Giáo án tiếng anh lớp 11 cơ bản full

Date: 20/8/2014
Period: 1
ORIENTATION: GOALS AND PURPOSES
 Objectives: By the end of the lesson:
- Students know how to learn English 11, how the book is organized.
- Students know how to do English tests.
 Teaching aids: Student’s book, student’s workbook, dictionary, Guideline for teaching English
 Method: Communicative approach.
 Procedure:
Teacher’s activities Students’ activities
I. Stabilization:
- Greeting the class
- Checking the students’ attendance
II. Check up:
- Ask Ss to answer some questions about their
summer holidays.
III. Warm up:
- Introduce to students about the teacher.
- Ask students about their names and English
knowledge etc.
IV. Guiding:
1. Guiding student’s book and workbook:
* Introduce to students how to use their book and
workbook.
2. Guiding English tests in grade 11:
* Introduce to students about tests.
- Check frequency knowledge for the previous
lesson. (Oral tests)
- Fifteen minutes test (3 times).
- One period test (2 times).
- Semester test (Once for each semester).

* The tests in grade 11 include:
Reading: 25%, Listening: 25%
Writing: 25%, Language focus: 25%
How to do tests: Learn new words frequently, do
exercises in workbook
3. Guiding other books and tape, disc, etc.
V. Consolidation and Homework:
- Retell what you’ve learnt and what you will
prepare for this semester.
- Ask students to prepare textbook, notebooks and
the things for learning.
- Prepare the next lesson.
- Greeting the T
- Answer
- Answer
- Listen to the teacher
- Answer the teacher’s questions
- Put the student’s book and workbook on the
table.
- Listen to the teacher and look through the books.
- Listen to the teacher
- Listen to the teacher and write down the things
which will be prepared at home.
  
1
Date:
Period:
ORIENTATION: LANGUAGE LEARNING
 Objectives: By the end of the lesson:
- Students know how to learn English skills: Reading, Speaking, Listening, Writing …

- Students know how to practice those skills.
 Teaching aids: Student’s book, student’s workbook.
 Method: Communicative approach.
 Procedure:
Teacher’s activities Students’ activities
I. Stabilization:
- Greeting the class
- Checking the students’ attendance
II. Check up:
- No checking
III. Warm up:
- Introduce to students each skill.
IV. Guiding:
* Introduce to students how to practice reading,
speaking, listening, writing, language focus and
how to master learning English.
1/ How to learn READING and vocabulary
• Read something every day
Children's books, simplified readers (Penguin),
newspapers, magazines, Internet sites, novels …
• Read what interests you
Remember that you learn better when you are
having fun.
• Read at the appropriate level
You want to learn new vocabulary, but you also
want to understand what you are reading. If you
are looking up every word, the reading is too
difficult.
• Review Who, What, Where, When, Why for
each story you read

You can do this for almost any type of reading.
Who is it about? What happened? Why did it
happen? Where did it take place? When did it
take place? This is very useful when you have no
comprehension questions to answer. You can
write or speak your answers.
• Record vocabulary in a personal dictionary
o Keep this notebook separate from other work.
o Record vocabulary in alphabetical order. (an
English address book works well because it has
letters of the alphabet)
o Record the part of speech. (sometimes there is
more than one)
o Write a sample sentence for yourself. (don't use
the one from the dictionary)
2/ How to learn SPEAKING and
pronunciation
• Talk to yourself
Talk about anything and everything. Do it in the
privacy of your own home. If you can't do this at
- Greeting the T
- Answer
- Listen to the teacher
- Put the student’s book and workbook on the
table.
- Listen to the teacher and look through the books.
- Take note
Practice reading all the passages in the textbook
2
first, try reading out loud until you feel

comfortable hearing your own voice in English.
• Record your own voice
This might feel very uncomfortable, but it will
help you find your weak pronunciation points.
Listen to yourself a few days later. Which sounds
do you have difficulty hearing?
• Participate in class
• Learn common idioms
• Understand the sounds that your language
doesn't have
For example, many languages don't have the "r"
sound. These sounds require extra practice.
• Recognize that teachers are trained to
understand you
When you get out into the real world, average
people will have a more difficult time
understanding you unless you practise speaking
slowly and with proper pronunciation.
• Practise minimal pairs
• Study word and sentence stress
• Practice tongue twisters
3/ How to learn LISTENING
• Listen to the radio
Don't always have a pen in hand. Sometimes it
helps to just listen.
• Watch English TV
Children's programming is very useful for ESL
learners.
Choose programs that you would enjoy in your
own language.

Remember that much of what you hear on TV is
slang.
• Watch movies
• Use Internet listening resources
4/ How to learn WRITING and spelling
• Keep a diary/journal
Don't always pay attention to grammar. Free-
writing can be very useful. It can show you that
writing is fun. Have fun with the language.
• Write emails in English
Stay in contact with teachers or other students.
• Rewrite your local news in English
This is another exercise that can be done on a
daily basis. Remember that regular activities are
the best ones.
• Learn important spelling rules
Remember, you won't always have a dictionary or
a spell-checker handy, especially when you are
writing a test. Even native English speakers need
to review the spelling rules from time to time.
5/ Improve Your Grammar
Good grammar prevents ambiguity. By contrast,
bad grammar confuses your reader, slows their
reading, and shows your ignorance, which can
- Listen to the teacher
Practice listening to an English song
- Listen to the teacher
- Listen to the teacher
- Listen to the teacher
3

lose you respect, influence, and credibility.
• Make sure you at least know the parts of speech,
such as nouns, verbs, and adjectives. Find fun
ways to learn the parts of speech.
• Know the difference between the active voice
and passive voice. Using the active voice is one of
the best ways to give power to your writing.
• Also, learn the basics of punctuation, especially
when to use a comma.
V. Consolidation and Homework:
- Retell what you’ve learnt.
- Prepare lesson Reading - Unit 1
Present some grammar points they’ve learnt from
English 10

- Take note
  
4
Date: 23/8/2014
Period: 2
UNIT 1: FRIENDSHIP
A. READING
 Objectives: By the end of the lesson, Ss will be able to:
- Develop such reading skill as scanning for details, specific ideas, skimming for general information,
and guessing meaning in context.
- Use the information they have learnt to discuss the topic.
 Teaching aids: Textbook, handouts, pictures concerning to the topic …
 Method: Communicative approach.
 Procedure:
Teacher’s activities Students’ activities

I. Stabilization:
- Greeting the class
- Checking the students’ attendance
II. Check up:
- No checking
III. Warm up: Network
- T repairs a handout with network of the word “a
good friend”, sts list some qualities of a good
friend
- T divides the class into 8 groups and gives each
group a handout. T asks Ss to complete the net
work. The winner will be the group completing
the network in the shortest period of time.
IV. Before you read: Discussing the picture and
poem.
- T asks the whole class to look at the picture on
page 12 and asks them some questions:
1. What are girls and boys doing in the picture?
2. How do they feel?
3. What does the picture tell you?
- T ask Ss to work in pairs to read the short poem
on the page13 and answer the question:
{ What do you think of the friend in the
poem?
- T calls on some Ss to answer the questions.
- T may give some comments and the
suggestions.
Pre- teaching vocabulary
• lasting (a) = lifelong
- Greeting the T

- Answer
- Group work
- Discuss about the qualities which friendship
must have to complete the network.
Suggested answers:
Honest, unselfish, constant, loyal, mutual trust,
sympathetic, patient …
- Pair work
Suggested answers:
1. One boy is playing guitar, and the other girls
and boys are singing.
2. They seem very happy because we can see their
smile.
3. The picture tells us that friends can happily do
many things together or friendship is a beautiful
thing that brings happiness to us.
- Suggestion: The friend in the poem is very
dedicated and thoughtful. He/ She is willing to
help his/her friend in any circumstances.
Dedicated /ˈdedɪkeɪtɪd/ (a): tận tâm, tận lực
Thoughtful /ˈθɔːtfl/ (a): chu đáo, quan tâm
Circumstance /ˈsɜːkəmstəns/ (n): hoàn cảnh, tình
huống
• existing or continuing a long while (bền vững,
lâu dài)
5
A good friend
• be concerned with sb/ st
• constancy /ˈkɒnstənsi/ (n):
→ constant (a)

• rumour /ˈruːmə(r)/ (n):
• gossip /ˈɡɒsɪp/ (n): information talk or stories
about other people’s private lives that may be
unkind or not true
• incapable of /ɪnˈkeɪpəbl/ (a):
• suspicion /səˈspɪʃn/ (n):
→ suspicious (a)
• pursuit /pəˈsjuːt/ (n)
• sympathy /ˈsɪmpəθi/ (n):
→ sympathetic /ˌsɪmpəˈθetɪk/ (a):
• sorrow /ˈsɒrəʊ/ (n) = sadness
- T asks Ss to make some sentences with above
words to check their understanding.
- Some Ss practice reading the vocabulary.
V. While you read:
Setting the scene:
- You are going to read a passage about the
qualities of a long lasting friendship. While you
reading, do the task in the textbook.
Task 1
- T asks the Ss to read the words in the box then
fill each blank with one of them individually.
- Ask Ss to read the passage quickly and stop the
lines that contain these words to guess their
meaning.
- T goes around to help them when necessary.
- T asks Ss for their answers and tells them to
explain their choices.
Task 2
- T asks Ss to read the passage again and decide

which of the choices A, B, C or D most
adequately sum up the ideas of the whole passage.
- T might also want to give Ss some strategies to
find the main idea of the passage.
- T calls on some Ss to give the answer and asks
other Ss to say whether they agree or disagree.
Task 3
- Ask Ss to answers the questions in task 3.
- T asks Ss to do the task individually, then
discuss their answers with their partner.
- T calls some Ss to write their answers on the
board and ask them to explain their choices.
• quan tâm tới ai, cái gì
• tính kiên định
• tin đồn
• chuyện ngồi lê đôi mach, chuyện tầm phào
• không đủ khả năng
• sự nghi ngờ
• sự nghiệp, sự theo đuổi, đam mê
• sự thông cảm
→ thông cảm, đồng cảm
• nỗi buồn
- Do T’s requests
- Whole class
- Individual work & pair work
- Ss guess the meaning of the word base on the
context in the sentences.
Suggested answers:
1. mutual
2. incapable of

3. unselfish
4. acquaintance/friend
5. give - and - take
6. loyal to
7. suspicious
- Whole class read the text carefully
- Individual work
Answer: B
- Individual work and pair work
Correct answers:
1. The first quality for true friendship is
unselfishness. It tells us that a person who is
concerned only with his/her own interest and
feelings can’t be a true friend.
2. Because they take up and interest with
enthusiasm, but they are soon tired of it and they
feel the attraction of some new object.
6
VI. After you read:
- Ask Ss to work in pairs to discuss the question
in the text book.
- T goes around to help the Ss when necessary.
- When all pairs have finished, T asks every two
pairs to share ideas.
- T calls on some Ss to report their ideas to the
class.
Extra exercise: Choose the best answer
1. Most of the undeveloped countries need a lot of
____________ aid.
A. together B. unselfish

C. mutual D. friend
2. He is too ____________ to lend me his bicycle.
A. selfish B. enthusiastic
C. helpful D. pleasant
3. Suddenly she recognized the ____________ of
the situation that made her laugh.
A. pessimist B. pleasure
C. understanding D. humour
4. He is a ____________ person because he is
always friendly with everyone.
A. helpful B. good-natured
C. honest D. quick-witted
5. If you want to get a good result in every work, you
should have a ____________.
A. loyalty B. sympathy
C. constancy D. unselfishness
6. A ____________ friendship is a precious
relationship.
A. mutual B. sincere
C. generous D. successful
7. A good marriage is based on ____________.
A. trust B. loyalty
C. secret D. A & B
8. The children seem to be totally ____________
of working quietly by themselves.
A. unable B. impossible
3. The third quality for true friendship is loyalty.
It tells us that the two friends must be loyal to
each other, and they must know each other so
well that there can be no suspicions between

them.
4. Because if not people can’t feel safe when
telling the other their secret.
5. Because they cannot keep a secret, either of
their own or of others’.
6. The last quality is sympathy. It tells us that to
be a true friend one must sympathize with his/her
friend. Where there is no mutual sympathy
between friends, there is no true friendship.
- Pair work
Suggested answers:
The friendship is very important to our life. A
true friend can helps us when we are sorrow and
when we have difficulty. We can share ideas,
feeling, likes, joys, pleasures, aims … to each
other. Sometimes only true friends can
understand, sympathize us so we feel safe to tell
him/her our secrets. Friendship brings us
happiness. We happily do many things together.
So we can’t live without friendship.
- Take note
- Do exercise
7
C. incapable D. not able
VII. Consolidation and Homework:
- Summarize the main points of the text.
- Learn by heart all of new words and structures
and give examples.
- Whole class
  

8
Date: 23/8/2014
Period: 3
UNIT 1: FRIENDSHIP
B. SPEAKING
 Objectives: By the end of the lesson, Ss will be able to:
- Describe the physical characteristics and personalities of their friends, using appropriate adjectives.
- make a dialogue talking about a famous person
 Teaching aids: Textbook, pictures showing friends, etc.
 Method: Communicative approach.
 Procedure:
I. Stabilization:
- Greeting the class
- Checking the students’ attendance
II. Check up:
- Call some Sts go to the board and write down
some vocabularies which they learnt in the last
lesson.
III. Warm up: Game “Take them home”
- T divides the class into 4 groups.
- T gives each group a poster and 20 cards then
gives the rule of the game.
Poster:
Cards:
- T asks:
+ Which other words are used for
- Ss work in groups, take turns to choose the cards
then stick them in the right categories.
- Ss can organize the words into four different
categories as follows:

FACE: square, oval, round
HAIR: curly, wavy, dyed, sleek, shoulder-
length, long, short, fair, straight, grey
NOSE: straight, flat, turn up, pointed
HEIGHT: tall, short, medium
Sleek: bong mượt
- Ss’ answers
+ Forehead: broad, high,
+ Appearance: handsome, beautiful, good-
looking, well-built,
+ Lips: full, thin,
9
tall square shoulder-length
oval wavy medium
curly round straight
dyed grey pointed
flat sleek broad
short large turn-up
long fair high
FACE HAIR
HEIGH
T
NOSE
describing physical characteristics?
IV. Before you speak
Activity 1: Describing people
(Task 1, textbook, p.15)
- Introduce “Useful language” to the students:
+ Height: tall, medium, short …
+ Build: slim, thin, well-built …

+ Face: square, large, oval, round, long …
+ Forehead: broad, high …
+ Eye: small, big, black, blue, brown …
+ Nose: straight, crooked, big, small, flat …
+ Chin: pointed chin (cằm nhọn), double chin
(cằm chẻ) …
+ Lips: thin, full, heart-shaped …
+ Skin: white, pale, suntanned, dark, brown,
greasy skin …
+ Hair: Black, grey, red, brown … (shoulder-
length straight/curly black)
+ Appearance: handsome, beautiful, good-looking
…
- T asks students to work in pairs, do Task 1-
textbook on page 15.
- T asks Ss to listen to their friends’
descriptions and decide who he/ she is.
Activity 2: Vocabulary
- T sets situations and asks Ss to fill in the
blanks.
* He’s always willing to give money to his
friends or help them. He’s a very
man.
* She never tells lies. She’s a
very person.
* He’s very good at Maths, but he never
talks about that. He’s a person.
* Minh is always cheerful and often tells
jokes, which makes us like to be with him all
the time. He is a very boy.

*
V. While you speak
Activity 3: Describing personalities
(Task 2, textbook, p.16)
- T asks Ss to work in groups, do Task 1-
textbook, page 15.

- Ss sit in pairs, look at the people and describe
their physical characteristics.
* He/ She is He’s/ She’s got
His/ Her hair
* He’s/ She’s with and
- Ss do the teacher’s request.
generous
honest
modest
pleasant
Whole class use handouts to describe.
1. The boy is about 16. He is short-sighted
because he’s 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 (cài tóc). She has an
oval face with a straight nose, 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 head, small eyes, a crooked nose and
10
VI.After you speak
Activity 4: Role - play:
Talk about a famous friend.
(Task 3, page 16)
- T helps Ss review some questions about
physical characteristics, personalities, hobbies,

Journalist Interviewee
1/ What’s his/ her
name?
2/ How old is he/ she?
3/ What does he/ she
look like?
4/ What is he/ she
like?
5/ What does he/ she
usually do in her / his
free time?
6/ What are her
hobbies?
7/ What subjects does
he/ she like best?
8/ How much time
does he/ she spend on
__ everyday?
 His/ her name is __
 He/ she is __
 She is __

 He/ she is __
 He/ she usually __
in her free time
 They are __
She likes __ best
She spends about __
on __everyday
- T selects some pairs at random and has them
play roles in front of the class.
VII: Consolidation and Homework:
- Ask students to write a passage description
about physical characteristics of their best friend.
- Ask students to prepare Part C - Listening
and practice speaking at homework.

thin lips. He’s quite good-looking.
4. The woman is her twenties. She’s quite tall and
slim. She has long curly brown 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.
- Ss work in groups, discuss and number the
personalities in order of importance in friendship.
- Each group’s representative will report their
results to the class and explain orally why. (Ss’
answers may be different.)
Ex: 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 friends

- Ss make questions, using the suggestions
(textbook, page 17).
Model:
A: What is your best friend’s name?
B: Her name’s Lan.
A: How old is she?
B: She is 16 years old.
A: What does she look like?
B: She is beautiful. She is tall. She has big eyes
and long black hair.
A: What is she like?
B: She is helpful and studious.
A: What does she usually do in her free time?
B: She usually reads books in her free time.
A: What are her hobbies?
B: They are reading and swimming.
A: What subject does she like best?
B: She likes Maths best.
A: How much time does she spend on Maths
everyday?
B: About an hour a day.
- Ss work in pairs: Journalist & Interviewee.
11
Date: 27/8/2014
Period: 4
UNIT 1: FRIENDSHIP
C. LISTENING
 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.

 Teaching aids: Textbook, handouts, cassette tapes …
 Method: Communicative approach.
 Procedure:
12
Teacher’s activities Students’ activities
I. Stabilization:
- Greeting the class
- Checking the students’ attendance
II. Check up:
- Call on some Sts to make pairs: one is a
journalist, the other is an interviewee to talk about
a famous friend.
III. Warm up: Matching (Song)
- T divides the class into small groups of 3-4 Sts.
Then T distributes the following handouts for
students to match the English words in A with the
V equivalents in B. Which group finishes first and
has all the correct answers will be the winner.
A B
1. good-natured a. nhanh trí
2. friendly b. hào phóng
3. quick-witted c. hiếu khách
4. hospitable d. hay giúp đỡ
5. patient e. khiêm tốn
6. honest f. ham học
7. generous g. kiên nhẫn
8. helpful h. thật thà
9. modest i. thân thiện
10. studious j. tốt bụng
IV. 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 answer and
comments on the answer.
- T gets Ss what they are going to listen about.
Vocabulary pre –teaching
- 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.
- Eliciting some of these word and those taken
from the listening passage: STRESS
apartment building:
sense of humour:
give sb a ring = phone sb
go through a rough time:
- T may get Ss to make sentences with the words
and give corrective feedback.
V. While you listen: MORE EXERCISE
Task 1
Instruction: You are going to listen to Lan and
Long talk about their best friends. Listen and
decide whether the statements are True or False.
Put a tick () in the appropriate box.
Before Ss listen and do the task, T instructs them
to use some strategies:
+ First, read through the statements to
understand them and underline key words. For
example, the key words in the first statement are:
shared, Nguyen Cong Tru, Residential Area,

Hanoi …
+ Listen to the tape and pay attention to the key
words.
+ Decide whether statements are true or false

- Greeting the T
- Answer
- Do T’s requests
- Group work
Suggested answers:
1. j
2. i
3. a
4. c
5. g
6. h
7. b
8. d
9. e
10. f
- Pair work
- Whole class
- tòa nhà chung cư
- khiếu hài hước
- gọi điện cho ai
- vượt qua thời kì khó khăn
- Pay attention
13
Tapescript :
Talk A. Lan

My best friend is Ha . We’ve been friends for a long time . We used to live in Nguyen Cong Tru
Residential Area in Ha Noi . Her family moved to Hai Phong in 1985 . It is said that Hai Phong people
are cold but Ha is really friendly . I first started to get to know her when I was going on a two-day trip to
Do Son last year and I didn’t know anybody there . I gave Ha a ring and she was so friendly, she said,
“Oh, I’ll come to visit you .” So she rode on her motorbike to Do Son and twenty minutes later she was
there . She stayed with me for two days . She happened to know a lot of people there, so she introduced
me around and we’ve been best friends ever since .
Talk B. Long
My best friend is Minh . We met in college . And I was there singing and Minh was a guitarist . So she
worked together a lot, but we also became friends . Minh has a great sense of humor, he’s very funny, and
that’s one of my favourite things about him . And over the years, we have been through good times and
bad times with each other, and that’s one of the things I like best about him . And we have a lot of the
same interests . We like to go plays and movies together . But when we’re going through a rough time,
he’s really a good friend, and he’s a very good listener, and he always helped me through .
Date: 30/8/2014
Period: 5
UNIT 1: FRIENDSHIP
D. WRITING
 Objectives: By the end of the lesson, Ss will be able to:
- Write about a friend, real or imaginary, using the words and expressions that they have learnt in
previous lesson.
 Teaching aids: Textbook, handouts …
 Method: Communicative approach.
 Procedure:
Teacher’s activities Students’ activities
I. Stabilization:
- Greeting the class
- Checking the students’ attendance
II. Check up:
- No checking

III. Warm up: Name Poem
T asks each student to use his/her name to write
an acrostic poem. He/she has to use the adjectives
beginning with the letters of the name to describe
his/her friend’s personality or appearance
T calls on some ss to write their poems on the
board
Check with the lass
IV. Before you write:
Task 1 :Categorizing
- Hang on a chart with descriptive adjectives on
the board :
Tall short dark long round blue fair
smooth thin high large slim oval
sincere helpful fat thick sociable
caring straight medium broad honest
pleasant open-hearted flat handsome beautiful
- Ask Ss to work in groups of 4 to put the
- Greeting the T
- Answer
- Do T’s requests
In pairs and whole class
Giang is my friend.
Generous in giving
help
Intelligent
Active in class
Neat and tidy
Good-looking
Phuong is my friend

Perfect
Humorous/Helpful
Unselfish
Open-hearted
Neat
Generous…
- Whole class
Key:
Hair: Eyes Build
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adjectives under the following heading:
Hair: Eyes Build
Face Nose Complexion
Personality Forehead Appearance
- T sets the scene: You are going to write about a
friend, real or imaginary, using the provided
guidelines.
Task 2: Useful expressions and outline
-Writing about a friend , real or imaginary, using
the period guidelines .
-Instruct three parts to write and give some
suggestions :
* General information about friends: name, age,
sex and home address, when and where you met
him/her
*Their physical characteristics and personalities .
* What pupils like about their friend .
Some useful structure
S+ has …. face/ hair…
S to be….

V. While you write:
- T gets Ss to write about their friend in 15
minutes.
- T goes around to observe and to offer help with a
simple outline:
+ His/her name
+ His/ her age
+ When and where you met him or her
+ His/ her physical characteristics
+His/ her personalities
+ Why you like him/ her
VI. After you write:
- T asks Ss to exchange their writing with other Ss
for 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 correct the
errors. Finally, T provides general comments on
Short, long,
thick
Round, blue,
dark, large,
Slim, fat
Face
Round, thin,
oval
Nose
High, flat,

Complexion
Fair, smooth
Personality
Open-hearted,
sincere,
caring,
pleasant,
helpful,
sociable
Forehead
Broad, high
Appearance
Handsome,
beautiful
- Pay attention
Example: My best friend’s name is Hoa. She has a
round face with a rather flat nose. She has short
hair and a fair complexion. Her eyes are large
and she has a pleasant smile. She is a very
attractive person.
- Individual work
Sample writing:
My best friend’s name is “Sao Mai”, which
means “Morning Star” in English. She is the same
age with me, and we have known each other since
we were in grade 4.
If I was to describe how she looks, I would say
she is very pretty. She is not very tall and quite
slim. She has a round face with long black hair,
big eyes and regular white teeth. That’s why many

people say that her smile can brighten up even the
cloudiest day.
She has a very nice personality and a wonderful
sense of humour. She is also very intelligent and
studious.
The first thing I like about Mai is that she
shares the same interests with me. We both enjoy
listening to music and collecting stamps. In
addition, she is very good at Maths and she helps
me a lot with difficult exercises. However, perhaps
the best thing like about her is her kindness.
Whenever I have a problem, she always
encourages me or gives me helpful advice. I hope
that our friendship will last forever.
15
the writings.
VII. Consolidation and Homework:
- Ask Ss to improve their writing, taking into
consideration their best friends’ and T’s
suggestions and corrections.
- Ask them to prepare the next period - Language
focus.
- Pair work and whole class
- Whole class
  
Date: 30/8/2014
Period: 6
UNIT 1: FRIENDSHIP
E. LANGUAGE FOCUS
 Objectives: By the end of the lesson, Ss will be able to:

- Distinguish the sound /dʒ/ and /t∫/.
- Pronounce the words and sentences containing these sounds correctly.
- Use some structures containing infinitives with and without to appropriately.
 Teaching aids: Textbook, handouts …
 Method: Communicative approach.
 Procedure:
Teacher’s activities Students’ activities
I. Stabilization:
- Greeting the class
- Checking the students’ attendance
II. Check up:
- Check some Sts’ writing.
III. Warm-up:
Chair / traffic jam
- Ask students to keep book close.
- Ask students to complete the sentence:
a.______ is the first month of the year.
b. _______ like eating sweets.
- Ask students to speak the sentence loudly.
With a high level class- book- closed
T divides the class into 2 groups A and B, writes
the phonemic sound/dʒ/ - /t∫/ on the board and
asks ss to write as many words containing these
sounds as possible, sets the time limited for 1
minute. The group with more correct words wins
the game
- Let students to get their attention on
pronunciation: /dʒ/ - /t∫/.
- Introduce new lesson.
IV. Pronunciation:

- Greeting the T
- Answer
- Do T’s requests
- Keep book close
- Listen to the T and complete the sentence:
- January is the first month of the year.
- Children like eating sweets.
- Listen attentively
16
- Pronouncing the two sounds separately.
- T models the two sound /dʒ/ and /t∫/ for few
times and explains the differences in producing
them.
/dʒ/: 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.
/t∫/ is an unvoiced fricative palatal
Unvoiced - vocal cords do not vibrate while
making this sound.
Fricative palatal = touch your tongue to the back
of your upper teeth and pull your tongue away as
your push air out of your mouth.
- T plays the tape once for Ss to hear the words
containing these two sounds. Then T plays the tape
again and this time asks Ss to repeat after the tape.
Pronouncing words containing the sounds
- T reads the words in each column all at once

/dʒ/: jam, joke, January, dangerous, passenger,
village.
/t∫/: children, changeable, cheese, mutual, church,
which.
- T reads the words once again, each time with a
word in each column to help Ss distinguish the
differences between the sounds in the words.
- T reads the words and asks Ss to repeat them.
- T asks Ss to practice pronouncing the words in
pairs.
- T goes around providing help.
- T asks some Ss to pronounce the words and give
correction if necessary.
Practicing sentences containing the target
sounds
- T reads the sentences and asks Ss underline the
words with the sound and write /dʒ/ and /t∫/ under
them.
- T asks Ss to provide the sentences in pairs.
- T goes around providing help.
- T asks some Ss to read the sentences and gives
feedback.
- Signal: /dʒ/: ge, j
- /t∫/: ch, tu
Extra exercise: Pick out the word whose
underlined part is pronounced differently from
that of the other words.
1. A. change B. children C. machine D. church
2. A. guitarist B. passenger C. generous D. village
3. A. mutual B. chip C. question D. quality

4. A. architect B. arch C. church D. cheese
V. Grammar and Vocabulary:
1. To infinitive
- T writes some sentences on the board and
Âm vòm miệng hữu thanh
Dây âm thanh rung lên khi phát âm
- Listen and take note
Âm vòm miệng phụ âm xát
Âm vô thanh: dây thanh âm không rung lên khi
phát âm
- Repeat after the tape
- /dʒæm/, /dʒəʊk/, /ˈdʒænjuəri/, /ˈdeɪndʒərəs/, /
ˈpæsɪndʒə(r)/, /ˈvɪlɪdʒ/
- /'t∫ildrən/, /'t∫eindʒəbl/,
/t∫i:z/, /'mju:t∫uəl/, /tʃɜːtʃ/, /wɪtʃ/
- Practice reading the sentences which contain 2
sounds.
Signal:


The letters such as “Ch, Tu, Tch” contain
the sound /ʧ/ ( question, righteous)


The letters such as “J, G, Dg” contain the
sound /ʤ/ ( soldier, educate)
- Do extra exercise
Suggested answers:
1. C
2. A

3. D
4. A
- In the examples above the infinitives are used
17
underline the to + infinitive
+ I have letters to write to my friends.
+ I have some homework to do.
+ Does he get anything to eat?
+ Have you got anything to say?
- T asks Ss to comment on the use of to +
infinitives in these examples. T reviews the form
and use of to – infinities in the example.
- 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 …
+ I have some homework to do = I have some
homework that I must do.
+ Does he get anything to eat? = Does he get
anything that he can eat?
*To-infinitive: (Agree, allow,arrange, ask,
attempt, care, choose, claim, come, continue,
decide, determine,demand, expect, fail, fear,have,
help, hope, intend, learn, long, manage, mean,
plan, pretend, prepare, promise, propose, seem,
tend, want,wish, would like, ….what, how, where
… , refuse, be going, be willing, be able,
permit… )
- to indicate the purpose or intention of an

action.
Ex : He was doing this to make me more relaxed.
- as the subject of a verb, it is more usual to
begin the sentence with "It".
Ex : To know how to drive is useful. ( It is useful
to know how to drive)
- as an object of a verb.
Ex : She likes to dance
They decided to build a new school.
- after nouns / pronouns as a modifier to replace
a relative clause.
Ex : I have a lot of work to do ( which I have to
do)
- in idiomatic expressions :
Ex : The tea is too hot for me to drink
Jack is clever enough to solve this problem.
- as an adverd to modify an adjective.
Ex : I am sorry to hear the news.
NOTE :
- verb + to- infinitive
- verb + question word + to- infinitive
- verb + object + to- infinitive
-too+adjective/ adverb ( for somebody) + to-
infinitive
- adjective / adverb + enough ( for somebody) +
to- infinitive
- enough + noun + to- infinitive

Practice
to replace relative clauses

- Take notes

I pleased to see you.
Ex: The water is too hot to drink.
He’s old enough to go to school.
- Individual work
Suggested answers:
1. Who wants something to eat.
2. I have some letters to write.
3. I am delighted to hear the news.
4. My mother has some shopping to do.
5. You always have too much to talk about.
6. It’s lovely to see you again.
7. It’s too cold to go out.
8. I’m happy to know that you have passed the
exams.
Ex: Nothing can make him cry
I see her cook dinner (completed action)
Notice : I see her cooking dinner (I see she’s
cooking dinner)
- Pair work and then individual work
Suggested answers:
1. The police watched them get out of the car.
2. They let him write a letter to his wife.
3. I heard them talk in the next room.
18
Exercise 1
- Ask Ss to do exercise 1 individually and then
compare their answers with another student.
- T calls on some Ss to read aloud their answers.

- T gives the correct answers.
2. Infinitive without to
- Modal verb: can, will, may, shall, must….
- After “make, let”+ object + bare infinitive.
- After verbs of perception such as: feel, hear,
watch, see, notice, observe, smell + object + bare
infinitive
- Ask Ss to give some examples.
- Listen and ask the other to comment.
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
pairs.
- T calls on some Ss to go to the board to write
their answers.
- T asks other Ss to feedback and gives correct
answers.
VI. Free - Practice: Join these pairs of sentences.
1. She crossed the road. I saw her.
2. They sang a song. I heard them.
3. He locked the door. I observed him.
4. She drove off. I saw her.
5. He was foolish. He left the firm.
6. A pavement artist drew a portrait in crayons. I
watch him.
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.
VII. Consolidation and Homework:
- Learn by heart all the knowledge they’ve learnt
and practice them again at home.
- Prepare the next lesson: Unit 2 - Reading
4. The customs officer made him open the
briefcase.
5. The boy saw the cat jump though the window.
6. Do you think the company will make him pay
some extra money?
7. I felt the animal move towards me.
8. Do you think her parents will let her go on a
picnic?
- Whole class
Suggested answers:
1. I saw her cross the road.
2. I heard them sing a song.
3. I observed him lock the door.
4. I saw her drive off.
5. He was foolish to leave the firm.
6. I watched a pavement artist draw a portrait in
crayons.
7. It would look rude to refuse their invitation.
8. I was happy to meet you again.
9. The film was not interesting enough for me to
watch.
10. The woman is too old to drive a car.
- Listen to the teacher
Expected answer:

1. I saw her cross the road.
2. I heard them sing a song.
3. I observed him lock the door.
4. I saw her drive off….
  
19
Date: 3/9/2014
Period: 7
UNIT 2: PERSONAL EXPERIENCES
A. READING
 Objectives: By the end of the lesson, Ss will be able to:
- Develop such reading skills as scanning for details, specific ideas, skimming for general information,
and guessing meaning in context, identifying the sequence of events.
- Use the information they have learnt to discuss the story.
 Teaching aids: Textbook, handouts, CD …
 Method: Communicative approach.
 Procedure:
Teacher’s activities Students’ activities
I. Stabilization:
- Greeting the class
- Checking the students’ attendance
II. Check up:
- T calls on some Sts to give the cases which we
use “Infinitive with to” and to give an example.
III. Warm-up: chatting
T asks Ss some questions and asks Ss to answer:
- When was your last birthday?
- What did you do on that day?
- How did you feel on that day?
- What did your parents offer you?

Alternative warm up: Middle Riddle
PEN- TAXIS- APPLE- KEY- ARM- KNIFE-
BED- ONE- ICE- TEN
Lead-in: What is “ experience”?
Have you ever been in an embarrassing situation?
What did you do then?
In today lesson, our reading lesson is about the
embarrassing experience of a girl on the bus.
IV. Before you read:
- T introduce the pictures:
The six pictures describe the events in a story.
- Greeting the T
- Answer
- Do T’s requests
- Answer the questions
Work in groups of 5
The key word: EXPERIENCE
- Whole class
It is an event or activity that affects you in some
way.
Suggested answers:
- A man and a young girl
20
They’re not in chronological order. Can you
describe what’s happening in each of the picture?
- T suggests for the Ss by asking some questions:
+ What do you see in the 1
st
picture?
+ What do you think might be relationship

between the girl and the man?
+ What do you see on the table?
……………………………………….
Pre-teaching vocabulary
• embarrassing /ɪmˈbærəsɪŋ/ (adj)
→ embarrass /ɪmˈbærəs/ (v)
• floppy /ˈflɒpi/ (adj)
• glance at /ɡlɑːns/ (v)
• sneaky /ˈsniːki/ (adj)
• wad /wɒd/ (n)
→ wad of notes
• to make a fuss /fʌs/
V. While you read:
Set the scene: You are going to read a story in
which a girl’s telling about her most embarrassing
situation.
Task 1
- T writes the given words and phrases on the
board:
to make a fuss
sneaky (adj)
glanced (at)
embarrassing (adj)
idol (n)
- T asks Ss to go back to the passage to locate and
read around these words.
- T checks that Ss understand all these words
correctly by calling on some Ss to tell the
meaning of the word in Vietnamese.
- Then T asks Ss to go back to the task and study

the given sentences.
- T asks them to fill the blank with the words/
phrases in the box.
- T checks the answer with whole class.
Task 2 (Omit)
Task 3
- T checks if Ss can answer the comprehensions
in task 3 without having to read the passage again.
If Ss can’t, T gets them to read the questions
carefully and gives them some tips to do the task.
- T gets Ss to check their answer with their
partners.
- T calls on some Ss to write their answers on the
board and asks them to explain their choices.
VI. After you read:
- May be they are family members
- It’s money
• lúng túng, xấu hổ
• làm lúng túng, làm ngượng ngùng
• mềm
• to look quickly at St/Sb (liếc)
• lén lút, xảo quyệt
• xấp, cuộn
• xấp tiền giấy
• gây ồn ào, ầm ĩ
- Pay attention
- Read passage again
- Review the meanings of this word
Suggested answers:
1. glanced

2. making a fuss
3. embarrassing
4. idols
5. sneaky
- Individual work then pair work
Suggested answers:
1. She wished to have a red floppy cotton hat.
2. Because he knew that she wanted to buy that
hat.
3. She saw a wad of dollar notes exactly like the
ones her father had given her.
4. Because she didn’t like to make a fuss.
5. She bought the hat of her dream with the
money.
- Group work
Suggested answers:
1. She felt surprised / embarrassed.
2. Because the money she took from the boy’s bag
was not hers.
21
- Ask Ss to look at the last picture (c) and give
suggestions:
+ How did the girl in the picture feel?
+ Why did she feel that way?
+ What did she do after that?
- T calls on the group to tell and explain their
choice.
- Then T asks Ss to summarize the main points of
the lesson.
VII. Consolidation and Homework:

- T summarizes the main points of the lesson
again.
- Ask Sts to learn by heart the new words and
make sentences with them at home.
- Prepare the next lesson: Unit 2 - Speaking
3. Perhaps the girl might want to tell her father
the truth and ask him for help.
Perhaps the girl could come to the police station,
tell the police the truth and ask them for help.
May be the girl could get on the same bus the next
day and look for the boy to return him the money.
- Whole class
  
Date: 6/9/2014
Period: 8
UNIT 2: PERSONAL EXPERIENCES
B. SPEAKING
 Objectives: By the end of the lesson, Ss will be able to:
- Identify structures that are used to talk about past experiences and their influences on one’s life.
- Practice the present perfect and past simple, structures with “make”.
- Use these structures to talk about a past experience and how it affects their life.
 Teaching aids: Textbook, chalk, board …
 Method: Communicative approach.
 Procedure:
Teacher’s activities Students’ activities
I. Stabilization:
- Greeting the class
- Checking the students’ attendance
II. Check up:
- T calls on some Sts to read the text again and to

answer some questions.
III. Warm-up: “Have you ever…. Game
T divides the class into groups of 3-4. Then T
models “Have you ever” + PP” for Ss as well as
ways to respond to “Have you ever” questions.
- Have you ever seen ghosts?
- Have you ever been to Da Lat?
- Have you ever sung in public?
- Have you ever failed the exam?
- Have you ever got a bad mark?
- Have you ever spoken English to your friends
(teachers, foreigners…)?
- How did you feel when you …

IV. Before you speak:
Task 1
- T introduces the task and gets Ss to do it
- Greeting the T
- Answer
- Do T’s requests
- Answer the questions
+ Yes, I have
+ On Teacher’s Day
+ I was all in a tremble (run)
+ Since then I haven’t been afraid of singing in
the public.
……………………….

- Individual work and pair work
Suggested answers:

1. d
2. c
22
individually then compare the answer with a
partner.
- Call on some Ss to read out his/her answers.
- T checks with the class and gives feedback.
- T introduces the structures:
make Sb do St
make Sb + Adj
• appreciate /əˈpriːʃieɪt/ (v):
• to change your attitude to Sb/St
V. While you speak:
Task 2
- T introduces the task and asks Ss to work
individually then compare the answer with a
partner.
- Notice some Ss about how to use past simple
and present perfect simple.
+ Present perfect: used with “ever” to ask about
past experience: Have you ever been to England?
+ Past simple: used when one keeps asking about
that experience: When did you go there? Who did
you go with? …
- After finishing T gets Ss to read the sample
conversation in pairs.
- Open dialogue:
A – Have you ever ………….?
B – Yes, …………. English girl ………….
A – How …………. meet ………….?

B – …………. walking along …………. asked
the way …………. started talking ………….
A – What …………. talk ………….?
B – Everything …………. name, ………….
turtles ………….
A – How …………. affect ………….?
B – Well, …………. more interested ………….
- T calls on some pairs to practice the dialogue
then give marks.
VI. After you speak:
Task 3
- Gives students useful structures:
+ Have you ever ………….?
+ How did it happen?
+ When/Where did it happen?
+ How did the experience affect you?
+ How did you feel?
- Asks students to do task 3 in pairs.
- Asks some pairs to perform their dialogues in
front of the class.
- Corrects common mistakes and give remarks.
3. a
4. b
5. e
Ex: The flu made me stay at home.
The flu makes me tired.
• coi trọng, đánh giá cao
• thay đổi thái độ của bạn đối với ai hoặc
điều gì đó
- Whole class

- Take notes
Suggested answers:
1. b 2. d 3. h 4. a 5. e 6. g 7. c
- Pair work
- Close the book and practice the open dialogue
- Pair work
Suggested answers:
1.
A. Have you ever felt an exam?
- Yes, I have.
B. How did it happen?
- I didn’t study well enough for exam.
C. When did it happen?
- Last year.
D. How did you feel/ How did it affect you?
- I felt disappointed/ sad/ depressed.
2.
A. Have you ever traveled to other parts of the
country?
- Yes, I have.
B. When did you travel?
- In 2002.
23
VII. Consolidation and Homework:
- Learn by heart dialogues and practice them
again at home.
- Prepare the next lesson: Unit 2 - Listening
C. How did it affect you?
- It makes me love our country more/ I learned
more about different places in our country.

3.
A. Have you ever talked to a famous pop star?
- Yes, I have.
B. Where did you meet him/her?
- At a party.
C. How did it affect you?
- It was interesting to talk to famous pop stars.
- It changed my attitude to/ towards famous pop
stars.
- Listen to T
Date: 6/9/2014
Period: 9
UNIT 2: PERSONAL EXPERIENCES
C. LISTENING
 Objectives: By the end of the lesson, Ss will be able to:
- Develop such listening skills as listening for specific information and taking notes while listening.
 Teaching aids: Textbook, handouts, cassette tapes …
 Method: Communicative approach.
 Procedure:
Teacher’s activities Students’ activities
I. Stabilization:
- Greeting the class
- Checking the students’ attendance
II. Check up:
- T calls on some Sts to talk about their past experiences.
III. Warm-up:
Handouts: Matching
Column A Column B
1. Fire fighter
2. Fire alarm

3. Fire door
4. Fire escape
5. Fire hydrant
6.Fire
extinguisher
7. Smoke
8. Fire struck
a. A metal stair way outside to help
people get out of a building on fire.
b. A pipe that draws water for putting
out a fire.
c. A person who fights fires.
d. What comes out of a fire.
e. A fire-resistant door that can be closed
to stop the spread of a fire.
f. A large truck that carries firefighters
and equipment to the side of a fire.
g. A tube that contains special chemicals
for putting out fire.
h. A bell that tells you a fire has started.
IV. Before you listen:
- Greeting the T
- Answer
- Do T’s requests
- Group work
Suggested answers:
1. c
2. h
3. e
4. a

5. b
6. g
7. d
8. f
- Whole class
24
- Ask Ss to describe what is happening in the picture on
page 27.
+ What can you see in the picture?
+ What is happening?
+ Who are these people?
+ What is this woman doing?
……
Vocabulary:
• memorable /ˈmemərəbl/ (adj):
• terrified /ˈterɪfaɪd/ (adj):
• scream /skriːm/ (v):
• replace /rɪˈpleɪs/ (v):
• gas stove /ɡæs stəʊv/ (n):
• unforgettable /ˌʌnfəˈɡetəbl/ (adj):
• escape /ɪˈskeɪp/ (v):
• protect /prəˈtekt/ (v):
- T asks Ss to practice the vocabulary in chorus. T helps
Ss to pronounce them correctly.
V. While you listen:
Task 1
- Ask Ss to read the statements to understand them.
-T plays the tapes once for Ss to listen and do the task.
- Check the answer with the whole class.
- T can play the tape again and pauses at the answers for

them to catch.
Task 2
- Ask Ss to study the text carefully for the missing
information they need to fill and guess the answers.
- After playing the tape, T gets Ss to work in pairs and
check their answers.
- Call on some Ss to give the answers.

VI. After you listen:
- Before getting Ss to discuss, T teaches them some useful
expression of asking for and giving opinions:
- 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 opinion about…?
Expressing
opinions
Expressing
agreement
Expressing
disagreement
I think…
Personally,…
I believe…
I feel…
In my
opinion…

I agree
I think so,
too
That’s true
and…
That’s right,
Well, maybe,
but…
That might be
true, but…
Well, my
feeling is
Suggested answers:
- A fire.
- A house is burning and fire-fighters are
trying to put out fire.
- They are fire-fighters.
- She is caring her daughter out of the
fire.
• đáng nhớ
• sợ hãi
• thét, gào
• thay thế
• bếp ga
• không thể quên
• trốn thoát
• bảo vệ
- Practice pronouncing these words
- Individual work
Suggested answers:

1. T
2. F (13 years ago)
3. F (in the kitchen)
4. F(she was sleeping)
5. T
- Individual work and pair work
Suggested answers:
1. small
2. everything
3. family
4. replaced
5. took
6. appreciate
- Group work
- Take notes
25