giao an hay chuan nam 2011- 2012

Unit 1 : FRIENDSHIP (Period 1: reading) Date:
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. Anticipated problems
Ss may need help with the discussion task, so T should be ready to help them.
IV. Procedure
Time Steps Work
arrangement
6’
WARM UP
Competition game Network–
- T prepares a handout with a network of the word “Friendship”.
Group work
- 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 ?
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 .
- 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
Pair work and
whole class
Friendship
1
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 which do not appear in Task 1 .
Lasting (adj) = lifelong (adj) : existing or continuing a long while (bÒn v÷ng , l©u dµi )
To be concerned with : quan t©m tíi ai , c¸i g×
Constant (adj): happening all the time or repeatedly, that doesn t change (th’ êng xuyªn,
kh«ng thay ®æi)
Constancy (n): sù kh«ng thay ®æi
Rumour (n): piece of information, or a story, that people talk about, but that may not
be true ( tin ®ån)
Gossip (n): informal talk or stories about other people s private lives, that may be’
unkind or not true (chuyÖn tÇm phµo)
Trust (n): the belief that SO/STH is good, sincere, honest, etc and will not try to
harm or trick you (sù tin tëng)
Sorrow (n): a feeling of great sadness because STH very bad has happened (sù ®au
khæ)
Pursuit (n): something that you give your time and energy to, that you do as a hobby
(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. For
example, to guess the meaning of unselfishn Ss may realise that this word is the noun
of unselfishness in line 5. Therefore, they may guess the meaning of unselfish first. Ss
can pay attention to the prefix un- and such phrases as concerned only, his own interest
and feelings in the following sentence.
- 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 strategies to do Task 1:
+ First, Ss should read through the sentences provided in the task to identify the part
of speech of the word to fill in each blank. For example, in sentence 4 the 2 words
should be nouns.
+ Read the first sentence carefully to understand the meaning roughly. Read the
words / phrases in the box to choose the most suitable one to fill in the blank
+ Continue with the rest of the sentence.
- 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:
1. mutual 5. give and take
Whole class,
individual
work and pair
work
2
5’
2. incapable of 6. loyal to
3. unselfish 7. suspicious
4. acquaintance/friend
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:
+ Ss should read the text carefully and try to summarize it in the Ss s own words’
+ Then Ss search through the list of main ideas provided in the task to find the
most suitable one.
+ Ss should make sure the main idea chosen sums up the entire text and not just
one idea within it.
- 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:
* 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.
+ Go back to the first question and locate the information for the question by
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

3
friends . there is no true friendsship . (last paragraph )
10’
AFTER YOU READ
Instruction: You are required to work in 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.
Pair work ,
group work, &
whole class
2’
WRAPPING UP
- 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
EXTRA EXERCISE
Read the following passage about pen pals. Complete the passage by filling each blank with the suitable form
of the word given at the end of each line.
PEN PALS
Pen pals(or penpals or pen friends)are people who(1)write to each other,particularly via postal mail. regular
A penpal (2) is often used to practise writing and reading in a foreign language, improving literacy, RELATION
to learn more about other countries and life-styles, and to ameliorate (3) . As with any friendships LONELY
in life, some people remain penpals for only a short time, while others continue to exchange letters
and presents life-long. Some penpals (4) arrange to meet face to face. Penpals come in all ages, EVENTUAL
(5) and cultures. NATIONAL
Pals may seek new pen friends (6) on their own age group, a specific occupation, BASE

hobby, or select someone (7) different from them to gain knowledge about the world around them. TOTAL
Being part of a penpal network can be a way to gain a valuable (8) of the world, and an UNDERSTAND
Appreciation for cultures and lifestyles very different to your own.
Answers: 1. regularly 2. relationship 3. loneliness 4. eventually 5. nationalities 6. based 7. totally 8.
understanding
UNIT 1 : Period 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
4
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
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
Group work
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
5
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 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
Appearance
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)
10’
- 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 s 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 s quite good-looking.’
2. The girl is about 14. She s also wearing a pair of glasses. She has shoulder-’
length black hair, and she s wearing a ribbon. She has an oval face with a’
straight nos, full lips and a pointed chin. She s quite pretty.’
3. The man is in his forties. He s tall and well-built. He has short brown hair and a’
square face with a broad forehead, small eyes, a crooked nose and thin lips.
He s quite good-looking.’
4. The woman is in her twenties. She s 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 s very beautiful.’
Task 2
Instuction: 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 s 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.
Whole class
& group work
6
13’
- 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.
- 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 feedback 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
EXTRA EXERCISE
Complete the following passage by filling each blank with one suitable word.
Friendship: Good for the body, Good for the soul
“Many people will walk in and our of your life; but only true friends will leave footprints in your heart. ” –
Unkown friends are our truest treasures. How (1) times have they: Made us laugh when we felt like crying over
a bad mistake ? Made us feel loved when our boyfriends (or girlfriends) broke up with us ? Given up the (2) to
go back to school or to change careers ? Like armor, good friends make us almost invincible, capable (3)
warding off the blows life occasionally deals us. (4) friends accept us for who we are, we gain the confidence to
dream great dreams - and to (5) them real. Friends liven up our days with their twisted humour, their honest
answers, and their ability to bear our gloating (6) we beat them at golf or tennis. We can even trust them with our
(7) embarrassing secrets ! What a relief it is for us to reveal our true selves to someone!
It s no (8) , then, that medical researchers have found that those who have friends tend to be happier,’
healthier, and live longer than those who do not. In fact, friendship has numerous physical and spiritual benefits.
Answers:

1. many 2. courage 3. of 4. Because/As/For 6. when 7. most 8. wonder
UNIT 1: PERIOD 3 (Listening) Date:
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
7
Textbook, cassette tapes, handouts.
III. Anticipated problems
Ss may not be familiar with the note-taking task, so T should provide them some tips to deal with the task.
IV. Procedure
8
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 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 O O O O O O O O O O
O O O O 8 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 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
to visitors
8. able to wait for a long time or accept annoying
behaviour or difficulties without becoming angry
9. always telling the truth, and never stealing or cheating
Group work
10’

Before you listen
Talking about your best friend
- T asks Ss to discuss the questions on page 17 in pairs.
- T calls on some Ss to give their answers and comments on the answers.
- T gets Ss to guess what they are going to listen about.
Vocabulary pre-teaching
- Before eliciting / Pre-teaching the new words, T helps Ss to pronounce the words
given in the book. T may read aloud first or play the tape and ask Ss to repeat in
chorus and individually.
- T elicits/teaches some of these words or/ and those taken from the listening
passage:
Apartment building: toµ nhµ cã nhiÒu c¨n hé
Sence of humour: khiÕu hµi híc
Whole class
9
EXTRA EXERCISE: Your class is organizing a writing contest with your teacher of English being the
examiner. You are given the following statement and required to write a short paragraph explaining how you
understand its meaning.
“A friend is one who knows us, but loves us anyway.” – Fr. Jerome Cummings
UNIT 1: PERIOD 4 ( Writing) Date:
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

arranngement
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 about the friend .
Whole class
- 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 :
Individual
work
10
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 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
- T summarises the main points of the lesson.
- For homework, T asks Ss to improve their writing, taking into consideration their
friends’ and T’s suggestions and correction and do the extra exercise.
Whole class
EXTRA EXERCISE: Read the text and answer the questions that follow.
My roommate
It was my first day at the university. Armed with bags of luggage, I walked slowly into the dormitory. I
looked at dood after door for my name. At last I found it. In the room, there was already a girl making her bed.
Smiling shyly, she said how do you do to me. After that, she continued her work, paying no more“ ”
attention to me. What a stuck-up fellow I thought. Then I began to examine the room. There was no difference“ ”
in the fitting from any other room I had seen. But it had been thoroughly cleaned by my new roommate, no doubt.
Minutes later, I started to examine her. She was thin, short and dark. Her hair was in a completely
disastrous mess like a bunch of straw. Her dirty clothes and tired look were clearly signs of a long journey. Well,
her T-shirt was too big for her and her trousers were a bit short, which made her look funny. What s more, she’
wore a pair of rubber scandals, which were indeed out of fashion. In a word, she didn t look like a smart’

freshman at all. A yokel , I concluded.“ ”
The second time she spoke, her accent told me that she was from the south. Shall I help you to get your“
luggage ftom the ground floor ? I didn t refuse since I really needed help. Wow She was quick in action. Before” ’
I said Thanks , she had already walked out of the room and was soon far ahead of me.“ ”
A good guy, I said to myself, I will make friends with her. I hurried and caught up with her.“ ” “ ”
1. What was the girl’s roommate doing when she first saw her ?
2. Why did the girl think that her roommate had had a long journey ?
3. What made the girl’s roommate look funny ?
4. Where did the girl’s roommate come from ?
11
5. How did the girl’s feeling about her roommate change ?
Answers:
1. She was making her bed.
2. Because her roommate wore dirty clothes and had a tired look.
3. Her too big T-shirt and short trousers made her look funny.
4. She came from the south.
5. Her roommate offered to help her to get the luggage from the ground floor and she was quick in action.
The girl thought that she would make friends with her roommates.
UNIT 1: PERIOD 5 (Language focus) Date:
I. Objectives
By the end of the lesson, Ss will be able to:
- 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.
III. Anticipated problems
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 / / and / / for a few times and explains the differences in
producing them.
+ The phonetic sound / / 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 / / 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.
- 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 / /
and / / 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.
Whole

class,individual
work & pair
work
10’
GRAMMAR
1. To- infinitive
Whole class,
individual
12
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
+ 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:
+ We can use a noun or pronoun object + bare infinitive after verbs of
perceptions such as feel,hear,watch,see,notice,observe,perceive,smell .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
work & pair
work
13
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.
- 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
- T summarises the main points of the lesson.
- For homework, Ss review the points that have been coverd in the lesson and do the
extra exercise.
Whole class
EXTRA EXERCISE: Join these pairs of sentences.
1. She crossed the road. I saw her.
2. They sang a song. I heard them.
3. A pavement artist drew a portrait in crayons. I watched him.
4. He looked the door. I saw her.
5. She drove off. I saw her.
6. He was foolish. He left the firm.
7. We can t refuse their invitation. It would look rude.’
8. I met you again. I was happy.
9. The film was boring. I didn t watch it.’
10. The woman is old. She can t drive a car.’
Answers: 1. I saw her cross the road.
2. I heard them sing a song.
3. I watched a pavement artist draw a portrait in crayons.
14
4. I observed him lock the door.
5. I saw her drive off.

6. He was foolish to leave the firm.
7. It would look rude to refuse their invitation.
8. I was happy to meet you again
9. The was not interesting enough (for me) to watch. The film was too boring (for me) to watch.
10. The woman is too old to drive a car. / The woman is not young enough to drive a car.
UNIT 2 : PERSONAL EXPERIENCES Date:
Period 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, identifying the sequence of
events and guessing meaning in context.
- Use the information they have read to discuss the story.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may need help with the discussion task, so T should be ready to help them.
IV. Procedure
15
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
w i t n e s s
c a p i t a l
c e n t r a l
e n c o u r a g e s
- T explians the word “embarrassing” and introduces the topic: An embarrassing
situation
Group work
and whole
class

5’
BEFORE YOU READ
- T gets Ss to work in pairs and try to make sense of the pictures on page 22. Then T
gets them to put the pictures in the order that they think is most appropriate.
- T calls on some pairs to present their ideas but should not correct them. If Ss have
difficulty talking about the pictures, T may elicit their answers by asking questions
and giving prompts.
E.g: What can you see in picture A ? What do you think might be relationship
between the girl and the man ? Why ? What do you see on the table ? Whose money
do you think it is ?
Pair work and
whole class
5’
8’
WHILE YOU READ
Set the scene: You are going to read a story in which a girl’s telling about her most
embarrassing situation. Then you do the tasks that follow.
TASK 1
- T gets Ss to read the passage silently and then do Task 1. T may write the given
words and phrases on the board (i.e. making a fuss, sneaky, glanced, embarrassing,
idols) and asks Ss to go back to the passage to locate and read around these words so
that they can guess their meanings. For example. The words “idol” found in line 3
may refer to “someone you admire and adore”. Ss can understand this meaning
thanks to the words “pop star” and the idea that the girl wants to look like this person.
- T might want to check that Ss understand all these words correctly by calling on
Pair work
Individual
work & whole
class
16

EXTRA ACTIVITY: Read the following article and answer the T/F questions that follow:
I was about 8 or 9 years old at that time, and my mother took me to the theatre. It was a special show for
children, with songs, clowns, and magic. After the first part of the show, the presenter came out and said: Any“
child who s got a birthday today, come up onto the stage and you re going to be the magician s assistants . My’ ’ ’ ”
mum gave me a push and said: Go on, you go . And as I really wanted to be on stage, I rushed up, with some“ ”
other children. When I was up there, the magician asked my name, and then said: So it s your birthday today“ ’
whole theatre burst into laughter. My face went bright red, and some of the children called out: He s a cheat.“ ’
It s not his birthday today . At that moment I wanted the earth to open up and swallow me. The magician said it’ ”
didn t matter and I could stay on stage, but I felt awful the whole time. As I came down from the stage all the’
other children looked at me and laughed.
1. It was the boy’s 9
th
birthday when his mother took him to the theatre.
2. The presenter invited all the children to go onto the stage
3. The boy came up onto the stage because he got a birthday that day
4. The boy’s mother wanted him to be on the stage so she told him to go
5. The magician got angry because the boy told a lie
6. The boy felt ashamed because everyone knew he told a lie
7. The other kids laughed at the boy because he was a bad liar
Answers: 1. F 2. F 3. F 4. t 5. F 6. T 7. T
UNIT 2 : PERIOD 2 (Speaking) Date:
I. Objectives
By the end of the lesson, Ss will be able to:
- 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.
III. Anticipated problems
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 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
17
10’
10’
continues to play until everyone is asked .
Tell the truth Tell a lie
Tell the truth Tell a lie

Tell the truth Tell a lie
Tell the truth Tell a lie
Tell the truth Tell a lie
Tell the truth Tell a lie
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 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
Individual work ,
pair work &
whole class
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
- T summarises the main points of the lesson.
- For homework, Ss write a paragraph about a past event that has had an influence
Whole class
18
on him/her.
EXTRA ACTIVITY: Find someone who “ ”

(To practise present perfect and past simple in a communicative way)“
Ss go around the class interviewing as many Ss as possible about their past experiences. If someone
answers yes to their questions they write they the name of that person on the sheet. They should try to get many
“Yes” answers as possible.
Ss use present perfect and past simple when conducting the interviews.
Find some who
“Have you ever ” Yes(write name) No
See a lion(not on TV)
Be to Africa
Witness an armed robbery
Date someone on the internet
See a football match(not on TV)
Eat pizza
Drive a truck
Look after a very old person
Do skateboarding
The T should monitor the activity and even encourage Ss to ask him/her questions. Also she/he should discourage
the use of monosyllabic answers like, yes or no . In the end the T should ask the Ss the questions in this format“ ” “ ”
Who has ever seen a lion ? The Ss look at their sheets and if someone said yes , they should say for example:“ ” “ ”
An has seen a lion . If no one in the class has then the answer is No one has ever seen a lion . As a follow up“ ” “ ”
and in order to getmore dialogue going, the T may want to get the class to ask An follow up questions, for
example; Where did you see a lion ? , Can you tell us how you felt ? Were you scared ?“ ” “ ” “ ”
UNIT 2: PERIOD 3 (Listening) Date:
I. Objectives
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
Textbook, cassette tapes, handouts.
III. Anticipated problems
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
Group work &
whole class
19
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 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 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
Individual
work,pair work
and whole
class
20
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 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 ?
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 agree
I think so, too
Well, may be, but
That might be true, but
Group work &
whole class
21
I believe
I feel
In my opinion,
From my point of view
That’s true, and
That’s right, and
Well, my feeling is that
Well, I don’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
- T summarises the main points of the lesson.
- For homework, Ss write a summary of the story they listened in class.
Whole class
EXTRA ACTIVITY
T reads the text, gets Ss to listen for once or twice and answer the questions that follow.
Home fires
Many fires are caused by cooking. Cooking is the number one cause of home fires. You should always
watch what you are cooking. Never leave something cooking on the stove without watching it. Three out of ten
home fires start in the kitchen. That is more than any other room in the house. Many people are killed and
injured from kitchen fires. Kitchen fires can be prevented. Follow safety rules and you can keep youeself safe.
1. What is the number one cause of home fires ?
a. matches b. cooking without watching c. fireplaces
2. What room in homes has the most fires ?
a. family room b. basement c. kitchen
3. Kitchen fires can be prevented by
a. watching food on the stove every 10 minutes
b. always watching what you’re cooking
c. cooking with a frying pan

Answers: 1. b 2. c 3. b
UNIT 2: PERIOD 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.
III. Anticipated problems
Ss may not have sufficient vocabulary to write about the topic, so T should be ready to help them.
V. Procedure
22
Time Steps Work
arrangement
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
12’
PREPARING SS TO WRITE
- 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:
- T elicits the verb tenses that can be used for describing a past event (past simple,
past perfect, past continuous). If necessary, T reviews the uses of these tenses.
E.g: + The past simple is used to talk about an event that happened and finished in the
past.
Individual
work, pair
work &
whole class
Most

unforgettable
experience
What
happened?
Where it
happened?
How it
happened?
How it
affectedyou ?
Who was
involved?
When it
happened?
23
EXTRA ACTIVITY: Rearrange these events to make a story. The first event has been numbered for you.
a. Immediately I picked up a heavy stick and ran to see what was wrong
b.As I looked around I saw more and more people and,to my horror,I spotted 2 film cameras and a TV van.
c. When I got home, I told my brother the story, and he laughed uncontrollably.
1.
d. One day I went jogging in the park near my house.
e. “Run !”–I screamed at the girl, but to my surprise, she just stood there staring at me, and then she started to
shout: “Stop it ! Please stop it !”.
f. I got up, feeling very stupid, and apologized.
g. Suddenly, I heard cries of “Help ! Help !” coming from behind some trees.
h. Without a second thought I rushed at the man and started hitting them with my stick.
i. Then the young girl gave me a strange look and said: “Thank you very much for trying to help but you see, we are
making a TV program”.
j. As I came nearer the bush where I heard the noise coming from, I saw 2 men attacking a young girl.
k. I learned an important lesson: “Look before you leap”.

l. Then from behind some more trees 3 more men appeared, jumped on me, and pulled me away and pushed me to
the ground.
Answers: 1.d 2. g 3. a 4. j 5. h 6. e 7. l 8. b 9. i 10. f 11. c 12. k
UNIT 2: PERIOD 5 (Language focus) Date:
I. Objectives
By the end of the lesson, Ss will be able to:
- Distinguish the sounds / m /, / n / and / /.
- 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.
III. Anticipated problems
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 / / 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 / / 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
- 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.
Individual
work, pair
work & whole
class
24
- T calls on some Ss to read the sentences again and provides corrective feedback.
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 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.
Individual
work,pair work
& whole class
25