Giáo án tiếng anh lớp 10 cả năm_bộ 2

Date of planning: /
Date of teaching: /
PERIOD: 1
revision and introduction
I. objectives: by the end of the lesson ss will be able to:
-revise the language of english book 10.
-know the form of english book 11.
II. materials: English book 10,11.
III: anticipated problems:
Ss may forget the knowledges of english book 10.
IV. procedure:
Stage/Time Procedure Interaction
Presentation 1
22
Presentation 2
20

Wrapping

3
Revision.
Call some Ss to tell about the grammar of English 10.
-Tenses.
-To-infinitive
-Gerund
-Reported speech
-passive voice
Let Ss to give out some examples
feedback and recall them.
Introduction.
Ask Ss some question about the English book 10 to

introduce the English book 11.
-How many units are there….?
-How many lessons are there in a unit?
-How many periods are there in a unit?
-Do you do Test your self at home or at class?
-How many topics are there in … ?
Introduce the English book 11 –new version.
-There are 16 units
-some units last 6 periods.
-test your self :do at home
-there are 16 topics.
Summarise the main points
Assign homework
Wholeclass
Individual
Wholeclass
Individual work
Wholeclass
Date of planning: /
Date of teaching: /
PERIOD: 2
Test for revision
I. Choose the word whose underlined part is pronounced differently from that of the rest
(chọn một từ mà phần gạch dưới có cách phát âm khác với các từ còn lại)
1. A.hear B. here C. wear D. clear
2. A.books B.bags C. cooks D. folks
3. A. another B. something C. birthday D. think
II. Choose the word whose stress is placed differently from that of the rest.
(chọn một từ có vị trí dấu nhấn khác với các từ còn lại)
4. A.position B.century C.various D. different

5. A. tournament B. retirement C. popular D. character
6. A. modern B. region C. music D. disease
III. Choose the best option to complete these following sentences.
(chọn đáp án đúng nhất để hoàn thành những câu sau)
7. Nam,…… lives about three miles way, was my former friend.
A. whom B. who C. whose D. which
8. ………… the weather was bad, we decided to go camping.
A. In spite of B. If C. Although D. when
9. My father _______this bicycle for 20 years.
A. have used B. has used C. uses D. used
10. I got……………envelop this morning, there was 100.000$ in…………envelop.
A. The/ the B. The/ a C. ф/ the D. an/ the
11. My car, _______is very large, uses too much gasoline.
A. that B. which C. whose D. who
12. If he more slowly, he wouldn’t make so many mistakes.
A. works B. worked C. had worked D. has worked
13. If you know English, you can communicate_____people from the English-speaking world
easily.
A. of B. with C. at D. in
14. John is really_____ in learning French.
A. interested B. disappointing C. interesting D.
disappointed
15. I wish I had enough money________a new bicycle.
A. to be bought B. to buy C. buy D. buying
16. It was not until his father came home that the boy______up the house.
A. cleaned B. had cleaned C. cleans D. has cleaned
17. Germany was defeated by Brazil in the final. Germany was the _________
A. second rank B. champion C. winner D. runner - up
18. John practices singing every day. I’m sure he………… the gold medal.
A. is going to win B.will win C.win D. is winning

19. I prefer love story films_______detective ones.
A. with B. to C. than D. into
20. ……….did you spend your holiday?- For two days.
A. How far B. How long C. Why D. What
21. If you……… this glass, you would have to pay for it.
A. broken B. break C. broke D. had broken
22. London is famous………… many things.
A. as B. with C. of D. for
23. Folk music is a …………music of a country.
A. tradition B. traditional C. classical D. modern
24. World cup is consider the most popular event in…………
A. world B. globe C. the globe D. the country
25. ………….are you learning English for?
A. When B. Where C. What D. Why
26. I can’t believe it! My motorbike……………last night.
A. stolen B. steal C. was stealing D. was stolen
27. The glass window………………….
A. has broken B. has been broken C. have broken D. have been
broken
28. - “________” - “I like pop music.”
A. Why do you like pop music? B. Do you like pop music?
C. Which do you prefer? D. What kind of music do you like?
29. - “What do you think of love story films?” - “_______.”
A. I don’t think so. B. I find them moving. C. I prefer love story films. D. That’s a good
idea.
30. There is…… orange on…… table.
A an/ the B. a/ the C. the/ the D.the/ a
IV. choose the correct sentence which has the same meaning as the given one.
(chọn câu gần nghĩa với câu đã cho)
31. Mary phoned me because she wanted to invite me to her party.

A. She invited me to her party. B. She invites me to her party.
C. She phoned me to invite me to her party. D. She phoned me to her party.
32. I didn't have an umbrella with me, so I got wet.
A. If I had had an umbrella, I wouldn't get wet. B. If I had had an umbrella, I wouldn't have
got wet.
C. If I had an umbrella, I wouldn't get wet. D. If I have an umbrella, I won't get wet.
33. John isn’t intelligent. He can’t solve that math test.
A. If John is intelligent, He can solve that math test.
B. If John isn’t intelligent, He can solve that math test.
C. If John were intelligent, he could solve that math test.
D. If John was intelligent, he could solve that math test.
34. The football match didn’t start until the lights went on.
A. It is not until the lights go on that the football match starts.
B. It was not until the lights went on that the football match had started.
C. It was not until the lights went on that the football match started.
D. It was until the lights went on that the football match started.
35. They took the sick man to the hospital.
A. The sick man was taken to the hospital. B. The sick man is taken to the hospital.
C. The sick man had taken to the hospital. D. The sick man took to the hospital.
36. The taxi driver was friendly. He took me to the airport.
A. The taxi driver was friendly who took me to the airport.
B. The taxi driver was friendly whom he took me to the airport.
C. The taxi driver who was friendly took me to the airport.
D. The taxi driver who took me to the airport was friendly.
V. Choose the underlined part that needs correcting. (chọn phần gạch dưới cần phải sửa)
37. I am talking to a man whom works with my father.
A B C D
38. He wouldn’t have begun to learn Russian if he knows the difficulties.
A B C D
39. Kyoto, that used to be the capital of Japan, has many temples.

A B C D
40. What do you think of cartoon films? I find them interested.
A B C D
VI. Read and then choose the correct option to complete each blank.
(đọc và chọn từ đúng nhất để hoàn thành mỗi khoảng trống sau)
The Statue of Liberty, one of America’s most familiar images, is on [41]__island in New York
Harbour. It is a symbol of freedom. This is the statue of a woman [42]__is wearing a loose robe and a crown
on her head. Her right hand holds a burning [43]__and left hand holds a tablet with the date July 4,1776 on it.
The statue weighs 205 tons and is 46 m high. It stands on a stone and concrete base. The base and pedestal
increase the height of the monument to 93 m. The outside is made [44]__copper. Inside, it has an iron frame.
The statue was [45]__in 1884, and then transported to America in 1886. Tourist can visit the statue from 9.30
a.m to 5 p.m daily except Christmas Day.
41. A. ф B. a C. the D. an
42. A. that B. who C. which D. where
43. A. torch B. tablet C. crown D. robe
44. A. in B. with C. of D. from
45. A. was completing B. completes C. had completed D. completed
VII. Read and then choose the best answer. ( đọc bài đọc và chọn câu trả lời đúng nhất)
The FIFA World Cup, occasionally called the Football World Cup, but usually referred to
simply as the World Cup. The championship has been awarded every four years since the first
tournament in 1930, except in 1942 and 1946 when it was not contested because of World War II.
During the 18 tournaments that have been held, seven nations have won the title. Brazil is the
only team to have played in every tournament and have won the World Cup a record five times.
Italy is the current champions and has won four titles, and Germany is next with three. The other
former champions are Uruguay, winners of the inaugural tournament, and Argentina, with two titles
each, and England and France, with one title each.
The most recent World Cup was held in Germany in 2006. The next World Cup will be held in
South Africa, between 11 June and 11 July 2010, and the 2014 World Cup will be held in Brazil.
46. When was the first World Cup held?
A. 1930 B. 1942 C. 1946 D. 2006

47. Which team had four titles?
A. Germany B. England C. France D. Italy
48. Where will the 2014 World Cup be held?
A. Germany B. England C. Brazil D. Italy
49. In the past, in which years wasn’t the World Cup held?
A. 1930 B. 1942 & 1946 C. 1939 & 1945 D. 1966
50. Up to 2006, how many World Cup tournaments were held?
A. 15 B. 16 C. 17 D. 18
(
Date of planning: /
Date of teaching: /

PERIOD: 3
UNIT 1 FRIENDSHIP
Lesson: READING

I. OBJECTIVES By the end of the lesson, Ss will be able to have an adequate understanding about
firendship .
II. LANGUAGE FOCUS
 New words words related to friendship.
III. TEACHING AIDS cassette player, pictures, worksheet, extra board.
IV. PROCEDURE

Stages/time needed Teacher’s activities Students’ activities
1. Warm-up
(5mn)
2. Pre-reading
(7mn)
- Has Ss listen to
the tape and asks:

1. What song are you listening to?
2. What does the song talk about?
3. What do you think about friendship?
- Asks some Ss to
present their answers.
- Comments.
- Leads Ss into
the content of the text.
- Has Ss read the
poem and discuss the question provided.
- Asks some Ss to
present their ideas.
- Comments.
Work individually
and give answers.
Work in pairs
3. While- reading
(7mn)
(7mn)
(6mn)
4. Post- reading
(11 mn)
5. Homework
(2mn)
- Has Ss open
their book to read the text silently
- Explains some
new words.
New words:
+ acquaintance (n)

+ selfishness (n) > < unselfishness (n)
+ constancy (n)
+ enthusiasm (n)
+ loyalty (n)
+ suspicious (adj)
+ two-sided (adj)
+ give-and-take (n)
+ trust (n)
+ secret (n)
+ sympathy (n)
 TASK 1
- Has Ss fill in the
blank with a suitable word or phrase.
- Checks and
corrects.
 TASK 2
- Has Ss choose
the best title for the text.
- Asks some Ss to
present theirideas.
- Comments and
corrects.
 TASK 3
- Has Ss read the
text again and practise asking and
answering the questions in pairs.
- Asks some Ss to
present their anwser.
- Comments
- Has Ss discuss

the question : “Why do we need to have
friends?”.
- Walks around
and helps Ss if necessary.
- Asks some Ss to
present ideas.
- Comments
- Ask Ss to do the
exercises of Reading in Workbook, page 4-6.
- Ask Ss to
prepare the next lesson carefully.
Work individually
Work in pairs
Work in pairs
Work in pairs
Do at home

……………………………………………………………………
Date of planning: /
Date of teaching: /

PERIOD: 4
UNIT 1 FRIENDSHIP
Lesson: SPEAKING

I. OBJECTIVES By the end of the lesson, Ss will be able to talk about physical characteristics
and personalities.
II. LANGUAGE FOCUS
 New words words related physical characteristics and personalities.
III. TEACHING AIDS pictures, handout , worksheet.

IV. PROCEDURE

Stages/time needed Teacher’s activities Students’ activities
1. Warm-up
(5mn)
2. Pre-speaking
(10mn)
- Shows a picture and asks Ss a
question.
“What does he look like?”
- Asks some Ss to present their
ideas.
- Comments and corrects.
- Leads Ss into the content of the
lesson.
 TASK 1
- Has Ss look at the people in the picture
and describe their physical characteristics.
Ex:
A: Can you describe the man in the
picture ?
B: The man is tall. He has a square face, a
crooked nose ……
- Introduces Ss some languages for physical
characteristics description.
Useful vocabulary
1: Height: medium height (cao trung bình),
rather short (hơi thấp), too tall (rất cao) …
2. Face: round, square, diamond, oblong,
triangular, oval, heart …

3. Hair: wavy, curly, straight, bald, short, long
4. Forehead: high (cao), low (thấp) …
5. Nose: long, short, straight (thẳng), flat (tẹt),
turned-up (hếch), crooked (khoằm) …
6. Eyes: green, blue, brown, gray …
7. Appearance: plain (ngay thẳng, chất phát),
attractive (cuốn hút), well-dressed (ăn mặc
đẹp), casually-dressed (mặc quần áo bình
thường), handsome (đẹp trai), beautiful (đẹp),
good-looking (dễ nhìn), pretty (xinh xắn),
moustache (ria), beard (râu ở cằm và hai bên
má) …
8. Mouth: heart-shaped (hình trái tim), wide
(rộng), thin lips (môi mỏng), thick lips (môi
dày)
9. Build (tướng mạo): thin (ốm), slender
(mảnh mai), muscular (vạm vỡ), plump
Work individually
Work in pairs
3. While- speaking
(10mn)
(10mn)
4. Post- speaking
(8mn)
5. Homework
(2mn)
(béo), heavy built (đô, lực lưỡng),
overweight (béo phì), fat (béo, mũm mĩm)
10. Age: young (trẻ), middle-aged (ở tuổi
trung niên), elderly (lớn tuổi, cao tuổi), old

(già), in his early/mid/late fifties …
11. Characters: easygoing (dễ chịu), friendly
(thân thiện), hardworking (làm việc siêng
năng), honest (thật thà), intelligent (thông
minh), kind (tử tế, tốt bụng), mature
(trưởng thành), patient (kiên nhẫn), polite
(lịch sự), sincere (chân thành), sympathetic
(thông cảm), tolerant (biết tha thứ),
trustworthy (đáng tin cậy), learned man
(người hiểu biết), caring (chu đáo), helpful
(hay giúp đỡ), pleasant (dễ chịu), modest
(khiêm tốn), generous (rộng lượng),
hospitable (mến khách, hiếu khách)
- Walks around the class and helps Ss if
necessary.
- Asks some pairs to practise their dialogues
- Comments and corrects .
 TASK 2
- Has Ss read all the the adjectives of
personalities.
- Explains some new words.
- Has Ss discuss and number the
personalities in order of importance in
friendship.
- Walks around the class and helps Ss if
necessary.
- Asks some Ss to present their results.
- Comments
 TASK 3
- Has Ss play the roles and talk about their

best friends, using the suggestions to ask
nad answer the questions .
- Explains some new words.
+ humorous (adj)
+quick-witted (adj)
+good-natured (adj)
+ studious (adj)
+ eager to learn
+ patient (adj)
+ calm (adj)
- Walks around the class and helps Ss if
necessary.
- Asks some Ss to practise their
conversations in front of the class.
- Comments and corrects
- Asks some Ss to report what they have
interviewed.
- Comments and corrects.
Work in groups
Work in pairs
Do at home
- Asks Ss to do the exercises of Speaking in
Workbook, page 7-8.
- Asks Ss to prepare the next lesson carefully.
………………………………
……………………………………
Date of planning: /
Date of teaching: /

PERIOD:.5

UNIT 1 FRIEDSHIP
Lesson: LISTENING

I. OBJECTIVES By the end of the lesson, Ss will be able to listen to a dialogue within 150-180
words for general or specific information.
II. LANGUAGE FOCUS
 New words words related to friendship.
III.TEACHING AIDS cassette player, picture.
IV. PROCEDURE

Stages/time needed Teacher’s activities Students’ activities
1. Warm-up
(5mn)
2. Pre-listening
(8mn)
3. While- listening
(9mn)
(10mn)
4. Post- listening
(12mn)
- Gives Ss some words and asks them to
describe their friends.
- Checks and corrects.
- Leads Ss into the content of the lesson.
- Has Ss ask and answer the questions.
- Asks some pairs to present their feedback.
- Comments and corrects.
- Explains some new words related to the
tape.
+ sense of humour (n)

+ favourite (adj)
+ apartment building (n)  ( picture)
 TASK 1
- Has Ss read all the statements carefully.
- Has Ss listen to the tape twice and asks
them to decide whether the statements are
(T) or (F).
- Checks Ss’ results.
- Has Ss listen to the tape again and
corrects.
 TASK 2
- Has Ss listen to the tape again and asks
them to note down the ideas in the table.
- Checks and corrects.
- Has Ss take turns to talk about how Ha has
been Lan’s best friend and how Minh has
been Long’s best friend.
- Asks some Ss to present their feedback to
the class.
Work individually
Work in pairs
Work individually
Work individually
Work in pairs
5. Homework
(1mn)
- Comments and corrects.
- Asks Ss to prepare the next lesson carefully.
……………………………………
………………………………

Date of planning: /
Date of teaching: /
PERIOD: 6
UNIT 1 FRIENDSHIP
Lesson: WRITING

I. OBJECTIVES By the end of the lesson, Ss will be able to write about a friend within 120-130
words based on the cues provided.
II. LANGUAGE FOCUS
 New words: words related to physical characteristics and personalities.
II. TEACHING AIDS pictures, extra board
III. PROCEDURE

Stages/time needed Teacher’s activities Students’ activities
1. Warm-up
(5 mn)
2. Pre-writing
(10mn)
3. While- writing
(18 mn)
4. Post- writing
(10mn)
- Has Ss look at the pictures and describe the
people in the pictures.
+ What does he / she look like ?
- Asks some Ss to present their ideas.
- Comments and corrects.
- Leads Ss into the content of the lesson.
- Reminds Ss of some languages to describe
one’s physical characteristics and

personalities.
+ height : tall, medium, short,……
+ face : square, large, oval,…….
+ forehead : broad, high,….
+ nose : straight, crooked,…
+ hair : black, grey, ……
+ appearance : handsome, beautiful, good-
looking,………
+ personalities : friendly, humorous, quik-
witted, good-natured, helpful, honest,
caring, studious, patient, sincere ……
- Has Ss use the words provided to describe
their friends.
- Asks some Ss to present their ideas on the
board
- Checks and corrects
- Has Ss read the suggestion of the task
carefull.
- Has Ss write a paragraph of 120-130
words about their friends.
- Walks around and helps Ss if necessary.
- Asks Ss to write their paragraphs on the
board.
Work individually
Work in groups
Work in pairs
5. Homework
(2 mn)
- Comments and corrects.
- Asks Ss to do the exercises of Writing in

Workbook, page 9.
- Asks Ss to prepare the next lesson
carefully.
Do at home
Date of planning: /
Date of teaching: /

PERIOD:.7
UNIT 1 FRIENDSHIP
Lesson: LANGUAGE FOCUS

I. OBJECTIVES By the end of the lesson, Ss will be able to:
- pronounce exactly and fluently the sounds // & // in words and in sentences.
- use infinitive with to and infinitive without to in speaking and writing.
II. TEACHING AIDS cassette player
III. PROCEDURE

Stages/time needed Teacher’s activities Students’ activities
1. Warm-up
(5mn)
2. Pronunciation
(6 mn)

(7 mn)
3. Grammar &
vocabulary
(7mn)
(6mn)
(5mn)
- Writes a sentence on the board and has Ss

read the sentence .
John has just bought a chair.
- Underlines the sounds and leads Ss into the
lesson
 Activity 1 Listen and repeat
- Writes two sounds // & // on the
board.
- Has Ss listen to the sounds and repeat after the
tape.
 Activity 2 Practise these sentences
- Has Ss listen to the sentences.
- Asks Ss to pay attention to the sentence stress.
- Has Ss repeat the sentences.
- Asks Ss to pick out the words containing the
sounds // & //.
- Checks the result.
 Activity 1 Infinitive with to
- Gives Ss some examples.
Ex:
a. Da Lat is a beautiful city to visit.
b. I’m very happy to meet you again.
c. I don’t know what to do now.
d. John wants to speak to you now.
- Has Ss comment on the cases in which to inf
appears.
- Reminds Ss of the cases in which to inf
appears.
 Exercise 1:
- Has Ss put the words in the correct order to
make sentences, writing the main verb in the

present simple and making the other an
infinitive with to.
- Checks the result.
 Activity 2 Infinitive without to
- Gives Ss an example.
Ex: My father lets me go out tonight.
- Reminds Ss that inf without to can be used
after causative verbs ( eg: make, let, have… )
and perceptive verbs (eg: hear, see, watch,…).
One Ss reads and says
what sounds are
repeated.
- Repeat in chorus,
individually
- Read in chorus.
- Work individually
Work individually
Work in pairs
(7mn)
4. Homework
(2mn)
- Reminds Ss that when perceptive verbs
followed by O + Bare inf, the action is watched
from initial till the end.
 Exercise 2:
- Has Ss rewrite the sentences, using the words
given in brackets.
- Walks around and helps Ss if necessary.
- Checks and corrects.
- Asks Ss to do the exercises of Language Focus

in Workbook, page 6-8.
- Asks Ss to prepare the new lesson carefully.
Work individually
Do at home

……………………………………………………………………\
Date of planning: /
Date of teaching: /
PERIOD:.8
UNIT 1 FRIENDSHIP
LANGUAGE FOCUS
INFINITIVE WITH TO AND WITHOUT TO
I. Objectives:
- Ss do more exercises on The infinitive with to and without to
II. Activities:
1. Testing old lesson:
- passed
2. New lesson:
Teacher’s and Student’s
activities
Content
Grammar
1.Infinitive with to
-T gives examples and Ss
repeat the structures
2. Infinitive without to
-T gives examples and Ss
repeat the structures
-T delivers handouts, Ss do the
exercise

-T corrects
INFINITIVE WITH TO AND WITHOUT TO
1.Infinitive with to
Ex: She has a train to catch
NOUN + TO-INFINITIVE
Ex: There’s a lot to do / something to do / not much to do
PRONOUN + TO-INFINITIVE
→something, someone, anything, nothing, much, many,
Ex: I’m sorry to say you have failed.
ADJECTIVE + TO- INFINITIVE
Ex: I want to eat some more.
VERB + TO- INFINITIVE
→like, hate, love, decide, agree,
Ex: I don’t know what to do.
WHAT/WHEN/WHERE/HOW + TO- INFINITIVE
Ex: He was the first to raise hand.
THE FIRST/SECOND /LAST/ONLY + TO- INFINITIVE

2. Infinitive without to
Ex: I saw them arrive home late.
They heard someone laugh in the house next door.
SEE/HEAR/FEEL /NOTICE/ WATCH + O + INFINITIVE
Ex: They make me study hard.
MAKE + O + INFINITIVE
Ex: They let me go out.
Key:
1/ to see
2/ come
3/ to work
4/ be repaired

5/ to go
6/ to listen
7/ to be chosen
8/ not to be
9/ tell
10/ be having
11/ to understand
12/ to help
13/ to make
14/ to be
15/ to appologize
16/ to open
17/ to pay
18/ pay
19/ see
20/ to see
21/ to borrow
22/ to tell
23/ to pass
24/ to travel
25/ to walk
26/ see
27/ study
28/ sell
29/ study
30/ clean / to clean
LET + O + INFINITIVE
Ex: They helped me understand the situation.
HELP + O + INFINITIVE
Ex: They had me clean the house.

HAVE + O + INFINITIVE: nhờ ai làm gì
Exercise:
Give the right form of the verbs in bracket, with to or without to:
1/ I want (see) manager.
2/ He will (come) soon.
3/ I ought (work) right now.
4/ Your watch will (repair) by Tuesday.
5/ I’d like (go) home early today.
6/ It’s important (listen) to people.
7/ She hopes (choose) for the national team.
8/ Try (not be) back late.
9/ You should (tell) me you were ill.
10/ She must (have) a shower. I can hear the water running.
11/ I wasn’t able (understand) the lesson.
12/ I agreed (help) her.
13/ It’s neccessary (make) careful plans.
14/ He seems (be) ill.
15/ You don’t need (appologize).
16/ They have decided (open) a new branch in Viet Nam.
17/ I promise (pay) you on Monday.
18/ I will certainly (pay) you on Monday.
19/ She said she wouldn’t (see) him again.
20/ She refused (see) him again.
21/ I’m going to the library (borrow) books.
22/ She has something (tell) us.
23/ It was a difficult exam, but she managed (pass) it.
24/ She isn’t old enough (travel) by herself.
25/ It’s too far (walk).
26/ Let me (see).
27/ I watch her (study) everyday.

28/ They saw her (sell) the painting.
29/ The teacher makes his students (study) hard.
30/ Please help me (clean) the house.
III. Consolidation and homework: 1’
-Ss do the rest of the handout
GRAMMAR
PRESENT SIMPLE – PAST SIMPLE
(Hand out)
Exercise:
Give the right form of the verbs in bracket, with to or without to:
1/ I want (see) manager.
2/ He will (come) soon.
3/ I ought (work) right now.
4/ Your watch will (repair) by Tuesday.
5/ I’d like (go) home early today.
6/ It’s important (listen) to people.
7/ She hopes (choose) for the national team.
8/ Try (not be) back late.
9/ You should (tell) me you were ill.
10/ She must (have) a shower. I can hear the water running.
11/ I wasn’t able (understand) the lesson.
12/ I agreed (help) her.
13/ It’s neccessary (make) careful plans.
14/ He seems (be) ill.
15/ You don’t need (appologize).
16/ They have decided (open) a new branch in Viet Nam.
17/ I promise (pay) you on Monday.
18/ I will certainly (pay) you on Monday.
19/ She said she wouldn’t (see) him again.
20/ She refused (see) him again.

21/ I’m going to the library (borrow) books.
22/ She has something (tell) us.
23/ It was a difficult exam, but she managed (pass) it.
24/ She isn’t old enough (travel) by herself.
25/ It’s too far (walk).
26/ Let me (see).
27/ I watch her (study) everyday.
28/ They saw her (sell) the painting.
29/ The teacher makes his students (study) hard.
30/ Please help me (clean) the house.
…………………………………………………………………
Date of planning: /
Date of teaching: /
PERIOD: 9
UNIT 2 PERSONAL EXPERIENCES
Lesson: READING

I. OBJECTIVES By the end of the lesson, Ss will be able to read a passage for specific information.
II. LANGUAGE FOCUS
 New words words related to personal experiences.
III. TEACHING AIDS pictures, extra board
IV. PROCEDURE

Stages/time needed Teacher’s activities Students’ activities
1. Warm-up
(5mn)
2. Pre-reading
(8mn)
3. While- reading
(5mn)

(5mn)
(8mn)
- Asks Ss a question:
“How do you feel when you are given bad
marks?”
- Asks some Ss to present their ideas .
- Comments and corrects.
- Leads into the new lesson.
- Asks Ss to look at the pictures and guess what
is happening in each of them.
- Asks some Ss to present their ideas.
- Comments.
- Has Ss read the text.
- Explains some new words .
+ embarassing (adj)
+ floppy (adj)
+ idol (n)
+ glance at (v)
+ sneaky (adj)
+ make a fuss (exp)
 TASK 1
- Has Ss complete the sentences with the words
provided in the box.
- Checks and corrects the mistakes.
 TASK 3
- Asks Ss to reread the text.
- Has Ss practise asking and answering the
questions in pairs.
- Walks around and helps Ss if necessary.
- Corrects the mistakes.

Work individually
Work in pairs
Work individually
Work in pairs
4. Post- reading
(12mn)
5. Homework
(2mn)
- Has Ss discuss the question :
What do you think the girl had to do after she
discovered that the money she had taken from
the boy’s bag was not hers ?
- Asks some Ss to present their ideas before the
class.
- Comments and corrects.
- Asks Ss to do the exercises of Reading in
Workbook, page 12-14.
- Asks Ss to prepare the next lesson carefully.
Works in pairs
Work in groups
Do at home
……………………………………………………………………
Date of planning: /
Date of teaching: /
PERIOD: 10
UNIT 2 PERSONAL EXPERIENCES
Lesson: SPEAKING

I. OBJECTIVES By the end of the lesson, Ss will be able to talk about past experiences and how they
affected one’s life.

II. LANGUAGE FOCUS
 New words words related to personal experiences.
III. TEACHING AIDS handout , worksheet.
IV. PROCEDURE

Stages/time needed Teacher’s activities Students’ activities
1. Warm-up
(7mn)
2. Pre-speaking
(8mn)
3. While- speaking
(10mn)
4. Post- speaking
(18mn)
5. Homework
- Asks Ss some questions :
1. Have you ever passed a nightmare ?
2. When did it happen ?
3. How did it happen ?
4. How did you feel then ?
- Asks some Ss to present their answers.
- Comments.
- Leads Ss into the new lesson.
 TASK 1
- Has Ss read all the sentences carefully.
- Has Ss match the sentences in box A and those
in box B.
- Checks and corrects
 TASK 2
- Has Ss read all the sentences carefully.

- Has SS rearrange the sentences in a correct
order to make a conversation
- Checks and corrects.
- Asks Ss to practise the dialogue in pairs.
 TASK 3
- Has Ss continue making a conversation similar
to the one in Task 2, using the ideas in Task 1
and the structures used to talk about past
experiences.
- Walks around the class and helps Ss if
necessary.
- Asks some Ss to present their conversation in
front of the class.
- Comments and corrects.
- Asks Ss to do the exercises of Speaking in
Work individually
Work in pairs
Work in pairs
Work in pairs
Do at home
(2mn) Workbook, page 16-17.
- Asks Ss to prepare the next lesson carefully.

……………………………………………………………………
Date of planning: /
Date of teaching: /
PERIOD: 11
UNIT 2 PERSONAL EXPERIENCES
Lesson: LISTENING

I. OBJECTIVES By the end of the lesson, Ss will be able to listen to a short conversation for general
or specific information.
II. LANGUAGE FOCUS
 New words words related to personal experiences.
III. TEACHING AIDS film, cassette player.
IV. PROCEDURE

Stages/time needed Teacher’s activities Students’ activities
1. Warm-up
(6mn)
2. Pre-listening
(7mn)
3. While- listening
(7mn)
(8mn)
4. Post- listening
(16mn)
5. Homework
(1mn)
- Has Ss watch a film and asks them some
questions:
1. What is happening in the film?
2. How do you feel after watching the film ?
- Asks some Ss to present their ideas.
- Comments.
- Leads Ss into the lesson.
- Has Ss look at the picture and say what is
happening in it.
- Checks and corrects.
- Explains some new words.

+ memorable (adj)
+ scream (v)
+ escape (v)
+ embrace (v)
 TASK 1
- Has Ss read all the sentences carefully.
- Has Ss listen to the tape twice and asks them to
decide whether the statements are (T) or (F).
- Checks .
- Has Ss listen again and corrects.
 TASK 2
- Has Ss listen to the tape again and asks Ss to
fill the missing words into the blanks.
- Asks some Ss to present their answers.
- Plays the tape again and corrects.
- Has Ss discuss the topic :
Family is more important than things. Do
you agree or disagree with this idea? Why ?
- Walks around and helps Ss if necessary.
- Asks some Ss to present their ideas before the
class.
- Comments and corrects.
- Asks Ss to prepare the next lesson carefully.
Work individually
Work in pairs
Work individually
Work individually
Work in pairs
Date of planning: /
Date of teaching: /

PERIOD: 12
UNIT 2 PERSONAL EXPERIENCES
Lesson: WRITING

I. OBJECTIVES By the end of the lesson, Ss will be able to write a letter to describe a past experiences
within 120-130 words based on the suggested cues.
II. LANGUAGE FOCUS
 New words Words related to past experiences.
II. TEACHING AIDS extra board
III. PROCEDURE

Stages/time needed Teacher’s activities Students’ activities
1. Warm-up
(8mn)
2. Pre-writing
(7mn)
- Has Ss fill in the blanks with the words provided
a.proud b.embarraced d.angry e.sad
f.frightened
1. David was very ………… when his father
appeared on TV.
2. Tom was very ………… when John took his car
without asking him.
3. George was very ………. when he was given bad
marks.
4. Linda was very ………. when she saw an accident
5. Mary was very ………… when she sent him a
birthday present on the wrong day.
- Walks around and explains Ss the new words if
necessary.

- Asks some Ss to present their results.
- Checks and corrects.
- Introduces Ss the personal experiences in
sentences above and asks:
When did you last feel ………….?
a.angry b.surprised c.frightened d.happy
- Asks some Ss to answer the questions.
- Leads Ss into the lesson.
- Has Ss read a letter.
Dear Janes,
Last night I had a terrible dream. I
was waking along an empty street late at night.
Suddenly a tiger appeared at the end of the street.
He ran toward me with his big mouth open and
sharp teeth. He roared and jumped upon me. I
screamed loudly and awoke. I’m still frghtened
now. What about you ?. How are you? What are
you doing these days? Send my best wishes to
your parents. Write to me soon. I’m looking
forward to hearing from you.
Sincerely yours,
Paola
 Has Ss complete the chart.
1. Name of experience
2. When it happened
3. Where it happened
4. How it happened
5. How the experience
affected the writer
 Checks and corrects.

- Has Ss write a letter to his/ her pen friend telling
him/her about one of his/her most memorable
Work in pairs
Work in pairs
3. While- writing
(18mn)
4. Post- writing
(10mn)
5. Homework
(2mn)
past experiences, using some suggested main
points.
1. When it happened
2. Where it happened
3. How it happened
4. Who was involved
5. How the experience affected you
- Walks around and helps Ss if necessary.
- Asks some Ss to write their letters on the board.
- Comments and corrects.
- Asks Ss to do the exercises of Writing in
Workbook, page 17.
- Asks Ss to prepare next lesson carefully.
Work individually
Do at home
……………………………………………………………………
Date of planning: /
Date of teaching: /
PERIOD: 13
UNIT 2 PERSONAL EXPERIENCES

Lesson: LANGUAGE FOCUS

I. OBJECTIVES By the end of the lesson, Ss will be able to:
- pronounce exactly and fluently the sounds /m/ - /n/ -  in words and in sentences.
- use present simple indicating the past time, simple past, past progressive and past perfect
in speaking and writing.
II. TEACHING AIDS cassette player , extra board.
III. PROCEDURE

Stages/time needed Teacher’s activities Students’ activities
1. Warm-up
(5mn)
2. Pronunciation
(6mn)

(7mn)
3. Grammar &
vocabulary
- Writes a sentence on the board and has Ss
read the sentence .
This man has just sung a very nice song.
- Underlines the sounds and leads Ss into the
lesson
 Activity 1 Listen and repeat
- Writes two sounds/m/-/n on the
board.
- Has Ss listen to the sounds and repeat.
 Activity 2 Practise these sentences
- Has Ss listen to the sentences.
- Asks Ss to pay attention to the sentence stress.

- Has Ss repeat the sentences.
- Asks Ss to pick out the words containing the
sounds /m/-/n
- Checks the result.
 Activity 1 Present simple indicating past time
- Gives Ss an example .
Ex : When the curtain rises, Juliet is writing at
her desk. Suddenly the window opens and a
masked man enters.
- Has Ss comment on the tense of the verbs and
the situattion in the example.
One Ss reads and says
what sounds are
repeated
- Repeat in chorus,
individually
- Read in chorus.
- Work individually
(4mn)
(4mn)
(5mn)
(4mn)
(4mn)
(4mn)
4. Homework
(2mn)
- Explains Ss the use of the simple present tense.
Note : Present simple can be used for dramatic
narrative to describe the action of a play, a
story,

ect in the past more vividly.
 Exercise 1:
- Asks Ss give the correct form of the verb in
brackets, using the present simple tense.
- Checks and corrects.
 Activity 2 The simple past & The past
progressive
- Gives Ss some examples .
Ex : a. He lived here in 1998.
b. I was watching TV at 9.00 last night.
c. When I was walking to school, I met
Mary.
- Reminds Ss of the uses of the simple past and
the past progressive.
 Exercise 2:
- Asks Ss to complete the sentences by putting the
verbs into the past simple or past progressive.
- Checks and corrects.
 Activity 3 The past perfect tense
- Gives Ss an example .
Ex : Yesterday, after I had had breakfast, I
went to school.
- Reminds Ss of the use of the past perfect tense.
 Exercise 3:
- Has Ss give the correct form of the verb in
brackets, using the simple past or the past
perfect.
- Checks and corrects
- Asks Ss to do the exercise of Language focus in
Workbook, page 14-16.

- Asks Ss to prepare the new lesson carefully
Work in pairs
Work individually
Work individually
Work individually
Do at home

……………………………………………………………………
Date of planning: /
Date of teaching: /
PERIOD: 14
UNIT 3 A PARTY
Lesson: READING

I. OBJECTIVES By the end of the lesson, Ss will be able to understand the passage of 240-270 words for
general or specific information.
II. LANGUAGE FOCUS
 New words words related to a party.
III. TEACHING AIDS pictures
IV. PROCEDURE
Stages/time needed Teacher’s activities Students’ activities
1. Warm-up
(6mn)
2. Pre-reading
(8mn)
3. While- reading
(8mn)
(9mn)
4. Post- reading
(12mn)

5. Homework
(2mn)
- T says : “Last night I went to a birthday party of
my friend. The party was very big and
interesting. I met many friends. And I’ll never
forget it.”
- T asks :
1. What about you ? Have you ever taken part
in a party ?
2. What did you and your friends do in the
party ?
3. How did you feel after the party ?
- Asks some Ss to answer the questions.
- Comments.
- Leads Ss into the lesson
- Has Ss look at the pictures and answer the
questions.
- Asks some Ss to answer the questions.
- Has Ss read the passage.
- Explains some new words
+celebrate (v)
+ anniversary (n)
+ milestone (n)
+ tragic (adj)
 TASK 1
- Has Ss read all the activities in the table
carefully
- Asks Ss put a tick () on the activities suitable
for each party.
- Checks and corrects the mistakes.

 TASK 2
- Has Ss read all the sentences carefully.
- Has Ss find out the word in each sentence that
is not true according to the passage, then asks
them to provide the correct one.
- Asks some Ss to present their results.
- Corrects.
- Has Ss discuss the question in pairs.
“Where do you prefer to celebrate your
birthday party, at home or in the restaurant?
Why?”
- Walks around and helps Ss if necessary.
- Asks some Ss to present their ideas
- Comments and corrects.
- Asks Ss to do the exercises of Reading in
Workbook, page 18-20.
- Asks Ss to prepare the next lesson carefully.
Work individually
Work in pairs
Work in pairs
Work in pairs
Work in pairs
Do at home

……………………………………………………………………
Date of planning: /
Date of teaching: /
PERIOD:.15
UNIT 3 A PARTY
Lesson: SPEAKING

I. OBJECTIVES By the end of the lesson, Ss will be able to talk about a party and how to plan a
party.
II. LANGUAGE FOCUS
 New words words related to a party.
III. TEACHING AIDS pictures.
IV. PROCEDURE

Stages/time needed Teacher’s activities Students’ activities
1. Warm-up
(5mn)
2. Pre-speaking
(8mn)
3. While- speaking
(7mn)
(15mn)
4. Post- speaking
(8mn)
5. Homework
(2mn)
- Shows a picture and asks Ss some questions.
+ What is it ?
+ Have you ever celebrated a birthday party ?
+ What should you do to celebrate a birthday
party?
- Asks some Ss to present their ideas.
- Leads Ss into the lesson.
 TASK 1
- Has Ss discuss about a party they have been to
by answering the questions in groups.

- Walks around and gives Ss new words if
necessary.
- Asks some Ss to present their ideas.
- Comments and corrects.
 TASK 2
- Has Ss tell their partners about a party they
have been to, using the questions in Task 1.
- Walks around and gives Ss new words if
necessary.
- Asks some Ss to present their ideas.
- Comments and corrects.
 TASK 3
- Has Ss read the suggestion of the task.
- Has Ss discuss by making questions for the
things mentioned.
1. budget (How much do you spend for your
party?)
2. date and time (When do you organize your
party?)
3. who to invite (How many people do you plan
to invite and who are they?)
4. place ( Where do you organize your party?)
5. formal or informal dress (What kind of clothes
do you wear at the party?)
6. decorations (How do you decorate your
party ?)
7. entertainment ( What activities will take
place ? )
8. food and drink ( What foods and drinks will be
served ? )

- Walks around and helps Ss if necessary.
- Asks some Ss to tell the class about their party.
- Comments and announces the winner.
- Asks Ss to do the exercises of Speaking in
Workbook, page 23-24.
- Asks Ss to prepare the next lesson carefully.
Work in pairs
Work in groups
Work in pairs
Work in groups
Do at home

……………………………………………………………………
Date of planning: /
Date of teaching: /
PERIOD: 16
UNIT 3 A PARTY
Lesson: LISTENING

I. OBJECTIVES By the end of the lesson, Ss will be able to listen to monologue within 150-180 words for
general or specific information.
II. LANGUAGE FOCUS
* New words words related to a party.
III. TEACHING AIDS cassette player, pictures
IV. PROCEDURE

Stages/time needed Teacher’s activities Students’ activities
1. Warm-up
(5mn)
2. Pre-listening

(8mn)
3. While- listening
(10mn)
(10mn)
4. Post- listening
(11mn)
5. Homework
(1mn)
- Shows Ss some pictures and asks them some
questions.
1. What is it ?
2. What are they doing ?
- Asks some Ss to present their ideas.
- Comments
- Leads Ss into the lesson
- Has Ss answer the questions in pairs.
- Comments
- Explains some difficult words.
+ gather (v) :
+ decorate (v) :
+ clap (v) :
+ icing (n) :
+ delicious (adj ) :
 TASK 1
- Has Ss read all the sentences carefully.
- Has Ss listen twice and asks them to decide
whether the statements are (T) or (F).
- Checks .
- Has Ss listen again and corrects.
 TASK 2

- Has Ss read all the questions carefully.
- Has listen again and asks them to answer the
qnswer the questions.
- Asks some Ss to answer the questions .
- Has Ss listen once again and corrects.

- Has Ss retell what they have heard about Mai’s
party.
- Walks around and helps Ss if necessary.
- Asks some Ss to present feedback.
- Comments and corrects.
- Asks Ss to prepare the next lesson carefully.
Work individually
Work in pairs
Work individually
Work in pairs
Work in groups
……………………………………………………………………
Date of planning: /
Date of teaching: /
PERIOD: 17
UNIT 3 A PARTY
Lesson: WRITING

I. OBJECTIVES By the end of the lesson, Ss will be able to write a letter of invitation to a party
within 120-130 words based on suggested ideas.
II. LANGUAGE FOCUS
 New words Words related to a party.
III. TEACHING AIDS hand out
IV. PROCEDURE

Stages/time needed Teacher’s activities Students’ activities
1. Warm-up
(5mn)
2. Pre-writing
(7mn)
(6mn)
3. While- writing
(15mn)
4. Post- writing
(10mn)
5. Homework
(2mn)
- Has Ss read some letters
and asks them to decide what type of letters can
go with them.
- Checks and corrects.
- Leads Ss into the lesson.
 TASK 1
- Has Ss read all the questions carefully.
- Has Ss ask and answer the questions in pairs.
- Walks around and helps Ss if necessary.
- Asks some Ss to present their ideas.
- Comments and corrects.
 TASK 2
- Has Ss read the letter carefully.
- Has discuss the word for blank.
- Walks around and helps Ss if necessary.
- Checks and corrects
 TASK 3

- Has Ss write a letter of invitation to a party
based on the guidelines.
- Walks around and helps Ss if necessary.
- Asks some Ss to write their letters on board.
- Checks and corrects.
- Asks Ss to do the exercise of Writing in
Workbook, page 24.
- Asks Ss to prepare the next lesson carefully.
Work in groups
Work in pairs
Work in pairs
Work individually
Do at home

……………………………………………………………………
Date of planning: /
Date of teaching: /
PERIOD: 18
UNIT 3 A PARTY
Lesson: LANGUAGE FOCUS

I. OBJECTIVES By the end of the lesson, Ss will be able to:
- pronounce exactly and fluently the sounds /l/ - /r/ - /h/ in words and in sentences.
- use infinitive & gerund, passive infinitive & passive gerund in speaking and writing.
II. TEACHING AIDS cassette player, pictures.
III. PROCEDURE
Stages/time needed Teacher’s activities Students’ activities
1. Warm-up
(5mn)
2. Pronunciation

(6mn)

(7mn)
- Has Ss look at the pictures and say what
animal it is in each picture.
1. lion 2. rabbit 3. horse
- Underlines the letter in the words of each
animal.
- Has Ss guess what sounds they are and leads Ss
into the lesson
 Activity 1 Listen and repeat
- Writes two sounds/l/-/r/-/h/ on the board.
- Has Ss listen to the sounds and repeat.
 Activity 2 Practise these sentences
- Has Ss listen to the sentences.
- Asks Ss to pay attention to the sentence stress.
- Has Ss repeat the sentences.
- Asks Ss to pick out the words containing the
Look at the pictures and
say what animals they
are.
Guess what sounds are
repeated.
- Repeat in chorus,
individually.
- Read in chorus.
3. Grammar &
vocabulary
(5mn)
(5mn)

(5mn)
(5mn)
(5mn)
4. Homework
(2mn)
sounds /l/-/r/-/h/.
- Checks the result.
 Activity 1 Infinitive and gerund
- Gives Ss some examples.
Ex: a. I plan to go to Da Lat next month.
b. I enjoy playing tennis at weekends.
- Reminds Ss of some verbs followed by
infinitive and some followed by gerund.
 Exercise 1:
- Has Ss give the correct form of the verbs in
brackets, using infinitive or gerund.
- Checks and corrects.
 Activity 2 Passive infinitive and passive
gerund
- Gives Ss some examples.
Ex: a. I didn’t expect to be invited to his party.
b. I appreciated being invited to his party.
- Introduces Ss the formation of passive
infinitive and passive gerund.
Active + to inf (eg: to invite )
+ v-ing (eg: inviting )
Passive + to be + P.P (eg: to be invited )
+ being + P.P (eg: being invited )
 Exercise 2:
- Has Ss choose the correct answer to complete

the sentences.
- Checks and corrects .
 Exercise 3:
- Has Ss continue choosing the correct the
correct form of the verbs to complete the
sentences.
- Walks around and helps Ss if necessary.
- Checks and corrects
- Asks Ss to do the exercises of Language focus
in workbook, page 20-23.
- Asks Ss to prepare the new lesson carefully.
- Work individually
Work individually
Work individually
Work individually
Do at home

……………………………………………………………………
Date of planning: /
Date of teaching: /
PERIOD: 19
UNIT 3 A PARTY
Lesson: LANGUAGE FOCUS
PAST SIMPLE, PAST PERFECT & PAST PROGRESSIVE
I. Aim: At the end of the lesson, students will be able to use the tenses past simple, past perfect and past
progressive properly.
II.Language knowledge:
1.Grammar: tenses:
a. past simple,
b. past perfect,

c. past progressive
2.Vocabulary: words appear in the exercises
III.Techniques:
IV.Teaching aids: handouts
V.Procedure:
T’s and Ss’ activities Content
- T. asks Ss to give the forms
and usage of the past simple,
past perfect and past
progressive.
1.Presentation:
A. Past simple:
a. Form: S + V
2
/ V-ed
b. Usage: talking about an action or an event in the past.
- Ss tell T. the forms and usage
of the past simple, past perfect
and past progressive.
B. Past perfect:
a. Form: S + had + PP
b. Usage: talking about something which happened before the past
time we were talking about.
C. Past progressive:
a. Form: S + was/ were + V-ing
b. Usage: talking about something which was in progress at a past
time.
- Ss work in pairs to do the
exercise.
- T. calls on some Ss to read

their answers, and correct their
answers if necessary.
2.Practice:
Put the verbs in brackets into the past simple, past perfect and
past progressive:
1. He said he (join) …… the army in 1985.
2. Bill (have) …….breskfast when I stopped at this house.
3. When I went back to the shop, they (sell) …… the book I
wanted.
4. Hoe many countries they (visit) … by March last year.
5. When he (come) …… home, I (talk) …… to my mother on
the phone.
6. While I (lie) …… in bed last night, I (hear) …… a strange
noise in front of the door.
7. It (rain) …… heavily when I (sleep) …… yesterday
afternoon.
8. While Mrs Smith (plant) …… flowers in the garden, Mr
Smith (change) …… the oil in his car.
9. When we (arrive) …… at the airport, they (wait) …… for
us there.
10. He (do) …… a lot of jobs before he (work) …… in this
company.
11. Yesterday while I (look) …… at my computer screen, I
(start) ……. feel a little dizzy, so I (take) … a break.
12. Susan (send) …… a letter to her university after she (receive)
…… her scholarship check.
13. Tom (meet) …… Mary in 1986 and they have been good
friends since then.
14. After they (visit) …… Paris, they (go) …… to Manchester.
15. George (work) …… at the university 45 years before he

(retire) ……
16. After Tom (wash) …… his clothes, he (begin) …… to
study.
17. When John and I (got) …… to the theatre, the movie (start)
……
18. Before I could say anything, they (admit) …… their
mistakes.
19. I (hit) …… my thumb while I (use) …… the hammer.
Ouch! That (hurt) ……
20. While I (read) …… books in the living room last night, I
(hear) …… a strange noise in the kitchen. I (go) …… to the
kitchen, (turn) …… on the lights. I (hold) …… my break
and (listen) …… carefully. I (realise) that a mouse (chew)
…… on something under the cupboard.
- T. sets homework.
- Ss do the task at home.
1. Homework:
- Revise today’s lesson.
- Do all the exercises again.
Date of planning: /
Date of teaching: /
PERIOD: 18
TEST YOURSELF A
I. OBJECTIVE : To test Ss knowledge and help Ss to make acquaintance with doing the test
II. PREPARATION: textbook, pictures
III. PROCEDURE:
Teacher’s activities Students’ activities
1, LISTENING :
- Have Ss time to read the task
- Ask Ss to listen to the tape in three times and complete the sentences

- Play the tape in three times , pause in each time and check
- Have Ss compare the answer with the partner’s
- call on some Ss to read the answer
- Have Ss listen again and check the answer
- Correct mistakes
1 2 3 4 5
A D B D C
2, READING
- Ask Ss to read the passage about a birthday party and answer the questions.
- Ask them to compare the answer with a partner’s
- Call on some Ss to read the answer and give the reason for the answer
- Have others give comments
- Correct mistakes
1. Because they had been childless for 10 years after they got married .
2. To take some photos of the happy family.
3. The boy was dressed in a smart, brand-new outfit and looked like a little
prince.
4. Because he was interested in the toys.
5. He felt that it was delightful and looked forwards to the next day to have the
film developed.
3, PRONUNCIATION AND GRAMMAR:
a. . Listen and tick the right box
- Ask Ss to listen to the teacher’s reading and tick
- Call on some Ss to read the answer
- Read again and correct mistakes
1. nine 2. hour 3. matching 4. jam
b. . Complete the text with the correct form of the verb in brackets.
- Have Ss read the exercise carefully and complete it
- Call on some Ss to read the answer and ask them to explain the reason for
their answer

- Correct mistakes
1. to see 2. to be
3. to phone 4. pay
5. to be met 6. to be appointed
4, WRITING : write about your birthday party ( or one of your friends’
- Have Ss read the guidelines carefully
- Ask them to remember their birthday party or one of their friends’ and write
the complete writing ( Two Ss write on the extra board and others write on
their paper)
- Hang on the extra board and ask Ss to correct mistakes
Individual and pair work :
Listen to the tape and do the
task
Individual and pair work :
- Read the passage and answer
the questions
- Compare the answer with the
partner’s
Individual work : listen and tick
Individual work : complete the
exercise