Giao an tieng anh 11

UNIT 1:FRIENDSHIP
Leson1:READING
• Objectives: By the end of the lesson, Ss will be able to read and understand the text about
the friendship.
• Teaching aids: pictures, posters.
• Procedures:
Teacher 's activities Students’ activities
I. WWRM-UP:(5ms)
Brainstorming
-Asking Ss to give the adjectives describing
features of a good friend.
-Asking Ss to work in groups.
Generous
sincere

*Leading to the new lesson :I know that we
have a lot of friends in our lives. Today, we’ll
know more about friendship through reading the
text.
-Listening to the teacher’s instructions.
Giving the adjectives describing features of
a good friend.
-Working in groups.
*helpful, friendly, generous, caring,
hospitable,…………
-Listening.
II. PRE-READING(12ms)
1.Pre-teach voc:
*Eliciting- Modeling- Checking M and Pro.
Ex: He always helps people without thinking of

his own benefit. What characteristics can you
say about him?
1. unselfishness (unc):tính không ích kỷ
How do you say ‘sự kiên định” in E?
2. constancy (unc):sự kiên định
Give me the synonym of “be faithful to”.
3. be loyal to = be faithful to.
Ex: The news is greeted with enthusiasm. What
does” enthusiasm” mean?
4. enthusiasm (unc):sự nhiệt tình.
5. sympathy (unc):the feeling of being sorry for
sb, showing that you care about sb’s problems.
What is the noun of suspicious?
6. suspicion (unc):sự đa nghi.
*Checking voc: clap the board.
2.Matching
-Listening and contributing to the lesson.
-Repeating in chorus/ individual.
-Giving meaning and stressed syllable of the
words.
-Copying down.
1
friend
Week: 1
Period: 2
Date:15-8-
09
-Asking Ss to match the English words in
column A with the suitable Vietnamese
meaning in column B.

-Asking Ss to work individually then share the
answers with a partner.
-Calling on some Ss to give the answers.
-Correcting.
A B
1.trust a. nỗi buồn
2. secret b. qua lại
3. acquaintance c. sự tin tưởng
4.rumour d. sự theo đuổi
5.gossip e .người quen
6. sorrow f. tin đồn
7. mutual g.ngồi lê đôi mách
8.pursuit h. điều bí mật
3.Task1:
-Using a poster.
-Asking Ss to fill in each blank with a suitable
word / phrase.
-Asking Ss to work in groups.
-Calling some Ss to give the answers.
-Correcting.
-Matching.
-Working individually.
-Sharing the answers with a partner.
-Giving the answers.
*Keys:
1-c 2-h 3-e 4-f
5-g 6-a 7-b 8-d
-Looking at the board and listening to the
teacher’s instructions.
-Filing in the blank.

-Working in groups.
-Giving the answers.
Keys:
1. mutual 2.incapable 3. unselfish
4. acquaintance, friend 5. give-and-take
6. loyal to 7. suspicious
II. WHILE-READING: (15’)
1.Task2:
-Asking Ss to read the passage and find the
main idea of the whole passage.
-Asking Ss to work in groups of 4 or 5.
-Calling on some Ss to give the answer.
-Correcting.
2.Task3:
-Asking Ss to read the passage and answer the
question.
-Asking Ss to run through the questions.
-Asking Ss to work individually.
-Asking Ss to ask and answer the questions in
pairs.
-Calling Ss to present in front of the class.
-Giving feedback.
4.There must be a mutual trust between friends
because if not people can’t feel safe when
telling the other their most intimate secrets.
-Reading the passage quickly and find the
main idea of the passage.
-Working in groups.
-Giving the answer.
+ Key: B. Conditions of the true friendship.

-Reading the passage again and answering
the questions.
-Running through the questions.
-Working individually
-Working in pairs.
-Presenting in front of the class.
*keys:
1.unselfishness.It’s tell us that a man who is
concerned only with his own interests and
feelings can’t be a true friend.
2.Because they are take up an interest with
2
5. Talkative people can’t keep a friend because
they can’t keep secret, either their own or those
of others.
6. Sympathy. It tell us that to be a true friend
you must sympathize with your friend .Where
there is no mutual sympathy between friends,
there is no true friendship.
enthusiasm, but they are soon tired of it,
and they feel the attraction of some new
object.
3.Loyalty. It’s tell us that the two friends
must be loyal each other, and they must
know each other so well that there can be
no suspicions between them.
III. POST-READING (8’)
-Asking Ss to discuss the question:”Why do we
need to have friends?”
-Asking Ss to work in groups.

-Going around to help Ss.
-Calling on some Ss to present in front of the
class.
-Giving comment.
-Discussing the question “Why do we need
to have friends?”
-Working in groups of 4
-Telling what a friend can do for you:
+ in your studies
+ when you are in need.
-Presenting in front of the class.
IV. HOME WORK (2’)
_Asking Ss a short paragraph about their friend
and prepare Lesson 2: SPEAKING
-Listening.
-Taking notes.

3
UNIT 2: PERSONAL EXPERIENCES
READING
*Objectives: By the end of the lesson, Ss will be able to read and understand the text about
personal experiences
*Teaching aids: pictures, handouts.
*Procedure:
Teacher ‘s activities Students’ activities
I. WARM-UP: (5’)
- Giving instructions:Have you involved in the
situation in which you don’t know what to do?
II. PRE- READING:
1. Teaching voc: (10)

- idol (n): (example): thần tượng
Ex: Who’s your favorite singer
Hong Nhung
Hong Nhung is your idol.
-glance (v) (miming): liếc mắt
- sneaky (a) (situation): lén lút
 What would you do if you couldn’t do your
test?
Copy
 What’s your attitude?
Be afraid of the T. and look sneaky.
- embarrassing (adj) (synonym ) = confusing
(adj): bối rối
- make a fuss (exp) (over/about) (explanation):
làm ầm ĩ.
S.o complains noisily about s.t she/he
doesn’t like.
*. Checking voc: R.O.R.
2-Sticking 6 pictures on the board.
-Asking Ss to discuss what is happening in eacg
of them.
-Asking Ss to work in pairs.
-Calling on some Ss to give the answers.
Ss to discuss what’s happening in each
picture and then asks Ss to predict the order
of 6 pictures
Gap- filling (Task 1 / p.24) (individuals)
Key: 1. glanced 2. making a fuss
3. embarrassing
4. idol -5.sneaky

II. WHILE-READING:
1.Checking
-Asking Ss to read the passage and correct their
answers.
-Asking Ss to work in pairs.
-Asking Ss to the answers and evidence.
-Putting the pictures of the events (on the
board) in the order that they happen in the story.
-Ss read the passage silently in 3 mins.
Keys: 1.d – 2.b – 3.f – 4. e – 5.a - 6.c
2Task :Multiple choice
1. The writer’s most embarrassing experience
happened when she was
A. a teacher
Individuals
4
Week: 3
Period: 7
Date:29/8/0
9
B. a junior high school
student
C. a senior school
student.
2. She wished to have a like the one
of her pop idol.
A. a red dress
B. a red floppy cotton hat
C. a pair of red shoes
3. She bought it with the money

A. her father gave her
B she picked on the street
C. She took from a school boy’s bag
3. (Task 3/ p. 24) Comprehension questions
-Asking Ss to read the passage again and
answer the following questions .
-Asking Ss to work in pairs.
-Going around the class to help Ss.
-Calling some Ss to give the answers.
-Giving feedback.
III. POST-READING: (7’)
-Asking Ss to discuss the question: “What
would you do if you were the writer?”
-Asking Ss to work in groups.
-Asking some groups to present.
-Giving feedback.
Keys:
1. A floppy cotton hat.
2. To buy a floppy cotton hat.
3A wad of dollar notes that look exactly
like those her father given her.
4. She thought that was her own money and
the boy had stolen it from her.
5. She bought a hat of her dream.
-Discussing.
-Working in groups.
-Presenting.
Expected answers: - say nothing / keep as
a secret.
-Try meet the boy and give the money back

V. HOMEWORK: (3’)
-Asking Ss to write about their own experiences
and prepare: SPEAKING
-Listening.
-Taking notes.
5
UNIT 2 PERSONAL EXPERIENCES
Lesson 2: Speaking
*Objectives: By the end of the lesson, Students will be able to talk about past experiences and
how they affected one’s life.
*Teaching aids: pictures; handouts.
PROCEDURE
Teacher ‘s activities Students’ activities
I. WARM-UP:(5ms) Hangman
-Asking Ss to think of a word containing 10
letters, you can guess 2 letters first: __ __ __ __
__ __ __ __ __ __
-Leading to the lesson:”.Have you ever had an
interesting experience?”
II. PRE- SPEAKING:
1. Pre-teach voc:
* Eliciting- Modelling- Checking M and Pro.
-a native speaker người bản xứ
Ex: Mary comes from England.
She speaks English as a native speaker
- (to) affect :ảnh hưởng
Ex: Smoking is harmful to our health. It means
smoking ……….badly our health.
→ affects
Using a picture and asking Ss what’s this?

- a turtle (n) (picture) con rùa
* Checking voc: R.O.R
-Working in groups.
Key words: EXPERIENCE
-Listening and contributing to the lesson.
-Repeating in chorus/ individual.
-Giving meaning and stressed syllable of the
words.
-Copying down.
2. Task 1:
-Asking Ss to match the things they might have
done or experienced in box A with how the
experience might have effected them in box B.
-Asking Ss to work individually then share the
answers with a partner.
-Calling on Ss to present.
-Giving feedback.
III. WHILE- SPEAKING:
-Asking Ss to put the conversation in the
correct order .
-Asking Ss to give the answers.
-Calling on some Ss to give the answers.
-Correcting.
-Asking Ss to practice the dialogue in pairs
-Calling on some pairs to perform the dialogue
in front of the class.
-Sticking a poster with the completed dialogue
-Asking Ss to pay attention to the tense of the
verb <Simple past >
-Matching.

-Working individually
-Sharing the answers with a
partner.
-Presenting.
-Putting the conversation in the
correct order.
-Working in groups.
-Giving the answers.
-Presenting.
*Keys
1_b; 2_ d; 3_ h; 4_ a;
5_ e; 6_ g; 7_ c; 8_ f
-paying attention to the questions:
Have you ever …… ?
How did it happen?
When did it happen?
6
Week: 3
Period: 8
Date: 30/8/09
How did the experience affect you?
III. POST- SPEAKING: (13ms)
Asking Ss to use the questions above to talk
about their own past experiences, using the
cues in task 1
-Asking Ss to work in groups.
-Going around the class to help Ss.
-Calling on some Ss to present.
IV. HOMEWORK: (2ms)
-Asking Ss their own dialogue in notebook

-Asking Ss to prepare LISTENING>
-Talking about their own past experiences.
-Working in groups.
-Presenting.
-Listening.
-Taking notes.
7
UNIT 2: PERSONAL EXPERIENCES
Lesson 4: LISTENING
* Objective: By the end of the lesson, Ss can listen and understand about a fire.
* Teaching aids: picture, cassette, handouts
PROCEDURE
Teacher ‘s activities Students’ activities
I.WARM _UP: (5’)
-Asking Ss to describe the picture ( P. 27-
Textbook).
-Asking Ss to work in groups.
-Calling on some Ss to give the answers.
-Leading to the lesson:
- Have you involved in or seen a fire?
- What did you do then?
- How did you feel?
II. PRE- LISTENING:
1. Pre- teach voc:
* Eliciting –Modelling- Checking M and Pro.
Give me the synonym of ‘ unforgettable”
- memorable (a) = unforgettable (a) đáng ghi
nhớ
- Terrified (a) sợ hãi
Ex: Most people feel terrified when they see

snakes
- (to) scream la thất thanh, la hét.
What do people often do when they see
something terrible?
Using picture. What are they doing?
- (to) embrace : ôm
-(to) Protect : bao ve
What do we wear a helmet for? → to protect
our head
Keys:
1. protect 2. embraced 3. memorable 4.
terrified 5. screamed 6. replace
7. gas stove 8. escape
II. WHILE – LISTENING
-Looking at the picture and saying what is
happening in it.
-Working in groups.
-Presenting.
 Checking vocabulary (5’) (individual) Gap
- filling
1. A good pair of shoes will ………. your feet
while jogging.
2. The child ……….her mother tightly
because of fear.
3. April 30
th
1975 is a ……….day of
Vietnamese people.
4. I feel …whenever I stay at home alone
5. The fans …….with excitement when they

saw their idols.
6. Robots can …….people in some work
7. Remember to turn off the …… right after
cooking.
8. They were trying to ……….from a burning
house.
8
Week: 3
Period: 8
Date: 30/8/09
1. Prediction (task 1)
-Asking S to guess whether the statements are
true or false.
-Running through the sentences.
-Asking Ss to work individually the share the
answers with a partner.
-Asking Ss to give the answers.
III:WHILE-LISTENING:
1. Checking Task 1
-Asking Ss to listen to the tape and check
their answers.
-Playing the tape twice.
-Asking Ss to share the answers with the
friends.
-Calling on some Ss to give the answers.
-Playing the tape again and correcting.
Keys:
1. T 2.F 3. F 4. F 5.T
2. Task
-Preparing 6 piece of paper on which there

are 6sentences as follow.
-2.a Her most unforgettable experience
happened 13 years ago.
-4.b Her house burned down
-7c The fire started in the kitchen because
she forgot to turn off the gas stove.
-3.d She heard her mother’s voice calling her
name
-6eShe rushed to her mother and her mother
carried her out.
-5 f She got away without even a minor burn
-Asking Ss to put the sentences in right order
to make a complete story.
-Asking Ss to work in pairs.
-Calling some Ss to give the answers.
-Correcting
3. Task 2
-Asking Ss to listen the second part of the
dialogue and fill in the gaps in the summary
of Christina’s story.
-Asking Ss to work in pairs.
-Playing the tape twice .
-Calling on Ss to give the answers.
-Playing the tape again and Asking Ss to
Check their answers.
-Correcting
-Listening to the teacher’s instructions.
-Guessing.
-Working individually
-Sharing the answers with a partner.

-Giving the answers.
1. Christina is a businesswoman

True

False
2. The fire happened three years ago

True

False
3. The fire started in the bedroom

True

False
4. When the fire started, Christina was
reading a book

True

False
5. Her mother came and rescued her
 True
 False
-Putting the sentences in right order to make a
complete story.
-Working in pairs.
-Presenting.
Keys: 2 a 3 d 4 b 5 f 6 e 7 c

9
-Listening to the tape.
-Filling in the gaps.
-Working in pairs.
-Giving the answers.
Keys:
1. small 2. everything 3. family
4. replaced 5. took 6. appreciate
III. POST - LISTENING (5’) (textbook
P28) Discussion
-Giving situation and giving instructions.
-Asking Ss to work in groups.
-Going around to help Ss .
-Calling on some Ss to presenting.
-Giving feedback and comment.
Christina says that family is more important
than things. Do you agree or disagree with
her? Why? Exchange your ideas with a
partner.
-Discussing.
-Working in groups.
-Presenting.
IV. HOME - WORK (3’)
-Asking Ss to write their idea ( post-
listening) in the notebook and prepare
WRITING.
-Listening .
-Taking notes.

10

UNIT 2: PERSONAL EXPERIENCES
Lesson 4: WRITING
* Objectives: By the end of the lesson Ss will be able to know the way to write a personal letter
about past experience.
*Teaching aids: Posters, pictures, handouts
*.Procedures
11
Week: 4
Period: 10
Date: 5/9/09
Teacher ‘s activities Students’ activities
I.WARM-UP (3 ms)
-Asking Ss to look at the pictures or listen to the
situations and answer the questions
T. either shows 2 pictures of ‘a man attacked by a
dog’ and of ‘a man slipped & fallen in the street’ or
gives 2 situations and asks some questions:
1. What’s the matter with the man in the 1
st
picture?
2. How did this affect him?
3. How about the 2
nd
picture?
4. According to you, how did he feel when there were
a lot of people in the street?
II.PRE-WRITING (15 ms)
1Task 1.
-Asking Ss to listen to the teacher’s past experience
and do a multiple-choice task.

-Telling Ss her/his past experience.
‘I’ve had a lot of experiences in my life. My
unforgettable experience was just 2 months ago,
when my family spent a summer holiday in Hue city.
We stayed at a big hotel with 7 floors for three days.
My son, a quick and naughty boy likes taking the lift
so we decided to choose a room on the top floor. On
the last afternoon of our stay, while I and my
husband were both talking to each other and
stepping into the lift, my son was putting his left hand
into one of the two slots of the lift. I really lost my
temper then. Immediately, I grabbed his hand and
tried to draw it out of the slot, but I couldn’t. The boy
was more and more crying, and I began crying. My
husband, who prevented me from doing like that, was
very calm. He managed to draw his hand out of the
slot. At that time, I felt relieved and hugged my son
because I had thought of the worst thing that would
happen to him. Luckily, he wasn’t seriously injured.
This experience made me frightened and pay more
attention to my naughty son. Especially, I find that
we should be calm when solving any problems.’
TASK: Listen to my past experience and then tick
the right pictures related to the story.
1. a b c d
2. a b c d
3. a b c d
4. a b c d
5. a b c d
5. a b c d

-Observing the pictures on board or
listening to the situations given
-Working in groups.
-Giving the answers.
Ss’ answers:
1. He was attacked/bitten by a dog.
2. This made him frightened.
3. He was slipped.
4. He felt embarrassed.
-Listening.
-Working in groups.
-Giving the answers.
Ss’ answers:
1. b
2. d
3. c
4. c
5. b
Ss. Look at the poster and answer the
questions
-Working individually.
-Sharing the answers with a partner.
-Writing outline in pairs
-Working individually.
-Checking the main points of a past
12
1. Where the experience happened: at a hotel,…
2. When it happened: 2 months ago, when I was on
holiday,…
3. How it happened: (various details)

4. Who was involved:
5. How it affected you: It made me
embarrassed/frightened…; It changes my outlook on
life…
Week: 4
Period: 11
Date: 5/9/09
UNIT 2_ LESSON 5 : LANGUAGE FOCUS
*Objectives : By the end of the lesson, Ss will be able to:
- Pronounce /m/, n/, /ŋ/ correctly.
- Use the simple present, the past simple ,past progressive, and past
perfect
correctly in particular situation in speaking or in writing.
*Teaching aids: posters and pictures
*.Procedure
Teacher’s activities Students’ activities
A Pronunciation(15mn)
1. Activity1
-Asking Ss to put the words into the correct column.
make, nose, wrong, summer, money, bringing
2 . Activity 2
Listen and repeat
-Introducing how to pronounce /m/, n/, /ŋ/ (the
words in the textbook)
-Reading aloud the words
-Calling some Ss to pronounce them
Working in pairs
Suggested answers
/m/ make, summer
/ n/ money , nose

/ŋ/ wrong bringing

13
-Giving feedback
Practice reading aloud the sentences
Poster(statements in the textbook)
-Asking Ss to pronounces the words with /m/,/n/,/ng/
-Reading aloud the sentences
-Calling some Ss to read aloud them
-Giving feedback
B. Grammar (28ms)
1 Presentation(10mn)
a. The simple present indicating past time
-Eliciting the model, the tense, and the use
b. Past simple and past progressive
-Eliciting the models by using 2 pictures
-Eliciting the tense and the use
c. .Past simple and past perfect
-Eliciting the model by using a picture
-Eliciting the tense and the use
2.Practice(20 mn)
-Asking Ss to take turn to do Ex1,2,3 in the textbook


-Giving feedback
Suggested answers
-Model:
1. It rained yesterday.
2.I was reading a book when it rained yesterday.
-Tense:

1. Past simple
2. Past progressive -past simple
-Use:
1. Past simple: an action happened and ended in the
past.
2. Past progressive: describe the situation that the
action happened in.
C. Homework (2ms)
-Asking Ss to do Ex 3,4,5 on page 15,16 in Exercise
Book and prepare UNIT 3: READING.
-Listening carefully


-Repeating chorally, then practise in
pairs
-Pronouncing
-Listening


-Repeating chorally
-Repeating chorally and then
practise in pairs
-Reading aloud
-Listening



-Answering
Suggested answers
-Model: The story is about a girl

called Little Red Riding Hood who
lives with her mother.
-Tense: simple present
-Use: to tell about the story in the
past to make the ideas in it more
lively.

-Answering

-Answering
Suggested answers
-Model: when the police arrived, the
car had gone.
Tense: past simple-past perfect
-Use: past simple:(above)
past perfect: the action
happened
-Listening
-Taking notes.
14
UNIT 3: A PARTY
READING
Objectives: By the end of the lesson, Ss will be able to read and understand the text about Party
Teaching aids: hand-outs.
PROCEDURE
Teacher ‘s activities Students’ activities
I. Warmer: (5 minutes)
 Chatting:
-Eliciting some information relating to a party
from the Ss

- Have you ever been to a party?.
- Do you enjoy going to a party?.
- Could you tell me some kinds of parties you
have been invited to?
-Introducing the lesson:
“Today we will learn about some kinds
of parties that people are celebrating”
II. PRE-READING: (10 minutes)
1.Pre-teach voc:
* Eliciting- Modelling- Checking M and Pro.
1. blow out (v) thổi tắt
(Miming: T asks the Ss to look at him or her. T
does the action of blowing out the candles
then asks the Ss:
-Listening to the teacher’s instructions.
-Working individually.
-> Expected answer: yes
-> Expected answer: yes
-Listening and contributing to the lesson.
-Repeating in chorus/ individual.
- Giving the meaning and stressed syllable
of the words.
15
Week: 4
Period: 12
Date: 6/9/09
“What I have done?”

Expected answer:
blow out the candles)

2.a couple: đôi vợ chồng
3. anniversary (unc): lễ kỹ niệm
+ golden anniversary
+ silver anniversary
+ wedding anniversary
Give me the synonym of “present”
4.a gift = a present: món quà
5. milestone(unc): thời kỳ quan trọng
Checking vocabulary: R. O. R
2.Task 1:
-Sticking a poster on the board.
-Asking Ss to read the table and decide which
of the activities takes place at a party or a
wedding anniversary party or at both.
-Asking Ss to work individually then asking
them to share the answers with a partner.
-Calling some Ss to give the answers.
III. WHILE-READING: (20 ms)
1. Checking task1 :
-Asking Ss to read the text and check their
guessing individually.
- Asking Ss to work in pairs.
-Calling some Ss to give the answers.
-Correcting.
2. Task 2:
-Asking Ss to read the text again and underline
the wrong word and provide the correct one.
- Running through the sentences.
-Asking Ss to work in groups.
-Reminding Ss that there is only ONE wrong

word.
-Calling on some Ss to give the answers.
-Correcting.
- Copying down.
-Looking at the poster and listening to the
teacher’s instructions.
-Working individually
-Sharing the answers with a partner.
- giving the answers.
-Reading the text and checking their
guessing.
-Working in pairs.
-Giving the answers.
o Answer keys:
1. birthday party 2. both
3. both 4. wedding anniversary party
5. wedding anniversary party
6. wedding anniversary party
7. birthday party
o
o
o –Reading the text again , underlining the
wrong word and correcting.
-Working in groups.
-Giving the answers and correcting
o Answer keys :
o 1. Lisa’s family and friends are at her
seventh birthday party.
2. Everyone eats cake and ice cream at the
birthday party.

3. Lisa opens birthday cards and presents
from her family and friends.
4. Many Americans over the age of 30 don’t
like to talk about their age.
5. Fifty years ago, Rosa and Luis got
married.
6. People call the 50
th
wedding anniversary
the “golden anniversary”
7. Rosa and Luis are happy to be together
for their golden anniversary.
16
III. POST- READING:(9 minutes)
PREPARE YOUR BIRTHDAY PARTY
Time to start
Place to celebrate your birthday party in a park, at home, at a restaurant, at a coffee
shop…
Number of guests coke, cake, candies, milk, …
Foods and drinks Playing games, singing, dancing, taking photos, …
Interesting activities
DISCUSSION
-Asking Ss to work in groups of 5.
-Asking Ss to discuss the reasons why they prefer
to celebrate their birthday party at home / in the
restaurant.
-Calling on some Ss to present
-Correcting.
-Discussing.
-Working in groups of five.

-Presenting.
V HOMEWORK:(2minutes)
Write-it-up:
-Asking Ss to write a short paragraph about the
preparation for your birthday party and prepare
SPEAKING,
.
-Listening .
-Taking notes.
UNIT 3: A PARTY
SPEAKING
Objectives: By the end of the lesson, Students will be able to talk about the party they
have been to and tell how they organize a party.
Teaching aids: posters
PROCEDURE
Teacher ‘s activities Students’ activities
I. WARM-UP: (5 mins)
• Brainstorming:
-Dividing the class into 2 groups .
-Asking each group to choose a
representative to come to the board
-Asking Ss to find some words related to the
topic PARTY then write their words on the
board
-Listening to the teacher’s instructions.
-Working in groups.
-Expected answers:
-> guests, hosts, food, drink, activities,
……………
17

Week: 5
Period: 13
Date: 10/9/09
-Checking the Ss' answers.
The group that has more correct words will be
the winner
- Leading to the lesson: " Today, you will
learn to talk about the parties you've been to
and how to organize a party."
II. PRE- SPEAKING:(10 mins)
1.Task 1
-Asking Ss to read the list of questions on
page 35 and choose from the list 5 or 6
questions to answer.
- Asking Ss to write their answers
-Reminding them to use The Past Tense
-Calling on some Ss to stand up and talk
about their answers
-Giving feedback.
III. WHILE- SPEAKING: (20 mins)
1. Task 2
-Asking Ss to tell their friends about the
party they've been to
-Asking them to use the information in the
previous activities
-Asking Ss to work in pairs.
-Going around to check and offering help if
necessary
-Calling on some Ss to stand up and tell
about the party they have been to

-Giving feedback
2.Task 3
PARTY-ORGANIZER'S COMPETITION
- Setting the situation and asking Ss to work
in groups to plan a party
- Monitoring
- Eliciting them by giving some questions:
åBudget ( how much do you spend for your party?
å Date and time ( when do you organize…?
åWho to invite ( How many people do you invite ?
å Place ( Where do you hold a party?)
å Formal or informal dress ( What kind of clothes do
you wear … ?)
-Listening to the teacher’s instructions.
-Reading the list of questions on p. 35
-Choosing from the list 5 or 6 questions to
answer
- Giving the answers.
-Telling their friends about the party they’ve
been to.
-Working in pairs.
-Presenting.
-Listening to the teacher’s instructions.
-Working in groups.
-Answering the questions.
18
Week: 5
Period: 14
Date: 11/9/09
å Decorations ( How do you decorate your party?)

å Entertainment ( What activities will take place?)
å Food and drink ( What food and drink will be
served?)
V. POST-SPEAKING: ( 8ms)
*Task4:
Asking Ss to tell the rest of the class about
their party and try to convince them to
come.
-Calling on some Ss to present.
-Giving feedback and remark.
-Telling the rest of the class about their party
and convince them to come.
-Presenting.
IV/ HOMEWORK: 2’
-Asking Ss To write a short paragraph about
the party they will hold.
-Asking them to prepare LISTENING
-Listening.
-Taking notes.
UNIT 3: A PARTY
LISTENING
Objectives: By the end of the lesson, Students will be able to listen and understand the about
Mai’s birthday party
Teaching aids: cassette-player, pictures or real objects.
PROCEDURE
Teacher ‘s activities Students’ activities
I. WARM-UP:(5 mins)
-Eliciting some information related to parties from the
Ss by asking the following questions:
- When do you like to organize your birthday party,

during the day or in the evening?
- What foods and drinks are often served at your
-Listening to the teacher’s instructions
-Answering the questions.
-Working individual.
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birthday party? What act …
II. Pre-listening: (10 mins)
1.Pre-teach voc:
* Eliciting- Modelling- Checking M and Pro
What am I doing ?
1.(to) clap: vo tay
Using picture. What’s this?
2.icing (unc): lop kem phu len mat banh
Using realia.
3. Slice (n): mieng nho
On my birthday party, I decorate my party with
colourful lights , ballons,…
4. (to) decorate: trang tri
*Checking voc: R. O .R
2. Prediction (task1)
_Sticking a poster on the board.
_Asking Ss to read the sentences and which the
sentences are true or false.
-Running through the sentences.
-Asking Ss to work individually the share the answers
with a partner.
-Calling some Ss to give the answers.
III.WHILE-LISTENING: (20 mins)
1.Cheching task 1

-Playing the tape to check with the whole class.
-Asking Ss to share the answers with a partner.
-Calling on Ss to give the answers.
-Correcting.
2.Task 2
-Giving Ss the handouts.
-Asking Ss to listen the tape and choose the best
answer.
-Asking them to work individually then share the
answers with the friends.
-Playing the tape twice.
-Listening and contributing to the
lesson.
-Repeating in chorus/ individual
-Giving meaning and stressed syllable
of the words.
-Copying down.
-Looking at the poster and listening to
the teacher’s instructions.
-Reading the sentences.
-Working individually then sharing
the answers with a partner.
-Giving the answers.
.
-Listening to the tape and check their
guessing
-Working in pairs and discussing their
answers.
*Answer keys:
1 2 3 4

F F F T
-Getting the handouts and listening the
teacher’s instructions.
-Working individually.
-Sharing with the friends.
-Giving the answers –Correcting
* Keys:
1. B 2. A 3.B 4.C
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-Asking Ss to give the answers.
-Playing the tape again and Asking Ss to check.
-Giving correct answers.
5. A 6. D 7. B
MULTIPLE CHOICES
1. How old was Mai?
A.6 B.16 C.60 D.26
2. Why didn’t she like having her party at a restaurant?
A. noisy and expensive B. quiet and cheap
C. noisy and cheap D. quiet and comfortable
3. What did Mai’s mother serve the guests at the beginning of the party?
A. ice-cream and biscuits B. soft drinks and biscuits
C. coffee and cake D. fruits and milk.
4. What time was the birthday cake brought out?
A. 6.30 a.m B. 5.00 p.m C. 4.30 a.m D. 4.30 p.m
5. It was beautifully decorated with
A. pink and white icing B. brown and yellow icing
C. green and white icing D. black and yellow icing
6. What did all the guests do while Mai was cutting the cake?
A. they danced and sang B. they played the Bingo game
C. they took photos D. they clapped their hands and sang

7. What time did the birthday party finish?
A. 6.30 a.m B 6.00 p.m C. 6.30 p.m D. 6.00 a.m
IV. POST- LISTENING: (9 mins)
-Asking Ss to talk about Mai’s birthday
party.
-Asking Ss to work in groups of 6.
-Asking the secretary to take notes.
-Calling on some Ss to present.
-Giving feedback.
V. HOMEWORK: (2mins)
-Asking Ss to write a short paragraph about
Mai ‘s birthday party and prepare
WRITING.
-Talking about Mai’s birthday party.
- Working in groups of 6.
-Choosing a secretary and a presenter.
-Presenting.
-Listening .
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-Taking notes.
UNIT 3: A PARTY
Lesson :4 WRITING
Objectives: By the end of the lesson, Ss will be able to write a letter of invitation.
Teaching aids: Hand-outs, posters.
PROCEDURE
Teacher ‘s activities Students’ activities
1. Warm up (5ms)
Handout:
-Giving Ss the handouts and giving giving instructions.
-Asking Ss to work in groups.

Choose the correct beginning or ending for a letter of invitation:
1. Dear Jane,
Thank you for inviting me to your summer holiday.
2. Dear Mary,
This is just a note to ask if you are free on next Sunday
-Getting the handouts and
listening to the teacher’s
-Working in groups.
22
Week: 5
Period: 15
Date: 12/9/09
3. Please let me know if you can come.
Best wishes,
4. We are looking forward to seeing you then.
Best wishes,
-Asking Ss to open books and answering the questions in task 1
-Introducing the letter
IIPRE-WRITING:(15ms)
a. Task 2:
-Asking Ss to read and tell the parts of speech of missing words .
- Asking Ss to complete
-Asking Ss to work individually the share the answers with a
partner Calling on some Ss to give the answers.
-Correcting.
1. at my house 2 .to come
3. refreshments 4 .to cook
5. winners 6. by Monday
- Asking Ss to stick “heading, greeting, body, closing and
signature.

-Asking Ss to work in groups.
-Calling on some Ss to give the answer.
-Correcting.
- Reminding Ss of some useful structures
I am having a…___… at___ on___.
Would you like_____…?
There will be lots of_____
Please let me know______
III. WHILE-READING: (20ms)
c. Task 3
-Running through all the questions before doing the task
-Asking Ss to answer.
-Asking Ss to write a letter of invitation .
-Asking Ss to work in groups.
-Monitoring and giving help
IV. POST-WRITING:(5ms)
-Asking Ss to exchange their writing.
-Asking two Ss to write their letters on the board.
-Asking Ss to read the letters and correct.
-Giving feedback.
62 Pham Thai Buong Street
Vinh Long,Vietnam
Dear Lan,
I am going to hold a party for my birthday at my
house at 5 p.m, on March 15
th
. Will you come? Most
of the students in our class have been invited.
Besides usual foods and drinks, there will be a
-Reading and telling the

parts of speech of missing
words
-Completing the letter.
-Working individually.
-Sharing with a partner.
-Giving the answers
-Working in groups.
-Giving the answer.
-Copying down
-Answering all the questions
-Writing a letter of
invitation.
-Working in groups.
-Exchanging their letters.
-Writing the letters on the
board.
Reading and giving
comment.
23
special food I myself am going to cook.
I am looking forward to seeing you at the party.
Your friend,
Mai
5. Homework:
-Asking Ss to write a letter of invitation.
-Asking them prepare for LANGUAGE FOCUS
-Listening .
-Taking notes.
UNIT 3: A PARTY
Lesson 5: LANGUAGE FOCUS

* Objectives: By the end of the lesson Ss will be able to:
- distinguish the sounds /l/ - /r/ - /h/
- know about infinitive and gerund
* Teaching aids: posters,Pictures
.* Procedure:
Teacher ‘s activities Students’ activities
24
Week: 6
Period: 16
Date: 17/9/09
A. Pronunciation(15ms)
Listen and repeat
-Introducing how to pronounce “ / l / , / r / & / h /”
-Reading aloud the words
-Calling some Ss to pronounce them
-Giving Feedback
Notes:
a).The letter /h/is silent when it follows “g, k, r” at the
beginning of the word and in the words “honest, hour,
rhinocer”
b).The letter /r/is silent if there is no vowel sound after it. (
artist, organ, urgent…)
c). The letter /l/can be silent in the words “half, calm, talk,
could”
B. Grammar (27ms)
( Review unit 2- grade 10 )
-Using a poster.
-Asking Ss to underlined the verbs follow by gerund.
-Asking Ss to work in groups.
-Asking Ss to give the answer.

-Correcting.
Enjoy, plan, decide, mind, refuse, agree,
mention, admit, ask , hope, mean, dislike,
suggest, demand, keep, want, risk, expect
Ex:- She decides to stay at home
V V
- She avoids meeting me
V V
-Explaining the structures
1. Exercise 1
- Asking Ss to fill in each blank with the correct form.
-Asking Ss to work individually then share the answers with
a partner.
-Calling on some Ss to give the answers.
-Correcting.
Eliciting an example before doing exercise 2
Ex: He hates ………about his past. ( ask)
Simple verb
Active To see
seeing
Passive To be seen
Being seen
2. Exercise 2
-Asking Ss to use the correct form of the verbs.
-Asking Ss to work in pairs.
-Calling on some Ss to give the answers.
-Correcting.
-Listening and repeating

-Repeating chorally, then

practising in pairs
-Listening and copying
down



-Looking at the poster and
listening to the teacher’s
instructions.
-Working in groups.
-Giving the answers.
-Copying down
-Filling in each blank with
the correct form.
-Asking Ss to work
individually.
-Sharing the answer with a
partner.
-Giving the answers.
Answer keys:
1.having 2. getting
3. to tell 4.
practising
5. to see
-Working in pairs.
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