Week : Date of preparing: Period: Date of teaching: UNIT 3: ADVENTURE
Lesson 1: Vocabulary: Natural feature
I can express my preferences about places and activities. I./. OBJECTIVES
1. Knowledge: By the end of the lesson, students will be able to:
- ask and answer questions about the adventure all around the world.
- learn more about natural places ‘vocabularies.
- collect a lot of information about the famous scenic spots of the world
2. Skills: Speaking, listening, reading, writing.
3. Attitude: Students know how to learn English in the right way.
4. Competence: Communication, self-learning capability, creative capacity, ability to use language…… II./. PREPARATION:
1. Teacher: pictures, textbooks, PowerPoint slides, ….
2. Students: textbook, notebook.
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities,
play as a character, teaching methods with game, teaching methods by visual, teaching
methods by practising, discussion group, technical present…. IV./.PROCEDURE:
1. Check–up: during the lesson 2. New lesson
Teacher’s and students’ activities Contents ACTIVITY 1: WARM-UP
❖ Aims: Students can discuss in pairs the natural features of Vietnam
❖ Contents: Students apply their
THINK! Can you name two natural features
that Việt Nam is famous for? Which ones have
knowledge to the situations, then work in
individual and groups to answer the you visited?
(Students’ own answers.) questions. ❖
Products: Students answers ❖
🕮 New words Organization:
- Students work in pairs to ask and answer
- adventure (n): cuộc phiêu lưu questions
- scuba-diving (n): lặn biển
- Teacher gives students time to work in pairs
- enormous (adj): rông lớn, bao la
- Teacher invites students to speak in front of - cave (n): động the class - sea (n): biển - Teacher gives feedback. - valley (n): thung lũng ACTIVITY 2: KNOWLEDGE - river (n): sông FORMATION - spectacular (n): hùng vĩ
❖ Aims: Teacher presents new words - falls (n): thác related to natural features - wildlife (n): hoang dã
❖ Contents: Students listen and repeat
- rainforest (n): rừng nhiệt đới
new words individual/pairs/groups. - waves (n): sóng biển ❖ - ocean (n): đại dương
Products: Students can understand the - beach (n): bãi biển meaning of new words. ❖ Organization:
- Teacher shows new words and uses some
1. Complete the table with the words in blue in
techniques of teaching vocabulary to teach
the quiz. Then compare your answers with a
them, then asks students to listen and repeat. partner's
- Students listen to the teacher and repeat the words.
- Students copy down these words into their notebooks.
ACTIVITY 3: PRACTICE
 Aims: Students can apply the knowledge
they have learnt to do the given tasks.
 Contents: Students work in
individual/pairs/groups to complete the tasks.
 Products: Students’ answers  Organization Exercise 1:
- Teacher gives students time to complete the task.
- Students read the quiz and complete the table.
- Students check answers with partners
- Teacher invites some students to answer the exercise
- Teacher checks students’ answers. Exercise 2:
- Teacher gives students time to do the exercise.
- Students read the quiz and complete it.
- Teacher plays the audio and checks students’ answers. Exercise 3:
- Teacher plays the audio and gives students time to complete the task.
- Teacher invites some students to show their answers
-Teacher plays the audio again and checks students’ answers.
ACTIVITY 4. PRODUCTION
❖ Aims: Students can express their favourite natural places.
❖ Contents: Students work in pairs.
❖ Products: Students’ opinions ❖ Organization: Exercise 4:
- Teacher divides students into pairs and
gives them time to do the exercise. Suggested answers
- Students work in pairs, then ask and answer based on the note in the book Land Water
- Teacher invites some pairs of students to speak in front of the class. valley sea
- Teacher gives students feedback. cave river rainforest falls dunes waves ACTIVITY 5. HOMEWORK desert ocean
-Learn by heart all the new words. beaches
-Prepare for the next lesson – Reading
2. Do the quiz with a partner. Then listen and check your answers.
Suggested answers: 1. c 2. b 3. b 4. c 5. b 6. a
3. Watch or listen to Max, Alicia and
Elizabeth talking about places and activities.
What place would each person like to visit? Suggested answers Max: sea/beach Alicia: Sahara Desert Elizabeth: a forest
4. USE IT! Work in pairs. Ask and answer
questions 1–4 using the key phrases.
(Students’ own answers.)
FINISH: Think about two places of interest in
Việt Nam. Use the key phrases to talk about
which one you'd prefer to see and why.
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Lesson 2: Reading: An epic adventure
I can identify an author’s audience and intention. I./. OBJECTIVES
1. Knowledge: By the end of the lesson, students will be able to:
- identify the main idea in the text
- learn more vocabulary about the activities in adventure
- understand the content of the blog of Rachel Ridley
- come up with the advantages and disadvantages of going on an adventure
2. Skills: Speaking, listening, reading, writing.
3. Attitude: Students know how to learn English in the right way.
4. Competence: Communication, self-learning capability, creative capacity, ability to use language…… II./. PREPARATION:
1. Teacher: book, planning, TV
2. Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities,
play as a character, teaching methods with game, teaching methods by visual, teaching
methods by practising, discussion group, technical present…. IV./.PROCEDURE:
1. Check–up: during the lesson 2. New lesson:
Teacher’s and Students’ activities Contents ACTIVITY 1: WARM-UP
❖ Aims: Students can talk about their
THINK! Think about two places of interest in favourite places in Vietnam.
Việt Nam. Use the key phrases to talk about
❖ Contents: Students work
which one you'd prefer to see and why. individually/work in pairs. ❖
(Students’ own answers.)
Products: Students’ performances ❖ Organization:
- Teacher divides the class into pairs. 🕮 New words
- Teacher gives the student time to talk - journey (n): hành trình with their partner. - surf (v): lướt sóng
- Teacher invites some pairs of students
- inspire (v): truyền cảm hứng
to speak in front of the class
- inspirational (adj): gây cảm hứng - Teacher gives feedback.
- kayaking (n): chèo thuyền kayak ACTIVITY 2: KNOWLEDGE
1. Read the blog post and answer the questions FORMATION
to identify the purpose of the text.
❖ Aims: Teacher presents new words related to adventure
❖ Contents: Students listen and repeat
new words individually/in pairs/groups.
❖ Products: Students can understand the meaning of new words.
❖ Organization:
-Teacher introduces some new words
“Before reading, there are some new words in the text.”
- Teacher uses some techniques of teaching
vocabulary to teach them, then asks students to listen and repeat.
- Students listen to the teacher and repeat the words. 1. Who is writing? Why?
- Students copy down these words into their
2. Who is the author writing for? notebooks.
3. What question does she want her readers to answer? ACTIVITY 3: PRACTICE
 Aims: Students can apply the knowledge
which they have learnt to do the tasks given Suggested answers
as well as develop reading skills.
1. Rachel Ridley is writing the blog. Because
 Contents: Students work in individual/ she is recommending a blog pairs/ groups.
2. The author is writing for her blog
 Products: Students’ answers audience  Organization
3. The questions the author wants her readers Exercise 1:
to answer are: “ Does anyone else want Pre-reading some adventure?”
- Teacher explains some vocabulary that students haven’t known yet.
While reading
2. Read and listen to the text again and
- Teacher gives students time to read the blog answer questions. and answer the questions
1. How long has Liz Clark been travelling?
- Teacher invites some students to answer the 2. How did she get her yacht? questions.
3. What does Liz do when she stops
- Teacher explains the answers and gives somewhere? feedback.
4. How does Liz pay for her trip?
5. Why does Rachel offer to join Liz on her Exercise 2: journey?
- Teacher plays audio and keeps the class Suggested answers quiet.
1. She has travelled to many fascinating
- Teacher gives students time to read the places for over fifteen years
blog, questions and do the exercise.
2. Liz learned to sail as one of her old
- Teacher invites students to answer the
professors offered to lend her his yacht for
questions in front of the class, as long as she wanted it
- Teacher checks answers with the class.
3. When she stops somewhere, she surfs,
does yoga and writes her blog. Exercise 3:
4. Adverts on Liz's blog have been paying
- Teacher has students close their books and for her trip.
not use any electronic devices to look up the
5. Because Liz wants some adventure. dictionary.
- Then, teacher divides the class into some groups
3. VOCABULARY PLUS Use a dictionary
- Students work in groups, read the text again to check the meaning of the phrases in blue in
and discuss the meaning of blue words in the the text. blog.
- Teacher invites some groups to express their meaning. Suggested answers
- Teacher compares the meaning of the blue
Students look up new words by using a dictionary
word and gives students time to look up the 🕮 New words
blue vocabulary in the dictionary.
- set off (v): lên đường, khởi hành
The group with the highest score will get
- leave behind (v): bỏ lại good points. - stop off (v): tạm dừng
- stay with (v): ở lại với
ACTIVITY 4. PRODUCTION - carry on (v): tiếp tục
❖ Aims: Teacher helps students consolidate the lesson
4. USE IT! Work in pairs. Think of three
❖ Contents: Students work in pairs
advantages and three disadvantages of going
❖ Products: Students’ answers on a trip on your own. ❖ Organization:
(Students’ own answers.) Exercise 4:
- Teacher gives students time to prepare Suggest answer: their answers. 1. Advantages:
- Students work in pairs and discuss the - Discover new lands
advantages and disadvantages of going on a - Learn a lot of new things trip on their own.
- Relax, away from the pressure
- Teacher invites some students to talk about 2. Disadvantages:
their answers and gives feedback.
- May encounter dangers by nature, and climate ACTIVITY 5. HOMEWORK - May meet bad people
- Learn by heart all the new words. - Feeling lonely
- Do exercises (in the workbook). - Prepare new lesson.
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Lesson 3: Language Focus: Present perfect simple and present perfect continuous
I can talk about actions which have been in progress. I./. OBJECTIVES
1. Knowledge: By the end of the lesson, students will be able to:
- understand how to use present perfect simple and present perfect continuous
- can talk about actions which have been in progress.
- can distinguish how to pronounce /æ/ and /ə/
2. Skills: Speaking, listening, reading, writing.
3. Attitude: Students know how to learn English in the right way.
4. Competence: Communication, self-learning capability, creative capacity, ability to use language…… II./. PREPARATION:
1. Teacher: book, planning, TV
2. Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities,
play as a character, teaching methods with game, teaching methods by visual, teaching
methods by practising, discussion group, technical present…. IV./.PROCEDURE:
1. Check–up: during the lesson 2. New lesson:
Teacher’s and Students’ activities Contents ACTIVITY 1: KNOWLEDGE
⬧◼⧫ ⧫ ⬧⚫ FORMATION
◼ ⬧◼⧫ ⧫
❖ Aims: Help students learn the structures: ◼⧫◼◆◆⬧ PRESENT PERFECT and PRESENT 🕮 PERFECT CONTINUOUS. GRAMMAR. ❖
Present perfect ( Thì hiện tại hoàn thành) diễn tả
Contents: Students work individually ❖
một hành động, hoặc sự việc đã xảy ra ở quá khứ
Products: Students’ answers
và vẫn kéo dài tới hiện tại. ❖ Organization: Exercise 1:
(+) S + HAS/HAVE + V-ED/V3
- Teacher teaches students about present
perfect and present perfect continuous, and
(-) S+ HAS/HAVE + NOT + V-ED/V3
gives them structure, form, and examples
(?) HAS/HAVE + S + V-ED/V3? about this tense.
- Teacher invites students to read aloud the article on page 32.
She / He / It + Has + V-ed/V3
- Teacher gives students time to complete the exercise 1.
I/ You / We / They + Have + V-ed/V3
- Teacher checks students’ answers.
Ex: (+) I have learnt Chinese since I was 15 ACTIVITY 3: PRACTICE 
years old. (Tôi học tiếng Trung kể từ năm 15
Aims: Help students apply the structures tuổi)
of present perfect and present perfect
(-) I haven’t learnt Chinese since I was 15
continuous that they have learnt to do the
years old. (Tôi không không học tiếng trung kể từ tasks. năm 15 tuổi)
 Contents: Students work in individual/
(?) Have you learnt Chinese since you were pairs/groups 
15 years old? ( Bạn đã học tiếng Trung từ khi 15
Products: Students’ answers  tuổi sao?) Organization Exercise 2:
Present perfect continuous tense (Thì hiện tại - Teacher plays the audio.
hoàn thành tiếp diễn) là thì dùng để chỉ hành
- Teacher teaches students how to pronounce /æ/ and /ə/.
động xảy ra trong quá khứ nhưng vẫn tiếp tục ở
hiện tại và có khả năng tiếp diễn trong tương lai.
- Teacher invites some students to pronounce in front of the class.
(+) S + HAS/HAVE +BEEN+ VING
- Teacher asks students how we pronounce (-) S+ HAS/HAVE + NOT +BEEN + VING
have and has when they are weak forms.
(?) HAS/HAVE + S +BEEN+ VING
- Teacher checks the answers and gives + YES, S+ HAS/HAVE feedback.
+ NO, S+ HAS/HAVE + NOT Exercise 3:
- Teacher gives students time to read the text and do their exercise.
She / He / It + Has + V-ed/V3
- Students manipulate what they have learnt
about present perfect and present perfect
I/ You / We / They + Have + V-ed/V3
continuous to choose the correct verb.
- Teacher invites some students to answer the EX: (+) She has been travelling around the world
questions in front of the class.
( Cô ấy đã và đang đi du lịch vòng quanh thế giới
- Teacher checks the answers with the class.
(-) She hasn’t been travelling around the
world (cô ấy đã và đang không đi du lịch vòng Exercise 4: quanh thế giới)
- Teacher gives students time to read and do
(?) Has she been travelling around the their exercise.
world? (cô ấy đã và đang đi du lịch vòng quanh
- Students manipulate what they have learnt thế giới đúng không?)
about present perfect conjugate the right verb.
- Teacher invites some students to answer the
exercise in front of the class.
1. Study the examples of the present perfect
- Teacher checks the answers with the class
simple and continuous from the blog on page and gives feedback.
32. Then complete rules 1–3 ACTIVITY 4. PRODUCTION
❖ Aims: Help students consolidate the structures: PRESENT PERFECT
CONTINUOUS by asking and answering
questions using the words in the box and the ideas below.
❖ Contents: Students work in pairs
❖ Products: Students’ presentation ❖ Organization: Exercise 5:
- Teacher asks students to work in pairs.
- Students will ask their partner using the
words in the box and the ideas below, and then do the reverse.
- Teacher gives some pairs of students to speak in front of the class. - Teacher gives feedback. Suggested answers 1. has, been ACTIVITY 5. HOMEWORK 2. simple
- Learn by heart all structures. 3. continuous - Prepare the next lesson
2. PRONUNCIATION: /æ/ and /ə/
Listen to the examples. How do we pronounce
have and has when they are weak forms? Suggested answers
- Have has a strong pronunciation /hæv/ when
it’s a main verb (meaning own, possess, etc.) and
a weak pronunciation /həv/ or /əv/ when it’s an auxiliary verb.
- In the weak form, the full vowel /æ/ is turned into a schwa /ə/
3. Read the text and choose the correct form of the verbs. Suggested answers 1. it’s been 2. I’ve been sitting 3. haven’t been using 4. I’ve taken 5. we’ve been having
4. Complete the sentences with the correct
present perfect form of the verbs in brackets. Suggested answers:
1. I have swum in the Atlantic. I remember it clearly.
2. They have been running for hours, so they’re feeling tired.
3. We have visited Argentina a couple of times.
4. Have you been sitting in the sun for long? Your face is very red.
5. USE IT! Work in pairs. Ask and answer
questions using the present perfect
continuous, the words in the box and the ideas below
(Students’ own answers.)
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Lesson 4: Vocabulary and Listening: Extreme adventures
I can give my opinion on adventure activities and describe activities I have done. I./. OBJECTIVES
1. Knowledge: By the end of the lesson, students will be able to:
- learn more about extreme adventures
- can describe adventure activities they have done
2. Skills: Speaking, listening, reading, writing.
3. Attitude: Students know how to learn English in the right way.
4. Competence: Communication, self-learning capability, creative capacity, ability to use language…… II./. PREPARATION:
1. Teacher: book, planning, TV
2. Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities,
play as a character, teaching methods with game, teaching methods by visual, teaching
methods by practising, discussion group, technical present…. IV./.PROCEDURE:
1. Check–up: during the lesson 2. New lesson:
Teacher’s and Students’ activities Contents ACTIVITY 1: WARM-UP
❖ Aims: Help students learn about extreme adventures and sports
THINK! Have you ever watched any videos of
❖ Contents: Students work individually
extreme adventures or sports? What sport ❖ was it?
Products: Students’ answers ❖
(Students’ own answers.) Organization: Exercise 1:
- Teacher plays the videos about extreme 🕮 New words
adventure and sports to help students - extreme (adj): mạo hiểm
visualize how these activities are.
- achievements (n): thành tựu
- Teacher gives students time to prepare their
- cliff (n): vách đá, dốc đứng answers. - lake (n): hồ
- Students work individually and answer the questions.
- Teacher invites some students to express
1. Look at pictures A–D below. Match the their opinion.
prepositions in the box with the actions. Say - Teacher gives feedback
what each person is doing. Then listen and check. ACTIVITY 2: KNOWLEDGE FORMATION
❖ Aims: Teacher presents new words in the book
❖ Contents: Students listen and repeat
new words in individual/pairs/groups.
❖ Products: Students can understand the meaning of new words. Pre-listening
❖ Organization:
-Teacher introduces some new words
“Before listening, there are some new words in the text.”
- Teacher uses some techniques of teaching
vocabulary to teach them, then asks students to listen and repeat.
- Students listen to the teacher and repeat the words.
- Students copy down these words into their
Suggested answers: notebooks.
A. He is walking through the forest
She is walking around the forest Exercise 1:
B. He is pushing the snowball up the hill.
- Teacher gives students time to complete the She is skiing down the hill. exercise
C. He is jumping over the puddle.
- Teacher asks some students to show their
He is stepping on a rock. answers to the class.
D. He is jumping off the fence.
- Teacher opens the audio for students to
He is going under the garage door.
listen and check their answers.
2. Read Your Top Five Extreme Adventures Exercise 2:
and check the meaning of the sports verbs in
- Teacher divides the class into two groups
blue. Then choose the correct prepositions.
and asks them to close their book.
- Teacher gives students time to read the text 🕮 New words
again and guess the verbs in blue. - Sail (v): chèo thuyền
- Teacher invites two groups to write their - Climb (v): trèo, leo answer on the board. - Dive (v): lặn
- Surf (v): lướt sóng, lướt ván - Cycle (v): đạp xe
- Teacher checks answer with the class. The
group that gets more right answers will win and get a good mark. ACTIVITY 3: PRACTICE
 Aims: Help students improve their
listening skills and apply the knowledge they
have learnt to do the tasks given.
 Contents: Students work in individual/pairs/groups
 Products: Students’ answers  Organization While listening Exercise 3:
- Teacher gives students time to read the exercise. Suggested answers
- Teacher plays the audio about the TV
programme about the achievements in 1. around exercise 2. 2. up
- Teacher invites some students to answer the 3. off questions. 4. -
- Teacher checks students’ answers and 5. down explains the answers.
3. Listen to a TV programme about the Exercise 4:
achievements in exercise 2. Put the sports that
- Teacher allows students time to read the
are mentioned in the correct order.
questions, then play the audio again.
- Students listen and answer the questions.
- Teacher invites some students to answer Suggested answers the questions. 1. skydiving
- Teacher checks answers with the class. 2. cycling
- Teacher points out the answers in the 3. sailing recording. 4. mountain climbing 5. surfing
ACTIVITY 4. PRODUCTION ❖
Aims: Help students consolidate the
4. Listen again and answer the questions. lesson
1. What did Éric Barone cycle over?
❖ Contents: Students work in
2. How old was Laura Dekker when she pairs/groups
finished sailing around the world?
❖ Products: Students’ opinion
3. Has anyone younger beaten her record? ❖
4. Where were the teenage Everest climbers Organization: from? Exercise 5:
5. According to the presenter, which person
- Teacher divides students into pairs has the most votes?
- Teacher gives students time to read the
Study Strategy, and then asks them to close their book.
- Students have to list three things they
learned from the TV programme.
- After that, students compare their answers with their partners.
- Teacher invites some pairs of students to Suggested answers: show their opinions. 1. He cycled over a volcano. 2. She was sixteen Exercise 6: 3. No, they haven’t
- Teacher divides students into pairs to do
4. The boy was from the USA, and the girl was their task. from India.
- Teacher gives students time to complete
5. The surfer, Garrett McNamara, has the most their exercise votes.
- Students ask and answer questions about
adventure activities using the ideas in the book.
5. Read the Study Strategy. Close your book
- Teacher invites some pairs of students to
and make a note of three things you learned show their opinions.
from the TV programme. Compare your
answers with a partner's.
(Students’ own answer ) ACTIVITY 5. HOMEWORK
- Learn by heart all the new words.
6. USE IT! Work with a partner. Ask and
- Do exercises (in the workbook).
answer questions about adventure activities. - Prepare new lesson. Use the ideas below.
(Students’ own answer )
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Lesson 5: Language focus
• Present perfect simple + just, still, yet and already
I can talk about what I have and haven’t done. I./. OBJECTIVES
1. Knowledge: By the end of the lesson, students will be able to:
- understand how to use present perfect simple just, still, yet and
already to do their task.
- apply what they learned in this lesson to talk about what they have and haven’t done.
2. Skills: Speaking, listening, reading, writing.
3. Attitude: Students know how to learn English in the right way.
4. Competence: Communication, self-learning capability, creative capacity, ability to use language…… II./. PREPARATION:
1. Teacher: book, planning, TV
2. Students: books, notebooks III./. TEACHING METHODS
Communicative approach, group Ss and T’s activities, play as a character, teaching
methods with game, teaching methods by visual, teaching methods by practising,
discussion group, technical present…. IV./.PROCEDURE
1. Check–up: during lesson 2.New lesson:
Teacher’s and Students’ activities Contents ACTIVITY 1: KNOWLEDGE
⬧◼⧫ ⧫ ⬧⚫ FORMATION  ◆⬧⧫
❖ Aims: Help students review how to
use PRESENT PERFECT and learn how 🕮 GRAMMAR:
to use this tense with just, still, yet and
- We often use just with the present perfect simple. already.
- We use it to reinforce the idea that an action has
❖ Contents: Students pay attention to only been completed very recently.
- We use it in affirmative sentences and it goes
the different usage between these words
between the auxiliary has/have and the past and work individually. ❖ participle.
Products: Students understand the grammar. ❖
Ex: We have just gone to school (chúng tôi chỉ vừa Organization: mới đến trường)
- Teacher explains the grammar to students.
1. Study these sentences from exercise 3 on page
- Teacher gives students examples so that
34. Then answer the questions
students can visualize the different usage
of these words: just, still, yet, and already.
- Students copy down to their notebooks. Exercise 1:
- Teacher gives students time to read the
sentences from exercise 3 and complete Suggested answers the task.
1. We use the present perfect with just to talk about
- Students apply what they learnt to do the recent events. exercise.
2. Just goes between have and the past participle.
- Teacher invites some students to do the exercise.
2. Complete the sentences with just and the - Teacher checks the answers.
present perfect simple form of the verbs in
brackets. Then write the question form. ACTIVITY 3: PRACTICE
 Aims: Help students apply the
knowledge about present perfect with
just, still, yet and already to do the tasks given.
 Contents: Students work in individual/pairs/groups
 Products: Students’ answers  Organization Suggested answers: Exercise 2:
1. I have just seen; Have you just seen
- Teacher gives students time to do the something funny? task
2. Sam has just dived; Sam just dived into the
- Students apply the knowledge about lake?
present perfect with just, still, yet and
3. We have just driven; Have we just driven past
already to complete the exercise. my friend’s house?
- Teacher invites some students to answer
4. He has just broken; Has he just broken the in front of the class. world record again?
- Teacher checks students’ answers.
3. Explain the situations with your own words.
Use the correct present perfect simple form with Exercise 3: because and just.
- Teacher gives students time to do the task.
- Students explain the situations in their
own words to complete the sentences.
- Teacher invites some students to write their answers on the board.
- Teacher checks students’ answers and gives feedback. Exercise 4:
- Teacher teaches students how to use
present perfect simple + just, yet and already again.
- Teacher gives students time to read the
(Students’ own answer ) exercise. - Students match the answers.
Present perfect simple + still, yet and already
- Teacher invites some students to answer their questions. 🕮 GRAMMAR:
- Teacher checks answers with the class
and makes sure students understand
- We use “still”, yet and already with the present everything. perfect simple.
- We use “still” and “yet” to reinforce the idea that Exercise 5:
something hasn’t changed. It is used in negative
- Teacher gives students time to read the
sentences and it goes before has/have. rules on the box.
Ex: The party will be tonight, but I still haven’t
- Students apply their knowledge to bought the dress. complete the rules.
- Teacher calls some students to give the
- We use “yet” at the end of the sentence.
answers and then gives feedback.
Ex: We haven’t gone to the cinema yet. Exercise 6:
- We use “yet” in questions to ask if someone has
- Teacher gives students time to read the
done something. It goes at the end of the sentence.
exercise and complete their task.
Ex: Have you bought the English book yet?
- Students order the words to make
- We use “already” in affirmative sentences to sentences.
emphasize that someone has done something. It
- After students finish their task, teacher
goes between the auxiliary has/have and the past
invites some students to answer and participle. checks answers with students.
Ex: She has already cooked dinner.
ACTIVITY 4. PRODUCTION
4. Study sentences 1–3. Then match them with
❖ Aims: Help students consolidate rules A–C. what they have learned.
❖ Contents: Students work
individually/in pairs
❖ Products: Students’ answers and performance. ❖ Organization: Exercise 7:
- Teacher allows students time to read
Nam’s wish list and write sentences
about what Nam has and hasn’t done
using still, yet and already.
- Teacher asks some students to express their own sentences. - Teacher gives feedback. Exercise 8: Suggested answers
- Teacher allows students time to read the 1. C
exercise and prepare for their answers. 2. B
- Students write sentences about what 3. A
they have and haven’t done today, this
year and in their life with the present
perfect and still, yet or already.
5. Complete the rules with still, yet or already.
- Teacher invites some students to show their opinion. - Teacher gives feedback. ACTIVITY 5. HOMEWORK
- Learn by heart the grammar about
present perfect simple with just, still, yet Suggested answers and already. 1. still
- Prepare for the next lesson – Speaking 2. already 3. yet
6. Order the words to make sentences. Suggested answers:
1. My friends and I have already decided on our next adventure.
2. I have already borrowed a surfboard.
3. We still haven’t organised transport.
4. We haven’t bought any food yet.
7. Read Nam’s wish list. Write sentences about
what he has and hasn’t done. Use still, yet and already Suggested answers:
1. Nam still hasn’t seen Dambri Waterfall.
He hasn’t seen Dambri Waterfall yet.
2. He has already tried surfing.
3. He has already sailed around Hạ Long Bay.
4. He still hasn’t climbed up Fansipan.
She hasn’t climbed up Fansipan yet.
8. USE IT! Think about what you have and
haven’t done today, this year and in your life.
Write sentences about each time period with the
present perfect and still, yet or already
(Students’ own answer )
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............................................................................................................................................... Week : Date of preparing: Period: Date of teaching: UNIT 3: ADVENTURE
Lesson 6: Speaking: Exchanging news
I can request and respond to personal news. I./. OBJECTIVES
1. Knowledge: By the end of the lesson, students will be able to:
- can exchange their private news with each other.
- develop students’ speaking skills.
2. Skills: Speaking, listening, reading, writing.
3. Attitude: Students know how to learn English in the right way.
4. Competence: Communication, self-learning capability, creative capacity, ability to use language…… II./. PREPARATION:
1. Teacher: book, planning, TV
2. Students: books, notebooks III./. TEACHING METHODS
Communicative approach, group Ss and T’s activities, play as a character, teaching
methods with game, teaching methods by visual, teaching methods by practising,
discussion group, technical present…. IV./.PROCEDURE
1. Check–up: during lesson 2. New lesson:
Teacher’s and Students’ activities Contents ACTIVITY 1: WARM-UP
❖ Aims: Help students brainstorm and lead in the new lesson
❖ Contents: Students use language
materials simply. Students work individually ❖
Products: Students’ performance ❖ Organization:
THINK! Imagine that you haven’t been in
- Teacher reads the questions with the class
contact with a friend for a month. What do
and encourages students to talk about their you talk about? own opinions and experiences
- Teacher invites some students to answer.
(Students’ own answers.)
- Students answer on their own. ACTIVITY 2: KNOWLEDGE FORMATION
❖ Aims: Help students pay attention to the
content of the dialogue.
❖ Contents: Students choose the correct
words in the dialogue individually
1. Complete the dialogue with the phrases in ❖
the box. Then watch or listen and check.
Products: Students’ answers ❖
Where has Daisy just been? What has Neil got Organization: all week? Pre-speaking Exercise 1:
- Teacher gives students time to read through
the dialogue and do the exercise.
- Teacher plays the video or audio for students
to watch or listen and check their answers.
- Teacher plays the video again and checks students’ answers.
- Teacher asks the questions to the class and
invites some students to answer the questions.
- Then, teacher checks the answers. Exercise 2:
- Students try to remember who says the
phrases in the dialogue and complete the box.
- Teacher plays the audio for students to
watch or listen. to check their answer.
- Teacher could pause after some of the
sentences and questions for students to check the answers.
- Teacher makes sure that students understand the key phrases.
Suggested answers: 1. away 2. adventure holiday 3. kayaking ACTIVITY 3: PRACTICE 4. photos
❖ Aims: Help students can exchange their 5. hundreds
news and improve their speaking skill. 6. every day
 Contents: Students work in pairs/groups
 Products: Students’ performance
=> Daisy has just been on an adventure holiday  Organization in Zambia. While-speaking Neil has got exams all week Exercise 3:
- Students work in pair and practice speaking the dialogue
2. Study the Key Phrases. Cover the dialogue
- Teacher gives students time to do task
and try to remember who says the phrases,
- Teacher invites some pairs of students to
Daisy (D) or Neil (N). Watch or listen again speak in front of the class. and check. Exercise 4:
- Teacher divides students in pairs and give
students time to match the phrases.
- Students work in pairs to complete the exercise.
- Teacher invites some students to answer their questions.
- Teacher checks answers with the class. Suggested answers 1. N 2. N 3. D
ACTIVITY 4. PRODUCTION 4. N
❖ Aims: Help students consolidate the way 5. D
to exchange their personal news. 6. N ❖
Contents: Students work in pairs ❖
Products: Students’ conversation
3. Work in pairs. Practise the dialogue.
❖ Organization: Post-speaking
(Students’ own answers.) Exercise 5:
- Teacher divides students into pairs to speak
based on situations that have been listed in
4. Work in pairs. Match the phrases. Then ask exercise 5.
and answer the two questions with your
- Students work in pairs to develop a partner.
dialogue about their personal news..
- Teacher monitors while students are working
- Teacher invites some pairs of students to
speak and gives general feedback at the end. Suggested answers: ACTIVITY 5. HOMEWORK 1. b
- Learn by heart all the structures. 2. d
- Do exercises (in the workbook). 3. e
- Prepare a new lesson. 4. a 5. c
5. USE IT! Work in pairs. Read the situation.
Prepare and practise a new dialogue. Use the
key phrases and the dialogue in exercise 1 to help you.
(Students’ own answers.)
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............................................................................................................................................... Week : Date of preparing: Period: Date of teaching: UNIT 3: ADVENTURE
Lesson 7: Writing: An FAQ page
I can use relative clauses to describe a sport. I./. OBJECTIVES
1. Knowledge: By the end of the lesson, students will be able to:
- can understand how to use relative clauses to describe sport
- use key phrases to describe activities
- use intensifiers in writing exercises
- understand how to write an FAQ section for a website about sport.
2. Skills: Speaking, listening, reading, writing.
3. Attitude: Students know how to learn English in the right way.
4. Competence: Writing, self-learning capability, creative capacity, ability to use language…… II./. PREPARATION:
1. Teacher: book, planning, TV
2. Students: books, notebooks III./. TEACHING METHODS
Communicative approach, group Ss and T’s activities, play as a character, teaching
methods with game, teaching methods by visual, teaching methods by practicing,
discussion group, technical present…. IV./.PROCEDURE
1. Check–up: during lesson 2. New lesson:
Teacher’s and Students’ activities Contents ACTIVITY 1: WARM-UP
❖ Aims: Help students understand what
FAQ means and answer their opinion.
❖ Contents: Students use language
? THINK! What does FAQ mean? Where do
materials simply. Students work in pairs you see FAQs? ❖
Products: Students’ answers ❖ Organization:
(Students’ own answers.)
- Teacher gives students time to think about their answer,
- Teacher invites some students to answer.
1. Look at the photo. Then check the meaning
- Students answer on their own.
of the words in blue in the Football FAQs and
read the text. Do you pass or throw the ball
when you play football? Do you think it’s a
difficult sport? Would you like to do it? Why / Why not? ACTIVITY 2: KNOWLEDGE FORMATION
❖ Aims: Help students pay attention to the
content of FAQs, and understand how to use
key phrases to answer the questions.
❖ Contents: Students work individually to
answer the questions and use key phrases to describe an activity
❖ Products: Students’ answers ❖ Organization: Pre-doing exercise:
-Teacher introduces some new words
“Before doing exercises, there are some new words in the text.”
- Teacher uses some techniques of teaching
vocabulary to teach them, then asks students to listen and repeat.
- Students listen to the teacher and repeat the words.
- Students copy down these words into their notebooks. Exercise 1:
- Teacher gives students read the Football FAQs.
- Students read the questions and answer using key phrases in the box
- Teacher invites some students to answer the questions and give feedback. Exercise 2:
(Students’ own answers.)
- Teacher gives students time to read the
FAQs again and complete the task. New words:
- Students read the FAQs and the exercises to - which: cái nào match the answers. - who: ai
- Teacher invites students to answer the - where: ở đâu questions.
- Teacher consolidates where the intensifiers
2. Which paragraph in the Football FAQs are placed. tells readers … ? Suggested answers 1. Paragraph 5 ACTIVITY 3: PRACTICE 2. Paragraph 4
❖ Aims: Help students understand how to 3. Paragraph 2
use relative clauses to do their exercises. 4. Paragraph 1
 Contents: Students work individually 5. Paragraph 3
 Products: Students’ answers  Organization
LANGUAGE POINT: Relative clauses Exercise 3:
- Teacher gives students time to do the 🕮 GRAMMAR: exercises.
- We use the relative pronoun who to show which
- Teacher invites some students to answer the person we are referring to. questions.
- We use the relative pronoun which to show
- Teacher checks answers with the class.
which object we are referring to.
- We use the relative pronoun where to show Exercise 4:
which place we are referring to.
- Teacher gives students time to complete the exercises. Pronoun Used Examples
- Students use relative clauses to complete sentences who people The girl who is talking
- Teacher invites some students to speak their with Han is my sister answers and give feedback. which objects This is the lipstick which I forgot in the Exercise 5: toilet
- Teacher gives students an instruction about
writing an FAQ section about sports. where places This house is my
- After that, teacher gives students time to grandparents where I complete their tasks. lived three years ago
- Students research a sport to find out what it involves.
- Students follow the writing guide to complete the FAQ.
- Teacher monitors while students are
3. Match the words in blue in the Football
working and give general feedback at the
FAQs with the words in the box. end.
Suggested answers: 1. an idea- which 2. an object - which ACTIVITY 4. HOMEWORK 3. a person - who
- Learn by heart all the structures. 4. a place - where
- Do exercises (in the workbook). - Prepare new lesson.
4. Complete sentences 1–5 with who, which or where. Suggested answers:
1. That’s the shop where I bought my board.
2. Mike’s the friend who lent me his life jacket.
3. Equipment which is expensive isn’t always the best.
4. I watched a video which showed the best techniques.
5. I don’t know anybody who has tried it.
5. USE IT! Follow the steps in the writing guide
(Students’ own answers.)
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