Date of Preparation: 10thApril 2021 Date of Teaching: 19thApril 2021

UNIT 10: HEALTHY LIFESTYPE AND LONGEVITY

(GETTING STARTED)
Period: 92
I. AIMS AND OBJECTIVES:
+ Language content:
- To introduce some words and phrases relating to healthy lifestyle and longevity
- To help Ss get to know the topic of the unit
+ Language function: To help Ss to:
- use the lexical items related to healthy lifestyle and longevity.
- know more about the vocabulary and structures to talk about healthy lifestyle and longevity
+ Educational aim:To enable Ss to get ready for all the lessons about healthy lifestyle and longevity
1. Language:
a. Vocabulary:relieve stress, weaken your immune system, practise meditation, increase your life
expectancy, do a workout, practise yoga and t’ai chi, take prescription medicine
b. Structures: conditionals in reported speech
2.Skills: Integrated skills
3.Educational factor: To enable Ss to get to learn about healthy lifestyle and longevity
II. TEACHER’S AND STUDENTS’ PREPARATION.
1. Method: Communicative approach
2. Techniques / Activities: pair-wok, explanation, Role- play
3. Materials needed: textbooks, references, video clip, pictures, CD, projector, and chalk
4. Students’ preparation: Lesson preparation and appliances for studying.
5. Previous exercises: Grammar
III. TEACHING PROCEDURE.
1. Stabilization: (1’) Good morning class! How are you today? / Who is absent today, monitor?
2. Checking up the previous knowledge: (4’)
Complete each blank in the following sentences with a suitable word. (10pts)
1. I think they want to come to the party, don’t .......................?
2. Optimists hope that ………………… energy sources will step by step replace fossil fuels.
3. Cities will become overcrowded ………………… more and more people leave the countryside and
move to big cities.
4. Vocational courses provide us ………………… practical skills, training and qualifications to
succeed in a particular job.
1. Keys:1.they 2.renewable 3.if 4.with
3. Presentation of the new materials.
Tim Teacher’s activities Students’ activities The lesson content
e
(4’) I. WARM-UP: UNIT 10: HEALTHY LIFESTYLE
- Asks students to discuss some - Discuss the AND LONGEVITY
questions: questions Lesson 1: GETTING STATED
1. What do you often do to keep
you healthy? Activity 1: Kim is asking Max
2. What kinds of food are good about a TV health show she
for your health? missed. Listen and repeat.
- Invites some students to express - Give ideas
ideas. Activity 2:Read the conversation
- Lead in the new lesson. -Listen again. Find the verbs that go with
(10’) II. PRESENTATION: the following nouns. Write them in
Activity 1: Kim is asking Max the space provided. If necessary, use
about a TV health show she a dictionary to check the meaning.
missed. Listen and repeat. Key:
- Play the recording twice and has - Listen and read the 1. relieve
Ss listen and read the conversation silently. 2. weaken
conversation silently. 3. practice
4. increase
(20’) III. PRACTICE: 5. do
Activity 2: Read the 6. practice
conversation again. Find the 7. take
verbs that go with the following Activity 3: Complete the following
nouns. Write them in the space notes on Dr Quan’s four principles
provided. If necessary, use a to stay healthy. Write no more than
dictionary to check the three words in each blank.
meaning. Key:
- Guides and reminds Ss of some - Listen to the 1. relieving stress
tips to do this kind of task. teacher’s explanation. 2. we practice meditation
- Asks Ss to work individually to - Do activity 2 3. eating healthy food
do activity 2 in 3’. individually in 3’. 4. developing heart disease
- Goes around the class to help if 5. exercising regularly
necessary. 6. sports, yoga and t’ai chi
- Then asks Ss to compare their - Compare their 7. natural remedies; take prescription
answers in pairs. answers in pairs. medicine
- CallsSs to present answers. - Give their answers Activity 4:Work in pairs. Ask and
- Corrects and gives feedback - Pay attention the answer the following questions.
Activity 3: Complete the feedback and write
following notes on Dr Quan’s down. Activity 5: Find all the examples of
four principles to stay healthy. reported speech in the
Write no more than three conversation. Write them in the
words in each blank. space below.
- Explains the task to Ss and asks - Listen to the Keys:
students to look through the task, teacher’s explanation. 1. Dr Quan said if you practised
read the conversation again and meditation ever}- day, you could
Find the question tags in the keep your mind stree-free.
conversation and write them in 2. Yesterday I read an article on the
the space provided Internet, which claimed you could
- AsksSs to work in pairs in 4’. - Work in pairs in 4’. increase your life expectancy if
- Goes around for help. you ate brown rice, fruit and
- Calls on Ss to give their - Write their answers vegetables.
answers. on the board. 3. He said red meat is high in fat,
- Gives feedback and correct - Listen and take which increase the risk of
answers. notes. developing heart disease.
(5’) IV. PRODUCTION: 4. Dr Quan advised viewers to
Activity 4: Work in pairs. Ask exercise regularly.
and answer the following 5. He suggested playing sports when
questions. you're young, or practising yoga
1/ Which of Dr. Quan’s four and t'ai chi...
principles can you apply to stay
healthy?
2/ Do you agree with all
principles? Why/ Why not?
- Has students recall Dr. Quan’s - Recall Dr. Quan’s
four principles and discuss the four principles and
questions. discuss the questions.
- Invites some pairs to report their - Report their
discussions to the rest of the discussions to the rest
class. of the class.
- Elicits feedback from other - Listen and give
students. comments.
Activity 5: Find all the
examples of reported speech in
the conversation. Write them in
the space below.
 -Asks Ss to read the - Read the
conversation again and find all conversation again
the examples and find all the
- Asks Ss to write down all examples
sentences on the board
(2’) V. CONSOLIDATION:
- Ask Ss: “What have you learnt - Listen and take
today?” notes.

4. Homework: (3’)
- Ask the Ss to:
+ Learn the new words and prepare the next lesson (Language)
+ Do an exercise:Complete the following sentences, using the correct form of the words in the box.
prescribe nutrition immune expect meditate health
1. The development of effective medicines has contributed to the increase in the average life _______
in some countries.
2. An hour of _______ can help you to relieve your stress.
3. Doctors should use more legible handwriting when giving _______
4. Some people believe that keeping a diary of daily activities is one simple way to help you to
stay_______
5. My doctor said that these natural remedies can boost my _______system.
6. One of the main responsibilities of a dietitian is to promote _______ and balanced diets.
Keys: 1. expectancy     2. meditation      3. prescription 4. healthy       5. immune      6. nutritious

IV. SELF -EVALUATION:

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
………

Ký duyệt của tổ CM

Vũ Thị Trinh
Date of Preparation: 11th April 2021 Date of Teaching: 20th April 2021
UNIT 10: HEALTHY LIFESTYLE AND LONGEVITY(LANGUAGE)
Period: 93
I. AIMS AND OBJECTIVES:
+ Language content:
- To introduce to Ss words and phrases related to healthy lifestyle and longevity
- To help Ss learn about intonation: invitations, suggestions, polite requests, uncertainty and surprise
- To help Ss learn about conditionals in reported speech
+ Language function: To help Ss to:
- know more vocabulary related to healthy lifestyle and longevity.
- practice intonation: invitations, suggestions, polite requests, uncertainty and surprise
- conditionals in reported speech
+ Educational aim: To teach Ss to be aware of practicing and using language correctly
a. Vocabulary: fat-free milk, stress-free lifestyle, cholesterol-free foods, anti-ageing foods, anti-acne diet,
anti-cholesterol medicine
b. Structures: question tags and conditional sentences type 0
2.Skills: Integrated skills
3.Educational factor: To educate Ss to use language knowledge flexibly in certain situations.
II. TEACHER’S AND STUDENTS’ PREPARATION.
1. Method: Communicative approach
2. Techniques / Activities: Pair work, Group work, asking- answering, role-play
3. Materials needed: textbooks, pictures, flashcards, colored chalk, projector
4. Students’ preparation: Lesson preparation and appliances for studying.
5. Previous exercises: Exercises on vocabulary
III. TEACHING PROCEDURE.
1. Stabilization: (1’) Good morning class! How are you today?/ Who is absent today, monitor?
2. Checking up the previous knowledge: (3’) Complete the following sentences, using the correct form
of the words in the box. (10pts)
prescribe nutrition immune expect meditate health
1. The development of effective medicines has contributed to the increase in the average life _______
in some countries.
2. An hour of _______ can help you to relieve your stress.
3. Doctors should use more legible handwriting when giving _______
4. Some people believe that keeping a diary of daily activities is one simple way to help you to
stay_______
5. My doctor said that these natural remedies can boost my _______system.
6. One of the main responsibilities of a dietitian is to promote _______ and balanced diets.
Keys: 1. expectancy     2. meditation      3. prescription 4. healthy       5. immune      6. nutritious
3. Presentation of the new materials.
Tim Teacher’s activities Students’ activities The lesson content
e
(2’) I. WARM-UP: UNIT 10: HEALTHY
-Informs Ss of the objectives of the -Listen LIFESTYLE AND
lesson LONGEVITY
(7’) II. PRESENTATION: LESSON 2: LANGUAGE
PART 1: Vocabulary PART 1: Vocabulary
Activity 1: Complete the sentences Activity 1: Complete the
with the right form of the sentences with the right form of
following words and phrases. the following words and
- Explains to Ss what they are - Listen to the teacher’s phrases.
supposed to do. explanation. Keys:
- Asks Ss to write the words or - Complete the 1. cholesterol
phrases next to their meanings sentences individually 2. nutrition
- Then asks Ss to compare their - Compare their 3. natural remedies
answers in pairs. answers in pairs. 4. immune system
- Calls some Ss to give answers. - Some Ss give 5. ageing process
 - Checks and gives correct answers answers. 6. meditation
Activity 2: Use a dictionary to -Listen and take notes. 7. Life expectancy
check the meaning of the following 8. boost
adjectives formed with -free or Activity 2: Use a dictionary to
anti-. Then write a short check the meaning of the
explanation of the phrases in the following adjectives formed
space provided. The first one is an with -free or anti-. Then write a
example. short explanation of the phrases
- Explains to Ss what they are -Listen to the teacher. in the space provided. The first
supposed to do. one is an example.
- Asks Ss to study the sentences - Study the sentences Keys:
given and work out the part of and work out the part of 2. lifestyle that does not cause
speech that needs to be filled in. speech needed stress.
- Reminds Ss that they should - Discuss the 3. foods that do not contain
discuss the contextual clues that can contextual clues that cholesterol.
help figure out the answers. can help figure out the 4. foods that are believed to
answers. prevent the appearance from
-Has Ss do the task individually in - Do the task getting older.
2’, then compare answers in pairs. individually and 5. diet that prevents the formation
-Checks the answer with the whole compare answers of acne.
class. - Check the answers 6. medicine that lowers
(7’) PART 2: Pronunciation cholesterol levels or prevents high
* Intonation: invitations, cholesterol.
suggestions, polite requests, PART 2:Pronunciation
uncertainty and surprise Intonation: invitations,
Activity 1:Listen and repeat. Pay suggestions, polite requests,
attention to the fall-rise uncertainty and surprise
intonation. Activity 1: Listen and repeat.
- Asks Ss to study the Do you - Study the Do you Pay attention to the fall-rise
know…? box to learn some general know…? box intonation.
rules of intonation patterns for Keys:
invitations, suggestions, polite 1. invitation/ suggestion
requests, uncertainty and surprise 2. surprise
- Has Ss listen and notice the - Listen and notice the 3. uncertainty
intonation patterns of the questions. intonation patterns of 4. polite request
the questions. 5. hesitation
- Has them listen and repeat the - Listen and repeat the Activity 2: Listen and mark fall-
exchanges with appropriate exchanges with rise intonation. Then practice
intonation appropriate intonation. with a partner.
Activity 2:Listen and mark fall- Keys:
rise intonation. Then practice with 1. 
a partner. 2. 
- Plays the recording and asks Ss to - Read along with the 3. 
read along with the recording, recording, imitating the 4. 
imitating the intonation patterns. intonation patterns. 5. 
- Has Ss practise the exchanges in - Practise the 6. 
pairs. exchanges in pairs. PART 3:Grammar
- Asks some pairs to role-play the - Some pairs role-play Conditionals in reported speech
exchanges in front of the class, using the exchanges in front Activity 1: Read the statements
appropriate intonation patterns. of the class. in direct speech. Decide if it is
- Gives comments on Ss’ - Listen. necessary to change the verb
performance. tenses in reported speech after
(17’) PART 3:Grammar reporting verbs in the past
* Conditionals in reported speech tense. Write C (changed) or U
Activity 1: Read the statements in (unchanged) in the space
direct speech. Decide if it is provided.
necessary to change the verb Keys:
tenses in reported speech after 1. C/U 2. C/U 3. U
reporting verbs in the past tense. 4. U
Write C (changed) or U 5. U 6. U 7. U
(unchanged) in the space 8. C/U
provided. Activity 2: Report each
- Asks students to look at the “Do - Read the Do you statement in activity 1. Make all
you know…?” box and study the know…? box to study possible changes.
general rules for the verb form the general rules for the Keys:
changes in reported speech after a verb form changes in 1. I told him that if I drank coffee
reporting verb in the past tense. reported speech after a before bedtime, I couldn’t sleep.
- Reminds students to change reporting verb in the (C)
pronouns, determiners and past tense 2. Dr. Quan said that we’d boost
expressions of time and place. our immune system if we had a
- Points out that the expressions of healthy lifestyle. (C)
time are unchanged if the 3. John’s wife told him that it
information is still true. would be nice if he could spend
- Has students read the statements - Read the statements more time with the children. (U)
and discuss in pairs. and discuss in pairs 4. Peter explained to us (that) if
- Asks students to give answers. - Give answers Ann called him back, he’d
Activity 2: Report each statement arrange an appointment for he.
in activity 1. Make all possible (U)
changes. 5. The travel agent explained to us
- Asks students to report the - Report the statements (that) if we travel to a foreign
statements 1 using the reporting 1 using the reporting country, we need a valid passport.
verbs in the prompts. verbs in the prompts (U)
- Has them compare their answers in - Compare their 6. My grandmother keeps telling
pairs. answers in pairs. us that if we catch a cold, we
- Checks students’ answers as a - Check answers should the natural remedies
class. before taking medicine. (U)
* Reported speech with to-infinitive 7. John told me that if he were
and gerunds rich, he’d donate money to
Activity 3: Write the sentences in charity. (U)
reported speech, using the 8. - Mary’s father said that
reporting verbs in brackets. Mary/she would recover quickly if
- Explains that to-infinitive or - Listen and take notes she followed the doctor’s advice.
gerunds can be used to report (C)
actions. - Mary’s father said that Mary/
- Has students read “Do you - Read “Do you she will recover quickly if she
know…?” box and focus on the verb know…?” box and follows the doctor’s advice. (U)
forms in reported speech after the focus on the verb forms
three groups of reporting verbs. in reported speech after Activity 3: Write the sentences
- Has students write the sentences in the three groups of in reported speech, using the
reported speech, using the reporting reporting verbs reporting verbs in brackets.
verbs in brackets. Keys:
- Asks students to compare the - Compare the answers 1. Jack’s father advised him not to
answers in pairs. in pairs eat fast food every day.
- Checks students’ answers as a - Check answers 2. Ann asked Kim to do the dishes
class for her.
Activity 4: Change the sentences 3. The doctor told me to do a 30-
in reported speech into direct minute workout every day.
speech. 4. Mai invited Peter to go out for
- Asks students to change the - Change the sentences a coffee.
sentences in reported speech into in reported speech into 5., Phong apologised for breaking
direct speech. direct speech my glasses.
- Checks answers as a class. - Work in groups of 3 6. Hoa reminded Lan to buy some
 or 4 Ss to make 5 groceries on the way home.
(4’) III. PRODUCTION: sentences. 7. Carol suggested enrolling in a
- Asks Ss to work in groups of 3 or 4 - Write their answers yoga course.
Ss to make sentences, using reported on a piece of paper. 8. John and Max admitted
speech. - Participate in giving forgetting to submit the
- Asks them to write their answers comments. assignments the day before
on a piece of paper. Activity 4: Change the
- Collects Ss’ answers to stick on - Give answers sentences in reported speech
the board and feedbacks. into direct speech.
(1’) IV. CONSOLIDATION: Keys:
- Asks Ss: What have you learnt 2. “Kim, don’t forget to turn off
today? the lights before leaving the
house.”
3. “You shouldn’t exercise too
hard because it’s not good for
your heart.”
4. “Let’s have a picnic next
weekend.”
5. “Don’t play near the
construction site.”
6. “Would you like to spend your
summer holidays on my
grandparents’farms?”
7. “I’m sorry. I’ve made lots of
mistakes in the report.”
8. “Yes. I took my father’s car
without permission.”

4. Homework: (3’)
- Ask the Ss to:
+ prepare the next lesson: READING
+ do extra exercises:
A. Report each sentence. Make changes, if necessary.
1. ‘If you go to bed on an empty stomach, you won't be able to sleep well.’
Tom's father told him.............
2. ‘If you work too much and don't rest, you will weaken your immune system.'
My mother warned me that............
3. ‘Don't forget to take your medicine regularly' Quan's father said. (reminded)
4. ‘You need to have a health check-up every six months, 'Peter's doctor said. (suggested)
5. ‘You should eat less fast food and more vegetables,’ Jim's friend said. (advised)
Keys:
1. Tom's father told him if he goes to bed on an empty stomach, he won't be able to sleep well.
2. My mother warned me that if I work too much and don't rest, I will weaken my immune system.
3. Quan's father reminded him to take his medicine regularly.
4. Peter's doctor suggested that he should have a health check-up every six months.
5. Jim's friend advised him to eat less fast food and more vegetables.

IV. SELF -EVALUATION:

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Ký duyệt của tổ CM

Vũ Thị Trinh
Date of Preparation: 13th April 2021 Date of Teaching: 21st April 2021
UNIT 10: HEALTHY LIFESTYLE AND LONGEVITY(READING)
Period: 94

I. AIMS AND OBJECTIVES:

* Language content:
- To introduce some new words related to HEALTHY LIFESTYLE AND LONGEVITY and guess the
meaning in the context.
- To enable students to use new words and to understand the content by asking and answering the questions
through passage and making reference when reading the text.
- To help them read a text about HEALTHY LIFESTYLE AND LONGEVITY.
* Language function:
- To understand the ways to use scanning and skimming for information to do the tasks
- To make students talk about how to keep them healthy.
* Educational aim :
- To make students know the importance of staying healthy
1. Language:
a. Vocabulary: life expectancy, prolong, boost, dramatic
b. Structures : Conditional Sentences
2. Skills : integrated skills.
3. Educational factor:
- To educate students not to do something bad for their health.
II.TEACHER’S AND STUDENTS’ PREPARATION:
1. Method: Communicative approach
2. Techniques: Eliciting, synonyms, explanation, information, transfer, asking and answering the questions,
discussion, pair-work, group-work.
3. Materials needed: Textbook, whiteboard markers, sub-boards, handouts
4. Students’ preparation: Textbook, notebook
5. Previous knowledge: No
III. PROCEDURES IN CLASS:
1. Stabilization: - Greets the whole class (2ms)
- Checks the attendance
2. Checking up previous knowledge: (During the lesson)
3.New lesson:

STUDENTS’
TIME TEACHER’S ACTIVITIES THE LESSON CONTENT
ACTIVITIES
1. WARM-UP:
- Asks students to look at the pictures - Look at the pictures of Unit : 10 HEALTHY
5ms of machines that help doctors to machines that help LIFESTYLE AND
diagnose or treat diseases. doctors to diagnose or LONGEVITY
treat diseases. Lesson : READING
- Has students work in pairs and - Work in pairs and
answer the questions. answer the questions.
- Invites some pairs to report their - Report their
discussions to the class. discussions to the class.
- Further explains the use of the -Listen
machines.

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

4ms 2. PRE- READING: New words

Preteaching vocabulary + life expectancy (n): tuổi thọ
- Elicits some new words. -Listen and write down + prolong (v): kéo dài
- Models some new words. + boost (v): tăng cường
+ dramatic (adj): sâu sắc
New words
+ life expectancy (n): tuổi thọ
+ prolong (v): kéo dài
+ boost (v): tăng cường
+ dramatic (adj): sâu sắc

- Asks students to repeat in chorus and - Repeat in chorus and

individually. individually.
- Gives feedback. -Listen
II. WHILE- READING
3. WHILE-READING: + Task 2
25ms + Task 2 Answers:
- Tells students that they are going to -Retell the main ideas of 1. c (This increase – 67.2 years …
read a text about life expectancy the lesson. 82.6 years); three main factors –
factors, which has four sentences introduces the main ideas of the
removed from it. whole text that are developed in
- Asks students to read through the - Read through the the following paragraphs)
sentences (a-d) and underline key sentences (a-d) and 2. b (regular exercise – physical
words or words used for reference underline key words or activity)
(determiners, pronouns, etc.). This can words used for reference 3. d (Eating more fruits and
help them to choose the correct vegetables – the food we eat,
sentence for each gap in the text. simple dietary changes)
- Has students read each paragraph of - Read each paragraph of 4. a (The last century’s advances
the text and look for information the text and look for – advanced technology, medical
before and after each gap that has information developments)
some connection to the key or
reference words they have underlined
in the sentences (a-d).
- Asks students to compare answers in - Compare answers in
pairs, reading the entire text to ensure pairs
that each sentence fits well and the
information is coherent.
- Checks answers as a class. -Listen
3. Activity 3:
3. Activity 3: Answers:
+ Task 3 1. be attributed
- Has students read through the - Read through the 2. obesity
definitions and the text carefully, definitions and the text 3. antibiotics
looking for the correct words or carefully. 4. vaccine
phrases that match with the 5. dietary
definitions.
- Checks answers as a class. -Listen
+ Task 4
+ Task 4 Answers:
- Asks students to read the full text, - Read the full text 1. The three factors are healthier
including the gapped sentences, again lifestyles, better nutrition and
 and answer the questions individually. advances in medical science and
- Has students compare their answers - Compare their answers technology.
in pairs. in pairs. 2. Smoking, alcohol intake and
- Checks answers as a class. -Listen fast food consumption can
increase the risk of heart disease.
3. Doing regular physical activity
and spending more time outdoors
can improve the ability of the
human body to function well.
4. Because they want to relieve
stress.
5. Because the food we eat can
affect longevity and dietary
changes can boost our immune
system.
6. They are the discovery of
antibiotics and vaccines, and the
development of medicl imaging.

+ Task 5
4/ POST-READING: Three factors that affect people’s
+ Task 5 life expectancy:
- Has students discuss in pairs. - Discuss in pairs + Healthy lifestyles
- Asks students to summarise the three - Summarise the three + Better nutrition
factors that affect people’s life factors + Advances in medical science
expectancy before they start their and technology.
10ms discussion.
- Asks them to decide which factor - Decide which factor
they think is the most important for they think is the most
prolonging life expectancy. important for prolonging
life expectancy.
- Encourages students to provide their - Provide their
arguments or reasons. arguments or reasons.
- Listens and gives feedback. -Listen

5. Consolidation:
- Asks students to retell the main ideas - Retell the main ideas of
of the lesson. the lesson.

IV. HOMEWORK: 3ms.

- Asks students to learn by heart all the words and rewrite all the answers in their notebook.
-Asks students to do the exercises 1,3 in the exercise book:
- Asks them to prepare the next part: SPEAKING
SELF –EVALUATION:

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Ký duyệt của tổ CM

Vũ Thị Trinh
Date of Preparation: 15th April 2021 Date of Teaching: 26th April 2021
UNIT 10: HEALTHY LIFESTYLE AND LONGEVITY(SPEAKING )
Period: 95
I. AIMS AND OBJECTIVES:
* Language content:
- To help students express and exchange some information about Healthy Lifestyle and Longevity.
- To enable them to give presentations of healthy lifestyle.
* Language function:
- Talking about the way to have healthy lifestyle.
* Educational aim :
- To make students aware of looking after their health better.
1. Language:
a. Vocabulary
b. Structures :
2. Educational factor:
- To help students have self-confidence in giving opinions.
II.TEACHER’S AND STUDENTS’ PREPARATION:
1. Method: Communicative approach
2. Techniques: Pair work, asking and answering, games.
3. Materials needed: Sub-boards, text books, black board, and chalk
4. Students’ preparation: Textbook, notebook
5. Previous exercises: Revise the simple past tense
III. PROCEDURES IN CLASS:
1. Stabilization: - Greets the whole class (2ms)
- Checks the attendance
2. Checking up previous knowledge:
( During the lesson)
3.New lesson:

IME TEACHER’S ACTIVITIES STUDENTS’ THE LESSON CONTENT

ACTIVITIES
1. WARM-UP:
5ms - Asks students to discuss some - Discuss some Unit: 10 HEALTHY
questions: questions: LIFESTYLE AND
- Invites some students to express - Express ideas. LONGEVITY
ideas. Part: SPEAKING
- Leads in the new lesson. -Listen
1. What do you often do to keep
you healthy?
2. What kinds of food are good
for your health?
(Ss’ answers)

2. PRE-SPEAKING:
10ms + Task 1 + Task 1
- Asks students to look at the set of - Look at the set of Key
note cards for a talk on skin care. note cards for a talk on B1:
skin care. - wear protective clothing 
- Explains to students that note cards -Listen to the teacher. avoid sunburn
can be a very helpful tool for - wear sunscreen with a sun
preparing, and delivering speeches or protection factors (SPF) of at
talks. least 15.
- Gives some guidelines on how to B2:
prepare note cards. - eat a wide variety of fruit and
- Has students work in pairs and read - Work in pairs and vegetables  provide vitamins
 through the six supporting ideas in the read through the six and nutrients.
box and the sample note cards. supporting ideas - drink a lot of water 
- Asks them to discuss which ideas -Discuss prevent water loss.
should be used for each tips on the B3:
cards. - wash your face twice a day
- Has students make their own note - Make their own note with warm water and mild
cards and present their answers to the cards and present their soap  remove dirt.
class. answers to the class. - don’t squeeze pimples  can
lead to swelling, redness and
infection.

3. WHILE-SPEAKING:
+ Task 2 + Task 2
10ms - Asks students to read through the - Read through the The guidelines on how to give
guidelines on how to give a talk guidelines on how to a talk successfully.
successfully. give a talk a. to introduce ideas in
successfully. sequence (First/ Second/ Next/
- Gives further explanations on when -Listen Last)
to use some common linking words/ b. to add further ideas
expressions and hesitation devices. (Moreover/ Furthermore/ In
- Has students practice the talk on -Practise in pairs. addition/ What is more …)
skincare in pairs and remind them to c. to clarify an idea (What I
use the note cards and the guidelines. mean is …/ In other words/ To
- Invites 3 or 4 students to give the -Give a talk in front of put it another way …)
talk in front of the class. the class. d. to stall for time (Let me
think/ Now let me collect my
thoughts)

+ Task 3 + Task 3 & Task 4

8ms - Has students work individually. - Work individually Taking care of your vision
- Asks students to read the suggested - Read the suggested - wear sunglasses to protect
ideas for taking care of their vision ideas your eyes.
and prepare a set of note cards for - don’t stare at the computer
their talk. screen for too long; look across
- Moves around to conduct the -Listen the room every 30 minutes.
activity. - read in well-lit rooms.
- keep a distance of at least 1.5
metres from the TV set.
- follow doctor’s orders if you
wear contact lenses.
- see an eye specialist if you
can’t see well or your eyes are
injured.

4. POST-SPEAKING:
+ Task 4
8ms - Asks students to work in gourps of 4 - Work in gourps of 4
or 5 and take turns presenting their or 5 and take turns
talk to the group members. presenting their talk to
the group members.
- Invites some students to give their - give their talk in front
talk in front of the class. of the class.
- Listens and gives feedback. -Listen

2ms 5. Consolidation:
- Asks sts to tell what they have learnt - Tell what they have
 learnt

IV. HOMEWORK: 3 ms
- Asks students to do the exercises 3,4 in the exercise book.
- Prepare the next part: Listening lesson.
SELF-EVALUATION:
……………………………………………………..………………………………………………………….
…………………………………………………………………………………………………..…………….
………………………………………………………………………………………………..……………….
……………………………………………………………………………………………….………………..

Ký duyệt của tổ CM

Vũ Thị Trinh
Date of Preparation: 15th April 2021 Date of Teaching: 27th April 2021
UNIT 10: HEALTHY LIFESTYLE AND LONGEVITY(LISTENING)
Period: 96
I. AIMS AND OBJECTIVES:
* Language content:
- To introduce some new words relating to exercise precautions.
- To help the students listen for gist and for specific information about different kinds of physical activity.
* Language function:
- Listening to some specific information about exercise precautions.
* Educational aim :
- To enable the students to say how pay attention to precautions when doing different kinds of physical
activity.
1. Language:
a. Vocabulary:
b. Structure:
2. Skills : integrated skills.
3. Educational factor:
- Be educated to do exercise with precautions.
II.TEACHER’S AND STUDENTS’ PREPARATION:
1. Method: Communicative approach
2. Techniques: True and false, pair work, ask and answer question, repetition, games
3. Materials needed: Pictures, chalk
4. Students’ preparation: Textbook, notebook
5. Previous exercises:
III. PROCEDURES IN CLASS:
1. Stabilization: (Warm – up) (2’)
- Makes a greeting
- Checks attendance
- Asks the students about their health, summer holiday.
2. Checking up previous knowledge:
( during the lesson)
3.NEW LESSON:

STUDENTS’
TIME TEACHER’S ACTIVITIES THE LESSON CONTENT
ACTIVITIES
I. Warm up: Unit 10: HEALTHY
10ms + Task 1 LIFESTYLE AND
- Asks students some guiding -Listen and answer LONGEVITY
questions: Lesson : LISTENING
- Has students work in pairs and - Work in pairs and
discuss the two questions. discuss the two 1. Name some types of physical
questions. exercise that most people in your
- Asks some students to summarise - Summarise their neighborhood often do.
their discussion and report back to discussion and report 2. Where do they practice these
the class. back to the class. activities?
- Listens and leads in the new -Listen
lesson.
- swimming (n)
- yoga (n)
- fitness walking (n)
- aerobic exercise (n)

-Asks students to listen and repeat - Listen and repeat the

the new words. new words.
-Calls some students to read the - Read the new words
new words in front of the class. in front of the class.
 -Corrects the mistakes. -Listen

*New words:
2. PRE-LISTENING: - swimming (n)
10ms + Task 2 - yoga (n)
- Tells students that they are going -Listen - fitness walking (n)
to listen to a fitness instructor’s - aerobic exercise (n)
talk on four types of physical
activity.
- Asks students to look at the four - Look at the four
pictures and label each one with pictures and label each + Task 2
the correct word. one with the correct Answers:
word. a. 4 b. 1 c. 3
- Plays the reording without -Listen. d. 2
pausing.

3. WHILE-LISTENING:
- Asks students to listen and -Listen and number
20ms number the activities in the order
they are mentioned.
- Checks answers as a class. -Listen.

+ Task 3
- Asks students to read through the - Read through the list
list of safety rules. of safety rules.
- Explains any new words if -Listen
necessary.
- Has students listen again for more - Listen again for more
specific details and decide which specific details and + Task 3
safety rules are mentioned for each decide which safety Answers:
type of physical activity. rules are mentioned for Aerobic exercise: 1, 2
each type of physical Swimming: 1, 3, 4
activity. Yoga: 3, 5
- Has students compare their - Compare their Fitness walking: 2, 6, 7
answers with a partner. answers with a partner.
- Checks as a class. -Listen.

4. POST-LISTENING:
 7ms + Task 4
- Puts students in 8 groups. -Work in groups
- Makes sure each group chooses a
different activity.
- Asks students to summarise and - Summarise and + Task 4
6ms briefly report their discussions to briefly report their Examples:
the class. discussions to the - Don’t do it after eating a full
class. meal.
- Invites some students to report in - Report in front of the - You need the instructions from a
front of the class. class. qualified coach.
- Listens and gives feedback. -Listen to the teacher - Never do it alone.
- Don’t do it if you are felling
5. Consolidation: unwell.
- Asks the students to retell the - Retell the main
main points of the listening part. points of the listening
part

IV. HOMEWORK:3ms
- Asks Ss to write a paragraph telling about which activities mentioned in Activity 4 they would enjoy
doing the most and give reasons.
- Asks Ss to prepare Unit 10. Writing

SELF – EVALUATION:

……………………………………………………………………………………………………………….

………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………..

Ký duyệt của tổ CM

Vũ Thị Trinh
Date of Preparation: 19th April 2021 Date of Teaching: 29th April 2021
UNIT 10: HEALTHY LIFESTYLE AND LONGEVITY(WRITING)
Period: 97

I. AIMS AND OBJECTIVES:

* Language content:
- To help students know how to write a paragraph with details and examples as supporting ideas.
- To enable them to write a story to tell about how someone has changed their lifestyle to overcome a
problem.
* Language function:
- Knowing how to describe a story.
Educational aim :
- To make the students know how to write a story to tell about how someone has changed their lifestyle to
overcome a problem.
1. Language:
a.Vocabulary:
b. Structure:
2. Skills : integrated skills.
3. Educational factor:
- Learning to know how to write a story.
II.TEACHER’S AND STUDENTS’ PREPARATION:
1. Method: communicative approach
2. Techniques: pair work, repetition, discussion
3. Materials needed: Pictures showing family reunion, chalk
4. Students’ preparation: Textbook, notebook
5. Previous exercises:
III. PROCEDURES IN CLASS:
1. Stabilization: (Warm – up) 2ms
- Makes a greeting
- Checks attendance
- Asks the students about their health or weather
2. Checking up previous knowledge: ( During the lesson)

3.NEW LESSON:

TIME TEACHER’S ACTIVITIES STUDENTS’ THE LESSON CONTENT

ACTIVITIES
5ms 1. Warm up: Unit: 10 HEALTHY
- Asks students to work in pairs and - Work in pairs and LIFESTYLE AND
discuss some questions. discuss some questions. LONGEVITY
1. What health problems that people Lesson: WRITING
often suffer from?
2. What should people do to deal with
these problems? 1. What health problems that
people often suffer from?
- Leads in the new lesson. -Listen 2. What should people do to
deal with these problems?

2. PRE-WRITING:
+ Task 1 + Task 1
- Asks students to read a story posted - Read a story posted Answers:
5ms on a fitness website and complete the on a fitness website and 1. appetite
gaps with the correct forms of the complete the gaps with 2. overweight
words in the box. the correct forms of the 3. weight
words in the box. 4. fainted
- Checks answers by asking -Listen 5. dieting
 individual students to read different 6. supported
paragraphs out loud.

+ Task 2 + Task 2
10ms - Asks students to read the story - Read the story 1. Because as a child he used
individually and then discuss and individually and then to eat a lot of fast food.
answers the questions in pairs. discuss and answers the 2. After he received hundreds
questions in pairs. of rejections and couldn’t get
- Calls on some students to give -Give answers a job.
answers. 3. Fasting was his first kind of
- Checks as a class. -Listen. diet. He was unsuccesful and
was taken to the hospital.
4. For over a year, he had to
follow a special diet and
15ms - Work in pairs and joined a fitness class for
3. WHILE-WRITING: discuss the information overweight people.
+ Task 3 from another story. 5.(Suggested answer)
- Asks students to work in pairs and - Write the story in Overweight people are not
discuss the information from another dividually. lazy and can work effectively
story. -Asks the teacher when like other people, so they
- Asks students to write the story in necessary. should not be treated unfairly.
dividually. -Tell the answers. However their helath can be
- Moves around and offers help when affected, so they should follow
necessary. doctors’ advice to lose weight.
- Listens and gives feedback. - Have peer correction.

4. POST-WRITING: - Pay attention to + Task 3

5ms - Asks students to have peer mistakes regarding Write a similar story, using
correction. verb tense and the information in the
-Tells them to pay attention to preposition. textbook.
mistakes regarding verb tense and -Ask the teacher when - Name:
preposition. necessary. - Problem:
- Goes around the class to help Ss - How it affected him:
when needed. - First treatment and results:
2ms - Chooses some writings to correct - Next treatment and results:
them in front of the class.
- Makes a list of Ss’ common -Retell the content.
mistakes in their writings.
5. Consolidation:
-Asks students to retell the content of
the lesson.

IV. HOME WORK: 3ms

- Asks ss to do the exercises 4,5 in the exercise book.
+ Learn Vocabulary by heart.
- Asks them to prepare the next part: Communication and Culture.
SELF- EVALUATION:
………………………………………………………………………………………………………..
………………………………………………………………………………………………………….
…………………………………………………………………………………………………………..

Ký duyệt của tổ CM

Vũ Thị Trinh
Date of Preparation: 21st April 2021 Date of Teaching: 3rd May 2021
UNIT 10: HEALTHY LIFESTYLE AND LONGEVITY
(COMMUNICATION AND CULTURE)
Period: 98

I. AIMS AND OBJECTIVES:

* Language content:
- To help students develop communicative approach and know the way people in Japan increase their life
expentancy.
* Language function:
- To practice speaking about different ways to relieve stress and feel relaxed.
* Educational aim :
- To make the students learn about how people in a region in Japan have improved their quality of life and
increased life expectancy.
1. Language:
a.Vocabulary:
b. Structure:
2. Skills : integrated skills.
3. Educational factor:
- Being greatly aware of protecting their health from dirty kinds of food.
II.TEACHER’S AND STUDENTS’ PREPARATION:
1. Method: communicative approach
2. Techniques: True and false, pair work, repetition, games, discussion
3. Materials needed: Pictures showing ways of giving gifts, chalk
4. Students’ preparation: Textbook, notebook
5. Previous exercises:
III. PROCEDURES IN CLASS:
1. Stabilization: (Warm – up) 2ms
- Makes a greeting
- Checks attendance
- Asks the students about their health or weather
2. Checking up previous knowledge: ( During the lesson)

3. NEW LESSON:

TIME TEACHER’S ACTIVITIES STUDENTS’ THE LESSON CONTENT

ACTIVITIES
I. WARM-UP: Unit : 10 HEALTHY
5ms -Asks the Ss to play the games “Slap - Play the game LIFESTYLE AND
the pictures”. T divides Ss into 2 LONGEVITY
teams. Each team has five Lesson :
representatives. The representatives COMMUNICATION AND
stand in front of the board and slap CULTURE
the pictures when T say the phrase.
The winner is the team who slap the Students’s answers vary.
most correct pictures. - Relaxing on the beach
- Camping in the forest
- Visiting monkey island
- Hunting
- Riding ostriches
- Watching birds
- Catching fish
- Visiting an old house
- Leaving litter
 - Look at the picture
and answer the *COMMUNICATION
question + Task 1

The benefits of meditation:

- Relieving stress.
II. PRESENTATION &
- Staying healthy.
PRACTICE:
- Living longer
*COMMUNICATION
+ Task 1
-Asks students to look at the picture
-Listen to the teacher
and answer the question:
1. five
2. a. Location: at a quiet place
“Do you know the benefits of
8ms -Guess b. Time: at night or early
meditation?”
morning
c. Duration: 15 minutes/ a day
- Tells students that they are going to
-Listen to the tape d. Techniques: Listen to the
listen to Phing’s talk about
silence around you and
meditation.
- Compare the answers breathe slowly and deeply.
- Focuses students on the notes of his
in pairs. 3. Benefits of meditation:
talk and guess what kind of
-Tell the answers. a. Relieving stress
information necessary.
Reason: … you let your mind
- Plays the recording once or twice
relax
for students to complete the notes.
b. Staying healthy and living
- Asks students to compare the
longer
answers in pairs.
- Brainstorm some Reason: … may weaken your
- Checks students as a class.
popular ways to relieve immune system
stress and feel relaxed.
-Listen to the + Task 2
questions. Guiding questions:
+ Task 2
- Work in pairs and 1. What activities may people
- Helps students to brainstorm some
discuss the questions. do at home when they want to
popular ways to relieve stress and
relax?
feel relaxed.
2. If people have some days
- Asks students some guiding
off, where do they usually go
questions:
to relax?
- Has students work in pairs and
Some ways to relieve stress
discuss the questions.
and feel relaxed:
8ms - watching an entertaining
movie or Tv programs
- reading a book
- being in the company of
friends
- lying on the beach
- spending the weekend in the
-Read the text and countryside
decide T, F or NG
*CULTURE
- Compare their + Task 1
*CULTURE
answers in pairs. 1. F 2. NG
+ Task 1
-Tell the answers. 3. T 4. F
- Asks students to read the text
5. T 6. NG 7. NG
carefully and decide whether the
statements are true, false or not given.
- Discuss the questions
- Encourages students to compare
in pairs.
their answers in pairs.
- Summarise their
- Checks as a class.
 discussion and report + Task 2
8ms + Task 2 their opinions to the 1. Education, dietary changes,
- Has students discuss the questions class. exercise and the spirit of
in pairs. -Tell the answers. cooperation
- Asks some pairs to summarise their
discussion and report their opinions
to the class. -Discuss the topic

- Listens and gives feedback.

The topic: What should Viet
8ms 3. PRODUCTION: Nam do to improve people’s
Asks Ss to discuss the topic: health and longevity?
- What should Viet Nam do to (Suggested answers)There
improve people’s health and should be close cooperation
longevity? between local governments,
health associations and
residents. The first step should
be a for a local health
association to start a campaign
6ms for promoting a healthy a
lifestyle and nutrition,
winning the support of the
local residents and local
governments.

IV. HOME WORK: 3ms

- Asks students to rewrite a paragraph about The way to improve people’s health and longevity.
-Asks students to do this exercise at home:

Complete each blank of the passage with ONE suitable word:

Some people over-exercise for a (1)______________ of reasons. Teenagers may worry too much
about their physical (2)______________ and want to build their perfect body. Some of them may feel peer
pressure to lose (3)______________ or get lean, toned legs. Male teenagers may experience
(4)______________ to look fit, muscular and toned like celebrities in films, magazine ads and sports. Many
boys feel that their arm and led muscles are too small and try to (5)_______________ out several times a
week to increase muscle mass.
Girls’ over-exercising can (6)_______________ from self-dissatisfaction and fear of being
overweight. They may compare themselves (7)______________ fashion models considered to be physically
perfect. They may (8)______________ about their waistlines not being thin enough or their bellies being too
fat.
If you think your friend is over-(9)______________, try to talk to them, and explain that their bodies
need to rest as well. Ask them to focus on other aspects of life such as (10)______________ and hobbies.

KEY: 1. number 2. appearance 3. lose 4. pressure 5. work

6. result 7. with 8. worry 9. exercising 10. study
- Asks them to prepare the next part: Looking back and project.
SELF- EVALUATION:
……………………………………………………………………………………………………………..
…………………………………………………………………………………………………………….
……………………………………………………………………………………………………………..
Ký duyệt của tổ CM

Vũ Thị Trinh
Date of Preparation: 21st April 2021 Date of Teaching: …May 2021
UNIT 10: HEALTHY LIFESTYLE AND LONGEVITY
LOOKING BACK AND PROJECT
Period: 99

I. AIMS AND OBJECTIVES:

* Language content:
- To help students look back what they have learnt in the whole unit including pronunciation, vocabulary and
grammar.
- To enable them to make a project on the way how to protect health.
- To help them identify and use fall-rise intonation or statements and questions.
* Language function:
- Helping them exchange opinions about protecting our health.
* Educational aim :
- To make the students be aware of having a self-assessment to see how far they have progressed and which
areas need further practice.
1. Language:
a.Vocabulary:
b. Structure:Reported Speech in different structures
2. Skills : integrated skills.
3. Educational factor:
- Being educated to live healthily to enhance their health.
II.TEACHER’S AND STUDENTS’ PREPARATION:
1. Method: communicative approach
2. Techniques: pair work, games, discussion, doing a survey.
3. Materials needed: Pictures showing music, chalk
4. Students’ preparation: Textbook, notebook
5. Previous exercises:
III. PROCEDURES IN CLASS:
1. Stabilization: (Warm – up) 1m
- Makes a greeting
- Checks attendance
- Asks the students about their health or weather
2. Checking up previous knowledge: ( During the lesson)

3. NEW LESSON:

TIME TEACHER’S ACTIVITIES STUDENTS’ THE LESSON CONTENT

ACTIVITIES
I. Warm- up: Unit : 10 HEALTHY
2ms -Asks students to play game: “ Backs -Play game. LIFESTYLE AND
to board” LONGEVITY

2. PRESENTATION & Lesson :

PRACTICE: LOOKING BACK AND
LOOKING BACK PROJECT
5ms *PRONUNCIATION I. LOOKING BACK
+ Task 1 *PRONUNCIATION
- Has students read the conversation - Read the conversation
and mark utterances they think can be and mark utterances
pronounced with a fall-rise.
- Plays the recording and has students -Listen
listen and check if the utterances they
have marked are pronounced with a
fall-rise.
 + Task 2
5ms - Asks students to listen again and - Listen again and
practise the conversation with a practise the
partner. conversation with a
partner.

*VOCABULARY *VOCABULARY
8ms - Has students do the activity - Do the activity 1. boost
individually. individually. 2. life expectancy
- Asks students to give answers. -Give the answers. 3. immune system
- Checks answers as a class. -Tell the answers 4. remedies
5. nutritious
6. dietary
7. are attributed
8. prescription

*GRAMMAR *GRAMMAR
10ms + Task 1 + Task 1
- Has students do the activity - Do the activity 1. The teacher told Tuan and
individually. individually. Phong not to talk in class.
- Asks different students to write a - Write a sentence each 2. The doctor said to Mr.
sentence each on the board for peer on the board for peer White that if he eats/ ate lots
comments. comments. of fatty food, he will/ would
- Checks as a class. -Tell the answers increase his chances of
developing heart disease.
3. Nam’s yoga instructor
asked him to close his eyes,
breathe slowly and deeply,
and not to think about his
problems.
4. The patient admitted not
following his doctors’ advice.
5. Ha’s friend suggested
playing some games to relax
because they had studied for
three hours.
6. Van’s manager said that he/
she would get a promotion if
he/ she could finish the project
before the deadline.
7. Jack’s mother said that he
should drink some ginger tea
if he wants/ wanted to feel
better.

+ Task 2 + Task 2
- Has students complete the sentences - Complete the 1. My father said that if I want
8ms in reported speech individually. sentences in reported to be stress-free, I need to
speech individually. balance study and leisure.
- Reminds them to use approriate - Use approriate 2. He told me to draw up a
reporting verbs. reporting verbs. revision timetable with time
- Checks answers as a class by asking -Tell the answers for other activities.
individual students to read their 3. He said that if I worked too
sentences or write them on the board. hard, I wouldn’t feel hungry.
- Listens and gives feedback. 4. He told me not to study
continuosly for long hours, but
 to take a five-minute break
every hour.
5. Then he advised me to do
some workout or takea walk in
the park before mealtime.
6. Finally, he said that if I
need more help, I can just ask
him.

3/ PRODUCTION: PROJECT
10ms
PROJECT
- Tells students that they can work in -Work in groups.
groups of four and choose a project to
work on.
+ Project A
+ Project A Hot spots of longevity:
- Has each group choose one - Choose one longevity - Location
longevity hot spot. hot spot. - Factors believed to help its
- Encourages them to use the Internet - Use the Internet to local residents to live longer
to search for information related to its search for information
inhabitants. related to its
inhabitants.
- Has them organise their information - Organise their
and ideas, and prepare a presentation information and ideas,
on their chosen longevity hot spot. and prepare a
presentation on their
chosen longevity hot
spot

+ Project B
- Asks students to prepare their - Prepare their survey + Project B
survey forms. forms. Questions
- Has students contact three or four - Contact three or four 1. How old is he / she?
people over 70 years old. Students people over 70 years 2. Where is he / she living?
should interview these people and old 3. What are his / her favorite
take notes of their answers. food and drinks?
- Tells students not to collect any 4. Does he / she do any
personal data such as names, physical activity now? If yes,
addresses or relationship, and to keep what is it?
the identity of the survey participants
anonymous.
- Asks students to compare the - Compare the
information they have collected about information they have
their survey participants, find out any collected about their
common features and prepare their survey participants
reports.

V.Consolidation:
- Asks students to retell what they -Retell what they have
have learnt today. learnt today.

IV. HOME WORK: 3ms

- Asks ss to rewrite a paragraph describing what students find through the project. (100 words)
 -Asks students to do these exercises at home:
Complete each sentence with one of the following verb. Use a preposition if necessary.
stay carry get break be hunt invite cause
take live deliver study close drive attend
1. I've always dreamed of living in a small house by the sea.
2. Mike apologized for being so rude to me.
3. I agreed to deliver the parcel for her.
4. The driver of the other car accused me of causing the accident.
5. We invited Jane to stayfor lunch.
6. He admitted driving the car into his neighbor's tree.
7. I congratulated Liz on getting a new job.
8. My bag wasn't very heavy, but Dan insisted on carrying it for me
9. Tom suggested taking a rest.
10. We don't approve of hunting animals for sport.
11. Kevin thanked us for inviting him to our party.
12. Brian advised me to study economics at university.
13. The government proposed closing a number of primary schools.
14. The women blamed me for breaking her glasses.
15. No one can prevent him from attending the meeting.
II. Report these sentences. Make any necessary changes to verb tense, pronouns, etc.
1. 'We have found the missing girl,' said the police last night.
Last night, the police said (that) they had found the missing girl.
2. 'I'll drop you from the team if you don't train harder,' said the captain.
The captain threatened to drop me! us from the team if I / we didn't train harder.
3. 'I'd buy the big tin if 1 were you,' said the grocer.
The grocer advised me to buy a big tin. .
4. 'Here are the car keys. You'd better wait in the car,' he said to her.
He gave her the car keys and advised her to wait in the car.
5. 'Why didn't you tell me about that yesterday, Peter?' Jane asked.
Jane asked Peter why he hadn't told/ didn't tell her about that the day before.
6. 'Would you please wait in the lounge till your flight number is called?' she said.
She asked me to wait in the lounge till my flight number was called.
7. '1 gave you my textbook last week. 1 insist,' Tom said
Tom insisted on giving me his textbook the week before.
8. 'Could you speak more slowly, please? 1 can't understand,' he said to me.
He asked me to speak more slowly because he couldn't understand.
9. 'I hope you have a good journey,' he said, 'Don't forget to send a card when you arrive.'
He wished me a good jouney and reminded me to send a card when I arrived/ had arrived.

- Asks them to prepare for REVIEW 4

SELF- EVALUATION:
………………………………………………………………………………………………………..
……………………………………………………………………………………………………….

Ký duyệt của tổ CM

Vũ Thị Trinh
Date of Preparation: 21st April 2021 Date of Teaching: …May 2021
REVIEW 4: UNITS 9,10
Lesson: 100 – LANGUAGE

I. Objectives : By the end of the lesson, Ss will be able to revise the language they have learnt from
units 9,10.
II. Language focus :
- Vocabulary: Words / phrases related to topics “Cities of the future” and “Healthy lifestyle and longevity"
- Grammar: question tags, conditional sentences type 0, reported speech with conditionals, reported speech
with to-infinitives and gerunds
III. Teaching aids : handouts, cards and realia
IV. Procedures :
I.Warm-up:
Brainstorming
T gives the topic “ Environment” and then asks Ss to work in groups to find out as many words related to the
topic as possible.
2. PRESENTATION & PRACTICE:
LANGUAGE
1. Use the correct form of the words in the box to complete the sentences.
- Asks Ss to do this activity individually, and then compare their answers with a partner.
- Checks answers as a class and writes the correct ones on the board.
Task 1. KEY
1. infrastructure
2. sustainable
3. renewable
4. overcrowded
5. inhabitants
2. Complete the sentences, using the correct form of the wordsin brackets.
- Has Ss do this activity individually. Then asks a student to write his / her answers on the board.
- Checks the answers with the whole class.
Pronunciation
3.Listen and mark the intonation patterns of the questions. Then read them aloud.
- Plays the recording. Lets Ss listen and mark the intonation pattern of the questions.
- Checks Ss’ answers as a class.
- Plays the recording again for Ss to repeat each sentence chorally.
- Then asksSsto practise reading the sentences aloud.
Grammar
4.Complete each question, using the correct question tag.
- Ask Ss if they can remember the general rules for forming question tags. Have them discuss in pairs and
elicit some of the forms.
- Ask Ss to follow the instructions and complete the sentences individually.
- Have Ss compare their answer with a partner.
- Check answers as a class.
5. Rewrite these sentences, beginning as shown.
- Elicit the form and usage of conditional sentences type 0 and reported speech with conditionals.
-Have Ss do this activity individually, and then compare their answers with a partner.
- Ask a student to write his / her sentences on the board.
- Check the answers with the whole class.
6. Change into direct speech.
- Ask Ss to review reported speech with to-infinitives and gerunds.
- Ask Ss to do this activity individually, and then compare their answers with a partner.
- Write the correct answers on the board.
- Check Ss’ answers as a class.
3. PRODUCTION:
T reminds Ss of what they have learnt.
*Teaching vocabulary:
1. T asks students to do this task individually and then share their answers with a partner before giving T the
answers. T writes the correct answers on the board. T may remind Ss of how adjectives are formed from
nouns or verbs if necessary.
Key: 1. natural, 2. polluted, 3. environmental, 4. sustainable, ecological
2. T asks students to do this task individually. Then T checks the answers with the whole class.
Key: 1. pollution, 2, global warming, 3. deforestation, 4. protect, 5. acid rain

*Teaching pronunciation:
3. T asks Ss to do the task in pairs. Then T shows the correct answers on the board.
Key: ‘poverty, ‘energy, ‘chemical, ‘newsletter
Po’llution, so’lution, a’wareness, pro’tection
E’conomy, su’stainable, e’cology, en’vironment
Conver’sation, preser’vation, rela’xation, compo’sition

*Teaching grammar:
4. T elicits the form and use of the Reported Speech. T may remind Ss of the changes of pronouns,
possessive adjectives and verbs.
T may call Ss to do the task on the board while others also do this task.
T checks Ss’ answers, and ask Ss for explanation if necessary.
Key:
1. Mary said (that) people were cutting down the rain forest.
2. Tom said (that) car pollution was / is a big problem in his city.
3. Scientists said (that) chemicals are destroying the ozone layer.
4. He told me to turn off the lights when I left home.
5. Our teacher explained (that) burning gas, oil and coal could / can cause acid rain.
5. T elicits the form and use of conditional sentences types 1 and 2. After Ss do the task, T checks the
answers with the whole class.
Key: 1. didn’t throw, 2. will go, 3. closed down, 4. is , 5. build
6. T asks Ss to do the task individually and then share their answers with their partners.
Key: 1. will….do, 2. would be, 3. were……..would go, 4. use, 5. knew…… would / could phone.

_ Ask Ss to prepare for the skills in the next period and do some exercise in the exercise notebook.

5.Further practice:
I/ Give the correct form of words in brackets:
1/ Athough the discharge of waste and ( consume) of natural resources by tourists are minimised, air, water
and noise pollution is ( avoid). …………………………………..; ……………………………….
2/ They have( tradition) had to wear that kind of clothing on wedding day.
…………………………………
3/ Has she gone to Nha Trang on business or for ( please)………………………………..?
4/ I never feel very ( comfort) in my employer’s presence. …………………………………..
5/ Environmental pollution is becoming an ( INCREASE) serious problem. …………………………………
6. Homework :

- Asks Ss to prepare for the skills in the next period and do the exercises 1,2,3 in the exercise notebook.

Ký duyệt của tổ CM

Vũ Thị Trinh
Date of Preparation: 21st April 2021 Date of Teaching: …May 2021
REVIEW 4: UNITS 9,10 ( cont’d)
Lesson : 101 – SKILLS

I. Objectives : By the end of the lesson, Ss will be able to revise the skills they have learnt from
units 9,19

II. Language focus :

Reading : Reading for specific information about Interactive Whiteboard
Speaking : Talking about different customs in four countries
Listening : Listening to the meeting and greeting customs in some countries around the world
Writing : Write about what customs a visitor to Viet Nam should know.

III. Teaching aids : handouts, cards and realia

IV. Procedures :

1.Warm-up:

Game : Guessing what it is

T divides Ss into 4 groups. T hides some of objects and then ask each representative from each group to
touch the objects. After touching, the presentative has to describe the objects in English for the others in his
group to call the name of the objects.

II/ Content:

*Teaching Reading:
_ Before asking Ss to read the text, T can give them meaning of some words such as: interactive, stimulate,
drag, drop
_ Ask Ss to read in silence and then do two tasks
1b : Match the words in A with their definitions in B
Key: 1d, 2c, 3b, 4a
2. Read the text again and answer the questions :
Key: 1. It helps Ss learn English in a more stimulating way.
2. Because it can engage Ss and provide them with interactive opportunities.
3. Because with it T can make grammar or vocabulary presentations and save them for using again.
4. They can download gap-fill-exercises, multiple choice quizzes or games.
5. They can drag or drop their answers into the gap with their fingers.

*Teaching speaking:
Give an extract from a video clip (topic : customs in Thailand, Indonesia, Korea and The U.S.A) to lead to
the different customs in 4 countries.
Questions :
1. Does Vietnamese culture follow any of these customs ?
2. Why do you think people have these customs?
3. What other interesting customs of Viet Nam or other countries do you know ?

*Teaching listening:
_ Play the recording once for Ss to listen and choose their correct answers. T plays the recording again for Ss
to check their answers and then T gives the correct answers. ( T can play one or more times for Ss to choose
the correct answers)
Key: 1T, 2T, 3F, 4F, 5T, 6F
*Teaching writing:
T asks Ss to use the points given in Dos and Don’t (or their own ideas) to write about what customs a
visitor to Viet Nam should know.
_ T can ask Ss to write the draft first in class, and then they may write their final versions at home. Ss can
start their writing with something like the following :
Example: When you visit Viet Nam, there are some important things you should know. For example, when
you are visiting a pagoda or temple, it’s not acceptable to take photographs…

6. Homework:
_ Asks Ss to learn some new words and listen the recording again at home.
_ Asks Ss to prepare for the next period – Revision for the examination

SELF- EVALUATION:
…………………………………………………………………………………..
………………………………………………………………………………….
…………………………………………………………………………………..

Ký duyệt của tổ CM

Vũ Thị Trinh