Giao an tieng_anh_11-ban_co_ban

Preparing of date:……………………
Teaching of date class in
date
class Total of sts
11a4
11a5
Period : 4 Unit 1: FRIENDSHIP
Lesson 1: Reading
I. Objectives
By the end of the lesson, Ss will be able to:
- Develop such reading micro-skills as scanning for specific ideas,
skimming for general information, and guessing meaning in context.
- Use the information they have read to discuss the t opic.
II. Teaching aids
Textbook, handouts.
III. Language content
1.Knowledge: + Vocabulary :enthusiasm,constant…..
+ Grammar : past simple, past progressive…
2. Skills : devolop reading
IV.Teaching methods: p.p.p,communicative….
IV. Procedure
Time Teacher's activities Students' activities
1’
I-Organization:
Who is absent today?
II.WARM UP
Competition game’Network
- T prepares a handout with a
network of the word “Friendship”.
-Answer:
11A4:
11A5:
Sts listen and work in groups
1

6’
- T divides the class into 8 groups and
gives each group a handout . T asks Ss
to complete the network . The winner will
be the group completing the network in
the shortest period of time .
10’ BEFORE YOU READ
Discussing the picture and poem
- T ask the whole class to look at the
picture on page 12 an ask them some
question :
+ What are the girls and boy doing in the
picture ?
+ How do they feel ?
+ What does the picture tell you ?
- T ask Ss o work in pair to read the
short poem on page 13 and answer the
question : “What do you think of friend in
the poem ?”
- T calls on some Ss to answer the
question . T may give some comments
and her suggestion : The friend in the
poem is very dedicated and thoughtful .
He / she is willing to help his / her friend
in any circumstances .
Pre- teaching Vocabulary
Note : T should only teach the words
Pair work and whole class
Suggested answers :
+ One boy is playing the guitar ,
and the other girls and boys are
singing .
+ They sem very happy because I
can see their smile .
+ The picture tells me that friends
can happily do many things
together . / Friedship is a nice
thing that brings hppiness to us .
Friendship
2

which do not appear in Task 1 .
Lasting (adj) = lifelong (adj) : bÒn v÷ng ,
l©u dµi)
To be concerned with : quan t©m tíi ai ,
c¸i g×
Constant (adj):thêng xuyªn, kh«ng thay
®æi
Constancy (n): sù kh«ng thay ®æi
Rumour (n): tin ®ån
Gossip (n): chuyÖn tÇm phµo
Trust (n): sù tin tëng
Sorrow (n): sù ®au khæ
Pursuit (n): sù theo ®uæi, ®am mª
- If there is some time left, T may ask
some Ss to make sentences with the
above words to check their
understanding.
6’
WHILE YOU READ
Setting the scene
You are going to read a passage about
the qualities of a long lasting friendship.
While you are reading, do the tasks in
the textbook.
Task 1
Instruction: Fill each blank with one of
the words in the box.
- T writes these words on the
board:Acquaintance, incapable of,
mutual, unselfish, give and take, friend,
loyal to, suspicious
- Then T instructs Ss to read the
passage quickly and stop at the lines
that contain these words to guess their
meanings (except for the word “friend”
as this word is familiar with Ss)
- Ss guess the meaning of the words
based on the contexts in the sentences
- T checks that Ss understand the words
correctly. T can check Ss’ understanding
by asking them to provide the
Vietnamese equivalents to the words.
- Next, T instructs Ss to use some
Whole class, individual work and
pair work
*Keys:
1.mutual
5. give and take
2.incapable of
6. loyal to
3.unselfish
7. suspicious
4. acquaintance/friend
3

5’
strategies to do Task 1:
- T asks Ss to work individually to do
the task
- T goes around to help Ss when
necessary.
- T asks Ss to exchange their answers
with other Ss.
- T asks Ss for their answers and tells
them to explain their choices.
- T gives the correct answers:
Task 2
Instruction: You are to read the
passage again and dicide which of the
choices A,B,C or D most adequately
sums up the ideas of the whole
passage.
- T gets Ss do the task individually and
then find a peer to compare their answer
with. T might want to give them some
time to re-read the passage.
- T might also want to give Ss some
strategies to find the main idea of the
passage:
-T calls on some Ss to give their
answers
and asks other Ss to say whether they
agree
or disagree.
- T gives feedback and the correct
answer:
Answer : B
Task 3
Instruction: You are required to answer
the six questions in the book.
- T asks Ss how to do this task. If they
do not remember, T may instruct
them to use some strategies to do the
task:
+ First, skim the six questions to
understand them. As Ss do this they:
+ Go back to the first question and
locate the information for the question by
Answer : B
* underline the key words. For
instance, in question 1 Ss can
underline what, first quality,
friendship, ...
* decide what information they
need to find in the text
*look for questions words like
“why” which indicates Ss should
read for specific thing like a
reason.
4

finding the key words in the passage
and mark the place.
+ Read the part carefully to find the
answer . Ss can use their own words.
+ Continue with the rest of the
questions.
- T asks Ss to work individually to do the
task, then discuss their answers with
their peers.
- T calls on some Ss to write their
answers on the board and ask then to
explain their choices.
- T gives the correct answers:
1. The first quality for true friendship is
unselfishness. It tells us/me that a
person who is concerned only with
his/her own interests and feelings can’t
be a true friend. (paragraph 2)
2. Because they take up an interest with
enthusiasm, but they are soon tired of it,
and they feel the attraction of some new
object. (line 2-3, paragraph 3)
3. The third quality for true friendship is
loyalty. It tells us/me that the 2 friends
must be loyal to each other, and they
must know each other so well that there
can can be no suspicions between
them. (line 1-3, paragraph 4)
4. Because if not people cannot feel sae
when telling the other their secrets .(line
1-3 , paragraph 5 ) .
5 . Because they cannot keep a secret ,
eithr of their own or of others’ . (line 3-4 ,
Paragraph 5 )
6 . The last quality is sympathy . It tell us
/ me that to be a true friend one must
sympathise with his / her friend one .
Where there is no mutual sympathy
between friends . there is no true
friendsship . (last paragraph )
10’
AFTER YOU READ
Instruction: You are required to work in
Pair work , group work, & whole
class
5

pairs to discuss the question in the
textbook.
- T asks Ss to work in pairs to discuss
the question in the book.
- T goes around to help Ss when
necessary.
- When all pairs have finished, T asks
every 2 pairs to share ideas.
- T calls on some Ss to report their ideas
to the class.
- T gives feedback.
2’
Consolidation and homework
T summarizes the main points of the
lesson.
- T asks Ss to learn by heart all of the
new words and do the extra exercise as
homework.
Whole class
Preparing of date:……………………
Teaching of date class in
date
class Total of sts
11a4
11a5
Period : 5 UNIT 1 : FRIENDSHIP
Lesson 2: Speaking
I. Objectives
By the end of the lesson, Ss will be able to describe the physical
characteristics and personalities of their friends, using appropriate
adjectives.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may not have enough vocabulary to talk about the topic, so T should
be ready to provide help.
IV. Porcedure
Time Steps Work
arrangement
6

8’
WARM UP
Competition game - Word search
- T divides the class into small groups of 3 – 4 Ss.
Then T distributes the following puzzle handout for
Ss to do in their own groups. Which group finishes
first and has all the correct answers will be the
winner.
- A variant of this activity: T draws or prepares 2 big
copies of the word search and hangs them on the
board. T calls 2 pairs of Ss to go to the board and
ask them find all the adjectives as quickly as
possible. The pair with the quickest and most correct
answers will be the winner.
The adjectives in the box below are hidden in the
puzzle. Find them as quickly as possible.
Tall medium
handsome
Beautiful honest
sincere
Caring understanding
humorous
Group work
7

8
H O N E S T S I G N
S A D
U I U H R N O I N U
B O C
M T N G G F T E R U
E G A
O U H D E A N H B T
A E R
R T A L L D M E D I
U M I
O O N G R A B H O L
T N N
U N D E R S T A N D
I N G
S H S I N C E R E S
F M U
S M O U G E N E R O
U S O
R I M F A U D A A R
L I D
E E E U U N O U H R
H M H
I A M A S A U L R B
L M A
N E C U N T E N S E
D M S

12’
TASK 1
Instruction: You are going to look at the picture of 4
people on page 15 and describe them in pairs.
- Before letting Ss do the task, T asks them to read
Useful language on page 16. T may ask If Ss know
the meanings of the adjectives provided.
- T elicits or teaches some words:
Forehead (n): (T points at his/her forehead) tr¸n
Crooked (adj): an adjective you can use to describe
one’s nose ( mòi kho»m)
-T may ask Ss to provide some
adjectives/expressions used to describe people’s
appearance. She may also give Ss a handout of
these adjectives and expressions.
Describing people’s appearance
Height Tall, medium, short
Build Slim, plump ( bô bÉm, ®Çy ®Æn),
overweight/obese (bÐo ph×),
Thin, muscular(v¹m vì), athletic,
stocky(thÊp ch¾c nÞch), well-built(lùc
lìng), of medium/average/normal build.
Hair Normal order of activities used to
describe one’s hair: length, style and
colour
+ length: long, short, shoulder-
length(ngang vai)
+ style: straight, wavy, curly, crew-
cut(®Çu cua)
+ colour: black, grey, red, brown
Others: a fringe(m¸i), a bun (bói tãc),
plait(s) (®u«i sam)( to wear one’s hair
in a bun/a plait/plaits), receding(sãi,
tãc hít ra sau), bald
Face Oval, round, large, square, skinny,
chubby(phóng phÝnh), long, with high
9

cheek-bones(gß m¸ cao)
Eye Small, big, black, brown, blue
Nose Straight, crooked, turned up(hÕch),
big, small, flat(tÑt)
Chin Pointed chin(c»m nhän), double
chin(hai c»m), no chin
Lips Thin, full, narrow, heart shaped
Forehead Broad, high
Skin White, pale, suntanned(r¸m n¾ng),
oriental, dark, brown, coffee-coloured,
black, a smooth complexion, pale
complexion(da t¸i)/ dark complexion,
clear skin, greasy skin(da nhên)
General
Appearan
ce
Beautiful, handsome, pretty, good-
looking, plain(b×nh thêng)
Age She was in her late teens (18, 19
tuæi)/he was in his early twenties (21-
23 tuæi)/she was about thirsty years
old/his twelve-year-old son/a middle-
aged woman/a man in his
sixties(kho¶ng 60 tuæi)
- T asks Ss to work in pairs to describe the people in
the picture, and then calls on some Ss to present
their answers.
- T gives feedback.
Suggested answers:
1. The boy is about 16 years old. He may short-
sighted because he’ a wearing a pair of
glasses. He has short black hair, a round face
with a broad forehead, a small nose, thin lips,
and a small chin. He’ quite good-looking.
2. The girl is about 14. She’ also wearing a pair of
glasses. She has shoulder-length black hair,
and she’ wearing a ribbon. She has an oval
face with a straight nos, full lips and a pointed
chin. She’ quite pretty.
3. The man is in his forties. He’ tall and well-built.
He has short brown hair and a square face with
a broad forehead, small eyes, a crooked nose
10

and thin lips. He’ quite good-looking.
The woman is in her twenties. She’ quite tall and
slim. She has long curly hair and an oval face with a
broad forehead, big eyes, a straight nose, heart-
shaped lips and a small chin. She’ very beautiful
11

10’
Task 2
Instruction: You are going to discuss and number
the personalities in order of importance in friendship
and then report the results.
- Before Ss do the task, T asks them to look at the
list of adjectives provided in the book. T asks if Ss
understand these adjectives or not.
- T can elicit or explain some adjectives quickly:
Caring(adj): kind and helpful and showing that you
care about other people (chu ®¸o)
Hospitable(adj): please to welcome guests; generous
and friendly to visitors(hiÕu kh¸ch)
Modest(adj): not talking much about your own
abilities or possessions(khiªm tèn)
Sincere(adj): saying only what you really think or feel
(ch©n thµnh)
Understanding(adj): showing sympathy for other
people’ problems and being willing to forgive them
when they do sth wrong(th«ng c¶m)
-T divides the class into groups of 6 with a group
leader. They discuss and the leader will take notes of
the ideas, and then one representative will report the
result to the whole class. T reminds Ss that they
have to explain their choice as well.
- T goes round to offer help when Ss discuss.
- T calls on some Ss to report the results of their
discussion. Ss’ answer may be: My group thinks that
being caring is the most important in friendship
because when friends care about each other, they
will know when to share happiness or difficulty with
their friend ....
- T elicits feedback from the class and gives final
comments.
Task 3
Instruction: Imagine that you have a friend who has
just won the first prize in Mathematics. A journalist is
going to interview you about your friend . Act out the
interview in pairs.
- Before Ss perform the interview in pairs, T gets Ss
have a look at their roles on page 16 and the
suggestions on page 17.
Whole class &
group work
12

13’ - T may elicit the questions they may ask, foe
example:
+ his /her physical characteristics: What does
he/she look like ?
+ his/her hobbies: What does he/she like doing in
his/her free time ?/ What are his/her hobbies ?
+ his/her personalities: How is he/she ?/ Is he/she
friendly ?...
- T may also make clear the meanings of some
adjectives:
Quick-witted (adj): able to think quickly; intelligent
(th«ng minh, nhanh trÝ)
Good-natured (adj): kind, friendly and patient when
dealing with people (tèt bông,®«n hËu)
- Tasks Ss to work in pairs to perform the interview in
7 minutes and goes around to offer help.
- T calls on some pairs to perform the interview.
- T elicits feedbac
k from the class and gives final comments.
Whole class &
pair work
2’
WRAPPING
- T summarises the main points of the lesson.
- T asks Ss to do the extra exercise as homework.
Whole class
Preparing of date: …………………………..
Teaching of date Period in
date
class Total of sts
11a4
11a5
PERIOD : 6 UNIT 1: FRIENDSHIP
Lesson 3 : Listening
I. Objectives
By the end of the lesson, Ss will be able to develop such listening micro-
skills as intensive listening for specific information and taking notes while
listening.
II. Materials
Textbook, cassette tapes, handouts.
13

Ss may not be familiar with the note-taking task, so T should provide
them some tips to deal with the task.
IV. Procedure
14

Time Steps Work
arrangement
7’ Warm up
Competition game - Crossword
- The aim of this activity is to help Ss revise the vocabulary items
Ss learnt in the previous lesson.
- T divides the class into small groups of 3 – 4 Ss. Then
distributes the following crossword handout for Ss to do in their
own groups. Which group finishes first and has all the correct
answers will be the winner.
Answers:
- Cross: - Down:
1. good-natured 1. generous
4. friendly 2. helpful
5. quick-witted 3. modest
6. hospitable 7. studious
8. patient
9. honest
O 1 O O
O O O O O O O O O O O O O O
O O O O O O O O O O O O 2 O
O O O O O O O O O 3 O O O
4 O O O O O
O O O O O
O O O O O O O O O O O O
5 O O
O O O O O O O O O O O O
O O O O O 6 7
O O O O 8 O O O O
O O O 9 O O O O O O
CROSS DOWN
1. kind, friendly and patient 1. giving or
willing to give freely
when dealing with people 2. willing to
help SO
4. showing kindness; making you feel 3. not
talking much about your
relaxed and as though you are among friends own
abilities or possessions
5. able to think quickly; intelligent 7. spending a
lot of time
6. please to welcome guests ; generous and friendly Studying
or reading
Group
work
15

Preparing of date:…………………………..
date
class Total of sts
11a4
11a5
PERIOD : 7 UNIT 1: FRIENDSHIP
lesson 4 : Writing
I. Objectives
By the end of the lesson , Ss will be able to :
Write about a friend, real or irmaginary , using the words and expresions that
they have learned in previous lessons
II. Materials
Textbook , handout .
III . Anticipated problems :
Ss may not have sufficient vocabulary to write about the topic , so T
should be ready to assist them
IV . Procedure :
Time Steps Work
arranngemen
t
7’ Guessing game
- T introduces the game : one student goes to the board
and T give him / her a piece with the name of a student in
the class . Other Ss to ask Yes / No questions to find out
who the student is . Ss should ask about the
appearance , personalities , or clothes ...
- Ss may ask questions such as :
+ Is the person a girl ?
+ Is she tall ?
+ Is she short - sighted ?
+ Is she friendly ?
- The game can continue until time is up
13’ PREPARING SS TO WRITE
- T sets the scene : You are going to write about a friend ,
real or imaginary , using the provided guidelines . T gets
Ss to read the task and the guidelines silently and work
out what they are required to write about . In general , Ss’
writing should include three parts : (1) general
information about their friend,(2) his / her physical
charateristics and personalities, and(3) what Ss like
Whole class
16

about the friend .
- T elicits the verb tenses that may be useful when Ss
want to write about when and where they met their
friend . In this case , Ss may us the simple past tense
and past continuous in their writing . If needed , T may
revise the uses of these tenses . T make clear that :
+ While the past simple is used to talk about an event
that happened and finished in the past , the past
continuous is used to talk about an event that was
happening at a specific past time . We often use the past
continuous together whith the past simple . The past
continuous indicates a longer ‘ background’ action or
situation ; th simple past refers to a shorter action or
situation that happened in the middle or interruppted it .
- T may also elicit / revise the adjectives and expressions
Ss can use to describe their friends appearance and
personalities .
- T get Ss prepare an outline for their writing and
exchange it with their peer .
- T goes around to offer help and gives corrective
feedback .
15’ WRITING
- T gets Ss to write about their friend in 15 minutes .
- T goes around to observe and offer help .
Sample writing :
Probably my best friend is one of my classmates .
Her name ic Mai . We have known each other sine we
were 8 years old , and we have studied together since
then . However , we became best friends when we were
at grade 6 . At that time I was very bad at English , and it
was her who helper me improve my English . Now Mai
lives with their parents in Hai Ba Trung street .
If I were to describe how she looks , I would say the very
pretty . She has short black hair , brown almond- shaped
eyes , a small nose and a small pointed chin . She is not
very tall but not short either and she is quite slim . She
doesn’t like to dress up so I usually see her wearing
jeans and T - shirt or sweater . She has very nice
Individual
work
17

presonality an a wonderful sense of humor , but she can
also get a little depressed from time to time . I can
always count on her to be honest and to give me the best
advice .
What I like about Mai is that she has the same hobbies
whith me . We both enjoy music , playing the guitar and
singing . We like going to the cinema but some times
can’t agree on which movie to see . Wtatever we’re doing
, it’s always fun to be with her . In addition , since I am
better in math and science and she is better in English
and languages , we can always help each other if me get
confused about a difficult homework assignment . We
are lucky that we complement each other so well and
that we get along so well . I hope that our friendship will
continue and be just as strong after we graduate from
high school . We would like to study at the same
university.
8’ FEEDBACK ON SS’ WRITINGS
- T as Ss to exchange their writing with another student
for peer correction
- T goes around and collects mistakes and errors .
- T collects some writings for quick feedback
- T writes Ss typical errors on the board and elicits self
and peer correction . T provides correction only when Ss
are not able to able to correct the errors .
- Finally , T provides general comments on the writings
Pair work and
whole class
2’ WRAPPING
- For homework, T asks Ss to improve their writing,
taking into consideration their friePPnds’ and T’s
suggestions and correction and do the extra exercise.
Whole class
Preparing of date: ……………………...
date
class Total of sts
11a4
11A5
18

Period : 8 uNIT 1: FRIENDSHIP
lesson 5 : Language focus
I. Objectives
- Distinguish the sounds ? /dz/ and /tS/.
- Pronounce the words and sentences containing these sounds correctly.
-Use some structures containing infinitives with and without to appropriately.
II. Materials
Textbook, handouts.
Ss may find it difficult to pronounce the 2 sounds, so T should prepare a
lot of practice.
IV. Procedure
Time Steps Work
arrangement
12’ PRONUNCIATION
Pronouncing the 2 sounds separately
- T models the 2 sounds / dЗ / and / t∫ / for a
few times and explains the differences in
producing them.
+ The phonetic sound / dЗ / is a voiced
palatal.
Voiced = vocal cords vibrate while making this
sound palatal = put your tongue behind your top
teeth, push air as you drop your tongue away
from the roof of your mouth.
+ The phonetic sound / t∫ / is an unvoiced
fricative palatal. Unvoiced = vocal cords do not
vibrate while making this sound. Fricative palatal
= touch your tongue to the back of your upper
teeth and pull your tongue away as you push air
out of your mouth.
- T palys the tape( or reads) once for SS to hear
the words containing these 2 sounds. Then T
plays the tape (or reads) again and this time asks
Ss to repeat after the tape (or T).
Pronouncing words containing the sounds
- T reads the words in each column all at once.
- T read the words once again, each time with a
word in each column to help distinguish the
differences between the sounds in the words.
Whole
class,individual
work & pair work
19

- T reads the words and asks Ss to repeat them.
- T asks to practise pronouncing the words in
pairs.
- T goes around providing help.
- T asks some Ss to pronounce the words and
gives correction if necessary.
Practising sentences containing the target
sounds
- T reads the sentences and asks Ss underline
the words with the sounds and write
/ dЗ / and / t∫ / under them.
- T asks Ss providing the sentences in pairs.
- T goes around to provide help.
- T asks some Ss to read the sentences and
gives feedback.
10’ GRAMMAR
1. To- infinitive
a. Presentation
- T writes some sentences on the board and
underline the to- infinitive:
+ I have letters to write.
+ Does he get anything to eat ?
+ There is plenty to do ?
- T asks Ss to comment on the use of to-
infinitives in these examples. T reviews the form
and use of to-infinitives in the examples. T may
give Ss the following handout.
In the examples above the infinitives are used
to replace relative clauses.
1. The infinitive can be placed after
nouns/pronouns to show how they can be used
or what is to be done with them.
+ I have letters to write. = I have letters that I
must write.
+ Does he get anything to eat ? = Does he get
anything that he can eat ?
Similarly with to-infinitives + preposition:
Someome to talk to cushions to sit on a table to
write on a tool to open it with a case to keep my
records in
2. Use of passive to-infinitive
Whole class,
individual work &
pair work
20

+ There is plenty to do =
a. plenty of things we can do
b. plenty of work we must do
In the there + be + noun/pronoun + to-infinitive
construction, when there is an idea of duty, as
in (b) above, a passive to-infinitive is possible:
There is a lot to be done. But the active to-
infinitive is more usual.
- T continues writing some other sentences on
the board:
+ I’m sorry to trouble you.
+ It is easy to please that customer.
+ The pie is too hot to eat.
- T asks some Ss to comment on the
examples. T might explain to Ss that we can
put to-infinitive after adjectives. The form is: adj
+ to-infinitive; adj + too/enough + to-infinitive
(too before an adj means excessively; enough
after an adj means to the necessary degree).
- T asks some Ss to give some similar
examples.
b) Practise
Exercise 1
- T asks Ss to do Exercise 1 individually and
then compare their answers with another
student.
- T calls on some Ss to read out their answers.
- T gives correct answers:
1. Who wants something to eat?
2. I have some letters to write.
3. I am/was delighted to hear the news.
4. My mother has some shopping to do.
5. You always have too much to talk about.
6. It is lovely to see you again.
7. It’s/was too cold to go out.
8. I’m happy to know that you have passed the
exams
2. Infinitive without to (bare infinitive)
a) Presentation
- T calls on some Ss to give out some verbs
that are followed by bare infinitives.
- T may make clear that:
21

+ We can use a noun or pronoun object +
bare infinitive after verbs of perceptions such
as
feel,hear,watch,see,notice,observe,perceive,s
mell ... .The bare infinitive generally refers to
the complete action.
+ We use the bare infinitive after let and
make: Let SO do STH = allow SO to do STH;
make SO do STH = force SO to do STH.
b) Practice
Exercise 2
- T asks Ss to do exercise 2 in pairs. Ss have
to rewrite the sentences by using the words
given.
- T asks them to compare answers with another
pair.
- T calls on some Ss to go to the board to write
their answers.
- T asks other Ss to feedback and give correct
answers:
1. The police watched them get out of thr car.
2. They let him write a letter to his wife.
3. I heard them talk in the next room.
4. The customs officer made him open the
briefcase.
5. The boy saw the cat jump through the
window.
6. Do you think the company will make him pay
some extra money.
7. I felt the animal move toward to me.
8. Do you think her parents will let her go on a
picnic.
Production: Story telling
- T prepares a handout with 6 pictures in the
right order. T asks Ss to work in groups of 5 to
tell the story about the crow in the pictures. T
gets across to Ss that they shouls use as many
sentences with to-infinitives and bare-infinitives
as possible. The group which produces the
most logical story with the most appropriate
sentences using to-infinitives and bare-
infinitives will be the winner.
22

- T calls on some groups to tell their story and
elicits feedback from the class.
- T gives final comments and provides
correction if necessary.
Suggested story
A wise crow
A crow hadn’t had anything to drink for a long
time. One day she saw a pitcher. There was a
little water in the pitcher, but it was too low for
her to reach. What was she to do ? She tried to
break the pitcher with her beak, and then to
overturn it on the ground, but it was too hard
and heavy to do. Then she thought of a plan.
She picked up a number of little stones and
dropped them one by one into the pitcher. In
this way the water was soon raised high
enough for her to easily reach.
3’
WRAPPING
- For homework, Ss review the points that have
been coverd in the lesson and do the extra
exercise.
Whole class
Preparing of date: ………………..
date
class Total of sts
11a4
11A5
Period : 9 UNIT 2 : PERSONAL EXPERIENCE
lessn 1: reading
I. Objectives
- Develop such reading micro-skills as scanning for specific ideas,
identifying the sequence of events and guessing meaning in
context.
- Use the information they have read to discuss the story.
II. Materials
Textbook, handouts.
23

Ss may need help with the discussion task, so T should be ready to help
them.
IV. Procedure
24

Time Steps Work
arrangement
5’ WARM UP
Vocabulary crossword puzzle
- T divides the class into small groups 0f 3 – 4 Ss.
Then T distributes the following crossword puzzle
handouts for Ss to do in their own groups. Which
group finishes first and has all the correct answers
will be the winner.
Crossword
1. My dad works in a factory where he produces
cars and tractors. He’s and ...
2. An ........ is something that protects you from
rain or sun.
3. He saved 5 people in the fire. He’s such
a......person.
4. We have a big ...........for our cars and a
lovely garden at home.
5. This is a beautiful song. I like both the music
and the ....... .
6. Tran Hung Dao is a national....... . He saved
the Vietnamese people from Chinese
invaders.
7. He wom several chess championships at a
young age. Actually, he was the the country’s
youngest ........ .
8. In her glorious singing career Celine Dion
has earned various music awards. She is the
most ...........Canadian singer.
9. Only a little boy saw the car hit and run. He
was the only .....of the accident.
10. Washington DC is the ............city of
the United States.
11. My flat is quite ..... : it’s located right in
Hoan Kiem District, the city centre.
12. My mother always ..........me to go
ahead and realise my dreams.
Answer:
e n g i n e e r
u m b r e l l a
b r a v e
g a r a g e
l y r i c s
h e r o
c h a m p i o n
s u c c e s s f u l
Group work and
whole class
25

date
class Total of sts
11a4
11A5
PERIOD : 10 UNIT 2 : PERSONAL EXPERIENCE
Lesson 2: Speaking
I. Objectives
- Identify structure that are used to talk about past experiences and their
influences on one’s life, i.e. present perfect and past simple, structure with
‘Make’.
-Use these structures to talk about a past experience and how it affects their
life.
II. Materials
Textbook, handouts.
Ss may have problem using present perfect and past simple when talking about
the past.
IV. Procedure
Time Steps Work
arrangement
10’ -Have you ever - Game
This is game for student to practise making “Have you
ever ...” questions , and responding to them . To prepare
for it , at home T cuts out and shuffles the given “Tell th
Truth ” or “Tell a lie” cards .
- T first divides the class into groups of 3-4 . Then T
places the cards in one pile at the centre of the table .
- T models “Have you ever ” + past participle for Ss as
well as ways to respond to “Have you ever ” questions.
E . g
Have you ever sung in public ?
Yes , I have or No , I haven’t .
If the answer is “Yes ” , no might ask a follow-up
questions , using the past simple , e.g . When was it ?
Where did you sing ? etc .
- Now T introduces the game : Within their group the first
student starts and asks anyone else in his / her groudp a
“Have you ever questions .” . The student who is asked
the questions should draw a card from the pile of “Tell a
26

10’
10’
Lie ” card and answer according to the card . The rest of
the student are allowed to ask 3 more follow- up
questions to try and determine if the person answering is
telling the truth or lying . After 3 questions are up , the
student answering will show his / her card for the group
to see if it’s a “Tell the truth ” or “tell a lie ” card . The
groud continues to play until everyone is asked .
Tell the truth Tell a lie
TASK 1
T introduces the task and gets Ss to do it individually ,
then copare the answers with a peer .
- T calls on a student to read out his / her answers .
- T checks with the class and gives corrective feedback .
- T intriduces or elicits the structures “Make some body
do something ” or “ Make somebody + Adjective ”.
- T writes the structures on the board and elicits their
meaning and uses
- T gets Ss to make sentences with the strutures or ald
more options to Column B .
Note : T should make it clear to Ss that when a verb is
used as a subject , it should take the form of either an
infinnitive with “to ” or – ing gerund .
E. g “to speak English to a native speaker makes you
more interested in learning English ” or “Speaking
English to a native speaker makes you more interested
in learning English ”
Answers :
1. d 2.c 3. a 4. d 5. e
TASK 2
- T introduces the task : Ss are going to work
individuallyon the sequence of the conversation and then
find a peer to compare theur answers with .
- T call on a student to read out his / her answers .
- T checks with the class and gives corrective feedback .
- T draws Ss’ attention to the questions asked in the
conversation and help them to review the use of present
Individual
work , pair
work &
whole class
27

perfect and past simple when talking about a past
experience and its present effeccts .
Present perfect : used with “ever ” to ask about a past
experience.
E.g: “Have you ever been to Egypt ?”.
Past simple: used when one keeps asking about that
experience.
E.g: When did you go there ? Who did you go with ? Did
you enjoy your visit to Egypt ? etc.
- T gets Ss to ask him/her questions using present
perfect with “ever” and past simple.
-T checks that Ss asks correct questions and gives
corrective feedback.
-Then T gets Ss to read the sample conversation in
closed and open pairs.
Answers: 3. h 4. a 5. e 6. g 7. c
8. f
12’ TASK 3
- T introduces the task: Ss are going to ask and answer
questions about their past experiences, using the
suggested questions on page 26.
- T gets Ss to work in pairs to have a conversation. In
the meantime, T goes around to check and offer help.
- T calls on some pairs to perform their conversations in
front of the class.
- T elicits feedback from the class and gives final
comments.
Pair work &
whole class
3’ WRAPPING
- For homework, Ss write a paragraph about a past
event that has had an influence on him/her.
Whole class
date
class Total of sts
11a4
11A5
PERIOD : 11 UNIT 2 : PERSONAL EXPERIENCE
LESSON 3 : Listening
I. Objectives
28

By the end of the lesson, Ss will be able to develop such listening micro-skills as
listening for specific information and taking notes while listening.
II. Materials
Ss may not have sufficient vocabulary to talk about the topic, so T should be
ready to assist them. Ss may not also be familiar with the note-taking task so T
should provide them some tips to deal with the task.
IV. Procedure
Time Steps Work arrangement
5’ WARM UP
A matching game
(To teach vocabulary related to fires and lead Ss to
the topic )
- T divides the class into small groups of 3 - 4
students . Then T distributes the following handouts
for Ss to do the matching task in their own groups .
Which group finishes first and has all the correct
answers will be the winner .
- T might want to get Ss to translate the given words
into Vietnamese to check Ss’ understanding of the
words
Match the words in Column A with their definitions
in Column B
Column A Column B
1 . Fire fighter a. A metal stairway
outside to help people
get out of a buiding on
fire
2 . Fire alarm b. A pipe that draws
water for putting out a
fire .
3 . Fire door c. A person who fights
fires
4 . Fire escape d. What comes out of a
fires
5. Fire hydrant E . A fine – resistant
door that can be closed
to stop the speard of the
fire
6. Fire extinguisher f. A large truck that
carries firefighters and
Group work & whole
class
29

equipment to the site of
a fire
7. Smoke g. A tube that contains
special chemicals for
putting out a fire
8 . Fire truck h. A bell that tells you a
fire has started
Answer :
1 . c 2 . h 3 . e 4. a 5. b 6. g
7 .c 8. f
10’ BEFORE YOU LISTEN
- T gets Ss to work in pairs to describe the picture on
page 27 of the textbook.
- T calls on some Ss to describe the picture. If Ss
have difficulty doing this task, T may want to elicit
answers from the whole class by asking questions
like “What can you see in the picture ?” “What is
happening ?”, “Who are these people ?” etc. T gives
comments on their answers.
- T gets Ss to guess what they are going to listen
about.
Pre-teaching vocabulary
Memorable (a): ®¸ng nhí
Terrified (a): sî h·i
Scream (v): gµo thÐt
Replace (v): thay thÕ
Gas stove (n): bÕp ga
Embrace (v): «m
Escape (v): trèn tho¸t
Protect (v): b¶o vÖ
- Before teaching these words, T helps Ss to
pronounce them correctly. T may want to play the
tape or model first and then ask Ss to repeat after the
tape or after him/her in chorus and individually.
- T presents or elicits the meanings of these words
from the class.
- T gets Ss to make sentences with some important
words, e.g: memorable, scream, protect etc ...
- T gives corrective feedback.
Pair work and whole
work
10’ WHILE YOU LISTEN
Task 1
Instruction: You are going to listen to a girl telling
Individual work,pair
work and whole class
30

about her most unforgetable experience. Listen and
answer True or False questions. Put a tick in the
appropriate box.
- Before Ss listen and do the task, T gets them to read
through the statements to understand them and
underline key words. For example, the key words in
the first statements are “Christina” and
businesswoman”.
- T checks with the whole class and asks them to
guess what the unforgetable experience the girl is
going to tell might be(a fire).
- T plays the tape (or reads the tapescript) once for Ss
to listen and do the rask.
- Then T gets Ss to find a partner to check their
answers with.
-T checks the answers with thw whole class. If many
Ss can not answer the questions, T palys the one or
two more times and pauses at the answers for them to
catch.
Answers: 1. T 2. F (13 years old) 4. F(in the
kitchen) 4. F (she was sleeping) 5. T
TASK 2
Instruction: You are going to listen to the story
again and fill the gap with the information you hear.
- T checks if Ss can do the task without listening one
more time. If they can’t , T plays the tape again. But
before doing it, T asks Ss to study the text carefully
for the missing information they need to fill and
guess the answers. T might also want to remind Ss
that while listening they need to focus on this
information and write the answers down in note
forms, not full sentences.
- After playing the tape, T gets Ss to give the
answers. T provides correct answers if necessary. If
many Ss can’t complete the task , T might want to let
Ss listen one more time and pause at the answers fir
them to catch.
Answers: 1. small 2. everything 3. family 4.
replaced 5. took
6. appreciate
Tapescript: (In T’s book)
Interviewer: This is Radio 3. Inour “Unforgetable
31

Experiences” programmme tonight we talk to
Christina, a successfulbusinesswoman. Hello
Christina, welcome to our programme.
Christina: Hello and thank you ! It’s nice being with
you tonight.
Interviewer: Christina, could you tell our audience
about the most memorable experience in your life ?
Christina: Well, my most unforgetable experience
happened 13 years ago, when my house burned
down.
Interviewer: Really ? How did it happen ?
Christina: The fire started in the kitchen where I
forgot to turn off the gas stove.
Interviewer: What were you doing at that time ?
Christina: I was sleeping when I was suddenly woken
up by terrible heat.I opened my eyes to find myself
surrounded by wall of fire.
Interviewer: That’s terrible. How did you escape ?
Christina: I was terrified. Then I heard my mother’s
voice calling my name. I rushed to her. She carried
me out. Luckily, I got away without even a minor
burn.
Interviewer: Not many people are so lucky. Did the
fire affect you in any way ?
Christina: Oh, yes. Yes, very much, in fact. Although
I lost many things in the fire, the experience helped
me to grow up.
Interviewer: What do you mean ?
Christina: Well, before the fire I was selfish. I always
complained to my mother about how small my room
was, or how few clothes I had. Then the fire came
and destroyed everything we owned. But I slowly
began to realise that I didn’t really need my old
things. I just needed my family. After all, you van get
new clothes anytime, but a family can never be
replaced.
7’ AFTER YOU LISTEN
- Before getting Ss to discuss, T teaches them some
useful expressions of asking for and giving opinions.
E.g:
Asking for opinions
What do you think about ?
Group work & whole
class
32

What’s your opinion about ?
What’s your feeling about ?
What’s your point of view about ?
How do you feel about ?
Do you have any opinions about ?
Expressing
opinions
Expressing
agreements
Expressing
disagreements
I think ...
Personally,
I believe...
I feel...
In my opinion,
From my
point of
view...
I agree
I think so, too
That’s true,
and ....
That’s right,
and ....
Well, may be,
but ...
That might be
true, but ...
Well, my feeling
is that ...
Well,Idon’t think
so. I think ...
- T gives examples and gets Ss to do some practice
with these structures.
- Now T divides the class into small groups of 3 or 4
and gets them to discuss the question in the textbook.
T might want to appoint a group leader for eacg
group. This person will monitor thr discussion, note
down friend’s ideas and appoint a representative to
present the outcome of their discussion to the class.
- T goes around to check and offer help.
- After checking that all the groups have finished, T
calls on the representative of each group to report
their peer’s ideas. T checks if other groups would
have the same or different ideas.
- T listens and takes note of their errors. T provides
corrective feedback after that.
3’ WRAPPING
- For homework, Ss write a summary of the story
they listened in class.
Whole class
date
class Total of sts
11a4
11A5
PERIOD : 12 UNIT 2: PERSONAL EXPERIENCE
33

LESSON 4: Writing
I. Objectives
By the end of the lesson, Ss will be able to write a personal letter telling about a
past experience , using the structures and vocabulary that they have learned in
previous lessons.
II. Materials
Textbook, handouts.
Ss may not have sufficient vocabulary to write about the topic, so T should be
ready to help them.
V. Procedure
34

Time Teacher’activities Sts’ activities
5’ WARM UP
A quiz about writing personal letters
(To remind Ss of the rules of writing personal letters in
English)
- T asks Ss if they have ever written a personal letter in
English and then announces the Quiz game and the rule.
For example: “I’m going to divide the class into 2 big
groups . Then I’m going to read out some questions
about the rules of writing personal letters in English. You
need to give your responses as quickly as possible. For
each question, if your answer is quicker and correct, you
get one point for your group. Then we will add up the
points for each group. Which one has more points will be
the winner”.
- T divides the class into 2 big groups: A and B.
- T reads out the questions and leads the game.
The Quiz
1. How many parts does a personal letter normally
have ?
2. What are these parts ?
3. What do we normally write in the Salutation ?
4. What do we normally write in the Closing ?
5. Where do we normally sign the letter ?
- T gets Ss to add up the points for each group and
announces the winner.
Answers:
1. 5 parts
2. The Heading, the Salutation (Greeting), the Body,
the Closing and the Signature
3. We normally write “Dear” or “Hello/Hi” etc.
plus the name of the person we are writing to and
a comma at the end.
4. We normally write something like “Sincerely”,
“yours”, “Love”,”Cheer”, “Best wishes”, “See
you soon” etc. and after that we put a comma.
5. Our signature normally goes under the Closing.
Whole class
- T sets the scene: You are going to write a friendly letter
to a pen friend telling him/her about one of your most
memorable past experiences.
- T gets Ss to read the task silently and work out what
they are required to write about.
- T calls on a student to answer and elicits more ideas
from the class. T might want to draw a network of ideas
on the board for Ss to follow:
Individual work,
pair work &
whole class
What
35

date
class Total of sts
11a4
11A5
PERIOD : 13 UNIT 2: PERSONAL EXPERIENCE
lesson 5: Language focus
I. Objectives
- Distinguish the sounds / m /, / n / and / ŋ /.
- Pronounce the words and sentences containing these sounds
correctly.
- Distinguish the uses of different verb tenses: present simple for
indicating the past, past simple, past continuous and past perfect.
- Use these ver tenses to solve communicative tasks.
II. Materials
Textbook, handouts.
Ss might have difficulty distinguishing and using different ver tenses correctly.
Therefore, T should be ready to assist them.
IV. Procedure
Time Steps Work
arrangement
7’
PRONUNCIATION
Distinguishing sounds
- T models the 3 sounds / m / n / and / ŋ / for a few time and
explains the differences in producing them (i.e. When
producing / m /, Ss close their lips; when producing / n / Ss’
tongues touch the roof of their mouths; when producing / ŋ /
their tongues touch their soft palates. For all 3 sounds, the air
goes through the nose).
- T plays the tape ( or reads) once for Ss to hear the words
containing these 2 sounds. Then T plays the tape (or reads) again
and this time asks Ss to repeat after the tape (or T).
- T asks Ss to read the words in each column out loud in chorus
for a few more times. Then T calls on some Ss to read the words
out loud. T listens and corrects if Ss pronounce the target words
incorrectly. If many Ss do not pronounce the words correctly, T
may want to get them to repeat after the tape (or himself) again
in chorus and then individually.
Practising sentences containing the target sounds
Individual wo
pair work & wh
class
Most
unforgettable
experience
? happened
?
How it
happened
?
How it
affectedyou
?
Who was
involved?
happened
?
36

- T asks Ss to work in pairs and take turn to read aloud the given
sentences (p.29, Practise these sentences).
- T goes around to listen and takes notes of the typical errors.
- T calls on some Ss to read the sentences again and provides
9’ GRAMMAR
Exercise 1
a) Presentation
- If necessary, T receives the forms, meanings and uses of the
present simple, present perfect, and present continuous.
Present simple
+ Form:
* bare root for I, you we they
* verb + s/es for he, she, it
+ Meaning: present time
+ Use:
* Use the Simple present to express the idea that an action is
repeated or usual. The action can be a habit, a hobby, a daily
event, a scheduled event or something that often happens. It can
also be something a person often forgets or usually doesn’t do.
E.g: The train leaves every morning at 8 a.m
The train doesn’t leave at 9 a.m
When does the train usually leave ?
* Speakers sometimes use the Simple present to express the
idea that an action is happening or is not happening now. This
can only be done with Non-Continuous Verbs and certain Mixed
Verbs.
E.g: He needs you right now.
Do you have your passport with you ?
Present continuous
+ Form: am/is/are + V-ing
+ Meaning: Present time
+ Use:
* Use the Present Continuous with Normal Verbs tp express
the idea that something is happening now, at this time. It can also
be used to show that something is not happening now.
E.g: Are you sleeping ?
Present perfect
+ Form: have/has + Past Participle
+ Meaning: Present
+ Use:
* We use the Present Perfect to say that an action happened
Individual
work,pair work
whole class
37

at an unspecified time before now. The exact time is not
important. So we can use the Present Perfect to describe our
experience. It is like saying, “I have the experience of ...” We
can also use this tense to say that we have never had a certain
experience. The Present Perfect is NOT used to describe a
specific event.
E.g: I have seen that movie 20 times.
I think I have met him once before.
* With Non-Continuous Verbs and non-continuous uses of
Mixed Verbs we use the Present Perfect to show that something
started in the past and has continued up until now. “For 5
minutes” , “For 2 weeks” , and “since Tuesday” are all durations
which can be used with the Present Perfect.
E.g: I have had a cold for 2 weeks.
Mary has loved chocolate since she was a little girl .
Note: * You CANNOT use the Present Perfect with specific
time expressions such as: yesterday, one year ago, last week,
when I was a child, when I lived in Japan, at that moment, that
day, one day, etc. We CAN use the Present Perfect with
unspecific expressions such as: ever, never, once, many times,
several times, before, so far, already, yet, etc.
- T emphasises that we can use all these present tenses in telling
stories (which are often concerned with past events) to make the
stories more interesting.
- If T sees that Ss have already mastered the forms, meanings,
and uses of these verb tenses, T can skip the presentation stage to
save time, and go straight to the practice stage.
b) Practice
- T gets Ss to do Exercise 1 individually and then find a partner
to check their answers with.
- T checks with the whole class and provides corrective
feedback.
Answer: 1. invites 2. sets 3. gets 4. waves 5. promises 6.
carries 7. contains 8. has baked 9. is 10. is shining 11. are
singing 12. is
9’ Exercise 2
a) Presentation
- If necessary, T reviews the forms, meanings, and uses of the
past simple and past continuous.
Past simple
+ Form: V + ed or irregular verbs
+ Meaning: Past time
Individual
work,pair work
whole class
38

+ Use:
* Use the Simple Past to express the idea that an action
started and finished at a specific time in the past. Sometimes,
the speaker may not actually mention the specific time, but
they do have one specific time in mind.
E.g: I saw a horror film last night
He didn’t wash his car.
* We use the Simple Past to list a series of completed actions
in the past. These actons happen to the following order: 1 st, 2nd
,
3rd
4th
, and so on .
E.g: He arrived from the airport at 8:00, checked into the hotel at
9:00 , and met the others at 10:00 .
9. The Simple Past can be used with a duration which starts and
stops in the past. Duration is a longer action often indicated by
expressions such as : for two years , for five minutes, all day, all
year, etc .
E.g: I live in Brazil for years
10. The Simple Past can also be used to describe a habit which
stopped in the past. It can have the same meaning as “used to ”.
To make it clear that we are talking about a habit, we often add
expressions such as: always , often, usually, never, when I was a
chid, when I was youger etc.
E.g : They never went to school . They always skipped their
classes
11 . The Simple Past can also be used to describe past facts or
generalizations which are no longer true . As in USE 4 above ,
this use of the Simple Past is quite similar to the expression
“used to ”
E .g : She was shy as a child , but now she is very outgoing
Past continuous :
+ Form : Was / were + V-ing
+ Meaning : Past time
+ Use :
* Use the past Continuous to indicate that a longer actoin in the
past was interrupted . The interrupted is a shorter action in the
Simple Past or a specific time . Remember this can be a real
interruption or just an interruption in time .
E. g : I was watching TV when she called .
Last at 6 PM , I was eating dinner
* When you usethe Past Continuous with two actions in the same
sentence, it expresses the idea that both actions were happening
in the same time. The actions are parallel.
39

E.g: I was studying while he was making dinner.
* In English, we often use a series of parallel actions to describe
the atmosphere at a particular time in the past.
E.g: When I walked into the office, several people were busily
typing, some were talking on the phones, the boss was yelling
directions, and customers were waiting to be helped. One
customer was yelling at a secretary and waving his hands. Others
were complaining to each other about the bad service.
- If T sees that Ss have already mastered the forms, meanings,
and uses of these verb tenses, T can skip the presentation stage to
save time, and go straight to the practice stage.
b) Practice
- T checks the answers with the whole class and provides
Answer:
1. broke/ was playing 2. wrote/was 3. was
working/broke
4. started/were walking 5. told/were having 6. didn’t
listen/was thinking
7. phoned/didn’t answer 8. didn’t wear/didn’t notice/was
driving
8’ Exercise 3
a) Presentation
- If necessary, T reviews the form, meaning and use of the past
perfect and compares it with other past tenses
+ Form: Had + Past Participle
+ Meaning: Past time
+ Use:
* The Past Perfect expresses the idea that something occurred
before another action expressed in the Past Simple. It can also
show that something happened before a specific time in the past.
E.g: I had never seen such a beautiful beach before I went to
Hanoi.
* With Non-Continuous Verbs and some non-continuous uses
of Mixed Verbs, we use the Past Perfect to show that something
started in the past and continued up until another action in the
past.
E.g: We had had that car for 10 years before it broke down.
- If T sees that Ss have already mastered the form, meaning, and
uses of this verb tense, T can skip the presentation stage to save
40

time, and go straight to the practice stage.
b) Practice
- T checks the answers with the whole class and provides
Answer:
1. had eaten/arrived 2. found/had taken 3. got/ had closed 4.
got/had left
5. got/had arrived 6. paid/had phoned 7. went/said/hadn’t
arrived 8. had looked/asked/cost
10’ Communicative practice for all 6 verb tenses covered in the
lesson (production stage)
- T divides the class into small groups of 4. Then T introduces
the task “A Celebrity interview”: “Now you are going to work in
groups of 4. Two of you will act as a celebrity and his/her
manager. The other 2 will act as reporters for a local paper.
Discuss among yourself which celebrity you would like to act
and interview. The celebrity and the manager then will prepare a
short biography for the celebrity, including some outstanding
past and present events, based on the questions in the worksheet.
The reporters will work out the interview questions that they
want to ask about the celebrity, They can use the questions in the
worksheet as guidelines. After 5 minutes you are going to do the
interview in your own group”.
- T distributes the worksheets to Ss. Then T guides how to
interview questions ans answer them and reminds Ss to use the
correct verb tenses.
- T gets Ss to work in groups, then goes around and offers help.
- After checking that Ss have finished, T calls on a group to
perform their interview again in front of the class and elicits
feedback from the class.
- T gives final comments and provides correction if necessary.
Worksheet for the celebrity
Name:
Job:
Born: when ? where ?
Childhood and schooling
First debut:
Greatest achievements:
Present projects:
41

Worksheet for the reporters:
Born: when ? where ?
Childhood and schooling:
First debut:
Greatest achievements:
Present projects:
Model questions:
Where were you born ? When were you born ?
Where did you grow up ? What school did you go to ?
When did you first play in a movie ? What was your first
role ?/What was your first album ? What have been your greatest
achievements so far ?
What project are you working on now ?
Etc.
2’ WRAPPING
- For homework, Ss review the uses of different verb tenses that
have been covered in the lesson.
Whole class
date
class Total of sts
11a4
11A5
Period : 14 UNIT 3: A PARTY
Lesson1: READING
I. Objectives
- Develop such reading-micro skills scanning for specific ideas, and
identifying and correcting false statements.
- Use the information they have read to discuss celebrations in their
culture.
II. Materials
Textbook, handouts.
Ss may need to be provided vocabulary related to celebrations and festivals so
that they can complete various learning task.
IV. Procedure
Time Steps Work arrangement
42

7’ WARM UP
A matching game
(To teach vocabulary related to celebrations and
festivals)
- T divides the class into small groups of 3-4 Ss. Then T
distributes the following handouts for Ss to do the
matching task in their own groups. Which group finished
it first and has all the correct answers will be the winner.
- T might want to get Ss to tell if there are similar
celebrations and events in Vietnamese culture to check
Ss’ understanding of the new words.
- T might also give some details about these celebrations.
Matching the celebrations with the correct imagines
below:
Christmas Easter Graduation Halloween
Thanksgiving
Moher’s day Wedding Valentine’s day
Birthday
Answer:
Celebrations Imagines
Christmas E
Halloween A
Wedding D
Easter C
Thanksgiving I
Valentine’s day H
Graduation F
Mother’s day G
Birthday B
About the celebrations:
- T celebrate Christmas day Western families often buy
Christmas trees, which are often real or plastic pine trees
and decorate them with ornaments and gift boxes.
- On Halloween night children often dress in costumes
and go door-to-door to collect sweets and fruits. Houses
are decorated with lights or candles.
- Picture d shows a wedding horseshoe. It is the symbol of
good fortune and ability to have many children. So on
weddind days many weatern brides carry a replica of a
horseshoe for good luck.
Group work and
whole class
43

- Picture c shows Easter eggs. It’s a custom to eat eggs on
this day because eggs are symbol of life. Today people
often eat chocolate eggs instead of real eggs.
- Thanksgiving is the celebration that exists only in
America.On this day people pray to God and eat roasted
turkey.
- On Valentine’s day people often send cards and buy
chocolates for the ones they love.
- Mother’s day is the celebration that honors mothers. On
this daypeople often send cards and gifts to their mothers
to show how they love and appreciate their mothers.
8’ BEFORE YOU READ
- T gets Ss to work in pairs and try to make sense of the
pictures on page 32. Then T gets them to answer the
questions on this page.
- T calls on some Ss to answer the questions. T should ask
Ss to give reasons for their answers.
- T checks with the class and asks Ss to guess what they
are going to read about.
Suggested answers:
1. The police in the first picture might belong to a family.
The young woman and the young man might be the
parents and the 3 kids might be their children.
The people in the second picture might belong a family,
too. The old lady and the old man who are standing might
be the parents. The woman and the man who are sitting in
front might be their son and daughter in law. The boy and
the girl might be their grandchildren.
2. The people in the first picture are celebrating a
birthday(the little girl is blowing out the candles). And the
people in the second picture are celebrating a wedding
anniversary(the words on the wall read “50th
anniversary).
Mark(v):
Milestone(n): an important event or stage in one’s life
Lasting(a): continuing a long time
Golden(a): made of gold
Golden anniversary/jubilee: celebration of the 50th
wedding anniversary
Silver anniversary/jubilee: celebration of the 25th
wedding
anniversary
Diamond anniversary/jubilee: celebration of the 60th
Pair work & whole
class
44

7’
wedding anniversary
- Before teaching these words, T helps Ss to pronounce
them correctly. T may want to model first and then ask Ss
to repeat after him/her.
- T presents or elicits the meanings of these words from
the class.
- T gets Ss to make sentences with these words.
- T gives corrective feedback .
WHILE YOU READ
Set the scene : You are going to read about how
American people celebrate birthdays and wedding
anniversaries . Then you do the tasks that follow .
TASK 1
- T gets Ss to read the passage silently and then do Task
1 .T may want to give them some tips to do the task .
+ First , Ss should skim the seven statemments to
understand them . As Ss do this they underline the key
words to decide what information they need to find in the
text For erxample , the key word is “song ” for the first
statement and cake for second one .
+ Then they should go back to the passage and locate the
key words in the passge .
+ Then they should read around the key words carefully
to find the answer .
- T get Ss to check their answers with a peer .
- T calls on some Ss to write their answers on the board
and ask them to explain their choices.
- T checks the answers with the whole class.
Answers:
Birthday Wedding
1. people sing a
song
V
2. People eat
cake
V
3. people receive
cards and gifts
from friends and
relatives
V
4. people joke
about their ages
V
5. people
remember their
45

wedding days
6. people go out
to dinner
V
7. people blow
out candles, one
for each year
V V
TASK2
- T checks if Ss can identify and correct the wrong
information in TASK2 after their first reading of the
passage. If they can’t, T gets Ss to read through all the 7
questionsin TASK2and identify the key words in each
question. For example, in question 1, these might be
“Lisa’s family and friends”, and “8th
birthday”. In
question 2, these might be “make cakes and ice-creams”
and “birthday” etc.
- Now T instructs Ss to go back to the passage and locate
these words. Ss should read around these words carefully
to find the answers to the questions.
- Then T gets Ss to check their answers with a friend.
- T calls on some Ss to present and explain their answers.
- T gives feedback and correct answers.
Answer:
1. eighth >sevenths (line 1, paragraph 1, part A)
2. makes > ears (line 2, para 3,part A)
3. foods > presents (line 3, para 3, part A)
4. anniversaries > ages (line 4, para 4, part A)
5. months > years(line 2, para 1, part B)
6. 5th
> 50th
(line 2, para 3, part B)
7. silver > golden(line 5, para 3, part B)
10’ AFTER YOU READ
- T introduces the task: Ss work in small groups of 3 or 4
and discuss the questions
- T teaches structures that can be usedfor giving
comparison and contrast. E.g: “In the US, people .....but in
Vietnam, people....”, “Americans....while Vietnamese...”,
“Americans .... .in contrast, Vietnamese ...”, etc.
- T goes around to check and offer help.
- T calls on the groups to tell and explain their choices.
- T gives corrective feedback.
Group work & whole
class
3’ WRAPPING UP
- For homework, T asks Ss to write a paragraph about
Whole class
46

how Vietnamese people celebrate their birthdays or
wedding anniversaries, based on the text they read in
class.
date
class Total of sts
11a4
11A5
period : 15 UNIT 3: A PARTY
Speaking
I. Objectives
- Use appropriate language to talk about parties and negotiate how to
plan them.
- Use appropriate language to invite people to come to parties.
II. Materials
Textbook
Ss may have little experience negotiating in English, so T should be ready to
provide them with appropriate language to do so.
IV. Procedure
Time Steps Work
arrangement
7’ WARM UP
Talking about a party
- T asks the class if they like parties and why to lead Ss to the
topic. Then T asks if they have ever been to a party. If Ss say Yes,
T asks follow-up questions like “Whose party was it ?” , “On what
occasion?” , “Where was it?” , “Was it fun ?” etc. T helps Ss to
answer the questions by providing them appropriate vocabulary
and expressions (if no Ss have ever been to a party, T might want
to get Ss to ask him/her about a party he/she has been to )
- Then T sets the scene: “Supposed you have been to a party and
now you want to tell your friends about it.What do you want to tell
them?”
- T elicits Ss’ ideas and writes on the board:
Who ? Who gave the party ?
What ? What exactly was it about ? A family gathering ? A
social party? Etc.
Where ? Where did it take place ? was it a nice place ?
When ? When did it take place ? What time did it start and
Whole class
47

end ?
Why ? On what occasion was the party held ? Why was it
held ? For whom ? etc.
How ? How was it organised ? How did it go ? What
activities did you do there ? Did you have a good time
? How were the people like ? What about music ?
What about foods and drinks ? etc.
- T teaches necessary language for talking about parties.
E.g:
A birthday/housewarming party
A family/social gathering
A potluck dinner (dinner to which people bring foods to be shared)
To party/ to throw/give a party/to celebrate one’s birthday/
wedding anniversary/graduation
To enjoy yourself
To have fun
To pick up one’s heels (to have a really good time)
To bring your own (B.Y.O) (to bring your own drinks)
To bring a plate (to bring food to share with others)
Snake, pizza, soft drinks, chips, cookies/munchies, finger food
- T gives examples when presenting these words / phrases.
- T gets Ss to make sentences with these words /phrases.
- T introduces the topic: talking about parties.
7’ TASK 1
- T introduces the task and goes over the questions with the class.
T explains new words if necessary.
- T gets Ss to do the task individually. Ss need to choose the
details they want to talk about and plan their stories. T encourages
Ss to take notes while doing so.
- T goes around the class to check and offer help
7’
TASK 2
- T puts Ss in pairs and gets them to tell each other about the
parties they have been to , based on the outlines they have made
for Task 1.
- In the meantime, T goes around to check and offer help.
- T calls on some pairs to perform their conversations in front of
the class.
- T elicits feedback from the class and gives final comments.
Individual
work
48

12’ TASK 3
- T introduces the task and asks if Ss have ever planned a party
with someone else. T elicits things they consider when planning a
party. T may want to ask Ss to look at Task 3 for the answers and
while pooling their ideas, T write them on the boar
- T elicits or teaches necessary vocabulary items like those in the
above boxes
- T elicits or teaches useful expressions for negotiating, i.e. asking
for and giving opinions, expressing agreements and
disagreements, suggesting and stating preferences.
E.g:
Group work
&whole class
Planning a
party
Decorations
(colored
light bulbs,
flower?)
Entertainment
?(dance/music/
games)
Budget ?(how
much to
spend /to
contribute?)
Food & drinks?
(cook our own
or
order?/vegetari
an foods)
When?
(date & time
Dressing
codes(formal/
informal/
Costunes ?
Who to invite?
(family,
relatives,friends
,classmates,
teacher ?)
Where?
(home
/restaurant ?
49

Asking for opinions Giving opinions
What do you think about... ?
What’s your opinion about... ?
How do you feel about...?
Do you have any opinions
about..?
I think maybe...
I feel...
In my opinion, ...
I’m considering...(cooking our
own foods)
I’m thinking about...(ordering
some pizzas)
Expressing agreements Expressing disagreements
I agree
I think so,too
That’s true, and ...
That’s right, and...
Well, maybe, but...
That might be true, but ...
Well, my feeling is that...
Well, I don’t think so. I think ...
Suggesting Stating preferences
Maybe we could...
Perhaps we can...
Let’s ...
Why don’t we ...?
How about ...?
What about... ?
Should we ...?
Would it be a good idea if ...?
Perhaps I would prefer...
I’d rather ...
Maybe ...(pizzas) could be a
better choice
I would go for ...(ordering
food)
- T gives examples and gets Ss to do some practice with these
expressions.
- Now T divides the class into small groups of 3 or 4 and gets
them to do TASK , which is planning a party in the best way they
can for a party competition. In groups, Ss will negotiate in order to
come up with a plan for their parties.
- T goes around to check and offer help. While doing so, I liestens
and takes note of their errors. T provides corrective feedback when
necessary.
10’ TASK 4
- After checking that all the groups have finished Task 3, T
introduces Task 4: Ss informing of their coming parties and
inviting people to come.
- T elicits the verb tenses and structures Ss might want to use
when informing the class about their coming parties (i.e. future
with “going to”, “plan to do something”, “intend to do
Group work
and whole
class
50

something”, “expect to do something”). T gives examples and gets
Ss to do some practice with the structure. E.g:
We’re planning to have a famous students’ music band play in our
party
We’re expecting 200 people to come and have fun with us. Etc.
- I elicits or teaches expressions for inviting and persuading.
E.g:
Would you like to come ...?
We would love to have you ...
We welcome your presence...
Please do come ...
It’s our pleasure to invite you ...
You don’t know what you’ll miss out on if you don’t come. Etc.
- T gets Ss to do some practice with these structures.
- Then T calls on the representative of each group to report about
the parties that they have planned. T gets other groups to take
notes while listening to their peers and after all groups have
finished, T gets the class to decide which parties would be most
attractive and they would most love to come to.
- While Ss are speaking, T listens and takes note of their errors. T
provides corrective feedback after that.
2’ WRAPPING UP
- For homework, Ss write a paragraph about a party they have
been to.
Whole class
date
class Total of sts
11a4
11A5
PERIOD : 16 UNIT 3 : A PARTY
lesson 3 : Listening
I. Objectives
By the end of the lesson, Ss will be able to develop such listening micro-skills as
intensive listening for specific information.
II. Materials
Ss may not have sufficient vocabulary to talk about the topic, so T should be
ready to assist them.
IV. Procedure
Time Steps Work
51

arrangement
7’ WARM UP
- T divides the class into groups of 10 and introduces the
game: The groups should generate as many words related
to birthdays and birthday parties as possible in 5 minutes.
- T divides the board into as many sections as the number
of groups is. When time is up, T calls on the presentative
of each group to come to the board and write their list.
Then T gets the whole class to count. Each correct word
gets one point. Which group has more points wins the
game.
Suggestion words:
Age, balloon, birthday, blow out, cake, candle, cards,
candy, cookies, chocolate, confetti, decorations,
gift/present, icing, flowers, fun, party, song, etc.
Group work &
whole class
7’ BEFORE YOU LISTEN
- T gets Ss to cover their books and shows them the
pictures in the book, then asks them to guess what they
are going to listen about. T gives feedback and gets them
to open their books.
- T gets Ss to work in pairs to answer the questions on
page 36.
- T calls on some Ss to answer the questions and explain
their reasons.
- T checks with the class.
Icing(n): sweet, creamy spread for covering cakes
Clap(v/n): vç tay
- T helps Ss to pronounce the words on page 36 correctly.
T may want to play the tape or model first and then ask
Ss to repeat after the tape or after him/ her in chorus and
individually.
- T presents or elicits the meanings of these words from
the class.
Pair work &
whole class
10’ WHILE YOU LISTEN
TASK1
Instruction: you are going to listen to a girl telling about
a birthday party that she has been to. Listen and answer
True or False questions. Put a tick in the appropriate box.
- Before Ss listen and do the task, T gets them to read
through the statements to understand them and underline
Individual work,
pair work &
whole class
52

key words. For example, the key words in the first
statement are “at home” and “evening”.
- T checks with the whole class and aaks them to guess
what the party might have been like (there was a birthday
cake, the party lasted some hours, etc.)
- T plays the tape(or reads the tapescript) once for Ss to
listen and do the task.
- Then T gets Ss to find a partner to check their answers
with.
- T checks the answers with the whole class. If many Ss
can’t answer the questions, T plays the tape one or two
more times and pauses at the answers for them to catch.
Answers:
1. F(the party began at about 3 in the afternoon)
2. F(over 20)
3. F(at 4:30 they cut the cake)
4. T(the party ended at about 6)
5. F(other kids left, only one stayed to help)
TASK 2
Instruction: You are going to listen the story again and
answer comprehesion questions.
- T checks if Ss can answer the questions in Task 2
without listening again. If they can’t, T plays the tape for
them to listen again but before doing this, T shoud
encourage Ss to read through all the questions, identify
the information they need to look for in each question(by
finding the key words and the question word, e.g
“What/why/when/how...) and if possible, predict the
answers.
- Then T plays the tape again for Ss to listen and answer
the questions. While Ss are listening, T should encourage
them to note down the answers. T should remind Ss to
write down only main points in note forms but not full
sentences.
- T gets Ss to check their answers with a partner. Then T
checks with the whole class. T should play the tape again
and pause at difficult points if many Ss can’t complete
the task.
Answer:
1. 16
2. Because it’s noisy and expensive
3. Soft drink and biscuits
53

4. At about 4:30
5. It was beautifully decorated with white and pink
icing and 16 colorful candles in the middle
6. They clapped their hands eagerly and sang
“Happy birthday”
7. At about 6
Tapescript: (in Teacher’s book)
8’ AFTER YOU LISTEN
- T puts Ss in pairs and introduces the task: “Supposed
that Mai is your common friend. Yesterday was her
birthday but one of you couldn’t come. Now you ask the
other person about Mai’s party”.
- T distributes the following handouts for Ss to do the role
play. T reminds them to use the correct verb tense. In the
meantime, T goes around to check and offer help.
- After checking that all Ss have finished, T calls on some
pairs to perform the role play in front of the class. T
elicits feedback from the class and gives final comments.
CARD A
Ask your friend about
Mai’s birthday. Ask
about:
- Place where the party
was held
- When it began and
ended
- Who came
- What you did there
Add more questions if
you like
CARD B
Tell your friend about
Mai’s birthday party. Use
the following information:
- It was held at Mai’s
place.
- It lasted about 3 hours
(3-6 p.m)
- About 20 guests came.
- Mai opened gifts, you
played chess, then Mai cut
cake
Add more information as
you like
Pair work and
whole class
3’ WRAPPING UP
- For homework, Ss write a paragraph about their own
birthday parties.
Whole class
date
class Total of sts
11a4
54

11A5
Period : 17 UNIT 3 : A PARTY
lesson 4 : WRITING
I . Objectives
By the end of the lesson , Ss will be able to :
- Define the format and structure of an informal letter of invitation
- Write an informal letter of invitation
II. Materials :
Textbook , handouts .
Ss may not have sufficient vocabulary to write a detailed letter of invitation , so T
should be ready to help them .
IV Procedure
Time Steps Work
arrangement
7’ WARM – UP
Competition game
- T prepares handouts of a jumbled letter in advance and
divides the class into groups of 4 . Then T distributes the
handouts and introduces the task : Ss are going to re- order the
sentences into a letter of invitation
- In their groups Ss discuss to complete tha task. The winner
will be the group which has the quickest and correct answer.
- After the game, T might want to get Ss to read the completed
letter again and elicits the features of an informal invitation
letter. T might want to tell Ss that an invitation letter normally
includes:
+ The event (what you invite your friends to): a wedding
party, a birthday party, etc.
+ The place: my parents’ place, my school, etc.
+ The time and date: 2:30 p.m, May 20, 2007, etc.
+ The invitation itself (Would you like to come ? How
about ...? etc.)
The jumbled letter
1. This is my address: 150 Au Co Road.
2. It’s a beautiful house and it looks over the West Lake
and the Water Park.
3. Dear Patricia,
4. Guess what! I’ve just moved to a new house in Tay
Ho district.
5. Would you like to come ?
55

6. Please let me know your answer as soon as possible
7. See you
8. MY parents are giving a housewarming party this
Saturday evening , around 6 : 30 p.m
9. Hoa
10. I think Chris and Kim are coming , too.
11.We’ll have “Pho ” and some special dishes .
Answer :
Dear Patricia ,
Guess what ! I”ve moded to a new house in Tay Ho
District . It’s a beautiful house and it looks over the West
Lake and the Water Park . My parents are giving a
house- warmung party this Saturday evening , around 6 :
30 p.m . We’ll have “Pho” and some other special dishes
. Would you like to come ? I think Chris and Kim are
coming , too . This is my adress : 150A Au Co Road .
Please lest me know your answer soon as posssible .
See you !
Hoa
TASK 1
- T sets the scene : you are going to write a friendly letter to
invite your classmates to a party that you hold .
- T gets Ss to work out the content of their letter by answering
the questions in TASK 1 .
- T call on some Ss to answer the questions and elicits more
ideas from the class . T writes them on the board .
E.g :
Occasions
for giving
parties
Birthday , graduation , wedding ,
anniversary, moving to a new house , family
gathering Christmas , New Year , etc
Dressing
codes
Formal : dresses , high- heel shoes for
women ; suits and ties for men .
Informal : anything can do : jeans , T shirt ,
skirts , etc
Presents to
give
Anything can do : books , CDs , flowers ,
scaves , ties , paperweights , pens bags ,
hats , etc . Sometimes people might want to
bring wine as a gift
TASK 2
- T gets SS to do the task individualy and then compare their
Individual
work &
whole class
56

answers with a peer .
- T calls on Ss to give the answers and write them on the
board .
- T elicts comments from the class and gives correct answers .
- T helps Ss to revise the format of a personal / informal letter
by analyzing the letter that they have just completed for
TASK 2 . T might aslo want to get Ss to analyze the letter
further by asking questions about it orgaization and language .
E.g: What is the purpose of the first sentence ? What about the
second sentence ? What exactly did Duc write to express his
invitation .etc.
Answer :
1 at my house
2 to come
3 . refreshments
4 to cook
5 . winners
6 . by Monday
20’ WRITING
- T gets Ss to reads TASK 2 and work out the questions . Ss
should note dwon the answers in their notebooks . In the
meantime , T goes aroud to check and offer help .
- Now T gets Ss to write their letter in 10 minutes , based on
the outlines they have produced .
- T then asks Ss to get in pair , exchage their letter and correct
each other
- T goes around to offer help
A sample letter :
Ha Noi May 19 , 2007
Dear Ha ,
AS the school year is coming to an end , I’m giving a
farewell party for people to meet up before they go away for
holiday . Would you like to come ? It will be at my place at
7 p.m this coming Sunday . I intend to invite about 10
people , so it will more easily . I will order some pizzas and
and buy snacks and fruit. Howver, you might want to bring
some drinks to be shared. There will be dancing and
karaoke competition . So there will be a lot of fun.
Please let me know if you are keen by Saturday. Just leave
me a message on the phone if you can’t catch me at home.
See you.
Long
Individual
work & pair
work
57

5’ FEEDBACK ON SS’ WRITING
- T chooses one letter and reads it to the class.
- Then T elicits corrective feedback from the class and gives
final comments afterwards. T should draw Ss’ attention to the
format of the letter, the organisation of ideas and language
use.
Whole class
3’ WRAPPING UP
- For homework, T asks Ss to revise their letters according to
their peer’s suggestions and submit for marking in the next
lesson.
Whole class
date
class Total of sts
11a4
11A5
PERIOD : 18 UNIT 3 : A PARTY
LESSON 5: Language focus
I. Objectives
By the end of the lesson Ss will be able to:
- Distinguish the sounds / l / , / r / and / h /.
-Pronounce the words and sentences containing these sounds correctly.
- Distinguish the uses of infinitive and gerund in active and passive voices.
- Use these structures to solve communicative tasks.
II. Materials
Textbook, handouts.
Ss might have difficulty distinguishing and using infinitives and gerunds.
Therefore, T should be ready to assist them.
IV. Procedure
Time Steps Work
arrangement
7’ PRONUNCIATION
Distinguishing sounds
- T models the 3 sounds / l /, / r / and / h / for a few times and
explains the differences in producing them (e.g: when
producing / r / Ss curl the tongues more backward than when
they produce / l /; whrn producing / h / they move their vocal
folds from wide apart to close together).
- T plays the tape (or read ) once for Ss to hear the words
Individual ,
pair work &
whole class
58

containing these 3 sounds. Then T plays the tape (or reads)
again and this time asks Ss to repeat after the tape(or T).
- T asks Ss to read the words in each column out loud in
chorus for a few more times. Then T calls on some Ss to read
the words out loud. T listens and corrects if Ss pronounce the
target words incorrectly. If many Ss don’t pronounce the
words correctly, T may want to get them to repeat after the
tape (or himself) again in chorus and then individually.
Practising sentences containing the target sounds
- T asks Ss to work in pairs and take turn to read aloud the
given sentences(p.39, practise these sentences).
- T goes around to listen and takes notes of the typical errors.
- T calls on some Ss to read the sentences again and provides
10’ GRAMMAR
Exercise 1
a.Presentation:
- If necessary, T reviews the verbs that are followed by an
infinitive, a gerund and both.
E.g:
+ Infinitive only + Gerund only + Both
Agree
Arrange
Ask
Choose
Decide
Demand
Deserve
expect
Admit
Avoid
Deny
Enjoy
Keep
Verbs that are
followed by
prepositions
Begin
Start
Continue
Stop
Love
Like
Hate
Remember
Forget
Try
Fail
Hesitate
Hope
Intend
Learn
Manage
Offer
Plan
Refuse
Seem
Wait
Individual,
pair work &
whole class
Exercise 1
E.g: stop,
hate, love,
regret, etc.
59

Note: T should point out which verbs have different meanings
when are used with an infinitive or a gerund.
E.g: stop, hate, love, regret, etc.
b. Practice:
- T gets Ss to do Exercise 1 individually and then find a
partner to check their answers with.
feedback.
Answer: 1. having 2. getting 3. to tell 4. practising 5. to
see
8’ Exercise 2
a. Presentation:
- If necessary, T reviews the forms of passive infinitive and
gerund and emphasises their uses.
E.g:
+ Form:
* Passive infinitive: to be + Past Participle
* Passive gerund: being + Past Participle
+ Use: to emphasise the action / event rather than the agent.
b.Practice
– T gets Ss to do Exercise 2 individually and then find a
feedback.
Answer: 1. b 2. a 3. b 4. b 5. a
Exercise 2
Answer: 1. b
2. a 3. b 4.
b 5. a
7’ Exercise 3
b. Practice:
- T gets Ss to do Exercise 3 individually and then find a
feedback.
Answer: 1. d 2. c 3. b 4. b 5. c
Exercise 3
Answer: 1. d
2. c 3. b 4.
b 5. c
10’ COMMUNICATIVE PRACTICE( PRODUCTION
STAGE)
- T divides the class into small groups of 4. Then T introduces
the task “A Celebrity Interview”: “Now you are going to work
in groups of 4. Two of you will act as a celebrity and his/her
manager. The other two will act as reporters for a local paper.
Discuss among yourselves which celebrity you would like to
act and interview. The celebrity and the manager then will
prepare some background information about the celebrity,
based on the questions in the worksheet. The reporters will
Group work
& whole class
60

work out the interview questions that they want to ask about
the celebrity. They can use the questions in the worksheet as
guidelines. After 5 minutes, you are going to do the
interviewin your own groups”.
- T distributes the worksheets to Ss. Then T guides how to ask
interview questions and answer them and reminds Ss to use
infinitive and gerund when completing the tasks.
- T gets Ss to work in groups, then goes around and offers
help.
- T gives final comments and provides correction if necessary.
Worksheet for the celebrity
Name:
Likes
Dislikes
Future plan
Worksheet for the reporters
Likes
Dislikes
Future plan
Model questions:
What do you like/love doing ?
What do you hate doing ?
What do plan to do in the future ?
What award do you hope to achieve in this year’s
competition ?
What do you think you need to do to achieve your objectives/
make your dream come true ?
Etc.
3’ WRAPPING UP
- For homework, Ss review the uses of different verb tenses
that have been covered in the lesson.
Whole class
Preparing of date:
date
class Total of sts
11a4
11a5
Period 19: Review
I. Objectives:
- After the lesson Ss will be able to review all the grammar from unit 1 to unit 3.
61

II. Teaching methods:
- Communicative teaching approach.
III. Preparation:
- Teaching plan
- Hand outs
IV. Teaching steps
1. Class organization.p
2. Previous lesson checking (7 min)
- Checking up the previous lesson.
3. Presentation.
Teacher’
s activities Students’
activities
1. Past simple
T reviews the use and the form of past simple
form: S + V(ed)
S + didn’t + V
Use: to talk about things that happened and
finished in the past.
Advs: last, yesterday, ago, in + year, from….to,
…
2. Past continuous
T reviews the use and the form of past
continuous
form: S + was/were + Ving
Use: to talk about things that was happening at
a certain time in the past or at the time that
another things happened (when, while are used)
3. Past perfect
T reviews the use and the form of the past
perfect.
form: S+ had PII
Use: to talk about things that had happen before
a certain time in the past or before the other
action happened in the past.
Conjunctions: When, After, Before, By, By the
time…
4. Past perfect continuous
T reviews the use and the form of past perfect
continuous.
form: S + had been+ Ving
take notes and give
example
eg: We had a nice holiday
last year.
eg. When we saw him, he
was playing football.
He was watching TV
between 7 and 8 pm.
eg. By the time we
arrived, the train had left.
After he had finished his
homework, he went to
bed.
62

Use: to talk about things that had happened and
were happening till a time in the past
EX.: Choose one word whose underlined part or
stress is pronounced differently.
0. A.
guitarist
B.
passenger
C. village D.
generous
1. A.
Dangero
us
B.
passenger
C. village D. figure
2. A.
children
B.
characteristi
c
C.
changeab
le
D. which
3. A.
loyalty
B.
constancy
C. quality D.
unselfishne
ss
4. A.
appreciat
e
B. affect C.
broaden
D. embrace
GRAMMAR AND VOCABULARY (2 marks)
A. Choose the best answer by circling the letter A,
B, C, or D.
5. They made him …………..there for the weekend.
A. to stay B. stay C. staying D. stays
6. He saw the thief ………………….. through the
window.
A. jump B. jumped C. jumping D. jumps
7. It is said that Hai Phong people are cold but she is
really friendly.
A. selfish B. unfriendly C. ill D. sick
8. When we’re going through a rough time, he’s
really a good friend.
A. pleased B. nice C. easy D. difficult
9. Friendship is a two-side ________; it lives by
give-and-take.
A. affair B. event C. way D. aspect
10. The children seem to be totally _________of
working quietly by themselves.
A. unable B. C. incapable D. not
eg. When we came to his
house yesterday, he had
been sleeping for 10
hours.
63

impossible able
11. Suddenly, she recognized the _________of the
situation that made her laugh.
A.
wonder
B.
pleasure
C.
understanding
D.
humour
12. They let their children _________up late at
weekends.
A. staying B. stay C. to stay D. stayed
B. Choose a letter A, B, C, or D that must be
changed to be correct.
13. Speak English to a native English speaker makes
you more interested in learning English.
A B
C D
14. They allowed him write a letter to his wife.
A B C D
15. When they got to the station, the train left.
A B C D
16.Oh, we were having lunch when we were hearing
that news.
A B C
D
17. Travel to other part of the country makes you
love your country more.
A B C D
18. They let him to write a letter to his wife.
A B C D
19. When they got to the party, everyone came
home.
A B C D
Consolidation: (2min) T sums up the lesson
Homework: (1min) Ss learn new words and do
some exercises assigned by the teacher.
64

date
class Total of sts
11a4
11A5
PERIOD : 20 Test yourself A
I.Objectives:
By the end of the lesson , ps will be able to practise 4 skills ,grammar and phonetics by
themself
II. Language Focus:
*Vocabulary: virtually, prominently, grinning,
*Grammar: Infinitive and gerund, passive infinitive and gerund
*skill: 4 skills
III. Method and Tecniques: - Communicative approach ,
- Gap-filling multiple choice
III. teaching aids: text book, handout, poster., real objects
IV. Procedures:
I.Warm up: Sing a song “Happy birthday”(3ms)
II.New lesson:
T’ACTIVITIES STS’ACTIVITIES
1-Listening (10ms)
65

*Listen and choose the best answer
complete the sentences:
(from 1 to 5 at page 42)
-T checks and gives the feed back
2. Reading: (11ms)
-T asks some questions
1. Who are they?
2. What are they doing?
3. Whose is the party?
-T asks Ss to read the text in silently
and answer the questions
Calls ss to present their answers.
3. Pronunciation and grammar
(15ms)
a, Listen and put the tick ( ) in the
Ss listen to T or the tape and choose A, B, C
or D to complete the sentences
The answers:
1. A. 25 years
2. D. Lived next door to each other
3. B. move to Scotland
4. D.1999
5. C. at Jame’s wedding
Answer
*Vocabulary:
- virtually (adv) :
- prominently (adv)
- ought (n)
ss work in pairs
*Answer the questions:
1.Because they had been childless ten years
after they got married
2. To take some photos of the happy family
3. The boy was dressed in a smart ,brand
,new ought and look like a little prince
4. Because he was only interested in the toys
(he had received)
5.He felt it was a delightful and look forward
to the next day to have the film developed
-Ss work in individually and do the exercises
66

right column, paying attention to the
pronunciation of the underlined part of
the world
1. nine * mine
2. hour* house
3. matching* machine
4.yam* jam
b, Complete the sentences , using the
right form (base, full or passive) of the
infinitive in brackets
(from 1 to 6 at page. 45)
-T checks and gives the feedback
4.Writing (9ms)
Asks Ss to write about their birthday
party (or one of their friends’)
- After they have finished T picks up
some Ss’ writing and find common
mistakes then asks Ss to correct
5.Home work (2ms)
Do all the exercises in the book in the
text book again
prepare unit 4
-Ss work in groups and do the exercise
the party
-Ss work in individually the compare the
answers with a partner
Answers:
1 to see 2.to be
3.to phone 4.pay
5.to be met 6.To be appointed
Write about their birthday party by answering
these questions
+ Whose birthday party was it?
+Where and when was it held?
+What did you do there?
+How did you enjoy it?
67

Matrix ( Ma trËn ktr 15’ ) :
Chñ ®Ò Sè
c©u
Kỹ năng và kiến thức ngôn ngữ Tæn
gKü n¨ng
nghe
Kü n¨ng
®äc
Kü n¨ng
ViÕt
KiÕn thøc
Ng«n ng÷
TN
KQ
T
L
TN
KQ
TL TN
KQ
TL TN
KQ
T
L
Unit 1: Sè
c©u
§iÓm
4 2 5 11
1
1
1 3
Unit 2: Sè
c©u
§iÓm
4 1 6 11
2 0,
5
1,5 3,5
Unit 3: Sè
c©u
§iÓm
1 4 5 10
0,5
2 1 3,5
Tæng sè
c©u
4 16 32
Tæng sè
®iÓm
2 2 3,5 10
68

SỞ GIÁO DỤC VÀ ĐÀO TẠO BẮC KẠN
TRƯỜNG THPT NGÂN SƠN
TEST 15 - no 1
ENGLISH 11
Time allowance: 15 minutes;
Name:.................................................................. Class: 11A….
Question 1: A. village B. change C. manager D. grade
Question 2: A. folk B. talk C. holiday D. calf
Question 3: A. honor B. vihicle C. honey D. honest
Question 4: Teenagers often have their own ________ who they admire and imitate in
different ways.
A. acquaintances B. experiences C. idols D. friends
Question 5: There is something sneaky as he just __________ at me and turned away.
A. talked B. showed C. glanced D. waved
Question 6: Sally………… to a football match yesterday.
A. goes B. is going C. went D. go
Question 7: I ……………… some shopping yesterday when I saw your friend.
A. did B. was going C. do D. am going
Question 8: Pasteur ……..in the 19th
century.
A. has lived B. lived C. was living D. had lived
Question 9: I saw him ……….. out a minute ago.
A. go B. goes C. to go D. went
Question 10: They let him ………… a letter to his parents.
A. written B. wrote C. to write D. write
Question 11: Don’t tell Nam about that because I don’t want him …………….
A. know B. knowing C. to know D. knows
Question 12: She always ………….. up at 9.00.
A. gets B. got C. to get D. get
Question 13: Her remark was followed by an ……… silence.
A. embarrassing B. embarrassment C. embarrass D. embarrassed
Question 14: It’s lovely ………………see you again.
A. to B. in C. at D. off
Question 15: David ………… Japanese food before he went to Japan in 2009.
A. eats B. eat C. ate D. had eaten
Question 16: I’m happy hearing that you have made much progress in your study.
69

A B C D
Question 17: I often listen music when I have free time.
A B C D
Question 18: Minh saw them to arrive home late.
A B C D
Question 19: I’m sure he is incapable in running a mile in four minutes.
A B C D
Question 20: When he comes, we were having dinner.
A B C D
70

date
class Total of sts
11a4
11A5
Period : 21 test 45’
I.Object
To check students’knowledge from Unit 1 to Unit 3.
II. II. Teaching aids
handouts.
T can explain the asks of exercises for sts .
IV. Procedure
Matrix ( Ma trËn ) :
71

Híng dÉn chÊm :
I. Pronunciation : 4 ý x 0.25 / 1 ý = 1 point.
II. Vocabulary & Grammar : 16 ý x 0.25 / 1 ý = 4 points.
III. Reading : 4 ý x 0.5 / 1 ý = 2 points .
IV. Writing : 4 ý x 0.5 / 1 ý = 2 point.
V.Listening : 4 ý x 0.25 / 1 ý = 1 point.
NGAN SON HIGHT SCHOOL English TEST - No 1
CLASS : 11A.... Time : 45’
NAME : ………………………………
I.Pronunciation :(1 points ) Chän tõ cã phÇn g¹ch ch©n in ®Ëm ®îc ph¸t
©m kh¸c víi c¸c tõ cßn l¹i.
1. A. children B. church C. chemist D.cheese
2. A. Picture B. Country C. Culture D. Nature
3. A. long B. wrong C. song D. change
4. A. native B. autumn C.know D. money
II. Chän đ¸p ¸n ®óng nhất ®Ó hoµn thµnh c©u (4 points )
1. His father was working during the day.
Chñ ®Ò Sè
c©u
Kỹ năng và kiến thức ngôn ngữ Tæn
gKü n¨ng
nghe
Kü n¨ng
®äc
Kü n¨ng
ViÕt
KiÕn thøc
Ng«n ng÷
TN
KQ
T
L
TN
KQ
TL TN
KQ
TL TN
KQ
T
L
Unit 1: Sè
c©u
§iÓm
4 2 5 11
1
1
1 3
Unit 2: Sè
c©u
§iÓm
4 1 6 11
2 0,
5
1,5 3,5
Unit 3: Sè
c©u
§iÓm
1 4 5 10
0,5
2 1 3,5
Tæng sè
c©u
4 8 4 16 32
Tæng sè
®iÓm
1 2 2 3,5 10
72

A.Before B.after C.in D.on
2.Parents rarely let their children……….out after 9 p.m.
A. going. B.went C. goes D.go
3. The child is so…..that she never lets others touch heer toys.
A. kind B. sneaky C. selfish D. helpful
4. Mary was seem………...some fruit at the market.
A. buy B.buying C.bought D.to buy
5. My mother ………... this TV last year.
A. buy B. bought C. be bought D. was bought
6.She is busy ……….for her wedding.
A. shop B. shoping C. to shop D. shopped
7. Twenty years after being built,the house requires …………...
A. decoration B. repair C. furniture D. celebrate
8.They have gone out for drinking …………2 hours.
A.for B.since C.in D.with
9.When I .......her on the street yesterday, she …………a red skirt.
A. was seeing/wore B.saw/wore
C.saw/was wearing D.saw/ wearing
10. She enjoys ………….computer games.
A. plays B. to plays C. playing D. played
11.I am looking forward to………….from you soon.
A.hearing B. hear C heard D be heard
12. We usually …………..English on Monday and Friday.
A.learn B. have learnt C learnt D had learnt
13. The police made me………...my bag.
A. opening B.to open C.opens D.open
14.My father ………….in this factory 2 years ago.
A. work B.works C. worked D. working
15.Perhaps you should …………up earlier in the morning.
A.get B.to get C.geting D.got
16.When I arrived at his house, he ………..a phone call.
A.is taking B. have taken C. has taken D. was taking
III.Writing ( 2 points ) :ViÕt lai c¸c c©u sau sö dông t gîi ý maf nghÜa kh«ng
®æi.
1. It is ten years since I last met David.
=> I Haven’t………………...…….………………..…..………………….….…..
2.First He locked the door, then he went out.
=> Before he went out, he………..…………………..……….………………..….
3. She bought a new car .She wants to make a chip to Canada.
=> She bought a new car to…………….………….………………………………
4.The weather was so cold that we couldn’t swim.
=> The weather wasn’t enough warm………………..…………………………….
73

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