Date of preparation:
Date of teaching:
Period : Unit 8: life in the future
A - Reading
I. Aims and objectives.
1. Educational aim:
- Students read and guess the meaning of words in contexts.
- They read and decide on True or False statements.
- They note taking and comprehend the passage.
2. Knowledge:- General knowledge: The changes of the life in the future.
- Language: Common knowledge of the life and the environment….
- New words: Words related to the life and the economic, environment…
3. Skills: - Guessing meaning in context, deciding on true or false and
passage comprehension.
II.Teaching methods: - Integrated, mainly communicative.
III. Teaching aids:
-Picture, board, chalks, textbook, handouts,…
IV. Procedure:
Teacher’s activities Students’ activities
Warm-up:
Aims: to introduce the topic of the
lesson and to raise students' interest.
- Introduce the new lesson to the
students.
Before you read :
- Ask students to look at the picture
ask and answer the questions.
While you read :
- Ask students to look through the
passage and read in silence
- Help students read the passage

1. Pessimists
2. optimists
3. economic depression
4. terroism
5. wiped out
6. Space shuttle
Listen to the teacher then do the
task.
- Works in pais:
Keys:
may be new/ unfamiliar to them.
- Guide the students to read the word
in chorus and individually.
Task 2:
- Ask students to read the passage
again then work in pairs to ask and
answer the suggested questions.
- Walk round the class to give help if
necessary.
- Give suggested words, phrases or
useful suggestions.
- Correct the students’ work.
Task 3:
- Ask students to read the questions
carefully.
- Ask students to read through the
passage again.
- Ask the class to do .
- Call some students to give the
answers.

then choose the the words and
phrases in the passage:
- Share the key with other students:
Keys:
- Work: Factories, offices….
- Travel: Cars, space-shuttle, petrol,
….
- Listen to the teacher then do the
task.
- Some students stand up to report
their discussions.
- Work in groups
- Listen to the teacher
- Write down the homework to do at
home.
Date of preparation:
Date of teaching:
Period :
Unit 8: life in the future
B - Speaking
I. Aims and objectives:
1. Educational aim:
- Talking about the life in the future.
- Discussing predictions about life in the future….
2. Knowledge:
- General knowledge: The life in the future.
- Language: + The way to make the life better in the future.
+ The tenses.
- New words: words related to the life in the future.
3. Skills:

- Pair work.
- Practice answering the toppic:
By the end of the 21
st
, chinese
astronaunts …… ………
By the end of the 21
st
, a new moon
city will have been opened….
……………
- Listen to the teacher then practise.
- Workin pairs.
Ex:
I think it is likely that by the end of
the 21
st
century …………
In my opion, it is unlikely that by
the end of the 21
st
century …………
……………………
report before the class.
- Correct their mistakes.
Post-speaking :
Task 3
- Guide students how to practise.
- Ask students to work in gruops
- Call some pairs of student to stand

III. Teaching aids:
- Tape, cassetteplayer, board, chalks, textbook.
IV. Procedures:
Teacher’s activities Students’
activities
Warm-up:
- A story about age.
Before-listening:
Before you listen:
- Ask students to look at the book and
answer the question in the book.
- Let them work in pairs.
- Listen to the
teacher.
Before you
listen:
- Look at the
- Listen and correct for them.
Listen and repeat
-Turn on the tape and ask students to
listen
- Let students listen again and repeat.
- Write some words on board and ask
students to read them aloud.
- Correct.
While-listening:
Task 1:
Ask students to read the statement at
least once first.
Ask them to guess the answers

repeat.
- Preactise in
pairs
- Read the new
words aloud in
chorus then in
devidual.
- Read the
statement once
to get the main
contents.
Listen to the
tape and do the
task.
Find evidences
to each of the
answers.
Represent if
being asked.
Keys: 1. F,
2.F, 3. F, 4.
T, 5. T.
- Listen to the
teacher’s
explanation
then correct the
answers onself.
- Read the
questions once
to get the main

when they get
older.
3. In ten
years stime ’
AIDS will also
be brought
under control.
- Listen to the
teacher’s
explanation
then correct the
answers
oneself.
- In groups,
discuss the
advantages
disadvantages
of having a
very long life.
Example:
Advantages:
- Do many
things they
want to do/
enjoy life
more.
- See their
children and
grandchildren
grow up.

Period :
Unit 8. life in the future
D - Writing
I. Aims and objectives:
1. Educational aim:
- Discribing the world you would like to live in in the future .
2. Knowledge:
- General knowledge: Writing about some one's ideas or imagines.
- Language: +The tenses.
+ Connectors (time expressions)
- New words: Words related to the life in the future, environment….
3. Skills:
- To practise students’ speaking and writing skills.
- To help students to able to write about the ideal world they would like to live in the
year 2020.
II.Teaching method:
- Intergrated, mainly communicative
III. Teaching aids:
- Board, chalks, textbook and notebook.
IV. Procedures:
Teacher’s activities Students
’
activities
Warm-up:
- Free talk about the life in the future.
Pre-writing:
Task 1
- Ask student to read the request of
task one and translate.
- Explain them how to do the task

to
teacher.
- Write
down
- Do on
board.
- Report.
Ex:
+ conflict
(n)
+
harmony
(n)
+
materialis
tic (a).
Answer:
+ World:
Peaceful,
no war,
no
conflicts,
no threat
of
terrorism,
people
live is
harmony.
+
Employm

- discuss
and write
down.
- work in
groups.
-
Compare
the result
to the
other
groups.
- Listen
to the
teacher’s
explanati
ons.
-
Exchange
the
writing to
other
groups to
check
and give
remarks.
-
Represen
t the task
on board
if being

_ To practise students’ pronunciation and writing skills.
_ To help students to be able pronounce the full forms and the contracted forms
of auxiliaries and introduce to them the use of some prepositions and articles.
II.Teaching method:
- Intergrated, mainly communicative.
III. Teaching aids:
- Board, tape, cassetteplayer, chalks, textbook and notebook.
IV. Procedure:
Teacher’s activities Students’
activities
1. Warm up:
- Introduce the lesson to the students.
2. Pronunciation:
- play the tape and asks students to
listen to the sounds listed in their
books.
- asks students to listen to the tape
then repeat the words in chorus.
- asks students to repeat the words
individually.
- correct their pronunciation if
necessary.
- asks students to read the sentences
suggested individually.
- can read the sentences first and
notice the sounds in words.
- asks some students to read the
sentences aloud.
- asks others to give comments then
correct their pronunciation if

sentences
suggested
individually.
- asks students to discuss the answers
with their friends.
- asks some of the students to do the
exercise orally.
- asks others to give comments.
- gives the suggested answers if
necessary.
Exercise 2:
- explains the example carefully.
- asks students to work in pairs to do
the exercise suggested.
- asks students to discuss the answers
with their friends.
- asks some of the students to do the
exercise orally.
- asks others to give comments.
_ gives the suggested answers if
necessary
4. Homework:
- Ask students to revise the strong
form and weak form of auxiliaries, the
use of prepositions and articles, redo
all the exercises and prepare Test
yourself C at home.
- Listen to
the teacher’s
explanation.

8.for,
9. between,
10.to.
- notice the
teacher’s
explanation.
- work in
pairs. Do the
exercise
given in the
textbooks.
- discuss the
answers with
their friends
then correct
the mistakes
themselves.
- some of the
students to do
the exercise
orally.
- other
students give
comments.
- take notes
of the
suggested
answers.
Keys:
1.Ø, 2.Ø, Ø,

* Have you prepared it at home?
* Have you got any difficulties?
Test yourself
I. Listening.
- Presents the task: Listen and complete
the table below
- Tells students the topic of the table
- Gets students to look through the table
- Explains the meaning of new words
- After that turn on the tape of the passage
aloud twice
- Let students fill in the blanks with the
words they have just heard
- Goes round the class to control the
work
- Then turn on the tape of the passage
the last time for students to check their
results
- Corrects mistakes
II. Reading .
- Present the task: Read the passgae and
choose the statements are True or False.
- Gets students to work in groups,
discuss about the passage
- Goes round the class to control the
discussion
- State the best option
- Corrects mistakes
III. Grammar.
- Recall the grammar of articals.

Keys:
A.
1. The, 2. An, 3. Ø 4.
The, 5. A, 6. Ø.
B
- Calls the to to on board.
- Goes round the class to control the
set’s activities
- State the keys
- Corrects mistakes
IV. Writing.
- Giude students how to write
- Give students some models and
structures to writes..
- Ask students to write.
- Call the to to on board.
- Go round the class to control the
students’ activities
- Correct mistakes
Homework
- Ask students:
+ to study all the lessons again
+ to get ready for the 45 minute-test
in the next period
1. Athough Nam worked very hard, he
didn't pass the exam.
2. Although I was very tired, I couldn't
sleep.
3. Eventhough she had all the ……..
4. Athough the traffic was bad, we

tools
Warm-up:
Aims: to introduce the topic of the
lesson and to raise students'
interest.
- Introduce the new lesson to the
students.
Before you read :
- Ask students to look at the
picture ask and answer the
questions.
While you read :
- Ask students to look through the
passage and read in silence
- Help students read the passage
- Explain pronunciation and meaning
of new words which appear in the
passage
Task 1 :
- Ask students to read through the
text once to find out some new
words, guess the main idea.
- Explain new words (give the
Vietnamese equivalents), guide the
sts to get the main contents of the
reading text.
- Ask students to work individually
in 3 minutes to do this task.
- Guide students to read through
the passage , then focus on only the

9. Gò, đống
10. Đỉnh (gò/đống)
11. Cỏ lá nhỏ mọc trên xa mạc
- Listen to the teacher then do the
task.
- Works in pais:
Keys:
1. F, 2. F, 3. T,
Textbook
Textbook
- Ask students to read the passage
again then work in pairs to choose
the statements are true or false.
- Walk round the class to give help
if necessary.
- Give suggested words, phrases or
useful suggestions.
- Correct the students’ work.
Task 3:
- Ask students to read the
questions carefully.
- Ask students to read through the
passage again.
- Ask the class to do .
- Call some students to give the
answers.
- Ask others students to correct.
- Give the true answers
After you read :
- Ask student to read the story.

Date of preparation: 29/ 12 /2010
Date of teaching: / 1/2010
Period : 56
UNIT 9: deserts
B - Speaking
I. Aims and objectives:
1. Educational aim:
- Explaining why some kind of trees and animals can exit in the deserts.
2. Knowledge:
- General knowledge:The lives of treas and animals in the deserts.
- Language: + The way to make the life better in the deserts.
+ The tenses.
- New words: words related to the trees and animals in the deserts.
3. Skills:
- Talking about nature features of the deserts.
- Explaining why some thing should be brought along while going across a desert.
II.Teaching method:
- Integrated, mainly communicative.
III. Teaching aids:
- Board, chalks, textbook, handouts.
IV. Procedure:
Teacher’s activities Students’ activities
tools
Warm-up:
- Ask students about the deserts of
Australia.
Pre-speaking :
Task 1
- Guide students how to practise.
- Ask students to work in pairs.

……………………
- Free practices
- The students who are called stand up
to talk to the class about their ideas.
- Listen to the teacher.
- Ask students to work in groups
- Call some pairs of student to stand
up and practise.
- Correct their mistakes.
Homework:
- Ask the students to prepare the
listening at home.
- Write down the homework to do at home.
Date of preparation: 29 / 12 /2010
Date of teaching: / 1/2010
Period : 57
UNIT 9: deserts
C - Listening
I. Aims and objectives:
1. Educational aim:
- Listening, mastering the content of the tape.
- Doing the tasks fluently (true or false statements and the details).
2. Knowledge:
- General knowledge: By the end of the lesson ,students will be able to understand
how to make the lives in the deserts better.
- Language: The present simple tense.
- New words: Words related to to the topic.
3. Skills: - Listening and deciding on True or False statements.
- Listening for details and gap-filling.
II.Teaching method:

Check and give remarks.
Call some students to say out their
answers and the evidences they get
to prove their answers.
Task 2:
- Ask them to guess the answers.
Play the tape once then check how
many answers can students find.
Play the tape again.
Check and give remarks.
- Call some students to say out
their answers and the evidences they
get to prove their answers.
- Let students work inpairs.
- Listen to the teacher.
Before you listen:
- Look at the book.
- Listen to the teacher.
- Ask and answer the question in the
book.
- Work in pairs.
- Listen and repeat.
- Preactise in pairs
- Read the new words aloud in chorus
then in devidual.
- Read the statement once to get the
main contents.
Listen to the tape and do the task.
Find evidences to each of the answers.
Represent if being asked.

- Ask students to discus the guided
question, find the answer then write
about deserts.
- Let them work in groups
- Move around to help if necessary.
- Give remarks or even suggestions.
Homework:
- Ask students write things to do to
have a healthy and long life, and
prepare part writing at home.
land become deserts.
- Read the questions once to get the
main contents.
Listen to the tape and do the task.
Find evidences to each of the answers.
Represent if being asked.
Listen then answer.
Keys:
1.90%, 2. smaller plants. 3. Prevent,
4.Spreading
5.Capital, 6.canals
- Listen to the teacher’s explanation
then correct the answers oneself.
- In groups, discuss the guided
questions and write about the deserts
to correct oneself.
-Listen to the teacher and write down
homework to do at home.
Date of preparation: 29/ 12 /2010
Date of teaching: / 1/2010

- Corect.
While-writing:
- Ask student to read the request of
the writing.
- Explain them how to do the task
- guide them to write.
- Walk around and help them.
- Call one to do on board.
- Corect.
Post-writing:
- Ask some groups to represent their
work, ask other to give remark.
- Choose some good writing to read
in class and give remark.
Homework:
- Ask students to rewrite the task at
home and preapare part Language
Focus at home.
- Listen to the teacher.
- Listen to the teacher.
- Try to understand the new words and
phrases in the table.
- Work in groups.
- Ask the teacher about the words or
phrases if can't understand.
- Listen to the teacher.
- discuss and write down.
- work in groups.
- Compare the result to the other
groups.

II.Teaching method:
- Intergrated, mainly communicative.
III. Teaching aids:
- Board, tape, cassetteplayer, chalks, textbook and notebook.
IV. Procedure:
Teacher’s activities Students’ activities
tools
1. Warm up:
- Introduce the lesson to the
students.
2. Pronunciation:
- play the tape and asks students to
listen to the sounds listed in their
books.
- asks students to listen to the tape
then repeat the words in chorus.
- asks students to repeat the words
individually.
- correct their pronunciation if
necessary.
- asks students to read the sentences
suggested individually.
- can read the sentences first and
notice the sounds in words.
- asks some students to read the
sentences aloud.
- asks others to give comments then
correct their pronunciation if
necessary.
3. Grammar:

- Some of the students to do the
exercise orally.
- Other students give comments.
- Take notes of the suggested answers.
Keys:
1. So 5. So
2. But 6. But
3. So 7. But
4. But 8. So
- Notice the teacher’s explanation.
- Work in pairs. Do the exercise given
in the textbooks.
- Discuss the answers with their
friends then correct the mistakes
themselves.
- Some of the students to do the
exercise orally.
- Other students give comments.
_ Take notes of the suggested
answers.
Keys:
1. But 5. But
2. However 6.However
3. Yet 7. However
- asks some of the students to do the
exercise orally.
- asks others to give comments.
- gives the suggested answers if
necessary.
Exercise 3:

6. Therefore, 7. So,
8. However.
- Listen to the teacher and write down
homework to do at home
Date of preparation: 9 /1/2010
Date of teaching: /1/2010
Period :60
UNIT 10: endanger species
A - Reading
I.Aims and objectives:
1.Educational aim: - Students read and guess the meaning of words in contexts.
- They read and answer questions about the texts.
- They practice scanning for specific information in the texts.
- Finding supporting evidence .
2. Knowledge:- General knowledge:Ss know some endangered species are plant
and animal species
- Language: Common knowledge of environment,…