giao an 11 co ban HKI- new

Saturday, September1st 2007
Unit 1: FRIENDSHIP
Order period: 01 § 1 . Reading
A. Aims:
- Ps can use information they have read to discuss the topic
- Help them develop their reading micro – skills as scanning for specific ideas, skimming for general
imformation, and guessing meaning context.
B. Materials:
- T: Textbook, handouts, colour chalks, lesson plan . . .
- Ps: Textbooks, pens, pencils, notebooks, exercisebooks. . .
C. Teaching steps:
- S1: Classroom procedure
- S2: Old lesson : no
- S3: New lesson : Unit1 – Lesson1.

CONTENT ACTIVITIES
I. Warm – up
° Questions:
a – What are the girls and boys doing in the picture?
b – How do they feel?
c – What does the picture tell you?
° Suggested answers:
a – One boy is playing the guitar, the other girls and boy are
singing
b –They seem very happy because I can see their smile.
c – The picture tells me that friends can happily do many
things together/ Friendship brings happiness to us.
II. Pre – reading: Discusing the poem:
° Questions: What do you think of the friend in the poem?
° Suggested answers:
- The friend in the poem is very dedicated and thoughtful.

- He/she is willing to help his/her friend in any arcumstances.
III. While – reading .
° Vocabulary:
Lasting (adj) bền vững, lâu dài
Tobe concerned with quan tâm tới
Constant (adj) thường xuyên, khg thay đổi
Constancy (n) sự không thay đổi
Rumour (n) tin đồn
Gossip (n) chuyện tầm phào
Trust (n) sự tin tưởng
Sorrow (n) đau khổ
Purruit (n) sự theo đuổi, niềm đam
mê
* Task 1: Fill each blank with one of the words in the box.
1. . . . . . . . . . . . . . . mutual . . . . . . . . . . . . . .
2. . . . . . . . . . . . . . . incapable of . . . . . . . . . . . . . .
T: asks the whole class to look at
the picture on page 12 and asks
them some questions.
Ps: look at the picture in their
textbooks and try to get the correct
answers.
T: asks the whole class to read the
poem on page 13 and asks them to
answer the question:
Ps: read the poem.
T: gives some suggested words:
friendly, dedicated, thoughtful
Ps: try to get the answers quickly
T: reads and writes the new words

on the board.
Ps: coppy down.
T: conducts repetition chorally
Ps: repeat.
T:writes the words on the broad
then intructs ps to read the passage
quickly and stop at the lines that
contain the words to guess their
meaning
Ps: guess the meaning of the words
based on the contexts in the
sentences.
T: checks that ps understand the
words correctly or provides the
vietnames, instructsps to give some
strategies to do task 1.
3. . . . . . . . . . . . . . . unselfish . . . . . . . . . . . . . .
4. . . . . . . . . . . . . . . acquaintance/friend . . . . . . . . . . . . . .
5. . . . . . . . . . . . . . . give – and – take . . . . . . . . . . . . . .
6. . . . . . . . . . . . . . . loyal to . . . . . . . . . . . . . .
7. . . . . . . . . . . . . . . suspisious . . . . . . . . . . . . . .
* Task 2: Which of the choices A, B, C, or D most adeoquately
sums up the ideas of the whole passage?
A. A friend in need is a friend indeed
B. Conditions of true friendship
C. Features of a good friend.
D. Friends and acquaintances
IV Post – reading:
* Task 3: Answer the questions
1. The first quality for true friendship is unselfishness. It tell us /

me that a person who is concerned only with his / her own interests
and feelings cannot be a true friend.(paragraph 2)
2. Because they take up an interest with enthusiasm, but they are
soon tired of it, and they feel the attraction of some new object.
(line 2-3, paragraph 3)
3. The third quality for true friendship is loyalty. It tell us / me that
the two friends must be loyal to each other, and they must know
each other so well that there can be no suspicions between them.
(line 1-3, paragraph 4)
4. Because if not people cannot feel safe when telling the other
their secrets.( line 1-3, paragraph 5)
5. Because they cannot keep a secret, either of their own or of
others’.(line 3-4, paragraph 5)
6. The last quatily is sympathy. It tell us / me that to be a true
friend one must sympathise with his / her friend. Where there is no
mutual sympathy between friends, there is no true friendship.
Ps: work in pairs ,read though each
sentence provided in the task to
identify the given words to fill in
each blank.
T:goes around to hepl ps when
necessary
T: asks to ps exchange their
answers with other groups, tells ps
to expain their choices and gives
the correct answers
T: searches through the list of main
ideas provided in the task then read
the text carefully and try to
summa- rize it.

Ps: do the task individually
T: calls on some ps to give their ans
wers, asks other ps to say whether
they agree or disagree.
T: skims the 6 questions, shows ps
how to do this task
T: does 1
st
question as model (reads
it, finds the key words in the
passage, marks the place and finds
the answers)
T: asks ps to do the task indi
vidually
T: calls on some ps to write their
answers on the board, then gives
the correct answers.
S4: Homework: Answer the questions, using the suggested phrases:
1. Why do we need to have friends? ( Trust felings / share interests/ sorrows….)
2. Can you be a good friend?
3. Which of the qualities mentioned in the reading text do you have?
4. Which don’t you have?
S5: Comments:
Saturday, September 2nd
2007
Unit 1 FRIENDSHIP
Order period 02 § 2: Speaking
A. Aims:
- By the and of the lesson, Ps will be able to describe the physical characteristics and personalities of
their friend, using appropriate adjectives.

- Help Ps in their speaking.
B. Materials:
- T: Textbook, handouts, colour chaks, lesson plan
- Ps: Textbooks, pens, pencils, notebooks, exercisebooks………
C. Teaching steps:
- S1: Classroom procedure
- S2: Old lesson : Read the first paragraph, then answer the question : Why do we need to have a friend
?
- S3: New lesson : Unit1 – Lesson 2.
CONTENT ACTIVITIES
I Warm – up: Match the adjs from the box with the parts of the
body they can be used to describe ( some of the words can be used
more than once)
A
Short /Tall Broad Straight Heart-shape
Oval Turn-up Round Snub
Large Wide Shortish Wrinkled
Dyed Long Dhoulder Sleek
Crooked Flat Glossy Pointed
Medium Square Wavy Fat
B
Parts of the
body
Adjs
Face Square, round, oval, heart-shaped
Nose Crooked(khoàm), flat(tẹt), hooked(két), turn-
up(hếch), snub(hếch và ngắn), pointed(nhọn)
Hair
Curly(xoăn), long, shoulder-length, wavy(gợn
sóng), short, glossy(bóng), traight,

dyed(nhuộm), sleek(mượt)
Forehead Wrinkled(có nếp nhăn), wide, high
Height Tall, short, medium
I. Pre – speaking:
* Task1: describing physical characterictics / appearance
1. The boy is about 16 years old. He may be short –sighted
because he’s a wearring a pair of glasses. He has short black hair, a
round face with a broad forehead, a small nose, thin lips and a
small chin. He’s quite good-looking.
2.The girl is about 14. She’s also wearing a pair of glasses. She
has shoulder-length black hair. She has an oval face with a straight
nose, full lips and a pointed chin. She’s quite pretty.
3.The man is in his forties. He’s tall and well-built. He has short
brown hair and a square face with a broad forehead, small eyes, a
crooked nose and thin lips. He’s quite good-looking.
4.The woman is in her twenties. She’s quite tall and slim. She
has long curly brown hair and an oval face with big eyes, a traight
nose, heart-shaped lips and a small chin. She’s very beautiful.
II. While – speaking:
T: divides the class into 5 groups
then distributes the handout A and B
to ps to do in their own groups.
Ps: work in group, match the adjs
from the box with the parts of the
body.
T: hangs a big coppy of the handout
B on the board, calls 1 p in each
group to go to the board and fill in
the column
G1 – Face G4 – forehead

G2 – Nose G5 – Height
G3 – Hair
Which group has many correct adis
will be the winner
T: gives feedback and key by
hanging other coppy.(C)
Ps: take note
T: reads the useful words, asks ps to
look at the pictures in their
textbooks (p15) and use the above
adjs and the useful words to
*Task 2: Describing personalities(tả chính xác)
1. Vocabulary:
caring: chu đáo hospitable: hiếu khách
modest: khiêm tốn sincere: chân thành
understanding: thông cảm generous: rộng lượng
honest: tốt bụng pleasant: dễ chòu
2. Suggusted answers:
- My group thinks that being earing is the most
important because when friends care about each other, they will
know when to share happiness …… with their friend …………………
- Being helpful
Task 3: Role – play: Tall about a famous friend
1. Vocabulary:
Humorous (adj)
Quick - witted = intelligent (adj)
Good – natured = kind (adj)
Studious = hardworking (adj)
2. Questions:
a. What his / her name?

b. When was he / she born?
c. What does he / she look like?
d. What are his / her hobbies?
e. What is he / she like?
. . . . . . . . . . . . . . .
IV. Post – speaking: summerises the main points of the interview
by using the above answers:
His name is …………………… he was born in the ………………………… he’s tall /
short. He’s a square face and a broad forehead. His hobbies are
playing fooball. He oftEn goes swimming in his free time …………
describe them
Ps: work in pairs, describe the
people in the picture.
T:gives an example then calls on 4
ps to present their answers describes
T:gives feedback and suggested
answers
T: introduces the adjs provided in
the textbook,conducts repetition
chora-l ly, asks if ps understand
these adjs or not.
T gives suggested answers:
a. his name is ………………
b. he was born in/on ……………
c. he looks like …………………
d. his hobbies are ………………
e. he likes ………………
……………………
T: divides the class into groups of 10
with a leader.

Ps: discuss, the leader takes notes of
the ideas
T: calls on the best pupil to report
the result of their discussion.
T:gives feedback and final
comments
S4: Homework:
Practise reading all the words that are used to describe people’s physical characteristies and
personalities
S5: Comments:
Saturday, September 8
th
2007
Unit 1 FRIENDSHIP
Order period 03 § 3: Listening
A. Aims:
- Listen for specific information and taking notes while listening .
- Help Ps in their listening micro – skill.
B. Materials:
- T: Textbook, handouts, colour chaks, lesson plan
- Ps: Textbooks, pens, pencils, notebooks, exercisebooks………
C. Teaching steps:
- S1: Classroom procedure
- S2: Old lesson : describe a person, using the cues below.
Hight: medium Face: square Nose: straight
Age: 26 Appearance: good-looking Job: worker
- S3: New lesson : Unit1 – Lesson 3.
CONTENT ACTIVITIES
I.Warm – up:
1. He is kind, willing to help sb.

2. He makes sb feel relaxed.
3. He spends a lot of time studying or reading.
4. He is able to wait sb for a long time.
a. patient c. helpful
b. friendly d. studious
II. Pre – listening:
* Talking about your best friend
1. Who is your best friend?
2. How did you happen to met him/her?
3. How long have you known aech other?
4. What qualities do you admire in your best friend?
* Pre – teaching vocabulary
- a partment building:
- sence of humour:
- give sb a ring = phone sb.
- guitarist
- favourite
- motorbike
- around
- go through a rough time
III. While – listening
Listen to the lasks and then do the tasks that follow:
* Task 1: Listen and decide whether the statements are true (T) or
false (F):
Lan’s Talk
- T writes the 4 adjs on the
board, then reads the given
sentences aloud.
- Ps keep quiet, listen to
teacher and choose the

suitable adjs.
- T gives the correct answer:
1-c 2-b
3-d 4-a
- T asks Ps to discusc the qs in
pairs.
- Ps work in pairs
- T calls on some ps to give
their answer and comments on
the answers. Then gets ps to
guess what they are going to
listen about.
- T helps ps pronounce the
words given in the book by
conducting repetition in
chorus.
1. Ha and Lan shared an apartment in Nguyen Cong Tru Resdential
Area in hanoi.
2. Lan thinks that Haiphong people are unfriendly.
3. Lan spent two days in Do Son
4. Ha took Lan to Do Son on her motorbike.
5. Ha introduces Lan to a number of her friends there.
6. Ha and Lan have become friends since Lan’s trip to Do Son.
Long’s Talk
1. Minh and Long have been friends since school.
2. Long was a guitarist.
3. Long loves Minh’s sence of humour.
4. They have a lot of things in common.
5. Minh always helped Long out of difficulties.
Answers:

- Lan’s Talk: 1F, 2F, 3T, 4F, 5T, 6F
- Long’s Talk: 1F, 2F, 3T, 4T, 5T
* Task 2:
How are where they met What they like about their friends
Lan
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………………………
…………………………………………………………………
…………………………………………………………………
…………………………………………………………………
Long
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………………………
…………………………………………………………………
…………………………………………………………………
…………………………………………………………………
IV. Post-listening:
-How Ha / Minh has been Lan’s / Long’s best friend ?
- T asks ps to do the task, using
some strategies:
.1 st, ps read through the
statements to understand
words.
.2 nd, ps listen to the tape

and pay attention to the key
words.
.3 rd, ps decide whether
the statement are true or false
base on what they can hear.
-T plays the tape onse for ps to
do the task, then asks for their
answers and writes them on
the board.
-T plays the tape the second
time for ps to check their
answers.
-T checks ps’answers by
calling on some ps and asks ps
to explain their answers.
- Tgives correct answers
- Ps work in pairs, answer the
question
- T goes around and offers
help
4. Homework : Learn all the new words
prepare for next period
5. Comments :
Sunday, September 9
th

2007
Unit 1 FRIENDSHIP
Order period 04 § 4: Writing
A. Aims:

- By the end of the lesson, Ps will be able to write about a friend, real or imaginary, using the words and
expressionthat they have learnt in previuos lessons.
- Help Ps in their writing.
B. Materials:
- T: Textbook, handouts, colour chalks, lesson plan
- Ps: Textbooks, pens, pencils, notebook, exercisebooks………
C. Teaching steps:
- S1: Classroom procedure
- S2 : Old lesson: Write 5 word that are used to describe people’s physical and give 5 examples.
- S3: New lesson : Unit1 – Lesson 4.
CONTENT ACTIVITIES
I.Warm-up
1. My sister has got a straight / flat / snub / pointed nose.
2. Her face is square / round / oval / heart-shaped.
3. She has short black hair / long dyed hair / shoulder-length hair.
4. She is tall / short / medium .
5. She is fat / thin / slim / overweight.
6. She is hospitable / generous / honest / tudious / intelligent.
II. Pre-writing:
1. The three main parts:
* General information about their friend.
- Name
- Age
- Home address
-Place to meet
-How to meet
. . . . . . . . . . . . . . .
* His / Her physical characteristics his / her personalities.
- Height : tall / short / medium.
- Hair : short / long / shoulder-length.

- Face : square / round / oval / heart-shaped.
- Eyes : big / small / black
- Nose : straight / flat / snub / pointed.
- Helpful
- Sincere
- Studious
. . . . . . . . . . . . . . . . .
* What ps like about the friend
- To have the same hobbies: to enjoy learning English, reading books.
- To have a great sense of humour.
- To be a very good listener / constant friend.
- To study hard.
T asks ps to traslate some
sentences into English.
Ps work in pairs, traslate the Viet-
namese sentences into English.
T gets ps to read theguidelines
silently.
Ps read theguidelines silently and
work out what they are required to
write about.
T introduces the three main parts
of the writing.
Ps take notes.
T provides words , phrases ,
sentnces to help pupils in their
writing.
Ps pay attention and take notes.
T reviews the privious structures.
2. The verb tenses:

* The simple past: S + was + adj + n / S + V2/ed . . .
* The simple present : S + is + adj + n / S + Vinf/ (e) s. . .
III. While-writing:
My friend’s name is……………………. She is about ……………………….years
old. She lives in / at …………………………. with her parents…………………….We
became friends ……………….years ago when we studied together.
She is of medium height. …………………………She has …………………………….
hair. She is quite slim. ………………………………..
She ha s a …………………… face with a……………………. nose, a………………………..
chin and ……………………………..eyes.
What I like about her is that she has the same hobbies with me. We
both like …………………………… We enjoy learning ………………………… She is very
helpful and modest. She always gives a helping hand whenever being
asked. I hope that our frienship will continue .
IV. Post-writing:

To collect and correct ps’ writing’s mistakes and errors
Ps coppy down the structures.
T gets ps to write about their
friend in 15 minutes.
Ps write about their friend in 15
minutes.
T goes around to observe an offer
help
T asks ps to exchange their
writing with another p for peer
correction.
Ps exchange their writing
T goes around collects mistakes
and errors , then collects some

writing for quick feedback
T corrects some typical errors.
4. Homework : Review all the new words that are used to describe people’s physical characteristies and
personalities, rewrite the writing.
Prepare for next period.
5. Comments :
Monday, September 10
th

2007
Unit 1 FRIENDSHIP
Order period 05 § 5: Language focus
A. Aims:
- By the end of the lesson, Ps will be able to distinguish the sounds / dz / and / t /
- Help ps in their pronoucing the words and sentences containing these sounds correctly.
B. Materials:
- T: Textbook, colour chalks, lesson plan….
- Ps: Textbook, pens, pencils, notebook, exercisebooks………
C. Teaching steps:
- S1: Classroom procedure
- S2: Old lesson : Look at A, describe him / her.
- S3: New lesson : Unit1 – Lesson 2.
CONTENT ACTIVITIES
I. Pronunciation:
/ dz / / t /
jam children
joke changeable
January cheese
vilage which
. . . . . . . .

II. Grammar:
1/ To infinitive:
S + be + adj + to inf . . .
S + V ( + O ) + to inf . . .
2/ Bare infinitive:
can
S + had better + bare inf . . .
Will
S + V ( + O ) + bare inf ……..
III. Exercises:
* Exercise 1:
1. Who something eat want ?
------> Who wants something to eat?
2. Letter I write some have.
------> I have some letter to write.
3.
------> Iwas/ am 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.
T models the two sounds / dz / and /
t / for a few times and explain the
differences in producing them, then
asks ps to read the two sounds and the

words in each column again.
Ps reads the two sounds / dz / and
/ t / and the words in each column
again.
T asks some ps pronoun the words
and gives correction if neccesary.
Ps practise reading the 2 sounds/
words / sentences.
T introduces the grammar: To
infinitive / bare infinitive by gving
many examples then asks ps to draw
out the rules and the structures.
Ps listen to the instructions, draw out
the rules and the structures then
coppy down the lessons.
T asks ps to read the examples and
the sentences given in exercise 1 ,
then put the words in the correct order
tomake sentences, using the main
verb in the present simple and making
the other an infinitive without to .
Ps read the examples and the
sentences given in exercise 1 , then
put the words in the correct order
------> I’m happy to know that you have passed the exams.
* Exercise 2:
1.
------> The police watched them get out of the car.
2.
------> They let im 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 throgh the window.
6.
------> Do you think the company will make him pay some extra
money ?
7.
------> I felt the animal move toward me.
8.
------> Do you think her parents will let her go on a picnic ?
tomake sentences, using the main
verb in the present simple and making
the other an infinitive without to .
T asks ps to read the examples and
the sentences given in exercise 2 ,
then rewrite the sentences, using the
words given in brackets.
Ps read the examples and the
sentences given in exercise 2 ,then
rewrite the sentences, using the words
given in brackets.
T calls on some psto write their
answers on the board and corrects
them.
4. Homework: Learn the structures by heart.
Prepare for next period.
5. Comments:

Saturday, September 22
nd
2007
Unit 2 : PERSONAL EXPERIENCES
Order period: 06 § 1 . Reading
A. Aims:
- Ps can use information they have read to discuss the story.
- Help them develop their reading micro – skills as scanning for specific ideas, skimming for general
imformation, and guessing meaning context.
B. Materials:
- T: Textbook, colour chalks, lesson plan . . .
- Ps: Textbooks, pens, pencils, notebooks, exercisebooks………
C. Teaching steps:
- S1: Classroom procedure
- S2: Old lesson : no
- S3: New lesson : Unit1 – Lesson1.

CONTENT ACTIVITIES
I. Warm – up
An embarrassing story in Vietnamese.
II. Pre – reading: Discusing the pictures:
° Questions:
- What can you see in picture a/ d/ e ?
- What do you think may be relationship between the girl and
the man?
- What do you see on the table?
- Whose money do you think it is ?
° Suggested answers:
- I can see a man and a girl. . . .
- I think they are father and daughter.

- I see a wad of dollar notes.
. . . . . . . . . . . . . . .
III. While – reading .
* Vocabulary:
embarrassing (adj)
a sloppy cotton hat (n)
pop star idol (n)
glance at (v)
sneaky look (n)
imagine (v)
make a fuss (v)
decide (v)
* Task 1: Fill each blank with one of the words in the box.
1. . . . . . . . . . . . . . . glanced . . . . . . . . . . . . . .
2. . . . . . . . . . . . . . . making a fuss . . . . . . . . . . . . . .
3. . . . . . . . . . . . . . . embarrassing . . . . . . . . . . . . . .
4. . . . . . . . . . . . . . . idols. . . . . . . . . . . . . .
5. . . . . . . . . . . . . . . sneaky. . . . . . . . . . . . . .
* Task 2: Rearrange the fictures:
1- picture d 3- picture f 5- picture a
2- picture b 4- picture e 6- picture c
* Task 3: Answer the questions:
1. What did the girl wish to have when she was in grade 9?
à She wished to have a sloppy cotton hat .
2.
à He gave he rsome money onher birthday so that she could
buy he rhat of her dream for her self.
3.
àShe saw a wad of dollar notes that look exactly like hers.
4.

àBecause she didn’t want to make a fuss.
5.
àShe bought the hat of her dream.
IV. Post-reading: Discuss the question: What do you think the girl
had to do after she discovered that the money she had taken from
T tells an story embarrassing story in
Vietnamese
Ps listen to teacher.
T asks the whole class to look at the
picture on page 22 and asks them
some questions.
Ps look at the pictures in their
textbooks and try to get the correct
answers.
T writes the words on the broad then
aks them to give their meaning.
Ps write the words then give their
meaning.
T conducts repetition chorally.
Ps repeat chorally.
T intructs ps to read the passage
quickly .
Ps read the passage quickly .
T asks ps to do task 1
Ps read the given sentences ,guess
their meaning based on the contexts
in the sentences, then fill each blank
with one of the words in the box.
T: searches through the main ideas
of the passage,then asks ps to

rearrange the fictures.
Ps: do the task individually
Ps: work in pairs ,read though each
questions provided in task 3 to
answer the questions.
T:goes around to hepl ps when
necessary.
T: skims the 5 questions, shows ps
how to do this task
T: does 1
st
question as model (reads
it, finds the key words in the
the boy’s bag was not hers?
1. Perhaps she could . . . .
2. She might want to . . . . .
3. I guess she could . . . . .
passage, marks the place and finds
the answers)
Ps continue to do the task .
T calls on some ps to give their ans-
wers, ask them to explain their
choices, asks other ps to say whether
they agree or disagree then give the
correct answers.
S4: Homework:
Read the story again , try to translate it into Vietnamese.
Prepare for next period.--------
S5: Comments:

Sunday, September 23
rd

2007
Unit 2 : PERSONAL EXPERIENCES
Order period 07 § 2: Speaking
A. Aims:
- By the and of the lesson,ps will be able to identify structures that are used to talk about past
experiences - Help ps use these structures to talk about a past experience.
B. Materials:
- T: Textbook, colour chaks, lesson plan
- Ps: Textbooks, pens, pencils, notebooks, exercisebooks………
C. Teaching steps:
- S1: Classroom procedure
- S2: Old lesson : Read the first paragraph, then answer the question :
When did her embarrassing experience happen ?
What did the girl wish to have when she was in grade 9?
Was her idol a pop star ?
What do you think the girl had to do after she discovered that the money she had
taken from the boy’s bag was not hers?
- S3: New lesson : Unit2 – Lesson 2.
CONTENT ACTIVITIES
I. Pre-speaking:
* Task1:
T introduces task 1 and get ps to do
1. Speaking English to a native English speaker
. . . . .
2. Being seriously ill
. . . . .
3. Travelling to other parts of the country

. . . . .
4. Failing an exam
. . . . .
5. Talking to a famous pop star
. . . . .
II. While – speaking:
*Task 2:
- Have you ever spoken E to a native speaker?
- Yes, I talked to an E girl last summer.
- How did you meet her?
- I was walking along Trang Tien Street when an
English girl
came up to me and asked me the way to Hoan Kiem Lake. I told
her , then we started talking about the lake.
- What did you talk about?
- Everything about the lake . . .
- How did experience affected you?
- Well, it makes me more interested in learning E.
* Task 3:
- Have you ever been seriously ill/ travelled to other parts of
the country/ failed an exam . . . ?
- How did it happen?
- When did it happen?
- How did the experience affect you?
. . . . . . . . . . . . . . .
IV. Post – speaking: Your most embarrassing experience
it individually.
Ps read the task , do it individually.
T calls on a p to read out his/ her
answers.

P reads out his/ her answers.
T checks with the class and give
corrective feedback.
T elicits the structures:
Make s.o do s.th…
Make s.o + adj…
Ps: take note
T introduces task 2 and get ps to
put the lines in the conversation in
the correct order then practise the
dialogue.
Ps: work in group, put the lines in
the conversation in the correct order
then practise the dialogue.
T calls on a pair to read out their
answers.
Ps read out his/ her answers.
T checks with the class and give
corrective feedback
T introduces task 3 and get ps to do
it in group.
Ps work in group , do task 3..
T goes around to check and offer
help then calls on some pairs to
perform their conversation in frot of
the class.
T elicits feedback from the class and
give final comments.
S4: Homework:
Practise speaking all the dialouges that are used to talk about past experience.

Prepare for next period.
S5: Comments:
Sunday, September 23
rd
2007
Unit 2 : PERSONAL EXPERIENCES
Order period 08 § 3: Listening
A. Aims:
- Listen for specific information ,deciding T/ F statements and filling the gaps while listening .
- Help ps improve their listening skill.
B. Materials:
- T: Textbook, colour chalks, lesson plan
- Ps: Textbooks, pens, pencils, notebooks, exercisebooks………
C. Teaching steps:
- S1: Classroom procedure
- S2: Old lesson : Tell about your most embarrassing experience, by answering the following questions:
Have you ever been . . . ?
How did it happen?
When did it happen?
How did the experience affect you?
- S3: New lesson : Unit2 – Lesson 3.
CONTENT ACTIVITIES
I. Warm – up:
Tell the story about the fire in DD market.
II. Pre – listening:
* Discussing the picture:
1. What can you see in the picture?
2.What is happening?
3. Who are these people?
* Pre – teaching vocabulary

- memorable:
- terrified (a)
- scream (v)
- replaced (v)
- gas stove (n)
- embraced (v)
- escape (v)
- protected (v)
III. While – listening
* Task 1: Listen to the interview and decide whether the
statements are true (T) or false (F):
1. Christina is a business woman.
2. The fire happened 3 years ago.
3. The fire started in the bedroom.
4. When the fire started, Christina was reading a book.
5. Her mother came and rescued her.
* Task 2:
………………………………(1) small…………………………………..(2)
everything…………………………
- T tells the story , leads ps to the
topic .
- Ps keep quiet, listen to teacher
- T asks ps to discuss the qs in
pairs.
- Ps work in pairs
- T calls on some ps to give their
answer and comments on the
answers. Then gets ps to guess
what they are going to listen
about.

- T helps ps pronounce the words
given in the book by conducting
repetition in chorus.
- T asks ps to do the tasks , using
some strategies:
.1 st, ps read through the
setences to understand words.
(3) family…………………………..………(4) replaced……………………………………(5)
took……
……..…………….(6) appreciate.
* Tape script:
Interviewer: . . . . . . . . . . . . . . . . . . . .
Christina : . . . . . . . . . . . . . . . . . . . . . .
C: Well, my most unforgetable experience happened 13 years
ago, when my house burned down.
I…………………………
C: The fire started in the kitchen where I forgot to turn off the gas
stove.
I …………………………
C: I wassleeping when I was suddenly woken up by terrified heat.
I opened my eyes to find myself surrounded by wall of fire.
I………………………..
C: I was terrified. Then I heard my mother’s voice calling my
name. I rushed to her. She carried me out…………
I ……………………….
C: ……………….Although I lost many things in the fire, the
experrience helped me grow up.
I…………………………..
C: Well, before the fire I was selfish. I always complained to my
mother about how small my room was, or how few clothes I had.

Then the fire came and destroyed everything I owned. But I slowly
began to realise that I didn’t really need my old things. I just needed
my family. After all, you can get new clothes anytime, but a family
can never be replaced.
IV. Post-listening: Christina says that family is more important than
things. Do you agree or disagree with her? Giving your opinions.

.2 nd, ps listen to the tape and
pay attention to the key words.
.3 rd, ps decide whether the
statement are true or false /
choose the right word to fill in the
gaps base on what they can hear.
-T plays the tape onse for ps to do
the task, then asks for their
answers and writes them on the
board.
-T plays the tape the second time
for ps to check their answers.
-T checks ps’answers by calling
on some ps and asks ps to explain
their answers.
- T gives correct answers
- Ps work in pairs, answer the
questions.
- T goes around and offers help
4. Homework : Learn all the new words
Prepare for next period
5. Comments :

Monday, September 24
th

2007
Unit 2 : PERSONAL EXPERIENCES
Order period 09 § 4: Writing
A. Aims:
- By the end of the lesson, ps will be able to write a personal letter, telling about a past experience ,
using the words and expression that they have learnt in previuos lessons.
- Help ps in their writing.
B. Materials:
- T: Textbook, colour chalks, lesson plan
- Ps: Textbooks, pens, pencils, notebooks, exercisebooks………
C. Teaching steps:
- S1: Classroom procedure
- S2 : Old lesson: Do you think that family is more important than things? Giving your opinions.
- S3: New lesson : Unit 2 – Lesson 4.
CONTENT ACTIVITIES
I.Warm-up;
1.Have you ever written a letter in English?
2.Do you know how many parts a personal letter normally have?
3. What do we normally write in the salutation?
4. What do we normally write in the closing?
5. Where do we normally sign the letter?
II. Pre-writing:
1. The five main parts:
* The heading
* The salutation/ greeting
* The body
* The closing

* The signature.
2. The verb tenses:
* The simple past: S + was + adj + n / S + V2/ed . . .
* The past continuous: S + was / were + Ving . . .
* The past perfect: S + had + V3/ed . . .
III. While-writing:

DD, September 20
th
2007
Dear………….
I’m writing to you about……………….
Let me tell you about ………………….. my past embarrassing / unhappy /
funniest experience which still imprinted deeply on my mind.
On that day…………………
T asks ps some questions, leads in
the new lesson.
Ps answer them.
T gets ps to read the guidelines
silently.
Ps read the guidelines silently
and work out what they are
required to write about.
T calls on some ps to answer and
elicits more ideas from the class.
Ps pay attention.
T introduces the 5 parts of a
personal letter normally have.
Ps take notes.
T provides words , phrases ,

sentnces to help pupils in their
writing.
Ps pay attention and take notes.
T reviews the previous structures
that can be used in their writing.
Ps coppy down the structures.
T gets ps to write their letter in 15
minutes.
One day …………… ……………………. I thought I
………………………………………………………………
Luckily,…………………………………………………. Immediately
…………………………………………….
My life was finally saved.
Now, I realize …………………………../ I
understand……………………………………………………..
Stop for now./ Write to me soon.
See you soon
Your old classmate
………….
IV. Post-writing:

To collect and correct ps’ writings’mistakes and errors.
Ps write their letter in 15 minutes.
T goes around to observe an offer
help.
T asks ps to exchange their
writing with another p for peer
correction.

Ps exchange their writing

T goes around collects mistakes
and errors , then collects some
writing for quick feedback.
T corrects some typical errors.
4. Homework : Review all the new words , the 5 main parts of a personal letter normally have and the
structures:
* The simple past: S + was + adj + n / S + V2/ed . . .
* The past continuous: S + was / were + Ving . . .
* The past perfect: S + had + V3/ed . . .
Prepare for next period.
5. Comments

Friday, September 28
th

2007
Unit 2 : PERSONAL EXPERIENCES
Order period 10 § 5: Language focus
A. Aims:
- By the end of the lesson, Ps will be able to distinguish the sounds / m / / n / and / n /
- Help ps in their pronoucing the words and sentences containing these sounds correctly.
B. Materials:
- T: Textbook, colour chalks, lesson plan….
- Ps: Textbooks, pens, pencils, notebooks, exercisebooks………
C. Teaching steps:
- S1: Classroom procedure
- S2: Old lesson : How many parts a personal letter normally have? What are they?
Write the structure of the past continuous tense
- S3: New lesson : Unit 2 – Lesson 5.
CONTENT ACTIVITIES

I. Pronunciation:
/ m / / n / / n /
may nose wrong
make nice running
small snow morning
. . . . . . . . . . . .
II. Grammar:
1. The simple past tense:
Tobe :
* Affirmative:
S + was / were + n / adj . . .
* Negative:
S + was / were + not + n / adj . . .
* Interrogative:
Was / Were + S + n / adj . . . ?
Verbs
* Affirmative:
S + V2 / Ved . . .
* Negative:
S + did + not + Vinf . . .
* Interrogative:
Did + S + Vinf . . . ?
2. The past cotinuous tense
* Affirmative:
S + was / were + Ving . . .

* Negative:
S + was / were + not + Ving . . .
* Interrogative:
T models the three sounds / m / / n /

and / n / for a few times and explain
the differences in producing them,
then asks ps to read the two sounds
and the words in each column again.
Ps reads the two sounds / dz / and
/ t / and the words in each column
again.
T asks some ps pronoun the words
and gives correction if neccesary.
Ps practise reading the 2 sounds/
words / sentences.
T introduces the grammar: To
infinitive / bare infinitive by gving
many examples then asks ps to draw
out the rules and the structures.
Ps listen to the instructions, draw out
the rules and the structures then
coppy down the lessons.
T asks ps to read the examples and
Was / Wer e + S + Ving . . . ?
3. The past perfect tense
* Affirmative:
S + had + V3/ed . . .
* Negative:
S + had + not + V3/ed . . .
* Interrogative:
Had + S + V3/ed . . . ?
III. Exercises:
* Exercise 1:
…………….(0) lives……………………….(1) invites ……………………..(2) sets……………(3)

gets………………….(4)waves………………....(5) promises…….………….. (6) carries
………………………..(7) cotains …,……………………(8) has baked………………..……..(9)
is………………………….(10) is shining……………………………(11) are singing
………………………………….(12) is
* Exercise 2:
1. He broke his arm when he was playing football.
2. Julia wrote her first novel when she was 15 years old.
3. I was working on the computer …………………………broke………………………..
4. When it started torain…………………were walking ………………………
5. He told us about his …………………..were having……………………….
6. Sorry, I did not listen..……………….was thinking……………………..
7. I phoned you last night………did not answer………..were you doing…..?
8. Mary did not wear……….…….did not notice………..….was driving…………..
* Exercise 3:
1. They had eaten………………………….…arrived…………………………….
2. When I found …………………………….. had taken ………………………….
3. By the time … got ………………………. had closed……………………..
4. When they got to the station ……………………………had left ……………………..
5. By the time you got the letter ………………………….had arrived ………………..
6. The pollice paid no attention…………………………….had phoned…………………..
7. I went to the post …………..…………said……………….….had not arrived…….…….
8. When I had looked at the new dress………………………asked……………..cost.
the sentences given in exercise 1 ,
then put the words in the correct order
to make sentences, using the main
verb in the present simple and making
the other an infinitive without to .
Ps read the examples and the
sentences given in exercise 1 , then
put the words in the correct order to

make sentences, using the main verb
in the present simple and making the
other an infinitive without to .
T asks ps to read the examples and
the sentences given in exercise 2 ,
then rewrite the sentences, using the
words given in brackets.
Ps read the examples and the
sentences given in exercise 2 ,then
rewrite the sentences, using the words
given in brackets.
T calls on some ps to write their
answers on the board and corrects
them.
4. Homework: Learn the structures by heart.
Prepare for next period.
5. Comments:

Saturday, September 29
th

2007
Order period 11 + 12 TEST & CORRECTION
A. Aims:
- Review the privious lesson.
- Help ps review their lessons.
B. Content & keys :

I - Read the passage and decide whether the statements are true ( T ) or false ( F ) :
When I was a student, I had a summer job in an expensive restaurant. One day we were

expecting forty members of a football team for lunch. I was given the job of peeling tomatoes. I thoungt
I was managing quite well with my small knife until the owner appeared to see how I was getting on.
She was amazed that I was using a knife and asked why I wasn’t using the potato peeler. I had no idea
what a potato peeler was ,so she led me into a small room behind the main kitchen. There, on the table,
was a small machine like the rubbish bins some people have in their bathrooms. She explained as if to a
small child that I had to put the potatoes in, close the lid a press the button. When she came back ten
minutes later, I told her I thought it was quicker to do it by hand. She asked what I meant. “Well, they
aren’t ready yet,” I replied. You can imagine how I felt when she lifted the lid and took out the potatoes
the size of peas . The potato peeler was not automatic.
………T……… 1. The story happened in summer.
………T… …..2. The football team members would have potato for lunch.
………T……… 3. At first, the author peeled potatoes with a knife.
………T……… 4. The owner of the restaurant explained how to use the potato peeler very
carefully.
………F…….. 5. The potato peeler could stop when the potatoes were ready.
* Class 11T2 : Please write the title of the passage in three or four words:
My most embarrassing experience
II- Use the correct forms of the verbs in brackets:
6.He ( pay ) no attention to her complaint because she ( phone ) him so many times before.
paid had phoned
7. She ( write ) many books since she ( leave ) school.
has writen left
8. What you ( do ) at the moment? – I ( write ) a letter.
What are you doing . . . ? am writing
9. The room ( be ) too dark. It needs ( paint ) a lighter shade .
is painting
10. Do you think the company will make him ( pay ) some extra money?
pay
11. It’s lovely ( see ) you again. I ( not, see ) you for ages.
to see haven’t seen

12. “Tom began driving 2 years ago” means:
Tom has been a driver for 2 years / Tom has driven for 2 years.
13. Rewrite this sentence with the same meaning : “I’m sorry. I was rude to you yesterday.”
I apologize for being rude / having been rude / my rudeness to you yesterday.
14. He ( tell ) us about his marriage when we ( have ) afternoon tea.
told were having
III- Choose the best answer from A, B, C or D:
15. Tom and Paul have known each other for a long time. They are close friends.
A. best B. mutual C. intimate D. good
16. Henry’s _______ has made him very popular among his friends.
A. selfishmen B. impoliteness C. unhappiness D. generosity
17. . Mai, who is my intimate friend, has just left the country.
A. lovely B. close C. humourous D. reliable
18. The most important thing of a true friendship is _______
A. happiness B. richness C. selfishness D. unselfishness
19. The homeless children were left in the trust of an unselfish woman.
A. being paid attend B. being controlled C. being taken care of D. being treated
20. All of us extremely admire her courage and constancy.
A. fidelity B. kindness C. self-confidence D. humour
* Choose one word whose underlined part pronounced differently:
21. A. pleasure B. friendship C. residential D. unsefishness
22. A. joy B. changable C. guess D. imaginary
23. A. warm B. barmy C. arm D. alarm
* Pick out the word that has the stress parttern different from that of the other words:
24. A. loyalty B. mutual C. unsefishness D. constancy
25. A. available B. category C. enrich D. immediate
26. A. contain B. event C. holiday D. instead
* Choose the underlined part among A,B,C or D that needs correcting:
27. Will Mr. Hurphy to come here any minute ? – Yes, he will.
A B C D

28. Everyone in the village helped them to built the new Youth Centre.
A B C D
29. He always helps me do the wash up.
A B C D
30. It’s too cold go out.
A B C D
31. Many Americans over the age of thirteen don’t like to talk about their age.
A B C D
32. Failing an exam makes you more interested to learn Enlish.
A B C D
----------------------------------------------- The end
-----------------------------------------------------------------------
Saturday, October 6
th
2007
Unit 3 : A PARTY
Order period: 13 § 1 . Reading
A. Aims:
- Ps can use information they have read to discuss celebration in their culture.
- Help them develop their reading micro – skills as scanning for specific ideas, identifying and
correcting false statement.
B. Materials:
- T: Textbook, colour chalks, lesson plan . . .
- Ps: Textbooks, pens, pencils, notebooks, exercisebooks………
C. Teaching steps:
- S1: Classroom procedure
- S2: Old lesson : no
- S3: New lesson : Unit 3 – Lesson 1.

CONTENT ACTIVITIES

I. Warm – up :
1. Do you know what birthday cake means ?
2. Have you ever given a birthday party ?
3. What do you have to prepare for it ?
………………………………….
II. Pre – reading: Discusing the pictures:
° Questions:
- What is the relationship between the people in the pictures?
- What are they celebrating?
° Suggested answers :
- The people in picture 1 might belong to a family.
- I think the people in picture 2 belong to a family.
- The people in the first picture are celebrating a birthday.
- The people in the second picture are celebrating a wedding
anniversary.
. . . . . . . . . . . . . . .
III. While – reading .
* Vocabulary:
blow out (v)
mark (v)
milestone (n)
lasting (a)
golden (a)
adult (n)
celebrate (v)
anniversary (n)

silver anniversary (n)
golden anniversary (n)
* Task 1:

ACTIVITIES
BIRTHDAY
PARTY
WEDDIND
ANNIVERSAR
Y PARTY
1. People sing a song.
2. People eat cake.
3. People receive cards and gifts. . .
4. // joke about their age.
5. // remember their wedding. . .
6. // go out for dinner.
7. // blow out candles . . .

T asks the whole class some
questions about a party.
Ps listen to teacher and answer the
questions.
T introduces the pictures, asks ps to
answer the questions in their
textbooks.
Ps look at the pictures in their
textbooks and try to get the correct
answers.
T writes the words on the board then
aks them to give their meanings.
Ps write the words then give their
meanings.
T conducts repetition chorally.

Ps repeat chorally.
T intructs ps to read the passage
quickly .
Ps read the passage quickly .
T asks ps to do task 1.
Ps read the given sentences ,guess
their meaning based on the contexts
in the sentences, then do task 1
individually.
T searches through the main ideas of
the passage,then asks ps to do task 2.
* Task 2:
1. Lisa’s family and friends are at her eightt birthday party.
2. Everyone makes cake and ice cream at the birthday party.
3. Lisaopen birthday cards and food from her family and friends.
4. Many American over the age of 30 don’t like to talk about their
anniversaries.
5. Fifteen months ago, Rosa and Luis got married.
6. People call the 5
th
wedding anniversary the “golden
anniversary”
7. Rosa and Luis are happy to be together for their silver
anniversary.
IV. Post-reading: Answer the following questions:
1. Where do you prefer to celebrate your birthday, at home or in
the restaurant? Why/

2. Do your parents celebrate their wedding anniversaries?
3. Are you going to celebrate your wedding anniversaries in the

future? Why ( not ) ?
Ps work in pairs ,read though each
sentence provided in task 2 to under-
line the wrong word and provide the
correct one.
T goes around to hepl ps when
necessary.
T skims the 5 questions in post-
reading, shows ps how to do this task
Ps work in group ,continue to do the
task .
T calls on some ps to give their ans-
wers, ask them to explain their
choices, asks other ps to say whether
they agree or disagree then gives the
correct answers.
S4: Homework:
Read the story ain , try to translate it into Vietnamese.
Prepare for next period.--------
S5: Comments:
Sunday, October 7
th
2007
Unit 3 : A PARTY
Order period 14 § 2 . Speaking
A. Aims:
- By the and of the lesson,ps will be able to identify structures that are used to talk about a party.
- Help ps use these structures to tell their partner about the party.
B. Materials:
- T: Textbook, colour chaks, lesson plan . . . .

- Ps: Textbooks, pens, pencils, notebooks, exercisebooks . . . .
C. Teaching steps:
- S1: Classroom procedure
- S2: Old lesson : Read passage A (page 33 ), then answer the questions :
How old is Lisa?
What does she do when people finish singing ?
Do her friends give her presents?
Do many Americans over the age of 30 hate to talk about their age?
- S3: New lesson : Unit 3 – Lesson 2.
CONTENT ACTIVITIES
I. Warm-up:
1. Do you like giving parties ?
2. Have you ever been to a party ?
4. Whose party was it ? / Where ?
II. Pre-speaking:
* Task1:
1. Whose party was it ?
. . . . .
2. What was the occation ?
. . . . .
3. Did you take the gift for the host ?
. . . . .
4. Who did dyou go with ?
. . . . .
5. Where was the party ?
. . . . .
6. Were there any decorations?
. . . . . .
7. Were there a lot of people there ?
. . . . . .

II. While – speaking:
*Task 2:
Last Sunday, I went to ………………………birthday. A lot of ps
were invited. I brought …………………………… for her . The party was
organized at home / restaurant . We had cake, …………………, ……….
……………We sang,…………………. and …………………… The party
lasted ................……..hours ……………………………We left her house at
about …………………………..
* Task 3:
1. Budget
2. Date and time
3. Who to invite
4. Place
5. Formal / informal dress
6. Decorations
T asks follow-up questions then
leads ps to the topic.
Ps listen and answer the questions.
T introduces task 1 and goes over
the questions with the class
( explains new words if necessary )
Ps read the task ,do it individually.
Ps need to choose the details they
want to talk about and plan their
stories.
T goes around the class to check and
offers help.
T put ps in pairs and gets them to tell
each other about the parties they
have been to ,

Ps work in pairs, to tell each other
about the parties they have been to,
based on the outlines they have
made for task 1 ,
In the mean time, T goes around the
class to check and offers help, then
calls on some pairs to perform their
conversations in front of the class.