11Cb-giáo án toàn tập

UNIT ONE: FRIENDSHIP
Reading
I. AIMS OF THE LESSON:
1.
Language skills:
• Reading :
- Develop such reading micro-skills as scanning for specific ideas, skimming for general
information, and guessing meaning in context.
- Use the information they have read to discuss the topic.
- Read and try to guess the meanings of words and expressions
- Passage comprehension.
- Finding the main content of the lesson.
2.
Language focus :
Vocabulary: mutual, incapable of, unselfish, acquaintance, give-and take loyal to,
suspicious
• Grammar :
- The simple present.
- Mutual pronoun “each other”.
II. TEACHING AIDS: cassette player, tape, chalks, pictures, handouts, charts, real objects if possible
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES
Warm-up(4)
Pre-Reading
(3’)
Competition game-Network
T prepares a hanhout with a network of
the word “Friendship”
- Play the cassette
- Ask students to pay attention to the

intonation
- Teacher goes around for helps.
Pre-teaching Vocabulary
Lasting(a): lifelong
Constant(a): happening all the time
 constancy(n)
Rumour (n) piece of information that
people talk about.
Gossip (n) informal talk that may be
unkind or not true.
Trust(n): the belef that is honest.
-Listen once or twice
-Discuss the answers to the questions.
-Model the discussion in front of the class.
Group work
Pairwork
While-
Reading
(26’)
- Introduce three tasks.
-Have students read the whole passage
(once or twice) and do the tasks.
* TASK 1:
-Guide students how to do this task.
- Teacher goes around for any help.
-Compare the results of the others and
correct mistakes.
-Read silently.
- Choose the correct word in the box to
complete each sentence.

individual/
pairs
1
Friendship
* TASK 2:
-Ask students to read the four sentences
in the textbook and 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.
- Keys:
1. mutual 2. incapable of
3. unselfish 4. acquaintance/ friend
5. give-and-take 6. loyal to
7. suspicious
-Key: B
-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
Pair-work
Post reading
(10’)
- Teacher asks a general question, “Why
do we need true friendship?”
Students give their opinions
Discussion
Group-work
V. HOMEWORK: (2’)
- Study new words.

- Do the tasks in the notebooks.
- Prepare Speaking.
UNIT ONE: FRIENDSHIP
Speaking
I. AIMS OF THE LESSON:
1.
Language skills :
• Speaking:
- Describing physical characteristics
2
- Discussing personalities
- Role-play: Talking about a famous friend
2.
Language focus:
Vocabulary: a handout of the adjectives and expressions.
II. TEACHING AIDS: chalks, pictures, handouts, charts, real objects if possible
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES
Warm-up(2’)
Pre-
Speaking
(4’)
- Ask some questions:
1/Do you concern about your outlook?
2/ Is it important to you?
- Lead sts to the main content
- Present some new words
* characteristic (n)
* personality (n)

* forehead (n)
* crooked (a)
* hospitable (a)
- Answer :
* Yes, I do…
* Yes, it is…
- Listen carefully
- Take notes
Group work
Individual
While-
Speaking
(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
______.
- 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
- Divide class into four groups.
- Explain some words of personalities on
page 16.
- 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.
+ The boy is short. He has a large face ,
…
individual/
pairs
Individual

Pair-work

3
- 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.
+ The girl is ………
- Play roles.
- Present their performance.
- 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 reading
(10’)
- 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.
Pairwork
Group-work
V. HOMEWORK:
- Learn by heart some new words.
- Prepare part C: Listening
UNIT ONE: FRIENDSHIP
Listening

I. AIMS OF THE LESSON:
4
1.
Language skills :
• Listening :
- Develop such listening micro-skills as intensive listening for specific information and
taking notes while listening.
2.
Language focus :
Vocabulary: apartment building,sense of humour, give sb a ring, go through a rough
time.
II. TEACHING AIDS: cassette player, tape, chalks, pictures, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES
Warm-up(5’)
Pre-listening
(6’)
Guessing game
T introduces the game: one student goes
to the boarb and T gives him / her a piece
of paper with the name of a student in the
class. Other Ss have to ask Yes / No
questions to find out who the student is.
Ss should ask about the appearance,
personalities, or clothes.
-Ask students some more questions:
• How do you meet your best
friend?
• How long have you known

your best friend (him or her)?
Vocabulary Pre-teaching
-Explain some new words & phrases:
-Apartment building: toà nhà có nhiều
căn hộ
-Sense of humour: khiếu hài hước
-Give sb a ring: phone sb
- Go through a rough time: trải qua thời
kỳ khó khăn
Ss may ask questions such as:
+ Is the person a girl?
+ Is she tall?
+ Is she short-sighted?
Is she friendly?
-The pointed students answer
-Students repeat & take notes
Work-group
Individual
Individual
While-
Listening
(26’)
Task 1
-Have students read the true-false
statement list and questions in textbook
silently for several minutes to make sure
that every student understands them.
Play the tape once for Ss to do the task.
Ask Ss to work in groups of 4 to compare
their answers.

Give the correct answers.
Task 2
Play the tape again for Ss to complete
their notes.
After playing the tape, T gets Ss to work
in pairs and check their answers.
Provide correct answers if necessary.
-Students read task1 silently for gist
-Elicited students raise their hands to
interpret.
Suggested answers:
1. F
2. F
3. T
4. F
5. T
6. F
-Students take notes during listening.
-Other students watch and give
comments.
Individual /
Pairwork
Post Get Ss to work in pairs to talk about how Whole class
5
listening
(6’)
Ha has been Lan’s best friend and how
Minh has been Long’s best friend.
T goes around to offer help and collect Ss’
mistakes

T calls on some pairs to present their
answers.
T elicits feedback from the class and give
final comments
& pair work
V. WRAPPING UP (2’)
T summarizes the main points of the lesson.
T asks Ss to learn by heart all new words and do the extra exercise as homework.
T asks Ss to prepare Writing.
Key content: ( Task 2)
Where & how they met What they like about their friends
Lan -They used to live in the same residential
area in Ha Noi.
-Lan went on a holiday to Do Son & Ha
went there to visit her.
-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
UNIT ONE: FRIENDSHIP
Writing
I. AIMS OF THE LESSON:
1.
Language skills:

• Writing:
- Write about a friend, real or imaginary, using the words and expressions that they
have learn in previous lessons
2.
Language focus:
Vocabulary: Revise the adjectives and expressions Ss can use to describe their
friend’s appearance and personalities.
II. TEACHING AIDS: textbook, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES
Warm-up(5’)
Pre-writing
(8’)
Competition game
T divides the class into small groups of 3-
4 students.
Ask Ss to write down the adjectives that
describe the appearance and
personalities.
- Teacher asks students to think about a
 Personalities: caring,
hospitable, modest, sincere,
generous, honest, helpful,
understanding, pleasant, friendly,
humouruos, quick-witted, good-
natured, studious, patient, calm
 Appearance: tall, short, thin, fat,
good-looking, beautiful,
handsome, slim…

Students ‘answers
1. My friend’s name is Hoa
2. She is 17 years old.
3. We met each other at my cousin’s
6
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.
birthday party 4 years ago.
While-writing
(20’)
-Teacher gives a sample and has
students write a passage to describe a
friend they like.
A Sample
Hoa has been my best friend since many
years. She is quite a lively person. She is
fairly tall with a good finger. She’s got a
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.
Students write a passage.
Post writing
(10’)
-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.
V. WRAPPING UP (2’)
-Ask Ss to improve their writing, taking into consideration their friends’ and T’s suggestions and correction and do
the extra exercise.
-Prepare Language Focus.
UNIT ONE: FRIENDSHIP
Language Focus
I.AIMS OF THE LESSON:
- Distinguish the sounds / dz / and / t∫/.
- Pronounce the words and sentences containing these sounds correctly.
- Use some structures containing infinitives with and without to appropriately.
II. TEACHING AIDS: textbook, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES
Pronunciation
(12’)
- Read /dz/ and /ts/ and distinguish

them.
- Get students to read /dz/ and /ts/
twice.
- Listen and try to find out the
difference in pronouncing /dz/ and /ts/
- Read the two vowels.
- Repeat the words.
Chorus
7
- Read the words in the part “Listen
and repeat” clearly for students to
repeat.
- Require some students to read
these words and correct mistakes
- Read the sentences in the part
“Practise reading these sentences”
as a model.
- Let students repeat after the
teacher.
- Get students to practise reading
these sentences while teacher goes
around to give help.
- Call some sts to read them aloud.
- Pronounce the words.
- Listen and try to remember the way to
read the sentences.
- Repeat
- Practise reading sentences
individual
Chorus

Individual
Grammar

Presentation
(10’)
Controlled
practice (10’)
Free practice
(10’)
 infinitive with to
- Use a picture and ask: “How does
she go to school?”
- Introduce the complete sentence in
textbook.
- Explain the structure the infinitive
after verb + object.
1. V + O + to V
2. There + be + N/ Pro. + to
3. adj + to V
4. Adj + too / enough + to V
Exercise 1
Ask Ss to do exercise 1 individually
and then compare their answers with
another student.
Call out some Ss to read out their
answers.
Give correct answers.
 infinitive without to
- Introduce and explain how to use
the following , verbs: see, hear,

watch, feel, let, make
- Ask students to do Exercise 2
(page 21)
- Correct the mistakes
- Give some pictures, or situation,
some words (if necessary) and ask
Ss to make sentences
Examples:
1. Her mother asks her to take a
raincoat.
2. I see a cat fall down the tree.
3. We made him surprised.
4. The teacher explained us how to
do the exercises.
- Or ask Ss to fill the correct form of
- Look at the picture and answer the
question
- Listen and take notes
Ex: I have some letters to write
Ex: There is plenty to do
Ex: I’m sorry to trouble you.
Ex: The pie is too hot to eat.
- Do exercises
Suggested answers
1. Who wants something to eat?
2. I have some letters to write
3. I’m delighted to hear the news.
4. My mother has some shopping to
do.
5. You always have too much to talk

about.
6. It’s lovely to see you again
7. It’s too cold to go out.
8. I’m happy to know that you have
passed the exams.
-Do exercise
1. The police watched them get out of
the car.
2. They let him write a letter to his wife.
3. I heard them talk in the next room.
4. The customs officer made him open
the briefcase.]
5. The boy saw the cat jump through
the window.
6. Do you think the company will make
him pay some extra money?
7. I felt the animal move towards me.
8. Do you think her parents will let her
Whole class
Individual
Individual
Whole class
8
the verbs:
1. She encouraged me (try) again.
2. They forbade her (leave) the
house.
3. I heard him (lock) the door.
4. These glasses will enable you
(see) in the dark.

5. He made me (move) the car.
go on a picnic?
V. HOMEWORK: (3’)
- Learn by heart the rules
- Do exercises
- Prepare Unit 2
UNIT TWO: PERSONAL EXPERIENCES
Reading
I. AIMS OF THE LESSON:
- Develop such reading micro-skill as scanning for specific ideas, identifying the sequence of events and
guessing meaning in context.
-Use the information they have read to discuss the story.
II. TEACHING AIDS: cassette player, tape, chalks, pictures, handouts, charts, real objects if possible
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES
Warm-up(4)
Pre-Reading
(5’)
Ask Ss some questions about their most
unforgettable experience
1. When did it happen?
2. Where did it happen?
3. Who was involved?
4. How did it happen?
5. How did affect you?
Get Ss to work in pairs and try to make
sense of the pictures on pages 22. Then T
gets them to put the pictures in the order
that they think is most appropriate.

T elicits their answers by asking questions
and giving prompts.
1. What can you see in the picture A?
2. What do you see on the table?
3. Whose money do you think it is? Why?
Pre-teaching Vocabulary
1. embarrass (v) = make sb confused or
ashamed
- embarrassed(adj)
- embarrassing(adj)
- embarrassment(n)
2. experience(n) = event or situation that
affects sb in some way
3. idol(n) = someone greatly loved or
admired
4. glance (n/v) = look at somebody quickly
- glance at sb/sth
5. Be busy doing sth
Look at the pictures and guess what is
happening in each of them.
Individual
Pairwork
Whole class
9
- Be busy with something
6. note(n) : banknote
7. make a fuss = make an important thing
important or more important
8. sneak (adj)
Play the cassette and ask Ss to listen

Ex: I’m sorry. I can’t go with you now. I am
busy with my homework. I’m busy doing
my homework.
Ex: Do you want the money in the notes
or coins?
While-
Reading
(24’)
Task 1
Get Ss to read the passage silently and
then do task 1
Check the answers with the whole class.
Task 2
Get Ss to read the text silently again and
then with a peer work out the sequence of
the pictures given on page 22 again.
Call on a student to give and explain his /
her answer.
Give corrective feedback.
Task 3
-Ask students to read the questions in
task 3 and answer them in groups.
- Ask representative of each group to give
oral answers and write them on the board.
- Give feedback
Answers
1. glanced
2. making a fuss
3. embarrassing

4. idols
5. sneaky
Answers:
1. d 2.b 3.c
4. f 5. e 6.a
Suggested answers:
1. She wished to have a red hat-a floppy
cotton hat ( like the one her star idol wore
in her video clip)
2…...so that she could buy the hat (for
herself.)
3. She saw a wad of dollar notes (exactly
like the one that her father had given her).
4. Because she thought the boy had
stolen her money / it was her money.
5. She bought the pretty hat of her dream.
Individual
work & whole
class
Individual&
pair work
Post reading
(10’)
-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
- Discuss in groups
- Report before class
Group-work
V. HOMEWORK: (2’)
- Write down the questions and the answers in the notebooks
- Study new words.
10
- Do the tasks in the notebooks.
- Prepare Speaking.
UNIT TWO: PERSONAL EXPERIENCES
Speaking
I. AIMS OF THE LESSON:
1.
Language skills:
• Speaking:
Identify structures that are used to talk about past experiences and their influences
on one’s life.
2.
Language focus :
Grammars: - present perfect and past simple

- structure with “make”
II. TEACHING AIDS: textbook, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES
Warm-up(5’)
Pre-
Speaking
(5’)
“Have you ever” Game
T divides the class into groups of 3-4.
Then T models “Have you ever” + PP” for
Ss as well as ways to respond to “Have
you ever” questions.
- Have you ever seen ghosts?
- Have you ever been to Da Lat?
- Have you ever sung in public?
- Have you ever spoken English to you
friends (teachers, foreigners…)?
- How did you feel when you spoke
English to them?
Task 1
T introduces the task and gets Ss to do it
individually, then compare the answers
with a peer.
T calls on a student to read his answers.
T introduces the structure
Make + sb + V
Make + sb + adj
T gives the feedback.

- Give answers
Match the things you might have done or
experienced in box A with how the
experience might have affected you in box
B.
Ex: He made me work hard
Ex: Don’t make her sad.
Suggested answers:
1. d 2. c
3. a 4. d 5. e
Group work
Individual
Individual/
pair work
While-
Speaking
(20’)
Task 2
Present perfect: used with “ever” to talk
about a past experience.
Past simple: used when one keeps
asking about that experience.
Ask Ss to work individually on the
sequence of the conversation and then
find a peer to compare their answers with.
Ex: Have you ever been to Ha Noi?
Ex: When did you go there?
Who did you go with?
Did you enjoy your visit in Ha Noi?
Suggested answers:

Whole class
11
Check with the class and give corrective
feedback.
3. h 4. a 5. e 6. g
7. c 8. f
Post
speaking
(10’)
Wrapping
up(3’)
Task 3
- Give students useful structures
+ Have you ever………….?
+ How did it happen?
+ When/ Where did it happen?
+ How did the experience affect you? /
How did you feel?
Get Ss to ask and answer questions
about their experiences, using the
suggested questions on page 26.
T goes around to check and offer help.
T calls on some pairs to perform their
conversation in front of the class.
T elicits feedback from the class and
gives final comments.
T summarises the main points of the
lesson.
Suggested conversations:
1.

A. Have you ever failed an exam?
- Yes, I have.
B. How did it happen?
- I didn’t study well enough for exam.
C. When did it happen?
- Last year.
D. How did you feel/ How did it affect
you?
- I felt disappointed/ sad/ depressed.
2.
A. Have you ever traveled to other parts
of the country?
- Yes, I have.
B. When did you travel?
- In 2002.
C. How did it affect you?
- It made me love our country more / I
learned more about different places in our
country.
3.
A. Have you ever talked to a famous pop
star?
- Yes, I have.
B. Where did you meet him/ her?
- At a party
C. How did it affect you?
- It was interesting to talk to famous pop
stars.
- It changed my attitude to/ towards/
famous pop stars.

Pairwork
Whole work
V. HOMEWORK:
- Write a paragraph about a past event that has had an influence on you.
- Learn by heart some new words.
- Prepare part C: Listening
UNIT TWO: PERSONAL EXPERIENCES
Listening
I. AIMS OF THE LESSON:
1.
Language skills:
12
• Listening :
- Develop such listening micro-skills as intensive listening for specific information and
taking notes while listening.
- Help students improve their listening skill.
- Help them understand the conversation and do Task 1,2
2.
Language focus :
Vocabulary: memorable, scream, gas stove, escape, terrified, replaced, embraced,
protected.
II. TEACHING AIDs: cassette player, tape, chalks, pictures, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
13
STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES
Warm-up(5’)
Pre-listening
(10’)
A matching Game

Column A
1. Fire fighter
2. Fire door
3. Smoke
4. Fire alarm
Column B
a. What comes out of a fire
b. A fire-resitant door that can be
closed to stop the spead of a fire
c. A person who fights fires
d. A bell that tells you a fire has
started.
T gets Ss to work in pairs to describe the
picture on page 27 of the textbook.
+ What can you see in the picture?
+ What is happening?
(The house is burning. / The house is on
fire. /…..)
+ Who are these people?
+ What is she doing?
( She’s talking a little girl out of the
burning house )
Pre-teaching vocabulary
-memory(n) the faculty of the mind
 memorable(a) worthy to be
remembered
memorize(v)
- scream(v) cry out with a shrill voice
- replace(v) place again
- embrace(v) fasten on

-escape(v) avoid the notice of
- protect(v) preserve
protection(n)
- gas stove(n) beáp ga
- terrified(a) frightened
- Ask students to repeat the provided
words and explain the words if necessary
Match the words in Column A with their
definitions in Column B
Answers
1. c
2. b
3. a
4. d
- Give theirs answers
- Listen and repeat in chorus
Ex: They escaped the search of the
enemy.
Group work
Pair work
While-
Listening
(20’)
Task 1
- Ask students to read Task 1 silently
- Ask students to listen to the tape twice.
- Ask students to do Task 1 individually.
- Read the sentences again to help weak
students:
1. We talk to Christina, a successful

business woman
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
Task 2
- 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
- Read Task 1
- Listen to the tape and decide whether
the statements are true or false
Suggested answers:
1. T
2. F( 13 years ago)
3. F( in the kitchen)
4. F( she was sleeping)
5. T
- Give answers and take notes
- Listen and do Task 2
14
V. WRAPPING UP (2’)
T summarises the main points of the lesson.

Ss write a summary of the story they listened in class.
T asks Ss to learn by heart all new words and do the extra exercise as homework.
T asks Ss to prepare Writing.
UNIT TWO: PERSONAL EXPERIENCES
Writing
I. OBJECTIVES:
Write a personal letter telling about a past experience, using the structures and vocabulary that they
have learned in previous lessons.
II. TEACHING AIDS: textbook, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES
Warm-up(5’)
Pre-writing
(8’)
A quiz about wrting personal letters
T divides the class into 2 big groups: A
and B
T reads out the questions and leads the
games.
The Quiz
1. How many parts does a personal letter
have?
2. What are they?
3. What do we usually write in the
greeting?
4. What do we usually write in the
Closing?
5. Where do we sign the letter?
- Have students give some of their past

experiences?( being seriously ill, failing an
exam; talking to a famous pop star,… etc
Answers
1. 5 parts
2. The Heading. The greeting, the Body,
the Closing and the Signature
3. “Dear”, “Hello”, “Hi”… + the name of the
person we are writing to and a coma at
the end.
4. “Sincerely”, “Yours”, “Love”, “Cheers”,
“Best wishes”…and after that we put a
coma.
5. under the Closing
Whole class
While-writing
(20)’
- Ask students to write a letter about the
most memorable past experience.
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/…)

T goes around to check and offer help.
T collects some outlines and provides
corrective feedback.T provides relevant
and structures if necessary.
Write a passage about the most
memorable past experience.
Individual
Post writing T chooses one letter and reads it to the Correct the mistakes. Whole class
15
(10’) class.
T elicits corrective feedback from the
class and gives final comments
afterwards. T draws Ss’ attention to the
format of the letter, the organisation of
ideas and language use.
V. WRAPPING UP (2’)
- T summarises the main points of the lesson.
- T asks Ss to revise their letters according to their peer’s suggestions.
-Prepare Language Focus.
UNIT TWO: PERSONAL EXPERIENCES
Language Focus
I. OBJECTIVES:
- Distinguish the sounds / m /, / n /, / η /.
- Pronounce the words and sentences containing these sounds correctly.
- Distinguish the uses of different verb tenses: present simple for indicating the past, past simple,
past continuous and past perfect.
- Use these verb tenses to solve communicative tasks.
II. TEACHING AIDS: textbook, handouts.
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:

STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES
Pronunciation
(10’)
Distinguishing sounds
T models the three sounds / m /, / n /, /
η / for a few times and explains the
differences in producing them.
T plays the tape once for Ss to hear the
words containing these two sounds.
T plays the tape again and asks Ss to
repeat after the tape.
T asks Ss to work in pairs and take turn to
read aloud the given sentences.
T goes around to listen and takes notes of
the typical errors.
T calls on some Ss to read the sentences
again and provides corrective feedback.
Listen to the tape.
Repeat after the tape.
Work in pair to practise reading
the sentences.
Individual/ pair
work
Grammar

Presentation
(10’)
Present simple
Form:
I, you, we, they + V(bare)

He, she, it + V+s/es
Use:
Use the Simple present to express the
idea that an action is repeated or usual.
The action can be a habit, a hobby, daily
event, a scheduled event or something
that often happens. It can also be
something a person often forgets or
usually does not do.
Adverbs of frequency: always,
usually, often, sometimes, frequently,
occasionally, seldom, rarely, never, ever,
Ex: They often go to school by
bus.
Ex: Mary watches TV every
night.
Whole class.
16
every, once, twice.
Present continuous:
Form: am, is are + Ving
Use:
Use the Present continuous with Normal
Verbs to express the idea that something
is happening now, at this moment. It can
also be used to show that something is
not happening now.
Adverbs: now, at the moment, at
present, presently…
Present perfect:

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

Past perfect
Form: had + PP
Use: the idea that something occurred
before another action expressed in the
past simple.
Exercise 1
T gets Ss to do Exercise 1 individually
and then find a partner to check their
answers with.
T checks with the whole class and
provides corrective feedback.
Exercise 2
Ex: She is sleeping at the
moment.
Ex: I have had a cold for two
weeks.
Ex: I met him yesterday.
Ex: He got up, washed his face
and then he had breakfast
Ex: I lived in Ha Noi for 5 years.
Ex: I often went fishing when I
was young.
Ex: She was shy as a child, but
now she is very outgoing.
Ex: He was sleeping when I
came
Ex: He was reading a book
while she was cooking.
Ex: I had finished my work
before I went shopping

yesterday.
Answers:
1. invites 2. sets
3. gets 4. waves 5.
promises 6. carries 7.
Individual / pair
work/ whole class
17
Controlled
practice
(12’)
T asks Ss to do Exercise 2 individually
and then find a partner to check their
answers with.
Exercise 3
T distributes the worksheets to Ss. Then T
guides how to ask interview questions and
answer them and reminds Ss to use the
correct verb tenses.
T gives final comments and provides
correction if necessary.
contains
8. has baked 9. is
10. is shining 11. are singing
12. is
Answers:
1. broke / was playing
2. wrote / was
3. was working / broke
4. stared / were walking

5. told / were having
6. didn’t listen / was
thinking
7. phoned / didn’t answer /
were doing
8. didn’t wear / didn’t
notice / was driving
Answers:
1. had eaten / arrived
2. found / had taken
3. got / had closed
4. got / had left
5. got / had arrived
6. paid / had phoned
7. went / said / had not
arrived
8. had looked / asked /
cost
18
Free practice
(10’)
V. HOMEWORK: (3’)
- review the uses of different verb tenses that have been covered in the lesson.
- prepare Unit 3
UNIT THREE: A PARTY
Reading
I. AIMS OF THE LESSON:
- Develop such reading micro-skill as scanning for specific ideas, and identifying and correcting false
statements.
-Use the information they have read to discuss celebrations in their culture.

II. TEACHING AIDS: cassette player, tape, chalks, pictures, handouts, charts, real objects if possible
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES
Warm-up(4)
Pre-Reading
(5’)
Matching the celebrations with the
correct images below:
Christmas Easter Halloween
Wedding Birthday
Valentine’s Day
Thanksgiving
cc
Group work
19
Ask students to look at the first picture in
the book and ask them some questions:
• Are they having a party?
• What party is it?
-Ask students to look at the second
picture and ask some questions:
• Are they friends?
• What are they celebrating?
• How old are the people in the
picture?
• How do they feel?
• How long have they been
married?
• The lesson today gives us some

information about birthday and
wedding anniversaries in the US.
Pre-teaching vocabulary
mark(v): đánh dấu
milestone(n): an important event or stage
in one’s life
lasting(a): continuing a long time
golden(a): made of gold
golden anniversary: celebration of the 50
th
wedding anniversary
diamond anniversary: celebration of the
60
th
wedding anniversary
- Look at the first picture and give
answers
• Yes, they are
• It is a birthday party.
• No, they aren’t.
A golden wedding anniversary.
Individual /
Pairwork
Whole class
While-
Reading
(24’)
Task 1
T gets Ss to read the passage silently and
do Task 1.

T reads around the words carefully to find
the answer.
T gets Ss to check their answers with a
peer.
T calls on some Ss to write their answers
on the board and ask them to explain their
choices.
T checks the answers with the whole
class.
Task 2
T checks if Ss can identify and correct the
wrong information in Task 2 after their first
reading of the passage.
T gets ss to check their answers with a
friend.
T calls on some Ss to present and explain
their answers. T gives feedback and
correct answers
Read the passage silently and do Task 1.
Correct the mistakes.
Suggested answers:
1. eighth  sevenths
2. makes  eats
3. foods  presents
4. anniversaries  ages
5. months  years
6. 5
th
 50
th

7. silver  golden
Individual
work
Post reading
(10’)
Ask Ss to work in small groups of 3 or 4
and discuss the questions.
T goes around to check and offer help.
T calls on the groups to tell and explain
their choice.
T gives corrective feedback.
Group-work
V. HOMEWORK: (2’)
Ask Ss to write a paragraph about how Vietnamese people celebrate their birthdays or wedding anniversaries,
based on the text they read in class.
20
Learn new words by heart.
Prepare Speaking.
Task 1
Answers:
Birthday Wedding
1. People sing a song

2. People eat cakes

3. People receive cards and gifts from friends and relatives

4. People joke about their ages


5. People remember their wedding days

6. People go out to dinner

7. People blow out candles, one for each year.

UNIT THREE: A PARTY
Speaking
I.OBJECTIVES:
Use appropriate language to talk about parties and negotiate how to plan them.
II. TEACHING AIDS: textbook
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES
Warm-up(5’)
Pre-
Speaking
(5’)
Talking about a party
T asks Ss some questions about parties.
 Do you like parties?
 Have you ever been to a party?
 Whose party was it?
 On what occasion was the party held?
 When did it take place? What time did
it start and end?
 How were foods and drinks?
 Was it fun?
TASK 1:

T introduces the task and goes over the
questions with the class.
T gets Ss to do the task individually. T
encourages Ss to take notes while doing
so.
T goes around the class to check and
offer help.
Work in group to answer the questions.
Suggested answers:
 Yes, I do
 Yes, I do
 It was my friend’s
 On her birthday
 Last month. It started at 6p.m and
added at 10 p.m.
 snack, pizza, chips, soft drinks
 Yes, it was
Do the task individually.
Group work
Individual
While-
Speaking
(20’)
TASK 2:
Are you the perfect party-goer?
1. Which kind of parties do you prefer?
-big / small / noisy / quiet parties
-parties with dancing and games
2. You find yourself standing with a
complete stranger at a party. What would

you do?
-talk about yourself / the weather.
-try to get him or her talk about himself or
herself
3. At a party, what would you tend to
drink?
-beer / soft drinks / mineral water
Work in pairs and tell each other about
the parties they have been to, based on
the outlines they have made for the Task
1.
Pair work
21
Task 3
-Ask students to do Task 3 in pairs
-Ask some pairs to perform their talk
before class.
A: I am wondering where I should hold
my birthday party.
B: Why don’t you have your birthday
party at home? It’s cosy and not very
expensive.
A: I don’t know if it’s suitable to begin at 5
pm?
B:
• Why don’t you….
• You ought to…
• You should…
• I think you should…
• You’d better….

• If I were you I would…
*Where (home-cosy, not expensive, not
spending a lot of time to prepare, not have
to clean up…
*What time
*How many guests
*What to eat / drink (soft drinks, mineral
water…/ chicken soup, green salad,
steak, fired chicken, fish, beef,
hamburger, cake…)
*What to wear (dress, jeans, shirts, T-
shirt, pullover, skirt…)
*Which activities (singing, playing games,
taking photographs, give gifts…
Do the practise with the expressions.
Ss will negotiate in order to come up with
a plan for their parties.
Pair work
Post
speaking
(13’)
TASK 4:
*Ask students to do Task 4 in groups,
using the simple past tense to report the
past events.
*Give some suggestions.
*Ask some students to perform before
class.
-The party was held at….
-It started at……and ended at…..

-There were about……….people.
-He / She served us….
-We took part in some activities such
as…..
-We were all tired but happy.
* Correct common mistakes and give
remarks.
Tell the rest of the class about their party. Group work
V. HOMEWORK (2)
- Write a paragraph about a party you have been to,
- Prepare part C: Listening
UNIT THREE: A PARTY
LISTENING
I. AIMS OF THE LESSON:
- Develop such listening micro-skill as intensive listening for specific information.
II. TEACHING AIDS: cassette player, handouts, handouts.
22
III. TEACHING METHOD: communicative approach
IV. PROCEDURE:
STAGES TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES NOTES
Warm-up(4)
Pre-Reading
(5’)
While-
Reading
(24’)
Individual
work
Post reading
(10’)

Group-work
V. HOMEWORK: (2’)
Ask Ss to write a paragraph about how Vietnamese people celebrate their birthdays or wedding anniversaries,
based on the text they read in class.
Learn new words by heart.
Prepare Speaking.

Unit 4: VOLUNTEER WORK
Part A : READING
I. Teaching aims :
Reading for specific information
Reading comprehension
II. Method
Communicative approach
III. Teaching aids :
Pictures, chalks, cassette.
IV. Teaching Procedures :
STAGES TEACHER’S ACTIVITIIES STUDENTS’ ACTIVITIES
A.PRE-
READING
5 minutes
B. WHILE-
READING
20 minutes
Warm- up:
-Show the picture of volunteer
work and ask questions :
What is the old woman doing ?
What does she do this work for?
-Check the answers

-Give Ss the following saying :
“If you me a fish,
I will eat today
If you teach me to fish
I will eat my whole life long.”
-Ask Ss what the saying implies.
-Check the answer.
-Supply Ss music and some more pictures
of Volunteer Work.
-Work in groups .
-Answer the questions
-Read and guess the meaning
of the saying in their text book
-Answer the question.
-Take notes.
-Identify the pictures.
-Do in group-work.
-Match the words with sentences
23
C. POST-
READING
9 minutes
-Ask Ss to match new words with
explanation.
1. Volunteer (n)
2. Orphanage (n)
3. Handicapped people
4. Disadvantaged people
-Check their answers :
1 - c

2 - d
3 - a
4 - b
TASK 1: (5’)
-Ask for filling the blanks .
-Give the explanation of related
words.
1. Voluntary (adj)
2. Voluntarily (adv)
3. Volunteers (n)
4. Volunteers (v)
-Correct their mistakes.
TASK 2: (8’)
-Ask for sts to read the text
again silently.
-Ask sts to choose the best answer
-Check their answers
1-B, 2-A, 3-D, 4-B, 5-C
-Give feedback
TASK 3: (7’)
-Ask Ss to discuss then answer
the questions in task 3 .
-Check their answers.
1.They usually visit hospitals,
orphanages or homes for the
ages. They read books to the
people or listen to their problems
2.They help them to overcome
the difficulties and give care and
comfort to them .

3.During summer vacations, they volunteer to work
in remote or mountainous area to provide education
for children or medical services for local people.
-Ask Ss to discuss then answer
the following questions.
1.Why do people do volunteer
-Take notes
-Individual work
-Read all of the sentences in
task 1 and fill in each blank .
-Take notes .
-Pair-work
-Read the text again silently.
-Choose the best answer.
-Take notes.
-Group- work
-Read all of the questions in
task 3 and then answer them .
-Group- work
-Discuss the questions
-Answer the questions
-Report in front of class .
-Take notes.
24
HOMEWORK
work ?
2. Have you ever joined any
volunteer work before ?
-Ask sts to make a report in
front of class .

-Correct their mistakes.
-Ask sts to
Review the text
Prepare the new section of unit4
Part B-Speaking .
Unit 4:
VOLUNTEER WORK
Part B: Speaking
Objectives:
Talking about types of volunteer work
Asking and answering questions about volunteer work
Methods:
Communicative approach
Teaching aids:
Pictures, chalks, board
Teaching procedures:
Stages Teacher’s activities Students’ activities
Warm - up
(5’)
Pre –
speaking
(8’)
While
speaking
(20’)
Ask students to look at the picture in their books
and answer two questions:
What are these students doing?
Are they volunteers?
TASK 1

Have students do Task 1 in pairs
Ask students to give their answers
Explain some activities of volunteer work
Helping people in the remote or mountainous
areas
Giving care and comfort to the poor and sick
Providing education for disadvantaged children
Joining in the Green Saturday Movement
Correct the mistakes
TASK 2
Have students do Task 2 in pairs
Give some suggestions:
Providing minority children with literacy (teach
them how to read and write)
Working in difficult or flooded areas (help them
rebuilt houses, provide medical services, etc)
Raising money to help the handicapped or
starving children (put money in a piggy bank)
Answer the questions:
They are helping an old man with the
housework.
Yes, they are.

- Do Task 1 in pairs
Give the answers
Take notes
Do Task 2 in pairs
Take notes
25