GIÁO án ANH 11 cơ bản cả năm mới NHẤT

Date of preparation: 17thAugust,2014
Period: 1

Guiding to learn and test
I. Objectives:
- To introduce the textbook- English 11
- To introduce the way of testing.
- To set up some class regulations.
- To give a fifteen- minute test.
II. Methods: communicative approach
III. Teaching aids: Student’s book, student’s workbook, some test papers, etc.
IV. Procedure:
1. Organization : (1min)
Class Attendances
Teaching date
Absentees

2. Check old lesson: No checking
3. New lesson:
Stages/time
Teacher 's activities
Introduction Introduces the textbook and how to learn English
(18mins)
well.
a. Contents: - Six themes:
+ You and me
+ Education
+ Community
+ Nature and the environment
+ Recreation.
+ People and places.

- Sixteen units.
b. The Structure of the book: - There are sixteen
units . In each unit , there are five main parts:
+ Reading
+ Speaking
+ Listening
+ Writing
+ Language focus: - Pronunciation
-Grammar and
vocabulary.
c. How to learn English well.
- Learn new words by heart
- Learn everywhere & every time when you are
free.
- Study the new lesson & prepare it cafully before
you go to the class.

Sts' activities
- Listen to the
teacher and take
notes

- Listen to the
teacher and take
notes


Test
(24 mins)
Exercise 1

Exercise 2

Exercise 3

- After the lesson, you should do the home work
every day, ...
Gives a test.
I. Complete the following sentences with the
correct form of the verbs in brackets
1. The sun always (rise) .............. in the east.
Look, it (rise) .........................
2. I (have) ....... a shower before breakfast this
morning.
3. Where you ( spend) ........................... your
summer holiday last year, Tam?
4.Lan (write) .... to her pen pal for three years,
and they first (meet) ........ each other last week.
5.I wish that I (know) ....... how to mend this shirt.
II Complete the second setence so that it has a
similar meaning to the first one.
1.Tom always walk to school.
Tom always goes................................................
2. When did you start your course?
How long have ...................................................
3. It took me two hours to do my homework
I spent............................................my homework
4. He didn’t become a famous film director until
he was 55
It was not ..........................................................

III. Choose the best answer
1.The TV program I watched last night was so .....
that I turned it off
( boring/ bored/ excited/ exciting)
2. ....it is getting dark, we will not wait for him
any longer.
( Unless/ While/ Since/ Although)
3. His doctor advised him
( to give/giving) ( to smoke/ smoking).
4.My uncle drank a lot of beer,........ made him fat.
( that/which/ that’s why/ it)
5. She is going to finish her home work, .............?
(is she/ will she/doesn’t she/ isn’t she)

Individual work
Answer keys
Ex1:
1.rises- is rising
2. had had
3.did...spend
4.has written- met
5. knew

Ex2:
1...to school on foot
2.... you started your
course?
3....two hours
doing ...
4...until he was 55

that he became a
famous film director
Ex3:
1.boring
2. Since
3. to give- smoking
4.which
5. isn’t she

4. Consolidation (1’): Summarize the main points of the lesson
5. Homework (1’): Ask students to prepare next lesson: Unit 1-Reading
Date of preparation: 17thAugust,2014
Period: 2


Unit 1: Friendship
Lesson 1: Reading
I. Objectives:
By the end of the lesson, students will be able to :
- Understand the passage aboutfriendship.
- Express their own ideas about friendship.
- Identify the main idea and guess the meaning in context
II. Methods: Integrated, mainly communicative.
III. Teaching aids: Student’s books, note books, chalks board, etc.
IV. Procedure:
1. Organization (1min)
Class Attendances
Teaching date
Absentees
2.

old
No
checking
3.
lesson:

Check
lesson:
New


Stage
Warm up
(5mins)

Before
reading
(7mins)

While
reading
(22mins)

After
reading
(5mins )

Teacher’s activities
Warm-up:
- Ask students the questions:

- Have you got many friends?
- Who is your best friend?
- What do your friends and you do
in your free time?
- Introduce new lesson
Before reading:
- Ask students to look at the
picture and read the poem in their
books.
- Ask students to discuss then ask
and answer the question:
- What do you think of the friend
in the poem?
- Listen to students and correct
pronunciation if necessary.
-New words.
-acquaintance (n) : nguoi quen
- give- and- take: moi quan he cho
nhan
- incapable of: bat tai
- unselfish (adj): ko ich ky
While reading :
.1. Task 1: Give Ss the handouts
- Ask Ss to open their book and
read the passage and do task 1 in
pairs
2. Task 2: Choose best answer
- Ask students look through the
passage then try to choose which
of the choices A, B, C or D most

adequately sums up the ideas of
the whole passage
Key: B ( Conditions of true
friendship)
3.Task: Answer the questions
- Ask students to scan the passage
and answer the questions:
- Let them work in pairs.
- Walk round and help students.
- Ask some students to stand up to
ask and answer each other.
- Walk round the classroom and
correct mistakes.
After reading :

Students’ activities
- Listen to the teacher and answer
the questions:
- Yes, I have.
- A is my best friend.
- We usually come to the library
sometimes play foot ball.
- Look at the picture in the book, listen
to the teacher, read the poem then ask
and answer the question, work in pairs:
A: What do you think of the friend
in the poem?
B: I think.
- Listen to the teacher.
Listen and repeat

- Listen to the teacher then read the
passage.
- Ask some new words if necessary.
- Listen to the teacher.
- Look through the passage again
and do the task
- Practice with a partner then write
the key down in the note book.
- Listen to the teacher then ask and
answer the questions in the book:
1/ The first quality for true
friendship is unselfishness..
2/Changeable and uncertain people
are incapable of .
3/ the third quality for friendship is
loyalty.
4. There must be mutual trust
between friends because if not,
people cannot feel safe when telling
the other their most intimate secrets.
5. People can’t keep a friend long
because they can’t keep a secret,
either of their own or others.
6. The last quality for true
friendship is sympathy. It tells us
that to be a true friend, you must


4. Consolidation(1’): Gives the main points of the lesson : Conditions of true friendship
5. Homework(1’): - Ask students to learn by heart all the new words and summary the

passage
- Ask students to prepare for next lesson: Speaking

Date of preparation: 17thAugust,2014
Period 3:

Unit 1: Friendship
Lesson 2: Speaking
I. Objectives:
By the end of the lesson, Sts will be able to: Describe the physical characteristics and
personalities of their friends, using appropriate adjectives.
II. Methods: integrated, mainly communicative.
III. Teaching aids: Student’s book and pictures showing friends, etc.
IV. Procedure:
1. Organization (1min)
Class Attendances
Teaching date
Absentees
2.
Check
old
lesson:
(5mins)
: Write
new
words,
summary the passage ?
3. New lesson:
Stage
Teacher’s activities

Students’ activities
Warm up
(5mins)

Before
speaking

Warm-up:
- Ask students to keep book
close
- Ask students to discribe
some students in the class.
- Call some sdtudents to stand
to talk to the class.
- Introduce, listen and repair
mistakes for students.
Before speaking :
Task 1

- Keep books close.
- Listen to the teacher.
- Try to discribe some one in the class.
- The students who are called stand to
discribe a friend to the class.

- Try to repeat from memory


(13mins)

- Ask students to look at the - Try to discribe the people in the book:
people in the book and + The boy is short . He has a large face ,
discribe
their
physical + The girl is
characteristics.
- Let them work in pairs.
- Play roles.
-Introduce “Useful language”
to the students:
+ Height: tall, medium, short, -Present their performance.
+ Face: square, large, oval,
+ Forehead: broad, high, …
+ Nose: straight, crooked, ….
+ Hair : Black, grey, ….
+ Appearance: handsome, -Rearrange the adjectives in order of
While
beautiful, good-looking, ….
importance of friendship
speaking
While-speaking
(13mins)
2.Task 2 : ( groupwork)
- Ask Ss to rearrange the
Practice asking and answering
adjectives in order of
+ Close pairs
importance of friendship and
+ Open pairs
After

tell the reasons of their choice.
speaking
After speaking:
T: Hello, I’m ……… I’m a journalist for
(6mins )
3. Task 3:
…..
- Set the scene and ask Ss to
T: I know you are ……..….friend.
work in groups to make
Could you give me some information
questions or facts about a
about ……..?
famous friend based on the
- When was he born? / What’s he like?
suggestions in the textbook
- What’s his hobby? / What does he do
before doing the task
in his free time? / Why is he interested
in math? / how much time does he spend
T: Hello, I’m ……… I’m
on math?/ What made him so
a journalist for …..
successful?, etc …..
T: I know you are ……..
T: Thanks for giving me time. Bye.
….friend. Could you give
me some information
about ……..?
- When was he born? /

What’s he like?
- What’s his hobby? /
What does he do in his
free time? / / how much
time does he spend on
math?/ What made him so
successful?, etc …..
T: Thanks for giving me
time. Bye.
4. Consolidation(1’): : talk about physical characteristics and personalities


5. Homework(1’): - Ask students to talk about a close friend
- Ask students to prepare for new lesson: Listening

Date of preparation:22rdAugust, 2014
Period 4:

Unit 1: Friendship
Lesson 3: Listening
I. Objectives:
By the end of the lesson, Sts will be able to develop such listening micro-skills as
intensive listening for specific information and take notes while listening
II. Methods: Intergrated, mainly communicative
III. Teaching aids: Student’s book, tape and cassette player, chalks, notebooks…
IV. Procedure:
1. Organization(1min)
Class Attendances
Teaching date
Absentees

2.
Check
old

lesson(5mins): talk about physical characteristics, talk about a close friend?
3. New lesson:


Stage
Warm up
(5mins)

Teacher’s activities

Warm-up: (5 minutes)
- Game: Ask ss to list the
characteristics that they expect in
their best friends.
- Write down all their vocabulary
on the board .
-Ask students some questions
about friendship:
- Introduce new lesson
Before
Before listening: (7 minutes)
listening
- Ask students to look at the part:
(7mins)
Before listening
- Let them work in pairs ask and

answer the questions:
1. Who is your best friend?
2. How did you happen to meet
him or her?
3. How long have you known each
other?
4. What qualities do you admire in
your best friend?
- Walk round, listen and help
students
- Read loudly the words in the
books:
- Ask students to repeat loudly the
words
While
- Listen and check pronunciation
listening While-listening:(18 minutes)
(18mins) 1.Task 1: T or F staterments
-Have students read the true-false
statement list and questions in
textbook silently for several
minutes to make sure that every
student understands them (Task1)
-Turn on the cassette player twice.
-Ask some students to do their
tasks on the board.
-Correct and give score
2. Task 2: Gap filling( for
advanced Ss)
- Set the scene and ex0.plain

- Tell Ss the way of doing this
exercise.
After
- Have them listen twice.
listening( f - Let Ss listen to the tape one more
or good
and ask them to give the answers

Students’ activities
- Close the books
- Listen to the teacher and answer the
questions.
* Expected answers: caring, supportive,
helpful, honest, good- nature, quickwitted, humorous, friendly.

- Listen to the teacher then and answer
the questions in the book.
- Work in pairs.

- Look at the books
- Listen to the teacher and repeat the
words.
-Students repeat & take notes
- Repeat loudly the words and try to
remember them

-Students read task1, 2 silently for gist
-Elicited students raise their hands to
interpret.
*keys: 1. F

2. F 3. T
4. F 5. T 6. F
-Students work in pairs.
- Listen and note down the ideas in the
table
Keys:
1. How and when did they meet?
-Lan : -they used to live in the same
apartment building in Hanoi.
- Lan went on a holiday to
DoSon and Ha went there to help her.
-Long: -they met in college
-Minh played the guitar. Long was a
singer.


4. Consolidation(1min): : Lan and Long’s best friend
5. Homework(1min): - Ask students to talk about how Ha has been Lan’s best friend and
how Minh has been Long’s best friend
- Ask students to prepare for new lesson:Writing

Date of preparation: 22rdAugust,2014
Period 5:

Unit 1: Friendship
Lesson 4: Writing
I. Objectives:
By the end of the lesson, Sts will be able to write about a friend, real or imaginary,
using the words and expressions they have learnt in previous lessons.
II. Methods: Intergrated, mainly communicative

III. Teaching aids: Student’s book, notebook, chalks, board.
IV. Procedure:
1. Organization (1min):
Class Attendances
Teaching date
Absentees

2. Check old lesson(5mins): talk about Ha and Long’s best friends
3. New lesson:
Stage
Teacher’s activities
Students’ activities
Warm up
(5mins)

Warm-up:
- Ask students to keep book close
- Keep book close
- Ask students some questions about their - Listen to the teacher and answer
best friends.
the questions.

Before
writing
(10mins)

Before writing:
- Teacher asks students to think about a
friend they like.
-Teacher raises a few guiding questions.

1. What is your friend name?
2. How old is he / she?
3. Where and when did you meet each
other?

- Listen to the teacher
and answer the questions:
1. My friend’s name is Hoa
2. She is 17 years old.
3. We met each other at my
cousin’s birthday party 4 years


-Teacher uses a picture to gives some key ago .
words to describe someone’s physical - Make outlines
characteristics ( height , hair , eyes , face ,
clothe.) and his / her personalities
( helpful , sincere) and some necessary
structures.
- Gets sts to work in groups to make
outlines.

While
writing
(15mins)

After
writing
(7mins)

Eg:
When &
where
first met
-in the
school
extraactivitie
s
- at a
football
match.

Physical
characteristic
s
high
forehead
- very tall
- long black
sleek hair

Personalitie
s
- good natured
quickwitted

-Students write a passage.
* A Sample
Hoa has been my best friend
since many years. She is quite a

lively person. She is fairly tall
with a good fingure. She ‘s got a
heart- shaped face with a small
sort of turned- up nose. It is very
attractive . She has got long ,
While writing:
-Teacher gives a sample and has students black wavy hair and blue eyes
write a passage to describe a friend they with very long eyelashes. Her
complexion is white. Her lips are
like.
very full and she has got dimples
- Let them work in groups
in her checks. Now she lives very
- Go round, check and help students
far from me , but we still keep
contact through e- mail
After writing:
- Give suggestions and corrections
-Students read / write some
-Teacher asks students to read / write
some students’passsages on the board and students’passsages on the board.
Teacher gives comments.
- Correct mistakes and mark

4. Consolidation(1min): : How to write about a friend ?
5. Homework(1min): - Ask students to write about one of his or her friend
- Ask students to prepare for new lesson: Language focus


Date of preparation: 22rd August, 2014

Period 6:

Unit 1: Friendship
Lesson 5: Language focus
I. Objectives:
By the end of the lesson, Sts will be able to:
- Distinguish the sounds / / and / /
- Pronounce the words and sentences containing these sounds correctly.
- Use some structures containing infinitive with to or without to appropriately.
II. Methods: Intergrated, mainly communicative
III. Teaching aids: Student’s books, notebooks, chalks, board…
IV. Procedure:
1. Organization (1min):
Class Attendances
Teaching date
Absentees

2. Check old lesson:(5mins) write about one of your friend
3. New lesson:


Stage

Teacher’s activities

Warm up
(5mins)

Warm-up:
- Ask students to keep book

close
- Ask students to look at the
some pictures and match with
words:
P1: church
P4: organge
P2: watch
P5: bridge
P3: chicken P6: village
Pronunciation - Introduce new lesson
(8mins)
Pronunciation:
- Ask students to look at their
books then introduce to them
*Listen and repeat :
- Read loudly then ask students to
repeat
- Introduce : / d / - / t∫/
- Correct pronunciation for the
students
* Practise these sentences
- Read the sentences loudly
Grammar
- Ask students to repeat
and
- Correct pronunciation for
vocabulary
students
(24mins)
Grammar and vocabulary:

* Infinitive with to
* Verb + to inf.

Students’ activities
- Keep book close
- Listen to the teacher reads
- SS listen and repeat

- Open the books
- Look at : Listen and Repeat
- Repeat the words in chorus then
individual
- Look at Practise the sentences
- Listen to the teacher then repeat
in chorus then individual

- Listen to the teacher
agree, offer, decide, appear,
forget, refuse, attempt, plan,
seem, learn, promise,
manage, arrange, pretend,
dare, threaten, fail, hope,
afford, tend
* Verb + object + to inf.
want, ask, expect, help,
mean (= intend), would like,
would prefer, tell, remind,
force, enable, persuade,
order, warn, invite, teach,
get (= persuade)

- * Infinitive without to.
- sau cac dong tu khuyet thieu:
can, could, may, must, will,


4. Consolidation(1min): : How to use infinitive with “to” and infinitive without “to”
5. Homework(1min): - Ask students to do all exercises in the book
- Ask students to prepare for new lesson: Unit 2: Reading

Date of preparation: 28th August, 2014
Period 7:

Unit 2: Personal Experiences
Lesson 1: Reading
I. Objectives:
By the end of this lesson, Students will able to:
- Express their opinions about personal experience.
- Read for gist and for specific information
- 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. Methods: Intergrated, mainly communicative
III. Teaching aids: Tape and cassette player, pictures, English textbook 11, hand-outs.
IV. Procedures:
1. Organization :
Class Attendances
Teaching date
Absentees

2. Check old lesson(5mins): Do exercises

3. New lesson:


Stage
Warm up
4. (4mins)

Teacher’s activities

Warm-up: (4 minutes)
-Game: middle riddle
- Give some pictures and ask
ss to match with words.
P1. pen, taxi, apple, key,
knife, tree, one, ice, bed.
-Deliver handouts with 10
pictures on .
- Put ss to work in group
- In groups, ss identify each
picture. In the space beneath
each picture, ss ,write the
middle letter of each word.
Before
The group who first finds out
reading
the word wins.
(5minutes) Before reading: (5minutes)
- Ask studentsto put the
pictures in the book in the
correct order to make a story.

(work in pairs)
- Ask some students to give
their answers.
- Ask ss to answer the
question: What is the matter
with her?
* Newwords:
- making a fuss: lam am I ,
om som
- glance (v): liec nhin
- ambarrassing (a): nguong
ngung, lung tung
While
- idol (n): than tuong
reading
While reading: (15minutes)
(15minutes) Task 1 : Fill each blank with
one of the words in the box
below.
- Firsly, ask students to study
individually then in pairs
- Walks arround the class,
offer ideas and comments
when students need help
- Give suggesstions
Task 3: Answer the questions
- Ask Ss to read the questions
carefully and underline the
key words to do the task
After

-Ask Ss to give answers and

Students’ activities
- Listen to the teacher.
- Answer the questions.
- Put the pictures and match. ( work in
groups)
- Give their answers
Keys: Experience

- Read the story
- Listen, try to guess the meaning of
the new words and take notes
* Key : d, b, f, e, a, c

- ss listen and repeat
- copydown

- Do Task 1 in pairs
* Suggested keys:
1. glanced
2. making a fuss
3. embarrassing
4. idiots
5. sneaky
- Do the task
Suggested answers:
1. She wished to have a red hat-a
floppy cotton hat ( like the one her
star idol wore in her video clip)

2…...so that she could buy the hat
(for herself.)


Consolidation:(1min) : Give the main point of the lesson : translate the passage
5. Homework(1min): - Ask students to learn by heart all new words, read and translate the
pasage into Vietnamese , finish tasks
- Ask students to prepare for new lesson
Date of preparation: 28th August, 2014
Period 8:

Unit 2: Personal Experiences
Lesson 2: Speaking
I. Objectives:
By the end of this lesson, Students will able to:
- Know how to practice speaking skill .
- Speak for gist and for specific information
-Identify structures 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. Methods: Intergrated, mainly communicative
III. Teaching aids: Pictures, English textbook 11, chalks, board, hand-outs
IV. Procedures:
1. Organization :
Class Attendances
Teaching date
Absentees

2. Check old lesson(5mins): Write new words, read and translate the pasage into
Vietnamese

3. New lesson:
Stage
Teacher’s activities
Students’ activities
Warm up
(5minutes)

Before
speaking
(10mins)

Warm-up:
- Have you ever spoken
English to you friends
( teachers, foreigners…) ?
- How did you feel when you
spoke English to them?

- Answer freely

Before speaking: (8 minutes) - Learn new words
- Gives students some new
1. Confidence
words in Task 1
2. Attitude
- Reads the new words
3. Native English speaker
4. Appreciate
1.Task 1: Matching phrases
- Explains the meanings

- Asks students to do Task 1


While
speaking
(13mins)

in pairs
- Call some pairs to answer
- Gives feedback
While speaking:
2.Task 2:Ordering the
dialogue
- Asks students to do task 2 in
pairs
- Asks them to give answers
- Give feedback

+ Structure:
Present Perfect ( Past simple)
Have you ever………?
Key:
1. D
2. E
3. B
4.F
5. A
6. C

- Work in pairs

Key:
After
1. B 2. E 3. H
4. A
speaking
5. E 6. G 7. C
8. F
(10mins )
After speaking:
- Work in pairs
Task 3: Making dialogues
Key:
- Gives students useful
1.A. Have you ever falled an exam?
structures
- Yes, I have.
+ Have you ever………….?
B. How did it happen?
+ How did it happen ?
- I didn’t study well enough for exam.
+ When/ Where did it happen? C. When did it happen?
+ How did the experience
- Last year.
affect you? How did you feel? D. How did you feel/ How did it affect
- Asks students to do Task 3
you ?
in pairs
- I felt disappointed/ sad/ depressed.
- Asks some pairs to perform 2. A. Have you ever traveled to other
their dialogues in front of the parts of the country?

class.
- Yes, I have.
- Corrects common mistakes
B. When did you travel?
and give remarks
- In 2002.
C. How did it affect you?
- It make 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.
4. Consolidatio(1min): : Give the main point of the lesson : talk about past experiences
5. Homework(1min): - Ask students to : talk about past experiences
- Ask students to prepare for new lesson: Listening


Date of preparation: 28th August, 2014
Period 9:

Unit 2: Personal Experiences

Lesson 3: Listening
I. Objectives:
By the end of this lesson, Students will able to:
- Understand more about the personal experiences and practice listening skill.
- Listening for gist and for specific information
- Develop such listening micro-skills as intensive listening for specific information
and taking notes while listening.
II. Methods: Intergrated, mainly communicative
III. Teaching aid: Pictures, chalk, cassette tape
IV. Procedures:
1. Organization :
Class Attendances
Teaching date
Absentees

2. Check old lesson(5mins): talk about past experiences ?
3. New lesson:
Stage
Teacher’s activities
Students’ activities
Warm up
(5mins)

Before
listening
(7mins)

Warm- up
-Asks sts to close books
- Shows the picture of a fire and

ask some sts to describe it.
- Ask some questions:
+What do you see in the
picture?
+ Who do you see in the
picture?
+ How do the girls look?
+ Have you ever seen a fire?
- Leads to the lesson
I. Before listening
*vocabulary
Elicites the meaning of some
new words
-Memorable (adj)
-Terrified (adj)
-Scream (v)

-close books
- Look at the picture and answer some
questions:

-Listen and repeat
Repeat chorally and individually


-Embrace (v)
-Escape(v)
-Appreciate (v)
Reads aloud the words in the text
book and get sts to repeat

While
listening
(18mins)

After
listening
(6mins)

II.While you listen
1. Task 1
- Plays the recording and get sts to -Listen , check and write their answers
listen to the first part (From the
on board again
beginning to minor burn ) to check Suggested answers
their prediction (two times)
(1) T (2) F (3) F (4) F (5) T
- Give feedback and play for
Check and take notes
recording for the third time
2. Task 2
-Ask Ss to open book and do the
-Listen , fill in the blanks and write
task .
their words on board .
- Asks the sts to recognize the part
Suggested answers
of speech in the gaps
(1) small (2) everything (3) family (4)
-plays the recording and gets sts to
replaced (5) took (6) appreciate

listen to the second part of the
dialogue (two times )
-Give feedback and plays the
recording for the 3 rd time
III.After listening
-Discussion : Christina says that
family is important than things
-Do you agree or disagree with
her? Why ?
- Call two groups to present in the
front
-Give the corrections

Work in groups of four
-present in the front
-Listen

4. Consolidation(1min): : Give the main point of the lesson : new words, listening passage
5. Homework(1min): - Ask students to learn by heart new words and summarize the
listening passge
- Ask students to prepare for new lesson: Writng

Date of preparation: 6th Sept, 2014
Period 10:


Unit 2: Personal Experiences
Lesson 4: Writing
I. Objectives:
By the end of this lesson, Students will able to:

- Know how to practice writing skill, how to write a narrative and can write a
narrative about one of their friends, real or imaginary, using the words and expressions that
they have learned in previous lessons
- Write for gist and for specific information.
II. Methods: Interagrated, mainly communicative
III. Teaching aids: Chalk, textbook
IV. Procedures:
1. Organization :
Class Attendances
Teaching date
Absentees

2. Check old lesson(5mins): summarize the listening passge
3. New lesson:


Stage
Warm up
(5mins)

Before
writing
(10mins)

While
writing
(17mins)

After
writing

(5mins)

Teacher’s activities
Warm-up : (4 minutes)
- Can you write a short letter
in English?
- Is it interesting?
- To day I want you to write a
letter about your past
experience in English.
Before writing: (10 minutes)
- Has students give some of
their past experiences? (being
seriously ill, failing an exam;
talking to a famous pop star,
… etc)
- Today we learn how to write
a personal letter telling about
a past experience.
- Gives students some
guidance:
1. When it happened:
( It happened …years ago/in
…./ when I was …years old.)
2. Where it happened:
( in my house/ at school / in
the street)
3. Who was involved:
( your family members/ your
friends/ your relatives,….)

4. How it affected you:
( it changed outlook life / it
make me more careful/ it gave
me more confidence in …./ it
taught me the lesson/…)
- Asks students to work in
groups to tell their experiences
to prepare for their writing
While-writing: (17 minutes)
- writing a letter
-Ask ss to write a letter to a
friend of theirs, telling him/
her about one of their most
memorable experience.
-Go around to control and
give help with vocabulary.
Post-writing: (5 minutes)
Peer correction.
- Corrects common mistakes

Students’ activities
- Answer the questions

- Gives their own past experiences
- Listen to the teacher and copy down
- Do the task
Sample writing
HCM city 24 May 2007
Dear Minh,
How have you been doing ? Have you

got any plan for the coming school
break ? Let me tell you about my last
summer vacation at my grandparents’ .It
was almoet a year ago and was one of my
most unforgetable experiences.
My grandparents live a small village ,
which is about 70km southest of HCM
city. There is alarge river at the back their
house where I often do swimming every
afternoon when I spend my vacation with
them.
One day when I was swimming with
some of my friends. I suddenly caught
cold. I felt so dizzy and was too weak to
continue swimming,so I started to sink. I
thought I was going to drown but I
couldn’t call out of because I was too
tired and terrified. Luckily, one of friends
saw that and shouted for help.
Immediately, another friend who swims
the best among us swam towards me and
tried to pull me up me .Then other
friends swam towards us to help him
push me in. My life was finally saved.
Now recalling the moment I thought I was
going to die, I understand how precious
my life. This experience taught me to
appreciate my life.
What about you ? Have you got any
unforgettable holiday that you would like

4. Consolidation(1min) : Give the main point of the lesson : how to write a personal letter
to describe a past experience
5. Homework(1min): - Ask students to write a personal letter
- Ask students to prepare for new lesson: Language focus

Date of preparation: 6th Sept, 2014
Period 11:

Unit 2: Personal Experiences
Lesson 5: Language focus
I. Objectives:
By the end of this lesson, Students will able to:
- Know how to pronounce the sounds /m/, /n/ and /η/ and distinguish these sounds
- Pronounce the words and sentences containing these sounds correctly.
- Distinguish the uses of different verb tenses; present simple for indicating the past,
past simple, past continuous and past perfect.
- Use the verb tenses to solve communicative tasks.
II. Methods: Intergrated, mainly communicative
III. Teaching aids: textbooks, cassette tape
IV. Procedue:
1. Organization :
Class Attendances
Teaching date
Absentees

2. Check old lesson(5mins): write a personal letter to describe a past experience
3. New lesson:
Stages/ Time Teacher’s activities

Students’ activities
Warm-up
-Divide the class into 4 groups and
(5mins)
ask Ss write down 10 adjectives
-Listen to teacher and work in
describing character of personality.
groups.
The winner will be the group
completing the task in the shortest
-Discuss and complete.
period of time.
Pronunciation
(9mins)
*Listen and repeat
- Model three sounds /m/, /n/ and /η/
for a few times and explains the
differences in producing them.
-Play the disc once for Ss to hear the


words containing these two sounds,
then play the disc again and this time
asks Ss to repeat after the tape.
*Practise reading aloud these
sentences:
-Read the words in each column all at
once.
-Read the words once again, each
time with a words in each column to

help Ss distinguish the differences
between the sounds in the words.
-Read the words and ask Ss to repeat
them.
-Ask Ss to practice pronouncing the
words in pairs.
-Go around providing help.
-Ask some Ss to pronounce the words
and gives correction if necessary.
Grammar&
Practise
(24mins)

-Listen to teacher and understand
how to read three sounds.

-Discuss in groups and write on
note book carefully.

-Do as required:
-Listen and write on note book
carefully.

I. Grammar
*Ask Ss to remember and give the
-Do as required
forms, usage, spelling of the past
simple tense, the past continuous
tense, the past perfect tense:
-Remind the forms, usage, spelling of

the past simple tense, the past
continuous tense, the past perfect
tense
a. Present simple:
* Meaning: present time.
* Form: I/ We/ You/ They + V(inf.)
without To.
He/ She/ It + V-s/es
* Use: to express the idea that an
action is repeated or usual. The action
can be a habit, a hobby, a daily event,
a scheduled event or something that
often happens. It can also be
Take notes
something a person often forgets or
usually does not do.
Ex: The train leaves every morning at
8 am.
b. Past simple:
* Meaning: Past time
* Form: S + V-ed/ V2


* Use:to express the action in the past
( yesterday, last…, …ago, …)
Ex: Mozart, the famous composer,
died at the age of 35.
c. Past progressive:
* Meaning: to express the action
happening in the past.

* Form: S + was/ were + V-ing.
Ex: When Bill arrived, we were
having dinner.
d. Past perfect:
* Meaning: to express the action
finished before other action or time in
the past.
* Form: S + had + V-ed/ V3
Ex: I phoned carrol at 7 am., but she
had left.
II. Practice
*Exercise 1: (p.30)Use the correct
present tense forms of the verbs to
complete the sentences
-Get Ss to do Ex.1 individually.
-Check with the whole class and
provides corrective feedback.
*Exercise 2: (p.30-31) Use the
correct past simple or past progressive
tense of the verbs to complete the
sentences
-Ask Ss to work in pairs to do the task
- Call on some pairs to answer
-Check with the whole class and
provides corrective feedback
*Exercise 3: (p.31) Use the correct
past simple or past perfect tense of the
verbs to complete the sentences
-Get Ss to do Ex.3 individually and
then find a partner to check their

answers with.
-Check with the whole class and
provides corrective feedback

-Do as required:
Expected answers:
1, invites 2, sets 3, gets 4,
waves
5, promises 6, carries 7,
contains
8, has baked 9, is 10, is shining
11, are singing 12, is

-Do as required
Expected answers:
1, broke/was playing 2,
wrote/was 3, was working/broke
4, started/were walking 5,
told/were having 6, didn’t
listen/was thinking............
-Do as required
Expected answers
1, had eaten/ arrived 2,
found/had taken
3, got/had closed 4, got/ had left
5, got/had arrived 6, paid/had
phoned
7, went/said/hadn’t arrived 8,
had looked
4. Consolidation(1min) : Give the main point of the lesson : past simple, past progressive

and past perfect; Present tense indicating past time


5. Homework(1min): - Ask students to do exercises, learn by heart all forms of tenses
- Ask students to prepare for new lesson
th
Date of preparation: 6 Sept, 2014
Period 12:

Unit 3: A party
Lesson 1: Reading (P1)
I. Objectives:
By the end of this lesson, students will be able to:
- Develop such reading micro-skills as scanning for specific ideas, and
identifying and correcting false statements
- Use the information they have read to discuss celebrations in their culture
II. Methods: Intergrated, mainly communicative
III. Teaching aids: Some photos of celebrations in the world
IV. Procedures:
1. Organization (1min):
Class Attendances
Teaching date
Absentees

2. Check old lesson(5mins): Do exercises on language focus part
3. New lesson:
Stages/ time Teacher's activities
Sts' activities
Warm up
Guessing game: Which celebration?

(10 mins) - Delivers sts a handout of celebrations - Group-work.
and ask them guess which celebrations
are.1.On this day, people decorate real Answers:
or plastic pine trees with ornaments or 1.Christmas.
gift boxes.
2.Halloween.
2.At the night of this day, children often 3.Thanksgiving.
dress in costumes and go door-to-door 4. Valentine
to collect sweets and fruits. Houses are 5.Mother’s day.
decorated with pumpkins which are 6.Birthday.
carved into scary faces and decorated 7.Wedding.
with lights or candles.
.
3.A celebration which exists only in
America. On this day people pray to
God and eat roasted turkey.
4.A celebration for lovers. On this day
people often send cards cnd buy
chocolates for the ones they love.
5.It is a day to honor mothers. On this
day, people often send cards and gift to


Before
reading
(10 mins)

While
reading
(17 mins)

their mothers to show how they love
and appreciate their mothers.
6.It celebrates the day when someone
was born.
7.It is a special day for two lovers. On
this day they pray to live together and
share everything with each other
during the rest of their life.
- Gets sts to work in pairs and try to
make sense of the pictures on page 32;
then answer the qs on this page.
- Calls some sts to answer the qs .
- Elicits some words from their
answers:
+ to blow out the candles
+ to mark the milestone
+ present(n)= gift (n) :
+ present(v) : to give sth to sb
+ to give sth for his/ her birthday
+ Sliver /Golden /Diamond
anniversary
- Helps sts pronounce these words
correctly.
- Asks sts to make some examples with
the words.

- Pair-work.
Suggested answer:
- The people in the picture 1

are friends, they are
celebrating a birthday.
- The people in the picture 2
belong to a family, they are
celebrating a golden
wedding anniversary
- Pair-work.
- Individual-work & pairwork

* Task 1 : Matching
- Ask Ss to work in pairs to read the
text and decide which of the activities
take place at a birthday party or at a
wedding anniversary party or at both,
then put a tick in the right column.
- Call on some Ss to give the answers.
- give feedback on what Ss have

- Do task 1
Answers:
1. both
2. both
3.Birthdays.
4. anniversary

5.

anniversaries 6.both 7.
Birthdays

- Corrects with the whole class.
4. Consolidation((1min) the main point of the lesson : new words, summarize the passage
about a party
5. Homework(1min):Ask students learn by heart new words and summarize the passage
- Ask students to prepare for new lesson: Reading (p2)
Date of preparation: 14th Sept, 2014