LESSON PLAN 11 FULL

UNIT ONE: FRIENDSHIP
I. AIMS OF THE LESSON :
1. Language skills :
• Reading :
- How to read the poem, especially the intonation.
- Read and try to guess the meanings of words and expressions
- Passage comprehension.
- Finding the main content of the lesson.
2. Language focus :
Vocabulary : mutual, incapable of, unselfish, acquaintance, give-and take
loyal to, suspicious
• Grammar :
- The simple present.
- Mutual pronoun “each other”.
II. TEACHING AIDS : cassette player, tape, chalks, pictures, handouts, charts , real objects if
possible
III. PROCEDURE :
STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES
Pre-
Reading
(5’)
- Play the cassette
- Ask students to pay attention to
the intonation
- Teacher goes around for helps.
-Listen once or twice
-Discuss the answers to the
questions.
-Model the discussion in front of
the class.
Pairwork

While-
Reading
(28’)
- Introduce three tasks.
-Have students read the whole
passage (once or twice) and do the
tasks.
* TASK 1:
-Guide students how to do this task.
- Teacher goes around for any help.
-Compare the results of the others
and correct mistakes.
* TASK 2:
-Ask students to read the four
sentences in the textbook and
-Read silently.
- Choose the correct word in the
box to complete each sentence.
- Keys: 1.mutual 2. incapable of
3. unselfish 4. acquaintance, friend
5. give-and-take 6. loyal to
7. suspicious
-Key: B
individual/
pairs
Pair-work
1
choose the best answer
- Compare the result and correct
mistakes.

* TASK 3:
-Have students discuss questions.
-Observe class and help students.
- Teacher goes around for any
helps.
- Correct mistakes.
-Suggested keys:
1. The first quality for true
friendship is unselfishness. It tells
me / us that a person who is
concerned only with his own
interests and feelings cannot be a
true friend.
2. Changeable and uncertain people
are incapable of true friendship
because they take up an interest
with enthusiasm, they are soon
tired of it, and they feel the
attraction of some new object.
3. The third quality for true
friendship is loyalty. It tells us that
two friends must be loyal to each
other, and they must know each
other so well that there can be no
suspicions between them.
4. There must be mutual trust
between friends because if not,
people cannot feel safe when
telling the other their most intimate
secrets.

5. Talkative people can’t keep a
friend long because they can’t keep
a secret, either of their own or
others.
6. The last quality for true
friendship is sympathy. It tells us
that to be a true friend, you must
sympathize with your friend.
Where there’s no mutual sympathy
between friends, there’s no true
friendship
Pair-work
Post
reading
(10’)
- Teacher asks a general question,
“Why do we need true friendship?”
Students give their opinions
Discussion
Group-
work
IV. HOMEWORK : (2’)
Lesson: Speaking
I/ Objectives:
2
- Describing physical characteristics
- Discussing personalities
- Role-play : Talking about a famous friend
II/ Teaching aids:
- Gestures

- Pictures
III/ Procedures:
STAGES TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
Warm-up
(2’)
- Ask some questions:
1/Do you concern about your outlook ?
2/ Is it important to you ?
- Lead sts to the main content
- Answer :
* Yes , I do..
* Yes , it is..
3
Pre-speaking
(4’)
- Present some new words
* characteristic (n)
* personality (n)
* forehead (n)
* crooked (a)
* hospitable (a)
- Listen carefully
- Take notes
While–reading
(29’)
 Task 1
- Ask sts to look at the pictures (page 15)
and answer questions :
1. How many people are there in the
picture ?

2. Can you guess how old they are ?
- Explain the useful language (page 16):
* height : tall , medium , short …
* face : square , large , oval …
* forehead : broad , high …
* nose : straight , crooked …
* hair : black , grey …
* appearance : handsome , beautiful ,
good-looking …
- “ Now let‘s start with the physical
description of each person , using the
guided
+ question : Can you describe the _____
in the picture ? “
+ answer : The ____ is height . He / she
has ____ face , and a _____ nose . His /
her hair is _____. His / her appearance is
______ .
- Look and answer questions :
1. There are 4 .
2. - The boy is 20 .
- The girl is 16 .
- The man is 42 .
- The woman is 28
- Listen and take notes .
- Help sts with some new words.
- Ask sts to make questions and answer
questions with a partner, using the
information from the picture .
- Ask sts to perform.

- Correct sts’mistakes and pronunciation .
Task 2
+ The boy is short . He has a
large face , …
+ The girl is ………
- Play roles.
- Present their performance.
4
- Divide class into four groups .
- Explain some words of personalities on
page 16 .
- Guide them to discuss and decide which
personalities are important to a person
and in friendship .
- Let sts number the following
personalities in order of importance in
friendship .
caring , hospitable , modest , sincere ,
generous , honest , helpful ,
understanding , pleasant
- Pay attention that there’re no answer
keys for this task .
- Work in groups of four .
- List some personalities of a
person.
- State some reasons why they
choose .
- Discuss and say the reasons .
- Report their results to the
class and explain why they do

like that ..
Post-speaking
(10’)
 Task 3
- Have sts 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 , good-natured ,
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 .
- 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 .
IV. Homework
- Learn by heart some new words .
- Prepare part C : Listening

Part C – Listening
I. Objectives: - To practise listening comprehension skill.
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- To distinguish true and false statements.
- To take notes about given questions in order to answer.
II.Language materials: Key words.
III.Teaching aids: Textbook, chalk, cassette, cassette player.
IV. Teaching steps:
1- Greetings and attendance checking. 3’
2- Oral test (previous lesson) . 5’
3- The new lesson. 31’
4- Consolidation (summary). 3’
5- Homework. 3’
Stages
Warm up 3’
Pre-listening8’
While-listening
15’
Post-listening5'

Homework 3’
Teacher’s activities
-Ask students some questions about
friendship:
• Who is your best friend?
• What qualities & characteristics
of your best friend do you
admire?
-Ask students some more questions:
• How do you meet your best
friend?
• How long have you known your
best friend (him or her)?
-Explain some new words & phrases:
Residential area, ring (n), ride/ rode/
ridden, motorbike, happen to infinitive
(v), introduce, ever since, college, great
sense of humour, favourite, interest (n),
plays (n), movies, a rough time.
-Have students read the true-false
statement list and questions in textbook
silently for several minutes to make sure
that every student understands them
(Task1, 2)
-Check again if students are able to
understand main requirements of the 2
tasks
-Emphasize “ you will hear Lan & Long
talk about their best friends_Ha & Minh.
Listen to their talks and do the tasks

below”.
-Turn on the cassette player twice.
-Ask some students to do their tasks on
the board.
-Correct and give score
-Have students ask & answer about the
friendship between Lan and Ha, Long
and Minh (How & Where they met, what
they like about their friends.
-Ask students to rewrite their answers
completely
Students’ activities
-Volunteer students answer
-The pointed students
answer
-Students repeat & take
notes
-Students read task1, 2
silently for gist
-Elicited students raise their
hands to interpret.
-Students take notes during
listening.
-Other students watch and
give comments.
-Students work in pairs.
-Students rewrite their
answers of tasks 2 in their
notebooks at home
6

Key content
Where & how they met What they like about their friends
Lan -They used to live in the same
residetial area in Ha Noi.
-Lan went on a holiday to Do Son &
Ha went there to visit her.
-Ha is very friendly & helpful.
-Ha is sociable. She’s got many friends in
Do Son & she introduced Lan around.
Long -They met in the college.
-Minh played the guitar, Long was a
singer.
-They worked together.
-Minh has a sense of humour.
-Minh likes to go to plays & movies.
-Minh is a good listener.
-Minh is friendly & helpful
Lan’s talk : 1f, 2f, 3t, 4f, 5t, 6f Long’s talk : 1f, 2f, 3t, 4t, 5t,
D. Writing (Period : 45’)
* OBJECTIVES
-Aims: Help students learn how to write a passage to describe a friend they like.
-Lexical items : Words / phrases used to describe someone’s physical characteristics and
someone’s personalities.
-Teaching aids: A copy of a passage of describing people.
* PROCEDURE
STAGES TEACHER’S ACTIVITIES STUDENTS ’ACTIVITIES
PRE- WRITING
(7’)
WHILE- WRITING
(25’)

Warm -up
- Teacher asks students to think about a
friend they like.
-Teacher raises a few guiding questions.
1. What is your friend name?
2. How old is he / she?
3. Where and when did you meet each
other?
-Teacher uses a picture to gives some
key words to describe someone’s
physical characteristics ( height , hair ,
eyes , face , clothes…) and his / her
personalities
( helpful , sincere…) and some necessary
structures.
-Teacher gives a sample and has
students write a passage to describe a
Students ‘answers
1. My friend’s name is Hoa
2. She is 17 years old.
3. We met each other at my
cousin’s birthday party 4 years
ago .

-Students write a passage.
7
POST- WRITING
(13’)
friend they like.

A Sample
Hoa has been my best friend since many
years.She is quite a lively person. She is
fairly tall with a good 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 .
-Teacher asks students to read / write
some students’passsages on the board
and Teacher gives comments.

-Students read / write some
students’passsages on the
board.
* HOMEWORK:
-Prepare UNIT 1 : FRIENDSHIP (CONT.)
E. LANGUAGE FOCUS
Unit 2
PERSONAL EXPERIENCES
Part A : READING
I. Objectives :
- Help students understand the content of the lesson.
- Help students understand the new words and use them in context.
II. METHODS :
Communicative approach

III. TEACHING AIDS :
Pictures, chalks, cassettes
IV. TEACHING PROCEDURES
Content Teacher’s activities Students’ activities
- Warm up:
A. Pre-Reading
- Ask students to put the pictures in the
8
- NEW WORDS
1. embarrass(v)
- embarrassed(adj)
- embarrassing(adj)
- embarrassment(n)
2. idol (n)
3. glance(n/v)
- glance at sb/sth
4. Be busy doing sth
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?
Task 1:
1. glanced
2. makes a fuss
3. embarrassing

4. idols
5. sneaky
Task2:
1.d 2.b 3.c
4.f 5. e 6.a
Task3( suggested answers)
book in the correct order to make a story.
(work in pairs)
- Ask some students to give their
answers.
( teacher doesn’t need to give feedback)
- key : d, b, f, e, a, c
- Let’s begin our lesson you’ll know the
whole story.
- Ask students to listen to the tape
B. while – reading
- Ask students to read the whole story
- Explain some difficult words and
structures
- The Beatles were the pop idols of the
60s.
- Ask students to do Task 1 in pairs
Give feedback
-Ask students to do task 2 in groups
- Give feedback
- Put the pictures in the
book in the correct
order to make a story. (
work in pairs)
- Give their answers

- Listen to the tape
- Read the story
- Listen, try to guess
the meaning of the
new words and take
notes
- Do Task 1 in pairs
_Take notes
- Do task 2 in groups
- Take notes
9
1. She wished to have a red
hat-a floppy cotton hat ( like
the one her star idol wore in
her video clip)
2…...so that she could buy the
hat ( for herself.)
3. She saw a wad of dollar
notes ( exactly like the one
that her father had given
her).
4. Because she thought the
boy had stolen her money / it
was her money.
5. She bought the pretty hat
of her dream.
-Ask students to read the questions in
task 3 and answer them in groups.
- Ask representative of each group to
give oral answers and write them on the

board.
- Give feedback
Post- reading
-Ask students to discuss the questions in
group:
1. How did the girl in the story feel when
she discovered that the money she had
taken was not hers?
(embarrassed, sad, ashamed,
unhappy, terrible, uncomfortable,
anxious, …)
2. What did the girl have to do (when she
discovered that the money she had taken
was not hers )?
( put a notice on T.V or at school, get
on the same bus on 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
- Read the questions
silently and answer
them in groups
- Give the answers
- Take notes
- Discuss in groups
- Report before class
V. HOMEWORK
- Write down the questions and the answers in the notebooks

- Learn by heart the new words and questions
- Prepare in advance Part B - Speaking
UNIT 2:
PERSONAL EXPERIENCES
PART A : READING
I.OBJECTIVES:
- Help students understand the content of the lesson.
- Help student undertand the new words and use them in context.
10
II. METHODS :
- Communicative approach
III. TEACHING AIDS:
- Pictures, chalks, cassettes.
IV. TEACHING PROCEDURES
CONTENT TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
NEW WORDS:
1. embarrass (v) = make
sb confused or ashamed
- embarrassed(ajd)
- embarrassing(ajd)
- embarassment(n)
2. experience(n) = event
or situation that affects sb
in some way
3. idol(n) = someone
greatly loved or admired
4. glance (n/v) = look at
somebody quickly
- glance at sb/sth
5. Bebusy doing sth

- Be busy with
something
EX: I’m sorry. I can’t go
with you now. I am busy
with my homework. I’m
busy doing my
homework.
6. note(n) : banknote
+Warm up
- Have you ever been in a
situation that make you feel
uneasy?
- Look at the pictutes. It’s a story
a bout a girl in an embarrassing
situation.
+ Pre-reading
- Ask students to guess the story
based on the pictures in the book.
- Let’s begin our lesson. I help
you (to) known the whole story.
- Ask students to listen to the tape
+ While-reading
- Ask students to read the whole
story.
- Explain some difficult words and
structures.
- The Beatles were the pop idols
of the 1960s
- Give their answers
- Guess the story based on the

pictures in the book
- Listen to the tape
- Read the story
- Listen, try to guess the
meaning of the new words
and take notes
11
EX: Do you want the
money in notes or coins?
7. make a fuss = make
animportant thing
important or more
important
8. sneak (ajd)
Task 1
1. glanced
2. makes a fuss
3. embarrassing
4. idols
5. snesky
Task 2
1. D 2. B 3. C
5. F 6. E 7. A
Task 3 ( suggested
answers)
1. She wished to have a
red- a hat – a floppy
cotton hat( like the one
her star idol wore in her
video clip).

2. …so that she could buy
the hat ( for herself)
3. She saw a wad of
dollar notes ( exactly like
the one that her father
had given her).
4. Because she thought
the boy had stolen her
money/ it was her
money).
5. She bougth the pretty
hat of her dream.

- Ask students to do Task 1 in
pairs
- Give feedback
- Ask student to do Task 2 in
groups
- Give feedback
- Ask students to read the
questions in Task 3 and answer
them in groups
- Ask representative of each
group to give oral answers and
write them on the board.
+ Post- reading
- Ask students to discuss the
questions in groups
1. How did the girl in the story
feed when she discovered that the

money she had taken was not
hers?
( embarrassed, sad, ashamed,
unhappy, terrible,
uncomfortale, anxious…)
2. What did the girl have to do
( when she discovered that the
money she had taken was not
hers)
( put a notice on T.V or at
school, get on the same bus on
the next day to look for him, do
nothing, keep it a secret, tell
her father everything and ask
him for advice,… )
- Asks some students to represent
their talk in front of the class.
- Do Task 1 in pairs
- Take notes
-Discuss in groups
- Report before class
12
V. HOMEWORK
- Write down the questions and answers in the notebooks
- Learn the new words by heart
- Prepare Part B- Speaking in advance.
PART B : SPEAKING
I.OBJECTIVES:
- Students can talk about their personal experiences
- Students can do Task 1,2,3

II. METHODS :
- Communicative approach
III. TEACHING AIDS:
- Pictures, chalks, cassettes.
IV. TEACHING PROCEDURES
CONTENT TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
NEW WORDS
1. Confidence
2. Attitude
3. Native English speaker
4. Appreciate
TASK 1
+ Structure:
Present Perfect ( Past simple)
Have you ever……………?
1. D 2. E 3. B
4.F 5. A 6. C
TASK 2
1. B 2. E 3. H 4. A
5. E 6. G 7. C 8. F
TASK3
1.
A. Have you ever feeled an
exam?
- Yes, I have.
B. How did it happen?
- I didn’t study well enough for
exam.
C. When did it happen?
+Warm up

- Have you ever spoken
English to you friends
( teachers, foreigners…) ?
- How did you feel when you
spoke English to them?
+ Pre-Speaking
- Give students some new
words in Task 1
- Read the new words
- Ask students to do Task 1 in
pairs
- Give feedback
+ While-speaking
- Ask students to do Task 2 in
pairs
- Ask them to give answers
TASK 3
- give students useful
structures
+ Have you ever………….?
+ How did it happen ?
+ When/ Where did it happen?
+ How did the experience
affect you? / How did you
feel?
- Give answers
- Do Task 1 in pairs
- Work in pairs
- Give answers
- Give answers

- Do Task 3 in pairs
13
- 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 ?
- At a party
C. How did it affect you?
- It was interesting to talk to
famous pop stars.
- It changed my attitude to/
towards/ famous pop stars.

- Ask students to do Task 3 in

pairs
- Ask some pairs to perform
their dialogues in front of the
class.
- Correct common mistakes
and give remarks

- Give good marks to good
groups/ students to encourage
them
- Perform their dialogues in
front of the class.
V. HOMEWORK
- Write down the dialogue in Task 3
- Prepare Part C ( Listening ) in advance.
PART C: LISTENING
I.OBJECTIVES:
- Help students improve their listening skill.
- Help them understand the conversation and do Task 1,2
II. METHODS :
- Communicative approach
III. TEACHING AIDS:
- Pictures, chalks, cassettes.
IV. TEACHING PROCEDURES
CONTENT TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
+Warm up
- Have you ever seen a fire ?
- Where did it happen?
- Was it frigtening?
+ Pre-listening

- Give their answers
14
TASK 1
1.F 2. F 3. F 4.F 5.F
TASK 2
1.grow 2.small
3. everything 4.
realize
5. family 6. replaced
7. took 8. family
- Ask students to look at the picture in
the book and ask them some 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 )
- Ask students to repeat the provided
words and explain the words if
necessary
+ While-listening
- Ask students to read Task 1 silently
- Ask students to listen to the tape
( twice).
- Ask students to do Task 1
individually.
- Read the sentences again to help
weak students:
1. We talk to Christina, a successful

business woman
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.
- Give feedback
- Ask students to read Task 2 silently
and listen to the tape again.
- Ask two students to write the
answers on the board
- Give feedback
- Give theirs answers
- Listen and repeat in chorus
- Read Task 1
- Listen to the tape and decide
whether the statements are
true or false
- Give answers and take notes
- Listen and do Task 2
- Give answers
- Take notes
PART D : WRITING
I. OBJECTIVES:
- Students can write a personal litter to describe their past experience
II. METHODS

- Communicative approach
III. TEACHING AIDS:
- Chalks, textbooks
IV. TEACHING PROCEDURES
CONTENT TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Warm-up
15
NOTES
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/…)
- 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.
+Pre- Writing:
- Have students give some of
their past experiences?( being
seriously ill, failing an exam;
talking to a famous pop star,…
etc
+ While- writing
- Give students some
guidance
- Ask students to write a
passage about the most
memorable past experience.
- correct common mistakes
- Give answers
-Take notes
- Work in groups
- Write the passage in the
book.
V. HOMEWORK
- Prepare Part E ( Langue Focus) in advance
PART E : LANGUAGE FOCUS
I. OBJECTIVES:
- Students can pronounce the sounds / m /, / n / / 0 /
- Present tense forms indicating past time
- Tense revision : Past Simple, Past progressive and Past Perfect.
II. METHODS
- Communicative approach
III. TEACHING AIDS:
- Chalks, pictures, textbooks, blackboard

IV. TEACHING PROCEDURES
CONTENT TEACHER’S STUDENTS’ ACTIVITIES
16
ACTIVITIES
GRAMMAR
TENSE REVISION
- The present tense use to tell a
story that happened in the past
makes it more interesting and
vivid
Exercise1 ( suggested 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
Exercise 2 ( suggested key)
1. broke / was playing
2. wrote / was
3. was working/ broke
4. stared / were walking
5. told / were having
6.
I. Pronunciation
+Warm- up
- Write some sentences on
the board and ask some
students to read them aloud
- Underline the sounds /m/
/n / / 0 /

Ex:
- We like singing mery songs
on New Year’s Day.
- They live in a nice small
house.
+Pre
- Ask students to look at their
books, listen and repeat the
words in the colums
+While
- Ask students to read the
sentences
+Post
- Practise reading the
sentences
GRAMMAR
+Warm- up
We’ve already learn the
present simple tense, the past
simle tense, the past
progressive tense. Now we
are going to review them
+Pre
-Ask students to remember
the use of these tenses
+While
- Ask students to do exercise
1 in pairs
- Correct the exercise and
explain the use of the tenses

-Ask students to do exercise
2
- Give feedback
- Read the sntence
- Listen and repeat the words
in colums, the sentence in the
book
- Do exercise 1, then give
answers
- Work in pairs, give theirs
answers
17
7.
8.
Exercise 3 ( suggested key)
1. had eaten / arrived
2. found / had taken
3. got / had closed
4. got / had left
5. got / had arrived
6.
7.
8.
- Ask students to do exercise
3 individually
- Explain the difference
between the simple past and
the past perfect.
- Correct the exerciseand
explain the use of the tenses

+Post
- Consolidate the use of tense
- Work in pairs and give their
answers
- Listen
- Give answers
V. HOMEWORK
- Practise reading the sentences
- Write exercise 2,3 in the notebook
- Prepare in Unit 3 part A reading in advance
Unit 3
A PARTY
Part A : READING
I . Objectives
How to understand and use new words in context
II . Methods:
Communicative approach
III . Teaching aids:
Pictures, cassettes, OHP
IV . Teaching procedures
STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
• Warm-up (3`)
A. Pre-
Reading(7`)
B. While –Reading
- Ask students to look at the first
picture in the book and ask them some
questions:
• Are they having a party ?
• What party is it ?

-Ask students to look at the second
picture and ask some questions:
• Are they friends ?
• What are they celebrating ?
• How old are the people in the
picture ?
• How do they feel ?
• How long have they been
married ?
* The lesson today gives us some
information about birthday and
wedding anniversaries in the US.
- Ask students to listen to the tape
- Look at the first picture and
give answers
• Yes, they are
• It is a birthday party.
• No, they aren’t.
• A golden wedding
anniversary.
- Listen to the tape
18
(25`)
C. Post –
Reading (10’)
- Ask students to read the passage
silently
- Explain 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 : 25
th

wedding anniversary.
+ golden anniversary / golden
wedding / golden jubilee: 50
th

wedding anniversary.
+diamond anniversary / diamond
wedding / diamond jubilee: 60
th

wedding aniversary.
TASK 1
-Ask students to do Task 1 in pairs
-Give feedback
Suggested answers
1&2 (Both) 3&6(Birthday) 4&5
(Anniversary)
TASK 2
-Ask students to do task 2 in pairs
- Give feedback
- Suggested answers

1. eighth(seventh)
2. brings(eats)
3. food(presents)
4. anniversaries(age)
5. months(year)
6. 5
th
(50
th
)
7. silver (golden)
- Ask students to talk about their
birthday party. ( work in groups)
(place, time, guest, foods, drinks,
activities)
- Read the passage silently
- Listen and take notes
-Do Task 1 in pairs.
-Take notes
-Do Task 2 in pairs
-Take notes
- Talk about their birthday
party in groups
IV. Homework: 1. Do the tasks again in notebooks.
2. Prepare : Part B – Speaking.
19
Part B: SPEAKING
I. Objectives:
- Students can talk about a plan for their birthday party or his / her friend’s party.
- Students can do tasks 1,2,3.

II-Methods:
Communicative approach.
II. Teaching Aids : cassette player, chalks, pictures.
III. Teaching Procedures
20
21
STAGE TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
Warm-up
+
Pre-speaking
(10 minutes)
While-speaking
(25 minutes)
Post-speaking
( 10 minutes)
Warm-up:
Do you like parties ?
Do you like quiet or noisy parties ?

Show the picture in the textbook and
ask:
Are they having a party ?
What does ‘party-goer’ mean ?
Ask students to do Task 1 in pair.
TASK 1:
Are you the perfect party-goer ?
1. Which kind of parties do you prefer ?
-big / small / noisy / quiet parties
-parties with dancing and games
2. You find yourself standing with a

complete stranger at a party. What would
you do ?
-talk about yourself / the weather.
-try to get him or her talk about himself
or herself
3. at a party, what would you tend to
drink ?
-beer / soft drinks / mineral water
TASK 2:
-Ask students to do Task 2 in pairs
-Ask some pairs to perform their talk
before class.
A: I am wondering where I should hold
my birthday party ?
B: Why don’t you have your birthday
party at home ? It’s cosy and not very
expensive.
A: I don’t know if it’s suitable to begin
at 5 pm ?
B:
• Why don’t you….
• You ought to…
• You should…
• I think you should…
• You’d better….
• If I were you I would…
*Where (home-cosy, not expensive, not
spend a lot of time to prepare, not have to
clean up…
*What time

*How many guests
*What to eat / drink (soft drinks, mineral
water…./ ckicken soup, green salad,
steak, fired chicken, fish, beef,
hamburger, cake…)
*What to wear (dress, jeans, shirts, T-
shirt, pullover, skirt…)
*Which activities (singing, playing
games, taking photographs, give gifts…
TASK 3:
*Ask students to do Task 3 in groups,
using the simple past tense to report the
past events.
-Give answers.
- Do Task 1 in pairs.
- Perform their talk in class.
- Do Task 3 in groups
IV. Homework
- Write down task 3 in the notebooks.
- Prepare part C (Listening)

Part C: LISTENING
I. Objectives :
• Help students improve their listening skill
• Help them understand the talks and do Tasks 1& 2
• Students can summarize the content of the passage.
II. Methods:
Communicative approach
III. Teaching aids:
Chalks, cassettes, pictures

IV. Teaching procedures:
STAGES TEACHER’S ACTIVITIES STUDENTS’
ACTIVITIES
Warm up - Ask 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 ?
- Give answers
A. Pre-
Listening
- Ask 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
- Listen and repeat in chorus
B. While –
Listening
- Ask students to read Task 1 silently
- Ask students to listen to the passage
(twice) and do Task 1 in pairs

- Give feedback
TASK 1
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)
- Read task 1 silently
- Do task 1 in pairs
-Give answers
- Take notes
22
C. Post-
listening
5. F ( Only the writer stayed after the party
to tidy up the mess.)
- Ask students to read the questions in Task
2 silently.
- Ask them to listen to the passage again and
do Task 2 in groups
- Ask some students to write the answers on
the board.
- Give feedback
TASK 2
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.
-Ask 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
?
•
What time did the party start and end ?
•
What did Mai’s mother serve the guests at
the party ?)
- Ask some students to retell Mai’s birthday
party before class
- Correct mistakes and give feedback
- Listen to the tape and do
Task 2 in groups
-Give answers
- Take notes
- Work in groups
- Retell Mai’s birthday party

before class
V. HOMEWORK
- Practise listening at home
- Write down Task 2
- Prepare Part D - Writing
Part D : WRITING
I. Objectives:
- Students can write a letter of invitation.
23
II. Methods:
- Communicative approach
III. Teaching aids:
- Chalks, textbook, letter
IV. Teaching procedures:
24
25
STAGE TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
Pre-writing (10’)
While-writing(30’)
Post-writing (5’)
Warm up
Task 1
- Ask students to answer the questions:
1.On what occasions are parties held?
2.What kind of clothes do they often
wear at a party?
3.What kind of presents do people often
bring to a party?
*If you want your friends or relatives to
come to your party, you must send a

letter of invitation. Let’s begin our
lesson.
Task 2
- Ask students to do task 2 in pairs
1. at my house
2. to come
3. refreshments
4. to cook
5. winners
6. by Monday
Task 3
- Ask students to do task 3 in groups
-Give them some guidelines
1.Reason for the party:
(birthday party/New Year’s Eve party/
wedding party)
2.Where:
Home / restaurant
3.When :
What day?
What time?
4.Number of guess:10 / 20 / 30
5.Which activities:
Eating and drinking /singing/dancing/
playing games/ watching films
6.Foods and drinks served:
(soft drinks ,mineral water ,…/chicken
soup , green salad, steeak, fired chiken,
fish, beef, hamburger ,biscuits…)
-Ask some students to write their letters

on the board.
-Correct common mistakes and give
remarks.
-Give answers:
*birthday, wedding
anniversaries, New Year’s
Eve
*dress/ skirt/ shirt/ trousers/
suit/…
*gift/ flowers/ champagne/
-Do task 2 in pairs
-Work in groups
-Write their letters on the
board
-Take notes