UNIT 1: A VISIT FROM A PEN PAL
I. General objectives:
1. Competencies:
- Make & respond to introduction
- How to compare with the likeness and the difference.
- Scan for specific information.
2. Language focus:
- Past simple tense
- Present unreal wish
II. Techniques: Brainstorming; Questions – answers
III. Etching aids: Cassette; Cassette recorder; illustrating pictures; OPH;
Pictures; Visual aids; Laptop; Flash cards, colored chalk.
IV. Total period distribution:
Period distribution Items of Teaching
1 Getting started, Listen and read
2 Speak and Listen
3 Read
4 Write
5 Language focus
Lesson 1: Getting started – Listen and read (45 min)
I. Objectives:
- Introduce, leading to the topic of a unit
- Talking about places to visit
II. Grammar: Wish sentence & Past habit Used to + Verb
III. Vocabulary: Words relating to famous place to visit & activities done during the visit
Steps Teacher’s activities Student’s activities
Warm – Up
(15’)
* Getting started.
- Showing 6 pictures of places of
interest of Vietnam

paragraph.
- Asking them questions: What do you
know about Mary am?
- Having them a silent reading then
identifying the places of interest.
- Playing cassette again.
- Explaining the new difficult words:
Mosque; peaceful; keep in touch;
atmosphere
- Reminding them of new and old
structures.
* Old Structure: Past habit
Used to + V
* Ex: Lan used to walk past the mosque
on her way to primary school.
* New structure:
Wish sentence: Present unreal wish
* Ex: I wish I had more time.
- Asking them to have silent reading for
information to answer the questions.
- Calling some students to say their
choices.
- Briefly explaining the use of Wish
Ex: I wish I had more time.
I wish + clause (Past simple)
Practice:
1. I don’t have enough money.
- Listening to the teacher’s
explanations then write the
vocabulary down.

fine today.
Consolidation
1. Where did Lan take Mary am to
visit?
2. What place did they visit on Friday?
3. What new structure is there in the
passage?
Homework
- Do exercise 1 workbook
(p.5-6).
- Explain the way how to do
these exercises.
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UNIT 1: A VISIT FROM A PEN PAL
Lesson 2: Speak – Listen (45 min)
I. Objectives:
- Developing speaking and listening skills.
- Introducing oneself
II. Language contents:
1. Grammar: Yes – No questions.
2. Vocabulary: Some words relating to capitals and big cities in the
word, especially in Asia.
III. Techniques:
Asking and answering – Pair work – Role play – Matching.
IV. Teaching aids:
Pictures, cassette player and tape.
V. Time: 45 minutes
VI. Procedures:
SPEAK (28 minutes)
Steps Teacher’s activities Student’s activities

capitals (ASIA).
- Matching
- Playing roles with their old names
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- Asking Sts to play roles. and their own words.
LISTEN (17 minutes)
Steps Teacher’s activities Student’s activities
Pre-listening
(3’)
- Introducing the lesson - Looking at the picture and taking
about them.
While-
listening
(10’)
- Taking about the situation
of the lesson.
- Playing the tape.
- Listening and finding out where
Tim and Carol are and that they
are doing.
- Listening and choosing the
correct answers.
- Comparing their answers with the
partner’s.
Post-
listening (4’)
- Checking the answers with the whole
class.
- Saying the answers.
5

method)
- Sts answer (in Vietnamese)
- Reading the passage in silently
an underline the new word
- Listening to the explanation.
While-
reading
- T reads the passage and students
listen and find the right information
about Malaysia to fill in the table. (pair
word)
- Sts read their answer sentences.
Post-reading
- T hangs a cardboard and gets sts to do
T/F exercises in pairs.
- T asks some pairs to write their
answers on the board.
- T gives answer keys and corrects
- Doing the exercise in pairs.
- Answering the questions.
- Correcting the mistakes.
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them.
Feed-back
- T asks. For the false statements T asks
sts to give the correct ones.
- Giving the correct statements.
Consolidatio
n
- T gives some questions about

b. Do you have any relatives?
c. Have you ever visited them?
d. Could you tell us about your
trip?
- Answering the questions.
Presentation
- T reads a sample letter.
- T guides sts how to write a letter
(address, heading, body, closing,
signature…)
- Listening to the teacher.
Practice
- T has some sts read their letters
in front of the class.
- T corrects the mistakes.
- Sts read the outline, pay
attention to he content of
each part.
- Sts base on the outline and
teacher’s instructions and
write a letter.
- Sts discuss in groups and
write letters by themselves.
Consolidation
- How to write a friendly letter
Homework
- Sts write letters to invite
their friends to their places
where they are living, tell
them what they’ll do, what

the formation of past simple
tense.
- Asking the students to do
pair word (exercise 1)
- Having some pairs present in
front of the class.
- Having the students do group
work and the quickest group
present their key on the board.
- Answering the T/s
questions.
1. She was in HN
2. Lan took her to HOAN
KIEM lake.
1. What did Lan do on the
Weekend?
- She went to the concert.
2. When did she go there?
- She went there on
Saturday at 8pm.
Exercise 2:
- Lan made a cake
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Exercise 3 page 12
The past simple with wish:
S1 V1 S2 V2
I wish you had a longer
vacation.
S1 V1 S2 V2
I wish I had more time.

vacation”
- Wish sentence => a
complex sentence.
- Verb is used in the past
subjunctive.
Exercise 3:
a. I wish I were taller
b. I wish it were not so
hot
c. I wish I had a
computer
d. I wish I didn’t do it’s.
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UNIT 2: CLOTHING
I. General objectives:
1. Competencies:
- Ask and answer about habits and personal taste of dreading.
- How to present personal ideas in written form about the simple.
- Problems referred to the topic using the readily-given prompts.
2. Language focus:
- The present perfect tense.
- Passive voice review.
II. Techniques:
Brainstorming; Questions – answers.
III. Teaching aids:
Cassette; Cassette recorder; illustrating picture; OPH; Picture; Visual aids;
Laptop; Flash cards; colored chalk.
IV. Total period distribution: 6 periods.
Period distribution Items of Teaching
1 Getting started, Listen and read

- Discussing in groups.
* Sample Key:
1. She comes from Japan
2. She comes from Vietnam
3. He comes from Scotland.
4. She comes from India.
5. He comes from the USA.
6. She comes from (Saudi)
Arabia.
- Listening to the teacher’s
explanations then wire the
vocabulary down.

Leas-in
(30’)
• Listen and read (30’)
- Introducing the situation of the
passage.
“ Ao dai is the traditionally unique
dress of Vietnam. They are being
used by both man and woman in
specific occasions. It has now being
changed in different designs for
fashion.”
- Playing cassette once the
1
st
paragraph.
- Asking them questions:
1. What is Ao Dai?

- Asking them to have silent reading
for information to answer the
questions.
- Calling some students to say their
choices.
- Briefly explaining the used of wish.
=> I wish I had more time.
I wish + clause (Past simple)
Practice:
1. I don’t have enough money.
I wish …………………………
2. I can’t sing that song.
I wish …………………………
3. It’s raining.
I wish …………………………
4. I am too fat.
I wish …………………………
5. The weather is bad today
I wish …………………………
- Finding out structures.
- Identifying new structure.
- Having silent reading and get
more information.
- Saying the choices.
- Doing the practice
1. I wish I had enough money
2. I wish I could sing that song
3. I wish it’s wasn’t raining
4. I wish I weren’t too fat
5. I wish the weather were fine

Presentation
Pre-speaking
- Asking students to answer some
questions about clothes:
1. What type of clothing do you
wear at school?
2. What’s this? It’s a skirt / a blouse
…
- Introducing some new words referred
to kinds of clothiers.
- Asking some questions:
1. What do you usually wear on the
weekends?
2. Why are you wearing these clothes?
3. What is your favorite type of
clothing? Why?
- Listening to the teacher’s
questions and answer.
- Looking at the new words and
repeats after the teacher.
- Learning the new vocabularies.
- Answering the questions in pairs.
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4. School uniform: is it comfortable?
5. What color is it?
- Asking them to match the pictures
the given words.
- Matching thru picture with the
words.
* Key:

1. What type of clothing do you wear
on tet holiday?
2. What would you wear to a party?
- Asking them to summarize what kind
of clothes they usually wear at school,
at the party or on Tet holidays.
- Answering the questions.
- Summarizing the habit of
dressing on special occasion.
Consolidatio
n
- Making up another conversation
between you and your friend referred
to the habits of dressing on special
occasion.
- Reminding them the questions “What
is your favorite type of clothing?”
Homework
- Doing exercise 3, 4 workbook
(page 14.15)
- Explaining the way how to do
the exercises.
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UNIT 2: CLOTHING
Lesson 3: Listen (45 min)
I. Objectives:
1. Competencies:
- Developing reading skills.
- Listening for realistic information about some event.
2. Language focus:

discuss their names on groups.
- Answering the questions.
- VOC: trousers; shorts; skirt;
blouse; sandals; shoes; boots
- Yes, we have
- Listening to the situation.
- Listening, and then catching up
with the necessary information.
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While-
listening
- Playing cassette twice without pause.
- Letting them guess in pairs “What is
Mary wearing?”, then compare with
the pictures.
- Marking the correct pictures.
- Play cassette again.
- Letting them make a good choice.
- Listening to the cassette.
- Doing pair work.
- Marking the pictures.
- Listening again.
- Making a good choice.
* Tape script:
Attention please. Here is a special
announcement. A little girl is
reported missing. She was last
seen 20 minutes ago near the
main entrance to the Car Fair. Her
name’s Mary and she are 3 year

- Reminding them the passive
structure.
Homework
- Doing exercise 5, 6 workbook
(page 16,17)
- Explaining the way how to do
the exercises.
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UNIT 2: CLOTHING
Lesson 4: Read (45 min)
I. Objectives:
1. Competencies:
- Developing reading skill.
- Searching for information about the history of the development of jeans.
2. Language focus:
a. Vocabulary: words related to the history of jeans: sailor; embroidered jeans;
label; generation worldwide.
b. Grammar: passive voice (past simple).
II. Techniques:
Scanning; Questions – answers; guessing.
III. Teaching aids:
Map; cassette; Cassette recorder; illustrating pictures; OHP; Pictures; Laptop;
Flash cards; colored chalk; visual aids.
IV. Teaching steps:
Steps Teacher’s activities Student’s activities
Warm – Up
Presentation
Pre-speaking
- Introducing the new reading by
asking some questions:

aloud.
- Task 2: asking the students to do task
B in pairs.
- Doing gap filling.
- Listening to the cassette.
- Reading the text aloud.
- Doing talk B in pairs.
- Lestening to the cassette.
- Reading the text aloud.
- Doing taks B in pairs.

Post-
listening
- Calling some students to answer the
questions before class.
- Correcting their answers by giving
them key.
- Listening to the keys.
- Correcting their answers.
Consolidatio
n
Do you like wearing Jeans?
Where do jeans come from?
Who are now often wearing Jeans?
Why?
Homework
- Doing exercise 8, 9 workbook
(page 18,19)
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UNIT 2: CLOTHING

- Asking them some questions:
1. “What type of clothing do you wear
at school?” (White shirt and trousers).
2. Why do they wear uniform at
school?
- Explaining some new words (be
- Looking at the table then discuss
in pairs.
- Identifying the appropriate
argumentative language.
- Reading the topic and outline a
and the model passage, the
highlight the sequence words.
- Answering the questions.
- Listening to the explanations,
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equal in, be proud of, bear one’s
name, freedom of choice, self-
confident)
While-
reading
- Letting them read the outline B.
- Giving them the meaning of some
words: feel comfortable, freedom of
choice.
- Asking them discuss in groups outline
B then write down their ideas.
- Asking some students to write their
ideas on the board.
- Reading outlines B.

Thirdly, casual clothes make students feel self-confident when they are in their
favorite clothes.
Finally, casual clothes make students more colorful and lively.
In conclusion, secondary students should wear casual clothes. Wearing casual
clothes is convenient, comfortable and fun.
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SEQUENCE:
Organization Argumentative language
Introduction
- Let the reader know the writer’s
point of view.
- My opinion is…………………….
I think ……………………………..
Series of
arguments
- Presents arguments in a logical way
(one idea in each paragraph) give
examples where possible.
Firstly………………………………
Secondly……………………….
Thirdly ………………………….
Finally/Lastly…………………….
Conclusion
- Sums up the argument There ………………………….
In conclusion…………………..
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UNIT 2: CLOTHING
Lesson 6: Language focus (45 min)
I. Objectives:
1. Competencies:

similar dialogues using the given
word from the box.
- Asking them to practice the
dialogue in pairs.
- Reading the model dialogue.
- Underlining the substitution
words or phrases.
- Answering the questions.
- Practicing the dialogue in
pairs.
Consolidation
- What is WISH Sentence?
- What tense is used in wish 1
st
type?
- Remind them the structure of
passive voice.
Homework
- Doing exercise 7 (page 10).
- Explaining the way how to do
the exercise.
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UNIT 3: A TRIP TO THE COUNTRYSIDE
Lesson 1: Getting started – Listen and Read
I. Objectives:
- By the end of the lesson, Ss know about the life and activities in the countryside.
II. Language contents:
* Grammar:
- Modal could with wish
- The Past Simple with wish

shrine, river
While- reading
- Asking Ss read the text and answer the questions:
a. What did Ba, Liz and his family do on their journey to his home
village?
b. What did Liz think of the trip?
* Answers:
a. They visited Ba’s uncle, walked up the mountain to visit a shrine,
went boarding in the river and had a picnic on the riverbank.
b. Liz enjoyed the trip very much, she took a lot of photos.
- Asking Ss to read the statements on page 23 and decide which is
true and which is false (pair work)
- Giving feedback:
1 F ( Ba and his family had a day trip to there home village)
2 T
3 F (There is a big old banyan tree at the entrance to the village)
4 F ( People had a snack under the banyan tree)
5 T
6 F ( People had a picnic on the river bank)
7 T
8 F (Liz had a lot of photos to show her parent)
9 T
- Having Ss work in pairs to answer the questions (page 23)
1. It’s 60 kilometers the north of Hanoi
2. They got to village by bus
3. It’s is at the entrance to the village
4. They saw the shrine of a Vietnamese hero on the mountain.
5. They had a picnic on the river bank
6. Liz took a lot of photos to show her parents.
7. Liz wishes she could visit Ba’s village again.