Lesson plan 11 (basic) (from 1 to 16)

Unit 1 : Friendship
Period 01 : L1: Reading
A. Preparation:
I. Objectives:1.. Knowledge: By the end of the lesson, sts will be able to develop such reading
micro-skills as scanning for specific ideas, skimming for general information and guessing
meaning in context.
Use the information they have read to discuss the topic
+ Lexical items: The words which are related to the topic
2.Skill: Reading about the friendship
3.Education: The sts know to respect the friendship
II. Teaching aids:
1. Pupils: Text and note book, prepare some pictures in the textbook.
2. Teacher: Text book, lesson plan, an old school photo.
B. Process of the lesson
* Organization: ( 1m) Ask the monitor about the total
I. Oral test: It will be done during the lesson.
II. New lesson:
Teacher’s activities Pupils’ activities
Warmer: Pair work
- Ask some questions: 1. Do you have many
friends?
2. Are they good?
3. What is a good friend like, according to you?
* Before you read:
+ Discussing the picture and poem
- Asks the whole class to look at the picture on
page 12 and asks them some questions:
1. What are the girls and the boys doing in the
pictures?
2. How do they feel?
3.What does the picture tell you?

- Asks SS to read the poem in the book in pairs
and calls on some Ss to answer the question
“What do you think of the friend in the poem”
=> We’re going to read the passage about
qualities of a long lasting friendship. Let’s study
it.
* Word study:
- Gives the meanings of the words.
- Guides the sts to read the words sometimes.
Work in pairs and give one’s ideas.
1. Yes or No
2. Yes or No
3. He always stands beside you through
thick and thin/ He is on your side through
good and bad times
- Discuss the questions and answer aloud
1. One boy is playing the guitar, and the
others are singing
2. They are very happy
3. Friendship is a nice thing that brings
happiness to us
Pair work
Read the poem sometimes and answer the
question in the book. -> The friend in the
poem is very dedicated and thoughtful.
Go round these words in the text and guess
their meanings
- Write down vocab:
+ quality(n):
+ affair (n):

1
- Calls on some sts to read the words
individually in front of the class.
-Asks sts to repeat in chorus the words several
times to make sure sts pronounce the words
correctly
* While you read:
Requests sts to open the text book.
TASK1: Introduces the task and asks the sts to
read the passage silently, put a tick in the right
box.
- Calls on some sts to read these words and
writes them on board.
1. mutual 2. incapable
3. unselfish 4. acquaintance
5. give- and – take 6. loyal to
7. suspicious
TASK2: Asks the sts to read the passage more
carefully and find the most adequately sums up
the ideas of the whole passage.
- Calls some to give the answer. Writes the
answers on board.
- Asks the sts to read the answer and explain
their answers.
-Walks round to check their work and give
necessary suggestions.
* After you read:
- Asks the sts to work in groups to answer the
questions.
Gives a groups an Ao-size poster to write ideas

on.
- Asks the sts to close the book.
- Walks round to check their work and give
necessary suggestions.
( teacher’s book)
*Summarize: Which mainly skill is used in this
period?
+ acquaintance (n):
+ constance (n):
+ loyalty (n):
+ trust (n):
+ enthusiasm (n):
+ suspicion (n) - suspicious (a)
+ gossip (n):
+ last (v):
+ lifelong (a):
+ mutual (a):
+ sympathy (n):
+pursuit:
+ Relationship(n):
Pair work
Read the passage silently and decide which
of the suitable word/ phrase
Give the answers aloud

Read the choices A, B, C or D most
adequately sums up the ideas of the whole
passage
Answer: B ( Conditions of true
friendship)

Pair work
Read the passage in the textbook in 3 mins
Discuss the questions given for 4 mins, give
the correct answers in pairs before.
Give the answers
1. The first quality………true friend
2. Changeable and …….new object
3. The third quality ……..between them
4. There must be a mutual………intimate
secrets
2
5. The last quality ………….true friendship
Whole class:->Reading comprehension
III. Home work: (2m)
1. Old lesson: Write a story about friendship
Read the text again.
2. New lesson: Prepare the next period: Speaking
Unit 1 : Friendship
Period 02 : L2: Speaking
A. Preparing
I. Objectives: 1.Knowledge: By the end of the lesson, sts will be able to: Describe the physical
characteristics and personalities of their friends, using appropriate adjectives.
Ask and answer questions about a friend who has just won the 1
st
prize in Mathematics.
Talk about a parties and how to plan parties.
+ Word: The words are related to the topic
2. Skill: Speaking about a friend
3. Education aim: The sts make a good friend .
II. Teaching aids:

1.Teacher: Text book, lesson plan, pictures
2.Pupil: Text book and note book, preparation words at home.
B. Procedure
* Organization:(1m) Aks the monitor about the total
I. Oral test: It will be done during the lesson
II. New lesson:
Teacher’s Activities Pupils’ activities
*Warmer: Match the words from the box with the
parts of the body they can be used to describe.
Asks sts to work in 2 pairs to arrange words to
complete (some of the words can be used more
than once).
Short hair leg
Tall forehead arm
Nose eyes elbows
Parts of the body:
+ Face:
+ Height of the body:
+ Body:
I. Presentation: Word study:
- Explains the meaning of the words
Read these words once and discuss in
groups
+ hair, forehead, eyes
+ tall, short
+ leg, arm, elbows
Face: oval, round, large, square, skinny,
chubby(phóng phÝnh), long, with high
cheekbones (gß m¸ cao)
3

- Guides the sts to read sometimes all the words.
Makes certain that sts understand the meaning of
the words and pronounce them correctly.
->Introduce: You are going to look at the picture of
four people on page 15 and describe them.
II. Practice: 1.TASK1: Describing.
Asks the sts to read Useful language
Asks Ss to work in pairs to describe the people in
the picture and then calls on some Ss to present
their answers
- Walks round to check their work.
- Calls some to give answers loudly
- takes note of their errors and provides corrective
feedback after that.
E.g.: The girl is about 14. She’s wearing a pair of
glasses. She has shoulder – length black hair, and
she’s wearing a ribbon. She has an oval face with a
straight nose, full slips and a pointed chin. She’s
quite pretty.
TASK 2: You are going to discuss and number the
personalities in order of importance in friend ship
and then report the result
- divides the class into groups of six with a group
leader
- remind Ss that they have to explain their choice
as well
- elicits feedback from the class and gives final
comments.
III. Production
TASK 3: Imagine that you have a friend who has

just won the 1
st
prize in Mathematics. A journalist is
going to interview you about friend. Act out the
interview in pairs.
Keeps the sts to work in pairs to perform the
interview in 7 mins.
Questions: 1.What does he/she look like?
2. What does he/ she like doing in his/ her free
time? What are his/her hobbies?
3. Is he/she friend?
Goes around the class and checks the sts’ work.
- Calls some to give answers and give final
comments
* Summary: Which is the main point of this period?
Build: slim, plump (bô bÉm), muscular(v¹m
vì), stocky (thÊp, ch¾c)
well-build (lùc lìng)
Nose: Straight, crooked(kho»m), turned-up
(hÕch), flat(tÑt)
Chin: pointed, double, no chin
Lips: thin, full, narrow, heart-shaped
Work in pairs to make a talk using the
suggested information
Some pairs read aloud the teacher model
Compare the results with classmates.
Give the answers in front of the class:
1. The boy is about 16. He may be short-
sighted because he’s wearing a pair of
glasses. He has short black hair, a round

face with a broad forehead, a small nose,
thin slips and a small chin. He’s quite
good-looking
Look at the list of adjs provided in the
book. Ask the teacher some adjs in task:
caring, hospitable, modest (khiªm tèn),
generous.
Work in group and a leader will take notes
of the ideas, and then one representative
will report the result to the whole class.
Answer: My group thinks that being caring
in the most important in friendship because
when friendship care about each other,
they will know when to share happiness or
difficulty with their friend…
Practice speaking with your partner
Perform the interview
4
Whole class answer
Speaking skill is the main point.
III. Home work: (2m)
1. Old lesson: Lean by heat the words. Re-do the tasks .
Write about a best friend
2. New lesson: Prepare the lesson 3: Listening.
Unit 1 : Friendship
Period 03 : L3: Listening
A. Preparation :
I. Objective: 1. Knowledge: By the end of the lesson, sts will be able to:
- Develop such listening micro-skills as intensive listening for specific information and taking
notes while listening.

Listening for detailed information.
- Improve listening skill through choose the statements are true or false
+ Lexical item: The words which are related the friendship
2. Skill: Practice listening skill
3.Education: The sts need to have best friend
II. Teaching aids:
1. Teacher: Text book, Lesson plan, handout ,teacher’s book, cassette tapes.
2. Pupil: Text and note book, preparation about new words.
B. Procedure:
* Organization: (1m) Ask the monitor about the total
I. Oral test: It will be done during the lesson
II. New lesson:
5
6
Teachers activities Pupils Activities
*Warmer: Matching game
Work in pairs to answer the questions:
A B
1. Making sbd laugh
2.Able to think quickly
3. Careful
4.Spending a lot of
time studying or
reading
5. Honest
6.Giving freely
a. Generous
b.Studious
quickly witted
d. Sincere

e. Humorous
f. Caring
Divides the class into small groups then distributes
handouts for Ss
Give marks for them.
Introduce: Today Youll listen to people talk about
their best friends. But now please talk about your
best friend first. Look through all the questions on
page 17 in pairs .
* Pre- Listening:
Asks the sts to work in pairs and study the
questions in the textbook .
Asks them to understand the questions and give
the answers quickly.
- Explains the difficult questions:
+ happen to do sth:
- Summary the answers: thank you for your telling
us about your best friend , So we know that your
best friend is Linh, youve known each other for 5
years. . Now youll hear Lan and Long talk about
their best friends. Listen to their talks and then do
the tasks that follow.
* Study word: - Explains the meaning of the words.
- Guides the sts to read in chorus the words.
Guides the sts to recite the words and asks sts to
read individually.
While- Listening:
TASK1: True or false statements
- Asks the sts to read through the questions
carefully to understand them and underline

keywords.
- Explains the some words in statements and
requests doing the task:
+ Share a apartment: ở chung căn hộ
+ Have a lot of things in common: Có nhiều điểm
tơng đồng
+ Help sb out of difficulty: Giúp ai vợt khó khăn
- Switches the typescripts or read the passage
twice again.
- Calls on some to give the answers aloud in front
Discuss for 2 mins.Then give the answers.
- Possible answer:
1 e, 2 c, 3 f, 4 b, 5 - d, a
Which group finishes first and has all the
correct answers will be the winner
Work in pairs to answer the questions
- Give the answers out aloud freely:
Write down new words follow to the
teacher:
+ Apartment building: toà nhà có nhiều
căn hộ
+ Sense of humour: khiếu hài hớc
+ Give sb a ring = Phone sb
+ Go through a rough time : trải qua thời
kì khó khăn
+ Residential Area: Khu tập thể, chung c
+ To introduce:
+ favorite(a):
+ Around : Khắp xung quanh
Read the questions and answer carefully.

Listen the passage attentively and pay
attention to the key words.
Work in pairs. Compare the answers with
friends and write down in the book
Listen to the tape again to write the
answers.
Lans talk : 1.F ( They used to live in the
same building)
2. F (It is what people think)
3.T
4.F (Lan went to DoSon first and then
called Ha, Ha rode on her motorbike to Do
Son to meet Lan)
III. Home work: (2m)
1. Old lesson: Retell about how Ha has been Lan’s best friend and Minh has been
Long’ best friend
Learn by heart new words
2. New lesson: Prepare new lesson: Writing
Unit 1 : Friendship
Period 04 : L4: Writing
A. Preparation: I. Objectives: 1. Knowledge: By the end of the lesson, sts will be able to write
about a friend, real or imaginary, using the words and expressions that they have learn in
previous lessons..
+Grammar: The simple past tense and the structure: S + Be + Adj
+ Words: The words which are used to describe characteristics, personalities.
2. Skill: Practice writing skill.
3. Education aim: The sts are interested in their friend .
II. Teaching aids:
1. Teacher: Textbook, Lesson plan, prepare A4 papers.
2. Pupil: Text and Note book, Read the request before.

B. Procedure: * Organization: (1m)Ask the monitor about the total
I. Oral test: (5m)
1. Question: Fill in the blank with suitable word to complete the sentences.
a. It is said that Hai phong people are cold but Ha is really …………
b. Ha………….Lan to a number of her friends.
c. Long sang and Minh is a ……….
d. Long loves Minh’s sense of………
2. Key: 2,5 x 4 = 10p
a. friendly b. introduced c. guitarist d. humor
II. New lesson:
Teacher’s activities Pupils ‘activities
* Warm-up: Divide the class into small groups
and give some questions. Asks Ss to discuss
them then give the answers aloud
1. Who is your best friend?
2. How long have you known each other?
3. What qualities do you admire in your best
friend?
-> You are going to write about a friend ...
*Pre- writing: (Brainstorming)
Now work in pairs or groups of four
The 1
st
. think of the passive places and
situations in which you may have met your
Work in pairs and give the answers in each
group.
1. His name is…………..
2. We have known each other since we were 8
years old.

3.He is quick – witted and sense of humor
Read the guidelines carefully in textbook.
Work in pairs to find the information in table
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best friend. Write down as many of them as
possible.
- The 2
nd
, think of the most outstanding
physical characteristics of your friend(face,
height, build..) and write them down
- The 3
rd
, think of the personalities of your
friend that you like most about him/ her.
- Asks Ss to recite their writing and compare
with their partner
Asks Ss to give general information about their
friend in groups.
The group which finishes the task first with the
most correct words will be winner
* Word study: Asks the sts to give some words
.Guides the sts to read the vocal sometimes
* Grammar: - The simple past tense
E.g.: We first met when we were going on
school excursion to Huong pagoda
- Describe physical characteristics and say
why you love him / her
E.g.: What I like most about him is sense of
humor

Or One of my favorite things about him is his
friendliness
-> we have a lot in common. We share a lot of
interests
It is him who I can share my joys and sorrows
with.
* While- writing
TASK1: Writing an outline
Asks the sts to read the guidelines and
prepare an outline for their writing and
exchange it with their peer
E.g.: He’s generous- gives me money for
school fees
lends me his book
lets me use his bike
Calls on some to give the answer in front of
the class.
Feedback and give suggested answers:
Further explain the format and structures used
in the outline.
TASK2: Writing about a friend
Asks the sts to read the outline carefully and
find the suitable things in both of them.
where/ when
1st met
Physical
characteristics
Personalities
- in school
- at football...

High forehead
Very tall
Long black hair
Good-natured
Quick-witted
Read the guidelines carefully and find the
suitable things in both of them.
- Work in group then give the answers out loudly
Exchange their writing with a friend
Possible answers:
-Others give the ideas about the As and correct
the wrong answers.
Work individually for five mins
Then read aloud their writing in front of the
class.
Use the words in table over to write an outline
Exchange it with their peer and recite it in front
of the class.
8
Tells sts to choose one of these situations to
write about their friend.
- Walks round to check their work and give
necessary suggestions.
Collects some writings for feedback
* Post – writing: Asks the sts to exchange their
writing with another sts for peer correction
Walks round to check their work and give
necessary suggestions. Make necessary
corrections. Calls some to read the answers
aloud on front the instructions. Pick up some

writing to check in front of the class as a
whole.
* Summarize: Which mainly skill is used in this
period?
Write individually
Write down the teacher’s correction and write it
in one’s notebook
Answer: Writing is the main
III.Home work: (2m)
1.Old lesson: Write an other friend
2. New lesson: Prepare the next period: Language focus.
Unit 1 : Friendship
Period 05: L5: Language focus
A. Preparation:
I. Objectives: 1. Knowledge: By the end of the lesson, sts will be able to pronounce the sounds
correctly and distinguish them.
Pronounce the words and sentences containing these sounds correctly.
Use some structures containing infinities with and without to appropriately
+ Language structure: + V-inf.
+ Words: The words which are related the topic.
2. Skill: Distinguishing the sounds and applying grammar to do the tasks.
3. Education: The sts must work hard to become a good student.
II. Teaching aids:
1. Teacher: Lesson plan, Text book, grammar book.
2. Pupil: Text and note book, preparation at home with reviewing new grammar.
B. Procedure :
* Organization:(1m) Ask the monitor about the total
I. Oral test: (5m)
1. Question: Join these pairs of sentences
a. She crossed the road. I saw her b. I met you again. I was happy

9
c. They sang a song. I heard them d. He locked the door. I observed him
2. Key: 2,5 x 4 = 10p
a. I saw her crossed the road b. I was happy to meet you again
c. I heard them sing a song d. I observed him lock the door
II. New lesson:
Teacher’s activities Pupils’ Activities
I. Pronunciation:
* Pronouncing the two sounds and words
separately
- Asks the sts to demonstrate the sounds by
pronouncing them clearly and slowly. Helps sts to
distinguish these 2 sounds.
-Ask sts to pronounce and repeat the sounds
several times.
* Practicing sentences containing the target
sounds
-Guides the sts to recite the words and the
sentences in the book.
- goes round to providing help
II.Grammar: 1. To-infinitive
- writes some sentences on the board and
underline the To- infinitive.
+ I have a letter to write
+ Does he get anything to eat?
+ There is plenty to do
-Asks sts to work in pairs and discuss the form
and use of the to + infinitive
-Asks the sts to give the form of the verb from
example.

- Calls on some sts to give the answers in front of
the class.
? Infinitives’ position?
2. Infinitive without to (bare infinitive)
- explains some verbs that are followed by bare
infinitives.
+ We can use a noun or pronoun object + bare
infinitive after verbs of perceptions such as fell,
hear, watch, see, notice, observer, perceive,
smell…..and we use the bare infinitive after let
and make : let sb do sth = allow sb to do sth
Make sb do sth = force sb to do sth
Discuss for 2 mins.Then give the answers.
- If the answer is Yes, write his/her name in
the table
The winner is the group which complete the
table first.
Pronounce following to the teacher clearly
and slowly.
Read the sentences at pages 19 well and
distinguish the sounds / /, / /
Comment on the use of to +infinitives in
these examples. Review the form and use of
to+ infinitive
-> In the example, the infinitives are used to
replaces relative clauses.
- The infinitive can be placed after nouns/
pronouns to show how they can be used or
what is to be done with.
+ I have a letter to write = I have a letter that I

must write
- Write the teacher’s explain into one’s book
10
III. Exercises: 1. Ex1:
Aim: Using To+ infinitive
Asks the sts to read the sentences in the book.
Explains the some words in the exercises and
request doing the task.
- Have sts compare their answers with a friend.
Calls some pairs to give answers
2.Ex 2:
Lets sts further practice using the present
Checks the exercise in front of the class as a
whole.
-Asks sts to work in pairs
- Calls on some sts to give the answers in front of
the class.
- Asks Ss to give the aim of this exercise
* Summarize:
? which is the main knowledge in this period?
-Work in pairs and give the form out loudly
- Discuss in group to put the words in the
correct order to make sentences
1. Who wants sth to eat?
2. I have some letters to write
3. I am/ was delighted to hear the news
4. My mother has some shopping to do
5. You always have too much to talk about
6. It’s lovely to see you again
7. It’s/ was too cold to go out

8. I’m happy to know that you have passed
the exams
- Practice speaking with As.
- Read the statements carefully and use the
words given in brackets.
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?
- Pronunciation the sounds:
- Infinitive with to and infinitive without to
III.Home work: 2m
1.Old lesson: Make new sentences with infinitives with to and re-do exercises
2. New lesson: Prepare unit 2: L1: Reading with new words
Unit 2: personal experiences
Period: L1: Reading
A. Preparation:
I. Objective: 1... Knowledge: By the end of the lesson, sts will be able to understand more
about senses and personal experiences connecting senses.
Use the information they have read to discuss the story
+ Lexical items: The words which are related to the topic
11

2. Skill: Develop such reading micro-skills as scanning for specific ideas, skimming for general
information and guessing meaning in context.
3. Education: The sts know how to work good things in their life
II. Teaching aids:
1. Pupil: Text and note book, prepare some pictures in the textbook.
2. Teacher: Text book, lesson plan, an old school photo.
B. Process of the lesson.
* Organization: (1m) Ask the monitor about the total
I. Oral test: It will be done during the lesson.
II. New lesson:
Teacher’s activities Pupils’ activities
Warmer: Pair work
- Prepare 10 letters: p, e,e,e,e, n,x, i,c, r
- Asks Ss to rearrange letters into words that has
meaning.
-Check Ss’ understanding its meaning
* Before you read:
Guessing
- Asks the whole class to look in the picture on page
22 and asks them to guest what is happening in
each them.
1. What can you see in picture A?
2. What do you think might be relationship between
the girl and the man?
3. What do you see on the table?
4. Whose money does think it is?
5. What is she wearing on her head?
=> In today’s reading, we’ll read a story in which a
girl’s telling about her most embarrassing situation.
Then do the tasks that follow.

* Word study:
- Gives the meanings of the words.
-Guides the sts to read the words sometimes.
- Calls on some sts to read the words individually in
front of the class.
-Asks sts to repeat in chorus the words several
times to make sure sts pronounce the words
correctly
* While you read:
Requests sts to open the text book.
Task 1:
Introduces the task and asks the sts to read the
Work in pairs and give one’s ideas.
- Discuss the questions and answer aloud:
EXPERIENCE
Look at the pictures and guess what is
happening in each of them
Give the answers aloud:
1.I can see a man and a girl
2. He is father and She is a daughter
3. I can see money
4. Her father gave her on her birthday
Go round these words in the text and
guess their meanings.
Write down vocab:
+ floppy cotton hat: mò v¶i mÒm
+ wad of dollar notes (wad: tËp (tiÒn),
notes: tiÒn giÊy
+ embarrassing: (a):
+ idol (n): thÇn tîng

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passage silently to fill suitable word or phrases in
the blanks in the sentences
- Calls on some sts to read answers and writes
them on board.
Task 2:
Asks the sts to read the passage more carefully and
find pictures of the events in the order they
happened in the story.
- Calls some to give the answer and writes the
answers on board.
- Asks the sts to read the answer and explain their
answers.
-Walks round to check their work and give
necessary suggestions.
Task 3:
- Checks if Ss can answer the comprehension
questions without having to read the passage
again
- gets Ss to check their answers with a peer
-Walks round to check their work and give
necessary suggestions
Calls some to give the answer
* After you read:
- Asks the sts to work in groups to answer the
questions. Gives some structures that can be used
for giving suggestions: perhaps she could, she
might want to …, ashamed. Confused, sad,
unhappy….
- Walks round to check their work and give

necessary suggestions.
*Summarize: Which mainly skill is used in this
period?
+ glance (n): liÕc nh×n
+ make a fuss: lµm Çm Ü
+ sneaky (a): lÐn lót, vông trém
Pair work
Read the passage in the textbook in 3
mins,try to guess the meaning of the words
in definition.
Work in pair. Discuss the words given in
the box for 4 mins and guess which part of
speech in each sentence.
Practice the answers in pairs before.
Give the answer:
1. Glanced 2. making a fuss
3. Embarrassing 4. idols
Group work
Work in groups then give the answers out
loudly.
1. Picture d 2. b 3. f 4. e 5. a
6. c
- Skim the questions to understand them
then underline the keys word to decide
what information they need to find in the
text.
- check the answers with a peer then give
the answers out
1. A floppy cotton hat
2. To buy a floppy cotton hat

3. A wad of dollar notes that look exactly
like those her father had given her
4. She thought that was her own money
and the boy had stolen it from her. She
wanted to take it back without making a
fuss.
5. She bought the hat of her dream.
Work in small groups of 3 or 4
1. She might feel embarrassed and
guilty/ashamed because that was not her
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money.
2. Perhaps the girl could place a notice on
a local newspaper to apologize to the boy
and contact him to give him the money
back.
Whole class:->Reading comprehension
III. Home work: (2m)
1. Old lesson: Read the story and write it again.
2. New lesson: Prepare the next period: Speaking
Unit 2: personal experiences Period:
L2: Speaking
A. Preparing :
I. Objective: 1.Knowledge: By the end of the lesson, sts will be able to: Identify structures that
are used to talk about past experiences and their influences on one’s life, e.g.; present perfect
and past simple, structure with “make”
Use these structures to talk about a past experience and how it affects their life.
+ Word: The words are related about personal experiences
2. Skill: Speaking about past experiences
3. Education aim: The sts know how to work good things in their life.

II. Teaching aids:
1. Teacher: Text book, lesson plan, pictures, hand out
2. Pupil: Text book and note book, preparation words at home.
B. Procedure:
* Organization :( 1m) Aks the monitor about the total
I. Oral test: (5m)
1. Question: Answer the Qs by choice the best answer.
1.1 What did the girl want to buy when she was in grade 9?
A. A floppy cotton hat
B. A hat
C. A bag
D. A wad of dollar
1.2 Why did she feel shy? A. She glanced at the boy /B. She discovered that the money that
wasn’t hers / C. The boy glanced at her / D. There was a sneaky look
1.3. What did she decide to take the money from the boy’s bag without saying anything?
A. The boy has stolen her money B. The boy was a thief
C.She didn’t want to make a full D. She wants to buy a hat
2. Key: 3 x 3 = 9p (1.1 A 1.2. B 1.3. C)
II. New lesson:
14
Teacher’s Activities Pupils’ activities
*Warmer: Asks sts to work in 2 pairs to answer the
questions
1. Have you ever sung in public?
2. When was it?
3. Where did you sing?
I. Word study:
- Explains the meaning of the words
- Guides the sts to read sometimes all the words.
Makes certain that sts understand the meaning of

the words and pronounce them correctly.
->Introduce: we are going to takl about past
experiences and how influences on one’s life.
II. TASK1: Matching.
Asks the sts to work in pairs , read the aloud
sentences in column A
- Explains the structures “ Make sbd do sth” or “
Make sbd + Adj”
- Makes an example: To speak English to a
narrative speaker makes you more interested in
learning E
Asks the sts to work the same.
- Walks round to check their work.
- Calls some to give answers loudly with the above
questions and corrective feedback after that.
III. TASK 2: -> We are going to work individually on
the sequence of the conversation and then find a
peer to compare their answer with.
- Calls some to give answers aloud
Keeps the sts to work in pairs to practice the
dialogue.
Goes around the class and checks the sts’ work.
* Helps Ss to review the use of present perfect and
simple when talking about experience and its
present effects.
IV. Task 3: Asking and answering the
questions
-> Now, if you want to find out if your classmate has
ever done the things in column A, how do you ask?
Eg: “be seriously ill” and goes on the others.

Asks Ss to use suggested questions on page 26
and give a conversation.
- Asks Ss to practice with: “Travelling to other parts
of the country”
Goes around the class and checks the sts’ work.
Give the answers freely
Ask the teacher some words found at
home.
+ appreciate (a):
+ attitude (n):
+ turtle (n):
+ affect (v):
- Work in pairs to match the things which
they have done or experienced in box A
with experience in box B.
- Compare the results with classmates.
- Give the answers in front of the class:
1. - d, 2 - c, 3 - a, 4 – d, 5 – e.
-> It is used with “ever” to sak about the
past. Eg: Have you ever been London?
-> Used when one keeps asking about that
experience Eg; Where did you go? Who
did you go with? Did you enjoy your visit to
Halong Bay?
Work in pairs, then give answers
Discuss the teacher’s questions then give
the answers.
Work in pairs for 5 mins for practicing
speaking with your partner
- Answers: 3 – h, 4 – a, 5 – e,

6 – g, 7 – c, 8 – f.
-> Have you ever been seriously ill?
Work in pairs to have a conversation
15
And calls on some pairs to perform their
conversations in front of the class.
- Elicits feedback from the class and gives final
comments.
* Summary: Which is the main point of this period?
A: Have you ever travelled to other parts of
the country?
B: Yes, I have
A: Where did you go?
B:I have travelled to Ha long Bay
A: Who did you go with?
B: I went to my family
A: How did you travel?
B: We went to by motorcar.
A: What did you see/ do during the trip?
B: I went swimming and ate a lot of
seafood
A: How did the experience affect you?
B: It made me love my country.
Whole class answer: Speaking skill is the
main point.
III. Home work: (2m)
1. Old lesson: Lean by heat the words. Re-do the tasks.
Write a paragraph about a past event that has had an influence on oneself.
2. New lesson: Prepare the lesson 3: Listening.
Unit 2: personal experiences

Period : L3: Listening
A. Preparation :
I... Objective: 1. Knowledge: By the end of the lesson, sts will be able to:
- Develop such listening micro-skills as intensive listening for specific information and taking
notes while listening. Listen for detailed information.
+ Lexical item: The words which are related to fires
2. Skill: - Improve listening skill through choose the statements are true or false, matching.
3. Education: The sts remember about experiences and they have known about their influence
on oneself to love one’s family.
II. Teaching aids:
3. Teacher: Text book, Lesson plan, handout, teacher’s book, cassette tapes.
4. Pupil: Text and note book, preparation about new words.
B. Procedure:
* Organization: (1m) Ask the monitor about the total
I. Oral test: (5m) 1. Question: Complete the sentences using suitable word.
1. A: Have you ever………………speaker?
B: Yes …an English girl.
2. A: How did you meet?
16
B: I was ………………………Trang Tien street.
3. A: How did ………………………..affect you?
B: ……..more interested in ……………English.
2. Key: 3 x 3 = 9p
1. A: spoken to a native 2. A: 3. A: the experience
B: I talked to B: walking along B: It made me……learning
II. New lesson:
17
18
Teacher’s activities Pupils’ Activities
* Pre- Listening:

Asks the sts to work in pairs and gives the
suggested questions to describe the picture
1. Can you see a fire?
2. What’s burning?
3. Can you see a woman?
4. What’s She doing? / Who’s carrying in her
hand?
5. Do you think they are from the burning house?
6. How do they look?
Asks them to understand the questions and give
the answers quickly.
- Summary the answers: thank you for your telling
us about the picture, you’re going to listen to a girl
telling about her most unforgettable experience.
Listen to the interview and then do the tasks that
follow.
* Study word: - Explains the meaning of the words.
- Guides the sts to read in chorus the words.
Guides the sts to recite the words and asks sts to
read individually.
While- Listening:
TASK1: True or false statements
- Asks the sts to read through the statements
carefully to understand them and underline
keywords. E.g.: the key words in the 1
st
statements are “ Christina” and “ businesswoman”
- Explains the some words in statements and
asks them to guess what the unforgettable
experience the girl is going to tell might be (a fire)

- Switches the typescript or read the passage
twice again.
- Calls on some to give the answers aloud in front
of the class.
-> You are going to listen to the story again and
gap with the information you hear
TASK 2: Gap filling
Asks the sts to do the task without listening again.
Eg1: small
Plays the tape again, pause at difficult points and
asks sts to answer the questions independently.
Checks their answers with a partner.
* AFTER – LISTENING:
Divides the class into small groups and asks the
sts to write and talk about how one opinion is
using the information from listening passage.
- Give some suggested questions and answer as:
Discuss for 2 mins.Then give the answers.
- Possible answer:
1. Yes, I can
2. A house
3. Yes, I have
4. She’s carrying a children
5. Yes, I do
6. They look terrified
Work in pairs to answer the questions
- Give the answers out aloud freely:
Write down new words follow to the
teacher:
+ memorable (a):®¸ng nhí

+ terrified (a)¬ sî
+ scream (v) tiÕng hÐt to
+ replace (v): thay thÕ
+ gas stove (n):bÕp ga
+ embrace (v): «m
+ escape ( trèn tho¸t
+ protect (v):b¶o vÖ
Read the statements carefully. Listen the
passage attentively and pay attention to
the key words.
Work in pairs. Compare the answers with
friends and write down in the book
Listen to the tape again to write the
Answers.
1. T 2. F ( 13 years ago)
2. F (in the kitchen) 3. F ( she was
sleeping)
III. Home work: (2m)
1. Old lesson: Retell about Christina’s story and do exercises in unit 2 in the workbook
Learn by heart new words
5. New lesson: Prepare new lesson: Writing
Unit 2: personal experiences
Period: L4: Writing
A. Preparation
I. Objectives: 1. Knowledge: By the end of the lesson, sts will be able to write a personal letter
telling about a past experience, using the words and structures that they have learn in previous
lessons.
+ Grammar: The simple past tense
+ Words: The words which are related to the topic
2. Skill: Practice writing skill about a letter to one’s pen friend.

3. Education aim: The sts are interested in their friends more.
II. Teaching aids:
3. Teacher: Textbook, Lesson plan, prepares A4 papers.
4. Pupil: Text and Note book, Read the request before.
B. Procedure: * Organization: (1m) asks the monitor about the total
I. Oral test: (5m)
3. Question: Rewrite each sentence, so that the meaning stays the same.
A. during the lunch, someone rang the bell
While I…………………………………………………………………………………………….
B, she has studied Japanese for 5 years
She began…………………………………………………………………………………………
C, Steven bought a new motorbike, but first he saved enough money.
Before…………………………………………………………………………………………….
4. Key: 2,5 x 4 = 10p
A. …I was having the dinner, the bell rang B…studying Japanese 5 years ago
C…buying the motorbike, he had saved enough money
II. New lesson:
Teacher’s activities Pupils ‘activities
* Warm-up: Divide the class into small groups and
give some questions. Asks Ss to discuss them
then give the answers aloud
1. How many parts does a personal letter normally
have?
2. What are these parts?
3. What do we normally write in the Salutation?
4. What do we normally write in the closing?
-> You are going to write about a friend letter to a
Work in pairs and give the answers in each
group.
1. 5 parts

2. The Heading, the Salutation, the Body,
the closing, and the Signature
3. … “Dear”, “Hello”…
4. …” Sincerely”, “Yours”, Best wishes”,
“Cheers”…
19
pen friend telling him or her about one of your
most memorable past experience
*Pre- writing : (Brainstorming)
Gets Ss to read the task silently and work out what
they are required to write about. The group which
finishes the task first with the most correct words
will be winner
Now work in pairs or groups of four
Write down as many of them as possible.
* Word study: Asks the sts to give some words
.Guides the sts to read the vocal sometimes
* Grammar: Asks Ss to give the use of the tenses
that can use for describing a past event in groups.
-> The simple past tense
Eg: We first met when we were going on school
excursion to Huong pagoda
* While- writing
TASK1: Writing an outline
Asks the sts to read the main points of the letter
and prepare an outline for their writing and
exchange it with their peer
E.g.: + What happened? I drowned
+ When it happened -> Nearly one year
Asks Ss to do the same when T gives the

suggestions
+ Where it happened?
+ How it happened?
+ Who was involved?
+ How it affected you?
Calls on some to give the answer in front of the
class.
Feedback and give suggested answers
Further explain the format and structures used in
the outline.
TASK2: Writing about a letter
Asks the sts to read the outline carefully and find
the suitable things in both of them.
Tells sts to choose one of these situations to write
about a letter
- Walks round to check their work and give
necessary suggestions.
Collects some writings for feedback
* Post – writing: Asks the sts to exchange their
writing with another sts for peer correction
Read the guidelines carefully in textbook.
Work in pairs to find the information in table
- Work in group then give the answers out
loudly
+ failing the exam
+ getting a reward
+ winning a competition
-> The past , past perfect, past continuous
tense
Exchange their writing with a friend

Possible answers:
-Others give the ideas about the As and
correct the wrong answers.
Work individually for five mins
Then read aloud their writing in front of the
class.
Use the words in table over to write an
outline
-> A river near my grandparents’ house
-> When I was swimming, I suddenly / feel
dizzy/ can’t / swim
20
Past experiece
Walks round to check their work and give
necessary suggestions. Make necessary
corrections. Calls some to read the answers aloud
on front the instructions. Pick up some writing to
check in front of the class as a whole.
* Sumarise: Which mainly skill is used in this
period?
- Provides general comments on writings
* Summary: Which is the main skill in this lesson?
-> Some of my friend
-> life / important
Exchange it with their peer and recite it in
front of the class.
Write a letter individually in 10 mins
Compare one’s partners
- A sample letter: I had a plan for the last
school break. I went to see my

grandparents in the countryside. I haven’t
seen them since my last school holiday.
There is a large river near my grandparents’
house. I went to swim in the afternoon. One
day I When I was swimming with my friends,
I felt dizzy, I can’t swim more, so I started to
sink. I thought I was going to drown but I
couldn’t call out for help because I was too
tired and terrified. Luckily, one of friend saw
that and shouts for help. Then others friend
swam towards me and pushes me in.
My life was finally saved. It made me to
appreciate my life and I understood how
precious life is.
What about you? Have you ever got any
unforgettable story that you would share
with me?
See you soon
Hoa
Write down the teacher’s correction and
write it in one’s notebook
Answer: Writing is the main
III.Home work: (2m)
1. Old lesson: Write a letter to a friend.
2. New lesson: Prepare the next period: Language focus.
Unit 2: personal experiences
Period: L5: Language focus
A. Preparation:
I. Objective: 1. Knowledge: By the end of the lesson, sts will be able to pronounce the sounds /
m /n/ and / / correctly.

+ Grammar: Present simple for decating the past, reviewing the past simple, present continuous
and past perfect
+ Language structure: V/Vs, Ved, Was, Were + Ving, Had + ved.
+ Words: The words which are related the topic.
21
2. Skill: Distinguishing the sounds / m / n/ and / /. Apply the grammar to do exercises.
3. Education: The sts must work harder and they have interest in making friend
II. Teaching aids:
3. Teacher: Lesson plan, Text book, grammar book.
4. Pupil: Text and note book, preparation at home with reviewing new grammar.
B. Procedure :
* Organization :( 1m) Ask the monitor about the total
I. Oral test: It will be done during the lesson.
II. New lesson:
Teachers’ activities Pupils’ Activities
*Warmer: Asks sts to distinguish 2 words in the
sentence: I call them/ then and asks them to
attend 2 sound /m/,/n/ in it.
I. Pronunciation:
- Asks the sts to demonstrate the sounds /m /n/
and/ /by pronouncing them clearly and slowly.
Helps sts to distinguish these 3 sounds.
-Guides the sts to recite the words and the
sentences in the book.
* Practicing sentences containing the target
sounds.
Asks sts to work in pairs and take turn to read
aloud the given sentences.
- Goes round to listen and takes notes of the
typical errors.

II.Grammar: 1. Present simple indicating past
tense.
-Asks sts to work in pairs and discuss the form
and usage of the present simple.
-Asks the sts to give the form of the verb from
example.
- Calls on some sts to give the answers in front of
the class.
+ Explains: Speaker sometimes use the simple
present to tell apart story to make the story loving
and near the true more, however it is always used
to express in telling story, telling a film, a play or
an event of history.
Ex 1: This is the story about in telling Little Red
Riding Hood.
- Asks Sts to give aim of ex 1
- Asks the sts to read the given story in the book.
- Explains the some words in the exercises and
request doing the task.
Discuss for 2 mins. Recite the sentences
and pay attention 2 sounds /m/, /n/.
Pronounce following to the teacher clearly
and slowly.
Read the words in each column out loudly in
chorus for few times
Read the sentences at pages 29 well
Work in pairs and give the form out loudly
Review verb form of simple present :
FORM: V/ Vs
USAGE: It expresses the idea that an action

is repeated or usual. The action can be a
habit, a hobby, a daily event, a schedued
event or sth that happens.
E.g.:
-> Using the present indicating the past to
do the task
Work individually by using the correct
answer. Compare the answers with friends.
+ Answers Ex1: 1. invites 2. sets
3. Gets 4. Waves 5. promises
22
2.Tense revision
a. The past simple
Asks sts to give its usage and an example with
past progressive
b. Past progressive
Asks sts to give its usage and an example with
past progressive.
c. Past perfect
Asks sts to give its usage and an example with
past progressive
III. Exercises:
- Have sts compare their answers with a friend.
Call some pairs to give answers
2. Ex2: Aim?
Lets sts further practice using the tenses reviewed
to do ex2 and ex 3.
Checks the exercise in front of the class as a
whole.
3. Ex3: Aim?

- Asks sts to work in pairs
- Calls on some sts to give the answers in front of
the class.
* Summarize:
? Which is the main knowledge in this period?
6. Carries 7. Contains 8. has bake
9. Is 10. Is shining 11. Are singing
12. is
Read the completed story
a.
+ Form: V-ed / irregular verbs
+ Use: It expresses the idea that an action
started and finished at specific time in the
past
b.
Form: Was/Were + V-ing
Use: It indicates that a longer action in the
past was interrupted. The interruption is
usually a shorter action in the simple past or
specific time.
c.
Form: Had + V (PII)
Use: It expresses the idea that sth occurred
before anther action expressed in the past
simple. It can also show that sth happened
before a specific time in the past.
Read the statements carefully and use
Work in pairs by using the tense reviewed to
do the ex by putting the verbs in the
brackets. Compare the answers with friends.

Ex 2:
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 7. phoned/didn’t notice/
were driving
Ex2:
1. had eaten/arrived 2. found/ had taken
3. got/ had close 4. got/ had left
5. got/ had arrived 5. paid/ had
phone
7. went/ said/ hadn’t arrived
23
8. had looked/ asked/ cost
III.Home work: 1m
1. Old lesson: Make new sentences with the tenses revised and re-do exercises
2. New lesson: Prepare Written Test 1
Unit 3: A Party
Period: L1: Reading
A. Preparation:
I. Objective: 1... Knowledge: By the end of the lesson, sts will be able to develop such reading
micro-skills as scanning for specific information about birthdays and anniversaries.
Identify and correct false information.
+ Lexical items: The words which are related the topic
2. Skill: Reading about birthdays and anniversaries
3. Education: The sts know compare between information in the passage with experience and
other people.
2. II. Teaching aids: about parties.
3. Pupil: Text and note book, prepare some pictures about parties.

B, Process of the lesson.
* Organization: (1m) Ask the monitor about the total
Teacher: Text book, lesson plan, pictures l.
I. Oral test: It will be done during the lesson.
II. New lesson:
Teacher’s activities Pupils’ activities
* Before you read:
- Gives some questions:
1. What parties are there in your family?
2. What does your family often do in those
parties?
3. Where are they held?
- Answer the questions in the book and some
free Qs.
1. How old is the girl in the 1
st
picture?
2. What is she going to do?
3. In the 2
nd
picture how many people are there
in their family?
4. What is the …..pictures?
5. What are they celebrating?
=> We’re going to read the passage about
Lisa’s birthday and 50
th
Rosa & Luis’s wedding
anniversary.
* Word study:

Work in pairs and give one’s ideas.
1. Birthday party
Wedding day anniversary
2. Sing a song
Give a cards and gifts
3. In a restaurant or at home
- She is 7 years old
- She is blowing the candle
- There are 5 people
4. They are friends and they belong to a
family
24
- Gives the meanings of the words.
- Guides the sts to read the words sometimes.
- Calls on some sts to read the words
individually in front of the class.
-Asks sts to repeat in chorus the words several
times to make sure sts pronounce the words
correctly
* While you read:
Requests sts to open the text book.
TASK1: Introduces the task and asks the sts to
read the passage silently, put a tick in the right
box.
- Calls on some sts to read these words and
writes them on board.
1. Birthday party
2. Both
3.Both
4, 5, 6. Wedding anniversary party

5. Birthday
TASK2: Asks the sts to read the passage more
carefully and find one word is not true according
to the reading passage.
- Calls some to give the answer and identify the
keywords in each question. Writes the answers
on board.
- Asks the sts to read the answer and explain
their answers.
-Walks round to check their work and give
necessary suggestions.
* After you read:
- Asks the sts to work in groups to answer the
questions.
Gives a group an Ao-size poster to write ideas
on.
- Asks the sts to close the book.
- Walks round to check their work and give
necessary suggestions.
*Summaries: Which mainly skill is used in this
period?
5. They are celebrating a birthday and a
golden wedding anniversary.
- Write down vocab:
+ To blow out(v):
+ To celebrate (n):
+ adult (n):
+ Wedding anniversary (n):
- Silver anniversary = Silver wedding
- Golden anniversary=golden wedding

- Diamond anniversary=diamond wedding
+ Relationship(n):
Pair work
Read the passage silently and decide which
of the activities below takes places at a
birthday party or at a wedding anniversary
party or at both.
Go round these words in the text and guess
their meanings.
Give the answers aloud
Pair work
Read the passage in the textbook in 3 mins;
try to guess the meaning of the words in
definition.
Work in pair. Discuss the sentences given for
4 mins; give the correct one Practice the
answers in pairs before.
Give the answer:
1. eight -> (seven)
2. make -> (eat)
3. food -> (presents)
4. anniversary -> (age)
5.months -> (years)
6.5
th
-> (50th)
7.silver anniversary-(golden anniversary)
Group work
25