Giáo án Tiếng Anh - Unit 5: Wonders of viet nam - Lesson 1 to lesson 7

 items to describe wonders of Viet Nam
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
Play the recording. Ss listen and read along. T can play the recording more than once. Pause the recording
at the appropriate places if Ss need help with comprehension. Ask Ss questions about the picture:
1-Have you ever visited a wonder of Viet Nam?
2-What is it? Where is it?
3-What is special about it?
-First, have Ss work independently. Then allow
them to share their answers before discussing as
a class.
-Tell Ss to refer to the conversation to fid the
expressions. Practise saying the expressions (play
the recording again as a model if necessary). Pay
attention to intonation when asking for, making,
or responding to recommendations.
Activity 2: 
-Have Ss work independently. Then allow them
to share their answers before playing the
recording for them to check. Play the recording
for Ss to repeat the phrases. T may remind Ss to
pay attention to the intonation.
-Ss work independently to do the matching.
Allow them to share their answers before giving
comments, and make any corrections. Ask Ss to
work in pairs, practising the exchanges. T may go
around to provide help.
Activity 3: 
-First, have Ss work in pairs to match the
names of the places of interest to the pictures.
Then check with the whole class. T may ask Ss
to say the names of these places of interest in
Vietnamese and where they are situated.
-Ss do the exercise individually and then
compare their answers with a partner. Check
the answers with the whole class.
Activity 4: 
Model this activity with a more able student.
Then ask Ss to work in pairs. T may go around
to provide help. Note that weaker Ss can stick
very closely to the model by substituting the
names of different wonders in the conversation.
However, it’s good to encourage more able Ss to
create their own versions of the conversation.
Call on some pairs to practise in front of the
class, remembering that this is a fluency stage
and correction should be reserved for the end
and kept to a minimum so as not to deter Ss
from taking risks with the language.
*Vocabulary
- recommend(v)
- rickshaw(n)
- bother(v)
- complex (adj)
- be worth (+V- ing)
a-Read the conservation again and fill in each gap (with no more than three words).
1-Hue City
2-three
3-go by air
4-beautiful sights
5-use rickshaw
6-the museums
b- Read the conversation again and find the expressions Veronica and Mi use to ask for, make, and respond to recommendations.
2-a) Write the responses into the correct column
b)Match sentences (1-4) to sentences (a-d) to make exchanges. Then practice the exchanges with a partner.
1-b; 2-c; 3-d; 4-a
3)
a- Write places of interest under the pictures.
1-b; 2-c; 3-e; 4-a; 5-f; 6-d
- T gets ss to put places of interest in the correct column.
Natural wonders: Ha Long, Phong Nha Cave; Cuc Phuong National Park 
Man-made wonders: One Pillar Pagoda, Sai Gon Notre-Dame Cathedral, Po Nagar Cham Towers
IV. HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare A CLOSER LOOK 1
PERIOD 35 / WEEK 12 	Preparing date: ............................
	Teaching date: ............................. 
UNIT 5: WONDERS OF VIET NAM
LESSON 2: A closer look 1
I. OBJECTIVES: By the end of the lesson, Ss will be able to 
identify in which situations to stress short words (a, of,) in sentences and say them correctly.
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
-Ask Ss to do the exercise independently. Then have them share their answers with one or more partners. T
may ask for translation of the nouns in the box to check their understanding. With a stronger class, ask Ss
to find some real-life example of the nouns in the box.
Activity 2: 
-Ss work independently and then share their answers with one or more partners. T may ask for translation
of some adjectives to check their understanding.
Activity 3: 
-Ss work in pairs to match the nouns to the definitions. Allow them to share their answers before checking
with the whole class. T may ask for translation of the nouns in the box to check their understanding.
With a stronger class, ask Ss to make some example sentences with these words.
-Have Ss complete the sentences individually, using the phrases in 3a. Then have some of them read
out their answers before checking as a class.
Activity 4: 
Play the recording and ask Ss to listen and repeat the sentences, paying attention to whether the words in
red in each sentence are stressed or not. T may play the recording as many times as necessary.
-Read through and explain the rule in the REMEMBER! box and ask some Ss to give some examples of the
cases where the short words (a, of, the, etc.) are used in the strong form.
Activity 5: 
-First, ask Ss to work in pairs to practise reading aloud the mini-talks and decide in which sentences the
short words are stressed. Then play the recording. Ss listen and underline the stressed words. T may pause
after each sentence and ask them to repeat chorally. Correct their pronunciation if necessary.
Activity 6: 
-Ss practise the mini-talks in pairs. T may go around to provide help. Call on some pairs to practise the
mini-talks in front of the class. Correct their pronunciation if necessary.
-cavern(n)
-fortress(n)
-tomb(n)
-astounding(adj)
-picturesque(adj)
1-Write the words with the correct pictures.
1-B; 2-D; 3-A
4-E; 5-C; 6-F
2-Fill each blank with a suitable adj from the box.
1-located/situated
2-picturesque
3-astounding
4-geological
5-administrative
3a-Match the nouns in A to the definitions in B.
1-b; 2-d; 3-a
4-e; 5-c
b-Use the nouns in 3a to complete the sentences.
1-structure
2-measures
3-setting
4-complex
5-recognition
4-Listen and repeat, paying attention to the words in red in each pair of sentences.
1. A: This is a (S) solution, but not the only one.
B: Attempts to f nd a (W) solution have failed.
2. A: I’m fond of (W) bananas.
B: Bananas are what I’m fond of (S).
3. A: It’s not trick and (S) treat; it’s trick or (S) treat.
B: I need Peter and (W) Mary or (W) John and (W) Nick to help me.
4. A: It’s good but (W) expensive.
B: You shouldn’t put ‘ but’ (S) at the end of the sentence.
5-Read the mini-talks and underline the short words using the strong form.
1. A: Where are you from?
B: I’m from Ha Noi.
2. A: Can you come and check this paragraph for me?
B: It’s OK but you shouldn’t use ‘ and’ at the
beginning of the paragraph.
3. A: Did you ask her to join our group?
B: I’ve asked her several times but she
doesn’t want to.
4. A: Is this letter from Peter?
B: No, the letter is to him, not from him.
IV. HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare A CLOSER LOOK 2
PERIOD 36 / WEEK 12 	Preparing date: ............................
	Teaching date: ............................. 
UNIT 5: WONDERS OF VIET NAM
LESSON 3: A closer look 2
I. OBJECTIVES: By the end of the lesson, Ss will be able to 
use the impersonal passive and the verb suggest+ Ving/clause with should
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
-First, ask Ss to study part of the conversation from GETTING STARTED. Draw Ss’ attention to how to
form the impersonal passive by analysing the underlined part and the rule. Then ask some more able Ss to give some examples to illustrate. Next, ask Ss to read the conversation in GETTING STARTED again and underline another impersonal passive that they can f nd. Ask them to share their findings with a partner before checking with the whole class.
-First have Ss cover up the yellow box in1b and try to work out the usage themselves for this structure.
Accept all their ideas. Now uncover the box and allow Ss to analyse the rule and the examples in the box. Then ask some Ss to give some more examples to check understanding.
Activity 2: 
-Ss complete the sentences independently. Ask them to share their answers with a partner. Ask some Ss to
say their answers aloud. Give comments and make any correction if necessary.
Activity 3: 
-Ss write the sentences independently, then compare them with one or more partners. Ask some Ss to say
their sentences aloud. Give comments, and make any correction if needed.
Activity 4: 
-Ask Ss to read part of the conversation from GETTING STARTED, paying attention to the underlined part. Then explain to Ss the structures used with the verb suggest and ask them to make some examples to illustrate.
-Ask Ss to study the rules in the box. Draw Ss’ attention to the use of the verb suggest by analysing
the examples in the box in 4b and the REMEMBER! box. Then ask some able Ss to give some more
examples
Activity 5: 
-Ask Ss to do the grammar exercise individually. Remind them to refer to the box in 4b and the REMEMBER! box and use a dictionary if necessary. Then have Ss compare their answers in pairs before checking with the whole class.
Activity 6: 
-First, model this activity with a more able student. Then ask Ss to work in pairs. T may go around to
provide help. Call some pairs to practise in front of the class.
-Ask Ss to work in pairs, reporting their previous partners’ ideas to the new ones. Then T may ask some Ss to report their previous partners’ ideas to the whole class.
1a-Read part of the conversation. Pay attention to the underlined part.
b-When do we use the impersonal passive? Can you think of any rules?
It+ to be +P.P+ that + S+ V
2-Complete the sentences using the correct passive form of the verbs in brackets.
1-It is known
2-It is believed
3-It is reported 
4-It is claimed
5-It is understood
6-It is expected...
3-Here are some things we hear about Po Nagar Cham Towers.Write sentences about it using the impersonal passive.
1-It is claimed that Po Nagar Towers .Viet Nam.
2-It is said that The Cham people.
3-It is believed that the Po Nagar 
4-It is understood that Po Nagar Kalan
5-It is known that a sculpture
6-It is thought that in the 17th century
4a-Read part of the conversation. Pay attention to the underline part.
b-When do we use suggest+ V-ing/clause with should? Can you think of any rules?
5-Write answers to the following questions using suggest+V-ing/clause with should and the prompts in brackets. Then practice them with your partner. The first one has been completed for you.
1-I suggest the government should limit the number of visitors every day.
2-I suggest we should control/controlling deforestation.
3-I suggest we should put/putting these valuable things in high security places.
4-I suggest we should raise/raising the money.
5-I suggest we should reduce/reducing smoke and exhaust fumes.
6a-Work in pairs. Tell your partners what they should do in the following situations, using suggest +V-ing/clause with should.
b-Now report your partner’s ideas to another partner. 
IV. HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare COMUNICATION
PERIOD 37 / WEEK 13 	Preparing date: ............................
	Teaching date: ............................. 
UNIT 5: WONDERS OF VIET NAM
LESSON 4: Communication
I. OBJECTIVES: By the end of the lesson, Ss will be able to 
use lexical items to describe wonders of Viet Nam
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
-Ask Ss to read the instruction carefully and
remind them to remember the key words in
the statements. Play the recording and ask Ss
to decide whether the statements are true (T)
or false (F). Elicit the answers from Ss and write
them on the board. Have them correct the false
statements where applicable. Play the recording
again for Ss to check the answers.
Activity 2: 
-First, have Ss read the next part of the radio
programme and guess what the missing word
for each gap in the conversation is. Then play
the recording. The first time, ask Ss to close their
books and listen only. Then play the recording
again and allow Ss to fill in the gaps as they listen.
Ask Ss to share their answers in pairs before
playing the recording the final time to allow
pairs to check their answers. If time is limited,
T may play only the sentences that include the
information Ss need for their answers. T may
ask Ss to read the conversation again, paying
attention to the meaning of the words/phrases:
proper name, contestant, spectacular, round.
Activity 3: 
-Ask Ss to work individually, each writing six
sentences that describe one of the wonders of
Viet Nam they know. Remind them not to let
anyone know their sentences.
Activity 4: 
-Ask Ss to work in groups of four or five to play the game ‘ What’s What?’ T goes around the groups to provide help.
Game: Matching
(Words and meaning)
*Vocabulary
-proper name
-contestant(n)
-spectacular(n)
-round(in a game)
1-Listen to the radio programme from 4Teen. Then decide whether the following statements are True or False.
1-F; 2-T
3-F; 4-T
5-F
2-Listen to the next part of the radio programme. Then fill in the gaps with the words/numbers your hear.
1-central
2-two hundred
3-park
4-discovered
5-paradise
3-Write six sentences that describe one of the wonders of Viet Nam you know.
4-Work in groups. Play the game “What’s What?”
IV. HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare SKILLS 1
PERIOD 38 / WEEK 13 	Preparing date: ............................
	Teaching date: .............................
UNIT 5: WONDERS OF VIET NAM
LESSON 5: Skills 1
I. OBJECTIVES: By the end of the lesson, Ss will be able to 
practice their reading and speaking skills related to the topic. 
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1:
Ask Ss to scan the article to f nd the words: vast, pilgrims, theme, backdrops, and reign. Help Ss work out
the meanings of these words from the context.
Activity 2:
T may set a longer time limit for Ss to read the text again and answer the questions. Ask Ss to note where
they f nd the information that helps them to answer the questions. Ss can compare their answers with a
partner before discussing them as a class.
Activity 3:
First, ask Ss to work in pairs, to put the things that have caused damage to the man-made wonders of
Viet Nam in order of seriousness. T may go around to provide help. After Ss finish, call on some pairs to
report their choices and give the reasons for them.
Activity 4:
a Ask Ss to work in pairs, and use the ideas in 3 to suggest ways to protect and preserve the man-made
wonders of Viet Nam. Go round to provide help.
b Have the representative of each pair in turn report their best ideas to the whole class. Give comments
and make any correction if necessary.
Activity 5:
Guessing game
Picture and some information
-vast(a): extremely large in size, amount,
-pilgrims(n): a person who travels to a holy place for religious reasons.
-theme(n): the subject or main idea in a talk, piece of writing, or work of art
-backdrop(n): the general scene in which an event takes place
-reign(n): a period during which a king, queen, emperor,etc,rules.
1-It is located in Huong Son Commune, My Duc District, Hanoi.
2-It includes Den Trinh (Presentation Shrine), Thien Tru and the Perfume Temple.
3-The centre of this complex, the Perfume Temple, also known as Chua Trong, is located in Huong Tich Cavern.
4-Its beauty has been used as the theme of famous songs and a topic of lyric poetry.
5-Pilgrims from all Viet Nam do.
Example:
A: It is reported that many of our man-made
wonders have been damaged. What should
we do to protect and preserve them?
B: I suggest that we should limit the number
of tourists visiting them every day.
A: That’s a good idea. I’d like to suggest raising
money to restore and preserve them...
IV. HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare SKILLS 2
PERIOD 39 / WEEK 13 	Preparing date: ............................
	Teaching date: ............................. 
UNIT 5: WONDERS OF VIET NAM
LESSON 6: Skills 2
I. OBJECTIVES: By the end of the lesson, Ss will be able to 
practice their listening and writing skills related to the topic. 
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1 :
Ask Ss to read the instruction carefully and remind them to underline the key words in the statements.
Play the recording and ask Ss to decide whether the statements are true or false. Then ask two or three Ss to write their answers on the board. Play the recording again for Ss to check the answers.
Activity 2 :
Ss work in pairs to discuss the missing word for each gap from the information they have heard in 1. . Play the recording again and allow Ss to f ll in the gaps as they listen. Ask Ss to share their answers in pairs before playing the recording the final time to allow pairs to check their answers. If time is limited, T may play only the sentences that include the information Ss need for their answers.
Activity 3 :
Ask Ss to make notes about a wonder of Viet Nam that they or their family members have visited in the given table. Remind them that they do not have to write full sentences and they can use abbreviations.
Then ask Ss to share their notes with their partners. T may ask some more able Ss to read out their notes to the whole class.
Activity 4 :
a. First, have Ss study the guidelines on how to write a passage describing a place in the REMEMBER! box. Set up the writing activity. Ss should use their notes in 3 and the notes in the REMEMBER! box to help them to structure their writing. T can also help them get started by writing the opening sentence on the board, based on the audio script: It is said that [wonder] is a [adjective] place 
b. Ask Ss to write the first draft. T may go around to comment or provide help. Then have Ss write their final version in class or at home. If they write in class, they can also do it in pairs or groups. T may display all or some of the work on the wall/ noticeboard. Other Ss and T give comments. Ss edit and revise their writing for homework.
What do you know about Ha Long Bay?
-recognition(n)
-situate(v)
-existed(a)
-unforgettable(a)
1)
1-T ;2-F ; 3-T ; 4-T
2)
1-Northeast ; 
2-UNESCO
3-picturesque ; 
4-zones
5-caverns ; 
6-astouding
4a. Use your notes in 3 to write a short article describing a wonder of Viet Nam.
4b. Swap articles with a partner and review each other’s drafts. Make revisions and corrections if necessary. Then present your final article to the class.
IV. HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare LOOKING BACK
PERIOD 40 / WEEK 14 	Preparing date: ............................
	Teaching date: .............................
UNIT 5: WONDERS OF VIET NAM
LESSON 7: Looking back & Project
I. OBJECTIVES: By the end of the lesson, Ss will be able to 
practice review the vocabulary and grammar in unit 5.
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1
-Have Ss match adjectives in column A to definitions in column B.
-Ss do the ex.
Activity 2
-Ask Ss to underline the correct word in each sentence.
-Ss do the task.
Activity 3
-Get Ss to use the words from the box to complete the sentences.
-Ss do the task.
Activity 4
-Ask Ss to rewrite the following sentences using the impersonal passive.
-Ss write the answers on the board.
Activity 5
-Ask Ss to work individually to write down four bad things that happened to them yesterday. Then have Ss discuss with a partner what they should do in each situation. Remind them to use the verb suggest to tell their ideas about what their partners should do in each situation.
Activity 6
Model this activity with a more able student. Ask Ss to work in pairs, one student using prompts in the box to make suggestions and another responding to them. T may have Ss refer to how to make and respond to suggestions or recommendations in GETTING STARTED. Go around to provide help. Call on some pairs
to practise in front of the class.
Activity 7
First, ask Ss to do the task individually to choose the sentences (A-F) to complete the conversation.
Then ask them to check their answers with a partner. Confirm the correct answers. Ask Ss to practise the conversation with their partner.
Finished!
Finally, ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further practice.
1 Ask Ss to read the brochure about the Complex of Hue Monuments and point out what information should be included in a brochure about a place of interest.
2 Ask each group to choose one of the wonders of Viet Nam they have visited and design a brochure about it. If time allows, T may let Ss complete the project in class. Otherwise, Ss can complete the project as homework.
3 When Ss have f nished their brochures, T asks them to display their leaf ets on the wall /noticeboard. T may choose some of the brochures and ask Ss to give comments. Finally, ask the whole class to vote for the best.
1)
1-b; 2-d; 3-e; 4-a;5-c
2)
1-fortress; 2-limestone
3-cavern; 4-tombs
3)
1-complex; 2-measures
3-recognition; 4-setting
5-structure
4)
1/It is expected that more than..
2/It is reported that Thien Duong 
3/It is believed that the Perfume
4/It is said that Ha Long Bay
5/It is hoped that many defensive
Example:
A: It’s well worth going to the Perfume Pagoda. It’s very picturesque.