Date of Preparation: 28th February 2021 Date of Teaching: …… March 2021

UNIT 8: OUR WORLD HERITAGE SITES

(GETTING STARTED)
Period: 72

I. AIMS AND OBJECTIVES:

+ Language content:
- To introduce some words and phrases relating to World Heritage Sites
- To help Ss get to know the topic of the unit
+ Language function: To help Ss to:
- use the lexical items related to World Heritage Sites.
- know more about the vocabulary and structures to talk about World Heritage Sites
+ Educational aim:To enable Ss to get ready for all the lessons about World Heritage Sites
1. Language:
a. Vocabulary:heritage, complex, intact, dynasty, relic, excavation
b. Structures: participles and to infinitives to replace relative clauses
2.Skills: Integrated skills
3.Educational factor: To enable Ss to get to learn about World Heritage Sites
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’)
Tick the correct sentences, and correct the mistakes in the other sentences.
1. I’ve been reading this novel and I really want to know what happens in the end.
2. Have you been filling in the application form yet?
3. She’s always loved animals.
4. I have been reading for 3 hours and I have been reading 8 pages.
5. I haven’t been seeing David for years.
6. Mai has been staying with her grandmother for the last two weeks.
Keys:1. 2. Have you filled 3. 4. Have read 5. Haven’t seen 6. .
3. Presentation of the new materials.
Tim Teacher’s activities Students’ activities The lesson content
e
(4’) I. WARM-UP: UNIT 8: OUR WORLD
- Shows Ss two photos and ask - Look at the photos HERITAGE SITES
them to recognise these and recognise these Lesson 1: GETTING STATED
monuments. monuments
- Has a talk with Ss about the two -Listen and participate
monuments. in the talk.
- Informs the class of the lesson - Listen.
objectives and lead to the lesson.
(10’) II. PRESENTATION:
Activity 1: Listen and read.
- Asks Ss to read the heading and - Look at the heading
guess what the two speakers will and guess what the Activity 2:
be talking about. two speakers will be Key:
- Play the recording twice. talking about. 1. F (He wants to go sightseeing.)
- Has Ss listen and read the - Listen and read the 2. T
conversation silently. conversation silently. 3. F (Most of the citadel was
 - Then asks Ss if their predictions - Tells if their demolished in the early 20th century.)
were correct. predictions were 4. T
correct. 5. T
- Has Ss summarise the - Summarise the
conversation. conversation. Activity 3:
- Calls some Ss share their - Some Ss share their Key:
summaries. summaries. 1. b
(20’) III. PRACTICE: 2. d
Activity 2: Read the 3. e
conversation again. Are the 4. f
following sentences are true (T) 5. a
or false (F). Explain your 6. c
choice.
- Guides and reminds Ss of some - Listen to the Activity 4:
tips to do this kind of task. teacher’s explanation. Key:
- Asks Ss to work individually to - Do activity 2 1. It is a cultural complex comprising
do activity 2 in 3’. individually in 3’. royal palaces and monuments.
- Goes around the class to help if 2. Most of the citadel, first built during
necessary. the Ly Dynasty in the 11th century and
- Then asks Ss to compare their - Compare their then expanded by subsequent
answers in pairs. answers in pairs. dynasties, was demolished in the early
- CallsSs to present answers. - Give their answers 20th century.
- Corrects and gives feedback - Pay attention the 3. The only structure to remain intact
Activity 3: Match the words in feedback and write is the Flag Tower of Ha Noi.
the conversations with the down.
appropriate definitions.
- Explains the task to Ss and asks - Listen to the Activity 5: Ask and answer the
students to look through the task, teacher’s explanation. following questions.
read the conversation again and 1. Have you ever visited the Central
find the phrases in the left-hand Sector of the Imperial Citadel of
column and underline them. Thang Long?
(Encourage Ss to guess the 2. If yes, tell your partner about your
meanings of the phrases and then visit. If no, would you like to visit it?
match them with their definitions Why/Why not?
in the right-hand column.) Answers:
- AsksSs to work in pairs in 4’. - Work in pairs in 4’. Yes:
- Goes around for help. The Central Sector of the Imperial
- Calls on Ss to give their - Write their answers Citadel of Thang Long is located at the
answers. on the board. heart of Ha Noi capital, at 18 Hoang
- Gives feedback and correct - Listen and take Dieu Street. It is an interesting
answers. notes. archaeological area I have ever visited.
Activity 4: Find the sentences in I was really impressed with the Flag
the conversation which have the Tower of Ha Noi, an old stone fortress
same meaning as the following which is very popular with visitors. I
sentences. was excited to see the relics on display
- Explain the task to Ss. - Listen here such as bronze coins, ceramics,
- Asks Ss to work individually in - Work individually in and pottery...
3’. 3’. No:
- Goes around for help. Of course. I would like to visit the
- Call on some Ss to write their - Write their answers Central Sector of the Imperial Citadel
answers on the board. on the board. of Thang Long because I love to see
- Gives feedback and correct - Listen and take old things. I have heard a lot of Thang
answers. notes. Long - Ha Noi, so I love to know how
(5’) IV. PRODUCTION: the King of the Ly Dynasty built Ha
Activity 5: Ask and answer the Noi and the country.
following questions.
 - Asks Ss if they have visited the - Ask and answer the
Central Sector of the Imperial question in pairs.
Citadel of Thang Long or would
like to visit the site.
-Has Ss ask and answer the
question in pairs.
- Invites Ss who have visited the - Ss present.
site to tell the class about their
trip there.
- Asks Ss who have not been
there to tell the class why they
would (or not) like to visit the
site.
- Gives comments and correction.
(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
+ Do an exercise:Use the correct form of the words in the box to complete each sentence.
culture (n)              excavate (v)        geology (n)
explore (v)             architecture (n)
1. Trang An Scenic Landscape Complex includes both natural and  _______  sites.
2. A lot of visitors to Phong Nha-Ke Bang National Park are keen on cave _______
3. Phong Nha-Ke Bang National Park provides a lot of valuable information about the earth's
_______development.
4. Taj Mahal is considered to be a masterpiece of  _______ style in design and construction technique
5. The _______ will last for several years as scholars believe that there are still relics buried in this site
Keys:1. cultural             2. exploration3. geological         4. architectural           5. excavation
+ Prepare the next lesson: LANGUAGE

IV. SELF -EVALUATION:

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Ký duyệt của tổ CM

Vũ Thị Trinh
Date of Preparation: 28th February 2021 Date of Teaching: ….. March 2021
UNIT 8: OUR WORLD HERITAGE SITES (LANGUAGE)
Period: 73

I. AIMS AND OBJECTIVES:

+ Language content:
- To introduce to Ss words and phrases related to World Heritage Sitesin Viet Nam
- To help Ss learn about intonation: choice questions
- To help Ss learn about participle and to-infinitive clauses
+ Language function: To help Ss to:
- know more vocabulary related to World Heritage Sites.
- practice intonation: choice questions
- use participle and to-infinitive clauses in certain situations
+ Educational aim: To teach Ss to be aware of practicing and using language correctly
a. Vocabulary: dynasty, excavation, complex, relic, intact, heritage, archaeology, natural, cultural, attraction,
preservation
b. Structures: participle and to-infinitive clauses
2.Skills: Integrated skills
3.Educational factor: To educate Ss to be aware of their intonation on choice questions and using participle and
to-infinitive clauses flexibly.
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’) Use the correct form of the words in the box to complete
each sentence.
culture (n)              excavate (v)        geology (n)
explore (v)             architecture (n)
1. Trang An Scenic Landscape Complex includes both natural and _______  sites.
2. A lot of visitors to Phong Nha-Ke Bang National Park are keen on cave _______
3. Phong Nha-Ke Bang National Park provides a lot of valuable information about the earth's
_______development.
4. Taj Mahal is considered to be a masterpiece of  _______ style in design and construction technique
5. The _______ will last for several years as scholars believe that there are still relics buried in this site
Keys: 1. cultural             2. exploration 3. geological         4. architectural           5. excavation
3. Presentation of the new materials.
Tim Teacher’s activities Students’ activities The lesson content
e
(2’) I. WARM-UP: UNIT 8: OUR WORLD
-Asks Ss to list some world heritage sites -Brainstorm and give HERITAGE SITES
in Viet Nam answers LESSON 2: LANGUAGE
II. PRESENTATION:
(7’) PART 1: Vocabulary
Activity 1: Fill in the blanks with the PART 1: Vocabulary
right form of the words from the box. A. VOCABULARY
- Explains to Ss what they are supposed - Listen to the teacher’s Activity 1: Fill in the
to do. explanation. blanks with the right form
- Has Ss go through the words given in - Go through the words of the words from the box.
the box and discuss with a partner their given in the box and Keys:
meanings. discuss with a partner 1.heritage
- Asks Ss complete the sentences - Complete the 2. dynasties
individually in 3’. sentences individually 3. excavations
- Then asks Ss to compare their answers - Compare their answers 4. intact
 in pairs. in pairs. 5. relics
- Calls some Ss to give answers. - Some Ss give answers. 6. complex
- Checks and gives correct answers -Listen and take notes.
Activity 2: Use the correct form of the Activity 2: Use the correct
word in brackets to complete each form of the word in
sentence. brackets to complete each
- Explains to Ss what they are supposed -Listen to the teacher. sentence.
to do. Keys:
- Asks Ss to study the sentences given - Study the sentences 1. archaeological
and work out the part of speech that and work out the part of 2. natural
needs to be filled in. speech needed 3. Cultural
- Reminds Ss that they should discuss the - Discuss the contextual 4. attraction
contextual clues that can help figure out clues that can help figure 5. preservation
the answers. out the answers.
-Has Ss do the task individually in 2’, - Do the task individually
then compare answers in pairs. and compare answers
-Checks the answer with the whole class. -Participate in checking
(7’) PART 2: Pronunciation the answers PART 2:Pronunciation
Intonation on choice questions Intonation on choice
Activity 1:Listen to these exchanges questions
and pay attention to the intonation Activity 1: Listen to these
pattern of the questions. exchanges and pay
- Asks Ss to study the Do you know…? - Study the Do you attention to the intonation
box to learn some general rules of know…? box pattern of the questions.
intonation patterns for choice questions.
- Has Ss listen and notice the intonation - Listen and notice the Activity 2: Listen to 1
patterns of the questions. intonation patterns of the again and practise saying
questions. these exchanges.
- Has them listen and repeat the - Listen and repeat the
exchanges with appropriate intonation exchanges with
Activity 2:Listen to 1 again and appropriate intonation. PART 3:Grammar
practise saying these exchanges. To-infinitives after certain
- Plays the recording and asks Ss to read - Read along with the adjectives and nouns
along with the recording, imitating the recording, imitating the E.g.
intonation patterns. intonation patterns. 1. It is a cultural complex
- Has Ss practise the exchanges in pairs. - Practise the exchanges which comprises royal
in pairs. palaces and monuments.
- Asks some pairs to role-play the - Some pairs role-play 2.It is a cultural complex
exchanges in front of the class, using the exchanges in front of comprising royal palaces
appropriate intonation patterns. the class. and monuments.
- Gives comments on Ss’ performance. - Listen. Activity 1: Underline the
(17’) PART 3:Grammar correct word or phrase in
Participle and to-infinitive clauses each sentence.
- Writes two sentences having the same - Look at the two Keys:
meaning on the board. sentences. 1. lying
- Asks Ss to give comments on the form - Give comments 2. dating
of the two sentences. 3. destroyed
- Asks Ss to read the Do you know…? - Read the Do you 4. made
box on page 28 make some more know…? box on page 28 5. to see
examples. make some more 6. to be recognised
Activity 1: Underline the correct word examples
or phrase in each sentence. Activity 2: Rewrite the
- Lets Ss work individually in 2’. - Work individually in 2’. sentences replacing the
- Then asks Ss to compare their answers - Compare their answers relative clauses with
in pairs in 2’. in pairs in 2’. participle or to-infinitive
- Calls some Ss to give answers. - Some Ss give answers. clauses.
 - Checks and gives feedback. - Listen. Keys:
Activity 2: Rewrite the sentences 1. Some of the relics found
replacing the relative clauses with at the archaeological site of
participle or to-infinitive clauses. the Central Sector of the
- Introduces Exercise 2 to students and - Listen to the teacher. Imperial Citadel of Thang
explain how to do it. Long belong to the Ly
- Does an example as a modal and asks - Explain that which has Dynasty.
Ss to explain what changes have been been removed and the 2. The Japanese Bridge built
made to the reduced clause. verb connects is changed on the early 1600s became a
Example: to its present participle tourist attraction in Hoi An.
We walked on the bridge which connects form connecting. 3. Tourists should avoid
the two parts of the heritage site. purchasing unusual relics
=> We walked on the bridge connecting illegallyremoved from
the two parts of the heritage site. protected heritage sites.
- Ask students to do Exercise 2 - Do Exercise 2 4. He was the last emperor
individually in 3’ and then compare their individually in 3’ and to rule both parts of the
answers with a partner’s in another 2’. then compare their empire.
- Calls some Ss to write answers on the answers with a partner’s 5. We visited an ancient
board. in another 2’. house overlooking the Thu
- Correct mistakes. - Some Ss write answers Bon River in Hoi An.
(4’) III. PRODUCTION: on the board. 6. Trang An Scenic
- Asks Ss to work in groups of 3 or 4 Ss - Listen and take notes. Landscape Complex is the
to make 5 sentences, using participles - Work in groups of 3 or 8th World Heritage Site in
and to-infinitive clauses. 4 Ss to make 5 sentences. Viet Nam to be recognised
- Asks them to write their answers on a - Write their answers on by UNESCO
piece of paper. a piece of paper.
- Collects Ss’ answers to stick on the - Participate in giving
board and feedbacks. comments.
(1’) IV. CONSOLIDATION:
-Asks Ss: What have you learnt today? - Give answers

4. Homework: (3’)
- Ask the Ss to:
+ prepare the next lesson: READING
+ do extra exercises:Complete the sentences with the correct form of the verbs in brackets.
1. Here are some of the things _______ (avoid) when visiting a heritage site.
2. Visitors should avoid shops _______ (sell) unusual relics from the area.
3. Many of the items such as rings, key chains, or souvenirs are made of unusual shells or unique stones
illegally _______ (remove) from the protected areas.
4. If you buy stolen relics, you will help to create a black market, _______(lead) to further destruction of
the heritage site.
5. The final thing _______ (remember) is to admire the corals from a distance and not to break off any
pieces to take home as souvenirs.
Keys: 1. to avoid       2. selling       3. removed 4.leading         5. to remember

IV. SELF -EVALUATION:

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Ký duyệt của tổ CM

Vũ Thị Trinh
Date of Preparation: 4th March 2021 Date of Teaching: …. March 2021
UNIT 8: OUR WORLD HERITAGE SITES (READING)
Period: 74

I. AIMS AND OBJECTIVES:

+ Language content: To help Ss read about Ha Long Bay
+ Language function: By the end of the lesson, students will be able to:
- develop the skill of reading (reading for general idea and specific information)
- know more vocabulary about the topic of Ha Long Bay
- use the language and ideas in the lesson for communication.
+ Educational aim: To enable Ss to get information about Ha Long Bay
1. Language:
a. Vocabulary: islets, breathtaking, cuisine, magnificent, abundant
b. Structures: the simple present
2. Skills: Integrated skills
3.Educational factor: To help Ss know about Ha Long Bay – a World Heritage Site of Viet Nam
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
4. Students’ preparation: Lesson preparation and appliances for studying.
5. Previous exercises: exercises on participle and to-infinitive clauses
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 the sentences with the correct form of the verbs in brackets. (10pts)
1. Here are some of the things _______ (avoid) when visiting a heritage site.
2. Visitors should avoid shops _______ (sell) unusual relics from the area.
3. Many of the items such as rings, key chains, or souvenirs are made of unusual shells or unique stones
illegally _______ (remove) from the protected areas.
4. If you buy stolen relics, you will help to create a black market, _______ (lead) to further destruction of
the heritage site.
5. The final thing _______ (remember) is to admire the corals from a distance and not to break off any
pieces to take home as souvenirs.
Keys: 1. to avoid       2. selling       3. removed 4.leading         5. to remember
3. Presentation of the new materials.
Tim Teacher’s activities Students’ activities The lesson content
e
(3’) I. WARM UP: Chatting UNIT 8: OUR WORLD
- Show students a video clip about - Look at the video clip and HERITAGE SITES
Ha Long Bay and asks them some then answer the teacher’s LESSON 3: READING
questions: questions.
1. Where is it?
2. What do you know about Ha
Long Bay?
3. What is it famous for?
- Leads to the lesson and writes the - Listen and note down.
title on the board.
(7’) II. PRE-READING
Activity 1: You are going to read
a text about Ha Long Bay. Tick Suggested answers:
() the reasons why people visit 1. It is Ha Long Bay.
Ha Long Bay. Add other possible 2. Ss answers
reasons if you can. 3. It is famous for beautiful
- Have Ss do the task individually, - Do the task individually,
 and then compare their choices in and then compare their landscapes.
pairs. choices in pairs.
- Asks some Ss to give their - Give their answers. Activity 1: You are going to
answers, encouraging all possible read a text about Ha Long
reasons. Bay. Tick the reasons why
-Pre-teaches some new words and - Take notes people visit Ha Long Bay.
phrases. Add other possible reasons if
* New words: you can.
+ attract (v) Key: Students’ answers
+ attraction (n) * New words:
+ scenery (n) + attract (v)
+ itinerary (n) + attraction (n)
+ cruise (n) + scenery (n)
+ authentic local food: + itinerary (n)
- Reads the words and asks Ss to -Repeat after the teacher. + cruise (n)
repeat. + authentic local food
(20’) III. WHILE-READING
Activity 2: Read the text quickly.
What is it about? Activity 2: Quickly read the
- Explains to Ss the task. - Listen to the teacher. text. Choose the best heading
- Tells Ss that they are required to for it.
read the text quickly to get the Key:
main idea of the text by choosing C. Ha Long Bay attracts
A, B, or D. tourists
- Asks Ss to read the text quickly - Read the text silently
individually in 4’. individually in 4’.
- Calls some Ss to present their - Present their choices. Activity 3:Match each of the
choices. words with its meanings. Use
- Checks the answers as a class. - Listen to the teacher. a dictionary, if necessary.
Activity 3: Find the words in the Keys:
text that have the following 1. islets
meanings. Write the words in the 2. breathtaking
space provided. 3. cuisine
- Explains to Ss the task. - Listen. 4. magnificent
- Asks Ss to highlight the following - Highlight the words. 5. abundant
words in the text: islets,
breathtaking, cuisine, Activity 4:Read the text
magnificent, and abundant. again. Decide if the following
- Asks Ss to work in pairs look at - Work in pairs. statements are true (T), false
the highlighted words and discuss (F), or given (NG). Tick the
the contextual clues that can help correct boxes.
them understand the words. Keys:
- Then have Ss do the task - Do the task individually in 1. In 1994.
individually in 3’, and then 3’, and then compare 2. They can visit different
compare theiranswers with a theiranswers with a caves and experience the local
partner’s. partner’s. culture and life on the water.
- Calls some Ss to write their 3. It’s famous for its fresh
answers. - Present their answers. seafood, such as crabs, prawns
- Corrects the Ss’ answers. and sea clams.
Activity 4: Read the text - Listen to the teacher and 4. Yes. Because Ha Long Bay
carefully. Answer the following take notes. offers lots of things at a
questions. reasonable price.
- Checks if Ss can answer the 5. These people can enjoy the
comprehension Qs without reading - Read the Qs carefully and comfort and elegance of five-
the text again. If Ss cannot, T gets underline the key words to star hotels and luxury cruise
them to read the Qs carefully and do task. ships.
 underline the key words to do task. 6. Some may wake up to a
- Gets Ss to read the text and check beautiful sunrise among the
their answers and explain their - Check their answers and rocks, islets and caves; others
choices in 5’. explain their choices in 5’. may enjoy the cave dinners or
- T calls some Ss to read their the breathtaking view from a
answers and explain their choices. - Some Ss read their mountain top overlooking the
- T comments and gives feedbacks. answers and explain their bay.
(6’) IV. POST-READING choices.
Activity 5: Work in groups. - Listen and take notes.
Discuss the questions.
Would you like to spend your Activity 5: Discuss the
holiday in Ha Long Bay? questions.
Why/Why not? Would you like to spend your
- Puts Ss in groups of three or holiday in Ha Long Bay?
fourto discuss the question and - Discuss the question and Why/Why not?
give reasons for their answers. give reasons for their
- Asks Ss to work in 4’. answers.
- Calls some Ss to share their ideas.
Teachers encourage other Ss to ask - Work in groups in 4’.
follow-up questions. - Some Ss share their ideas.
- Comments and corrects Ss’
mistakes.
(2’) V. CONSOLIDATION: - Listen and take notes.
-Asks Ss: What have you learnt
today?
4. Homework: (2’)
- Ask the Ss to:
+ Learn by heart the new words and phrases
+ Prepare the next lesson (Speaking)
+ Read a text about Ha Long Bay, a World Heritage Site in Vietnam, and answer the following questions.
Recognised as a World Heritage Site in Viet Nam, Ha Long Bay attracts thousands of visitors every year, who
come to enjoy its magnificent natural landscape. However, the bay is also facing a number of threats that may
lead to serious damage to the site.
Wildlife in Ha Long Bay is being destroyed by overfishing as this is the only job to support most of the
inhabitants here. As a result, rare sea creatures may become extinct soon.
Another problem is deforestation of mangrove forests. The mangroves, known as the plants native to Ha Long
Bay, provide protection during storms, preserve the shoreline, and act as a natural filter that keeps the sea
environment clean and healthy. Numerous wildlife species including plants and fish also depend on the
mangroves.
What is more, some markets in Ha Long Bay sell unusual relics and natural objects, such as coral pieces, sea
shells, or unique stones, probably illegally removed from the protected areas. Many of these items, converted into
rings, key chains, and other souvenirs, are purchased by unsuspecting tourists. Buying these items creates a black
market leading to further destruction of Ha Long Bay.
As eco-tourists, we can help to protect Ha Long Bay for future generations in several ways. For example, by
sailing or fishing with the fishermen, we can share the benefits of tourism with the local community. This will
help them to increase their income and reduce excessive fishing. We can also help local people to learn about the
significance of the mangrove forests and help them to replant the mangroves. We should also avoid purchasing
unusual souvenirs. As responsible tourists, we can discourage suspected traders or vendors by refusing to buy
their illegal goods.
1. What is the environmental impact of overfishing?
2. How important are the mangroves?
3. What is the problem with buying unusual objects?
4. What are the benefits of sailing or fishing with the local fishermen?
IV. SELF -EVALUATION:
Ký duyệt của tổ CM
Vũ Thị Trinh
Date of Preparation: 4th March 2021 Date of Teaching: …. March 2021
UNIT 8: OUR WORLD HERITAGE SITES (SPEAKING)
Period: 75

I. AIMS AND OBJECTIVES:

+ Language content: To help Ss talk about cultural and natural sites in Hue.
+ Language function: By the end of the lesson, students will be able to:
- develop the skill of speaking
- create their own situations, make conversations about cultural and natural sites in Hue
+ Educational aim: To help Ss express preferences for further education pathways
1. Language:
a. Vocabulary: Hue Imperial Citadel, Royal Tombs, Thien Mu Pagoda, Quoc Hoc High School, emperor,
scenery of a pine forest, mosaic pattern
b. Structures: the simple present, the past simple
2.Skills: Integrated skills.
3.Educational factor: To educate Ss to be able to talk about cultural and natural sites they want to visit
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
4. Students’ preparation: Lesson preparation and appliances for studying.
5. Previous exercises: Reading comprehension about Ha Long Bay
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’)
Read a text about Ha Long Bay, a World Heritage Site in Vietnam, and answer the following questions.
(10pts)
Recognised as a World Heritage Site in Viet Nam, Ha Long Bay attracts thousands of visitors every year, who
come to enjoy its magnificent natural landscape. However, the bay is also facing a number of threats that may
lead to serious damage to the site.
Wildlife in Ha Long Bay is being destroyed by overfishing as this is the only job to support most of the
inhabitants here. As a result, rare sea creatures may become extinct soon.
Another problem is deforestation of mangrove forests. The mangroves, known as the plants native to Ha Long
Bay, provide protection during storms, preserve the shoreline, and act as a natural filter that keeps the sea
environment clean and healthy. Numerous wildlife species including plants and fish also depend on the
mangroves.
What is more, some markets in Ha Long Bay sell unusual relics and natural objects, such as coral pieces, sea
shells, or unique stones, probably illegally removed from the protected areas. Many of these items, converted into
rings, key chains, and other souvenirs, are purchased by unsuspecting tourists. Buying these items creates a black
market leading to further destruction of Ha Long Bay.
As eco-tourists, we can help to protect Ha Long Bay for future generations in several ways. For example, by
sailing or fishing with the fishermen, we can share the benefits of tourism with the local community. This will
help them to increase their income and reduce excessive fishing. We can also help local people to learn about the
significance of the mangrove forests and help them to replant the mangroves. We should also avoid purchasing
unusual souvenirs. As responsible tourists, we can discourage suspected traders or vendors by refusing to buy
their illegal goods.
1. What is the environmental impact of overfishing?
2. How important are the mangroves?
3. What is the problem with buying unusual objects?
4. What are the benefits of sailing or fishing with the local fishermen?
Keys:
1. Rare sea creatures may become extinct.
2. They provide protection during storms, preserve the shoreline, and act as a natural filter that keeps the sea
environment clean and healthy. Many wildlife species including plants and fish also depend on the mangroves.
3. The unusual relics are probably illegally removed from the protected areas.
4. The local fishermen can share the benefits of tourism and this will help them to increase their income and
reduce excessive fishing.
3. Presentation of the new materials.
Tim Teacher’s activities Students’ activities The lesson content
e
(3’) I. WARM–UP:Networks UNIT 8: OUR WORLD
- Asks Ss to write as many places - Listen to the teacher. HERITAGE SITES
in Hue that they know as LESSON 4: SPEAKING
possible.
* New words/phrases:
+ Hue Imperial Citadel:
+ Royal Tomb:
- Some Ss write on the + mosaic (adj):
- Calls some Ss to write on the
board. + prestigious (adj):
board.
- Listen and take notes. + monument (n):
(10’) - Gives comments.
II. PRE-SPEAKING: - Look at the board and Activity 1: Read the information
- Pre-teaches some new words. take notes. about some attractions in Hue.
* New words/phrases: Choose one place in Hue you
+ Hue Imperial Citadel: would like to visit. Tell your
+ Royal Tomb: partner about it.
+ mosaic (adj):
+ prestigious (adj):
- Listen and repeat.
+ monument (n):
- Some Ss read the words
- Reads the words and asks Ss to
again.
repeat.
- Listen.
- Calls some Ss to read the words
again.
- Corrects mistakes, if necessary.
Activity 1: Read the
information about some
attractions in Hue. Choose one
- Listen.
place in Hue you would like to
visit. Tell your partner about it. - Read the information
-Explains to Ss the task’s about some attractions in
requirement. Key:
Hue individually in 3’.
- Asks Ss to read the information Example: I’d like to suggest
about some attractions in Hue visiting Quoc Hoc High School. It
individually, and has them choose - Answer the teacher’s is one of the oldest high schools in
one place that they want to questions. Viet Nam and is famous for its
recommend. beautiful ancient buildings. It is
- Asks them to work in 3’. also a prestigious high school and
- Asks Ss some comprehension - Work in pairs in 3’. President Ho Chi Minh and many
questions to check if they scholars studied there. Walking
(17’) understand the texts. around the school and give you the
- Then, asks Ss to work in pairs in feeling of old-time Viet Nam.
3’, telling each other about the
place they recommend visiting in Activity 2: Imagine that you have
Hue. one day to explore Hue. Which
-Walks around and help them. attractions would you visit?
III. WHILE-SPEAKING: Discuss and decide on two places
Activity 2: Imagine that you you all want to visit. Use the
have one day to explore - Listen to the teacher’s phrases below.
Hue.Which attractions would explanation. Useful language for making
you visit? Discuss and decide on suggestions:
two places you all want to visit. I suggest + V-ing
Use the phrases below. - Study the useful I’d like to suggest + V-ing
 - Explains to Ss the task phrases and the example Why don’t we + V-inf?
requirement to make sure that - Discuss in groups of Let’s + V-inf
they know what they are three in 5’. What about + V-ing?
supposed to do. How about + V-ing?
- Asks Ss to study the useful - Several groups role- … would be useful as it’s/ because
phrases and the example given. play their discussions in it’s/ since it’s …
- Asks Ss to discuss in groups of front of the class. What do you think about + V-ing?
three in 5’. - The other students give Wouldn’t it be better to + V?
- Walks around and help them. comments and ask
- Invites several groups to role- follow-up questions. Example:
play their discussions in front of - Listen. A: Well, there are a lot of things to
the class. see in Hue, but we'll only have a
- Encourages the other students to day there. Which attractions do you
give comments and ask follow-up think we should visit?
questions. B: Let’s go to Minh Mang’s Tomb.
- Gives feedback on Ss’ role-play. This majestic tomb is situated in a
Activity 3: Choose a cultural or -Work in groups in5’. sublime forest on the west bank of
natural site you think your the Huong River, about 12km from
class would like to explore. - Choose a secretary to the city centre. It is renowned for
What can you see and do there? note down ideas of the its architecture. We can go there by
Present your group’s ideas to group’s members. boat. By the way, wc could see best
the class. views along the Huong River.
- Asks Ss to work in groups of C: It sounds great! I'm thinking
about one more attraction. Why
(7’) three or four in 5’.
- Asks each group to choose a -Work in groups in5’. don't we visit Thien Mu Pagoda? It
secretary to note down ideas of is a sacred place in Hue, and I think
the group’s members. it would be a good chance for us to
- Goes around observing and - Choose a secretary to say prayers for the ones we love.
(1’) helping Ss if necessary. note down ideas of the The pagoda is on the same route.
Activity 4: Work in groups of group’s members. On the way going back to the city,
four. Practice the conversation. we can visit the pagoda.
- Allows enough time for Ss to A: It wouldn't be better. I hope we
- Some representatives
read the conversation individually can have a nice time in Hue.
present
before they practice in pairs. - Listen and take notes.
- Monitors the activity and select Activity 3: Choose a cultural or
some pairs to role-play the natural site you think your class
conversation in front of the class. would like to explore. What can
IV. POST-SPEAKING: you see and do there? Present
Report the information your group’s ideas to the class.
- Calls some representatives of
the groups to present.
- Gives comments.
V. CONSOLIDATION:
-Asks Ss: What have you learnt
today?
4. Homework: (2’)
- Ask the Ss to:
IV. SELF -EVALUATION:

Ký duyệt của tổ CM

Vũ Thị Trinh
Date of Preparation: 4th March 2021 Date of Teaching: …. March 2021
UNIT 8: OUR WORLD HERITAGE SITES (LISTENING)
Period: 76

I. AIMS AND OBJECTIVES:

+ Language content: To help Ss listen for specific information in a radio programme about Phong Nha – Ke
Bang National Park
+ Language function: By the end of the lesson, students will be able to:
- practice and develop the skill of listening
- listen for specific information about Phong Nha – Ke Bang National Park
+ Educational aim: To help Ss get some information about Phong Nha – Ke Bang National Park
1. Language:
a. Vocabulary: cave, stream, limestone, mountain climbing, underground river, grotto
b. Structures: the past simple
2. Skills: Integrated skills
3.Educational factor: To help Ss to get to learn more about world heritage site in Viet Nam
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
4. Students’ preparation: Lesson preparation and appliances for studying.
5. Previous exercises: Conversation rearrangement
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’)
Number the sentences in the correct order to make a conversation. (10pts)
a. Well, it sounds interesting. How should we get there?
b. But Hue is so far away from here, and we only have two days. I'm afraid we will spend most of the
time travelling. Why don't we visitTrang An Scenic Landscape Complex?
c. It is both a natural and cultural site, so there will be something for everyone to see.
d. There is a coach which starts at six in the morning. It can take us right to the site.
e. I'd like to suggest visiting the Complex of Hue Monuments. There are a lot of things to do and to see
there
f. What's special about this heritage site?
g. OK, let's suggest this site to our class teacher. I hope he likes the idea.
h. Where shall we go on our next field trip?
Keys:1. h           2. e           3. b          4. f5.c            6. a           7.d           8. g
3. Presentation of the new materials.
Tim Teacher’s activities Students’ activities The lesson content
e
(4’) I. WARM-UP: UNIT 8: OUR WORLD
Activity 1: You are going to listen HERITAGE SITES
to a radio programme about LESSON 5: LISTENING
Phong Nha-Ke Bang National Activity 1: You are going to
Park, one of the world heritage listen to a radio programme
sites in Viet Nam. What do you about Phong Nha-Ke Bang
know about this place? Use the National Park, one of the
words and phrases in the box to world heritage sites in Viet
describe it. Nam. What do you know
- Shows Ss a picture of Phong Nha- - Look at the photo in about this place? Use the
Ke Bang and asks them if they know their book and answer words and phrases in the box
what place is it. the question. to describe it.
- Asks Ss to tell the whole class - Some Ss tell the whole
what they know about this World class what they know
 Heritage Site. about this World
Heritage Site.
- Encourages Ss who don’t know - Some Ss make
anything about the site to make predictions.
some predictions, using the words
and phrases in the box.
- Gives feedback. - Some sts answer.
=> Leads in the lesson. - Listen and take notes.
(7’) II. PRE-LISTENING:
Activity 2: Match the words with
the correct pictures.
- Asks Ss to look at the pictures and - Work individually in 2’.
match the words with the pictures
individually in 2’.
- Have Ss compare answers in pairs. - Compare answers
- Checks answers as a class. - Participating in
checking answers.
- Reads the words and asks Ss to - Repeat the words.
repeat.
- Calls some Ss to stand up to read - Some Ss stand up to
the words. read the words.
- Corrects their pronunciation - Listen and take notes.
mistakes, if there are any.
(20’) III. WHILE-LISTENING: Activity 2: Match the words
Activity 3: Listen to a nature radio with the correct pictures.
programme and choose the Keys:
correct answer. 1. c
- Asks Ss to look at the three options - Look at the three 2. e
and make their own predictions for options and make their 3. a
the reason why Phong Nha-Ke Bang own predictions. 4. b
was recognised as a World Heritage 5. f
Site. 6. d
- Plays the tape twice. - Listen to the tape and
do the task. Activity 3: Listen again and
- Asks Ss to doindividually then - Work individuallythen decide if the following
compare the answer with a partner. in pairs statements are true (T), false
- Plays the tape again, has students - Listen and check the (F), or not given. Tick the
listen and check the answers. answers. correct boxes.
- Calls some Ss to give the answers. - Give the answers. Key: C
- Checks and gives feedback. - Listen and take notes.
Activity 4: Listen again and Activity 4: Listen again and
complete the sentences with no complete the sentences with no
more than three words. more than three words.
- Asks students to read the sentences - Read the sentences and Keys:
and predict the part of speech and predict the part of speech 1. 500 km south
the type of information needed in and the type of 2. geological museum
each gap. information needed in 3. mountains
each gap. 4. rivers and streams
- Plays the tape with sufficient - Listen to the tape and 5. in the world
number of times. do the task. 6. mountain climbing
- Asks students to do Task 2 then - Do Task 2 then
compare the answer with a partner in compare the answer with
2’. a partner in 2’. Activity 5:Work in groups.
- Asks some students to give the - Some Ss to give the Discuss the following
answers. answers. questions.
- Checks and gives feedback. - Listen and take notes. 1/ What will you do in Phong
 (5’) IV. POST-LISTENING: Nha – Ke Bang National Park if
Activity 5:Work in groups. you have a chance to visit it?
Discuss the following questions. 2/ Tell the class about your
- Ask Ss to work in groups of 4 in - Work in groups of 4 in group’s plan.
5’. 5’.
- After 5’, T asks some students to - Some Ss report in front
present their discussion in front of of the class.
the class.
- Gives comments and corrections. - Listen and take notes.
(1’) V. CONSOLIDATION:
-Asks Ss: What have you learnt - Give answers
today?

4. Homework: (3’)
- Ask the Ss to:
+ Learn the new words and the lesson contents
+ Prepare the next lesson: WRITING
+ Listen to the talk about Ha Long Bay. Decide if the statements are true or false.
1. Ha Long Bay is 65 km from the capital of Ha Noi.
2. All islands and islets are uninhabited and unaffected by humans.
3. Karst landscape was developed during a hot climate.
4. The value of the property is centered around the limestone karst landforms.
5. The landscape of clusters of conical peaks and isolated towers were modified by sea invasion.
Keys: 1T 2F 3F 4T 5T

IV. SELF -EVALUATION:

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

Ký duyệt của tổ CM

Vũ Thị Trinh
Date of Preparation: 11th March 2021 Date of Teaching: ….. March 2021
UNIT 8: OUR WORLD HERITAGE SITES(WRITING)
Period: 77

I. AIMS AND OBJECTIVES:

+ Language content: Help Ss write an essay about the reasons why Trang An Scenic Landscape Complex
was recognized as a World Heritage Site
+ Language function: By the end of the lesson, students will be able to:
- practice and develop the skill of writing.
- use the vocabularies which have been learnt in previous lessons for their piece of writing.
+ Educational aim: Enable Ss to understand more about writing an essay
1. Language:
a. Vocabulary:geological value, cultural value, natural value, preservation of heritage, ecological site,
archaeological discovery, flora, fauna
b. Structures: essay structure
2.Skills: Integrated skills
3.Educational factor: Help to raise the Ss’ awareness of writing an essay about Trang An Scenic Landscape
Complex
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
4. Students’ preparation: Lesson preparation and appliances for studying.
5. Previous exercises: New words
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’)
Listen to the talk about Ha Long Bay. Decide if the statements are true or false. (10pts)
1. Ha Long Bay is 65 km from the capital of Ha Noi.
2. All islands and islets are uninhabited and unaffected by humans.
3. Karst landscape was developed during a hot climate.
4. The value of the property is centered around the limestone karst landforms.
5. The landscape of clusters of conical peaks and isolated towers were modified by sea invasion.
Keys: 1T 2F 3F 4T 5T
3. Presentation of the new materials.
Tim Teacher’s activities Students’ The lesson content
e activities
(3’) I. WARM UP: UNIT 8: OUR WORLD HERITAGE
- Asks Ss to play the game - Play the game in SITES
lucky number. (Ss are set into groups. LESSON 6: WRITING
two groups to answer the
question: “What heritage site Activity 1: Ask and answer the questions.
is it?”. A clue will be offered 1. What do you know about Trang An
in each number. The heritage Scenic Landscape Complex?
sites are Ha Long Bay, Phong 2. Have you been there? If so, what did you
Nha – Ke Bang, the Imperial see there? If not, what do you think
Citadel of Thang Long, Hue visitors can see there?
Imperial Citadel, Trang An
Scenic Landscape Complex.)
- Leads in: In today’s lesson, - Listen and take
you’re going to write an essay notes.
about Trang An Scenic
Landscape Complex. Activity 2: Complete an outline of an
(10’) II. PRE-WRITING: essay explaining the reasons why Trang
Activity 1: Ask and answer
 the questions. An Scenic Landscape Complex was
- Has Sts do the task in pairs in - Do the task in recognised as a World Heritage Site.
3’. pairs in 3’. Keys:
- If Ss have not been to the - Predict what • Cultural value (in any order)
site, T encourages them to visitors can do and (c, d)
predict whatVisitors can do see there. • Natural beauty (a) (b is also
and see there. accepted here)
- Calls some Ss share their - Some Ss share • Geological value (b)
ideas. their ideas. • Preservation of heritage (e)
- Gives feedback. - Listen and take Activity 3: Use the information and the
Activity 2: Complete an notes. completed outline in 2 to write your essay
outline of an essay explaining about Trang An Scenic Landscape
the reasons why Trang An Complex.
Scenic Landscape Complex * Sample essay:
was recognised as a World Trang An Scenic Landscape Complex,
Heritage Site. recognised as a World Heritage Site, is
- Asks Sts to read the outline - Read the outline famous for its cultural value, natural beauty,
and work out where on the geological value, and preservation of
outline each of the points heritage.
should be added. The most outstanding feature of this site
- Has Ss discuss in pairs in 3’. - Work in pairs is its cultural value. Archaeologists have
- Calls some Ss to give - Some Ss give discovered signs of human activity dating
answers. answers. back almost 30,000 years. With such a long-
- Gives feedback and correct - Listen and take lasting history, Trang An Scenic Landscape
the answers. notes. Complex is home to many temples, pagodas,
(15’) III. WHILE-WRITING: places of worship.
Activity 3: Use the The natural beauty of the place with its
information and the geological value is another outstanding
completed outline in 2 to feature. Trang An-Tam Coc-Bich Dongnot
write your essay about only has a natural scenic landscape but also
Trang An Scenic Landscape is an ecological site. Moreover, the area is
Complex. famous for its magnificent landscape of
- T asks Ss to write their drafts - Write their drafts limestone mountain tops surrounded by
individually in 13’, and then individually, and valleys and steep rocks.
exchange their writing with a then exchange their As a place of cultural and natural value,
partner for peer feedback. writing with a Trang An’s heritage is well-preserved and
- T goes around offering help. partner for peer protected. Visitors are amazed to discover
(10’) IV. POST-WRITING: feedback. that the site is home to more than 800
- Selects some writings in - Participate in species of flora and fauna.
random and read aloud. finding out Having met the UNESCO criteria for
- T together with Ss finds out mistakes and outstanding universal value to humanity,
the mistakes and corrects corrections. Trang An Scenic Landscape Complex was
them. added to the World Heritage Site List in
- T gives feedback on Ss’ - Listen and take 2004 as a mixed natural and cultural
work. notes. property
(1’) V. CONSOLIDATION:
- Asks Ss: What have you - Give answers
learnt today?

IV. SELF -EVALUATION:

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
Ký duyệt của tổ CM

Vũ Thị Trinh
Date of Preparation: 11th March 2021 Date of Teaching: … March 2021
UNIT 8: OUR WORLD HERITAGE SITES
(COMUNICATION AND CULTURE)
Period: 78

I. AIMS AND OBJECTIVES:

+ Language content:
- To help Ssdiscuss about where to go on a field trip
- To provide Ss with information about Taj Mahal, a World Heritage Site in India
+ Language function: By the end of the lesson, students will be able to:
- improve their listening, speaking and reading skills.
- make a suggestion for a place they want to visit and provide the reasons for their choice
+ Educational aim: To help Ss to contribute to the group discussion and improve their reasoning and
persuasion skills
1. Language:
a. Vocabulary: mausoleum, mosque, dome, masterpiece
b. Structures: the present tenses
2. Skills: Integrated skills
3. Educational factor: To raise the Ss’ awareness of working in groups and improvingtheir reasoning and
persuasion skills
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, and colored chalk
4. Students’ preparation: Lesson preparation and appliances for studying.
5. Previous exercises: Writing an email asking for information and advice
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’) Checks Ss’ workbook. (10pts)
3. Presentation of the new materials.
Tim Teacher’s activities Students’ activities The lesson content
e
(2’) I. WARM UP: UNIT 8: OUR WORLD
- Has Ss work in groups to list as - Work in groups to HERITAGE SITES
many World Heritage Sites, both in list as many World LESSON 7:
Viet Nam and all over the world as Heritage Sites as COMMUNICATION AND
possible in 2’.The group having possible in 2’. CULTURE
more correct answers will be the
winner. COMMUNICATION: A field
 Leads in: Informs the class of the - Listen and take trip to a heritage site
lesson objectives: further skill notes. Activity 1: Work in groups. Your
development group needs to decide on a
(15’) II. COMMUNICATION: heritage site to visit on your next
* A field trip to a heritage site field trip.
Activity 1: Work in groups. Your Suggestions:
group needs to decide on a Hoi An Ancient Town
heritage site to visit on your next - 30 km to the south of Da Nang, on
field trip. the banks of the Thu Bon River, a
- Activates Ss’ knowledge about the - Answer the teacher’s very popular tourist destination in
five World Heritage Sites mentioned questions. Viet Nam (Thu Bon River is also
earlier in this unit. T asks Ss known as Hoi An River)
questions about the sites. - recognised by UNESCO as a
- Asks Ss to study the three other - Study the three other World Heritage Site in 1999
World Heritage Sites in Viet Nam. T World Heritage Sites - Cua Dai Beach
 provides additional information in Viet Nam. My Son Sanctuary
about these sites if necessary. - about 70 km to the southwest of
- Asks Ss to study the example to get - Study the example. Da Nang, an imperial city during
an idea about the language they can the Cham Dynasts between the
use and what they are supposed to 4th and 14th centuries
discuss. - recognised by UNESCO as a
- Lets Ss form groups of three and - Work in groups in World Heritage Site in 1999
start their discussion in 4’. T has one 4’. Citadel of the Ho Dynasty
of them take notes. - situated in Vinh Loc District,
- Walks around to offer help if Thanh Hoa Province
necessary - built by Ho Quy Ly, the highest-
Activity 2: Present your group’s ranking mandarin of the Tran
decision on the heritage site to Dynasty at the time, in a landscape
visit to the class. Try to convince of great scenic beauty according to
your classmates that this would be feng shui principles
the best place to see. - the capital of Viet Nam from 1400
- Asks Ss to consolidate their notes - Consolidate their to 1407 after Ho Quy Ly forced
from 1. notes from 1. King Tran Thuan Tong to move the
- Asks Ss to prepare their - Prepare their capital from the citadel of Thang
presentations in 4’. presentations in 4’. Long to Thanh Hoa
- Invites some groups to present - Some groups present - recognised by UNESCO as a
their plans for a field trip, and their plans for a field World Heritage Site in 2011
encourages the other Ss to ask trip, and the other Ss - except for its gates, the castle is
follow-up questions. ask follow-up mostly in ruins
questions. Activity 2: Present your group’s
- Has the class vote for the most - Vote for the most decision on the heritage site to
interesting plan. interesting plan. visit to the class. Try to convince
(17’) III. CULTURE: your classmates that this would
* Taj Mahah, a World Heritage be the best place to see.
Site
Activity 1: Look at the photo of CULTURE: Further education in
Taj Mahah, a World Heritage Singapore
Site. Answer the questions. Activity 1: Look at the
- Asks Ss to look at the photo and - Look at the photo Singapore’s education journey.
answer the questions. and answer the Work with a partner. Briefly
questions. describe the stages following
- Encourages them to share any - Share any secondary education.
information or facts they know about information or facts 1. Where do you think it is?
this site. they know about this 2. What do you think you can see
site. there?
- If Ss haven’t heard about it, T - Make some
encourages them to make some predictions if they Activity 2: Read the text. Match
predictions. haven’t heard about it. the highlighted words in the text
Activity 2: Read the text. Match with the definitions.
the highlighted words in the text Keys:
with the definitions. 1. dome
- Asks Ss to look at the highlighted - Look at the 2. masterpiece
words and the context in which they highlighted words and 3. mausoleum
are used. the context. 4. mosque
- Has Ss to work individually in 3’ - Work individually in
to work out the meaning of each new 3’. Activity 3:Answer the questions.
word from the contextual clues in Keys:
the text. Then, T has them find 1. It was built by order of the
similar words in the definitions. Mughal emperor Shah Jahan in
- Asks Ss compare their answers in - Compare their memory of his favourite wife,
pairs. answers in pairs. Mumtaz Mahah, who diedin
 - Calls on some Ss to give their - Some ss give their childbirth.
answers. answers. 2. It took 21 years, from 1632 to
- Elicits comments from class and - Participate in giving 1653.
correct the answers. comment and take 3. Taj Mahah features a
Activity 3: Answer the questions. notes. magnificent marble dome on the
- Asks Ss to read the text - Read the text top of the tomb, decorated with a
individually to get an overall idea individually. lotus design. It represents the
about its content. greatest architectural and artistic
- Checks Ss’ understanding of key achievement of Muslim art. Its
vocabulary items such as marble, unique beauty comes from the
memory, gateway, lotus, design, balance and harmonious blending
technique, balance and harmonious. of various
- Asks Ss to read the questions and - Read the questions
underline the key words. and underline the key Activity 4: Discussion: If you had
words. the opportunity to travel, would
- Asks Ss to do task 3 individually in -Do task 3 you visit Taj Mahah? Give
4’. individually in 4’. reasons for your decision.
- Lets Ss compare their answers with - Compare their 1. What do you like about its
their partner’s. answers in pairs architecture?
- Calls some Ss to give their - Give their answers. 2. Do you find its history
answers. interesting?
- Checks Ss’ answers. - Listen and take …
Activity 4: Discussion: If you had notes.
the opportunity to travel, would
you visit Taj Mahah? Give reasons
for your decision.
- Asks Ss to express their opinions - Express their
about the site in groups in 4’. opinions about the site
- Asks some questions Ss to elicit - Answer the
Ss’ opinions: questions.
- Asks individual Ss to present their - Present their
opinions to the class. opinions to the class.
- Involves Ss in giving comments - Participate in giving
and feedback. comments and
(1’) V. CONSOLIDATION: feedback.
- Asks Ss: What have you learnt - Give answers
today?

4. Homework: (5’)
- Prepare for the new lesson: LOOKING BACK AND PROJECT
(Work in groups. Choose a heritage site in Viet Nam and find information about it. Then discuss and
make proposal for its preservation and protection. Present your ideas to the class.
Guiding questions:
1. What’s the name of the heritage site?
2. Where is it located?
3. In what condition is it now? Is it well-preserved, damaged or in ruins?
4. Who is responsible for its current donation?
5. What do you think should be done to improve it?
6. How can it be preserved for future generations?
7. How can it be protected from damages, theft or irresponsible behavior?)

IV. SELF -EVALUATION:

Ký duyệt của tổ CM
 Vũ Thị Trinh
Date of Preparation: 13 March 2021
th
Date of Teaching: …. … 2021
UNIT 8: OUR WORLD HERITAGE SITES
(LOOKING BACK AND POJECT)
Period: 79

I. AIMS AND OBJECTIVES:

+ Language content: To help Ss revise all the knowledge of the unit.
+ Language function: By the end of the lesson, students will be able to review what they have learnt in the
unit.
+ Educational aim: To help Ss have a self-assessment to see how far they have progressed and which areas
need further practice.
1. Language:
a. Vocabulary: excavation, preservation, explore, geological, archaeological, architecture, dynasty, ancient
b. Structures: participle and to-infinitive clauses
2.Skills: Integrated skills
3.Educational factor: Make students responsible using the knowledge they have learnt flexibly
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
4. Students’ preparation: Lesson preparation and appliances for studying.
5. Previous exercises: No exercises
III. TEACHING PROCEDURE.
1. Stabilization: (1’) Good morning class! How are you today?
Who is absent today, monitor?
2. Checking up the previous knowledge: (Checking during the lesson)
3. Presentation of the new materials.
Tim Teacher’s activities Students’ activities The lesson content
e
(1’) * WARM-UP: UNIT 8: OUR WORLD HERITAGE
- Informs the class of the -Listen SITES
lesson objectives: reviewing LESSON 8: LOOKING BACK
pronunciation, vocabulary and AND PROJECT
grammar A. LOOKING BACK
(15’) A. LOOKING BACK 1. Pronunciation
1. Pronunciation * Activity 1:Listen to the following short
Activity 1: Listen to the exchanges. Mark ↗ (rising intonation)
following short exchanges. or ↘ (falling intonation) on the choice
Mark ↗ (rising intonation) questions in these exchanges.
or ↘ (falling intonation) on 1. A: Would you like to visit a natural or a
the choice questions in these cultural world heritage site?
exchanges. B: I'd like to see a cultural one.
- Reviews the intonation for -Listen 1. A: Which site is worth visiting in Hue?
choice quest The Citadel or the Royal Tombs?
- Plays the recording and lets -Listen and mark the B: I think both of them are worth
Ss listen and mark the rising or rising or falling visiting.
falling intonation for each intonation for each 2. A: Would you like to go to Phong Nha -
choice question. Ke Bang National Park by car or by
- Checks answers as a class by -Read the sentences train?
asking some Ss to read the with the appropriate B:  By train.
sentences with the appropriate pronunciation. 3. A: Do you prefer mountain climbing or
pronunciation. cave exploring?
- Plays the recording again and -Listen and repeat B: I prefer mountain climbing.
let Ss listen and repeat the the sentences. 4. A: Are the ancient houses in Hoi An in
sentences. ruins or well-preserved?
- Encourages them to use the -Encourage them to B: Most of them are well-preserved.
rising and falling intonation. the rising and falling * Activity 2:Listen again and check your
Activity 2: Listen again and intonation. answers. Then practise asking and
check your answers. Then answering the questions.
practise asking and 2. Vocabulary
answering the questions. Activity 1: Underline the correct word
- Plays the recording -Listen and identify in each sentence.
- Asks Ss to identify the the questions using Keys:
questions using the falling or the falling or rising 1. scenery
rising intonation. intonation. 2. heritage
- Checks answers as a class by -Call out the number 3. architecture
asking Ss to call out the of the questions 4. dynasty
number of the sentences using using the falling 5. ancient
the falling intonation and that intonation and that
of the rising intonation. of the rising Activity 2:Complete the sentences, using
- Plays the recording again and intonation. the correct form of the words in the box.
let Ss listen and repeat the -Listen and repeat Keys:
sentences the sentences. 1. geological
- Praises Ss who try to use the 2. Exploring
intonation. 3. archaeological
2. Vocabulary: 4. excavation
Activity 1: Underline the 5. preservation
correct word in each 3. Grammar
sentence. * Activity 1: Complete the sentences,
- Asks Ss to underline the -Do the task using the correct form of verbs in the
correct word in each sentence individually. box.
- Lets them compare their -Discuss in pairs Keys:
answers in pairs or groups 1. ringing
- Checks Ss’ answers as a class -Give answers 2. invited
and give further explanation, if 3. living
necessary 4. to offer
Activity 2: Complete the 5. called
sentences, using the correct 6. to be recognized
form of the words in the box.
- Explains the activity aims to -Listen and then Activity 2: Combine the two sentences
review the key vocabulary in work individually into one, using either an –ing or –ed
the unit, and have Ss do it participle.
individually. Keys:
- Reminds Ss to put the words -Take turns reading 1. The taxi taking us to Hoi An Ancient
into the correct form according aloud their answers. Town broke down.
to its position in the sentences. 2. At the end of the street there's a path
- Checks answers as a class by -Check answers leading to the Perfume River.
asking individual Ss to read 3. The Citadel gate damaged it11 he storm
their sentences. has now been repaired.
- Provides the correct answers -Listen 4. The excavation relics stolen from the
3. Grammar museum haven't been found yet.
Activity 1: Complete the 5. Many of the foreign guests invited to
sentences,using the correct the opening of the heritage museum
form of verbs in the box. were able to come
- Has Ss work in pairs to work -Work in pairs doing
out the answers. the task
- Monitors the activity and
offer help, if necessary.
- Checks Ss’ answers by -Read aloud their
asking individuals to take turns answer
 reading aloud their answer.
Activity 2: Combine the two -
sentences into one, using
either an –ing or –ed B. PROJECT
participle. Work in groups. Choose a heritage site
- Lets Ss work individually, - Set themselves in in Viet Nam and find information about
and then compare their groups. it. Then discuss and make a proposal for
answers in pairs or groups. its preservation and protection. Present
- Asks individual Ss to write - Discuss the guiding your ideas to the class.
their sentences on the board questions and Guiding questions:
- Checks answers as a class brainstorm their 1. What is the name of the heritage site?
(25’) B. PROJECT ideas. 2. Where is it located?
Work in groups. Choose a 3. In what condition is it now? Is it well-
heritage site in Viet Nam and preserved, damaged or in ruins?
find information about it. 4. Who is responsible for its current
Then discuss and make a condition?
proposal for its preservation 5. What do you think should be done to
and protection. Present your improve it?
ideas to the class. 6. How can it be preserved for future
- Divides the class into 6 - Sit in groups of 6 generations?
groups. 7. How can it be protected from damages,
- Has groups discuss the - Assign duty theft or irresponsible behavior?
guiding questions and equally.
brainstorm their ideas. T
encourages Ss take notes and
share their ideas with the
teacher or the other groups.
- Encourages groups to prepare
an outline for their
presentation.
- Makes sure each member in
each group has been assigned
a part to present.
- Has Ss to make a list of - List of useful tips
useful tips for effective for effective delivery
delivery of their presentations. of their
presentations.
- Has groups present their - Groups present
proposals to the class. T their proposals to the
encourages the rest of the class class, and the rest of
to ask questions and give the class ask
feedback about the content, questions and give
clarity of expression and feedback
delivery.
- Has class vote for the best - Vote for the best
proposal. proposal.
(1’) * CONSOLIDATION:
-Asks Ss: What have you
learnt today?
4. Homework: (2’)
+ Prepare for the new lesson: Getting started (Unit 9)
IV. SELF -EVALUATION:
Ký duyệt của tổ CM
Vũ Thị Trinh