Thiet ke bai giang tieng anh tap 2

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

8
than 24 hours (paragraph 3)
8’ AFTER YOU READ
– T introduces the task: Ss work in small groups of
3 or 4 and discuss the questions.
– T reminds Ss of the structures to ask and give
opinions (e.g. what do you think? In my opinion,
…)
– T goes around to check and offer help.
– T calls on the groups to tell and explain their
choice.
– T gives corrective feedback
Group
work and
whole
class
3’ WRAPPING UP
– T summarises the main points of the lesson.
– For homework T asks Ss to write a short
paragraph about one service they like most in their
neighbourhood post office and explain why they
like that service.
EXTRA ACTIVITY: A COMPETITION
T divides the class into small groups of 3-4 Ss and announces the
competition: supposing each group is working for a different post
office and now they should think of one service that may be attractive
to customers. Then Ss prepare a small talk about this service and then
tell the class about their service when they are ready. The class or T
will decide which service is the most attractive. The group which
offers the most attractive service wins the competition.
Period 2: SPEAKING
I. Objectives
By the end of the lesson students will be able to

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– Use appropriate language to make requests in formal business situations.
II. Materials
Textbook
Students may transfer the Vietnamese speaking rules when making requests in
English, which could cause communication difficulty, should they be involved
in cross-cultural communication. So T should raise their awareness of
linguistic and socio-cultural differences between English and Vietnamese
speakers in the way they make requests.
IV. Procedure
Time Steps
Work
arrangement
7’ WARM UP
– This warm up activity encourages Ss to reflect on
their own experiences with giving requests and on
their knowledge of this communicative function in
Vietnamese and English.
– T divides the class into small groups of 3-4 Ss
and gets them to discuss these questions:
a. Have you ever heard someone make a
request in English? What did they say?
b. Have you ever made a request in
Vietnamese? What did you say?
c. Did you observe any differences in the way
requests are made in English and
Vietnamese?
– After 7-8 minutes, T asks Ss to give their
answers. T writes the answers on the blackboard
but should refrain from making any comments or
correction at this stage. Note that the questions
may be quite challenging for Ss, so they may not
have the full answers and T should accept this. Tell
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them not to worry if they don’t have the answers
because in the following task they are going to
learn how to make requests in English.
15’ TASK 1
– T leads Ss to the topic by getting them to look at
the picture on page 103 and asks questions like
“What can you see in the picture? Where do you
think these people are? Who is the man? Who is
the woman? What might the man want to do? Etc.”
– Then T gets Ss to practice reading the dialogue in
pairs. After getting some pairs to read aloud the
dialogue and correcting their pronunciation, T gets
Ss to answer the question: “What service is the
customer taking in the dialogue?” and look for
examples of requests and responses to requests in
the dialogue. E.g.
Request: Could you help me to send this document
to my office by fax?
Response: Certainly. What’s the fax number?
(T may also tell Ss that before making requests
people tend to say something, for example in the
dialogue the customer says “Excuse me” to get
attention. Other things they may say are greetings,
for example “Hello”, “Good morning/ afternoon”
or checking if the other person is ready to listen,
e.g. “You’ve got some minutes?”)
– T then gives Ss some other structures to express
requests. T may want to tell Ss what structures to
use when the request is more formal (e.g. you don’t
know the other person or he/ she is more powerful
than you) and more important (e.g. borrowing
money). E.g.
I was wondering if you/ I More formal More
Pair work,
individual
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could perhaps/ possibly ….?
Would you be kind enough to
…?
Would you mind (V-ing) …?
Would you please ….?
May I ….?
Could you/ I … please?
I would/ I’d like to … please
Can you/ I … please?
Less formal
important
Less important
– T might also want to tell Ss that an appropriate
response to a request for service is normally “Yes
certainly sir/ madam”
– Then T might want to draw Ss’ attention to the
differences between Vietnamese and English rules
of speaking when making requests. E.g. in
Vietnamese we often say something which may be
literally translated into English as “Please do this
(V) for me”. In English, however, this request may
sound strong and impolite.
– Finally, T might want to give Ss some situations
to practice making requests using the above
structures. E.g.
a. In the post office: What would you say if
you’d like to send an EMS mail?
b. In a shop: What would you say if you’d like
to change some coins to make a phone call?
c. In the class: What would you say if you’d
like the teacher to correct your essay?
d. At home: What would you say if you’d like
to use your brother’s computer?
Suggested answers
a. I’d like to send an EMS mail please/ Could I
have this EMS mail sent to Nha Trang
please?
b. I was wondering if I could have some coins
for making an urgent phone call?

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c. Would you have time to look at my essay
and give me some feedback please?
d. Could I use your computer for a minute
please? I need to send an email right away.
10’ TASK 2
– T explains the task and new words. T elicits
some useful structures, e.g. asking about the price/
fee, saying address, etc.
– T puts Ss in pairs and gets them to write the
dialogue together based on the information given
in the task.
– Then Ss act out the dialogue together firstly in
close pairs and then in open pairs.
– T elicits feedback from class and gives his/ her
own feedback at the end.
Sample dialogue
A: Good morning, sir/ madam/ Miss. May I help
you?
B: Yes, I would like to have a telephone line
installed at home please.
A: Certainly, sir/ madam/ Miss. Where do you
live?
B: 120 Tran Hung Dao Street. When can you send
people over?
A: Firstly, you will need to register, sir/
madam/Miss. It will take a week to process
before we can send someone over. So today is
Wednesday, hopefully, the installation can be
done by Wednesday next week. Would you like
to register now?
B: Oh yes, definitely. But you know what? I will
be out of town until Thursday. So can you send
someone on Friday then? I’ll be home all day
Friday.
A: Certainly, sir/ madam/ Miss. Have you already
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13
got a telephone?
B: Yes I have. Ah and what is the installation fee
and monthly fee?
A: The installation is free of charge, sir/ madam/
Miss. And then you pay 30.000 dongs a month,
plus 1.200 dongs per minute for the calls you
make. And I have the registration form here if
you could fill it out and return it to me please?
10’ TASK 3
– T explains the task, puts Ss in pairs and gets them
to write the dialogue together based on the
information given in the task.
– Then Ss act out the dialogue together firstly in
close pairs and then in open pairs.
– T elicits feedback from class and gives his/ her
own feedback at the end.
Sample dialogues
1.
A: Good morning. How can I help you?
B: Good morning. I’d like to subscribe to Lao
Dong newspaper, please.
A: Certainly. For how long would you like to
subscribe?
B: For one year please
A: Great. Would you like to come and pick up your
newspapers or have them delivered to your
address?
B: Have them delivered to my address, please. That
is 7 Ngoc Ha Street. Ah and could I have them
delivered before 6:30a.m.?
A: Yes definitely. You will get the newspaper
every morning before 6:30.
B: Thank you very much indeed.
A: You are very welcome. Have a nice day.
B: You too. Good-bye
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A: See you.
2.
A: Yes? May I help you please?
B: Yes, I was wondering if you offer flower
telegram service?
A: Yes we do. When would you like to have the
flowers delivered?
B: Tomorrow, May 16
A: Great. And what kind of flowers would you like
to send?
B: Roses, a bunch of red roses please.
A: Certainly, a bunch of red roses, yes. And can I
have the name and address of the recipient,
please?
B: Her name is Mai and her address is 108 Tran
Nhan Tong Street.
A: OK. And would you like to send her a greeting
card?
B: Oh yes, please.
A: What would you like to be written in the card?
B: Ah something like “Dear Mai! Happy 17th
birthday! Many happy returns of the day!”.
A: That’s it?
B: Yes, that’s it.
A: OK, I will get the flowers to be sent to Mai on
May 16th. Thanks very much.
B: Thank you
3’ WRAP UP
– For homework, Ss do exercises in workbook and
prepare for the next lesson.
Period 3: LISTENING

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I. Objectives
– Develop such listening micro-skills as listening for specific and detailed
information.
– Use the acquired language to summarize the information they listen to.
II. Materials
Textbook, cassette tapes.
The topic can be challenging for Ss, so T should prepare them enough for the
listening tasks (e.g. pre-teaching new words, giving a bit of information about
the topic, etc.).
IV. Procedure
Time Steps
Work
arrangement
7’ WARM UP
– T divides the class into groups of 10 and
introduces the game: The groups should generate
as many words related to telephone as possible in 5
minutes.
– T divides the board into as many sections as the
number of groups is. When time is up, T calls on
the representative of each group to come to the
board and write their list. Then T gets the whole
class to count. Each correct word gets one point.
Which group has more points wins the game.
Suggested words:
Dial, cell phone, landline phone, mobile phone,
network, coverage, digit, fixed telephone, hand
phone, number, subscriber, fee, international calls,
local calls, long distance calls, telephone bill, text,
message, voice mail, hang up, hold, receiver,
iphone.
Group
work and
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16
8’ BEFORE YOU LISTEN
– T gets Ss to discuss this question in groups of 3-
4: “Do you think more and more people are using
cell phones in Vietnam nowadays? Why?”
– T goes around to listen. After a few minutes T
elicits answers from different groups.
Suggested Answers:
More and more people are using cell phones in
Vietnam nowadays because:
– Cell phones become cheaper and come in a
wider variety of colours and styles.
– There are more telecommunication companies,
e.g. Viettel, Vinaphone, Army Telecommunication,
etc. So competition is greater, which means better
service.
– There are many plans that customers can choose
from: prepaid, subscription.
– No subscription, no connection fee.
Pre-teach vocabulary
Commune (n): xã
Communal (adj)
Capacity (n): công suất, khả năng
Digit (n): số
Upgrade (v): nâng cấp
– T helps Ss to pronounce the words correctly. T
may want to play the tape or model first and then
ask Ss to repeat after the tape or after him/ her in
chorus and individually
– T presents or elicits the meanings of these words
from the class.
Group
work and
whole
class
WHILE YOU LISTEN
Introduction: You are going to listen about the

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10’
8’
development of Vietnam’s telephone system over
the last few years. Then do the tasks that follow.
TASK 1
– T gets Ss to read the questions carefully and
work out what information they need to
concentrate on while listening. Then T checks with
the whole class.
– T gets Ss to read the options in each question
carefully and underline the words that make them
different. E.g. in Q5 these are “increase/ number
of phone”, “growth/ mobile phone”, “change/
international”, “reduction/ fee”. For the numbers T
gets Ss to read them aloud. This is to remind them
how the numbers are pronounced so that they can
catch the correct numbers later on.
– T gets SS to guess the answer to each question
and then tells them they need to listen attentively
to check if their guesses are confirmed.
– T plays the tape (or reads the tapescript) once for
Ss to listen and do the task.
– Then T gets Ss to find a partner to check their
answers with.
– T checks the answers with the whole class. If
many Ss cannot answer the questions, T plays the
tape one or two more times and pauses at the
answers for them to catch.
TASK 2
– T checks if Ss can answer the questions in Task 2
without listening again. If they cannot, T plays the
tape for them to listen again but before doing this,
T should encourage Ss to read through all the
questions, identify the information they need to
look for in each question (by finding the key words
and the question word, e.g. “what’, “where’,
Individual,
pair work
and whole
class
Individual,
pair work
and whole
class

18
“when”, “how”, etc.) and if possible, predict the
answers.
– Then T plays the tape again for Ss to listen and
answer the questions. While Ss are listening, T
encourages them to take notes of what they hear
for the after-listening task.
– T gets Ss to check their answers with a partner.
Then T checks with the whole class. T should play
the tape again and pause at difficult points if many
Ss cannot complete the task.
Tapescripts:
Over the past few years, Vietnam has quickly
developed its telephone system.
Vietnam ranks second only to China for growth in
the number of telephone subscribers. It is among
the 30 countries in the world that have more than
two million telephone subscribers.
In the early 1990s, there were only 140,000
telephones across Vietnam. At present, we have
more than six million subscribers.
In 1996, Vietnam began upgrading its fixed
telephone networks and changing numbers from
six to seven digits in Hanoi and Ho Chi Minh City
as well as five to six digits in other provinces.
Five years later the mobile phone system was
upgraded to meet the growth in customer demand.
Since 2000, Vietnam has reduced the price of
several services, especially in the monthly fees for
fixed and mobile telephones.
In the future, more attention will be paid to the
rural areas. At present, 93 percent of communes
across Vietnam have telephone services. A
network of 6,014 communal post offices has been
set up across the country.

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10’ AFTER YOU LISTEN
– T divides the class into small groups of 3 or 4
and gets them to summarize the listening text
based on their notes and the cues given in their
books. T might want to appoint a group leader for
each group. This person will monitor the group
work, note down ideas and appoint a representative
to present their work to the class.
– After checking that all the groups have finished,
T calls on the representative of each group to
present their summary. T checks if other groups
would have the same or different ideas.
– T listens and takes note of their errors. T
provides corrective feedback after that.
Group
work and
whole
class
2’ WRAP UP
– T summarises the main point of the lesson.
– For homework, Ss learn by heart new words and
make sentences with them.
Period 4: WRITING
I. Objectives
– Write a formal letter to express their evaluation of a service
II. Materials
Textbook, handouts
Students may not have sufficient linguistic resources to write a letter of
complaint (dissatisfaction), so T should be ready to help them.
IV. Procedure

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Time Steps
Work
arrangement
7’ WARM UP: CROSSWORD PUZZLE
(This activity is to help Ss revise the new words)
– T divides the class into small groups of 3-4 and
distributes this handout. Ss do the puzzle in their
groups.
– After a few minutes T calls out the representative
of each group to go to the board and write the
answers.
– T gives correct answers.
1
2
3
4
5
Complete the sentences with the appropriate
words:
Down
1. The … hours of General Post Office run
between 7 a.m and 9 p.m.
2. If you want to send money to your relatives who
live in another city, you can use the money ….
service at any post office in your neighbourhood.
3. Newspaper … is sometimes late. You expect to
have your paper at 6:30 am but it does not come
until afternoon.
4. You’ve got a big … to pick up at the post office.
Across
5. I like the flower telegram …offered at my
neighbourhood post office.
Group
work and
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Answer
B
T U
R D S
A P E I
N A L N
S E R V I C E
F C V S
E E E S
R L R
Y
7’
PREPARE SS TO WRITE
TASK 1
– T explains the task and gets Ss to read through it.
T explains new words if necessary. Note that to
make the task more realistic, T might want to
modify it a little bit, allowing Ss to talk about any
post office they know if they do not like to talk
about Thanh Ba post office.
– Ss then work in pairs talking about things that
they like and do not like about the services at
Thanh Ba Post Office or a post office they know.
– After a few minutes T elicits answers from Ss,
writes good answers on the blackboard and helps
Ss express their ideas. T reviews the structures that
are used for expressing likes/ dislikes and opinions,
if necessary.
Individual
and pair
work, and
whole
class
20’ WRITING
– T reminds Ss of the format and layout of a formal
letter.
– T draws Ss’ attention to the fact that when
evaluating something people normally say about
good things before they say about negative things.
This is to make their hearers feel good. People may
also want to give suggestions to improve things
they find not good enough.

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– Then T guides Ss to work out the structure of the
letter they are going to write. E.g.
Opening Introduce who you are
Say the purpose of your letter
First paragraph Say about what you like about the
service
Second paragraph Say about what you do not like about
the service.
Make suggestions if possible.
Closure Thank the recipient for their time and
attention.
Good-bye
– T reviews the structures that are used for giving
suggestions. E.g. it would be a good idea to …, if I
could make a suggestion, that would be about …, I
would suggest …, etc.
– Then T gets Ss to write the letter. In the
meantime, T goes around to check and help.
Sample writing
Nguyen Thanh Mai
12 Tran Hung Dao St.
Mr. Vu Nguyen Hung
Director, Thanh Ba Post Office
2 Tran Hung Dao St.
Dear Mr. Vu Nguyen Hung:
My name is Nguyen Thanh Mai. I am a regular
customer of Thanh Ba Post Office. I am writing in
reference to your invitation for comments about the
services offered at the post office and suggestions
for improving them.
I think generally, your services are of very good
quality. For example, I especially like the Flower
Telegram Service. It is much cheaper than many
florists’ that I know. And there are many types of

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flowers to choose from, too. I also like the Express
Money Transfer Service. It is speedy and effective.
And I like the press distribution service. The
delivery is always punctual and I never lose any
newspapers. I highly appreciate the fact that your
staff are helpful and courteous.
If I could make a suggestion, however, that would
probably be about your business hours. I think you
close quite early. Sometimes I need to send an
urgent fax at night time but the post office closes at
9p.m. So I thought it may be a good idea to keep it
open until 10 or 10:30 p.m. And I notice that the
telephone in the booth at the end of the corridor is
not working properly.
Thank you very much for your time and attention. I
wish you a good weekend.
Kind regards
Nguyen Thanh Mai
8’ FEEDBACK
– T chooses one letter and reads it to the class.
– Then T elicits corrective feedback from the class
and gives final comments afterwards. T should
draw Ss’ attention to the format of the letter, the
organisation of ideas and language use.
Whole
class
3’ WRAPPING UP
– For homework, T asks Ss to revise their letters
according to their peer’s suggestions and submit
for marking in the next lesson.
EXTRA ACTIVITY:
You do not like the mail and parcel delivery service at your
neighbourhood post office. Your letters are often lost and your parcels

24
are sometimes opened. Newspapers delivery is also often very late.
Now you write a letter to the manager of the post office to express
your dissatisfaction.
Period 5: LANGUAGE FOCUS
I. Objectives
By the end of this lesson, Ss will be able to:
– Distinguish the sounds /sp, /st/ and /sk/
– Pronounce the words and sentences containing these sounds correctly
– Distinguish the uses of defining vs. non-defining relative clauses
– Use these two structures correctly and appropriately to solve communicative
tasks
II. Materials
Textbook, handouts
Students might have difficulty pronouncing clusters because they do not exist
in Vietnamese. Ss may also have difficulty distinguishing and using non-
defining relative clauses. Therefore, T should be ready to assist them.
4. Procedures
Time Steps
Work
arrangement
7’ PRONUNCIATION
Distinguishing sounds
– T models the three consonant clusters /sp/, /st/
and /sk/ for a few times. Explain how to pronounce
clusters (e.g. pronounce the first sound and then
move onto the second sound quickly).
– T plays the tape (or reads) once for Ss to hear the
words containing these two sounds. Then T plays
the tape (or reads) again and this time asks Ss to
Individual,
pair work
and whole
class

25
repeat after the tape (or T).
– T asks Ss to read the words in each column out
loud in chorus for a few more times. Then T calls
on some Ss to read the words out loud. T listens
and corrects if Ss pronounce the target words
incorrectly. If many Ss do not pronounce the words
correctly, T may want to get them to repeat after
the tape (or himself/ herself) again in chorus and
then individually.
Practising sentences containing the target
sounds
– T asks Ss to work in pairs and read aloud the
given dialogue (p. 108).
– T goes around to listen and takes notes of the
typical errors.
– T calls on some Ss to read the sentences again
and provides corrective feedback.
7’ EXERCISE 1
– T gets Ss to read the example and analyse the
form of the relative clause occurring in it (e.g. this
clause begins with “who” and there is no comma
between the main clause and the relative clause).
– T gets Ss to complete other sentences in the same
way as the example. Before that, explain new
words if necessary.
– T gets Ss to go and write their answers on the
blackboard and elicits correction/ feedback from
the class.
– T gets Ss to work out/ review the meaning and
use of defining relative clause based on the
example and sentences they have just completed.
E.g. Defining relative clauses are used in order to
give important information about a person/ an
object. This information helps to distinguish him/
Individual
work and
whole
class

26
her/ it from others.
– T reminds Ss of the form of the structure. E.g.
there is no comma, it can start with any pronoun
like who, whom, whose, where, which, that.
Answers:
1. A burglar is someone who breaks into the house
to steal things.
2. A customer is someone who buys something from
a shop.
3. A shop-lifter is someone who steals from a shop.
4. A coward is someone who is not brave.
5. A tenant is someone who pays rent to live in a
house or flat.
7’ EXERCISE 2
– T gets Ss to review when to use whom (i.e. when
the noun to be modified is the object of the main
verb in the relative clause), who (i.e. when the
noun to be modified is the subject of the relative
clause), and whose (i.e. to express possessive).
– T gets Ss to give some examples to check that
they all understand the rules.
– T gets Ss to complete the exercise individually
and then find a peer to compare their answers.
– T checks the answers with the whole class and
gives correction where necessary.
Answers
1. who 2. whose 3.whom (who if informal
style)
4. whose 5. whom (who if informal style)
Individual
work, pair
work and
whole
class
7’
EXERCISE 3
– T gets Ss to distinguish the difference between
“that” and “which” (e.g. “that” can be used for
both people an things)
– T gets Ss to write the sentences with a peer.
Pair work
and whole
class

27
– Then T elicits answers from the whole class and
Answer
1. The man who answered the phone told me you
were away.
2. The waitress who served us was very impolite
and impatient.
3. The building that/ which was destroyed in the
fire has now been rebuilt.
4. The people who were arrested have now been
released.
5. The bus that/ which goes to the airport runs
every half an hour.
7’
EXERCISE 4
form of the relative clause occurring in it (e.g.
there is a comma between the main clause and the
relative clause).
– T gives Ss some more examples and gets Ss to
work out/ review the meaning and use of non-
defining relative clause based on the examples.
E.g. Non-defining relative clauses are used in order
to give additional information about a person/ an
object, not to distinguish him/ her/ it. Usually, we
already know this person/ object so we don’t need
information to distinguish him/ her/ it.
– T reminds Ss of the form of the structure. E.g.
there is a comma, it can start with any pronoun like
who, whom, whose, where, which, that.
way as the examples.
the class.
Individual
work, pair
work and
whole
class

28
Answers:
1. Peter, who is studying French and German, has
never been abroad.
2. You’ve all met Michael Wood, who is visiting
us for a couple of days.
3. You are moving to Manchester, which is in the
north-west.
4. I’ll be staying with Adrian, whose brother is one
of my closest friends.
5. John Bridge, who is one of my oldest friends,
has just gone to live in Canada.
8’ COMMUNICATIVE ACTIVITY
– T divides the class into small groups of 3-4
students. Then T gives them this task:
Suppose Ss are at a party. Some know everyone.
Some don’t but hear about other people. Now
those who know everyone should introduce people
to one another. When introducing people, try to
give some information about them, using relative
clauses. E.g.
Lan, this is Minh, who is a teacher of music that I
talked about the other day. Minh, this is Lan, who
is one of my closest friends at college, etc.
Also, at the party Ss meet some old friends. Now
talk to one another, reminding people of your
common friends, using relative clauses. E.g.
– Lan, do you remember Son?
– Son who? We have two Son in the class, right?
– Yes, Son the little boy who lives near school.
– Yes I remember him. What’s he doing now?
– After a few minutes T calls one or two groups to
perform in front of the class and gives feedback.
Group
work and
whole
class
2’ WRAP UP

29
– For homework, Ss review the uses of defining vs.
non-defining relative clauses and do exercises in
workbook.
EXTRA ACTIVITY
Complete the following sentences with who, which, that, whom,
whose, where, when, etc. Place a comma where necessary.
1. Have you seen the hat … Mary bought for the wedding?
2. I prefer to go to Spain in winter … there are fewer tourists.
3. She recalls the time … the telephone rang in the middle of a
dinner party.
4. We visited the house … Shakespeare lived during his childhood.
5. They have designed a microwave … can defrost a frozen chicken
in just ten seconds.
6. The man … is going to play the organ played at my wedding,
too.
7. That is the girl … Jeremy brought the diamond ring for.
8. The woman … daughter is a famous pianist is my distant cousin.
9. We’ll have the party on February 24th
… is the day when he
comes out of hospital.
10. Anne’s fiancé … is based in Manchester is hoping to get
transfer to a branch nearer home.
Answers:
1. that 3. when 5. which 7. whom 9., which
2., when 4. where 6. who 8. whose 10., who
Unit 10
Nature in danger
Period 1: READING
I. Objectives

30
– Develop such reading micro-skills as identifying main ideas and guessing
meaning in context.
– Use the information they have read to discuss environmental destruction and
conservation.
II. Materials
Textbook, handouts.
Students may not have sufficient vocabulary to read and talk about the topic,
so teachers should be ready to help them.
IV. Procedure
Time Steps
Work
arrangement
5’
WARM UP: BRAINSTORMING
– T divides Ss into small groups of 3-4. T
distributes the handout and gets Ss to match the
causes with effects and then brainstorm solutions
to the problems.
– Then T calls different groups to present their
answers. T writes the ideas on the blackboard and
helps Ss to express their ideas correctly.
– T introduces to the topic – Nature in Danger.
Handout
Cause Effect Solution
1. Cutting down
trees
a. Rare animals
disappearing
2. Producing
harmful gases
b. Reducing water
supply
3. Killing animals c. Destroying the air
4. Using water for
industry and
agriculture
d. Changing weather
Suggested answers
Group
work and
whole
class

31
Cause Effect Solution
1. Cutting down
trees
a. Changing
weather
Planting forests
Banning cutting trees
2. Producing
harmful gases
b. Destroying the
air
Banning releasing
harmful chemicals
into the environment
3. Killing animals c. Rare animals
disappearing
Enlisting rare animals
in the red book.
Banning killing
animals for food or
industry.
Breeding and raising
rare animals.
4. Using water for
industry and
agriculture
d. Reducing
water supply
Building dams for
water storage.
Calling people to
save water.
7’
BEFORE YOU READ
– T gets Ss to look at the picture on p. 114 and
name the animals (e.g. cheetah, pandas, and
Siberian tigers).
– T elicits if Ss know about these animals. If not, T
gets Ss to read the facts about them and then
answer the questions on p. 114. T explains new
words (remain, endangered species, scattered,
etc.), if necessary.
– T elicits answers from Ss and helps them to
express their ideas correctly.
Respect (n): area
Result in (v): cause
Whole
class

32
Prohibit (v): ban, not allow
Off-spring (n): children
Coexist (v): live together (co- means “together”)
Suggested Answers:
1. The number of these animals is decreasing.
They may disappear from the earth if we do not
take action to protect them.
2. People kill rare animals for food and fur. People
destroy forests and pollute the air, soil and water,
so animals’ lives have been badly affected.
8’
8’
WHILE YOU READ
Instruction: You are going to read about how we
have destroyed our environment and affected other
species and what we can do to save endangered
animals. Then you do the tasks that follow.
TASK 1
– T gets Ss to read the passage silently and then do
Task 1. T may want to remind Ss of the strategies
for guessing the meaning of new words. For
example, Ss should look for the instances of the
new words in the text and read around them. Ss use
the context in which the words occur and their
knowledge of word formation to understand the
meanings. E.g. the word “pollutant” found in the
last line of the first paragraph means “substances
that pollute”. Ss can understand this meaning
thanks to the phrase “destroying the air” and their
knowledge of the verb “pollute”.
– T might want to check that Ss understand all
these words correctly by calling on some Ss to tell
the meaning of the words in Vietnamese.
– Then Ss complete the sentences with the correct
words. Ss can do the task more easily if they work
out what part of speech is needed in each blank so
Individual
work and
whole
class
Individual,
pair work

33
7’
that they can choose the word that best fits in. E.g.
sentence 1 requires an adjective.
– T checks the answers with the whole class.
TASK 2
– T checks if Ss can do Task 2 without a second
reading. If not, allow them to read the passage
again. T might want to remind Ss of the strategies
for finding main ideas. E.g.:
+ read the first, the middle and the last sentences of
each paragraph, etc.
+ read the options in each question carefully and
underline the words that make them different. E.g.
in Q2 these are “animals disappearing”, “human
responsible”, “people becoming extinct”, and
“human are endangered species”.
– After checking that Ss are finished, T asks Ss to
compare their answers with a peer.
– T elicits answers from Ss. Ss also need to explain
their choices.
Answers
1. C (A and B are too narrow, D is not supported
by information in text)
2. A (B is too broad. C and D are not supported by
information in text)
3. A (B is too narrow. C and D are not supported
by information in text)
4. C (A, B and D are not supported by information
in text)
TASK 3
T checks if Ss can answer the comprehension
questions in Task 3 without having to read the
passage again. If Ss cannot, T gets them to read the
questions carefully. T might want to remind them
and whole
class
Individual,
pair work
and whole
class

34
of some tips to do the task. E.g. Ss should skim the
questions to understand them. As Ss do this they
underline the key words to decide what
information they need to find in the text. E.g. the
keywords in Question 1 are “four ways people
change environment”. Then they look for question
word like “why” which indicates Ss should read
for specific thing like a reason.
– Now T instructs Ss to guess where in the passage
they can find the information, using their
knowledge of the passage (e.g. question about
ways to protect endangered nature can be found in
the third paragraph). Then Ss go back to the
passage and locate the answers.
friend.
correct answers.
Answers
1. People destroy the environment in four ways:
building cities and villages where forests once
stood, using water for industry and agriculture,
cutting down trees and adding pollutants to the air
(paragraph 1).
2. There are 2 serious consequences of human’s
actions: many rare animals are killed and many are
becoming extinct because the environment where
they live has been badly destroyed (paragraph 2).
3. Many things have been done to save the
endangered nature. First, scientists created a list of
endangered animals and suggested ways to protect
them. People also built parks and zoos to keep and
protect endangered animals. Governments
introduced laws to ban the killing of rare animals

35
and destroying environments where they lived
(paragraph 3).
7’
AFTER YOU READ
– T divides the class into small groups of 3-4. In
their groups one S acts as a TV reporter and the
others as scientists. The TV reporter will interview
the scientists about the reasons why some animals
such as cheetahs, pandas and Siberian tigers are
disappearing and some have become extinct. The
reporter will have to write down the ideas and later
report to the class.
– T goes around to check and help.
– After a few minutes T calls the reporters to
present the ideas they have collected. T writes the
answers on the blackboard and helps Ss to express
their ideas correctly.
Group
work and
whole
class
3’ WRAP UP
– For homework, Ss make sentences with the new
words and prepare for the next lesson.
EXTRA ACTIVITY
Your class is participating in a school writing competition. You are
required to write an essay to a board of examiners to explain how
human beings are destroying the environment and what you think we
can do to save rare animals from disappearing. The best essay will be
published in the school magazine and the writer wins a free trip to Cuc
Phuong National Park.
You can use the information in the reading text to help you write.

36
Period 2: SPEAKING
I. Objectives
– Use the required language to talk about endangered nature and ways to
protect it.
II. Materials
Textbook, handouts
Students may not have enough vocabulary to talk about the topic, so T should
be ready to help them.
IV. Procedure
Time Steps
Work
arrangement
7’
WARM UP: HANG MAN GAME
(To review vocabulary related to environment)
– T divides the class into 2 big groups and draws
each of them a gallows on the board.
Team A Team B
– T explains to Ss that they are going to play
“Hangman” with the vocabulary related to
environment. The rule is each time T gives a secret
word and the groups will take turn to guess it by
telling what letters they think there are in this
word. If Ss choose a letter that appears one or more
times in the secret word, the letters and their
positions will be revealed and Ss can keep on
guessing the next letter. On the other hand, if Ss
guess a letter that is not in the secret word, then a
piece of the man being hanged will be added to the
Group
work and
whole
class

37
gallows and they will lose their turn to the other
group. Ss will get one point for each secret word
they can guess correctly and get a minus point for
each complete hangman they have got. When the
game is over, T will count how many points each
group has collected and the group with more points
will win the game.
– T leads the games with such words related to the
environment, e.g. “pollutant”, “extinct”, “forest”,
“air”, “water”, “animal”, “endanger”, “nature”,
“planet”, “tree”, etc.
(T may want to add more words to suit his/ her
classroom). For each word, Y draws the same
number of dashes as the number of letters in it. For
example, for the word “Pollutant”, T would need 9
dashes like this:
12’ TASK 1
– T divides the class into small groups of 3-4 and
gives them the task. T might want to remind Ss of
the ways to ask and give opinions. E.g. What do
you think …? In my opinion/ I think/ I feel, etc. Ss
may appoint one among themselves to be a
secretary to write down their peer’s ideas.
– After 6-7 minutes T calls on each group to turn in
their answers. Ss should be able to explain their
choice.
– T checks with other groups to see if they have the
same idea. T helps Ss express their ideas correctly.
Suggested answers
Order
Why nature
is threatened
Your explanation
1 Burning forests Forests are green lungs of the
earth. Trees take in CO2 and
produce oxygen. Without trees
the climate will change for
worse. Trees also help to stop
erosion because they hold water.
Group
work and
whole
class

38
Forests are where many
important animals live, too.
Burning forests means many
animals may die. Smoke from
forest fire may pollute the air.
2 Cutting down
trees for
cultivation
As above.
3 Discharging
chemical
pollutants into
environment
Dangerous chemicals can ham
people’s lives and cause fatal
diseases such as cancer. They
can destroy soil and pollute the
air and affect other living species
as well.
4 Using fertilizers
and pesticides for
cultivation
As above.
5 Killing
endangered
animals for fur,
skin and food
All living species on earth
depend on one another to exist.
Making some species disappear
would create a lack of ecological
balance. All species are part of
our planet. They help us
understand life on our planet and
we need to protect them for
younger generations.
6 Hunting and
capturing animals
for recreation
Many people believe just like
human beings animals also have
their rights to a happy life.
Hunting and capturing animals
for recreation is violating
animals’ rights. Also, the best
place for wild animals is natural
environments. We should not
take them out of where they
belong.
7 Keeping animals
as pets

39
treat these animals kindly and
take good care of them.
8’ TASK 2
– T puts Ss in pairs and gets them to read through
the task. T explains new words if necessary. Then
Ss match the problems in Task 1 with appropriate
solutions in Task 2.
– After a few minutes T calls on Ss to give their
answers. T checks with the whole class.
– T might want to elicit more solutions from Ss.
While Ss are speaking, T helps them express their
ideas correctly. T writes the ideas on the
blackboard so that Ss can use them for Task 3 later.
E.g.
Problems Solutions
Killing endangered
animals for fur, skin and
food.
Killing endangered animals for fur,
skin and food should be banned.
People who use products made
from rare animals’ fur and skin
should be fined.
Factories which are involved in
using rare animals’ fur and skin for
their products should be made to
find alternative materials.
Keeping animals as pets. Keeping animals as pets should be
discouraged.
Animals which are kept as pets
should be treated kindly.
There should be organizations to
watch over pet owners to make
sure they take good care of their
pets.
Pet owners should register with the
governments so that they can be
supported and assisted in how to
raise and take care of animals.
Hunting or capturing
animals for recreation or
entertainment.
Animals should not be captured for
recreation and entertainment.
People who abuse animals should
be punished.
Burning forests. Zoos and national parks should be
Pair work
and whole
class

40
established to save animals and
plants.
All kinds of animals and plants
should be protected.
Burning forests should be banned.
Cutting down trees for
wood.
Planting trees should be
encouraged.
People should be encouraged to
use renewable fuels (e.g. solar
energy) rather than non-renewable
fuels like wood.
Using fertilizers and
pesticides for cultivation.
Decreasing the use of fertilizers
and pesticides for farming should
be encouraged.
Pesticides and fertilizers should be
checked carefully for quality
control before being sold for use.
Farmers should strictly follow
instructions about safety when
using pesticides and fertilizers.
Discharging chemical
pollutants into the
environment.
Discharging chemical pollutants
into the environment should be
prohibited.
There should be good systems for
treating industrial waste and
chemical substances.
15’ TASK 3
– T puts Ss in groups of 3-4. One student will play
the role of a reporter and the other play the role of
environmentalists. The reporter will interview the
environmentalists about the solutions to existing
environmental problems. The reporter needs to
write down the ideas s/he collected from the people
s/he interviewed.
– T goes around to help Ss.
– After 10 minutes T calls on the reporter in each
group to present what s/he found. T gives
corrective feedback.
Work
group and
whole
class
3’ WRAP UP

41
– For homework Ss do exercises in workbook,
make sentences with new words and prepare for
the next lesson.
EXTRA ACTIVITY
Read and complete the following text with suitable words from the
box.
scarcity increasing fresh activities
environment Wisely necessary environmental
Fresh water is …….1……. for life on Earth. People need water for
everyday ….….2……. and to produce food. Water is also important
for energy production and the health of Earth’s ……..3……..systems.
Everywhere, water use is …….4…….. Humans already use fifty-four
percent of all the ………5…….. water in rivers, lakes and
underground. It is estimated that this rate will reach seventy percent
by 2025.
Water ……….6……… is a growing concern among nations of the
world. To raise awareness about the issue, to motivate people to use
water more ………7…….. and in ways that will not hurt the
………..8………., the United Nations declared 2003 the International
Year of Fresh Water.
Answers
1. necessary 2. activities
3. environmental 4. increasing
5. fresh 6. scarcity
7. wisely 8. environment
Period 3: LISTENING
I. Objectives
information.
– Use the acquired language to summarize the information they listen to.

42
II. Materials
Textbook, cassette tapes.
the topic, etc.).
IV. Procedure
Time Steps
Work
arrangement
8’ Vocabulary revision- Noughts and Crosses (to
revise and check Ss’ understanding of the
vocabulary related to environment)
– T puts a grid on the board with nine words which
Ss have learnt from the previous lessons.
Pollutant Prohibit Destruction
Endangered Co-exist Protect
Interference Worsen Extinct
– T tells Ss the rules of the game:
+ Ss work in pairs. ONE of the students copies the
grid in his / her book.
+ One student is “noughts” (“O”) and the other is
“crosses” (“X”).
+ One student starts. S/he chooses a word and
makes a sentence with it. If the sentence is correct,
s/he puts her mark (“O” or “X”) in that square.
+ The first student to get three-in-a row (across,
down, or diagonally) wins.
– T may want to check by calling some pairs to
read aloud their sentences. T elicits feedback from
the class.
Pair work
and whole
class
8’
BEFORE YOU LISTEN
– T write these questions on the blackboard:
Individual
work,

43
1. Can you name some national parks that you
know in Vietnam?
2. What purposes do national parks serve?
3. What are the problems that national parks might
be facing at the moment?
4. What can we do to protect national parks?
Suggested Answers:
1. Ba Vi National Park, Cuc Phuong National
Park, Cat Ba National Park, etc.
2. They protect and preserve the natural beauty of
the lands.
3. Many are being polluted by visitors
4. Encourage people to help keep the parks clean
and green by dropping litter in the right place,
etc.
– T gets Ss to discuss the questions in groups of 3-
4. After a few minutes T elicits answers from
groups and writes the answers on the blackboard.
– T gets Ss to guess what topic they are going to
listen about.
scenic (a): belonging to scenes
features (n): characteristics
(scenic features: đặc điểm phong cảnh)
devastating(a): destructive
maintenance (n): act of maintaining
approximately (adv): nearly
vehicles (n): cars, trucks, etc.
completely (adv): totall
from the class.
group
work and
whole
class

44
8’
8’
WHILE YOU LISTEN
Introduction: You are going to listen about
national parks in the USA. Then do the tasks that
follow.
TASK 1
– T gets Ss to read the questions carefully and
work out what information they need to
concentrate on while listening. Then T checks with
the whole class.
– T gets SS to guess the answer to each question
answers with.
– T checks the answers with the whole class. Ss
need to be able to explain their answers. If many
Ss cannot answer the questions, T plays the tape
one or two more times and pauses at the answers
for them to catch.
TASK 2
tape for them to listen again but before doing this,
T should encourage Ss to read through all the
questions, identify the information they need to
look for in each question (by finding the key words
and the question word, e.g. “what’, “why’, “when”,
“how”, etc.) and if possible, predict the answers.
should encourage them to note down the answers.
T should remind Ss to write down only the main
Individual,
pair work
and whole
class
Individual,
pair work
and whole
class

45
points in note forms but not full sentences.
Tapescripts:
In many parts of the United States, large areas of
land have been made into national parks to protect
and preserve the natural beauty of the land.
National parks usually contain a variety of scenic
features, such as mountains, caves, lakes, rare
animals and plants. Today, there are 52 national
parks in the United States, covering approximately
3 per cent of the total land area of the country.
National parks are all open to the public and have
millions of visitors each year.
Many national parks, however, are in danger of
being destroyed. Rare animals in national parks are
killed or hunted for fur, skin or other parts. Trees
are cut down for wood. Large areas of national
parks also experience devastating fires caused by
careless people. The increasing number of visitors
is harming the parks due to the pollution from their
vehicles.
If these problems are not solved immediately, and
if there is not enough money for the parks staff and
maintenance of their resources, many national
parks will be completely destroyed.
10’
AFTER YOU LISTEN
and gets them to summarize the listening text
based on their notes. T might want to appoint a
group leader for each group. This person will
monitor the group work, note down ideas and

46
appoint a representative to present their work to
the class.
– After checking that all the groups have finished,
T calls on the representative of each group to
present their summary. T checks if other groups
would have the same or different ideas.
– T listens and takes note of their errors. T
provides corrective feedback after that.
3’
WRAP UP
– For homework, Ss learn by heart new words and
make sentences with them.
Period 4: WRITING
I. Objectives
– Describe a national park based on given information.
II. Materials
Textbook, A0 sized posters
Students may have difficulty with writing descriptive essays, so T should be
ready to help them.
IV. Procedure
Time Steps
Work
arrangement
WARM UP

47
8’ – T puts Ss in pairs and gets them to do this task:
One student will tell about his/ her recent visit to a
national park. S/he should describe what s/he can
remember about the park and the other will draw a
picture accordingly.
– After 5 minutes, Ss will show their pictures to the
class, who will choose the most beautiful picture to
be the winning one.
– T introduces the topic of the lesson.
Pair work
and whole
class
10’
PREPARE SS TO WRITE
– T puts Ss in groups of 3-4 and gets them to
brainstorm what they would like to include in their
description of a national park.
– T elicits the answers from different groups and
writes the ideas on the blackboard. Then T elicits
useful structures and vocabulary and also writes
them on the blackboard. E.g.
Where? (Location) X is located in Y.
X is … km north/ south/ east/ west
from Y.
How big? (Area) X is … square km.
What?
(Geographical
features? Scenic
features? Historic
features?)
There is/ are …
X is characterised by …
It is famous for …
Many species/ kinds of plants live
here …
Many rare animals can be found here
…
X is home to many kinds of rare
animals.
– Then T gets Ss to read the table of information
on p. 120. T explains new words, if necessary.
– T reminds Ss of the format of a paragraph.
Group
work and
whole
class
12’
WRITING
– T divides the class into small groups and assigns
Group
work

48
each group to write about an aspect of Cat Ba
National Park. E.g. Group 1 writes about location
and area, Group 2 about scenic features. Group 3
writes about plants and animals. And Group 4
writes about Historic features.
– T hands each group an A0 sized paper sheet. Ss
will write their paragraphs on that paper.
– After the groups are finished, they stick their
posters on the four walls (in case of small classes)
or blackboard (in case of large classes).
Sample writing
Cat Ba National Park is located in Cat Ba Island,
Hai Phong. It is 120 km from Hanoi and 20 km
east of Hai Phong city centre. It is 15,200 square
hectares in total.
The park is characterised by beautiful tropical
forests and coastal waters. It is famous for
magnificent landscapes with white sand beaches
and abundant natural resources.
Many kinds of rare and precious animals and
plants live in Cat Ba National Park. It is home to
300 species of fish, 40 species of animals, 150
species of birds and 620 kinds of plants.
Cat Ba National Park is also a historic site.
Archeologists found 6000-year-old stone tools and
even human bones. So the park is not only a tourist
attraction but also a good place for historians and
archeologists to study the past.
13’
FEEDBACK
– T gets the class to read and give corrective
feedback on their peers’ work.
– T gives his/ her own corrective feedback and
final comments. T should draw Ss’ attention to the
format of the paragraph (i.e. topic sentences,
supporting ideas/ examples, linking words, etc.),
Whole
class

49
the organisation of ideas and language use.
2’
WRAP UP
– For homework, T asks Ss to write about Cat Ba
National Park again, based on their works and their
friends’ works in class, incorporating their peers
and teacher’s comments and corrections.
EXTRA ACTIVITY
National parks in Vietnam have recently received an increasing
number of visitors. As more people come, the parks are now facing
serious pollution problems. Write a letter to the Director of the
Department of Natural Resources and Environment to explain what
we can do to protect national parks.
I. Objectives
– Distinguish the sounds /sl, /sn/, /sm/ and /sw/
– Master the use of relative pronouns with prepositions
– Use this structure correctly and appropriately to solve communicative tasks
II. Materials
Textbook, handouts
in Vietnamese. Ss may also have difficulty with relative clauses with
prepositions. Therefore, T should be ready to assist them.
4. Procedures

50
Time Steps
Work
arrangement
8’
PRONUNCIATION
– T models each of these consonant clusters /sl/,
/sm/, /sn/ and /sw/ for a few times. T reminds Ss
how to pronounce clusters (e.g. pronounce the first
sound and then move onto the second sound
quickly).
repeat after the tape (or T).
then individually.
Practising sentences containing the target sounds
given dialogue (p. 121).
typical errors
Individual,
pair work
and whole
class
8’
EXERCISE 1
– T prepares some examples as below and shows
to Ss.
That is the girl with whom I share the apartment.
That is the girl who shares the apartment with me.
The picture that she hangs over the fireplace is one

51
of the most famous works by Monet.
The picture at which you are looking is one of the
most famous works by Monet.
– T gets Ss to read the examples and pay attention
to the relative pronouns after prepositions. E.g. we
use “whom” but not “who”, “which” but not “that”
after prepositions. But when we place the
preposition at the end of the sentence as we might
do in casual style, we can drop the relative
pronoun. E.g.
That is the girl Ø I share the apartment with.
The picture Ø you are looking at is one of the most
famous works by Monet.
– T gets Ss to complete the exercise in the same
way as the examples. Before that, explain new
words if necessary.
the class.
Answers:
1. whom 2. which 3. whom 4.
who
5. which 6. whom 7. which
8’
EXERCISE 2
– T gets Ss to read the examples and go over the
rules again.
– If Ss show that they all understand the rules T
gets Ss to complete the exercise individually and
then find a peer to compare their answers.
Answers
1. The man to whom I talked yesterday was very
kind.
2. The man about whom I told you works in
Individual
work, pair
work and
whole
class

52
hospital.
3. The woman about whom I am telling you
teaches me English.
4. The movie about which they are talking is
fantastic.
5. The picture at which she was looking was
beautiful.
6. I’ll give you the address to which you should
write.
8’
EXERCISE 3
– T gets Ss to review when to use whom, who,
which and that.
– T gets Ss to complete the exercise individually
and then find a peer to compare their answers.
Answers
1. whom/ that 2. which 3. who
4. whom 5. which/ that 6. which
7. who 8. whom
Individual
work, pair
work and
whole
class
Story-telling game
and introduces the game: Ss are going to work in
their own groups to expand the story given to them
by using as many relative clauses with prepositions
as possible. They will have 5 minutes to do this.
After 5 minutes, all groups will present their story.
Which group has more correct and meaningful
relative clauses with prepositions will be the
winner.
– T distributes Ss the following handouts:
1. A burglar broke into a small grocery shop.
2. He stole a few beers and grabbed some money.
Group
work and
whole
class

53
3. He heard the owner of the shop coughing
4. He hid under a bed
5. The owner was on that bed. The burglar didn’t
know
6. He waited to escape, he drank the stolen beers,
got drank, fell into sleep, snored loudly
7. The owner woke up, called police
Suggested answers
The burglar about whom they talked on TV today
broke into a small grocery shop in which the owner
was sleeping. He stole a few beers and grabbed
some money, over which the owner placed a
heavy paperweight. So he made some noise and
heard the owner of the shop coughing. He thought
the owner might see him, so he hid himself under
the bed in which the owner was sleeping. But in the
darkness the burglar didn’t know this. As he waited
to escape, he drank the stolen beers, because of
which he got very drunk. So he felt into sleep and
snored loudly right under the bed in which the
owner was lying. Unluckily for him, the owner heard
the snore and woke up. He immediately called the
police, to whom he told about the burglar. When
the police came to the shop, in which the burglary
took place, the burglar was still asleep. They
awakened him and took him to the police station,
in which he was interrogated for five hours.
3’ WRAP UP
– For homework, Ss review the use of relative
clauses with prepositions and do exercises in
workbook.
EXTRA ACTIVITY
Combine the sentences into one single sentence using relative clauses
with or without prepositions.
1. The flat is in an old part of the city. I have just moved to this flat.

54
2. The traffic is very noisy. I was very annoyed at the noisy traffic.
3. The local market sold excellent local produce. The newspaper wrote
about it.
4. In my new house there is a balcony. You can see beautiful beach
from my balcony.
5. We were unable to get tickets for the concert. The Browns went to
this concert.
6. Beckham scored the second goal in the final minutes. Everyone was
excited about the goal because it won England the cup.
Answers
1. The flat to which I have just moved is in an old part of the city.
2. The traffic is very noisy, at which I was very annoyed.
3. The local market, about which the newspaper wrote, sold excellent
local produce.
4. In my new house there is a balcony, from which you can see
beautiful beach.
5. We were unable to get tickets for the concert to which the Browns
went.
6. Beckham scored the second goal in the final minutes, about which
everyone was excited because it won England the cup.

55
Unit 11
sources of energy
Period 1: READING
I. Objectives
– Develop such reading skills as understanding main ideas, scanning for
specific information, guessing meaning in context, and summarizing.
– Use the information they have read to discuss the advantages and
disadvantages of different sources of energy.
II. Materials
Textbook, handouts
IV. Procedure
Time Steps
Work
arrangement
7’ WARM UP
– T writes the word “ENERGY” on the board.
– T divides the class into groups of 10, gives them
the handouts, and introduces the game: The groups
should identify from the given list as many words
related to this word as possible in 5 minutes.
– T divides the board into as many sections as the
number of groups is. When time is up, T calls on
the representative of each group to come to the
board and write their list. Then T gets the whole
class to count. Each correct word gets one point.
Which group has more points wins the game.
Group
work and
whole
class

56
List
endangered animals, power, pollutant, fuel,
weapon, nuclear, air, solar, environment, wind,
fertilizer, water, food, heat, oxygen, geothermal,
zoos, renewable, non-renewable, earth, moon,
windmill, cooker, oil, forest, coal, gas, ocean, dust,
electricity, petroleum, pesticides, soil, smoke.
Answers:
power, fuel, nuclear, solar, wind, water, heat,
geothermal, zoos, renewable, non-renewable,
earth, windmill, oil, coal, gas, electricity,
petroleum.
7’ BEFORE YOU READ
– T gets Ss to work in pairs and try to make sense
of the pictures on page 124 and answer the
questions.
– T calls on some Ss to answer the questions. If Ss
have difficulty making sense of the pictures, T may
elicit their answers by asking questions and giving
prompts. E.g.: What can you see in the picture?
What source of energy does water produce? What
about the sun? The wind? etc.
– T checks with the class and asks Ss to guess what
they are going to read about.
Reserve (n): resources
Geothermal (a): belonging to heat coming from
earth
Windmill (n): Cối xay gió
Infinite (a): unlimited
Suggested Answers:
1. Wind power, solar energy, water power
2. We need energy for generating electricity and
heat for industrial and domestic use.
Pair work
and whole
class

57
8’
7’
WHILE YOU READ
Introduction: You are going to read about
alternative sources of energy and do the reading
tasks that follow.
TASK 1
– T gets Ss to firstly read Task 1 and locate the
words in italic in the passage. Then Ss read around
these words so that they can guess their meanings.
For example, the word “alternative’ in the final line
of the first paragraph means “something to replace
with”. Ss can get the meaning of this word thanks
to the context (fossil fuels will be exhausted soon,
so we’ll need to look for new sources of energy to
replace fossil fuels).
– T might want to check that Ss understand all
these words correctly by calling on some Ss to tell
the meaning of the words in Vietnamese.
– Then Ss complete the sentences with the correct
words. Ss can do the task more easily if they work
out what part of speech is needed in each blank so
that they can choose the word that best fits in. E.g.
sentence 1 requires an adjective.
Answer:
1. released
2. alternative
3. energy
4. limited
5. exhausted
TASK 2
– T checks if Ss can do the task without reading the
text a second time. If the cannot, T gets Ss to read
the passage silently and then do Task 1. T may
want to give them some tips to do the task:
+ First, Ss should study the key words (nuclear
Individual
work and
whole
class
Individual
work, pair
work and
whole
class

58
7’
power, solar energy, etc.).
+ Then they should go back to the passage and
locate the key words in the passage.
+ Then they should read around the key words
carefully to find the answer.
– T gets Ss to check their answers with a peer.
– T elicits Ss’ answers and writes them on the
board. T should ask Ss to explain their choices.
– T checks the answers with the whole class.
Answers
Sources of
energy
Advantages Disadvantages
Nuclear power Provide electricity
for the world’s
needs for hundreds
years
Dangerous
Solar energy Plentiful, clean,
safe, infinite
/
Water power Gives energy
without pollution
Expensive
Wind power Clean energy,
there’s a lot of it
If the wind doesn’t
blow, there’s no
energy
Geothermal heat / Available only in a
few places in the
world
TASK 3
– T checks if Ss can do Task 3 without reading the
text again. If not, allow them to read the passage
again.
– T might want to remind them of some tips to do
the task. E.g. Ss should skim the questions to
understand them. As Ss do this they underline the
key words to decide what information they need to
find in the text. E.g. the keywords in Question 1
are “major source of energy”. These words are
“how many” and “most potential” in Q2.
Individual
work, pair
work and
whole
class

59
friend.
correct answers.
Answers
1. Fossil fuels (oil, coal and natural gas) (line 1,
paragraph 1)
2. 6 sources: fossil fuels, nuclear power, solar
energy, water power, wind power, geothermal heat.
Sun energy has the most potential because it is
plentiful and infinite. At the same time, it is clean
and safe to use.
6’ AFTER YOU READ
– T puts Ss in pairs and then gets them to read the
summary and work out what part of speech is
required for each blank. Then Ss work out which
information to be filled.
– Ss do the task in pairs. They can go back to the
text to look for information if they do not
remember it.
– After a few minutes T checks with the class.
Answer
1. energy 2. one 3. fuels 4. limited
5. alternative 6. sources 7. unlimited 8.
environment
Pair work
and whole
class
3’ WRAP UP
– For homework Ss do exercises in workbook and
prepares for the next lesson.
EXTRA ACTIVITY
Read the text and decide if the statements below are True (T) or False
(F).

60
September 22 is a day when humans might damage the ozone layer less than on
other days. Why? It is international car free day, which is celebrated worldwide by
over 100 million people in about 1,500 cities. The global event is a day for people
to leave their cars at home. This means car drivers can help reduce global
warming and perhaps get some exercise instead. It is also aimed at encouraging
motorists into considering more environmentally friendly alternatives to cars.
Many cities will close off whole roads to cars.
In Europe, the day forms part of European Mobility Week (EMW). It has the
theme “clever commuting”. The EMW website states: “European citizens will
have the opportunity to enjoy a full week of events dedicated to sustainable
mobility.” Clever commuting aims “to encourage alternative modes of
transport…to reduce traffic congestion, transport-related greenhouse gases and
improve the health and quality of life.” Participating this year is particularly
important, as it is the year the Kyoto Protocol is implemented.
a. Many cars will be given away free to poor people on Car
Free Day.
T / F
b. Over 100 million people in about 1,500 cities will
celebrate this day.
T / F
c. The day will encourage motorists to use their cars less. T / F
d. Many cities will not allow people to drive this day. T / F
e. The day is celebrated in Europe only. T / F
f. The theme “Clever Computing” means avoiding traffic
jams and saving the environment.
T / F
g. Car Free Day hopes to reduce indigestion and harmful
gases.
T / F
h. The Kyoto Protocol will be implemented next year. T / F
Answers
a. F b. T c. T d. F
e. F f. T g. T h. F
Period 2: SPEAKING
I. Objectives

61
– Use the required language and knowledge to talk about the advantages and
disadvantages of using alternative sources of energy
– Use the required language and knowledge to talk about the use of alternative
sources of energy in the future.
II. Materials
Textbook, handouts
Students may not have enough vocabulary to talk about the topic, so T should
be ready to help them.
IV. Procedure
Time Steps
Work
arrangement
10’ WARM UP
(To review vocabulary)
– T distributes Ss the handouts, asking them to
reorder the letters into meaningful words related to
energy.
– After a few minutes T elicits answers from Ss
and gives correct answers if necessary.
– T gets Ss to make sentences with these words and
gives correction where needed.
Reorder the letters into meaningful words related
to “Energy”
Answers
1. sosifl seulf ________ ________
2. vetiretalan secourc ________ ________
3. ralos genery ________ ________
4. teraw rowep ________
________
5. loras nepal ________
________
6. wpero eralucn ________
________
Individual
work and
whole
class

62
7. inwd owerp ________
________
8. lamrehtoeg ygener ________
________
1. fossil fuels
2. alternative sources
3. solar energy
4. water power
5. solar panel
6. nuclear power
7. wind power
8. geothermal energy
7’ TASK 1
– T gets Ss to read through the statements and
explains new words if necessary.
– T gets Ss to do the task and then compares their
answers with a peer.
elicits more advantages and disadvantages if
possible.
Suggested answers
Advantages Disadvantages
Fossil
fuels
Available from
environment (coal, oil,
natural gas)
Fossil fuels will be
exhausted in a relatively
short time.
Fossil fuels are non-
renewable energy because
it takes thousands years
for them to appear after
being used up.
Solar
energy
Solar energy is not only
plentiful and unlimited
but also safe and clean.
It might be cheap as
well.
It uses simple technology.
In winter time it might not
be plentiful in some areas.
Water It is safe to use. It is expensive to build a
Individual
work, pair
work and
whole
class

63
power It is also environment
friendly.
dam for hydroelectricity.
It is limited in some areas
of the world.
Wind
power
It is cheap, clean and
safe. It is environment
friendly.
It uses simple
technology.
If the wind does not blow,
there is no wind energy.
Geo.
Energy
It is cheap and safe. It
is environment friendly
and clean.
Geothermal heat is
available only in a few
places in the world.
Nuclear
power
It can generate a large
amount of electricity.
A nuclear reactor releases
radiation which is
dangerous to the
environment.
Nuclear reactor explosion
happens sometimes and
kills many people,
pollutes the air and causes
cancer for many
generations who live in
the affected area.
It requires advanced
technology.
15’ TASK 2
– T gets some pairs of Ss to read out the dialogue
on p.128 and corrects them if necessary.
– T explains new words if necessary and reminds
Ss of the structure to ask for and give opinions,
agree and disagree with someone.
– T gets Ss to discuss the good points and bad
points about using different kinds of energy, using
the prompts in their book and the ideas gathered in
Task 1.
– T calls on some pairs to perform in front of the
class and elicits feedback from the class. T gives
corrective feedback afterwards.
Asking for and giving opinions
Asking for opinions
Pair work
and whole
class

64
What do you think about...?
What’s your opinion about...?
What’s your feeling about...?
What’s your point of view about...?
How do you feel about...?
Do you have any opinions about...?
Expressing
opinions
Expressing
agreements
Expressing
disagreements
I think...
Personally, I
believe...
I feel...
In my opinion,...
From my point of
view...
I agree
I think so, too
That’s true, and...
That’s right, and...
Well, maybe, but...
That might be true,
but...
Well, my feeling is
that...
10’ TASK 3
– T gets Ss to read the task requirements and elicits
some ideas and puts them on the blackboard. T
helps Ss to express their ideas correctly. E.g.
Energy Potential? Why?
Solar energy Yes very likely It is plentiful, unlimited,
safe and clean. It also uses
simple technology so it is
economical for
developing countries.
Water power
Wind power
Geo. Energy
Nuclear
power
– Then T gets Ss to swap their partners and do
Task 3.
– After 6-7 minutes T gets Ss to report the
outcomes of their discussion and elicits feedback
from the class. T gives feedback afterwards.
Pair work
and whole
class
3’ WRAP UP

65
– T summarises the main points of the lesson
– For homework Ss write a paragraph about the
most potential kind source of energy in the future
based on their work in the class.
EXTRA ACTIVITY: WORD SEARCH
Find all of the continents and oceans in the grid to the left. Write C
next to the continents and O next to the oceans.
What continents are these?
(1)_______ (2)_________ (3)__________ (4)_________

66
Answers
Africa
Antarctica
Arctic
Asia
Atlantic
Australia
Continent
Equator
Europe
Globe
Indian
North America
North Pole
Ocean
Pacific
South America
South Pole
Southern

67
Period 3: LISTENING
I. Objectives
information.
– Use the acquired language and knowledge to talk about different kinds of
energy.
II. Materials
Textbook, cassette tapes, handouts
the topic, etc.).
IV. Procedure
Time Steps
Work
arrangement
10’ WARM UP: SOLAR ENERGY SONG
– T distributes the handouts to the class.
– T gets Ss to read through the song lyric and
explains new words if any.
– T plays the song or read the lyrics for Ss to
complete the blank.
– T gets Ss to check their answers with a peer.
– T checks with the class and gives the correct
answers
– T asks Ss what the song is about and introduces
the topic of the lesson.
Handout: Complete the blanks with the words you
hear.
Solar Energy Song
(Ron Brown)
Oh, the …1… is a star.
Individual
work and
whole
class

68
It’s our closest star.
It’s just ….2… miles away.
It gives us …3… and …4….
It makes the world just right.
We’re getting solar energy …5….
…6… heats our water and homes
And it makes …7…
Solar power is a …8…
When we convert its …9….
Oh, the sun is a …10….
Its light can …11….
Hot gases burn at 10,000 …12...
As it shines its light,
…13… can grow just right,
So the …14… is great for you and me.
Answers
1. sun
2. 93 million
3. heat
4. light
5. every day
6. solar energy
7. electricity
8. natural resource
9. energy
10. star
11. travel far
12. degrees
13. plants
14. earth
10’ BEFORE YOU LISTEN
– T gets Ss to discuss the question on p. 128 in
groups of 3-4.
-T goes around to listen. After a few minutes T
Group
work and
whole
class

69
elicits answers from different groups.
Suggested Answers:
For heating and cooling the house, for cooking, for
running electronic appliances such as washing
machines, fridges, etc.
Ecology (n): Sinh thai hoc
Ecologist (n): Person who studies ecology
Divide (v) (between, into): chia
Nitrogen (n): Ni to (N)
Oxygen (n): O xi (O2)
Carbon dioxide (n): CO2
from the class.
10’
WHILE YOU LISTEN
TASK 1
– T gets Ss to read the questions through and
identify key words in each question. For example,
in Q1 key word is “ecology”. Then Ss identify the
key words in each option and the differences
between them. T explains new words if any.
– T gets Ss to guess the answer to each question
answers with.
– T checks the answers with the whole class. If
many Ss cannot answer the questions, T plays the
Individual,
pair work
and whole
class

70
10’
tape one or two more times and pauses at the
answers for them to catch.
Answers
1. C
2. C
3. D
4. A
5. B
TASK 2
last part of the tape for them to listen again but
before doing this, T should encourage Ss to read
through the text and try to guess the answers.
encourages them to take notes of what they hear
for the after-listening task.
Answers
1. unlimited
3. may
4. gases
5. amounts
Tapescript
The natural environment includes all natural
resources that are necessary for life: the air, the
oceans, the sun, and the land. Because they are
vital for life, these resources must be protected
from pollution and conserved. Ecologists study
their importance and how to use them carefully.
According to ecologists, resources are divided into
Individual,
pair work
and whole
class

71
two groups: renewable and nonrenewable. When
a resource is used, it takes some time to replace it.
If the resource can be replaced quickly, it is called
renewable. If it cannot be replaced quickly and
easily, it is nonrenewable. For example, grass for
animals is a renewable resource. When cows eat
the grass, the resource is used. If the soil is
fertilized and protected, more grass will grow.
Coal, however, is nonrenewable because it takes
millions of years to make coal. All fossil fuels are
nonrenewable resources.
Solar energy, air, and water are renewable
resources because there is an unlimited supply.
However, this definition may change if people are
not careful with these resources. The amount of
solar energy that reaches the earth may be
dangerous. If life is going to continue, the air must
contain the correct amount of nitrogen (N), oxygen
(O), carbon dioxide (CO2), and other gases. If
humans continue to pollute the air, it will not
contain the correct amounts of these gases.
5’ AFTER YOU LISTEN
– T puts Ss in pairs and gets them to do the task.
Then T checks the answers with the class. Ss need
to be able to explain their answers.
– T gets Ss to choose one interesting point about
the passage that they can remember and tells their
peer why they find it interesting. Ss can use the
notes they take when doing Task 2 to help
themselves.
– T calls on some Ss to present their ideas and
gives feedback.
Pair work
and whole
class
3’ WRAP UP

72
– For homework Ss make sentences with new
words, do exercises in workbook and prepare for
the next lesson.
Period 4: WRITING
I. Objectives
– Interpret and compare date described in chart/ graph/ table form and write a
report of the data analysis.
II. Materials
Textbook, handouts
Interpreting and describing charts/ graphs/ and tables might be a challenging
task for Ss, so T should be ready to help them.
IV. Procedure
Time Steps
Work
arrangement
10’
PREPARE SS TO WRITE
TASK 1
-T reminds Ss of how to interpret data in a table/
graph/ chart.
E.g.
+ To understand a chart, it is important to firstly
understand its topic. The topic of a chart can
generally be found by looking at its title. Pay attention
to the time reported in it as well. Is it the past, the
present, or the future?
+ Then, it is important to look for the general trend that
the chart describes. What patterns are shown? Is
there an overall trend? How are the different pieces
Whole
class and
pair work

73
general trend, if there are any. Finally, look for the
differences in detail.
– T gets Ss to work in pairs to study the 2000
charts on p. 130 by asking questions like below and
gives correction if necessary:
1. What is the topic of the chart? Does it describe
the past, the present, or the future?
2. What patterns are shown? How are the pieces of
information related? i.e.
a. Which made up the largest amount of
consumption: petroleum, coal, or nuclear and
hydroelectricity?
b. Which consumption ranked the second?
c. Which made up the smallest amount of
consumption?
– Then T gets Ss to do Task 1.
– T checks the answers with the class.
– Then T gets Ss to read Task 1 again and review
the format/ organization of ideas in a graph/ chart/
table description. T might want to copy this
handout and distribute to Ss afterwards. E.g.
1. Topic
sentence:
– tells what the chart is about; that is the
time, the location, and what is being
described in it. E.g.: The chart describes
the literacy rates of population in different
parts of the country of Fancy from 1998 to
2007.
2. Supporting
sentences:
– a sentence that sums up the general trend.
E.g.: The literacy rate of population varied
considerably between 1998 and 2007.
– sentences that describe the table in detail.
3. Concluding
sentence
– summarises the main points or draws a
relevant conclusion. E.g.: These data may
help the researchers or planners make
suitable plans for educational development
in each area of the country.
However, this sentence is optional.

74
– After that, T helps Ss to review the language
used to describe tables/ charts/ graphs. E.g.:
+ Verb tenses: When the chart shows the present
situation, use the present simple tense. When it
shows the past events, use the past simple tense.
However, the simple present verb tense is often
used in the topic sentence. E.g.:
The chart shows that …
The chart describes …
The chart presents …
+ Describing proportion: T might want to remind
Ss of expressions like :
make up the largest/ smallest percentage/
proportion/ amount contribute the largest/ smallest
percentage/ proportion/ amount
This is followed by …
This ranks first/ second …
Answers to Task 1:
1. 117
2. coal
3. smallest
18’
WRITING
TASK 2
– T gets Ss to study the 2005 charts in pairs.
– T checks how Ss understand the data illustrated
in the charts by asking questions like below and
gives correction if necessary:
1. What is the topic of the chart? Does it describe
the past, the present, or the future?
2. What patterns are shown? How are the pieces of
information related? i.e.
a. Which made up the largest amount of
consumption: petroleum, coal, or nuclear and
hydroelectricity?

75
b. Which consumption ranked the second?
c. Which made up the smallest amount of
consumption?
– T gets Ss to write the description of the charts. Ss
do the task individually.
– T goes around to help.
Sample writing
The charts show the energy consumption in
Highland in 2005. As can be seen, the total energy
consumption was 170 million tons. Nuclear and
hydroelectricity made up the largest amount of this
figure (75 million tons). This was followed by the
consumption of petroleum (50 million tons). Coal
made up a slightly smaller proportion with 45
million tons.
15’ FEEDBACK
– T gets Ss to exchange their works and give
feedback to each other. T goes around to help.
– Then T chooses one description and corrects it
with the class.
– T should draw Ss’ attention to the format,
organisation of ideas and language use.
Whole
class
2’ WRAP UP
– For homework, T asks Ss to revise their works to
their peer’s suggestions, do Task 3 and submit both
for marking in the next lesson.
Sample writing (Task 3)
The charts show the energy consumption in
Highland in 2000 and 2005. In general, there was
a difference in the amount as well as trend of
consuming different sources of energy between the
two years.

76
As can be seen, in 2002 the total energy
consumption was 117 million tons. Petroleum
made up the largest amount of this figure (57
million tons). This was followed by the
consumption of coal (40 million tons). Nuclear and
hydroelectricity made up a slightly smaller
proportion (20 million tons).
In 2005 more energy was consumed (170 million
tons). Also, though consumed the least in 2000,
now nuclear and hydroelectricity made up the
largest amount of consumption (75 million tons).
This was followed by the consumption of petroleum
(50 million tons). Coal made up a slightly smaller
proportion with 45 million tons.
I. Objectives
– Distinguish the sounds /Sr, /spl/, and /spr/
– Use relative clauses replaced by participles and to infinitives correctly and
appropriately to solve communicative tasks
II. Materials
Textbook, handouts
in Vietnamese. Ss may also have difficulty with relative clauses because they
do not exist in their mother tongues, either. Therefore, T should be ready to
assist them.
4. Procedures

77
Time Steps
Work
arrangement
7’ PRONUNCIATION
– T models each of these consonant clusters /Sr,
/spl/, and /spr/ for a few times. T reminds Ss how
to pronounce clusters (e.g. pronounce the first
sound and then move onto the next sounds
quickly).
repeat after the tape
(or T).
then individually.
Practising sentences containing the target
sounds
given sentences (p. 131).
typical errors
Individual,
pair work
and whole
class
8’ EXERCISE 1
form of the sentences with and without a relative
pronoun (e.g. relative pronouns functioning as
Individual
work, pair
work and
whole

78
subjects can be replaced by present participle). T
might want to remind Ss of the differences
between relative clauses and relative clauses
replaced by present participle (e.g. the time of the
action is clearer with relative clauses. For example,
in the sentence the girl who is coming toward me is
my girl friend, we know that the action is
happening at the present time but in the sentence
the girl coming toward me … we can’t tell this).
words if necessary.
the class.
Answers:
1. …playing …
2. …coming …
3. …researching …
4. … surrounding …
5. …overlooking …
class
8’ EXERCISE 2
pronoun (e.g. relative pronouns functioning as
objects can be replaced by past participle).
words if necessary.
the class.
Answers
1. … presented …
Individual
work, pair
work and
whole
class

79
2. … built …
3. … published …
4. … conducted …
5. … sponsored …
8’ EXERCISE 3
pronoun (e.g. the structure is the first + N + V-
infinitive with –to or the first + N + to be + V-ed
(passive voice), so relative pronouns in this type of
sentences can be replaced by infinitive with -to).
words if necessary.
the class.
Answers
1. … to reach …
2. … to leave …
3. … to see …
4. … to be killed …
5. … to catch …
Individual
work, pair
work and
whole
class
– T prepares a picture like below (or any other
picture that shows people doing some activities)
and makes enough copies for the class.
Pair work
and whole
class

80
– T distributes the copies to Ss and asks them to
study the picture and in pairs write sentences about
the picture, using relative clauses replaced by
participles and infinitive with –to.
– T calls on some pairs to read their sentences to
the class and elicits feedback. T gives corrections
where necessary.
Some suggested answers
1. The girls sunbathing on the lawn are my
classmates at college.
2. The boys sitting on the bench and talking are
those I often play soccer with.
3. The building in front of you was the first high
rise building to be constructed in the
neighbourhood.
4. I live in the building painted red.
…
2’ WRAP UP
– For homework Ss do exercises in workbook and
prepare for the next lesson.

81
Unit 12
The Asian Games
Period 1: READING
I. Objectives
– Develop such reading skills as scanning for specific information, and
guessing meaning in context.
– Use the information they have read to discuss the Asian Games.
II. Materials
Textbook, handouts
IV. Procedure
Time Steps
Work
arrangement
6' WARM UP
– T gets Ss to look at the picture on p.136 (if
possible, T prepares some more pictures showing
other kinds of sports as well). T gets Ss to name the
sports shown in the pictures.
– Then T gets Ss to name all sports they know and
asks them to tell what they know about these sports
(e.g. in what countries they are played, whether
they are winter or summer, indoor or outdoor
sports, who are the famous players of these sports,
etc.)
– T gives feedback and introduces the topic of the
Whole
class

Thiet ke bai giang tieng anh tap 2

Thiet ke bai giang tieng anh tap 2

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