GIAO AN ENGLISH 11

Date: 8/11/2014
Period : 1

Unit 1: friendship

LESSON 1 : READING
I. Objectives:
1. Educational aim: Students should know what a friendship is, know how to
keep a friend long.
2. Knowledge:
- General knowledge: Students know about how to make and to keep friends long.
- Language: Sentences and expression for describing qualities of true friendship.
- New words: Words related to qualities of friendship.
3. Skills: Guessing meaning in context, scanning for specific information and
passage comprehension.
II. Method: Integrated, mainly communicative.
III. Teaching aids: Student’s books, notebooks, chalks board, etc.
IV. Procedure:
Teacher’s activities
Students’ activities
Warm-up: (5 minutes)
- Ask students the questions:
- Listen to the teacher and
answer the questions:
- Have you got many friends?
- Who is your best friend?
- Yes, I have.
- What do your friends and you do in - A is my best friend.
your free time?
- We usualy come to the
library sometimes play foot

ball…
- Let students understand more about
activities and qualities of friends, then - Listen to the teacher and
say to students: Today we learn Unit 1- open the book – Unit 1,
part A: Reading.
part A: reading.
Before you read : (7 minutes)
- 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?
-Let them work in pairs.
- Listen to students and correct
pronunciation and grammar if necessary.

- 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….

-Show students to know about friends.

- Listen to the teacher.

While you read : (23 minutes)
- Ask students to look through the
passage and read in silence.
- Listen to the teacher then
- Help students read the passage.
read the passage.
- Explain pronunciation and meaning of - Ask some new words if
new words which appear in the passage. necessary.
Task 1 : (3 minutes)
- Ask students to fill each blank with a
suitable word/phrase.
- Let students work individual or in
groups.

1

- Keep the book open.
- Listen to the teacher then
do task 1.
- Ask the teacher if

Notes


- Help students if necessary.
Keys:
1-mutual; 2-incapable of; 3-unselfish;
4(1)-acquaintance; 4(2)-friend; 5-giveand-take; 6-loyal to; 7-suspicious.
Task 2: (4 minutes)
- Ask students look through the

passage then try to choose which of the
choices A, B, C,or D most adequately
sums up the ideals of the whole
passage.
- Let them work in pairs.
Key: B

Task 3: (6 minutes)
- 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 you read : (8 minutes)
- Ask students to discuss the question:
“ Why do we need to have friends? ’’
- Let them work in pairs.
- Ask them to report the results to the
class.
- Listen to students and correct
mistakes.

2

necessary.
- work individual or in

group.
- Write down the true keys
in the notebook.
- Listen to the teacher.
- Look through the passage
again and try to choose the
most adequately sums up
the ideals of the whole
passage.
- Practice with a partner
then write the key down in
the note book.
- Ask the teacher if
necessary.
- 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
sympathize
with
your
friend. Where there’s no
mutual sympathy between
friends, there’s no true
friendship
- Listen to the teacher.
- Try to discuss the
question.
- The students who are
called to stand up to report
the result to the class
loudly.


Home work: (2 minutes)
- Ask students to write a passage about - Listen to the teacher and
their friendships (80 words)

write down homework
- Ask students to do Reading exercise
of Unit 1 in workbook and prepare Part
B : Speaking at home
Period : 2
Date: 8/11/2014

UNIT 1: Friendship
LESSON 2 : Speaking

I. Objectives:
1. Educational aim: Students should know how to discribe a person
2. Knowledge:
- General knowledge: Students learn about physical characteristics and
personalities of a person.
- Language: Talking about people’s physical characteristics and personalities.
- New words: words related to people’s physical characteristics and personalities.
3. Skills: talking about people’s physical characteristics and personalities.
II. Method: integrated, mainly communicative.
III. Teaching aids: Student’s book and pictures showing friends, etc.
IV. Procedure:
Teacher’s activities
Warm-up: (5 minutes)
- Ask students to keep book close
- Ask students to describe some
students in the class.
- Call some students to stand to talk to
the class.
- Introduce, listen and repair mistakes
for students.

(We learn Unit 1, part- speaking)
Pre-speaking : (12 minutes)
Task 1
- Ask students to look at the
people in the book and describe
their physical characteristics.
- Let them work in pairs.
- Introduce ’Useful language’
to the students:
+ Height: tall, medium, short, …
+ Face: square, large, oval, …
+ Forehead: broad, high, …
+ Nose: straight, crooked, ….
+ Hair : Black, grey, ….
+ Appearance: handsome,
beautiful, good-looking, ….
While-speaking : (15 minutes)
Task 2
- Help students with some new words.
- Ask sts to make questions and answer
questions with a partner, using the
information from the picture .

3

Students’ activities
- Keep books close.
- Listen to the teacher.
- Try to describe some
one in the class.

- The students who are
called stand to describe a
friend to the class.

- Try to repeat from
memory
- Try to describe the
people in the book:
+ The boy is short . He
has a large face , …
+ The girl is ………
- Play roles.
-Present
performance.

their

- Work in groups of four .
- List some personalities
of a person.

Notes


- Let them work in groups
- Walk round and help them
- Ask some students to stand up to talk
again loudly
- Listen and correct mistakes
Post-speaking : (10 minutes)

Task 3
- Have students work in pairs .
- 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 .
- Walk round and help them
- Ask some students to stand up and
tell loudly
- Listen and correct mistakes
Homework: (3 minutes)
- Ask students to write a passage about

their daily routine (50 words)
Period : 3
Date: 8/11/2014

- State some reasons why
they choose .
- Discuss and say the
reasons .
- Report their results to
the class and explain why
they do like that ..
- Make pairs : one is a
journalist , the other is an
interviewee .
- Listen carefully .
- Practise in pairs .
- Pay attention to the
content :
+ physical characteristics
+ personalities
+ reasons why the friends
are famous
- Role play
- Perform their task .

- The students are called
stand up and tell loudly

- Listen to the teacher
- Write down the homework

UNIT 1: Friendship
LESSON 3 : LISTENING

I. Objectives:
1. Educational aim: Students should know how to describe the best friend and
how to keep the friendship.
2. Knowledge:
- General knowledge: Students learn how to keep friendship.
- New words: Words related to friends and keeping friendship.
3. Skills: - To practise listening comprehension skill.
- To distinguish true and false statements.
- To take notes about given questions in order to answer.
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, tape and cassette player, chalks, notebooks…
IV. Procedure:

4


Teacher’s activities
Students’ activities
Warm-up: (5 minutes)
- Ask students to close the books
- Close the books
-Ask students some questions about - Listen to the teacher and
friendship:
answer the questions.
• Who is your best friend?
What qualities & characteristics of

your best friend do you admire?
Before you listening: (7 minutes)
- Listen
to
the
- Ask students to look at the part:
teacher
then
and
Before listening
answer
the
- Let them work in pairs ask and
questions in the
answer the questions:
book.
1. Who is your best friend?
Work in pairs.
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 - Look at the books
- Listen to the teacher and
- Listen and check pronunciation
repeat the words.

-Students repeat & take
-Explain some new words & phrases:
Residential area, ring (n), ride/ rode/ notes
ridden, motorbike, happen to infinitive
(v), introduce, ever since, college, - Repeat loudly the words
great sense of humour, favourite, and try to remember them
interest (n), plays (n), movies, a rough
time.
While-listening: (20 minutes)
-Have students read the true-false -Students read task1, 2
statement list and questions in silently for gist
textbook silently for several minutes to
make sure that every student
understands them (Task1, 2)
-Check again if students are able to -Elicited students raise
understand main requirements of the 2 their hands to interpret.
tasks
-Emphasize “ you will hear Lan &
Long talk about their best friends Ha
& Minh. Listen to their talks and do
the tasks below”.
-Students take notes
-Turn on the cassette player twice.
-Ask some students to do their tasks on during listening.
-Other students watch
the board.
and give comments.
-Correct and give score
After-listening: (10 minutes)
-Have students ask & answer about the -Students work in pairs.

friendship between Lan and Ha, Long
and Minh (How & Where they met,
what they like about their friends.
-Ask students to rewrite their answers

5

Notes


completely
-Listen to the teacher and
Homework: (3 minutes)
- Ask students to rewrite their answers write down homework
of tasks 2 in their notebooks at home
- Remember them to prepare PartWriting at home
Key content
Where & how they met
What they like about their friends
Lan -They used to live in the same -Ha is very friendly & helpful.
residential area in Ha Noi.
-Ha is sociable. She’s got many
-Lan went on a holiday to Do friends in Do Son & she introduced
Son & Ha went there to visit her. Lan around.
Long -They met in the college.
-Minh has a sense of humour.
-Minh played the guitar, Long -Minh likes to go to plays & movies.
was a singer.
-Minh is a good listener.
-They worked together.

-Minh is friendly & helpful
Lan’s talk : 1f, 2f, 3t, 4f, 5t, 6f
Period : 4
Date: 15/11/2014

Long’s talk : 1f, 2f, 3t, 4t, 5t,
UNIT 1: Friendship
LESSON 4 : WRITING

I. Objectives:
1. Educational aim: Students know how to write a passage to describe a friend
they like.
2. General knowledge: Students learn how to describe someone’s physical
characteristics and someone’s personalities.
- Language: The simple present of verbs to describe a friend
- New words: Words related to to describe someone’s physical characteristics and
someone’s personalities.
3. Skills: Writing a passage.
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, notebook, chalks, board…
IV. Procedure:
Teacher’s activities
Students’ activities
Warm-up: (5 minutes)
- Keep book close
- Ask students to keep book close
- Ask students some questions about - Listen to the teacher and
answer the questions.
their best friends.
Pre-writing: (10 minutes)

- 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

6

- 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 ago .

Notes


( helpful , sincere…) and some
necessary structures.

While-writing: (18 minutes)
-Teacher gives a sample and has
students write a passage to describe a
friend they like.
-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 ,
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 .
- Let them work in groups
- Go round, check and help students
Post-writing: (10 minutes)
- Give suggestions and corrections
-Teacher asks students to read / write
some students’ passages on the board
and Teacher gives comments.
- Correct mistakes and mark

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

Homework: (2 minutes)
- Ask students to do part writing of - Listen to the teacher and
Unit 1 in the student’s work book and write down homework
prepare part Language Focus
Period : 5
Date: 15/11/2014

UNIT 1: Friendship
LESSON 5 : LANGUAGE FOCUS

I. Objectives:
1. Educational aim: Students should know how to use Infinitive with to or
without to to make sentences.
2. Knowledge:
- General knowledge: Students learn how to use infinitive with to or without to.
- Language: * The Infinitive with to or without to.
- New words: Words related to pronunciation /dʒ / - /t∫/.
3. Skills: Writing sentences with infinitives with to or without to.
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s books, notebooks, chalks, board…
IV. Procedure:
Teacher’s activities
Students’ activities
Warm-up: (5 minutes)
- Ask students to keep book close
- Keep book close
- Ask students to complete the - Listen to the teacher and

7

Notes


sentence:
- January is the …month of ....year.
- Children..... eating sweets.

complete the sentence:
- January is the first
month of the year.
-Children like eating
- Ask students to speak the sentence sweets.
loudly
- Let students to get their attention on
pronunciation : / dʒ /- / t∫/
- Introduce new lesson
Pronunciation: (8 minutes)
- Ask students to look at their books
then introduce to them
*Listen and repeat :
- Read loudly then ask students to repeat
- Introduce : / dʒ / - / t∫/
- Correct pronunciation for the students
* Practice these sentences
- Read the sentences loudly
- Ask students to repeat
- Correct pronunciation for students
Grammar and vocabulary:(4 minutes)
- Introduce exercises to the students

- Let students get their attention to
focus on Infinitive with to and
Infinitive without to.
Exercise 1: (13 minutes)
- Ask students to do Exercise 1
- Introduce how to do it
- Let them work in pairs
- Walk round, check and give mark

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

- Listen to the teacher

- Listen to the teacher and
do exercise 1.
Keys:
1. Who wants some thing
to eat?
2. I have some letters to
write.
3. I am delighted to hear

the news.
4. My mother has some
shopping to do.
Exercise 2 (13 minutes)
- Introduce Exercise 2 to students and ...............
- Listen to the teacher and
explain how to do it
do exercise 2.
- Ask students to do it
Keys:
- Let them work individually
1.The police watched
- Check, correct mistakes
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.
................

8


Homework : (2 minutes)
Ask students to do Part Language - Listen to the teacher and
Focus and prepare part Reading of write down
Unit 2 at home

Period : 6
Unit 2 : PERSONAL EXPERIENCES
Date :15/11/2014
LESSON 1 :READING
I. Objectives:
1. Educational aim:
- Students understand the sequence of events in a story.
2. Knowledge:
- General knowledge: Through this unit, students know how to write about the
sequence of events in a story.
- Language: Sentences and expression for describing the sequence of events in a
story.
- New words: Words related to sequence of events in a story.
3. Skills:
- Guessing meaning in context.
- Passage comprehension.
II. Method: Integrate , mainly communicative
III. Teaching aids: Tape and cassette player, pictures, English textbook 11, handouts.
IV. Procedures:
Teacher’s activities
Warm-up: (4 minutes)
- Ask students about their personal
experiences?
Before you read: (7minutes)
- Ask students to put the pictures in the
book in the correct order to make a
story. (work in pairs)

Students’ activities

- Listen to the teacher.
- Answer the questions.

- Put the pictures in the
book in the correct order
to make a story. ( work in
pairs)
- Ask some students to give their - Give their answers
answers.
( teacher doesn’t need to give feedback)
- key : d, b, f, e, a, c
- Let’s begin our lesson you’ll know - Listen to the tape
the whole story.
- Ask students to listen to the tape
While you read: (20minutes)
- Ask students to read the whole story
- Explain some difficult words and - Read the story
structures
1. embarrass(v)
- embarrassed (adj)
- embarrassing (adj)
- Listen, try to guess the
- embarrassment(n)
meaning of the new
words and take notes
2. idol (n)
3. glance(n/v)
- glance at sb/sth
4. Be busy doing sth

9

Notes


Be busy with sth
EX: I’m sorry. I can’t go with you now.
I am busy with my homework. I’m
busy doing my homework.
5. note (n) banknote
EX
Do you want the money in the notes or
coins?
- The Beatles were the pop idols of the
60s.
Task 1 : Fill each blank with one of the
words in the box below.
- Firstly, ask students to study - Do Task 1 in pairs
_Take notes
individually then in pairs
- Walks around the class, offer ideas Key:
1. glanced
and comments when students need help
- Give suggestions
2. makes a fuss
3. embarrassing
4. idols
Task 2
5. sneaky
- Work in pairs, read the small talks

again and put the pictures of the events
- Do task 2 in pairs
in the order they happen in the story.
- Ask students to work individually - Take notes
then work in pairs
Key:
- Walk round the class and comments 1.d 2.b 3.f
when students need
4.e 5. a 6.c
Task 3 : Answer the questions in the
book.
- Ask students to read all questions to - Read the questions
silently and answer them
understand the content
- Ask students to read the small talks in groups
again to answer the questions
- Give the answers
- Ask students to work with a partner
- Walks around the class to help
students whenever they need
Suggested answers:
1. She wished to have a red hat-a floppy
cotton hat ( like the one her star idol
- Take notes
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.
After you read: (12minutes)
-Ask students to discuss the questions
in group:
1. How did the girl in the story feel - Discuss in groups
when she discovered that the money
she had taken was not hers?
(embarrassed, sad, ashamed, unhappy, - Report before class
terrible, uncomfortable, anxious, …)

10


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 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
Homework : (2 minutes)
- Ask students to review part reading
and do exercises in the workbook and
- Listen to the teacher

prepare part speaking
and
write
down
homework to do at home.
Period : 7
Unit 2 : PERSONAL EXPERIENCES
Date :22/11/2014
LESSON 2 :SPEAKING
I. Objectives:
1. Educational aim: Students can talk about their personal experiences
2. Knowledge:
- General knowledge: Through this unit, students can talk about their personal
experiences.
- Know how to talk again a problem happened.
- Language: Students use sentences, words, phrases and expressions for talking
about their personal experiences.
3. Skills: Talking about past experiences and how they affected one’s life.
II. Method: Integrated, mainly communicative
III. Teaching aids: Pictures, English textbook 11, chalks, board, hand-outs
IV. Procedures:
Teacher’s activities
Student’s activities
Notes
Pre-speaking: (10 ms)
- Gives students some new words in
Task 1
- Reads the new words
While-speaking:( 9 ms )
Task 1:

1. Confidence
- Asks students to do Task 1 in pairs
2. Attitude
- Gives feedback
3. Native English
speaker
4. Appreciate
- Explains the meanings
Task 2:
- Asks students to do task 2 in pairs
- Asks them to give answers
Post-speaking: ( 10 ms )

+ Structure:
Present Perfect ( Past
simple)
Have you ever………?
Key:
1. D
2. E
3. B

11


Task 3:
- Gives students useful structures
+ Have you ever………….?
+ How did it happen ?
+ When/ Where did it happen?

+ How did the experience affect you?
How did you feel?
- Asks students to do Task 3 in pairs
- Asks some pairs to perform their
dialogues in front of the class.
- Corrects common mistakes and give
remarks

4.F

5. A

- Work in pairs
Key:
1. B 2. E 3. H
5. E 6. G 7. C

6. C

4. A
8. F

- Listen to the teacher
- Answer freely

- Work in pairs
Key:
1.
A. Have you ever felt an
exam?

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

12

- At a party
C. How did it affect you?
- It was interesting to talk
Homework: (1 ms)
to famous pop stars.
- Asks students to write a paragraph to - It changed my attitude
tell their own experience in the past
to/ towards/ famous pop
- Asks students to prepare Listening
stars.
- Write down

THE 15-MINUTE TEST
*Choose the word with underlined part pronounced differently from the
rest.
1.A.wheel
B.steel
C.steal
D.greet
*Choose the word whose main stress is placed differently from the others.
2.A.railway
B.sandwich
C.amount
D.question
*Choose the best answer among( A,B,C, OR D) that best completes each
sentence.
3.Big Brothers is…………………..
A.the name of a club

B.a home the children
C.the name of a
film
D.an organisation for boys who no longer have fathers
4...............twice,he didn't want to try again.
A.had failing
B.having failed C.fail
D.to fail
5.
A.do not know
B.had known
C.knew
D.know
6.People are aware …………the problem of population.
A.of
B.about
C.with
D.at
7.Does the earth have enough…………to support many people?
A.resources
B.raising animals C.living-standards
D.methods
8.My friend asked me what would I do if I were a millionaire.
A
B
C
D
rain.
THE KEYS OF THE TEST
1.B

6.A
2.A
7.A
3.C
8.C
4.B
9.D
5.D
10.C
Period : 8
Unit 2 : PERSONAL EXPERIENCES
Date : 22/11/2014
LESSON 3 :LISTENING
I. Objectives:
1. Educational aim: By the end of this lesson, students will be able to develop
such listening micro-skills as listening for specific
information and taking notes while listening

13


2. Knowledge:
- General knowledge: Students learn about memorable experiences and the
importance of family
- Language: Use past simple
- New words: Words related to memorable experiences
3. Skills: Listening for specific information and comprehension questions
II. Method: Integrated, mainly communicative
III. Teaching aid: Pictures, chalk, cassette tape
IV. Procedures:

Teacher’s activities
Students’ activities
Warm-up : (2 minutes)
- Answer freely
- Have you ever seen a fire ?
- Where did it happen?
- Was it frightening?
Pre-listening : (8 minutes)
- Asks students to look at the picture in - Look at the picture and
the book and ask them some questions answer the questions
+ What is happening?
( The house is burning./ The house is
on fire./…..)
+ What is she doing?
( She’s talking a little girl out of the
burning house )
- Asks students to repeat the provided
words and explain the words if
necessary
While-listening: (24 minutes)
Task 1:
- Asks students to read Task 1 silently
- Ask students to listen to the tape
(twice).
- Asks students to do Task 1
individually.
- Reads the sentences again to help
weak students:

14

- Read the task and do it
- Listen to the tape
carefully
Key:
1.F 2. F 3. F 4.F 5.F
- Practice reading the
sentences
1. We talk to Christina, a
successful business
woman
2. My most unforgettable
experience happened 13
years ago
3. The fire started in the
kitchen where I forgot to
turn off the gas stove.
4. I was sleeping when I
was suddenly woke up by
terrible heat.
5. I heard my mother’s
voice calling my name.

Notes


Task 2:
- Asks students to read Task 2 silently
and listen to the tape again.
- Asks two students to write the

answers on the board
- Gives feedback

- Read the task and listen
to the tape then do task 2
Key:
1.grow
2.small
3. everything 4. realize
5. family
6. replaced
7. took
8. family

After-listening: (10 minutes)
- Asks students to work in groups to
discuss the importance of family
- Goes around to provide help if
needed
- Gives suggestion: Family is more
important than things because it
cannot be replaced… It gives you love,
support…
- Calls each group to speak
- Gives comments and corrects
mistakes
- Gives marks

- Work in groups

- Present ideas in front of
the class
- Listen to the teacher and
correct mistakes

Homework: (2 minutes)
- Asks students to write a paragraph - Write down
about the importance of family
- Asks students to prepare part Writing
at home

Period : 9
Unit 2 : PERSONAL EXPERIENCES
Date : 22/11/2014
LESSON 4 :WRITING
I. Objectives:
1. Educational aim: By the end of this lesson, students will be able to write a
personal letter telling about a past experience, using the
structures and vocabulary that they have learned in
previous lessons.
2. Knowledge:
- General knowledge: Students learn about the organization of content of a form
- Language: Words used in a form of writing a personal letter
3. Skills: Writing a personal letter to describe a past experience
II. Method: Integrated, mainly communicative
III. Teaching aids: Chalk, textbook
IV. Procedures:
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.

Students’ activities
- Answer the questions

15

Notes


Pre-writing: (10 minutes)
- Has students give some of their past
experiences? (being seriously ill,
failing an exam; talking to a famous
pop star,… etc)

- Gives their own past
experiences

While-writing: (10 minutes)
- 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
Post-writing: (20 minutes)
- Asks students to write a passage
about the most memorable past
experience.
- Goes round to provide help
- Corrects common mistakes

- Listen to the teacher and
copy down

- Work in groups to
discuss

- Work individually and
correct mistakes

- Write down

Homework: (2 minutes)
- Do the writing part, Unit 2, workbook
- Asks students to prepare part
Language Focus at home
Period : 10
Unit 2 : PERSONAL EXPERIENCES
Date : 29/11/2014
LESSON 5 : LANGUAGE FOCUS
I. Objectives:
1. Educational aim: By the end of this lesson, students will be able to:
- 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

16


2. Knowledge:
- General knowledge: Students learn 3 sounds and review some tenses
- New words: Words related to 3 sounds and 3 tenses
3. Skills:
- Pronunciation: / m /- / n /- / η /
- Grammar: Tense revision: the past simple, past progressive and past perfect
II. Method: Integrated, mainly communicative
III. Teaching aids: textbooks, cassette tape
IV. Procedures:

Teacher’s activities
I. Pronunciation: ( 10 ms )
- Writes some sentences on the board
and ask some students to read them
aloud
- Underlines the sounds /m/ /n / / η /
Ex:
- We like singing many songs on New
Year’s Day.
- They live in a nice small house.
+Pre
- Asks students to look at their books,
listen and repeat the words in the
colums
+While
- Asks students to read the sentences
+Post
- Practices reading the sentences

Students’ activities
- Listen to the teacher and
bear in mind

- Repeat in chorus then
individually
- Read the sentences

II. Grammar: (33 ms )
+Warm- up
We’ve already learn the present simple

tense, the past simple tense, the past
progressive tense. Now we are going to
review TENSE REVISION
- The present tense use to tell a story
that happened in the past makes it more
interesting and vivid
+Pre
-Asks students to remember the use of
these tenses
+While
Task 1:
- Asks students to do exercise 1 in pairs
- Corrects the exercise and explain the
use of the tenses

- Listen to the teacher and
review tenses

- Retell the use of these
tenses and bear in mind

- Work in pairs
Key:
1. lives- 2. invites- 3. sets
4. gets-5. waves 6.
promises
7 carries -8. contains -9.
has baked
10. is -11. is shining
12. are singing -13. is

- Do the task

17

Notes


Task 2:
- Asks students to do exercise 2
- Gives feedback

Exercise 3:
- Asks students to do exercise 3
individually
- Explains the difference between the
simple past and the past perfect.
- Corrects the exercise and explain the
use of the tenses

Key:
1. broke / was playing
2. wrote / was
3. was working/ broke
4. stared / were walking
5. told / were having
- Do the task 3
- Listen to the teacher
Key:
1. had eaten / arrived
2. found / had taken

3. got / had closed
4. got / had left
5. got / had arrived

- Write down

+Post
- Consolidate the use of tense
Homework: (2 minutes)
- Practice reading the sentences
- Write exercise 2,3 in the notebook
- Prepare in Unit 3 part A reading in
advance
Period : 11
Unit 3: PartIES
Date : 29/11/2014
LESSON 1: READING
I. Objectives:
1. Educational aim: 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
2. Knowledge:
- General knowledge: students know how to celebrate some celebrations
- New words: Words to celebrations and festivals
3. Skills: Reading for general or specific information
II. Method: Integrated, mainly communicative
III. Teaching aids: Some photos of celebrations in the world
IV. Procedures:

Teacher’s activities

Students’ activities

18

Notes


Pre-reading: (5 minutes)
- Asks students to look at the first picture
in the book and ask them some
questions:
• Are they having a party ?
• What party is it ?
-Asks 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.
While-reading: (25 minutes)
- Asks students to listen to the tape
- Asks students to read the passage

silently
- Explains some difficult words
New words:
1. celebrate (v)
 celebration (n)
2. joke (v/n)
Ex: Don’t believe me . I’m only
joking.
3. anniversary (n)
+silver anniversary / silver wedding /
silver jubilee : 25th wedding
anniversary.
+ golden anniversary / golden
wedding / golden jubilee: 50th
wedding anniversary.
+diamond anniversary / diamond
wedding / diamond jubilee: 60th
wedding anniversary.
Task 1:
- Asks students to do Task 1 in pairs
- Gives feedback

19

- Look at the first
picture and answer the
questions
- Look at the second
picture and answer the
questions

- Listen to the teacher

- Listen to the tape and
correct pronunciation
- Pay attention to some
new words
- Listen to the teacher
and copy down

- Work in pairs
Key:
1&2 (Both)
3&6(Birthday) 4&5
(Anniversary)
- Work in pairs
Key:
1. eighth(seventh)
2. brings(eats)
3. food(presents)
4. anniversaries(age)


Task 2
- Asks students to do task 2 in pairs
- Gives feedback

5. months(year)
6. 5th (50th)
7. silver (golden)

- Work in groups to talk
about their birthday
party
- Give answers

Post-reading: (13 minutes)
- Asks students to talk about their
birthday party. ( work in groups)(place,
- Copy down
time, guest, foods, drinks, activities)
- Calls some students to give their
answers
- Corrects mistakes and gives marks
Homework (2 minutes)
1. Do the tasks again in notebooks.
2. Prepare : Part B – Speaking.
Period : 12
Unit 3: PartIES
Date : 29/11/2014
LESSON 2: SPEAKING
I. Objectives:
1. Educational aim: By the end of this lesson, students will be able to:
- use appropriate language to talk about parties and negotiate how to plan
them
- use appropriate language to invite people to come to parties
2. Knowledge:
- General knowledge: Students know how to plan parties
- Langugage: Words related to parties
3. Skills: Talking about parties
II. Method: Integrated, mainly communicative

III. Teaching aids: Photos of some parties
IV. Procedures:
Teacher’s activities
Pre-speaking: (8 minutes)
Do you like parties ?
Do you like quiet or noisy parties ?
 Shows the picture in the textbook
and ask:
Are they having a party ?
What does ‘party-goer’ mean ?

Students’ activities
- Answer the questions
freely

Listen
to
the
teacher’s guidance and
do task 1

While-speaking: (25 minutes)
Task 1
Are you the perfect party-goer ?
1. Which kind of parties do you
prefer ?

20

Notes

-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
- Work in pairs
or herself
A: I am wondering
3. at a party, what would you tend to
where I should hold
drink ?
my birthday party ?
-beer / soft drinks / mineral water
B: Why don’t you
Task 2
have your birthday
-Asks students to do Task 2 in pairs
party at home ? It’s
-Asks some pairs to perform their talk
cosy and not very
before class.
expensive.
*Where (home-cosy, not expensive, not A: I don’t know if it’s
spend a lot of time to prepare, not have
suitable to begin at 5
to clean up…

pm ?
*What time
B:
*How many guests
• Why don’t
*What to eat / drink (soft drinks,
you….
mineral water…./ chicken soup, green
• You ought
salad, steak, fired chicken, fish, beef,
to…
hamburger, cake…)
• You
*What to wear (dress, jeans, shirts, Tshould…
shirt, pullover, skirt…)
• I think you
*Which activities (singing, playing
should…
games, taking photographs, give gifts…
• You’d
better….
• If I were you
I would…
Post-speaking: (10 minutes)
Task 3:
- Asks students to do Task 3 in groups,
using the simple past tense to report the
past events.
- Gives some suggestions.
- Asks some students to perform before

class.
- Corrects common mistakes and give
remarks.

21

- Work in groups to do
task 3
Suggestion:
-The party was held
at….
-It started at……and
ended at…..
-There were
about……….people.
-He / She served us….
-We took part in some


activities such as…..
-We were all tired but
happy.
- Copy down

Homework: (2 minutes)
- Write down task 3 in the notebooks.
- Prepare part C (Listening)

Period : 13
Unit 3: PartIES

Date :6/12/2014
LESSON 3: LISTENING
I. Objectives:
1. Educational aim: By the end of this lesson, students will be able to develop
such listening micro-skills as intensive listening for
specific information
2. Knowledge:
- General knowledge: Students know how to plan a birthday party
- New words: Words related to birthday party
3. Skills: - Deciding on True or False statements
- Comprehension questions
II. Method: Integrated, mainly communicative
III. Teaching aids: Some pictures of birthday parties
IV. Procedures:
Teacher’s activities
Warm-up: (5 minutes)
- Asks students some questions :
- Do you often hold your birthday
party ?
• Where do you often hold your
birthday party ?
• When do you like to organize
your birthday party, in the
morning or in the evening ?
Pre-listening: (8 minutes)
- Asks students to repeat the provided
words
Listen and repeat :
1. gathering
2. restaurant

3. birthday cake
4. prizes
5. slices
6. icing
7. decorated
8. clapped
While-listening: (20 minutes)

22

Students’ activities
- Answer the questions
freely

- Repeat words in chorus
then individually
- Correct pronunciation
themselves

- Listen to the passage
and correct pronunciation

Notes


- Asks students to read Task 1 silently
- Asks students to listen to the passage
(twice)
Task 1
- Asks students to work in pairs to do

the task
- Corrects mistakes and gives feedback

Task 2
- Asks students to read the questions in
Task 2 silently.
- Asks them to listen to the passage
again and do Task 2 in groups
- Asks some students to write the
answers on the board.
- Gives feedback

Post-listening: (10 minutes)
-Asks students to talk about Mai’s
birthday party.
(-Teacher can ask some questions, if
necessary :
•Where did Mai hold the birthday
party ?
• How many people were invited to the
party ?

23

- Work in pairs
Key:
1. F (Mai’s birthday
party was held at home
in the afternoon.)
2. F (About twenty

guests were at the
birthday party).
3. F (The birthday cake
was cut at about four
thirty).
4. T (The birthday party
lasted about three
hours).(from three to six)
5. F ( Only the writer
stayed after the party to
tidy up the mess.)
- Read task 2 silently
- Work in groups
Key:
1. She was 16 years old.
2. She didn’t like having
the party at a restaurant
because it is noisy and
expensive.
3. She served them soft
drinks and biscuits.
4. It was brought out at
about four thirty.
5. It was beautifully
decorated with pink and
white icing
6. They clapped their
hands eagerly and sang
“Happy birthday”.
7. It finished at about six

in the evening.
- Work in groups


• What time did the party start and
end ?
• What did Mai’s mother serve the
guests at the party ?)
- Asks some students to retell Mai’s
birthday party before class
- Corrects mistakes and give feedback

- Listen to their friends
and correct mistakes

- Write down

Homework: (2 minutes)
- Practice listening at home
- Write down Task 2
- Prepare Part D - Writing
Period : 14
Unit 3: PartIES
Date : 6/12/2014
LESSON 4: WRITING
I. Objectives:
1. Educational aim: By the end of this lesson, students will be able to:
- define the format and structure of an informal letter of
invitation
- write an informal letter of invitation

2. Knowledge:
- General knowledge: Students learn to write an informal letter
- Language: Words used in writing an informal letter
3. Skills: Writing an informal letter of invitation
II. Method: Intergrated, mainly communicative
III. Teaching aids:
IV. Procedures:
Teacher’s activities
I.Warm-up/Lead-in: 2 ms
- Gives the words and asks Ss to
arrange into the right order .
Would/ like/ you/ the cinema/ to/ go/
me/ with?
II.Pre-Writing: 10 ms
Task 1 : Work in pairs. Ask and answer
the following questions.
- Asks students to work in pairs and do
the task.
- Calls some Ss to give the answer.
- Gives the correct answer.

Students’ activities
-Would you like to go to
the cinema with me ?

Do the task
1. bithday, new year day,
wedding, congratulations…
2. vestons, dress, skirt, Ao
dai, shirt, jean…

3. cakes, candy, clothes,
money, flowers…

Task 2 : complete the letter of - Some ss give feedback :
1. at my house
invitation below with the words/
2. to come
phrases in the box.
3. refreshments
- Asks Ss to work individually and do
4. to cook
the Task.
5. winners
Explains and checks in front of the
6. by Monday
whole class.

24

Notes


III.While-writing:20 ms
Task 3 : You are going to hold a party.
You want to invite your classmates to
the party. Write a letter of invitation,
following these guidelines.
…what party are you going to
organise?
…where and when do you intend to

organise the party?
…How many people do you plan to
invite and who are they?
…What activities will take place at the
party?
…What food and drink will be served at
the party?
- Has Ss to work individually to answer
the questions and combine them into a
letter of invitation.
-Goes around and helps Ss to do this
task.

-Answer the questions and
then write a letter of
invitation
- Work individually to
answer the questions and
combine
…what party are you going
to organise?
…where and when do you
intend to organise the
party?
…How many people do you
plan to invite and who are
they?
…What activities will take
place at the party?
…What food and drink will

be served at the party?

-Suggested writing
IV.Post-Writing:11 ms
- Explains and checks in front of the Dear Lan,
I am having a bithday party
whole class.
at my house at 7 p.m. on
- Gives the feedback
April 24th. Would you like
- Asks some students to read their
to come?
writing loudly to all students in the
Some of our classmates
class to hear
have been invited, too.
-Summarizes the main points
There will be lots of
refreshments, fresh fruits
and some delicacies. Of
course, there will be
dancing and some games
with nice prizes for the
winners.
Please let me know by
Thursday whether you can
come.
Love
Paul
V.HOMEWORK: 2 ms

Asks the students to:
+ learn by heart the new words.
+ prepare the language focus part.
Period : 15
Unit 3: PartIES
Date : 6/12/2014
LESSON 5: LANGUAGE FOCUS
I. Objectives:
1. Educational aim: By the end of the lesson, students will be able to:
- distinguish the sounds /l/, /r/ and /h/
- pronounce the words and sentences containing these
sounds correctly

25