Week: 16
December 12th, 2023
Period: 48
December 20th, 2023

Date of preparing:
Date of teaching:

REVIEW 2
Lesson 1: Language

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Review the language they have learnt in Unit 4-5.
2. Core competence
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.

II. MATERIALS
-

Grade 10 textbook
Computer connected to the internet
TV
hoclieu.vn

III. PROCEDURES

1-Class order:
- Greeting
- Checking students' attendance.
2-Checking: none
3- New lesson

Stag
e
WAR
M-UP

Stage
aim
To revise
the
vocabular
y related
to the
topic of
Unit 4
and Unit
5.

PRON To check
UNCIA if

Procedure

MIMING GAME
* Teacher:
- lists out some key words of Unit 4 and
Unit 5, e.g. generous, benefit, community,
application, invention, laptop, smartphone,
experiment, hardware, software,
laboratory, equipment.
- has a volunteer come to the front then
whispers one of the words into his/her ears.
** Ss have to draw or mime the word. The
rest of the class makes guesses. The first
student who correctly calls out the word
gets a point.
*** The class plays the game together.
**** T checks if the answers are correct or
incorrect and leads in the lesson.
TASK 1. ESCAPE THE MAZE (p.62)
Escape the maze by connecting all
1

Interactio
n
- Teacher
and
students

Time
5
mins

- Students

- Teacher
and
students
6
mins

TION

VOCA

students
can
identify
the
correct
stress
placemen
t and
provide
further
pronuncia
tion
practice.

words with the stress on the first
syllable. Follow the examples and then
listen to check your answers. Practise
saying the words.
* T explains the activity.
** Ss try to escape the maze by connecting
all words with the stress on the first
syllable. T tells them to study the
examples. T asks them to say these words
aloud (increase, memory) with stress on
the first syllable.
*** Ss work in pairs.
**** T gives feedback and discusses with
the class. T plays the audio file for
students to listen and repeat.
Key:

To further
practise
putting
stress on
threesyllable
words

TASK 2: PAIR THE CARDS.
* T explains the activity.
- Put Ss in pairs and give each pair 10
cards.
- Write 20 familiar three-syllable words on
the board:
+ 10 words with stress on the 1st
syllable
+ 10 words with stress on the 2nd
syllable.
- Ask Ss to copy words on their cards then
shuffle the cards and spread them in front
of them.
** Ss take turns to open any two cards. If
the stress pattern of the words on the cards
match, they read the words and keep both
cards. If the stress patterns don't match or
they can't pronounce correctly, put them
face down in the same position. The winner
is the player with the most cards.
*** Ss work in pairs.
**** T gives feedback and discusses with
the class.

To check

TASK 1: FIND THE MISSING LETTER.
2

- Teacher
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- Students

- Teacher
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students

- Teacher
and
students

6
mins

- Students

- Teacher
and
students

6

BULA
RY

if
students
can use
words
and
phrases
related to
volunteer
ing and
invention
s

What are the missing letters?
Complete the sentences using the
pictures to help you. (p.62)
* T explains the activity. T demonstrates
with the example by asking Ss to guess
what the picture shows and elicits the
answer from the Ss.
** Ss work out the missing letters of the
item by using the pictures. T reminds them
that these are the words they learnt in Unit
4 and 5.
*** Ss work in pairs.
**** T gives feedback and discusses with
the class.
Key:
1. devices, communicate
2. donate, volunteer

To check
if
students
recognize
the
differenc
es
between
-ing and ed, -ful
and -less
adjective
s

GRAM
MAR

TASK 2. COMPLETE THE SENTENCES
USING THESE WORDS. THERE ARE
SOME EXTRA ONES. (p.63)
* T quickly reviews the differences between
-ing and -ed, -ful and -less adjectives. Then
T explains the activity. T asks Ss to fill in
the gaps with words from the box and
reminds them that there are some extra
words that they might not need.
** Ss do the task as required.
*** Ss exchange the answers.
**** T gives feedback and discusses with
the class.
Key:
1. interesting / useful, careful
2. useless, interested
To check TASK 1: READ THE TEXT AND CIRCLE
if
THE CORRECT ANSWERS. (p.63)
students
* T explains the context of the text.
can use
- T tells Ss that new ideas are usually the
the past
result of careful planning and analysis, but
simple,
sometimes there are accidents which lead
past
to useful inventions.
continuou - T asks them to look at the pictures and
s, present guess what these inventions are.
perfect,
** Ss read the passage and choose the
gerunds,
correct answers as they read.
and to*** Ss exchange the answers with their
infinitives partner.
.
**** T gives feedback and discusses with
the class.
Key:
1. find
2. Discovering
3

- Teacher
and
students

mins

- Students

- Teacher
and
students

6
mins
- Teacher
and
students

- Students
- Teacher
and
students
T-S

- Teacher
and
students

- Students
- Teacher
and
students

6
mins

- To
memoris
e
informati
on about
the origin
of some
famous
invention
s.
- To
practise
the use
of past
tenses.
WRAP
-UP

To
consolida
te what
students
have
learnt in
the
lesson.
HOME To
WORK prepare
for the
next
lesson.

3. was sitting
4. fell
5. was cleaning
6. discovered
7. have used
8. to make
9. making
TASK 2: RECALL THE INFORMATION
* T divides the class into groups of three. T
has each student in the groups choose a
different invention from the text and
pretend he/she is the person who has
invented or discovered the thing.
** Each student should try to explain how
they did it using the information from the
text. E.g. I'm Isaac Newton and I
discovered the law of gravity. I was sitting
under the apple tree when an apple fell on
my head. I realized that something made
apples fall straight to the ground. That's
how I discovered gravity.
*** Ss work in groups and then report to
the whole class.
**** T gives feedback.
T asks Ss to talk about what they have
learnt in the lesson.

Prepare for the next lesson: Review 2,
Lesson 2 – Skills (1).

4

- Teacher
and
students

7
mins

- Students
- Teacher
and
students
- Teacher
and
students

2
mins

- Teacher
and
students

1 min

Week: 17
18th, 2023
Period: 49
26th, 2023

Date of preparing: December
Date of teaching: December

REVIEW 2
Lesson 2: Skills (1) - Listening & Speaking

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Review the Listening and Speaking skills they have learnt in Unit 4-5.
2. Core competence
- Develop critical thinking skill;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.

II. MATERIALS
-

Grade 10 textbook
Computer connected to the internet
Pictures, A0 paper
Projector/ TV
hoclieu.vn

III. PROCEDURES

1-Class order:
- Greeting
- Checking students' attendance.
2-Checking: none
3- New lesson

Stage

WARMUP

Stage
aim
To give
exciteme
nt to
students
and lead
in the
lesson.

LISTENI To
NG
practise
listening
for main
ideas

Procedure

GAME: HANGMAN
* T writes 9 blank letters on the board.
_____ ____
** Ss guess the letters in turn.
*** The class plays the game together.
The first student to get the correct
answer is the winner.
**** T checks if the answers are correct
or incorrect and leads in the lesson.
TASK 1. LISTEN AND CHOOSE THE
BEST TITLE FOR THE TALK. (p.64)
* T explains the activity. T asks Ss if
they know what a smart home is.
** Ss read the titles, listen and choose
the best one for the talk as they listen.
*** Ss work individually and then
5

Interaction
- Teacher
and
students
- Students
- Teacher
and
students
- Teacher
and
students
- Students

Time
5
mins

7
mins

compare their answers with their
friends.
**** T gives feedback and discusses
with the class.
Key: A
To
practise
listening
for
specific
informati
on

TASK 2: LISTEN AGAIN AND FILL IN
EACH BLANK WITH ONE WORD.
(p.64)
* T explains the activity.
- T asks Ss to listen again. This time
they are filling in notes, using one word
for each blank.
- Before having Ss do the task, T
reviews the techniques for this type of
exercise, e.g. skimming through the
note, predicting parts of speech and
answers based on context clues.
- T gives Ss some time to skim through
the note and try to work out the
answers before they listen.
** Ss do as instructions.
*** Ss work individually and then
compare their answer with the
friend's.
**** T gives feedback and discusses
with the class.
Key:
1. voice
2. Lights
3. alarm
4. devices
To further TASK 3. WORK IN GROUPS.
practise
COMPLETE THE SENTENCES WITH
listening
AS MANY WORDS AS POSSIBLE.
for
* T puts Ss in groups and explains the
specific
task.
informati ** T gives each group a handout with 4
on
sentences. Each sentence has only 3
words given. T plays the audio (track
43). T can pause longer between
sentences or play the audio several
times if necessary.
*** Ss listen to the audio and complete
each sentence with as many words as
they can.
**** T gives feedback and discusses
with the class.
1. ……………………………….. everything
is controlled ………
2. ………….. turn on when
……………………………………….
6

- Teacher
and
students

- Teacher
and
students

7
mins

- Students
- Teacher
and
students

7
mins
- Teacher
and
students

- Students
- Teacher
and
students

SPEAKI
NG

To
practise
speaking
about
smart
homes

3. ……………. your house temperature
…………………….
4. …… that's how technology
…………………………………
Key:
1. Imagine living in a house where
everything is controlled from a
distance.
2. The lights turn on when you enter the
room, and then turn off as you leave.
3. You can even control your house
temperature, lights and devices from a
mobile phone when you are far from
home.
4. And that's how technology can make
your life more enjoyable and
comfortable than ever.
WORK IN GROUPS. WHAT OTHER
FEATURES SHOULD A SMART HOME
HAVE? HOW WILL THEY HELP US?
USE THE EXPRESSIONS YOU LEARNT
IN UNIT 5 TO HELP YOU. (p.64)
Task 1: Brainstorming and mind
mapping
* T explains the activity. T tells Ss that
now they will be talking about smart
homes and suggesting new features. T
gives each group a piece of A0 paper.
** Ss work in groups, try to brainstorm
and make a mind map on the paper
given. Ss can draw and colour the mind
map.
*** T walks round the class and gives
support if necessary.
**** T gives feedback to each group
before they present their work in front
of theclass.
Task 2: Presentation
* T asks Ss to look at the expressions in
the box and reminds them to use them
in their discussion.
** Ss work in groups, use the mind map
to prepare for a short presentation
about smart homes and suggesting new
features.
*** T walks round the class and gives
support if necessary. T encourages
them to use the expressions provided.
**** T asks some groups to share their
ideas with the rest of the class. T gives
feedback and discusses with the class. T
praises for interesting ideas and good
7

7
mins

- Teacher
and
students
- Students
- Teacher
and
students

- Teacher
and
students
- Students
- Teacher
and
students

9
mins

WRAPUP

HOME
WORK

To
consolida
te what
students
have
learnt in
the
lesson.
To
prepare
for the
next
lesson.

delivery.
T asks Ss to talk about what they have - Teacher
learnt in the lesson.
and
students

Prepare for the next lesson: Review 2 Skills (2) - Reading and Writing.

8

- Teacher
and
students

2
mins

1 min

Week: 17
18th, 2023
Period: 50
27th, 2023

Date of preparing: December
Date of teaching: December

REVIEW 2

Lesson 3: Skills (2) - Reading and Writing
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Review the Reading and Writing skills they have learnt in Unit 4-5.
2. Core competence
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.

II. MATERIALS
-

Grade 10 textbook
Computer connected to the internet
Pictures, A0 paper
TV
hoclieu.vn

III. PROCEDURES

1-Class order:
- Greeting
- Checking students' attendance.
2-Checking: none
3- New lesson

Stage

WARMUP

READI
NG

Stage
aim
To give
exciteme
nt to
students
and lead
in the
lesson.

To
practice
understa

Procedure

GUESSING GAME
* T asks a student to come to the
board. T shows him/her the key word
community service and asks him/her to
explain this word to the whole class.
** This student can use any ways to
describe the word, except for saying it
directly.
*** The class plays the game together.
The fastest student to guess the correct
key word is the winner of the game.
**** T checks if the answers are correct
or incorrect and leads in the lesson.
TASK 1. READ THE TEXT. MATCH
THE HIGHLIGHTED WORDS WITH
THEIR MEANINGS (p.64-65)
9

Interaction
- Teacher
and
students

Time
5
mins

- Students

- Teacher
and
students

5
mins

nding
words
from
context.

* T explains the context of the text.
- T writes down the words 'community
service' and 'volunteering' on the
board. - T asks if Ss know the difference
between them and tells them that they
will find the answer in the reading text.
** Ss complete the matching exercise
by focusing on the highlighted words in
the text.
*** Ss check the answers as a class.
**** T gives feedback and discusses
with the class and elicits the difference
between 'community service' and
'volunteering', e.g. Community service
can be either voluntary or compulsory,
so volunteering is just one type of
community service.
Key:
1. c
2. b
3. a
To
TASK 2. READ THE TEXT AGAIN AND
practice
CHOOSE THE BEST ANSWERS. (p.65)
reading
* T asks Ss to read the text again and
for main
complete the exercises.
ideas and ** Ss do the task as required.
specific
*** T checks the answers as a class.
informati **** T gives feedback.
on
1. B
2. C (Clue: For example, they may
volunteer to meet new people, to
develop social skills, or to 'find
themselves' (learn what they truly
want in life)
3. A (Clue: In general, people may
volunteer not just to have others, but
to help themselves)
To further TASK 3. PLAY WITH CARDS.
practice
* T puts Ss into pairs. Ask each pair to
reading
prepare two quiz questions based on
for main
the reading text and write them on
ideas and cards or pieces of paper, e.g. How many
specific
types of community service are there?
informati Why does the writer think volunteering
on
isn't always selfless?
** T collects the cards, shuffles them
and spreads them (face down), on a
table in front of the class. Invite pairs to
take turns to come to the table and turn
over a card.
*** Ss read the question and answer it.
Ss get one point for a correct answer. If
10

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and
students

- Students
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and
students

- Teacher
and
students
- Students
- Teacher
and
students

- Teacher
and
students

- Students

6
mins

6
mins

WRITIN To
G
practice
writing a
job
applicatio
n letter

the answer is wrong, they should put
the card face down in the same
position.
**** T checks the answers and gives
feedback.
COMPLETE THIS APPLICATION
LETTER FOR A VOLUNTEER JOB BY
WRITING A SHORT PARAGRAPH.
YOU MAY USE THE IDEAS BELOW TO
HELP YOU. (p.65)
Task 1: Brainstorm
* T asks Ss to work in groups and
brainstorm ideas to answer the
question: Which skills and qualities are
needed to be a volunteer for an
organization collecting books for
children?
** T asks Ss to share their ideas and
write them on the board. Ss can use the
ideas in students' book page 65.
*** Ss contribute to the discussion and
note down the important points in their
notebooks.
**** T checks the answers and gives
feedback.
Suggested ideas:
- Fond of reading
- Love helping others
- Love meeting new people
- Good interpersonal skills
- Be enthusiastic and helpful
- Develop social skills
Task 2: Complete the application
letter.
* T explains the task: Ss must finish an
application letter for a volunteer job.
Specifically, they need to write the
reasons why they are interested in the
job. They should write 50 - 70 words. T
draws their attention to the suggested
ideas and tells Ss they can incorporate
them in their letters.
** Ss complete the application letter.
*** T gives Ss enough time to write their
letters. T walks round the class and
offers help.
**** T collects some or all Ss' writings
to give written feedback.
Sample answer:
I am very interested in the job because
I am very fond of reading and I can sort
books very well. I also love helping
11

- Teacher
and
students
10
mins

- Teacher
and
students

- Students
- Teacher
and
students

- Teacher
and
students

- Students
- Teacher
and
students

10
mins

WRAPUP

HOME
WORK

To
consolida
te what
students
have
learnt in
the
lesson.
To
prepare
for the
next
lesson.

others and meeting new people,
especially children. In fact, reading
books to children is my favourite hobby.
I am also interested in this job because
it will help me to develop my social
skills, such as communication and
teamwork skills.
T asks Ss to talk about what they have - Teacher
learnt in the lesson.
and
students

Prepare for the next lesson: Unit 6,
Lesson 1 – Getting Started.

Week: 17
18th, 2023
Period: 51
27th, 2023

- Teacher
and
students

2
mins

1 min

Date of preparing: December
Date of teaching: December

REVIEW FOR THE FIRST EXAMINATION AND DO THE TEXT

I. OBJECTIVES

By the end of this lesson, students will be able to:
1. Knowledge
Through the revision period, the teacher can test his/her students' knowledge and at
the same time remind them of the language materials they have learnt in units 4 and
5
2. Core competence
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.

II. MATERIALS
-

Grade 10 textbook
Computer connected to the internet
Pictures, A0 paper
TV
hoclieu.vn

III. PROCEDURES
1-Class order:

12

- Greeting
- Checking students' attendance.
2-Checking: none
3- New lesson:
I. PRONUNCIATION (0.8 points)
A. Make the letter A, B, C or D on your answer sheet to indicate the
word whose underlined part differs from the other three in
pronunciation in each of the following questions.
Câu 1. A. watched
B. missed
C. pushed
D. happened
Câu 2. A. favorite
B. endanger
C. family
D. donation
B. Make the letter A, B, C or D on your answer sheet to indicate the
word that differs from the other three in the position of the main stress
in each of the following questions.
Câu 3. A. singer
B. decide
C. common
D. program
Câu 4. A. invention
B. internet
C. attention
D.
computer
II. USE OF ENGLISH (3.2 points)
Make the letter A, B, C or D on your answer sheet to indicate the word
or phrase that is CLOSET in meaning to the underlined part in each of
the following questions.
Câu 5. The school is difficult to get to because it is located in a remote area.
A. mountainous       B. isolated           
C. rural                      D. approachable
Make the letter A, B, C, or D on your answer sheet to indicate the word
or phrase that is OPPOSITE in meaning to the underlined part in each
of the following questions.
Câu 6. Thank you for your donation. It was very generous of you.
A. mean       B. selfish                           C. unkind                  
D. openhanded
Make the letter A, B, C or D on your answer sheet to indicate the
correct answer to each of the following questions.
Câu 7. Each month, we _______________ the donations to the community center.
A. take                  
B. have                     C. raise                    
D. 
create
Câu 8. _________ is a small computer that we can carry to work or school easily.
A. laptop
B. smartphone
C. hardware
D.
software
Câu 9. My mother and I often go to the supermarket to shop for ____ at
weekends.
A. cook
B. groceries
C. heavy lifting
D. the
chores
13

Câu 10. Students are encouraged and challenged to study _________.
A. effect
B. effected
C. effective
D. Effectively
Câu 11. Her first novel______________into English last year.
A. translated
B. was translated
C. was translating
D.
translate
Câu 12. I______________ my mother cooking dinner at 6 o'clock yesterday.
A. were helping
B. were helped
C. help
D.
are helping
Câu 13. David………………….English for six years
A. studied
B. has studied
C. have studied
D. will study
Câu 14. He ______ in this company since he was 20 years old.
A. is worked
B. has worked
C. worked
D.have worked
Câu 15. We ____ the roof for Mrs. Smith, an elderly childless woman,
when it poured with rain.
A. were mending
B. was mending
C. have gone
D.
had gone
Câu 16. While we were standing in the rain, Sally's mother ____ past.
A. drives
B. drove
C. was driving
D. is
driving
Câu 17. John made me ____ a lot with his hilarious jokes.
A. laughing
B. to laugh
C. laugh
D.
laughed
Câu 18. We expect Linh ____ to the airport late as the plane will take off in 15
minutes.
A. to come
B. not to come
C. not coming
D.
coming
Make the letter A, B, C or D on your answer sheet to indicate the
sentence that best completes each of the following exchanges.
Câu 19. Student A. “Would you like to participate speaking English contest?”
Student B. “_________.”
A. Thanks a lot
B. You're welcome
C. Yes, I'd love to
D. Certainly!
Câu 20. Student A. “Thank you very much for your help”
Student B. “________”
A. It's quite OK.
B. That's right
C. I'd love to
D. You're welcome
III. READING (2.0 points)
A. Read the following passage and mark the letter A, B, C or D on your
answer sheet to indicate the correct word or phrase that best fits each
of the numbered blanks from 21 to 25.
ELECTRONIC DEVICES THAT HELP YOU LEARN ENGLISH
There are many ways to learn English. With the increase in new
technology, many companies are now providing new electronic devices to help
people learn English more quickly.
14

You can download the lessons from an English translation Internet site, (21)
______ put them on your iPod. Because it is portable, you can listen and learn
anywhere.
English audio tapes and audio CDs (22) _____ are great for learning or
listening to English music. All you need is a cassette or CD player. You can learn
in many locations including your car. An electric translator or electronic
dictionary is an excellent tool one can use when (23) ________ on a vacation, on
a business trip, studying languages, conversing with foreign people, and in a
variety of other situations. Many devices have a number of attributes that
include advanced text-to-speech and voice recognition technologies. There are
many good-quality (24) _________ dictionaries on the market. Depending on
which one you purchase, there is an extensive range of vocabulary that can
include up to one million words or more. (25) ______ electronic dictionaries
contain common expressions and phrases, grammar references, and much
more. Two popular hand-held English electronic dictionaries include the Talking
Electronic Dictionary and the Audio Phrasebook. They include hundreds of
thousands of words, definitions, and thesaurus entries. You can view the word
on the screen and hear it spoken. It is likely that you have your own language
interpreter. Just speak into the device and you will be provided with an
intelligible translation voice response.

Câu 21. A. and
B. or
C. but
D. so
Câu 22. A. who
B. whom
C. which
D. whose
Câu 23. A. traveling
B. going
C. moving
D. taking
Câu 24. A. electronic
B. electronics
C. electronically
D. electric
Câu 25. A. Many
B. Much
C. A few
D. A little
B. Read the following passage and mark the letter A, B, C, or D on your
answer sheet to indicate the correct answer to each of the questions
from 26 to 30.
The most obvious advantage of living green is that it helps reduce
environmental pollution. This is done by practicing the 3Rs. The first R means
choosing products very carefully to reduce waste as much as possible. Reusing
involves the repeated use of items. The third R is about separating materials
that can be recycled and later used for a new purpose.

15

There are also economic benefits to living green. Reducing the use of energy
and water can help save money on household bills. Furthermore, reusing
products and materials is another way to make saving. It helps save on
production costs since creating new products wastes materials and is
expensive. Recycled products also last longer than new ones, making them a
better and more eco-friendly option.
It is lastly, going green offers health benefits. It reduces air pollutants by
making the air we breathe cleaner and healthier. This means fewer diseases
and doctor's appointments. Another way to improve your health is
to purchase organic foods and green products for your household. They don't
use harmful chemicals that can lead to health issues. In turn, you also support
responsible farming methods that protect the environment.
Question 26. What is the main idea of the text?
A. The pros of a green lifestyle.
B. Difficulties in adopting a green lifestyle.
C. Trends in green living.
D. Environmental advantages
Question 27. According to the text, how can we practice the 3Rs?
A. By reducing waste as much as possible B. By reusing and recycling items
C. By doing both A and B above
D. By reusing bottles
Question 28. Which of the following is NOT given in the text as a benefit of
living green?
A. health benefit
B. economic benefit
C. community benefit
D. reduce environmental pollution
Question 29. The word 'purchase' in the last paragraph is closest in meaning
to_________.
A. exchange
B. sell
C. buy
D.
trade
Question 30: What can be inferred about the green life according to the passage?
A. Green life brings us health and economic benefits. B. Green life brings us health and
business.
C. Green life brings us health

D. Green life brings us community

benefit

IV. WRITING (2.0 points)
Put the words or phrases in the correct order to make meaningful
sentences
Question 31. I /have / volunteering /orphanage./experience/at /my local  
I have experience volunteering at my local orphanage
16

 ___________________________________________________________________
Question 32. He / wrote / heroes and struggles./ about /many works
He wrote many works about heroes and struggles.
 ___________________________________________________________________
Question 33. His parents /let/ go to/ chess/ him/ club.
His parents let him go to chess club
 ________________________________________________________
Question 34. I would like / volunteer/help/children / local orphanage.
I would like to volunteer to help children in the local orphanage. 
 ________________________________________________________
Rewrite the sentences with the same meaning as the first sentences.
Question 35. I last went to the cinema ten years ago. I haven't gone to

the cinema for ten years.
 I haven't ___________________________________________________________
Question 36. Miss Hoa started teaching English in 2000. Miss Hoa has taught

English since 2000
 Miss Hoa has___________________________________________________________
Combine these pairs of sentences.
Question 37. Mary is an amazing dancer. Her parents are proud of her. (and)

 ___________________________________________________________
Question 38. I went to school late. My teacher felt unpleasant. (Because)

 ___________________________________________________________

ANSWER KEY
Trắc nghiệm 7 điểm . Mỗi câu 0,2 điểm
1.D

2.C 3.B 4.B 5.B 6.B 7.C 8.A 9.B 10.
D
11.A 12. 13. 14. 15. 16. 17. 18. 19. 20.
A
B
B
A
B
C
B
C
D
21.A 22. 23. 24. 25. 26. 27. 28. 29. 30.
C
A
A
A
A
C
C
C
A
44. A 45. 46. 47. 48.
B
A
C
C
17

Tự Luận
IV. WRITING (2.0 points)
Put the words or phrases in the correct order to make meaningful
sentences
Câu 31. I /have / volunteering /orphanage./experience/at /my local  
I have experience volunteering at my local orphanage
Câu 32. He / wrote / heroes and struggles./ about /many works
He wrote many works about heroes and struggles.

Câu 33. His parents /let/ go to/ chess/ him/ club.
His parents let him go to chess club
Câu 34. I would like / volunteer/help/children / local orphanage.
I would like to volunteer to help children in the local orphanage. 
Rewrite the sentences with the same meaning as the first sentences.
Câu 35. I last went to the cinema ten years ago.
I haven't gone to the cinema for ten years.

Câu 36. Miss Hoa started teaching English in 2000.
Miss Hoa has taught English since 2000
Combine these pairs of sentences.

Câu 37. Mary is an amazing dancer , and her parents are proud of her. (and)
Câu 38. Because I went to school late. My teacher felt
unpleasant. (Because)

Listening
TRACK 1 - Script:
1. A
2. B
3. A
4. C
5. C
Script:
Hi, my name is Edward Brown. Six months ago, I launched GreenHelp, an
application for people who like to volunteer. I first came up with the idea for
this app when I was organising a green event at my school. It was difficult to
get the words out and bring in more people. Along with my friends, Jenna and
Pablo, I decided to design an application to facilitate volunteering activities.
Although GreenHelp was first created by the three of us, our team now consists
of fifteen people. GreenHelp is like a social network for volunteers. Users can
create new volunteering activities and other users can search and filter them to
find the most suitable one. Do you like to clean up the local beach? Are you
only free on Fridays? Our application helps you choose the best volunteering
opportunities according to your preference and schedule. Being available on all
smartphones, GreenHelp is a great way to hold an event without relying on big
organisations. Since its launch, GreenHelp has had more than 10 thousand
18

users and has boosted volunteering in many communities. Next week, as a new
feature, GreenHelp is going to alert you when you get near a volunteering
activity. In the future, we hope to add more special functions…
TRACK 2
39.
40.
41.
42.

benefit

relationship
unique
guidance counsellor
43. time
Audio script
Teenagers today lead very busy live...