Giao an tieng anh 11 hay, nhin la muon tai

Preparing of date:……………………
Teaching of date class
in date
class Total of sts
11a4
11a5
Period : 4 Unit 1: FRIENDSHIP
Lesson 1: Reading
I. Objectives
By the end of the lesson, Ss will be able to:
- Develop such reading micro-skills as scanning for specific ideas,
skimming for general information, and guessing meaning in context.
- Use the information they have read to discuss the t opic.
II. Teaching aids
Textbook, handouts.
III. Language content
1.Knowledge: + Vocabulary :enthusiasm,constant…
+ Grammar : past simple, past progressive…
2. Skills : devolop reading
IV.Teaching methods: p.p.p,communicative….
IV. Procedure
Time
Teacher's activities Students' activities
1’
6’
I-Organization:
Who is absent today?
II.WARM UP
Competition game’Network
- T prepares a handout with a network

of the word “Friendship”.
-Answer:
11A4:
11A5:
Sts listen and work in groups
1
- T divides the class into 8 groups and gives
each group a handout . T asks Ss to complete
the network . The winner will be the group
completing the network in the shortest period
of time .
10’
BEFORE YOU READ
Discussing the picture and poem
- T ask the whole class to look at the picture
on page 12 an ask them some question :
+ What are the girls and boy doing in the
picture ?
+ How do they feel ?
+ What does the picture tell you ?
- T ask Ss o work in pair to read the short
poem on page 13 and answer the question :
“What do you think of friend in the poem ?”
- T calls on some Ss to answer the question .
T may give some comments and her
suggestion : The friend in the poem is very
dedicated and thoughtful . He / she is willing
to help his / her friend in any circumstances .
Pre- teaching Vocabulary
Note : T should only teach the words which

do not appear in Task 1 .
Lasting (adj) = lifelong (adj) : bÒn v÷ng , l©u
dµi)
To be concerned with : quan t©m tíi ai , c¸i
g×
Constant (adj):thêng xuyªn, kh«ng thay ®æi
Constancy (n): sù kh«ng thay ®æi
Rumour (n): tin ®ån
Gossip (n): chuyÖn tÇm phµo
Trust (n): sù tin tëng
Sorrow (n): sù ®au khæ
Pair work and whole class
Suggested answers :
+ One boy is playing the guitar , and
the other girls and boys are singing .
+ They sem very happy because I can
see their smile .
+ The picture tells me that friends
can happily do many things together .
/ Friedship is a nice thing that brings
hppiness to us .
Friendship
2
Pursuit (n): sù theo ®uæi, ®am mª
- If there is some time left, T may ask some
Ss to make sentences with the above words
to check their understanding.
6’
5’
WHILE YOU READ

Setting the scene
You are going to read a passage about the
qualities of a long lasting friendship. While
you are reading, do the tasks in the textbook.
Task 1
Instruction: Fill each blank with one of the
words in the box.
- T writes these words on the
board:Acquaintance, incapable of, mutual,
unselfish, give and take, friend, loyal to,
suspicious
- Then T instructs Ss to read the passage
quickly and stop at the lines that contain
these words to guess their meanings (except
for the word “friend” as this word is familiar
with Ss)
- Ss guess the meaning of the words based on
the contexts in the sentences
- T checks that Ss understand the words
correctly. T can check Ss’ understanding by
asking them to provide the Vietnamese
equivalents to the words.
- Next, T instructs Ss to use some strategies
to do Task 1:
- T asks Ss to work individually to do the
task
- T goes around to help Ss when necessary.
- T asks Ss to exchange their answers with
other Ss.
- T asks Ss for their answers and tells them

to explain their choices.
- T gives the correct answers:
Task 2
Instruction: You are to read the passage
again and dicide which of the choices A,B,C
or D most adequately sums up the ideas of
the whole passage.
- T gets Ss do the task individually and then
find a peer to compare their answer with. T
might want to give them some time to re-
read the passage.
- T might also want to give Ss some
strategies to find the main idea of the
passage:
-T calls on some Ss to give their answers
and asks other Ss to say whether they agree
or disagree.
- T gives feedback and the correct answer:
Answer : B
Whole class, individual work and
pair work
*Keys:
1.mutual
5. give and take
2.incapable of
6. loyal to
3.unselfish
7. suspicious
4. acquaintance/friend
Answer : B

3
Task 3
Instruction: You are required to answer the
six questions in the book.
- T asks Ss how to do this task. If they do not
remember, T may instruct
them to use some strategies to do the task:
+ First, skim the six questions to
understand them. As Ss do this they:
+ Go back to the first question and
locate the information for the question by
finding the key words in the passage and
mark the place.
+ Read the part carefully to find the
answer . Ss can use their own words.
+ Continue with the rest of the
questions.
- T asks Ss to work individually to do the
task, then discuss their answers with their
peers.
- T calls on some Ss to write their answers on
the board and ask then to explain their
choices.
- T gives the correct answers:
1. The first quality for true friendship is
unselfishness. It tells us/me that a person
who is concerned only with his/her own
interests and feelings can’t be a true friend.
(paragraph 2)
2. Because they take up an interest with

enthusiasm, but they are soon tired of it, and
they feel the attraction of some new object.
(line 2-3, paragraph 3)
3. The third quality for true friendship is
loyalty. It tells us/me that the 2 friends must
be loyal to each other, and they must know
each other so well that there can can be no
suspicions between them. (line 1-3,
paragraph 4)
4. Because if not people cannot feel sae
when telling the other their secrets .(line 1-3
, paragraph 5 ) .
5 . Because they cannot keep a secret , eithr
of their own or of others’ . (line 3-4 ,
Paragraph 5 )
6 . The last quality is sympathy . It tell us /
me that to be a true friend one must
sympathise with his / her friend one . Where
there is no mutual sympathy between friends
. there is no true friendsship . (last
paragraph )
* underline the key words. For
instance, in question 1 Ss can
underline what, first quality,
friendship,
* decide what information they need
to find in the text
*look for questions words like
“why” which indicates Ss should read
for specific thing like a reason.

10’
AFTER YOU READ
Instruction: You are required to work in
pairs to discuss the question in the textbook.
Pair work , group work, & whole
class
4
- T asks Ss to work in pairs to discuss the
question in the book.
- T goes around to help Ss when necessary.
- When all pairs have finished, T asks every
2 pairs to share ideas.
- T calls on some Ss to report their ideas to
the class.
- T gives feedback.
2’
Consolidation and homework
T summarizes the main points of the lesson.
- T asks Ss to learn by heart all of the new
words and do the extra exercise as
homework.
Whole class
Preparing of date:……………………
Teaching of date class
in date
class Total of sts
11a4
11a5
Period : 5 UNIT 1 : FRIENDSHIP
Lesson 2: Speaking

I. Objectives
By the end of the lesson, Ss will be able to describe the physical characteristics
and personalities of their friends, using appropriate adjectives.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may not have enough vocabulary to talk about the topic, so T should be ready
to provide help.
IV. Porcedure
Time Steps Work
arrangement
5
8’
WARM UP
Competition game - Word search
- T divides the class into small groups of 3 – 4 Ss. Then T
distributes the following puzzle handout for Ss to do in
their own groups. Which group finishes first and has all
the correct answers will be the winner.
- A variant of this activity: T draws or prepares 2 big copies
of the word search and hangs them on the board. T calls 2
pairs of Ss to go to the board and ask them find all the
adjectives as quickly as possible. The pair with the
quickest and most correct answers will be the winner.
The adjectives in the box below are hidden in the puzzle.
Find them as quickly as possible.
Tall medium
handsome
Beautiful honest
sincere

Caring understanding
humorous
Group work
6
7
H O N E S T S I G N S
A D
U I U H R N O I N U B
O C
M T N G G F T E R U E
G A
O U H D E A N H B T A
E R
R T A L L D M E D I U
M I
O O N G R A B H O L T
N N
U N D E R S T A N D I
N G
S H S I N C E R E S F
M U
S M O U G E N E R O U
S O
R I M F A U D A A R L
I D
E E E U U N O U H R H
M H
I A M A S A U L R B L
M A
N E C U N T E N S E D

M S
12
TASK 1
Instruction: You are going to look at the picture of 4
people on page 15 and describe them in pairs.
- Before letting Ss do the task, T asks them to read Useful
language on page 16. T may ask If Ss know the meanings
of the adjectives provided.
- T elicits or teaches some words:
Forehead (n): (T points at his/her forehead) trán
Crooked (adj): an adjective you can use to describe ones
nose ( mũi khoằm)
-T may ask Ss to provide some adjectives/expressions used
to describe peoples appearance. She may also give Ss a
handout of these adjectives and expressions.
Describing peoples appearance
Height Tall, medium, short
Build
Slim, plump ( bụ bẫm, đầy đặn),
overweight/obese (béo phì),
Thin, muscular(vạm vỡ), athletic,
stocky(thấp chắc nịch), well-built(lực l-
ỡng), of medium/average/normal build.
Hair Normal order of activities used to describe
ones hair: length, style and colour
+ length: long, short, shoulder-
length(ngang vai)
+ style: straight, wavy, curly, crew-cut(đầu
cua)
+ colour: black, grey, red, brown

Others: a fringe(mái), a bun (búi tóc),
plait(s) (đuôi sam)( to wear ones hair in a
bun/a plait/plaits), receding(sói, tóc hớt ra
sau), bald
Face
Oval, round, large, square, skinny,
chubby(phúng phính), long, with high
cheek-bones(gò má cao)
Eye Small, big, black, brown, blue
Nose
Straight, crooked, turned up(hếch), big,
small, flat(tẹt)
Chin
Pointed chin(cằm nhọn), double chin(hai
cằm), no chin
Lips
Thin, full, narrow, heart shaped
Forehead Broad, high
Skin
White, pale, suntanned(rám nắng),
oriental, dark, brown, coffee-coloured,
black, a smooth complexion, pale
complexion(da tái)/ dark complexion,
clear skin, greasy skin(da nhờn)
General
Appearance
Beautiful, handsome, pretty, good-looking,
plain(bình thờng)
Age She was in her late teens (18, 19 tuổi)/he
was in his early twenties (21-23 tuổi)/she

was about thirsty years old/his twelve-
year-old son/a middle- aged woman/a man
8
in his sixties(kho¶ng 60 tuæi)
- T asks Ss to work in pairs to describe the people in the
picture, and then calls on some Ss to present their answers.
- T gives feedback.
Suggested answers:
1. The boy is about 16 years old. He may short-sighted
because he’ a wearing a pair of glasses. He has
short black hair, a round face with a broad
forehead, a small nose, thin lips, and a small chin.
He’ quite good-looking.
2. The girl is about 14. She’ also wearing a pair of
glasses. She has shoulder-length black hair, and
she’ wearing a ribbon. She has an oval face with a
straight nos, full lips and a pointed chin. She’ quite
pretty.
3. The man is in his forties. He’ tall and well-built. He
has short brown hair and a square face with a
broad forehead, small eyes, a crooked nose and thin
lips. He’ quite good-looking.
The woman is in her twenties. She’ quite tall and slim. She
has long curly hair and an oval face with a broad
forehead, big eyes, a straight nose, heart-shaped lips and
a small chin. She’ very beautiful
9
10’
13’
Task 2

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

comments.
Task 3
Instruction: Imagine that you have a friend who has just
won the first prize in Mathematics. A journalist is going to
interview you about your friend . Act out the interview in
pairs.
- Before Ss perform the interview in pairs, T gets Ss have a
look at their roles on page 16 and the suggestions on page
17.
- T may elicit the questions they may ask, foe example:
+ his /her physical characteristics: What does he/she
look like ?
+ his/her hobbies: What does he/she like doing in
his/her free time ?/ What are his/her hobbies ?
+ his/her personalities: How is he/she ?/ Is he/she
friendly ?
- T may also make clear the meanings of some adjectives:
Quick-witted (adj): able to think quickly; intelligent (th«ng
minh, nhanh trÝ)
Good-natured (adj): kind, friendly and patient when
dealing with people (tèt bông,®«n hËu)
- Tasks Ss to work in pairs to perform the interview in 7
Whole class &
group work
Whole class &
pair work
10
minutes and goes around to offer help.
- T calls on some pairs to perform the interview.
- T elicits feedbac

k from the class and gives final comments.
2’
WRAPPING
- T summarises the main points of the lesson.
- T asks Ss to do the extra exercise as homework.
Whole class

Preparing of date: …………………………
Teaching of date Period in
date
class Total of sts
11a4
11a5
PERIOD : 6 UNIT 1: FRIENDSHIP
Lesson 3 : Listening
I. Objectives
By the end of the lesson, Ss will be able to develop such listening micro-skills as
intensive listening for specific information and taking notes while listening.
II. Materials
Textbook, cassette tapes, handouts.
III. Anticipated problems
Ss may not be familiar with the note-taking task, so T should provide them some
tips to deal with the task.
IV. Procedure
Time Steps Work
arrangement
7’
Warm up
Competition game - Crossword
- The aim of this activity is to help Ss revise the vocabulary items Ss

learnt in the previous lesson.
- T divides the class into small groups of 3 – 4 Ss. Then distributes the
following crossword handout for Ss to do in their own groups. Which
group finishes first and has all the correct answers will be the winner.
Answers:
- Cross: - Down:
1. good-natured 1. generous
4. friendly 2. helpful
Group
work
11
5. quick-witted 3. modest
6. hospitable 7. studious
8. patient
9. honest
O 1 O O
O O O O O O O O O O O O O O
O O O O O O O O O O O O 2 O
O O O O O O O O O 3 O O O
4 O O O O O
O O O O O
O O O O O O O O O O O O
5 O O
O O O O O O O O O O O O
O O O O O 6 7
O O O O O O O O O O O O O O
O O O O O O O O O O O O O O
O O O O O O O O O O O O O O
O O O O 8 O O O O
O O O O O O O O O O O O O O

O O O O O O O O O O O O O O
O O O 9 O O O O O O
CROSS DOWN
1. kind, friendly and patient 1. giving or willing
to give freely
when dealing with people 2. willing to help
SO
4. showing kindness; making you feel 3. not talking much
about your
relaxed and as though you are among friends own abilities or
possessions
5. able to think quickly; intelligent 7. spending a lot of
time
6. please to welcome guests ; generous and friendly Studying or
reading
to visitors
8. able to wait for a long time or accept annoying
behaviour or difficulties without becoming angry
9. always telling the truth, and never stealing or cheating
12
10’
Before you listen
Talking about your best friend
- T asks Ss to discuss the questions on page 17 in pairs.
- T calls on some Ss to give their answers and comments on the
answers.
- T gets Ss to guess what they are going to listen about.
Vocabulary pre-teaching
- Before eliciting / Pre-teaching the new words, T helps Ss to pronounce
the words given in the book. T may read aloud first or play the tape and

ask Ss to repeat in chorus and individually.
- T elicits/teaches some of these words or/ and those taken from the
listening passage:
Apartment building: toµ nhµ cã nhiÒu c¨n hé
Sence of humour: khiÕu hµi híc
Give SO a ring: phone SO
Go through a rough time: tr¶i qua thêi kú khã kh¨n
- T may get Ss to make sentences with the words and gives
corrective feedback.
WHILE YOU LISTEN
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 the statements are true or false
Whole class
13
10’
7’
based on what thay can hear.
- T plays the tape once for Ss to do the task.
- T ask for Ss’ answers and writes them on the board.
- T plays the tape the second time for Ss to check their answers.
- T asks Ss to work in groups of 4 to compare their answers.

- T checks Ss’ answers by calling on some Ss and asks Ss to explain
their answers. If many Ss cannot answer the questions, T plays the tape
one or two more times and pause at the answers for them to catch.
- T gives the correct answers:
+ Lan’s talk:
1. F (they used to live in the same building there)
2. F(It is what people think)
3. T
4. F (Lan went to Do Son first and then called Ha, so Ha rode on her
motorbike to Do Son to meet Lan)
5. T
6. F (They have been best friends since Lan’s trip to Do Son )
+ Long’s talk:
1. F (they met in college)
2. F (Minh was a guitarist)
3. T
4. T
5. T
TASK2
Instruction: You are going to listen to the tape again and fill the table
in the book with notes.
Before Ss listen to the tape again to do the task, T may ask them to try
to fill the table with the things they remember from the previous times
of listening.
- T plays the tape again for Ss to compete their notes. T might also want
to remind Ss that while listening they need to focus on the information
indicated in the table and write the answers down in note forms, not full
sentences.
- After playing the tape, T gets Ss to work in pairs and check their
answers.

- T calls on some Ss to give the answers. T provides correct answers if
necessary. If many Ss cannot complete the task, T might want to let Ss
listen one more time and pause at the answers for them to catch.
Suggested answers:
How and where did they
meet
What do they like about their
friends ?
Lan - They used to live in the
same apartment building
in Hanoi.
- Lan went on a holiday in
Do Son and Ha went there
to help her.
- Ha’s very friendly and helpful
- Ha’s sociable .She’s got many
friends in Do Son and she
introduced Lan around.
Long - They met in college.
- Ming played the guitar,
and Long was a singer.
- They worked together
- Minh has a sense of humour.
- Minh likes to go to plays and
movies.
- Minh is a good listener.
- Minh is friendly and helpful.
Individual
work,group
work & whole

class
14
Tapescript: ( in T’s book)
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 Hanoi. Her family moved
to Hai Phong in 1985. It is said that Hai Phong people are cold but Ha
is really, 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 20 minutes
later she was there. She stayed with me for 2 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 ans
Minh was a guitarist. So we worked together a lot. But we also became
friends . Minh has a great sense of humour, he’s very, 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 to 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.
8’
AFTER YOU LISTEN
- T gets Ss to work in pairs to talk about how Ha has been Lan’s best
friend and how Minh has been Long’s best friend.
- T goes around to offer help and correct Ss’s mistakes.
- T calls on some pairs to present their answers.

-T elicits feedback from the class and gives final comments.
Whole class &
pair work
3’
Consolidation and homework
- T summarises the main points of the lesson.
- T asks Ss to learn by heart all new words and do the extra exercises as
homework.
Whole class

Preparing of date:…………………………
Teaching of date Period
in date
class Total of sts
11a4
11a5
PERIOD : 7 UNIT 1: FRIENDSHIP
lesson 4 : Writing
I. Objectives
By the end of the lesson , Ss will be able to :
15
Write about a friend, real or irmaginary , using the words and expresions that they
have learned in previous lessons
II. Materials
Textbook , handout .
III . Anticipated problems :
Ss may not have sufficient vocabulary to write about the topic , so T should be
ready to assist them
IV . Procedure :
Time Steps Work

arranngement
7’
Guessing game
- T introduces the game : one student goes to the board and T
give him / her a piece with the name of a student in the class .
Other Ss to ask Yes / No questions to find out who the student
is . Ss should ask about the appearance , personalities , or
clothes
- Ss may ask questions such as :
+ Is the person a girl ?
+ Is she tall ?
+ Is she short - sighted ?
+ Is she friendly ?
- The game can continue until time is up

13’
PREPARING SS TO WRITE
- T sets the scene : You are going to write about a friend , real
or imaginary , using the provided guidelines . T gets Ss to read
the task and the guidelines silently and work out what they are
required to write about . In general , Ss’ writing should include
three parts : (1) general information about their friend,(2) his /
her physical charateristics and personalities, and(3) what Ss
like about the friend .
Whole class
- T elicits the verb tenses that may be useful when Ss want to
write about when and where they met their friend . In this case ,
Ss may us the simple past tense and past continuous in their
writing . If needed , T may revise the uses of these tenses . T
make clear that :

+ While the past simple is used to talk about an event that
happened and finished in the past , the past continuous is used
to talk about an event that was happening at a specific past time
. We often use the past continuous together whith the past
simple . The past continuous indicates a longer ‘ background’
action or situation ; th simple past refers to a shorter action or
situation that happened in the middle or interruppted it .
- T may also elicit / revise the adjectives and expressions Ss can
use to describe their friends appearance and personalities .
- T get Ss prepare an outline for their writing and exchange it
with their peer .
- T goes around to offer help and gives corrective feedback .

15’
WRITING
- T gets Ss to write about their friend in 15 minutes .
- T goes around to observe and offer help .
Sample writing :
Probably my best friend is one of my classmates . Her
name ic Mai . We have known each other sine we were 8 years
old , and we have studied together since then . However , we
Individual
work
16
became best friends when we were at grade 6 . At that time I
was very bad at English , and it was her who helper me
improve my English . Now Mai lives with their parents in Hai
Ba Trung street .
If I were to describe how she looks , I would say the very pretty
. She has short black hair , brown almond- shaped eyes , a

small nose and a small pointed chin . She is not very tall but
not short either and she is quite slim . She doesn’t like to dress
up so I usually see her wearing jeans and T - shirt or sweater .
She has very nice presonality an a wonderful sense of humor ,
but she can also get a little depressed from time to time . I can
always count on her to be honest and to give me the best
advice .
What I like about Mai is that she has the same hobbies whith
me . We both enjoy music , playing the guitar and singing .
We like going to the cinema but some times can’t agree on
which movie to see . Wtatever we’re doing , it’s always fun to
be with her . In addition , since I am better in math and science
and she is better in English and languages , we can always
help each other if me get confused about a difficult homework
assignment . We are lucky that we complement each other so
well and that we get along so well . I hope that our friendship
will continue and be just as strong after we graduate from high
school . We would like to study at the same university.

8’
FEEDBACK ON SS’ WRITINGS
- T as Ss to exchange their writing with another student for peer
correction
- T goes around and collects mistakes and errors .
- T collects some writings for quick feedback
- T writes Ss typical errors on the board and elicits self and peer
correction . T provides correction only when Ss are not able to
able to correct the errors .
- Finally , T provides general comments on the writings

Pair work and
whole class
2’
WRAPPING
- T summarises the main points of the lesson.
- For homework, T asks Ss to improve their writing, taking into
consideration their friePPnds’ and T’s suggestions and
correction and do the extra exercise.
Whole class

Preparing of date: ……………………
Teaching of date Period
in date
class Total of sts
11a4
11A5
Period : 8 uNIT 1: FRIENDSHIP
lesson 5 : Language focus
17
I. Objectives
By the end of the lesson, Ss will be able to:
- Distinguish the sounds ? /dz/ and /tS/.
- Pronounce the words and sentences containing these sounds correctly.
-Use some structures containing infinitives with and without to appropriately.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may find it difficult to pronounce the 2 sounds, so T should prepare a lot of
practice.
IV. Procedure

Time Steps Work
arrangement
12’
PRONUNCIATION
Pronouncing the 2 sounds separately
- T models the 2 sounds / dЗ / and / t∫ / for a few
times and explains the differences in producing them.
+ The phonetic sound / dЗ / is a voiced palatal.
Voiced = vocal cords vibrate while making this sound
palatal = put your tongue behind your top teeth, push
air as you drop your tongue away from the roof of
your mouth.
+ The phonetic sound / t∫ / is an unvoiced fricative
palatal. Unvoiced = vocal cords do not vibrate while
making this sound. Fricative palatal = touch your
tongue to the back of your upper teeth and pull your
tongue away as you push air out of your mouth.
- T palys the tape( or reads) once for SS to hear the
words containing these 2 sounds. Then T plays the
tape (or reads) again and this time asks Ss to repeat
after the tape (or T).
Pronouncing words containing the sounds
- T reads the words in each column all at once.
- T read the words once again, each time with a word
in each column to help distinguish the differences
between the sounds in the words.
- T reads the words and asks Ss to repeat them.
- T asks to practise pronouncing the words in pairs.
- T goes around providing help.
- T asks some Ss to pronounce the words and gives

correction if necessary.
Practising sentences containing the target sounds
- T reads the sentences and asks Ss underline the
words with the sounds and write
/ dЗ / and / t∫ / under them.
- T asks Ss providing the sentences in pairs.
- T goes around to provide help.
- T asks some Ss to read the sentences and gives
feedback.
Whole
class,individual
work & pair work
10’
GRAMMAR
1. To- infinitive
Whole class,
individual work &
18
a. Presentation
- T writes some sentences on the board and underline
the to- infinitive:
+ I have letters to write.
+ Does he get anything to eat ?
+ There is plenty to do ?
- T asks Ss to comment on the use of to-infinitives in
these examples. T reviews the form and use of to-
infinitives in the examples. T may give Ss the
following handout.
In the examples above the infinitives are used to
replace relative clauses.

1. The infinitive can be placed after
nouns/pronouns to show how they can be used or
what is to be done with them.
+ I have letters to write. = I have letters that I must
write.
+ Does he get anything to eat ? = Does he get
anything that he can eat ?
Similarly with to-infinitives + preposition:
Someome to talk to cushions to sit on a table to write
on a tool to open it with a case to keep my records in
2. Use of passive to-infinitive
+ There is plenty to do =
a. plenty of things we can do
b. plenty of work we must do
In the there + be + noun/pronoun + to-infinitive
construction, when there is an idea of duty, as in (b)
above, a passive to-infinitive is possible: There is a
lot to be done. But the active to-infinitive is more
usual.
- T continues writing some other sentences on the
board:
+ I’m sorry to trouble you.
+ It is easy to please that customer.
+ The pie is too hot to eat.
- T asks some Ss to comment on the examples. T
might explain to Ss that we can put to-infinitive after
adjectives. The form is: adj + to-infinitive; adj +
too/enough + to-infinitive (too before an adj means
excessively; enough after an adj means to the
necessary degree).

- T asks some Ss to give some similar examples.
b) Practise
Exercise 1
- T asks Ss to do Exercise 1 individually and then
compare their answers with another student.
- T calls on some Ss to read out their answers.
- T gives correct answers:
1. Who wants something to eat?
2. I have some letters to write.
3. I am/was delighted to hear the news.
4. My mother has some shopping to do.
5. You always have too much to talk about.
pair work
19
6. It is lovely to see you again.
7. It’s/was too cold to go out.
8. I’m happy to know that you have passed the
exams
2. Infinitive without to (bare infinitive)
a) Presentation
- T calls on some Ss to give out some verbs that are
followed by bare infinitives.
- T may make clear that:
+ We can use a noun or pronoun object + bare
infinitive after verbs of perceptions such as
feel,hear,watch,see,notice,observe,perceive,smell .
The bare infinitive generally refers to the complete
action.
+ We use the bare infinitive after let and make:
Let SO do STH = allow SO to do STH; make SO do

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

feedback from the class.
- T gives final comments and provides correction if
necessary.
Suggested story
A wise crow
A crow hadn’t had anything to drink for a long time.
One day she saw a pitcher. There was a little water
20
in the pitcher, but it was too low for her to reach.
What was she to do ? She tried to break the pitcher
with her beak, and then to overturn it on the ground,
but it was too hard and heavy to do. Then she
thought of a plan. She picked up a number of little
stones and dropped them one by one into the
pitcher. In this way the water was soon raised high
enough for her to easily reach.
3’
WRAPPING
- T summarises the main points of the lesson.
- For homework, Ss review the points that have been
coverd in the lesson and do the extra exercise.
Whole class
Preparing of date: ………………
Teaching of date Period
in date
class Total of sts
11a4
11A5
Period : 9 UNIT 2 : PERSONAL EXPERIENCE
lessn 1: reading

I. Objectives
By the end of the lesson, Ss will be able to:
- Develop such reading micro-skills as scanning for specific ideas,
identifying the sequence of events and guessing meaning in context.
- Use the information they have read to discuss the story.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may need help with the discussion task, so T should be ready to help them.
IV. Procedure
21
Time Steps Work
arrangement
5’
WARM UP
Vocabulary crossword puzzle
- T divides the class into small groups 0f 3 – 4 Ss. Then
T distributes the following crossword puzzle handouts
for Ss to do in their own groups. Which group finishes
first and has all the correct answers will be the winner.
Crossword
1. My dad works in a factory where he produces
cars and tractors. He’s and
2. An is something that protects you from rain
or sun.
3. He saved 5 people in the fire. He’s such
a person.
4. We have a big for our cars and a lovely
garden at home.
5. This is a beautiful song. I like both the music and

the .
6. Tran Hung Dao is a national . He saved the
Vietnamese people from Chinese invaders.
7. He wom several chess championships at a young
age. Actually, he was the the country’s
youngest .
8. In her glorious singing career Celine Dion has
earned various music awards. She is the
most Canadian singer.
9. Only a little boy saw the car hit and run. He was
the only of the accident.
10. Washington DC is the city of the United
States.
11.My flat is quite : it’s located right in Hoan
Kiem District, the city centre.
12. My mother always me to go ahead and
realise my dreams.
Answer:
e n g i n e e r
u m b r e l l a
b r a v e
g a r a g e
l y r i c s
h e r o
c h a m p i o n
s u c c e s s f u l
w i t n e s s
c a p i t a l
c e n t r a l
e n c o u r a g e s

- T explians the word “embarrassing” and introduces the
topic: An embarrassing situation
Group work and
whole class
5’
BEFORE YOU READ
- T gets Ss to work in pairs and try to make sense of the
pictures on page 22. Then T gets them to put the pictures
in the order that they think is most appropriate.
- T calls on some pairs to present their ideas but should
not correct them. If Ss have difficulty talking about the
pictures, T may elicit their answers by asking questions
and giving prompts.
E.g: What can you see in picture A ? What do you think
Pair work and
whole class
22
Preparing of date: ………………
Teaching of date Period
in date
class Total of sts
11a4
11A5
PERIOD : 10 UNIT 2 : PERSONAL EXPERIENCE
Lesson 2: Speaking
I. Objectives
By the end of the lesson, Ss will be able to:
- Identify structure that are used to talk about past experiences and their influences on
one’s life, i.e. present perfect and past simple, structure with ‘Make’.
-Use these structures to talk about a past experience and how it affects their life.

II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may have problem using present perfect and past simple when talking about the past.
IV. Procedure
Time Steps Work
arrangement
10’
10’
-Have you ever - Game
This is game for student to practise making “Have you ever ”
questions , and responding to them . To prepare for it , at home
T cuts out and shuffles the given “Tell th Truth ” or “Tell a lie”
cards .
- T first divides the class into groups of 3-4 . Then T places the
cards in one pile at the centre of the table .
- T models “Have you ever ” + past participle for Ss as well as
ways to respond to “Have you ever ” questions.
E . g
Have you ever sung in public ?
Yes , I have or No , I haven’t .
If the answer is “Yes ” , no might ask a follow-up questions ,
using the past simple , e.g . When was it ? Where did you
sing ? etc .
- Now T introduces the game : Within their group the first
student starts and asks anyone else in his / her groudp a “Have
you ever questions .” . The student who is asked the questions
should draw a card from the pile of “Tell a Lie ” card and
answer according to the card . The rest of the student are
allowed to ask 3 more follow- up questions to try and

determine if the person answering is telling the truth or lying .
After 3 questions are up , the student answering will show his /
her card for the group to see if it’s a “Tell the truth ” or “tell a
lie ” card . The groud continues to play until everyone is asked
.
Tell the truth Tell a lie
Tell the truth Tell a lie
Tell the truth Tell a lie
Tell the truth Tell a lie
Tell the truth Tell a lie
Tell the truth Tell a lie
Tell the truth Tell a lie
Individual
work , pair
work & whole
class
23
10’
TASK 1
T introduces the task and gets Ss to do it individually , then
copare the answers with a peer .
- T calls on a student to read out his / her answers .
- T checks with the class and gives corrective feedback .
- T intriduces or elicits the structures “Make some body do
something ” or “ Make somebody + Adjective ”.
- T writes the structures on the board and elicits their meaning
and uses
- T gets Ss to make sentences with the strutures or ald more
options to Column B .
Note : T should make it clear to Ss that when a verb is used as

a subject , it should take the form of either an infinnitive with
“to ” or – ing gerund .
E. g “to speak English to a native speaker makes you more
interested in learning English ” or “Speaking English to a
native speaker makes you more interested in learning English
”
Answers :
1. d 2.c 3. a 4. d 5. e
TASK 2
- T introduces the task : Ss are going to work individuallyon
the sequence of the conversation and then find a peer to
compare theur answers with .
- T call on a student to read out his / her answers .
- T checks with the class and gives corrective feedback .
- T draws Ss’ attention to the questions asked in the
conversation and help them to review the use of present perfect
and past simple when talking about a past experience and its
present effeccts .
Present perfect : used with “ever ” to ask about a past
experience.
E.g: “Have you ever been to Egypt ?”.
Past simple: used when one keeps asking about that
experience.
E.g: When did you go there ? Who did you go with ? Did you
enjoy your visit to Egypt ? etc.
- T gets Ss to ask him/her questions using present perfect with
“ever” and past simple.
-T checks that Ss asks correct questions and gives corrective
feedback.
-Then T gets Ss to read the sample conversation in closed and

open pairs.
Answers: 3. h 4. a 5. e 6. g 7. c 8.
f
12’
TASK 3
- T introduces the task: Ss are going to ask and answer
questions about their past experiences, using the suggested
questions on page 26.
- T gets Ss to work in pairs to have a conversation. In the
meantime, T goes around to check and offer help.
- T calls on some pairs to perform their conversations in front
of the class.
- T elicits feedback from the class and gives final comments.
Pair work &
whole class
24
3’
WRAPPING
- T summarises the main points of the lesson.
- For homework, Ss write a paragraph about a past event that
has had an influence on him/her.
Whole class
Preparing of date: ………………
Teaching of date Period
in date
class Total of sts
11a4
11A5
PERIOD : 11 UNIT 2 : PERSONAL EXPERIENCE
LESSON 3 : Listening

I. Objectives
By the end of the lesson, Ss will be able to develop such listening micro-skills as
listening for specific information and taking notes while listening.
II. Materials
Textbook, cassette tapes, handouts.
III. Anticipated problems
Ss may not have sufficient vocabulary to talk about the topic, so T should be
ready to assist them. Ss may not also be familiar with the note-taking task so T
should provide them some tips to deal with the task.
IV. Procedure
Time Steps
Work arrangement
5’ WARM UP
A matching game
(To teach vocabulary related to fires and lead Ss to
the topic )
- T divides the class into small groups of 3 - 4
students . Then T distributes the following handouts
for Ss to do the matching task in their own groups .
Which group finishes first and has all the correct
answers will be the winner .
- T might want to get Ss to translate the given words
into Vietnamese to check Ss’ understanding of the
words
Match the words in Column A with their definitions
in Column B
Column A Column B
1 . Fire fighter a. A metal stairway
outside to help people
get out of a buiding on

fire
2 . Fire alarm b. A pipe that draws
water for putting out a
Group work & whole
class
25