Look at the
* Explain that Ss are going online posts “
the countyside
to read some online posts
through
from people all over the visitors’
world. Elicit from the Ss eyes.”
where these people live.
- Establish that they all live -Talk about
in big cities. They are the experience
talking about their of staying in
the
experiences of staying in the
countryside
countryside. They all have
very different opinions of
the experience.
3. Practice(15’)
- Ask Ss to read the posts.
- Check that everybody -Read the
understands the meaning of posts on
“Holidays in
each post before moving on. Key 2
the
Act 2. countryside” Positive Neutral Negative
*Have Ss do the 2 exercise Dennis 

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COMMUNICATION - STARTERS
independently. Ask them to -Do Ex2, tick from
look for expressions which the London
help them decide their appropriate Julie 
box.
answers. from
- Then ask Ss to compare Paris
their answers with a partner -Ss compare Phi run 
and discuss any differences. their answers from
- Then check the answers as and check Phnom
a class. Penh
Yumi 
from
Seoul
Emi 
from
Tokyo
Lan  
from
Ha Noi
Bob 
from
Hong
Kong
.
4. Production(10’)
Act 3.
*Put Ss into groups of Ss work in
between five and seven. groups of
between five
- Explain that now they have
and seven.
a chance to reply to each
post with their own
opinions. - student
- Hand out a piece of blank writes a short
paper for each post. reply to a post *Suggested opinion:
- Have the groups write the and then Binh: The cost of living in the
passes the countryside is lower than in the city
name of each post at the top,
paper to the Huong: Tha country filks in the
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COMMUNICATION - STARTERS
e.g. Bob form London. Each person on countyside are more friendly than
student writes a short reply their left people in the city.
to a post and then passes the
paper to the person on their
left. They take the next -Ss read the
paper from the person on reply and then
their right. They read the add their own.
reply and then add their -Continue
own. Continue passing the passing the
papers around until papers around
until everyone
everyone has replied to
has replied to
every post. every post
-Ss can do the
replies to
- If time is short, Have Ss three or four
do the replies to three or posts
four posts. - Ss refer to
the examples
- Encourage Ss to choose a
as models for
variety of posts with their answers
different attitudes. Ss write
down their replies. Then ask
each group to read out one
of their reply chains to a
post and discuss it as a class.
5.Homework(5’) * Guideline
- Give Ss Exercise Write down - C1a. Say the definition and match
C1,2(page 12) them with the correct words.
C1b. Match complete the definitions
from the information in 1a and practise
saying them aloud.
C2. Choose one of the words below and
make a mini talk in which the word is
used.

Teacher’s preparation:

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COMMUNICATION - STARTERS
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Lesson 5, 6: Leisure time
Part 1 : Vocabulary
Activity 1: Listen and repeat the following words . Then write the meaning
1. Reading / ri:diɳ/
2. Doing sport / du:iɳ spϽ:ts/
3. Shopping /ʃɔpiɳ /
4. Dancing / dɑ:nsiɳ /
5. Walking /wɔ:kiɳ/
6. Swimming /swimiɳ/
7. Studying /stʌdiiɳ /
8. Meeting new people /mi:tiɳ nju: ‘pi:pl /
9. Listening to music /Lisniɳ tə ‘mju:zik
10.Chatting on the Internet /ʧæt ɔn ði ‘intənet/
11.Family / ‘fæməli /
12.Grandparents / ‘grænpe ər ənts/
13.Grandfather / ‘grænfa: ð ə(r) /
14.Grandmother /‘grænmʌð ə(r) /
15.Mother / mʌðə(r) /
16.Parents / peərənts/
17.Husband / hʌzbənd/
18.Brother /brʌðə(r)/
19.Daughter / ‘dɔ:tə(r)/

Part 2 : Practice
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COMMUNICATION - STARTERS
Activity 2: Complete the following sentences with the given words in the box
going reading dancing meeting playing
chatting watching going swimming studying

1. My family sometimes enjoys ……… to the cinema together.

2. They like………….. out for dinner.
3. I don’t like ………. Thick books.
4. I am not a dancer but I love………….
5. My sister hates……… Maths.
6. She loves…………. New people.
7. Most students like ………. Computer games in their free time.
8. My children like……….Tv while they have dinner.
9. Mary enjoys…………. On the Internet.
10.We don’t like going………. In summer.

Part 3: Further practice

Activity 3: Rewrite these sentences using the possesive ‘ S”
1. The children room is messy. =>The children’s room is messy.
2. Billy favourite footballer is David Backham. ->………………………

3. My best friend names are Mikie and Sarah - > …………

4. I collect everybody plate after the meal. ->……………
5. Her babies toys are new and expensive. -> ………………………
6. My parents car is very old. -> ………………………
Activity 4 : Change these sentences in to negative or positive form.
1. He has got a dog and two cats. ->………………………………….
2. Joe’s grandparents live in NewJork city. ->……………………………………
3. She doesn’t have a computer to do her homework. ->…………………………
4. I have a nice house near the sea. ->…………………………………
5. They haven’t got information about the new project. ->………………………
Activity 5 : Complete the following sentences with the correct form of the given
words
Meat shop Watch do Play
chat Listen go Swim read
1. He enjoys………….. sports.
2. He hates…………..on the Internet.
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COMMUNICATION - STARTERS
3. She loves…………………… to music.
4. He likes…………….. new people and seeing new places.
5. They enjoy……………….. to the cinema.
6. She dislikes………………….. computer games because it’s not good for her
eyes.
7. He doesn’t have much money. He dislikes………………………
8. They like ……………….They love books.
9. She love water. She enjoys……………………
10. She loves………………….TV.

Part 4: Homework
Ex 1: Write sentences from the given words.
1. John/ like/ do sports /free time. ……………………………
2. People/ enjoy/ chat / Internet.………………………………………
3. You / love/ play / computer games ?……………………………….
4. She/ not like /go /out / dinner. ………………………………………
5. Mary/ hate / shopping ? ………………………………………………
Ex 2 : Talk about your family
1. How many people are there in your family ?
2. How old are they ?
3. What are their job ?
4. What are their hobbies ?

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Period 7 . People of Viet Nam

Teaching date:
I.Students’ level: pre-intermediate
II. Main language focus:Reading comprehension, listenning comprehension
III.Intergrated skills: reading and speaking
IV. Main subject skills: Reading and speaking about people in Vietnam
V. Specific objectives:
1. Prior knowledge:
Sts know information about Vietnamese people
2. Language skills:
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COMMUNICATION - STARTERS
- Help Ss use the functional language what they have learnt in the previous
section about the topic “ People in Viet Nam”
- Use the words related topic “ People in Viet nam”
- Talking about ethnic groups in Viet Nam
- Talking about ways of life
VI. Teaching aids
- The recording
- Flashcards/ Pictures
- Student’s book
- Map or globle
VII. Procedures
Teacher Students Board/Content
1.Warm up(5’)
*Complete the sentences with Ss complete the
the words/phrases “festivals, sentences with
languages, ethnic minorities” the
1. Mua Sap is a .............dance words/phrases
of the Muong people in the *Keys:
North West. 1.Typical
2. If you are interested in ethnic 2.festival
minority culture, you should 3.language
really go to one of the ..........in 4. ethnic
the northern mountainous minorities
regions.
3. The Yao people use
ideograms/chữ viết/ of chinese
origin to write their ........
4. The schools in this region
have done much to help the
children of ......................
2. Presentation(10’) The quiz
Act 1. What do you know about ethnic
*Let Ss work in pairs to do the -Ss answer the groups of Viet Nam?
quiz 1. quiz
Key 1:
- T checks and gives explanation 1.B 2. A 3. C 4.B 5.C
6.A

3. Pratice(15’)
Act 2. Key 2:
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COMMUNICATION - STARTERS
*Have Ss work in groups. Northwest region: Viet,
- Let them discuss and then write Ss work in Hmong, Lao
down the ethnic groups in the groups. Northeast region: Viet, Hmong,
- discuss and
correct boxes. Nung, Tay
then write down
The central Highlands: Viet,
the ethnic groups
Bahnar, Brau, Ede, Giarai,
in the correct
Sedang
boxes.
- Encourage them to add other Mekong river delta: Viet,
-Ss add other
ethnic groups they know of to Cham, Khmer
ethnic groups
the list. Red river Delta: Viet
- T moves around the groups and
gives assistance where needed.
4. Production(10’)
Act 3. *Notes:
- Bring the class back together. -Choose one Geographical location of some
Write on the board subjects that group and talk ethnic groups:
about them
Ss can talk about in relation to -The Viet: all over the country
these groups. -The Tay, the Nung: North and
- Elicit these subjects if possible: Northeast provinces
- location -The Mwowng: Hoa Binh, Phu
- lifestyle - costumes Tho, Son La, Thanh Hoa
- foods -The Hani: Lai Chau, Lao Cai
- festivals/ceremonies -The Hmong: Northern
- marriage/weddings… mountainous regions, Nghe An
- T may give some facts and/ or -The pathen: Ha Giang, Tuyen
show pictures to facilitate the Quang
activity -The Thai: Son La, Lai Chau,
- Give Ss time to prepare, and Yen Bai, Thanh Hoa, Nghe
then let them talk in groups. An..
-The Bahnar: Gia Lai, Kon
Tum, Binh Dinh, Phu Yen
-The Ede: Dak Lak, Gia Lai,
Phu Yen, Khanh Hoa
-The Giarai: Gia Lai, Kon Tum,
Dak Lak

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-The Brau: Kon Tum
-The Khmer: Mekong Delta
provinces
-The Cham: Ning Thuan, Binh
Thuan, Tay Ninh, An Giang…
-The Sedang: Kon Tum, Quang
Nam, Quang Ngai

5. Homework(5’) *Guidelines:
*Ask Ss to do ExC1,2 in the Write down ExC1: Talk with a partner.One
workbook(Page 19, 20) is a reporter, the other is a
foreigner and wants to know
about the ethnic groups of Viet
Nam
ExC2: Read the following facts
about the Lao ethnic people and
talk about them with a partner.

Teacher’s preparations:
……………………………………………………………………………………………
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Lesson 8, 9 : Season and weather
Part 1 : Vocabulary

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COMMUNICATION - STARTERS
Activity 1: Translate Vietnamese into English.
Mùa xuân Tháng năm
Mùa hạ Tháng sáu
Mùa thu Tháng bảy
Mùa Tháng chín
Mùa đông Tháng mười
Lộng gió, có gió Tháng mươì hai
Có mưa Ăn trưa
Có nắng Mặc quần áo
Có tuyết Học bài
Có Mây Thức dậy / ngủ dậy
Mát mẻ, mát lạnh Đánh răng
Ấm , ấm áp Làm bài tập về nhà
Khô, cạn Tắm vòi sen
Nóng bức Chơi thể thao
Lạnh, lạnh lẽo Đi ngủ
Ướt, ẩm ướt Ăn sáng
Thang1 ,tháng giêng Xem tivi
Tháng 3

Activity 2: Look at the transcription and write the words

1. / ‘wintə(r)/ 9. / ‘Ͻ:təm/
2. /ʤænjuəri / 10./ snəυi/
3. / ‘windi/ 11./ hɒt/
4. /nəυ’vembə(r)/ 12./ ɔ:’g ʌst/
5. /ku:l/ 13./ ‘sʌmə(r)/
6. / ‘februəri/ 14./’klɑυdi/
7. / ‘eiprəl/ 15. / wɔ:m
8. /’sʌni/ 16./ ‘si:zn/

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COMMUNICATION - STARTERS
17./ drai/
18./ ‘spriɳ/
19./’reini/
20./ kəυld/

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 * adverbs of frequency
Part 2 : practice
Activity 3: Complete the sentences. Use the adverb and the correct form of the
verbs in brackets.
1 Our teacher, Mrs Jones, (never/ be ) late for lesson.
2. I (often/ clean ) my bedroom at the weekend.
3. My brother ( hardly ever/ help ) me with my homework.
4. I ( sometimes/ be ) bored in the maths lesson.
5. We (rarely/ watch) football on TV.
6. You and Tony( never/ play ) computer games with me.
7. You (usually/ be ) at the sports center on Sunday.
8. The school bus ( always/ arrive) at half past eight.
Activity 4: Rewrite the sentences placing the adverb in its correct position.
1 Mary goes shopping to the mall ( usually ).
2. Amalia helps her parents with the housework. ( sometimes)
3. We are late for school ( never)
4. Mark is sad ( hardly ever )
5. My sister goes swimming. ( often)
6. Our teacher is very friendly . ( often)
7. David doesn’t study the grammar reference before his tests. (often )
8. I am happy. ( always )
9. Elena reads the newspaper. ( hardly ever )
10. Laura has breakfast with her family. ( usually )
11. My friends are quite punctual. ( often )
12. The girls buy new clothes at christmas. ( always)
13 Mike and his sister are fighting for the remote. ( always)
Part 3 : Further practice
Activity 5: Work in pair and ask and answer the questions to complete the
card
Card A
From : Ho Chi Minh
Good food : ‘ Com Tam Suon” – broken rice topped with a grilled pork chop.
Season : Summer,
Weather : Hot and rainy
Activity 6: Ask and answer yourpartner’s question to complete the
information about Hong and Linh’ typical day.
Card A
Time Hong Linh
6: 00 am Go running (1)………………
7:0 am (2)……………………. Take children to school
7 :30 am Walk to school (3)…………………..
7:45 – 11 am ( 4) …………………… Work in the shop
11:30 Eat lunch in the restaurant (5)………………….
12 – 1: 30 pm (6)…………………….. Have lunch at home
Card B
Time Hong Linh
6: 00am (7)………………… Get up and make breakfast
7:0 am Have break fast and get dressed (8)………………..
7 :30 am (9)…………………………. Ride motorbike to work
7:45 – 11 am Study at school (10)………………….
11:30 (11)…………………... Cook lunch
12 – 1: 30 pm Go to an Internet cafe (12)…………………..

Part 4: Homework
Ex 1: Find the mistakes and correct them.
1. I am often playing tennis on Sundays, so I never go out on Saturday evenings.
2. Ha often come very early to the class but today he seems tobe late.
3. On Saturday s ,(A) We always go to the movies. On Sunday, We often go to the
church
4. John gets up at 7 o’clock every day. Because he catches always the train at 8
clock.
5. I am thinking (A )you are wrong.(B) Try to listen carefully (C) before you
answer the questions.(D)
6. If she gets (A) good mark in the next exam, her parents will buy her (B) a
smartphone because (C)She is wanting (D)a new one.
7. Lala is Playing (A) tennis every (B)Wednesday afternoon. She often plays (C)
with her classmates in (D ) the schoolyard.
8. How often are you going (A)on holiday? – I often go (B ) on holiday once (C)a
month . What about you ? (D )

*******************************************
Lesson 10. Our customs and traditions
Teaching date:
I.Students’ level: pre-intermediate
II. Main language focus:Reading comprehension, listenning comprehension,
writing, speaking
III.Intergrated skills: reading and speaking
IV. Main subject skills: 4 skills
V. Specific objectives:
* By the end of this period
- Help Ss use the funcitional language what they have learnt in the privious
sections about the topic “ Our customs and traditions”.
- Use the words related topic “Our customs and traditions”
- Ask about and describe different customs and traditions
-Discus about subjects “Customs and traditions”
VI. Teaching aids.
-Flashcards/ Pictures
-Student’s book
-Recordings
VII. Procedures
Teacher Students Content/Board
1. Warm up(5’)
*Complete the sentences *Key:
with the correct form of 1. have to
“have to” or “must” 2. mustn’t
1.My mother always tells me - write the 3. has to
that I ......... be home by 9 answers on the 4. had to.... don’t have to
p.m. board 5. does... have to...?
2. You ....... be late for 6. mustn’t
school.
3. She ....... wear that
costume because it’s the
family tradition.
4. In the past, men ............
wear ao dai, but today
they........... wear it.
5. Before leaving the dinning
table, .... your son....... ask
for permission?
6. In India, you.......... shake
hands with women,
especially in rural areas. It’s
a taboo.
2.Presentation(10’)
* Tell Ss that in this lesson -Listen to the *New words:
they will have the T’s -prong: đầu cái )
opportunity to explore the explainations dĩa(phần có
table manners in the UK and răn
compare them with those in
Vietnam. - cutlery: bộ đồ
- Go through ăn
- Go through the Extra the Extra
vocabulary with Ss. If Ss do vocabulary
not know any word in the -tray: cái mâm,
box, quickly teach it. cái khay
- T can teach the words -palm: lòng
'prong', 'cullery', 'tray' and bàn tay
'mat' by using the pictures
provided in 1. To teach the -palm tree: cây
cọ/ cây chà là
word 'palm', point to the T's
palm.
- To teach the word -spoons: bộ
thìa
'host/hostess', T can give an
explanation: When you invite
some guests to your mother
is the hostess and your father
is the host. In pairs Ss look
Act 1. at the pictures
* Have Ss work in pairs to and discuss the
look at the pictures and differences
Ex: - In the first
discuss the differences
picture, people
between them. Encourage
are using rice
them to use the extra
bowls and
vocabulary. Some suggested
chopsticks.
differences are:
- In the second
- “In the first picture, people
picture, they are
are sitting on the mat to have
using cutlery…
the meal. In the second
picture, they are sitting
around the dining table.”
- In the first picture, people
are using rice bowls and
chopsticks. In the second
picture, they are using
cutlery…
3. Practice(15’) Key 3:
Act 2. 1. F (You hold the folk in the
*Have Ss work in pairs to - work in pairs left hand and the knife in the
decide if the statements are read the
right) 2.T
sentences about
true or false. Have some Ss
table manner in 3. F (There is also a spoon and a
write their answers on the Britain, write fork for dessert) 4. T
board. Do not confirm the T/F 5. F (You should never use your
correct answers now. own cutlery to take more food
Act 3. -Listen to the from the serving dish - use the
*Play the recording for Ss to recording and serving spoon)
check their answers. check the
6. F (You should break off the
answers
-Let Ss listen to the recording bread with your hands)
twice. If there are any 7. F (Guests have to wait until
incorrect answers, have Ss the host or hostess starts eating).
explain why the sentences Audio script:
are false. Ss may know In the UK we eat around the
Act 4. them all but dining table. We follow lots of
- The aim of activity 4 is to may lack the
table manners. Firstly, we use
language to talk
provide Ss with some cutlery - you know, knives,
about them.
Vietnamese table manners. forks and spoons - to eat most of
- T helps Ss brain storm more -Ss may know the food. We hold the fork in
ideas for the next activity. them all but the left hand and the knife in the
- In pairs Ss discuss if they may lack the right. You should hold the
follow the same table language to talk handle of the knife in your palm
manners in their family. about them
and your fork in the other hand
- T may add some more. - Some Ss with the prongs pointing
-T set a time limit for this present their downwards. There is also a
activity. ideas spoon and a fork for dessert.
- T may quickly write some When you finish eating, you
of the Ss' extra table manners should place your knife and fork
on the board. with the prongs upwards on
your plate. Secondly, you
should never use your own
cutlery to take more food from
the serving dish - use the
serving spoon. Now if there's
bread on the table, you can use
your hands to take a pice. There
break off a small piece of bread
and butter it. Thirdly, if you are
a guest, you have to wait until
the host or hostess starts eating
and you should ask another
person to pass the food. Next,
never chew with your mouth
open and don't talk with food in
your mouth…
4. Production(10’) Ss work in
Act 5. pairs:
*Have Ss work in pairs and Minh: Hey
role-play. They continue the Jessica. My
family would
conversation in the book or
like to invite
make up their own. you to dinner.
- Call some pairs to act out Jessica: Oh,
the conversation in front of That’s nice
the class. Other Ss give but ... I don’t
comments. know anything
- Give praise and feedback about
Vietnamese
on Ss' conversations.
table manner.
Minh: What do
you want to
know?
Jessica: Well,
do you eat
around the
 dinner table like
in Britain?
Minh: No, We
sit on the mat
and around the
tray to have the
meal.
........
5.Homework(5’) *Guideline
- Give Ss Exercise in the Write down C1. Rearrange the sentences to
work book: C1,2 Page 31 make a complete conversation.
Then practise it with a friend.
C2. Table manners in France
and in the UK

Teacher’s preparations:
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………

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Lesson 11,12: Festivals

Part 1 : Vocabulary
Activity 1: Listen , repeat and give meaning of the words:
Birthday : Halloween:
Mother’s Day Thanksgiving:
Weekend: Easter Day:
Wedding day : New Year’s Eve
Valentine’sDay: Internationalchildren’s Day
Christmas Day Vietnamese’s Women’s Day:
International Women’s Day National Independence Day:
May Day Teacher’festival :
Independence Day Lunar New Year:
Activity 2: Match the words with the definitions. Write the letter A, B, C or D
for occasion.
1. 1. Birthday A . Each year children dress up as ghosts and
monsters and go “trick or treat” . They expect
adults to give them sweets.
2. Wedding day B. The day that you were born.
3. C. It is a christmas holiday. It commemorates
3. Valentine’sDay The resurrection of Christ.
D. The celebration of this day begins the night
4. Mother’s Day before and it is the time to celebrate the
beginning of a new year. People drink
champagne and go to parties.
5. Easter Day: E. It’s time for people to think about their
mothers.They usually buy them flowers
6. Halloween F. the day that you get married
7. New Year G. This is celebration of the birth of Christ.
Children and adults decorate pine trees and their
homes with holy
8. Christmas Day H. The day that you tell someone that you love
him or her
Part 2 : Practice
Activity 3: Look at the dates. Write the occasion in the blank.
Mother’s Day On the first of June.
Halloween:
Thanksgiving: On the 25th of December
Easter Day:
New Year’s Eve
Valentine’sDay:
Christmas Day
Internationalchildren’s Day
On the 1st of January
On the 31st of October
In March or April
On the second Sunday
On the fourth Thursday in November
Activity 4: Fill in the blank with a word to complete sentences. Use the first
letter as a suggestion.
1. People in Scotland celebrate the arrival of the N- -Y- - - on December.
2. They are preparing food for their son’s b- - - - - - - party.He is 18 years old
today.
3. American children wear witch , skeleton or ghost costumes on H- - - - - - - -.
4. E- - - - - is a nice religious holiday but I hate decorating eggs.
5. Poor turkey s! They are bred only to be eaten at T _ _ _ _ _ _ _ _ _ _ _.
6. Kate got very sad when she didn’t get a greeting card or chocolate from
anybody on V_ _ _ _ _ _ _ _ _Day.
7. Vietnamese T_ _ _ _ _ _ _Day is on the 20th of November.
8. On I_ _ _ _ _ _ _ _ _ _ _ _children’sDay , we celebrate the children who
already bring such great joy and love to our lives, and those who are in need of
love and joy.
9. Happy N _ _Y_ _ _,everybody! Wish you all the best in this coming
Year.
10. Also known as the full Moon Festival, The M_ _A_ _ _ _ _ Festival falls on the
fifteenth of the eight lunar month.

Part 3 : Further practice

.
Activity 5: Match the verbs with the phrases go with.
Have A restaurant
Eat News on TV
Go to Special clothes
Sing Presents to each other
Give With friends
Watch Houses
Invite Happy birthday song
w ear Guests
Go out A party
Decorate Special food
 Activity 6: Find one mistake in the following sentences and correct it
1. I’ve heard (A) that you are getting (B) married (C) next month.
Congratulation(D)!
2. It’s (A ) time to say(B) “ Happy New Years(C)’ 2018(D)
3. Valentine(A) day is (B)on (C) January 14th .(D)
4. Children (A) often say “trick and(B) treat” on (C)the Halloween.(D)
5. “Be (A) quick” ! the party has(B) just begun.- “Happy birthday (C)for
you”.(D)
Activity 7: Work in pairs. Ask and answer about special occasions.
Student A :
Occasion Vietnamese women’s Day Teacher’sday
Date
Time
Common food/drink
Activities to do
What people often say

Student B :
Occasion Vietnamese women’s Day Teacher’sday
Date
Time
Common food/drink
Activities to do
What people often say
 Activity 8: Make conversation with your partner using these
informattion.
Occasion :Mai’s Birthday party
Where : School canteen
When : Thursday, 31st May
Time : 7 pm till late
Guests : all classmate
Thing to do : sing ,dance, eat and drink.
Part 4 : Homework
Ex 1: Reorder the following words to make a meaningful sentence.
1 .celebrate/ New Year / ?/ do/ you/ often/ What/ do/ to/ the. ->………
2. My grandparents’/ dinner / on/ I/ usually/ go/ to/ at / home/. New
Year’s Eve. ->………
3. holiday/ is/ a/the United States/ popular/ Halloween./in/ ->……….
4. like candy/door./ the children/ If /a treat, /or fruit, / they /go/to/the
next/ receive/ ->………
5. they/ do/ receivve/ if / a treat/ . might/ not play/ they. ->………..
6. on his birthday /./ a party/ always/ has/pete/ at home/ ->……..
7. to watch/sometimes/ on New Year’s Eve. / go out/ We / fireworks
8. lucky money/ often./ give/ On New Year Days,/ to / the young/. The
elder
9. a day/ you/ have/ Do/ of/ in your country ?/ thanksgiving.
10. their family/ spend/ the day/ with/ people/ and / friends. / always/->
Ex 2: Write 5-8 sentences about your birthday on a piece of paper and give it
to your tutor.
There are some questions to help you. Be creative !
1. When is your birthday?
 2. Do you like celebrating it ?
3. How do you usually celebrate this day ?
4. Do you cook dinner or do you go to a restaurant ?
5. Who do you usually invite?
6. wha t gifts do you prefer to get ?
7. What makes you happy on this day?
8.Anything else you would like to add ?
********************************************

Lesson 13. Festivals in Vietnam

Teaching date:
I.Students’ level: pre-intermediate
II. Main language focus:Reading comprehension, listenning comprehension
III.Intergrated skills: reading and speaking
IV. Main subject skills: Reading and speaking about festival in Vietnam
V. Specific objectives:
1. Prior knowledge:
Sts know information about Culture and festivals in Vietnam
2. Language skills:
By the end of this period,
- Help Ss use the funcitional language what they have learnt in the previous
sections about the topic “Festivals”
- Listen to an interview between a TV reporter and a man about Ooc Bom Boc
festival
- Talk about fstivals in Viet Nam.
VI. Teaching aids
- The recording
- Flashcards/ Pictures
- Student’s book
VII. Procedures
Teacher Students Board/Content
1.Warm up(5’) F L O A T I N G
*Solve the crossword puzzle C H E E R
I N C E N S E
L A N T E R N S
A N C I E N T
I N V A D E R S
A N N I V E R S A R Y
F O L K
S A I N T
1. Not fixed, moving on the surface.
2.What people do when they are very excited or
joyful especially in a match?
3. What people burn at the pagoda?
4.Things children take when they are in a Mid-
Autumn Festival procession.
5. Very old.
6.Another word for foreign enemies
7.A date that exactly a year after an event.
8.Tradition crafts, music or stories from the
people of a certain place.
9. A person who is declared to be scared
because he/she did very good things.
2. Presentetion(5’)
A Khmer Festival
Before Ss open their books, ask
them if they have been to/seen a
festival by the Khmer.
- T can say Today, we are going
to listen to an interview with a
Khmer about a Khmer Festival.
What questions might the
interviewer ask?
*Present “Extra vocabulary” -Listen and *Extra vocabulary:
read the Extra
- bamboo archway /bæm'buː
vocabulary
'ɑ:tʃwei/: cổng vòm tre
-green rice flakes: cốm dẻo
xanh
- coconut: dừa
- clasped hands: chắp tay
- floating lanterns: thả đèn
Ss guess
Act 1. Ask Ss to look at the hoa đăng
pictures and answer the questions.
a. What are the things in the
pictures?
3. Practice(15’) Key 1&2:
b.Do you know the festival at a. 1. bamboo archway
which they appear? 2. green rice flakes
Act 2. 3. potatoes
*Play the recording and let Ss 4. coconuts
Ss check their
check their guesses. 5. pia cake
guesses.
6. clasped hands
7. lanterns
8. dragon boat race
Audio script:
A: Good morning. Can I ask
you some questions about this
festival?
B: Yes, of course.
A: What is the festival called?
B: Ooc bom boc. It's held by
our ethnic group in Soc Trang
on the 14th and 15 th
evenings of the 10th lunar
month.
A: Who do you worship at the
 festival?
B: Our Moon God. We thank
him for giving us a good
harvest and plenty of fish in
the rivers.
A: What do you do during the
festival?
B: First, we have a
worshipping veremony at
home, under the bamboo
archway or at the pagoda.
When the moon appears, the
old pray to the Moon God and
the children raise their clasped
hands to the moon.
A: Sounds great! So what are
the offerings?
B: Green rice flakes,
coconuts, potatoes and pia
cakes.
A: Do you do any other
activities after that?
B: Sure. Then we foat
beautiful paper lanterns on the
river, and the next evening,
we hold thrilling dragon boat
races.
Act 3. Act 3
* Ask Ss to work in pairs, making Ss work in Suggested questions:
full questions based on the given pairs, making 1. Where is the festival held?
question words and giving as full questions 2. When is the festival held?
based on the
many answers as possible based 3. Who do the people worship
given question
on what they can remember from words and at the festival?
the previous listening. giving as many 4-6. What activities do people
 answers as do at the festival?
possible Key 3:
- Play the recording again for Ss 1. It is in Soc Trang
-Ss listen and
to answer. If Ss haven't been able 2. It is on the 14th,15
answer
to answer all the questions, play evenings of the 10th lunar
the recording another time. month
- Check the answers with the 3. Moon God
whole class. Check the 4. have a worshipping
answers ceremony
5. float paper lanterns
6. hold dragon boat races
4.Production(10’) -
Act 4.
*Before the role-play begins
- Give Ss a little time to decide Ss decide
which festival
which festival to talk about and
assign roles.
- Note that Ss could also invent a Ss could also
festival. Use the example in 4 and invent a
the listening in 3 as models. festival.
- When everyone has finished, ask
some groups to role-play in front Some groups to
role-play in
of the whole class.
front of the
whole class
5. Homework(5’) *Guideline
-Give Ss some exercises: Copy down C1. Put the following
C1,2( page 39 in the workbook) sentences in the corect order
to make a dialogue. Then
practise it with your friend.
C2. Match the questions with
the suitable answers. In pairs,
make a conversation about
this festival.
Teacher’s preparations:
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………

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Lesson 14, 15: Fruit, food and drink

Part 1 : Vocabulary
Activity 1 : Give the meaning Vietnamese
Watermelon : / wϽ:t∂mel∂n/
Strawberry/ strɔ:b∂ri/
Orange: / Ͻrinʤ/
Potato : / p∂’teit∂υ/
Tomato :/ t∂’meit∂υ/
Carrot : / ‘kær ∂t /
Chicken :/ ʧikin/
Fish : /fiʃ/
Chese: ʧi:z /
Rice :/rais/
French fries /frenʧfrazi/
Sandwich : /sænwiʧ/
Yogurt / jɒg∂t/
Banana : / b∂’nan∂/
Egg:/ eg/
Bread:/ bred/
Mineral water : /’min∂r∂l ‘wɔ:t∂(r) /
Apple:/’æpl/
Salad /’sæl∂d /
Hamburger:/’hæmbз:g∂(r)/
Soup :/ su:p/
Wine: /wain/
Vegetables:/ veʤt∂bl/
Grilled / grild/
Fried /fraid/
Boiled: /bɔild/
Roast /rəυst/
Chilli /’ʧili/
Garlic: / ‘ga:lik/
Onions / ‘ʌnjənz/
Breakfast: / brekfəst/
Lunch/lʌnʧ/
Dinner /dinə(r)/
Supper /sʌpə(r)/
Starter/ stɑ:tə(r)/
Maincourse / meinkɔ:s/
Dessert/ di’zз:t/
 Order /’ɔ:də(r)/
Dish /diʃ/
Specialty /’speʃi’æləti/
Delicious /di’liʃəs/
Activity 2 : Put the words in the correct group:
Watermelon Strawberry Orange French fries
Potato Sandwich Yogurt
Tomato Carrot Chicken
Fish Chese Rice
Bread Supper starter
Mineral water Apple Salad
Hamburger dessert dish
Soup Banana Egg
Wine Vegetables maincourse
Chilli Garlic Onions
Breakfast Lunch Dinner

vegetable Fast food food drink fruit others

Activity 3: Look at the transcription and write the words

/ ʧikin/ / bred/
/frenʧfrazi/ /’hæmbз:g∂(r)/
 / su:p/
/ veʤt∂bl/
/rəυst/
/ ‘ga:lik/
/dinə(r)/
/ meinkɔ:s/
Part 2 : Practice
Activity 4: Rearrange the words
1. AWTERNEOML-> ………....
2. RUHBEAMGR -> ………....
3. I EMALNRWTEA -> ………....
4. OTTOAP-> ………....
5. ERINDN -> ………....

6. SHEECE -> ………....

7. SDANCHWI -> ………....
8. WTERBYRAS -> ………....
9. OISNNO -> ………....
10. NIEW -> ………....
Activity 5: Complete the sentences with the correct
For example :I like drinking w _ _ _ -> ……wine…....
1 Her family usually goes out for d……………..
2 How many c_ _ _ _ are there in the fridge ?
3 Which f_ _ _ and d _ _ _ _ do you love ?
4 .Are tomatoes food or v _ _ _ _ _ _ _ ?
5 What would you like for d _ _ _ _ _ ?
Part 3 : Further practice
Activity 6: Match questions with the correct answers ?
Question answer
1. What kind of food does your mother like ? a. Yes, it tasty
2. How often do you to the restaurant ? b. Chicken
3. Look! That food is delicious ! I love it. c. It’s not good for your health
4. Would you like some more coffee ? because it’s fast food .
5. I love hamburger . d. Once a month.
e. Oh, I love it, too.

Activity 7: Complete the sentences with some or any.

1. We’ve got some guests. Have we got ……….. wine in the fridge ?
2. I like ………… fruit with my lunch.
3. I want to make………. Sandwiches, but we haven’t got ……… bread.
4. You can go into a pub, but you can’t buy ……alcohoic drinks until you’re 18.
5. A: Have you got ……… bread for breakfast ?
B: No,but we’ve got ……..sausages .
6. I never have ……….. breakfast because I’m not hungry in the morning.
7. I want……… eggs. Is there …………… in the fridge?
8. I need to put………. petrol in the motorbike. It’s nearly empty.
9. Would you like………… applejuice ?
10. Are there…………. tomatoes?
Activity 8 : Complete the sentences with much or many.
1. How……… people are there in the room ?
2. We don’t need…………… eggs. Just half a dozen.
3. How ……..petrol is there in the car ?
4. How ……milk is there in the fridge ?
5. There aren’t ………….students in my class
6. ……..coffee is bad for your health.
7. How……….. apples do you want.?
8. How………… coffee do you drink a day?
9. There are ………….. vegetables in the market.
10. How…….. butter do you buy ?

Activity 9 : Look at the menu

- Play role in a restaurant
- Order food and drink.
Boat
Snacks cheese burger
Starter Vegetables omlette chocolate cake
Tomato soup $ 2.00 Cheese $ tomato sandwich
Burger
French onion soup $ 2.50 Chicken sandwich
Tomato salad $2.90 Chicken omlette
All snacks are served with salad and
Chicken salad $ 3.30 chips.
All starters are served with bread and butter.
Main course
Germen sausage and chips $ 6.50
Griiled fish and potatos $ 6.25
Italian cheese & tomato pizza $ 4.85
Thai chicken and rice $ 5.95
Desserts

Vegetables pasta $ 4.85 fruit salad and cream $ 2.25

Roast chicken & potatoes $ 5.95 Ice cream $ 2.00
Lunch served 12:30 – 2 :30 p.m /dinner served 6 : 00- 9:00 p,m

Part 4: Homework

Ex 1: Order the words to make complete sentences.

1. you/ some/ Would/ juice/ orange/ like? …………………………
 2. like/ and strawberries/ ./some apples / I would/ ………………
3. We / our dinner/ ./for /like our / eating /fish. ……………………
4. kind of/ food/ My / chicken/ . a favourite/ fried/ is …………………
5. family/ beef/ three/ four times/ week/ ./a / or/ My/ eat. …………
Ex 2: Write a short paragraph about one of your favourite food. There
are some suggestions for you.
- What kind of food do you like?
- How often do you eat it ?
- Why do you like eating it ?
- Can you cook it ?
- Who do you often share it with ?
Ex 3: write a short paragraph about one of your favourite drink. There
are some suggestions for you.
- What kind of drink do you like?
- How often do you drink it ?
- Why do you like drinking it ?
- Can you make it ?
- Who do you often drink it with ?

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Lesson 16. Folk Tales

I.Students’ level: pre-intermediate

II. Main language focus:Reading comprehension, listenning comprehension
III.Intergrated skills: reading and speaking
IV. Main subject skills: Reading and speaking about folk tales
V. Specific objectives:
1. Prior knowledge:
Most sts know some folk tales and like them
2. Language skills:
By the end of this period,
 - Help Ss use the funcitional language what they have learnt in the previous
sections about the topic “Folk Tales”
- Listen to specific inforation in a fair tale
-Talk about a legend/ folk tale/ fairy tale / fable
VI. Teaching aids
- The recording
- Flashcards/ Pictures
- Student’s book
VII. Procedures
Teacher Students Board/Content
1.Warm up(5’) Ss go to the boad and write the structure the
Call some Ss go to the boad and past continuous tense
write the structure the past (+)Possitive:
continuous tense I/he/She/It+was+V-ing
We/you/they+ were+V-ing
(-)Negative
I/he/She/It+was not+V-ing
We/you/they+ were not+V-ing
(?)Questions:
Was + I/he/She/It+V-ing?
Were+We/you/they+V-ing?
Short answer to Yes/No questions:
(+)Yes, I/he/She/It+was
Yes,We/you/they+ were
(-)No,I/he/She/It+was not
No,We/you/they+ were not

2. Presentetion(5’)
Before Ss open their book, ask Ss listen to the
them what fairy tale they like to teacher
read when they were little. Now
get Ss to think about how fairy
tales are structured.T can say:
Today , we are going to do
activities with a fairy tale. Please
think of what information is
normally at the beginning , in the
middle , and at the end of a fairy
tale.
Act 1a
First help Ss understand the -Listen and *Extra vocabulary:
meaning of the words in Extra read the Extra Granny:
vocabularyby using pictures or vocabulary Scream:
examples.Then have Ss work swallowed
independently, looking at the Ss work Key
independently, 1.h 2.a 3.e 4.f 5.d 6.c
picture and putting parts of the
looking at the 7.b 8.g
fairy tale in order. Tell Ss that the picture and
picture are in the correct order.but putting parts of
thly pace to the leesone text (a-h) the fairy tale in
is jumpled. Give Ss a time limit to order.
keep a lively pace to the lesson.
Act 1b
Allow Ss to work in pair,
comparing their answers and
discuss any differences. Then
discuss as a class.

3. Practice(15’)
Act 2.
*Ask Ss to work in groups of six, Ss work in
in turn retelling the fairy tale to groups of six,
their group member in their own in turn retelling
words. Set a three-minute time the fairy tale to
limit per story and have one group their group
member keep time Then Ss can member in
choose the best storyteller in their their own
group. words.

4.Production(10’) -
Act 3.
*Ask Ss to work in the same Ss work in the
groups again, discussing and same groups
writing their own ending for the again,
fairy tale discussing and
Encourage them to have fun and writing their
be creative. Choose a student from own ending for
each group to read the ending to the fairy tale
the whole class. After each
student has finished, invite some
comment from Ss in othe
groups.Then Ss makes comments
and corrects Ss'mistakes if there
are any..-Finally,T may have Ss
vote for the best fairytale ending.

5. Homework(5’) *Guideline
-Give Ss some exercises: Copy down C1. Unscreamable these
C1,2,3,4( page 48 in the questions about stories
workbook) C2. Match these responsesbto
Prepare skills1 the questions in 1.
C3……

Teacher’s preparations:
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………
 **************************************************
Lesson 17, 18: Clothing
Part 1 : Vocabulary
Activity 1: Listen and repeat. Then give the meaning.
Gloves / glʌvz/: Trouser / ‘trɑυzəz.
Tie / tai/ Uniform /’ju:nifɔ:m/
Suit/ sju:t / Sandals / sændlz/
Shirt /ʃ з:t/ Flowered shirt /’flɑυəd ʃз:t/
Jeans/ ʤi:nz/ Polka dot shirt /pɒlkə dɒt ʃз:t/
Coat/ kəυt/ Checkerboard shirt /ʧekə(r) bɔ:d ʃз:t/
T-shirt /ti: ʃз:t/ Jacket/’ʤækit/
Short /ʃɔ:ts / Belt /belt/
Trainers / ‘treinə(r)/ Slippers /’slipə(r)z/
Cap /kæp/ High heel / hai hi:l/
Skirt/ skз:t/ Scarf / ska:f/
Boots/ bu:ts/ Sunglasses /’sʌnɳla:siz/
Jumper/’ʤʌmpə(r)/
Activity 2: Find ten words of clothing . Write the words in your notebook
T R O U S E R S H I R S
R O D W H E L H E T I H
A U H J A C K E T B A O
I S H U R T U P L L O E
N E C M I C D R E S S S
E R N P A O R X U H K O
R S U E N A E S S U I T
S H I R T T S Z P U R K
E A G P A L R B O O T S
V S I J E A N S F S L M

Part 2 : Practice
Activity 3: Unscramble these letter to find name of clothes

1. tcjkae 6. rthsi

2. eti 7. sratienr
3. sesrd 8. eslgass

4.snjea 9. seurtosr

5. hrsto 10. sehso

11.farsc 12. tble

Activity 4: Fill the suitable lettets in the blanks to get the meaning words.
1. You might want to wear a T_ _ to the party to night . It’s supposed to be a
formal occasion.

2. Put on a h _ __ _. It’ll keep your head cooler in the hot sun.

3. I think we need to make him wear a b _ _ _ _. His pants keep falling down.

4. You ought to bring swimming s_ _ _ _ to the beach in case you want to get
in the water.

5. My daughter forgot to wear her g _ _ _ _ _ when she went out to play in the
snow, and her hands were really cold when she came back inside the house.

6. When you go hiking, you should wear some really good heavy b _ _ _ _ to
protect your feet from sharp rocks.

7. Everyone is going casual, and I’m just going to wear j_ _ _ _and button-up
shirt.

Part 3 : Further practice

Present continuous tense

Positive: S + am/ is/ are + V_ing + O

Negative : S + am/is/are + not + V_ing +O.

 Question : Yes- No question :

Is/ Are + S + V_ing + O ?

 + Yes, S+am/ is/ are
+ No, S + am/ is/ are +not.
WH-question : Wh- question word + am/is/ are + S +V _ ing ?
S + am/ is/ are + V_ing + O
Activity 5: Writing the correct – ing form.
1. drive - > ………………….. 6. get - > …………………..
2. stop - > ………………….. 7. buy - > …………………..
3. work - > ………………….. 8. think - > …………………..
4. use - > ………………….. 9. swim - > …………………..
5. look - > ………………….. 10. cry - > …………………..

Activity 6 : Short answer.

1. Is he watching television ? Yes,………………………
2. Is it raining ? No, ……………………….
3. Is Sam riding a bike at the moment ? Yes, …………………….
4. Are they playing football ? No,………………………..
5. Is he sleeping ? Yes, …………………….
6. Is the dog running ? Yes,………………………
7. Is she reading books ? No,………………………..
8. Is he living with his girldfriend? Yes, ……………………..
9. Are Nina and Sam sing together ? Yes,……………………….
10. Is the bus coming ? No,………………………
 TIẾNG ANH GIAO TIẾP LỚP 8
Năm học: 2023 - 2024

Activity 7: Choose the correct forms of to be and form sentences in present

continous tense.
1. John and Mandy …………. cleaning the kitchen.
2. I……….. reading a book at the moment.
3. It……. raining.
4. We……….. singing a new song.
5. The children ………. watching.
6. My pets …………..sleeping.
7. Aunt Helen …………….. feeding the ducks.
8. Our friends…………. packing their backpack.
9. He…………….. buying a magazine.
10.They……………. doing their homework.

Activity 8: Speaking
Ask a class mate. Take turns. Choose someone the room but don’t say who is he/ she .
Ask and answer Yes/ No question to find out who he/ she is.
Eg : Is it a girl? – yes, it is
Is she/ he sitting near the door ? – No, she/ he isn’t.
Part 4 : Homework
Ex1: Sentence arrangement.
1. I’m/ my/ looking/ glasses/ for. ……………………………………………..
2. Are/book/ reading/ ? / of /kind/ what/ you
……………………………………………..
3. Why/ Palmela/is/ crying?

……………………………………………..
4. At/ is /Kharkov/ studying/ Paul National/ economics university ?
……………………………………………..
5. Why/ is laughing/ everyone ? ……………………………………………..
6. for me ? waiting/ you / Are ……………………………………………..
7. you/ leaving/ When/ are ? ……………………………………………..
8. working/ in Saudi / at /John/ moment. Is /the Arabia.
……………………………………………..
9. for/ working / company/ Jenifer/ is / you/ as / the /same/?
……………………………………………..
10.to/ you/ a / do/ party/ next / having/ want/ I’m / Saturday/ come ?
……………………………………………..

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 COMMUNICATION- CLASS 8- HUSSON CENTER
School year 2020- 2021

Lesson 19. Pollution

Teaching date:
I.Students’ level: pre-intermediate
II. Main language focus:Reading comprehension, listenning comprehension
III.Intergrated skills: reading and speaking
IV. Main subject skills: Reading and speaking about pollution
V. Specific objectives:
1. Prior knowledge:
Listen to the radio about people and write a diccription about people
2. Language skills:
* By the end of this period
- Help Ss use the funcitional language what they have learnt in the privious sections about
the topic “ Pollution”.
- Use the words related topic “Pollution”
- Describing types of pollution
-Discussing the causes and effects of pollution and ways to reduce it.
VI. Teaching aids.
-Flashcards/ Pictures
-Student’s book
-Recordings
VII. Procedures
Teacher Students Content/Board
1. Warm up(5’)
*Put the verbs in brackets in -Ss go to the *Key:
correct tenses. board and do 1.had
1/ If I (have) ________ a excercise 2.attended
typewriter, I could type it myself. 3.knew
2/ You could make much 4.arrived
progress if you (attend) - write the
________ class regularly answers on the
.3/ If I (know) ________ his board
telephone number, I would give
it to you.
4/ If you (arrive) ________ ten
minutes earlier, you would have
got a seat.
2.Presentation(10’) New word:
*Tell Ss that in this lesson they -definition (lasting forever;
will have the opportunity to -Ss listen to the never changing) or give the
explore noise pollution, a teacher. antonym (this is the opposite
-Read and copy of temporary)
common pollution type that not
new words -earplug: draw a pair of
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 COMMUNICATION- CLASS 8- HUSSON CENTER
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many people recognise as a earplugs on the board and

pollution. explain ‘We put these into our
-Go through the extra vocabulary ears to keep out noise or
with Ss. If Ss do not know any water.’
word in the box, quickly teach it. -affect tell Ss that this is the
-T can teach the words using verb form of the noun effect
different ways: -hearing loss: ask if Ss know
-Then give a simple explanation the verb form of loss. If they
‘When you have hearing loss, do not, give them the verb to
lose.
you can't hear things dearly.’
-blood pressure, give an
-if Ss can guess the meaning. T example (My father has high
may give the Vietnamese blood pressure. Whenever he
translation. goes to hospital, the nurse
Act1 measures his blood pressure.
- Have Ss read the questions in -Ss read the
the questionnaire to make sure questions in the
they understand everything. questionnaire to
Explain any unclear points. Then make sure they
Ss answer the questionnaire understand
individually. Remind them to everything
circle their answers.

3. Practice(15’)
Act 2.
-Ss work in pairs to compare -Ss work in pairs
their answers and see if they to compare their
answers and see
have any different answers. They
if they have any
do not have to reach an different
agreement at this stage. Ask answers.
some pairs to report on their
differences
Act 3
-Play the recording for Ss to -Ss listen to the
Key 3
check their answers. Ss listen to recording twice.
If there are any 1.B
the recording twice. If there are
any incorrect answers, Ss correct incorrect 2.C
them. Ask Ss if any of the answers 3.A
answers has surprised them, and 4.B
if so, why. 5.C
6.A
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7.A
8.C
Audio script:
Noise is constant and loud
sound. To measure the
loudness, or volume of sounds,
people use a unit called a
decibel. When a sound Is
louder than 70 decibels, it can
cause noise pollution. Do you
know that the noise from a
vacuum cleaner or a
motorcycle can result in
permanent hearing loss after
eight hours?The sounds of a
concert are even more serious.
They can reach as high as 130
decibels and may cause
immediate and permanent
hearing loss. Noise pollution
can also lead to headaches and
high blood pressure. If you are
listening to music through
headphones, and other people
can hear it, it means the music
is too loud and unsafe. If there
seems to be a ringing or
buzzing in ybur ears, it means
the noise is affecting you and
damaging your hearing.
Wearing earplugs when you go
to concerts or other loud
events, and listening to music
through headphones or
headsets at safe levels can help
you reduce the effects of noise
pollution.

4. Production(10’)
Act 4.
*Ask Ss which of the eight -Ss work in You should wear earplus when
questions in the questionnaire groups in five you go the concert or other
proposes ways to prevent noise minutes to loud events
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pollution. Have Ss work in discuss more And you shuold listen ti music
groups in five minutes to discuss ways to reduce through headphones or
more ways to reduce noise noise pollution. headsets at sefe levels.
pollution. Ss write their answers -Ss write their
on a big piece of paper and then answers on a big
present their answers. Have Ss piece of paper
vote for the best ways. and then present
-This activity can be carried out their answers.
as a game to find out which
group In five minutes can come
up with the most ways. The
winning group then presents the
answers to the whole class. Other
groups add more if they have any
different ways.

5.Homework(5’) *Guideline
- Give Ss exercises in the work Write down C 1. Rearrange the sentences
book C1,C2(page 6) to make a complete
conversation
C2 Image that you are giving a
presentation about pollution

Teacher’s preparations:
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

***************************************
Lesson 23,24 : Appearances
Part 1 : Vocabulary
Tall /tɔ:l/ Between / bi’wi:n/
Short / ʃɔ:t/ Living room / ‘liviɳ ru:m/
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Slim / slim/ Bed room /bed ru:m/

Fat / fæt/ Bathroom / bɑ:θ ru:m/
Thin/θin/ Dinning room/ dainiɳ ru :m/
Muscular /mʌskjələr/ Kitchen /’kitʧin/
Blonde/blɒnd/ Garden /’gɑ:dn/
Fair / feər/ Garage /’gærɑ:ʒ/
Straight/ streit/ Wall /wɔ:l/
Curly /’kз:li/ Fridge / friʤ/
Wavy /’weivi/ Armchair /’ɑ:mʧeə(r)/
Bald /bɔ:ld/ Shell / ʃelt/
Moustache /mə’stɑ:ʃ/ Mirror /’mirə(r)/
Beard / biəd/ Cupboard /’kʌbəd/
Pretty /’priti / Wardrobe /’wɔ:drəυb/
Good-looking / gυdlυkiɳ/ Curtain / ‘kз:tn/
Ugly / ‘ʌgli// Air-conditioner /eə(r)kən’diʃənə(r)/
Friendly / frendli/ In front of / in frʌnt əv /
Helpfu l / ‘helpfl Behind bi’hɑind/
Funny / ‘fʌni/ Opposite /’ɒpəzit/
Generous / ʤenərəs Ceiling fan / si:liɳ fæn/
Strict/strikt/ Plant / plɑ:nt/
Activity 1: Put the words in the correct group
Tall, short, moustache, beard, pretty, good- looking, fat, slim, thin, blonde/ fair,
handsome, wavy, bald brown, friendly, black, blue, kind, funny, helpful, generous,
strict, muscular, curly,straight, dark.
height build hair eyes Other Adjective
features

Part 2 : Practice
Activity 1: Rearrange the following words/ phrases to make sentences
1. are/ your classmate / like/ what ?
2. has/ long/ black hair/ she.
3. Has/ he/ short/ hair/
4. What/ look/ does/ she/like ?
5. Father/ your/ what is /like ?
6. Mother/ her/ strict/ is/
7. Handsome/ He/ curly/ with/ hair/ is/.
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8. Good looking/ muscular/ her /and boy friend/ is

9. New/ our/ like/ what/ teacher/ look/ does ?
10.She/ hair/ long/ black/ beautiful /with looks.
11.And/ she/ face/ eyes/ has / brown/ round/ a.
12.Is/ and/ His mother/ woman/ beautiful/ kind.
13.Glasses/ in/cupboard. The/ there some/ are.
14.Isnot/ a this room./ curtain/there/in.

Activity 2: Describe your favourite room in your house or flat in 40-50 words
There are some suggestion for you.
1. Do you live in a house or a flat ?
2. How many rooms are there in your house/ flat ?
3. What is your favourite room? Describe something in that room ?\
4. What do you often do in that room ?
Part 3 : Further Practice
Activity 3: Talk a short paragraph about one of your classmates
Suggested question:
1. Who is he/ She ?
2. What does he/ she/ look llike ?
3. What kind of clothes does she/ he like wearing?
4. What is she/he like ?
5. Do you like/ love him/ her
Part 4: Homework
Ex1: Order the words to make complete sentences
1. and/ She/ face /eyes/ has/ brown /round/ a.
……………………………………………………………………………
2. is/ and/ His mother/ woman/ beautiful/ kind
……………………………………………………………………………
3.glasses/ in/ cupboard/ the/ there/ some/are/
……………………………………………………………………………
4.Is not/ a/ this room/ curtain/ There/ in.
***************************************
Lesson 25. English speaking countries
Teaching date:
I.Students’ level: pre-intermediate
II. Main language focus:Reading comprehension, listenning comprehension
III.Intergrated skills: reading and speaking
IV. Main subject skills: Reading and speaking about pollution
V. Specific objectives:
1. Prior knowledge:
Sts have knowledge about people and places in English speaking countries.
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 COMMUNICATION- CLASS 8- HUSSON CENTER
School year 2020- 2021

2. Language skills:
.- Help Ss we the functional language that they have learnt in the previous section about
the topic “English speaking countries” .
VI. Teaching aid.
- Pictures.
- Student’s book.
VII. Procedures.

Teacher Students Content

1. Warm up(5’):
Call one student go to the -One student go to Choose the best answer
board and do exercise B1 in the board and do A,B,C or D
workbook. exercise B1 in 1C
workbook. 2.C
3.A
4.B
5.C
2. Presentation (10’): 6.A
Write the words: “Extra Look, listen and Extra vocabulary
vocabulary” on the board ask explain the words / - Territory: land that is under
for volunteers to explain the phrases. the control of a particular
words / phrases. country.
- North Pole: the point on the
surface of the Earth that is
furthest worth.
- Arctic Circle :an invisible
ring on the most northern
part of our planet, including
? How many English the Artic region: the centre of
speaking countries do you Ss answer Arctic Circle is the north
know? -USA Pole.
-English
-Australia
-Canada
Act 1.
3. Practices.(15’) Key 1
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 COMMUNICATION- CLASS 8- HUSSON CENTER
School year 2020- 2021

- Have Ss do the quiz -Ss do the quiz 1.C

individually as quickly as individually 2.A
possible set a time limit to 3.C
keep the pace lively and 4.B
increase the fun element. 5.B
-Ss share their answers in -Ss share their 6.B
pairs or small groups and answers in pairs or 7.C
duscuss Where their answers small groups and 8.A
differ. duscuss Where their 9.B
answers differ. 10.A
T check as a class by asking -Stand up and
for a show of hands for each answer.
question.
Act2.
-Have Ss work -Ss work Key 2
independently. independently. 1. the USA
- Ask Ss to compare their -Ss to compare their 2.new Zealand
answers in pairs. answers in pairs. 3.the United kingdom
-Listen and copy. 4.Canada
- T confirms the correct -Ss work in groups. 5.Australia
answers as a class.
4. Production.(10’)
Act 3a.
-Put Ss into groups of five or Ss work in groups of Game:
six. Explain that now they five or six. How much do you know
have a chance to put together about a country?
What they know about a
country, including all the
information they have got so
far from the lesson too.
-T asks them to write the -Ss write the
information in short notes information in short
first without mentioning the notes first without
name of the country eg-far mentioning the name
north / north American – of the country eg-far
cold two language (E – F). north / north
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 COMMUNICATION- CLASS 8- HUSSON CENTER
School year 2020- 2021

American – cold two

language (E – F).
Act b:
T ask each group to stand up -Ss stand up in front
in front of the class. Each of the class and give
member of the group will one fact about the
give one fact about the country.
country the rest of the class
can guess: What country it
is.when every group has
done their presentation, the
class can vote for the most
information and interesting
one.
5. Homework.(5’)
Write Act 3 b as homework Listen and copy
*Guideline
Do exercise: C1,C2(page down. C1.Use one of the
14,15) expressions in the box to
respond to each
statement/question.
C2. Rearange the sentences to
make a complete
conversation.

Teacher’s preparations:
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………

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*****************************************************
Lesson 26, 27 : Places
Part 1 : Vocabulary
Listen and repeat the words in the tables.
1. Wood /wυd/
2. museum Mju:’ziəm/
3. church / ʧз:ʧ/
4. Cathedral /kəθi:drəl/
5. farm /fɑ:m/
6.Car park /kɑ:(r) pɑ:k/
7.Pub /pʌb/
8.Theater /’θΙətə(r)/
9.Department store /di’pɑ:tməmtstɔ: (r)/
11.Postoffice /p∂υst ‘ɒfis/
12.Bookshop /’bυkʃɒp/
13.Supermarket /’su:pəmɑ:kit/
14.Shopping center / ʃɒpΙɳ’sentə(r)/
15.Police station /pə’li:s ‘steiʃn/
16.Bus stop /bʌs stɒp/
17.Railway station /reilwei’ steiʃn/
18.Stadium /’steidiəm/
19.Sport center /spɔ:t ‘sentə(r)/
20.Bank / bæɳk/
21.Square / skweə (r)
22.Library /’laibrəri /
23.Hill / hil/
24.Mountain /’mɑυntən/
25.Swimming pool /’swimiɳ/
26.Bridge /briʤ/
27.Crossroads / krɒsrəυdz/
28.Round about /’rɑυndəbɑυt/
29.Pedestrian / pə’destriən ‘krɒsiɳ/
crossing /’kɔ:nə(r)/
30.corner

Part 2 : Practice
Activity 1: Complete the sentences with a word from the box below.
Police station church, mountain, cathedral, bridge, Square, theater, farm, car park,
pub
1. Acathedral is bigger than a…………..
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 COMMUNICATION- CLASS 8- HUSSON CENTER
School year 2020- 2021

2. We are climbing the……………. At the weekend.

3. In my town, there is a statue of King Leopold II sitting on his horse , it is the
main………….
4. A church is much smaller than a…………………….
5. I am tired and thirsty. Let’s go to the……………
6. Her parents are working on the …………….
7. A: The weather is very nice. What should we do ?
B: Let’s go to the …………………
8. Police officers works at the…………….
9. Cars stop at the……………
10. The My Thuan…………..is in the Mekong Delta region of southern Vietnam.

Part 3: Further practice

Activity 2: Match the words with the definitions
1.A place which deals with money. A. Pub
2. A place where you send letters and B. Square
parcels.
3. A place where you catch the bus.
C. Railway station
4. A place where you borrow books.
D. Post office
5. To catch a train, you go to the……..
E. Library
6. A place where you can have a
F. Bus stop
drink,
G. School
7. A place where people go to learn in
a class.
H. Museum
8. A large store that sells clothes,
household appliances etc, in sections.
I. Department store
9. You can see many old objects ( and
sometimes paintings )
J. bank
10. An open area within a city in the
shape of a square. It is usually the
heart of the city.

Activity 3: Fill in the boxes with the suitable letters to get the meaning words
1. Everest is the highest m_ _ _ _ _ _ _ in the world.
2. A church is much smaller than a c _ _ _ _ _ _ _ _
3. The Caspian Sea isn’t a sea, it’s the largest l_ _ _ in the world.
4. Rotterdam is the busiest p_ _ _ in Europe, ships from all over the world stop
there.
5. You must walk on the p _ _ _ _ _ _ _ _ _ crossing to cross the road.
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 COMMUNICATION- CLASS 8- HUSSON CENTER
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6. Excusme, is there a d _ _ _ _ _ _ _ _ _store near here ?

7. He is going to the post o _ _ _ _ _ to send a letter
8. President Ho Chi Minh read the Declaration of Independence in Ba Dinh s_ _ _
__
9. I’m going to big C s _ _ _ _ _ _ _ _ _ _ . Do you want to buy any thing ?
10.You can borrow some books from the school l_ _ _ _ _ _

Part 4: Homework
Review and learn by heart the following sentences
1. Asking for directions
- Excuse me, Can/ Could you tell me the way to + Noun of place ?
- Excuse me, Can/ Could you tell me how to get to + Noun of place ?
- Excuse me, How do I get to + + Noun of place ?
- Excuse me, Is there a + Noun of place + near here ?
- Excuse me, Where is the nearest + Noun of place ?
2. Giving directions:

- Turn left Go past

- Turn right
Go straight on
- Turn the second left
- Turn the second right. Go through+ Noun of place.
- Turn right/ lef tat the corner
On the corner of + names of road
- Turn right /left at the traffic lights
On the right of + Noun of place.
On the left of + Noun of place
Go straight Take the second
Go straight ahead On the right
Go ahead Take the third on the left
Go along
Go over
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Lesson 28. Natural disasters

Teaching date:
I.Students’ level: pre-intermediate
II. Main language focus:Reading comprehension, listenning comprehension
III.Intergrated skills: reading and speaking
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IV. Main subject skills: Reading and speaking about pollution

V. Specific objectives:
1. Prior knowledge:
Sts have knowledge about natural disasters in Vietnam and other countries.
2. Language skills:
By the end of this period, Ss can.
- Student use the functional language that they have learnt in the previous section about
the topic Natural disasters.
VI. Teaching aids.
- The recording.
- Pictures.
- Student’s book.
VII. Procedures.

Teacher Students Content

1. Warm up(5’)
T asks Ss to work in groups Ss work in groups ? Can we prevent natural
to discuss the question? and discuss. disaster with the help of
2. Presentation (10’). modern technology?
T explains some words in Ss listen and repeat, Words:
Extra vocabulary. copy. Climate change: thay đổi khí
hậu
Viction(n): bệnh nhân
In change: trách nhiệm, bổn
phận
Act 1:
First have Ss read the Ss read the interview
Interview and guess what the and guess. Key 1:
missing word for each gap In 1. flooded
the interview Is. Write the
Ss'ideas on the board. Ask Ss 2. warming
to say which question each 3. used
person IS answering (Sarah 4. unprepared
and Peter: the first question. 5. reminding
Nubita and Linh: the second Auto cript
question). Then play the
recording. The first time, ask Ss close their book Welcome to ‘Nature and
Ss to close their books and and listen. You.' Today we have asked
our listeners around the world
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listen only. Then play the to call US to express their

recording again and allow 5s views on these two questions:
to fill the gaps as they listen. 'Are there more natural
Ask Ss to share their answers disasters now than there were
In pairs before playing the Ss share their answer In the past?' and 'Are we
recording a final time to in paurs listen to the prepared to deal with natural
allow pairs to check their recording and check disasters?’
answers. Refer SS back to the answer. -Hi, I'm Sarah from Sydney,
the ideas on the board and Listen and answer. Australia. I think there are
decide together If all of them more natural disasters now
are possible options. If time than there used to be
IS limited, T may play only Whenever I watch the news
the sentences that Include the on TV, I see places that are
Information Ss need for their flooded or affected by
answers. drought. I'm certain this Is the
result of climate change and
global warming.
-Hello, I’m Peter from
London, England. I don't
think that there are more
natural disasters now than in
the past. But more are being
reported on the news In
shorter time periods. We've
seen them so often on the
news that we've become used
to them.
-Hi, everyone, I'm Nubita
from Tokyo, Japan. I think
recent earthquakes and
tsunamis just show how
unprepared we are to deal
with them. Despite all the
technology and knowledge
available to us nowadays,
many people become victims
of natural disasters.
-Good evening everyone, I'm
Linh from Ha Nol, Viet Nam.
I don't think we can prepare
for natural disasters as
nobody knows when or where
they are going to strike. It's
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Nature's way of reminding

US who Is in charge and that
Act 2 we should show more respect
to the natural environment.
3. Practice
Ask Ss to decide Whose Ss decide Whose
oprnions and they agree with oprnions and they
and who they diragree with. agree with and who
they diragree with.
Have Ss make notes of the Ss make notes.
reasons for their decision. S1: I of agree with
Sarah and Nubita.
S2: I disagree with
Sarah and Nutiba I
agree with Linh and
Peter.
Act 3.
Have Ss make notes of their
Ss answer the two
answers to the two questions
In the Interview. Remind Ss questions:
that it does not matter what - Yes, there are
their answers are, and that it - Yes, we are
Is more important that they
justify their answers. T may
go around to provide help.
4. Production:
Act 4. Ss work in pair
Ask Ss to work In pairs to
share their answers with a Ss stand up and
partner. Encourage each pair report.
to negotiate for the same
views. If time allows, have
some Ss report on their
answers. Otherwise, move
around the class while Ss do
this activity and give
Guidline
assistance.
5. Homework. C1 Put the following in
Give Ss some exercises in correct oeder to make a
work book.C1,2 dialogue

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C2Math the sentences to

the responses…

Teacher’s preparations:
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Lesson 29, 30. Ways of communication

I. Objectives.
- By the end of this period Ss can:
- Help Ss use some the functional language that they have leant in the previous setion
about the topic Communication.
II. Teaching aids.
- Pictures / Flash cards..
- Student’s book.
III. Procedures.

Teacher Students Content

1. Warm up(5’): Future
Ask Ss to write the future Ss go to the board and
continuous tense and give an write. (+) S + will be + V-ing
example on the board. (-) S + wont be + V-ing
(?) Will + S + be + V-ing
Ex: I will be playing soccer at
4.00 this afternoon.
Presentation(10’):
First have student guess: Ss guess: Communication breakdown.
What do you think It means……. It means a lack of

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communication breakdown communication or a failure to

mean? exchange information: giao
Ask Ss to look at look out box! tiếp không thành công, không
hiểu nhau hay ngưng trệ giao
tiếp.
? What happened in the text in Nick, Phuc and Mai
getting started? didn’t see the film
together because.
Nick went to the wrong
cinema…
They were not able to
contact each other b/c
the battery of Nick’s
mobile phone was flat
Why are they think this Ss answer…
communication breakdown B/c they didn’t
happened? communication clearly
the name and the
address of the cinema
before hand.

Extra vocabulary Extra vocabulary

T explains words / phrases. Ss listen, repeat and language barrier: rào cản
copy. ngôn ngữ
Cultural difference: khác biệt
văn hoá
Communication: kênh giao
tiếp
Shrug (shoulders): nhún vai
Glance(n): cái nhìn thoáng
Check: Rub out and remember. qua, liếc qua.
Act 1:
Do the first item with Ss
Ask Ss to work in pairs to Ss work in pairs to 1. If you go down the corridor
complete this task. complete this task. you will see a sign saying
Once they have finished, Entree…..
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encourage them to add in some Man: What does Entrée

more reasons and example. mean? I’m aft aid. I don’t
understand.
Key 1:
1–A;2–B;3- C
3. Practice(15’). 4–C;5–A;6–B
Act 2:
Elicit from Ss what body Ss listen to the teacher,.
language is Explain that Key 2:
understanding body language 1. You shrug your shoulder.
can help people avoid - C: I don’t know.
communication breakdown. 2. Your hands are on your
T gives an example and asks Ss Ss look at the teacher hips.
to guess what T is trying to and guess. - A: I’m angry.
say. 3. Your glance at your watch.
Asks Ss to cover the text and - E: Sorry I need to go now
just to look at the pictures. Ss work in pairs. 4. You give a big smile.
Ask Ss to message foom the - B : “I’m happy”
protures. Then Ss can uncover 5. You rouse your first
the text and do the matching. D: It’s wonderful…
Act 3:
Write on the board some of the Ss look at the board emlg
language for online u ig muc
communication learnt in Unit. b y l g ge
Ask Ss to read them in the full Ss read
from. Key 3:
Explain that using Ss listen to the teacher. 1. Where are you: We are at
abbreviations for online lotto on the second flit
chatting and texting is not 2. I’ll be 5 minutes late See
always easy to understand. you soon.
Ask Ss to work in pairs to Ss work in pairs. 3. Do you want to see a
complete this task. movie this weekend?
4. Please call me right back
Thanks.
5. Hi! What are you doing
tonight?
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6. Did you see it? Laugh out

loud!

4. Production. Act 4(10’) Example:

Ss work in groups to make Ss work in groups Language barrier
their groups ideas Bank by We will use an app on a smart
discussing a technology phone to auto matically
solution that will help people translate.
avoid the communication What we are saying into the
breakdown mentioned 1. language of the listener,
Ask the groups to make a short Ss make a short
presentation of their ideas to presentation.
share with the class to make a
big I deals Bank.
5. Homework(5’).
Learnt by heart all new words.
Some exercise in workbook.

Teacher’s preparations:
………………………………………………………………………………………………
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Lesson 31, 32. Science and technology

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Teaching date:
I. Objectives.
By the end of this period Ss can:
- Talking about the roles of science and technology.
- Expressing agreement and disagreement about how science and technology can help
us solve problem in the future.
II. Teaching aids.
- Pictures
- The recording.
- Student’s book.
III. Procedures.
Teacher Students Content
1. Warm up: (5’)
Change these sentences in to Ss go to the board and 1. I like to do physics
reported speech. do exercise. experiment.
– He said that…
2. “I will hand in my
assignment to the teacher
tomorrow”.
She said…..
2. Presentation. (10’)
Quickly review the grammar Ss listen to the teacher.
points that are used in this
section: the past simple and
reported speech.
Act 1: Key 1.
Who invented What? S work individually - Thomas Edison invented the
Have Ss work individually Ss match by drawing light build.
Give Ss one minute to match by
lines from the - Alexander Graham Bell
drawing lines from the
inventors to the invented the telephone.
inventors to the inventions.inventions. - Sit Alexander Fleming
Ss swap books and discovered penicillin.
Have Ss swap books and mark mark each other’s - The Wright brothers

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each other’s answers. answers. invented the air place.

Elicit the answers from Ss in - James Watt invented the
full sentences. steam engine.
- Mark Zucker berg invented
Face book.
- Tim Berners – Lee invented
the Internet.

3. Practice. (15’) Example:

Act 2: A: The invention of the
Form groups of three or four Ss work in groups. airplane is very important
Ss to discuss the inventions because it has changed the
More around the groups and way people traued and
give assistance Where needed. Some groups to present transport goods around the
Invite some groups to present their ideas. world.
their ideas. B: You are right. But I think
the invention of penicillin is
more useful because it has
Act3: saved lots of lives.
Call on two confident Ss to Suggested answers:
come to the front and act out - Alexander Bell said / told
the dialogue between Ha and Ss come to the front me (that) he was born in 1847
Alexander Graham Bell. Then and act out the in Scotland.
put Ss into pairs to report on the dialogue between Ha - He said/told me (that) he
conversation. and Alexander Graham had always liked…
4. Production. (10’) Bell. - He said / told me (that) he
Act4: has taught….
Let Ss work in pairs to role play, - He said / told me (that) he
using the information given. had invented…..
Ask some pairs to role play in - born 8 June 1955 London
front of the class. - 1973 – 1976: Oxtord U…
5. Homework. (5’) Ss work in pairs to role - 1978 joined company…
Learn by heart the name of the play. - 1990 built first…

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inventors and their inventions. - 6 August 1991…..

Prepare : Skill 1 Copy down.

Teacher’s preparations:
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Lesson 33 : Review

Ex1. Choose the most appropriate answer.

1. Excuse me! ………… is the post office, please ?
A. How B. What C. When D. Where
2. Could you tell me…………. To get to the History museum, pleasse ?
A. How B. What C. When D. Where
3. Can you tell me where ………, please ?
A. is the bank B. the bank C. the bank is D. there a bank
4. Would you mind………. me some directions, please ?
A. elxplaining B. giving C. helping D. offring
5. I am……. for the new children’s library.
A. asking B. finding C .looking D. trying
6. Walk two blocks and turn left………..
A. around the bank B. at the traffic C. in the corner D. into a large
light hotel
7. Go………. The flower shop, the drugstore, and the supermarket.
A. across B. behind C. opposite D. past
8. The library will be on your left. It’s a large red- brick building. You can’t……….. it
A. find B. forget C. miss D. see
5. Could you tell me where………….. some souvenirs, please?

A. can I buy B. could I buy C. I can buy D. should I buy

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6. There are several souvenir shops on Apple street, about three blocks.

A. away from B. from here C. near here D. not far

Ex 2. Complete the sentences using the present continous form the verb in
brackets
1. I can’t come to the cinema, I ……………….. my homework ( do )
2. You can’t go outside. You ……………. Any shoes ( not wear )
3. She can’t answer the phone because she ……………. Her hair ( wash)
4. I …………… this evening because I’ve got a headache. (notbgo)
5. You can’t listen to music because the stereo…………(not work)
6. My parents aren’t here at the moment. They ……………golf. (play)
7. What’s the matter ? Why …………you………. ? (cry)
8. What……………. The children ………. In the garden ? ( do )
9. We don’t want to leave the party. We ………… to a very interesting person .
(talk )
10.The sky is cloudy. Why…………. You…….sunglasses? (wear)
11.Please be quiet! I (try) to read my book.
12.I………… the computer at the moment so you can use it . ( not use)
13.Mary is ill so Sue …………….. her lesson today .( teach )
14.Excuseme,I …………. For a hotel. Is there one near here? ( look )
15.……………… you for someone ? ( wait )
16.Jack, you are very careless.you……………. to do your homework.
(always/forget )
17.The cost of living ………… very fast. Every year things are more expensive.
( rise )
18.What ………. You ( do) ? I ……….. (clean) my shoes.
19.Why ………shorts? It’s so hot today. ( not/ wear )
20.The neighbors are noisy! They………….. to teach other loudly ( always/ talk)

Ex3 : Find the mistake in each sentence and correct them.

1. How (A) much is (B) the black shoes you’re (C) wearing, James ?(D)
2. May (A) I help you (B)? – I (C) looking for a pair of (D) trouser
3. David and his mother is (A) wearing ties (B) and T-shirt (C) at (D) the moment.
4. The new (A) corner isn’t wears (B) high heels (C) to day (D)
What do you (A) usually wear when (B) you coming (C) to an (D) informal party
Ex 4: Find the mistakea and correct them.
1. Do you(A) like (B)some(C) more wine ?(D)
2. Are there (A)any(B) bread(C) in the kitchen ?(D)
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3. Look (A)at this(B) man over there, he has(C) much(D) girlfriends.

4. My father(A) loves(B) eat(C) tomatoes.(D)
5. Is there (A)some(B) cheese (C) in the fridge ? I want to make a cake.(D)
6. What kind of foods (A) and drink (B)does your sister (C)love ?(D)
7. I’d like a (A)orange juice (B)and a (C)bottle of water .(D)
8. Can I have any(A) cheese(B) and a(C) kilo of oranges ?(D)
9. How much(A) is (B)three bottles (C)of (D)milk?
10.We often eat(A_) some(B) chicken, but we don’t (C)usually eat rice.(D)

Period 23-24. Life on other planets

Teaching date:
I. Objectives.
By the end of this Ss can:
- Use the functional language that they have learn in the previous section about the
topic “Life on other planets”.
- Ask and answer questions about life on other planets.
II. Teaching aids.
- Pictures
- Student’s book.
III. Procedures.
Teacher Students Content
1. Warm up: 1. Have scientists found water
Call on two Ss to go the board Ss go to the board. on Mars?
and rewrite the question as a Tom asked his teacher If
reported speech beginning with scientists had found…
the words given. 2. What will happen If the
sun becomes cooler?
Nick asked his teacher
What would happen

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If the sun became cooler.

2. Presentation.
T asked Ss Which planet Ss answer: If we had a
would like to go If you had a chance We would go to
chance? Mais
Tell Ss that they will join a Ss listen.
teenagers’ blog to read some
discussions on whether they
believe in the existence of
other life forms in the galaxy.
Explain some words in Extra Ss listen and copy Words:
vocabulary. Appropriate(a): thích hợp,
thích đáng.
Powerful(a): mạnh mẽ, hung
3. Practice. mạnh.
Have Ss read the comments Ss read. NASA: National Aeronautics
Ask Ss to do the reading as fast Ss do the reading. and Space Administration:
as possible and remember the Cơ quan hàng không và vũ
ideas. trụ Mĩ.
T explains some words in the Ss listen
comments.
Act 2:
Ask Ss to work in groups Ss work in group Suggestionsfordisagreements:
Ask Ss to look back at the Ss look at the blog and - I disagree with Nhi because
blog and use the example to discuss. the in habitants there may be
discuss the 5 ideas. able to live in high
If Ss agree, ask them to add Ss answer. temperatures. They may have
any details from their bodies Which can resist heat.
imagination about the planet. Or they may have a special
If Ss disagree, ask them to machine to cool down the
justify their choice. atmosphere of the place
where they live.
- I disagree with Duc b/c the

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inhabitants there may be able

to extract liquid from
underground to survive.
Their bodies may be adapted
to the environment there.
They may not need oxygen
but hydrogen or nitrogen to
breathe.
I disagree with Anh b/c
Any planet can be considered
powerful. Any inhabitant is
proud of his/ her own planet.
4. Production.
Act 3a: Example:
Ask Ss to work in pairs Ss work in pairs. I will wear a spacesuit b/c it
Ask Ss to use the suggestion in may be very cold there and I
the picture and the example. wont be able to breathe.
B: I will bring hand washing
Ask Ss to give a reason for Ss give a reason. gel to clean my hands.
each choice.
Note this is not meant to be Ss listen to the teacher.
serious; Ss can suggest silly or
funny things as long as they
justify them.
b)
Ask Ss to report their decisions Ss report.
to the class or to another pair.
5. Homework.
Learn by heart new words.
- Give Ss some exercises in
work book.
- Prepare: Skills 1.

Teacher’s preparations:
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………………………………………………………………………………………………
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