giáo án tiếng anh 11 toàn tập

UNIT ONE:

FRIENDSHIP
Reading

I. AIMS OF THE LESSON:
1. Language skills:
• Reading :
- 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 topic.
- Read and try to guess the meanings of words and expressions
- Passage comprehension.
- Finding the main content of the lesson.
2. Language focus :
Vocabulary: mutual, incapable of, unselfish, acquaintance, give-and take loyal to,
suspicious
• Grammar :
- The simple present.
- Mutual pronoun “each other”.

II. TEACHING AIDS: cassette player, tape, chalks, pictures, handouts, charts, real objects if possible
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES
Warmup(4)

TEACHER’S ACTIVITIES
Competition game-Network
T prepares a hanhout with a
network of the word “Friendship”

STUDENTS’ ACTIVITIES

NOTES
Group
work

-Listen once or twice
-Discuss the answers to the
questions.
-Model the discussion in front of
the class.

Pairwork

Friendship

p

PreReading
(3’)

- Play the cassette
- Ask students to pay attention to
the intonation
- Teacher goes around for helps.
Pre-teaching Vocabulary
Lasting(a): lifelong
Constant(a): happening all the
time

 constancy(n)
Rumour (n) piece of information
that people talk about.
Gossip (n) informal talk that may
be unkind or not true.
Trust(n): the belef that is honest.


WhileReading
(26’)

- Introduce three tasks.
-Have students read the whole
passage (once or twice) and do the
tasks.
* TASK 1:
-Guide students how to do this
task.
- Teacher goes around for any
help.
-Compare the results of the others
and correct mistakes.

* TASK 2:
-Ask students to read the four
sentences in the textbook and
choose the best answer

-Read silently.

- Choose the correct word in the
box to complete each sentence.

individual/
pairs

- Keys:
1. mutual
2. incapable of
3. unselfish
4. acquaintance/
friend
5. give-and-take 6. loyal to
7. suspicious

Pair-work

-Key: B

- Compare the result and correct
mistakes.
* TASK 3:
-Have students discuss questions.
-Observe class and help students.
- Teacher goes around for any
helps.

- Correct mistakes.

Pair-work

-Suggested keys:
1. The first quality for true
friendship is unselfishness. It tells
me / us that a person who is
concerned only with his own
interests and feelings cannot be a
true friend.
2. Changeable and uncertain
people are incapable of true
friendship because they take up an
interest with enthusiasm, they are
soon tired of it, and they feel the
attraction of some new object.
3. The third quality for true
friendship is loyalty. It tells us that
two friends must be loyal to each
other, and they must know each
other so well that there can be no
suspicions between them.
4. There must be mutual trust
between friends because if not,
people cannot feel safe when
telling the other their most
intimate secrets.
5. Talkative 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
sympathize with your friend.
Where there’s no mutual sympathy
between friends, there’s no true
friendship
Post
reading
(10’)

- Teacher asks a general question,
“Why do we need true
friendship?”

Students give their opinions
Discussion

Groupwork

V. HOMEWORK: (2’)
- Study new words.
- Do the tasks in the notebooks.
- Prepare Speaking.
UNIT ONE:

FRIENDSHIP
Speaking

I. AIMS OF THE LESSON:

1. Language skills :
• Speaking:
- Describing physical characteristics
- Discussing personalities
- Role-play: Talking about a famous friend
2. Language focus:
Vocabulary: a handout of the adjectives and expressions.

II. TEACHING AIDS: chalks, pictures, handouts, charts, real objects if possible
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES
Warmup(2’)

PreSpeaking
(4’)

WhileSpeaking
(29’)

TEACHER’S ACTIVITIES
- Ask some questions:
1/Do you concern about your
outlook?
2/ Is it important to you?
- Lead sts to the main content
- Present some new words
* characteristic (n)
* personality (n)
* forehead (n)

* crooked (a)
* hospitable (a)

STUDENTS’ ACTIVITIES
- Answer :
* Yes, I do…
* Yes, it is…

- Listen carefully
- Take notes

Task 1
- Look and answer questions :
- Ask sts to look at the pictures
(page 15) and answer questions :
1. There are 4.
1. How many people are there in


NOTES
Group
work

Individual


the picture?
2. - The boy is 20.
2. Can you guess how old they
- The girl is 16.

individual/
are?
- The man is 42.
pairs
- Explain the useful language
- The woman is 28
(page 16):
- Listen and take notes.
* height : tall , medium , short …
* face : square , large , oval …
Individual
* forehead : broad , high …
* nose : straight , crooked …
* hair : black , grey …
* appearance : handsome ,
beautiful , good-looking …
- “ Now let‘s start with the
physical description of each
person , using the guided
+ question: Can you describe the
_____ in the picture? “
+ answer: The ____ is height. He /
she has____ face, and a _____
Pair-work
nose. His / her hair is _____. His /
her appearance is ______.
- Help sts with some new words.
- Ask sts to make questions and
answer questions with a partner,
using the information from the

picture.
- Ask sts to perform.
- Correct sts’mistakes and
pronunciation.
+ The boy is short. He has a large
face , …
Task 2
+ The girl is ………
- Divide class into four groups.
- Explain some words of
- Play roles.
personalities on page 16.
- Guide them to discuss and decide
which personalities are important
- Present their performance.
to a person and in friendship.
- Let sts number the following
personalities in order of
importance in friendship.
- Work in groups of four.
caring , hospitable , modest ,
- List some personalities of a
sincere , generous , honest ,
person.
helpful , understanding , pleasant
- State some reasons why they
- Pay attention that there’re no choose.
answer keys for this task.
- Discuss and say the reasons.

Post

- Have sts work in pairs.

- Report their results to the class
and explain why they do like that
…
- Make pairs: one is a journalist,

Pairwork


reading
(10’)

the other is an interviewee.
- Listen carefully.
- Guide them to do the task.
- Make sure that sts understand
their roles
- Pay attention to the suggestions :
+ his / her name
+ date of birth
+ his / her physical characteristics
+ his / her hobbies
+ his / her personalities ( friendly ,
humorous , quick-witted , goodnatured , helpful , honest , pleasant
, caring )
+ why he / she interests in Maths
+ how much time he / she spends

on Maths everyday
+ what makes him / her a good
friend
+ what made him / her successful
( studious , intelligent , keenly
interested in Maths , eager to learn
, patient , calm )
+ what he / she does in his / her
free time
- Call some pairs to report.

- Practise in pairs.
- Pay attention to the content :
+ physical characteristics
+ personalities
+ reasons why the friends are
famous

- Role play
- Perform their task.
Groupwork

V. HOMEWORK:
- Learn by heart some new words.
- Prepare part C: Listening
UNIT ONE:

FRIENDSHIP
Listening

I. AIMS OF THE LESSON:
1. Language skills :
• Listening :
- Develop such listening micro-skills as intensive listening for specific information
and taking notes while listening.
2. Language focus :
Vocabulary: apartment building ,sense of humour, give sb a ring, go through a rough
time.
II. TEACHING AIDS: cassette player, tape, chalks, pictures, handouts.

III. TEACHING METHOD: communicative approach
IV. PROCEDURE:


STAGES
Warmup(5’)

TEACHER’S ACTIVITIES
Guessing game
T introduces the game: one student
goes to the boarb and T gives
him / her a piece of paper with the
name of a student in the class.
Other Ss have to ask Yes / No
questions to find out who the
student is. Ss should ask about the
appearance, personalities, or
clothes.

STUDENTS’ ACTIVITIES

Ss may ask questions such as:
+ Is the person a girl?
+ Is she tall?
+ Is she short-sighted?
Is she friendly?

NOTES
Workgroup

Prelistening
(6’)

-Ask students some more
questions:
• How do you meet your
best friend?
• How long have you
known your best friend
(him or her)?
Vocabulary Pre-teaching
-Explain some new words &
phrases:
-Apartment building: toà nhà có
nhiều căn hộ
-Sense of humour: khiếu hài hước
-Give sb a ring: phone sb
- Go through a rough time: trải
qua thời kỳ khó khăn
Task 1
-Have students read the true-false

statement list and questions in
textbook silently for several
minutes to make sure that every
student understands them.
Play the tape once for Ss to do the
task.
Ask Ss to work in groups of 4 to
compare their answers.
Give the correct answers.

-The pointed students answer

Individual

-Students repeat & take notes

Individual

WhileListening
(26’)

Task 2
Play the tape again for Ss to
complete their notes.
After playing the tape, T gets Ss to
work in pairs and check their
answers.
Provide correct answers if
necessary.

-Students read task1 silently for
gist

-Elicited students raise their hands
to interpret.

Suggested answers:
1. F
2. F
3. T
4. F
5. T
6. F
-Students take notes during
listening.
-Other students watch and give
comments.

Individual
/ Pairwork


Post
listening
(6’)

Get 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
collect Ss’ mistakes
T calls on some pairs to present
their answers.
T elicits feedback from the class
and give final comments

Whole
class &
pair work

V. WRAPPING UP (2’)
T summarizes the main points of the lesson.
T asks Ss to learn by heart all new words and do the extra exercise as homework.
T asks Ss to prepare Writing.
Key content: ( Task 2)
Where & how they met
Lan -They used to live in the same
residential area in Ha Noi.
-Lan went on a holiday to Do Son &
Ha went there to visit her.
Long -They met in the college.
-Minh played the guitar, Long was a
singer.
-They worked together.

UNIT ONE:

What they like about their friends
-Ha is very friendly & helpful.

-Ha is sociable. She’s got many friends in Do Son
& she introduced Lan around.
-Minh has a sense of humour.
-Minh likes to go to plays & movies.
-Minh is a good listener.
-Minh is friendly & helpful

FRIENDSHIP
Writing

I. AIMS OF THE LESSON:
1. Language skills:
• Writing:
- Write about a friend, real or imaginary, using the words and expressions that they
have learn in previous lessons
2. Language focus:
Vocabulary: Revise the adjectives and expressions Ss can use to describe their
friend’s appearance and personalities.
II. TEACHING AIDS: textbook, handouts.

III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES
Warmup(5’)

TEACHER’S ACTIVITIES
Competition game
T divides the class into small
groups of 3- 4 students.
Ask Ss to write down the

adjectives that describe the
appearance and personalities.

STUDENTS’ ACTIVITIES
 Personalities: caring,
hospitable, modest, sincere,
generous, honest, helpful,
understanding, pleasant,
friendly, humorous, quickwitted, good-natured,

NOTES


studious, patient, calm
 Appearance: tall, short,
thin, fat, good-looking,
beautiful, handsome,
slim…
Prewriting
(8’)

Whilewriting
(20’)

Post
writing
(10’)

- 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?
-Teacher uses a picture to gives
some key words to describe
someone’s physical characteristics
( height , hair , eyes , face ,
clothes…) and his / her
personalities
(helpful, sincere…) and some
necessary structures.
-Teacher gives a sample and has
students write a passage to
describe a friend they like.
A Sample
Hoa has been my best friend since
many years. She is quite a lively
person. She is fairly tall with a
good finger. She’s got a heartshaped face with a small sort of
turned- up nose. It is very
attractive. She has got long, black
wavy hair and blue eyes with very
long eyelashes. Her complexion is
white. Her lips are very full and
she has got dimples in her checks.
Now she lives very far from me,
but we still keep contact through

e- mail.
-Teacher asks students to read /
write some students’ samples on
the board and Teacher gives
comments.

Students ‘answers
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
ago.

Students write a passage.

-Students read / write some
students’passsages on the board.

V. WRAPPING UP (2’)
-Ask Ss to improve their writing, taking into consideration their friends’ and T’s suggestions and correction
and do the extra exercise.
-Prepare Language Focus.


UNIT ONE:

FRIENDSHIP
Language Focus

I.AIMS OF THE LESSON:

- Distinguish the sounds / dz / and / t∫/.
- Pronounce the words and sentences containing these sounds correctly.
- Use some structures containing infinitives with and without to appropriately.

II. TEACHING AIDS: textbook, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES
Pronunciatio
n
(12’)

Grammar

Presentation
(10’)

TEACHER’S ACTIVITIES
- Read /dz/ and /ts/ and
distinguish them.
- Get students to read /dz/
and /ts/ twice.
- Read the words in the part
“Listen and repeat” clearly for
students to repeat.
- Require some students to
read these words and correct
mistakes
- Read the sentences in the part
“Practise reading these

sentences” as a model.
- Let students repeat after the
teacher.
- Get students to practise
reading these sentences while
teacher goes around to give
help.
- Call some sts to read them
aloud.
 infinitive with to
- Use a picture and ask: “How
does she go to school?”
- Introduce the complete
sentence in textbook.
- Explain the structure the
infinitive after verb + object.
1. V + O + to V

STUDENTS’ ACTIVITIES
- Listen and try to find out the
difference in pronouncing /dz/
and /ts/
- Read the two vowels.
- Repeat the words.
- Pronounce the words.

adj + to V

individual

- Listen and try to remember the
way to read the sentences.
- Repeat

Chorus

- Practise reading sentences

Individual

- Look at the picture and answer
the question
- Listen and take notes

Whole
class

Ex: I have some letters to write
Ex: There is plenty to do

Individual

2. There + be + N/ Pro. + to
3.

NOTES
Chorus

Ex: I’m sorry to trouble you.

Controlled practice
(10’)

Free
practice
(10’)

4. Adj + too / enough + to V
Exercise 1
Ask Ss to do exercise 1
individually and then compare
their answers with another
student.
Call out some Ss to read out
their answers.
Give correct answers.

 infinitive without to
- Introduce and explain how to
use the following , verbs: see,
hear, watch, feel, let, make
- Ask students to do Exercise
2 (page 21)
- Correct the mistakes
- Give some pictures, or
situation, some words (if
necessary) and ask Ss to make
sentences
Examples:

1. Her mother asks her to take
a raincoat.
2. I see a cat fall down the tree.
3. We made him surprised.
4. The teacher explained us
how to do the exercises.
- Or ask Ss to fill the correct
form of the verbs:
1. She encouraged me (try)
again.
2. They forbade her (leave) the
house.
3. I heard him (lock) the door.
4. These glasses will enable
you (see) in the dark.
5. He made me (move) the car.

V. HOMEWORK: (3’)
-

Learn by heart the rules
Do exercises
Prepare Unit 2

Ex: The pie is too hot to eat.
- Do exercises
Suggested answers
1. Who wants something to eat?
2. I have some letters to write
3. I’m delighted to hear the

news.
4. My mother has some
shopping to do.
5. You always have too much to
talk about.
6. It’s lovely to see you again
7. It’s too cold to go out.
8. I’m happy to know that you
have passed the exams.

-Do exercise
1. The police watched them get
out of the car.
2. They let him write a letter to
his wife.
3. I heard them talk in the next
room.
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
towards me.
8. Do you think her parents will
let her go on a picnic?

Individual

Whole
class


UNIT TWO: PERSONAL

EXPERIENCES

Reading
I. AIMS OF THE LESSON:
- Develop such reading micro-skill 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. TEACHING AIDS: cassette player, tape, chalks, pictures, handouts, charts, real objects if possible
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES
Warmup(4)

PreReading
(5’)

TEACHER’S ACTIVITIES
Ask Ss some questions about their
most unforgettable experience
1. When did it happen?
2. Where did it happen?
3. Who was involved?

4. How did it happen?
5. How did affect you?
Get Ss to work in pairs and try to
make sense of the pictures on
pages 22. Then T gets them to put
the pictures in the order that they
think is most appropriate.
T elicits their answers by asking
questions and giving prompts.
1. What can you see in the picture
A?
2. What do you see on the table?
3. Whose money do you think it
is? Why?
Pre-teaching Vocabulary
1. embarrass (v) = make sb
confused or ashamed
- embarrassed(adj)
- embarrassing(adj)
- embarrassment(n)
2. experience(n) = event or
situation that affects sb in some
way
3. idol(n) = someone greatly loved
or admired
4. glance (n/v) = look at somebody
quickly
- glance at sb/sth
5. Be busy doing sth
- Be busy with something

6. note(n) : banknote

STUDENTS’ ACTIVITIES

NOTES
Individual

Look at the pictures and guess
what is happening in each of them.

Pairwork

Whole
class

Ex: I’m sorry. I can’t go with you
now. I am busy with my
homework. I’m busy doing my


7. make a fuss = make an
important thing important or more
important
8. sneak (adj)

homework.
Ex: Do you want the money in the
notes or coins?

Play the cassette and ask Ss to

listen
WhileReading
(24’)

Task 1
Get Ss to read the passage silently
and then do task 1
Check the answers with the whole
class.
Task 2
Get Ss to read the text silently
again and then with a peer work
out the sequence of the pictures
given on page 22 again.
Call on a student to give and
explain his / her answer.
Give corrective feedback.
Task 3
-Ask students to read the questions
in task 3 and answer them in
groups.
- Ask representative of each group
to give oral answers and write
them on the board.

- Give feedback
Post
reading
(10’)

Answers
1. glanced
2. making a fuss
3. embarrassing
4. idols
5. sneaky
Answers:
1. d 2.b 3.c
4. f
5. e 6.a

Individual
work &
whole
class

Individual
& pair
work

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.)
3. She saw a wad of dollar notes
(exactly like the one that her father
had given her).
4. Because she thought the boy

had stolen her money / it was her
money.
5. She bought the pretty hat of her
dream.

-Ask students to discuss the
- Discuss in groups
questions in group:
1. How did the girl in the story feel
when she discovered that the
money she had taken was not
hers?
(embarrassed, sad, ashamed,
unhappy, terrible,
uncomfortable, anxious, …)
2. What did the girl have to do
(when she discovered that the
money she had taken was not
hers )?
( put a notice on T.V or at
school, get on the same bus on

Groupwork


the next day to look for him, do
nothing, keep it a secret, tell her
father everything and ask him
for advice,…)
- Ask some students to represent

their talk in front of class

- Report before class

V. HOMEWORK: (2’)
- Write down the questions and the answers in the notebooks
- Study new words.
- Do the tasks in the notebooks.
- Prepare Speaking.
UNIT TWO: PERSONAL

EXPERIENCES

Speaking
I. AIMS OF THE LESSON:
1. Language skills:
• Speaking:
Identify structures that are used to talk about past experiences and their
on one’s life.

influences

2. Language focus :
Grammars: - present perfect and past simple
- structure with “make”
II. TEACHING AIDS: textbook, handouts.

III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES

Warmup(5’)

PreSpeaking
(5’)

TEACHER’S ACTIVITIES
“Have you ever” Game
T divides the class into groups of
3-4. Then T models “Have you
ever” + PP” for Ss as well as ways
to respond to “Have you ever”
questions.
- Have you ever seen ghosts?
- Have you ever been to Da Lat?
- Have you ever sung in public?
- Have you ever spoken English to
you friends (teachers,
foreigners…)?
- How did you feel when you
spoke English to them?
Task 1
T introduces the task and gets Ss
to do it individually, then compare
the answers with a peer.
T calls on a student to read his
answers.

STUDENTS’ ACTIVITIES

NOTES

Group
work

- Give answers

Individual

Match the things you might have
done or experienced in box A with
how the experience might have
affected you in box B.

Individual/
pair work


T introduces the structure
Make + sb + V
Make + sb + adj
T gives the feedback.
WhileSpeaking
(20’)

Task 2
Present perfect: used with “ever”
to talk about a past experience.
Past simple: used when one keeps
asking about that experience.
Ask Ss to work individually on the
sequence of the conversation and

then find a peer to compare their
answers with.
Check with the class and give
corrective feedback.

Post
speaking
(10’)

Task 3
- Give students useful structures
+ Have you ever………….?
+ How did it happen?
+ When/ Where did it happen?
+ How did the experience affect
you? / How did you feel?
Get Ss to ask and answer questions
about their experiences, using the
suggested questions on page 26.
T goes around to check and offer
help.
T calls on some pairs to perform
their conversation in front of the
class.
T elicits feedback from the class
and gives final comments.

Ex: He made me work hard
Ex: Don’t make her sad.
Suggested answers:

1. d
2. c
3. a
4. d
5. e
Ex: Have you ever been to Ha
Noi?
Ex: When did you go there?
Who did you go with?
Did you enjoy your visit in Ha
Noi?

Suggested answers:
3. h
4. a
5. e
7. c
8. f

Whole
class

6. g

Pairwork
Suggested conversations:
1.
A. Have you ever failed an exam?
- Yes, I have.
B. How did it happen?

- I didn’t study well enough for
exam.
C. When did it happen?
- Last year.
D. How did you feel/ How did it
affect you?
- I felt disappointed/ sad/
depressed.
2.
A. Have you ever traveled to other
parts of the country?
- Yes, I have.
B. When did you travel?
- In 2002.
C. How did it affect you?
- It made 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.
Wrapping
up(3’)

T summarises the main points of
the lesson.

Whole
work

V. HOMEWORK:
- Write a paragraph about a past event that has had an influence on you.
- Learn by heart some new words.
- Prepare part C: Listening
UNIT TWO: PERSONAL

EXPERIENCES

Listening
I. AIMS OF THE LESSON:
1. Language skills:
• Listening :
- Develop such listening micro-skills as intensive listening for specific information
and taking notes while listening.
- Help students improve their listening skill.
- Help them understand the conversation and do Task 1,2
2. Language focus :
Vocabulary: memorable, scream, gas stove, escape, terrified, replaced, embraced,
protected.

II. TEACHING AIDs: cassette player, tape, chalks, pictures, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:


STAGES
Warmup(5’)

Prelistening
(10’)

WhileListening
(20’)

TEACHER’S ACTIVITIES
A matching Game
Column A
1. Fire fighter
2. Fire door
3. Smoke
4. Fire alarm

STUDENTS’ ACTIVITIES
Match the words in Column A
with their definitions in Column B

Column B
a. What comes out of a fire
b. A fire-resistant door that
can be closed to stop the

spread of a fire
c. A person who fights fires
d. A bell that tells you a fire
has started.
T gets Ss to work in pairs to
describe the picture on page 27 of
the textbook.
+ What can you see in the picture?
+ What is happening?
(The house is burning. / The house
is on fire. /…..)
+ Who are these people?
+ What is she doing?
( She’s talking a little girl out of
the burning house )
Pre-teaching vocabulary
-memory(n) the faculty of the
mind
 memorable(a) worthy to be
remembered
memorize(v)
- scream(v) cry out with a shrill
voice
- replace(v) place again
- embrace(v) fasten on
-escape(v) avoid the notice of

Answers
1. c
2. b

3. a
4. d

- protect(v) preserve
protection(n)
- gas stove(n) beáp ga
- terrified(a) frightened
- Ask students to repeat the
provided words and explain the
words if necessary
Task 1
- Ask students to read Task 1
silently
- Ask students to listen to the tape
twice.
- Ask students to do Task 1
individually.
- Read the sentences again to help
weak students:
1. We talk to Christina, a
successful business woman

NOTES
Group
work

Pair work

- Give theirs answers

- Listen and repeat in chorus

Ex: They escaped the search of the
enemy.

- Read Task 1
- Listen to the tape and decide
whether the statements are true or
false
Suggested answers:
1. T
2. F( 13 years ago)
3. F( in the kitchen)
4. F( she was sleeping)
5. T


V. WRAPPING UP (2’)
T summarises the main points of the lesson.
Ss write a summary of the story they listened in class.
T asks Ss to learn by heart all new words and do the extra exercise as homework.
T asks Ss to prepare Writing.

UNIT TWO:

PERSONAL EXPERIENCES
Writing

I. OBJECTIVES:
Write a personal letter telling about a past experience, using the structures and vocabulary that

they have learned in previous lessons.
II. TEACHING AIDS: textbook, handouts.

III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES
Warmup(5’)

TEACHER’S ACTIVITIES
A quiz about wrting personal
letters
T divides the class into 2 big
groups: A and B
T reads out the questions and leads
the games.
The Quiz
1. How many parts does a personal
letter have?
2. What are they?
3. What do we usually write in the
greeting?
4. What do we usually write in the
Closing?

Prewriting
(8’)

Whilewriting
(20)’

5. Where do we sign the letter?
- Have students give some of their
past experiences?( being seriously
ill, failing an exam; talking to a
famous pop star,… etc
- Ask students to write a letter
about the most memorable past
experience.
1. When it happened:

STUDENTS’ ACTIVITIES

NOTES
Whole
class

Answers
1. 5 parts
2. The Heading. The greeting, the
Body, the Closing and the
Signature
3. “Dear”, “Hello”, “Hi”… + the
name of the person we are writing
to and a coma at the end.
4. “Sincerely”, “Yours”, “Love”,
“Cheers”, “Best wishes”…and
after that we put a coma.
5. under the Closing

Write a passage about the most

memorable past experience.

Individual


(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/…)
T goes around to check and offer
help.
T collects some outlines and
provides corrective feedback.T
provides relevant and structures if
necessary.
Post
writing
(10’)

T chooses one letter and reads it to
the class.

T elicits corrective feedback from
the class and gives final comments
afterwards. T draws Ss’ attention
to the format of the letter, the
organisation of ideas and language
use.

Correct the mistakes.

Whole
class

V. WRAPPING UP (2’)
- T summarises the main points of the lesson.
- T asks Ss to revise their letters according to their peer’s suggestions.
-Prepare Language Focus.
UNIT TWO:

PERSONAL EXPERIENCES
Language Focus

I. OBJECTIVES:
- Distinguish the sounds / m /, / n /, / η /.
- Pronounce the words and sentences containing these sounds correctly.
- Distinguish the uses of different verb tenses: present simple for indicating the past, past
simple, past continuous and past perfect.
- Use these verb tenses to solve communicative tasks.
II. TEACHING AIDS: textbook, handouts.

III. TEACHING METHOD: communicative approach

IV. PROCEDURE:
STAGES
Pronunciation

TEACHER’S ACTIVITIES
Distinguishing sounds

STUDENTS’
ACTIVITIES

NOTES
Individual/ pair


(10’)

Grammar

 Presentation
(10’)

T models the three sounds / m /, /
n /, / η / for a few times and
explains the differences in
producing them.
T plays the tape once for Ss to
hear the words containing these
two sounds.
T plays the tape again and asks Ss
to repeat after the tape.

T asks Ss to work in pairs and take
turn to read aloud the given
sentences.
T goes around to listen and takes
notes of the typical errors.
T calls on some Ss to read the
sentences again and provides
corrective feedback.
Present simple
Form:
I, you, we, they + V(bare)
He, she, it + V+s/es
Use:
Use the Simple present to express
the idea that an action is repeated
or usual. The action can be a habit,
a hobby, daily event, a scheduled
event or something that often
happens. It can also be something
a person often forgets or usually
does not do.
 Adverbs of frequency:
always, usually, often, sometimes,
frequently, occasionally, seldom,
rarely, never, ever, every, once,
twice.
Present continuous:
Form: am, is are + Ving
Use:
Use the Present continuous with

Normal Verbs to express the idea
that something is happening now,
at this moment. It can also be used
to show that something is not
happening now.
 Adverbs: now, at the moment,
at present, presently…
Present perfect:
Form: Have / has + PP
Use:
- An action has just happened.
- An action happened at an
unspecified time before now.
- Something started in the past and

work

Listen to the tape.
Repeat after the tape.
Work in pair to practise
reading the sentences.

Whole class.
Ex: They often go to
school by bus.
Ex: Mary watches TV
every night.

Ex: She is sleeping at the
moment.

has continued up until now.
- An action happened in the past
but its result is in the present.
An action has not happened yet.
just, for since, so far, up to
now, never, ever, already, many
times, several times, before, yet,
not… yet
Past simple
Form: V + ed or irregular verbs
Use: - an action started and
finished at a specific time in the
past.
- a series of completed
actions in the past.
- a duration which starts and
stops in the past.
- a habit which stopped in the
past.
- past facts or generalizations
which are no longer true.
Past continuous
Form: was / were + V-ing
Use: - a longer action in the past
was interrupted.
- the idea that both actions
were happening at the
same time.

Past perfect
Form: had + PP
Use: the idea that something
occurred before another action
expressed in the past simple.
Exercise 1
T gets Ss to do Exercise 1
individually and then find a
partner to check their answers
with.
T checks with the whole class and
provides corrective feedback.
 Controlled practice
(12’)

Exercise 2
T asks Ss to do Exercise 2
individually and then find a
partner to check their answers
with.

Ex: I have had a cold for
two weeks.

Ex: I met him yesterday.
Ex: He got up, washed his
face and then he had
breakfast
Ex: I lived in Ha Noi for 5
years.

Ex: I often went fishing
when I was young.
Ex: She was shy as a child,
but now she is very
outgoing.
Ex: He was sleeping when
I came
Ex: He was reading a
book while she was
cooking.

Ex: I had finished my
work before I went
shopping yesterday.
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
Answers:
1. broke / was playing
2. wrote / was
3. was working /
broke

4. stared / were
walking
5. told / were having

Individual /
pair work/
whole class


Exercise 3

T distributes the worksheets to Ss.
Then T guides how to ask
interview questions and answer
them and reminds Ss to use the
correct verb tenses.
T gives final comments and
provides correction if necessary.

6. didn’t listen / was
thinking
7. phoned / didn’t
answer / were doing
8. didn’t wear / didn’t
notice / was driving
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 / had not
arrived
8. had looked / asked /
cost

Free practice
(10’)

V. HOMEWORK: (3’)
- review the uses of different verb tenses that have been covered in the lesson.
-

prepare Unit 3


UNIT THREE: A PARTY
Reading
I. AIMS OF THE LESSON:
- Develop such reading micro-skill as scanning for specific ideas, and identifying and correcting
false statements.
-Use the information they have read to discuss celebrations in their culture.
II. TEACHING AIDS: cassette player, tape, chalks, pictures, handouts, charts, real objects if possible
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES
Warmup(4)

TEACHER’S ACTIVITIES

Matching the celebrations with
the correct images below:
Christmas
Easter Halloween
Wedding
Birthday
Valentine’s Day Thanksgiving

PreReading
(5’)

cc

STUDENTS’ ACTIVITIES

NOTES
Group
work


Ask students to look at the first
picture in the book and ask them
some questions:
• Are they having a party?
• What party is it?
-Ask students to look at the second
picture and ask some questions:
• Are they friends?
• What are they celebrating?
• How old are the people in

the picture?
• How do they feel?
• How long have they been
married?
• The lesson today gives us
some information about
birthday and wedding
anniversaries in the US.
Pre-teaching vocabulary
mark(v): đánh dấu
milestone(n): an important event
or stage in one’s life
lasting(a): continuing a long time
golden(a): made of gold
golden anniversary: celebration of
the 50th wedding anniversary
diamond anniversary: celebration
of the 60th wedding anniversary
WhileReading
(24’)

Task 1
T gets Ss to read the passage
silently and do Task 1.
T reads around the words carefully
to find the answer.
T gets Ss to check their answers
with a peer.
T calls on some Ss to write their
answers on the board and ask them

to explain their choices.
T checks the answers with the
whole class.
Task 2
T checks if Ss can identify and
correct the wrong information in
Task 2 after their first reading of
the passage.
T gets ss to check their answers
with a friend.
T calls on some Ss to present and
explain their answers. T gives
feedback and correct answers

- Look at the first picture and give
answers
•
•

Individual
/ Pairwork

Yes, they are
It is a birthday party.

• No, they aren’t.
A golden wedding anniversary.

Whole
class

Read the passage silently and do
Task 1.
Correct the mistakes.

Suggested answers:
1. eighth  sevenths
2. makes  eats
3. foods  presents
4. anniversaries  ages
5. months  years
6. 5th  50th
7. silver  golden

Individual
work


Post
reading
(10’)

Ask Ss to work in small groups of
3 or 4 and discuss the questions.
T goes around to check and offer
help.
T calls on the groups to tell and
explain their choice.
T gives corrective feedback.

Groupwork

V. HOMEWORK: (2’)
Ask Ss to write a paragraph about how Vietnamese people celebrate their birthdays or wedding
anniversaries, based on the text they read in class.
Learn new words by heart.
Prepare Speaking.
Task 1
Answers:
Birthday
Wedding

1. People sing a song

2. People eat cakes

3. People receive cards and gifts from friends and
relatives
4. People joke about their ages
5. People remember their wedding days
6. People go out to dinner
7. People blow out candles, one for each year.






UNIT THREE: A

PARTY

Speaking
I.OBJECTIVES:
Use appropriate language to talk about parties and negotiate how to plan them.

II. TEACHING AIDS: textbook
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES
Warmup(5’)

TEACHER’S ACTIVITIES
Talking about a party
T asks Ss some questions about
parties.
 Do you like parties?
 Have you ever been to a party?
 Whose party was it?
 On what occasion was the party
held?
 When did it take place? What
time did it start and end?
 How were foods and drinks?

STUDENTS’ ACTIVITIES
Work in group to answer the
questions.
Suggested answers:
 Yes, I do

 Yes, I do
 It was my friend’s
 On her birthday
 Last month. It started at 6p.m
and added at 10 p.m.
 snack, pizza, chips, soft drinks
 Yes, it was

NOTES
Group
work


PreSpeaking
(5’)

WhileSpeaking
(20’)

 Was it fun?
TASK 1:
T introduces the task and goes
over the questions with the class.
T gets Ss to do the task
individually. T encourages Ss to
take notes while doing so.
T goes around the class to check
and offer help.
TASK 2:
Are you the perfect party-goer?

1. Which kind of parties do you
prefer?
-big / small / noisy / quiet parties
-parties with dancing and games
2. You find yourself standing with
a complete stranger at a party.
What would you do?
-talk about yourself / the weather.
-try to get him or her talk about
himself or herself
3. At a party, what would you
tend to drink?
-beer / soft drinks / mineral water
Task 3
-Ask students to do Task 3 in
pairs
-Ask some pairs to perform their
talk before class.
A: I am wondering where I should
hold my birthday party.
B: Why don’t you have your
birthday party at home? It’s cosy
and not very expensive.
A: I don’t know if it’s suitable to
begin at 5 pm?
B:
• Why don’t you….
• You ought to…
• You should…
• I think you should…

• You’d better….
• If I were you I would…
*Where (home-cosy, not
expensive, not spending a lot of
time to prepare, not have to clean
up…
*What time
*How many guests
*What to eat / drink (soft drinks,
mineral water…/ chicken soup,
green salad, steak, fired chicken,
fish, beef, hamburger, cake…)
*What to wear (dress, jeans, shirts,
T-shirt, pullover, skirt…)

Do the task individually.

Individual

Work in pairs and tell each other
about the parties they have been
to, based on the outlines they have
made for the Task 1.

Pair work

Do the practise with the
expressions.
Ss will negotiate in order to come
up with a plan for their parties.

Pair work