giao an 11 chuan

- 1 -
P1_ The first term of grade 11
Date:
Theme: Guiding how to learn and to do English tests.
Time: 45 minutes
I. Objectives:
1. Educational aim: Students know about English book in grade 11
2. Knowledge:
Student know: - How to learn English in grade 11
- How to do English tests
- How to use student’s book and workbook
3. Skill: - Reading
- Speaking
- Listening
- Writing
- Doing English tests
II. Teaching aids: Student’s book, student’s workbook, dictionary, some test
papers, etc.
III. Procedure:
1. Organization:
Class Teaching date Attendances Absentees
2. Check old lesson: None
3. New lesson:
Time/ stages Teacher’s activities Students’ activities
Warm-up :
(7 minutes)
Guiding:
35 minutes
Warm-up :
- Introduce to students about the
teacher

- Ask students about their names and
English knowledge etc.
Guiding: 35 minutes
1. Guiding student’s book and
workbook:
* Introduce to students how to use
their book and workbook
* Introduce to students how to learn
reading, speaking, listening, writing,
language focus in their books and how
to do the exercises in their books
2. Guiding English tests in grade 11:
* Introduce to students about oral
- Listen to the teacher
- Answer the teacher’s
questions
- put the student’s book
and workbook on the
table
- listen to the teacher and
look through the books
- 2 -
tests, 15 minute tests, 45 minute tests,
etc. and how to do them
* The tests in grade 11 include:
reading : 25%
listening: 25%
writing: 25%
language focus: 25%
3. Guiding other books and tape, disc,

etc.
- Listen to the teacher
4. Consolidation:
T summarises the main points.
V. Homework: 3 minutes
- Ask students to prepare textbook, notebooks and the things for learning
andprepare lesson reading - Unit 1.
****************************************************************
Date:
Unit 1: Friendship
P2_Reading
I. Objectives:
1. Educational aim: Students should know what a friendship is, know how to
keep a friend long.
2. Knowledge:
- General knowledge: Students know about how to make and to keep friends long.
- Language: Sentences and expression for describing qualities of true friendship.
- New words: Words related to qualities of friendship.
3. Skills: Guessing meaning in context, scanning for specific information and
passage comprehension.
II. Method: Integrated, mainly communicative.
III. Teaching aids: Student’s books, note books, chalks board, etc.
IV. Procedure:
1. Organization:
Class Teaching date Attendances Absentees
2. Check old lesson: Call one or two sts to come to the board and ask them to
write down the form of the simple present tense and the simple past tense.
The others make up 4 examples using the 2 tenses.
- 3 -
3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Warm-up:
(5 minutes)
Before
reading
(7 minutes)
While
reading:
(23minute)
Task 1 :
(3 minutes)
Warm-up: (5 minutes)
- Ask students the questions:
- Have you got many friends?
- Who is your best frriend?
- What do your friends and you do in
your free time?
- Let students understand more about
activities and qualities of friends, then
say to students: Today we learn Unit
1- part A: Reading.
Before you read : (7 minutes)
- Ask students to look at the picture
and read the poem in their books.
- Ask students to discuss then ask and
answer the question:
- What do you think of the friend in
the poem?
-Let them work in pairs.
- Listen to students and correct

pronunciation and grammar if necessary.
-Show students to know about friends.
While you read : (23 minutes)
- Ask students to look through the
passage and read in silence.
- Help students read the passage.
- Explain pronunciation and meaning of
new words which appear in the passage.
Task 1 : (3 minutes)
- Ask students to fill each blank with a
suitable word/phrase.
- Let students work individual or in
groups.
- Help students if necessary.
Keys:
1-mutual; 2-incapable of; 3-unselfish;
4(1)-acquaintance; 4(2)-friend; 5-
give-and-take; 6-loyal to; 7-
suspicious.
- Listen to the teacher and
answer the questions:
- Yes, I have.
- A is my best friend.
- We usualy come to the
library sometimes play
foot ball…
- Listen to the teacher and
open the book – Unit 1,
part A: reading.
- Look at the picture in the

book, listen to the teacher,
read the poem then ask and
answer the question, work
in pairs:
A: What do you think of
the friend in the poem?
B: I think….
- Listen to the teacher.
- Listen to the teacher
then read the passage.
- Ask some new words if
necessary.
- Keep the book open.
- Listen to the teacher
then do task 1.
- Ask the teacher if
necessary.
- work individual or in
group.
- Write down the true
keys in the notebook.
- 4 -
Task 2:
(4 minutes)
Task 3:
(6 minutes)
After
reading
(8 minutes)
Task 2: (4 minutes)

- Ask students look through the
passage then try to choose which of
the choices A, B, C,or D most
adequately sums up the idias of the
whole passage.
- Let them work in pairs.
Key: B
Task 3: (6 minutes)
- Ask students to scan the passage and
answer the questions:
- Let them work in pairs.
- Walk round and help students.
- Ask some students to stand up to ask
and answer eachother.
- Walk round the classroom and
correct mistakes.
After you read : (8 minutes)
- Ask students to disuss the question:
“ Why do we need to have friends? ’’
- Let them work in pairs.
- Ask them to report the results to the
class.
- Listen to students and correct
mistakes.
- Listen to the teacher.
- Look through the
passage again and try to
choose the most
adequately sums up the
idia of the whole passage.

- Practice with a partner
then write the key down
in the note book.
- Ask the teacher if
necessary.
- Listen to the teacher
then ask and answer the
questions in the book:
1/ The first quality for
true friendship is
unselfishness..
2/Changeable and
uncertain people are
incapable of …
3/ the third quality for
friendship is loyalty…
4. There must be mutual
trust between friends
because if not, people
cannot feel safe when
telling the other their
most intimate secrets.
5. People can’t keep a
friend long because they
can’t keep a secret, either
of their own or others.
6. The last quality for true
friendship is sympathy. It
tells us that to be a true
friend, you must

sympathize with your
friend. Where there’s no
mutual sympathy between
friends, there’s no true
friendship

- Listen to the teacher.
- Try to discuss the
question.
- The students who are
called to stand up to
- 5 -
report the result to the
class loudly.
- Listen to the teacher and
write down homework
4. Consolidation:
T summarizes the main points
V. Home work: (2 minutes)
- Ask students to write a passage about their friendships (80 words)
- Ask students to do Reading exercise of Unit 1 in workbook and prepare Part B :
Speaking at home
****************************************************************
Date:
Unit 1: Friendship
P3_Speaking
I. Objectives:
1. Educational aim: Students should know how to discribe a person
2. Knowledge:
- General knowledge: Students learn about physical characteristics and

personalities of a person.
- Language: Talking about people’s physical characteristics and personalities.
- New words: words related to people’s physical characteristics and personalities.
3. Skills: talking about people’s physical characteristics and personalities.
II. Method: integrated, mainly communicative.
III. Teaching aids: Student’s book and pictures showing friends, etc.
IV. Procedure:
1. Organization:
Class Teaching date Attendances Absentees
2. Check old lesson:
Call one or two sts to come to the board and ask them to talk about Mr Vy’s
and his wife’s activities again then check-up and give marks.
3. New lesson:
Time/ stages Teacher’s activities Students’ activities
- 6 -
Warm-up:
(5 minutes)
Pre-
speaking
(12 minutes)
Task 1
While-
speaking :
(15
minutes)
Task 2
Post-
speaking:
(10 minutes)
Task 3

Warm-up: (5 minutes)
- Ask students to keep book close
- Ask students to discribe some
students in the class.
- Call some sdtudents to stand to talk
to the class.
- Introduce, listen and repair mistakes
for students.
(We learn Unit 1, part- speaking)
Pre-speaking : (12 minutes)
Task 1
- Ask students to look at the
people in the book and discribe
their physical characteristics.
- Let them work in pairs.
- Introduce “Useful language”
to the students:
+ Height: tall, medium, short,
…
+ Face: square, large, oval,
…
+ Forehead: broad, high, …
+ Nose: straight, crooked, ….
+ Hair : Black, grey, ….
+ Appearance: handsome,
beautiful, good-looking, ….
While-speaking : (15 minutes)
Task 2
- Help students with some new words.
- Ask sts to make questions and

answer questions with a partner, using
the information from the picture .
- Let them work in groups
- Walk round and help them
- Ask some students to stand up to
talk again loudly
- Listen and correct mistakes
Post-speaking : (10 minutes)
Task 3
- Have students work in pairs .
- Guide them to do the task .
- Make sure that sts understand their
roles
- Pay attention to the suggestions :
+ his / her name
+ date of birth
+ his / her physical characteristics
+ his / her hobbies
+ his / her personalities ( friendly ,
- Keep books close.
- Listen to the teacher.
- Try to discribe some one
in the class.
- The students who are
called stand to discribe a
friend to the class.
- Try to repeat from
memory
- Try to discribe the
people in the book:

+ The boy is short . He
has a large face , …
+ 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 ..
- 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
- 7 -
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 .
- Walk round and help them
- Ask some students to stand up and
tell loudly
- Listen and correct mistakes
are famous
- Role play
- Perform their task .
- The students are called
stand up and tell loudly
4. Consolidation:
T summarizes the main points
V. Homework: (3 minutes)
- Ask students to write a passage about their daily routine (50 words)
- Ask students to prepare Part C- Listening and do homework
*****************************************************************
Date:
Unit 1: Friendship
P4_Listening
I. Objectives:

1. Educational aim: Students should know how to describe the best friend and
how to keep the friendship.
2. Knowledge:
- General knowledge: Students learn how to keep friendship.
- New words: Words related to friends and keeping friendship.
3. Skills: - To practise listening comprehension skill.
- To distinguish true and false statements.
- To take notes about given questions in order to answer.
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, tape and cassette player, chalks, notebooks…
IV. Procedure:
1. Organization:
Class Teaching date Attendances Absentees
- 8 -
2. Check old lesson:
- Call one or two sts to come to the board and describe a friend in their
class
- Check up and give the feedback.
3. New lesson:
Time/ stages Teacher’s activities Students’ activities
Warm-up:
(5 minutes)
Before
listening:
(7 minutes)
While-
listening:
(20 minutes)
Warm-up: (5 minutes)
- Ask students to close the books

-Ask students some questions about
friendship:
• Who is your best friend?
What qualities & characteristics of
your best friend do you admire?
Before you listening: (7 minutes)
- Ask students to look at the part:
Before listening
- Let them work in pairs ask and
answer the questions:
1. Who is your best friend?
2. How did you happen to meet him or
her?
3. How long have you known each
other?
4. What qualities do you admire in
your best friend?
- Walk round, listen and help students
- Read loudly the words in the books:
- Ask students to repeat loudly the
words
- Listen and check pronunciation
-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.
While-listening: (20 minutes)

-Have students read the true-false
statement list and questions in
textbook silently for several minutes
- Close the books
- Listen to the teacher and
answer the questions.
- Listen to the
teacher then and
answer the
questions in the
book.
- Work in pairs.
- Look at the books
- Listen to the teacher and
repeat the words.
-Students repeat & take
notes
- Repeat loudly the words
and try to remember them
-Students read task1, 2
silently for gist
- 9 -
After-
listening:
(10 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
After-listening: (10 minutes)
-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
-Elicited students raise
their hands to interpret.
-Students take notes
during listening.
-Other students watch and
give comments.
-Students work in pairs.
-Listen to the teacher and
write down homework
4. Consolidation:
T summarize the main points
V. Homework: (3 minutes)
- Ask students to rewrite their answers of tasks 2 in their notebooks at home
- Remember them to prepare Part- Writing at home

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,
Date:
Unit 1: Friendship
P5_Writing
I. Objectives:
1. Educational aim: Students know how to wite a passage to describe a friend
they like.
- 10 -
2. General knowledge: Students learn how to describe someone’s physical
characteristics and someone’s personalities.
- Language: The simple present of verbs to describe a friend
- New words: Words related to to describe someone’s physical characteristics and

someone’s personalities.
3. Skills: Writing a passage.
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, notebook, chalks, board…
IV. Procedure:
1. Organization:
Class Teaching date Attendances Absentees
2. Check old lesson:
- Call one or two sts to come to the board and ask them to write some words
to describe people.
- Check up and give the feedback.
3. New lesson:
Time/ stages Teacher’s activities Students’ activities
Warm-up:
(5 minutes)
Pre-writing:
(10 minutes)
While-
writing:
(18 minutes)
Warm-up: (5 minutes)
- Ask students to keep book close
- Ask students some questions about
their best friends.
Pre-writing: (10 minutes)
- Teacher asks students to think about
a friend they like.
-Teacher raises a few guiding
questions.
1. What is your friend name?

2. How old is he / she?
3. Where and when did you meet
each other?
-Teacher uses a picture to gives some
key words to describe someone’s
physical characteristics ( height , hair ,
eyes , face , clothes…) and his / her
personalities
( helpful , sincere…) and some
necessary structures.
While-writing: (18 minutes)
-Teacher gives a sample and has
students write a passage to describe a
- Keep book close
- Listen to the teacher and
answer the questions.
- Listen to the teacher
and answer the questions:
1. My friend’s name is
Hoa
2. She is 17 years old.
3. We met each other at
my cousin’s birthday
party 4 years ago .
- 11 -
Post-
writing: (10
minutes)
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 .
- Let them work in groups
- Go round, check and help students
Post-writing: (10 minutes)
- Give suggestions and corrections
-Teacher asks students to read / write
some students’passsages on the board
and Teacher gives comments.
- Correct mistakes and mark
-Students write a passage.
-Students read / write
some students’passsages
on the board.
4. Consolidation:
T summarizes the main points
V. Homework: (2 minutes)
- Ask students to do part writing of Unit 1 in the student’s work book and preapare
part Language Focus
Date:

Unit 1: Friendship
P6_Language focus
I. Objectives:
1. Educational aim: Students should know how to use Infinitive with to or
without to to make sentences.
2. Knowledge:
- 12 -
- General knowledge: Students learn how to use Infinitve with to or without to.

- Language: * The Infinitive with to or without to.
- New words: Words related to pronunciation /dʒ / - /t∫/.
3. Skills: Writing sentences with infinitives with to or without to.
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s books, notebooks, chalks, board…
IV. Procedure:
1. Organization:
Class Teaching date Attendances Absentees
2. Check old lesson:
- Call one or two sts to come to the board and ask them how to write a
narrative; tenses of verb, connectors…
- Check up and give the feedback.
3. New lesson:
Time/ stages Teacher’s activities Students’ activities
Warm-up:
(5 minutes)
Pronunciati
on:
(8 minutes)
Warm-up: (5 minutes)
- Ask students to keep book close

- Ask students to complete the
sentence:
- January is the …month of ....year.
- Children..... eating sweets.
- Ask students to speak the sentence
loudly
- Let students to get their attention on
pronunciation : / dʒ /- / t∫/
- Introduce new lesson
Pronunciation: (8 minutes)
- Ask students to look at their books
then introduce to them
*Listen and repeat :
- Read loudly then ask students to repeat
- Introduce : / dʒ / - / t∫/
- Correct pronunciation for the students
* Practise these sentences
- Read the sentences loudly
- Ask students to repeat
- Correct pronunciation for students
- Keep book close
- Listen to the teacher and
complete the sentence:
- Jannuary is the first
month of the year.
-Children like eating
sweets.
- Open the books
- Look at : Listen and
Repeat

- Repeat the words in
chorus then individual
- Look at Practise the
sentences
- Listen to the teacher
then repeat in chorus then
- 13 -
Grammar
and
vocabulary:
(4 minutes)
Exercise 1:
(13 minutes)
Exercise 2
(13 minutes)
Grammar and vocabulary:(4 minutes)
- Introduce exercises to the students
- Let students get their attention to
focus on Infinitve with to and
Infinitive without to.
Exercise 1: (13 minutes)
- Ask students to do Exercise 1
- Introduce how to do it
- Let them work in pairs
- Walk round, check and give mark
Exercise 2 (13 minutes)
- Introduce Exercise 2 to students and
explain how to do it
- Ask students to do it
- Let them work individually

- Check, correct mistakes
individual
- Listen to the teacher
- Listen to the teacher and
do exercise 1.
Keys:
1. Who wants some thing
to eat?
2. I have some letters to
write.
3. I am delighted tohear
the news.
4. My mother has some
shopping to do.
...............
- Listen to the teacher and
do exercise 2.
Keys:
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.
................
4. Consolidation:
T summarizes the main points

V. Homework : (2 minutes)
Ask students to do Part Language Focus and prepare part Reading of Unit 2
at home.
Date:
Unit 2: PERSONAL EXPERIENCES
P7_READING
I. Objectives:
1. Educational aim:
- Students understand the sequence of events in a story.
2. Knowledge:
- 14 -
- General knowledge: Through this unit, students know how to wite about the
sequence of events in a story.
- Language: Sentences and expression for describing the sequence of events in a
story.
- New words: Words related to sequence of events in a story.
3. Skills:
- Guessing meaning in context.
- Passage comprehension.
II. Method: Intergrated, mainly communicative
III. Teaching aids: Tape and cassette player, pictures, English textbook 11, hand-
outs.
IV. Procedures:
1. Organization:
Class Teaching date Attendances Absentees
2. Check old lesson:
Call one or two sts to come to the board and ask them to write down 5
sentences using V(inf) and to Inf.
3. New lesson:
Time/ stages Teacher’s activities Students’ activities

Warm-up:
(4 minutes)
Before you
read:
(7minutes)
While you
read:
(20minutes)
Warm-up: (4 minutes)
- Ask students about their personal
experiences?
Before you read: (7minutes)
- Ask students to put the pictures in
the book in the correct order to make
a story. (work in pairs)
- 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
While you read: (20minutes)
- Ask students to read the whole story
- Explain some difficult words and
structures
1. embarrass(v)
- embarrassed(adj)
- Listen to the teacher.

- Answer the questions.
- 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
- 15 -

Task 1 :
Task 2:
Task 3:
- 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?
- The Beatles were the pop idols of
the 60s.

Task 1 : Fill each blank with one of
the words in the box below.
- Firsly, ask students to study
individually then in pairs
- Walks arround the class, offer ideas
and comments when students need
help
- Give suggesstions
Task 2
- Work in pairs, read the small talks
again and put the pictures of the
events in the order they happen in the
story.
- Ask students to work individually
then work in pairs
- Walk round the class and comments
when students need
Task 3 : Answer the questions in the
book.
- Ask students to read all questions to
understand the content
- Ask students to read the small talks
again to answer the questions
- Ask students to work with a partner
- Walks arround the class to help
students whenever they need
Sggested answers:
1. She wished to have a red hat-a
floppy cotton hat ( like the one her
meaning of the new

words and take notes
- Do Task 1 in pairs
_Take notes
Key:
1. glanced
2. makes a fuss
3. embarrassing
4. idols
5. sneaky
- Do task 2 in pairs
- Take notes
Key:
1.d 2.b 3.f
4.e 5. a 6.c
- Read the questions
silently and answer them
in groups
- Give the answers
- Take notes
- 16 -
After you
read:
(12minutes)
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.
After you read: (12minutes)
-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
4. Consolidation:
T summarizes the main points
V. Homework : (2 minutes)
- Ask students to review part reading and do exercises in the workbook and prepair
part speaking
Date:
Unit 2: PERSONAL EXPERIENCES

P8_SPEAKING
I. Objectives:
1. Educational aim: Students can talk about their personal experiences
2. Knowledge:
- General knowledge: Through this unit, students can talk about their personal
experiences.
- 17 -
- Know how to talk again a problem happened.
- Language: Students use sentences, words, phrases and expressions for talking
about their personal experiences.
3. Skills: Talking about past experiences and how they affected one’s life.
II. Method: Intergrated, mainly communicative
III. Teaching aids: Pictures, English textbook 11, chalks, board, hand-outs
IV. Procedures:
1. Organization:
Class Teaching date Attendances Absentees
2. Check old lesson:
Call one or two sts to come to the board and ask them to write some new words
and make two sentences using V(inf) then check-up and give marks.
3. New lesson:
Time/ stages Teacher’s activities Student’s activities
Warm-up:
Pre-reading:
(8 minutes)
Task 1:
While-
speaking:
Task 2:
Warm-up:
- Have you ever spoken English to

you friends ( teachers, foreigners…) ?
- How did you feel when you spoke
English to them?
Pre-reading: (8 minutes)
- Gives students some new words in
Task 1
- Reads the new words
Task 1:
- Asks students to do Task 1 in pairs
- Gives feedback
While-speaking:
Task 2:
- Asks students to do task 2 in pairs
- Asks them to give answers
- Answer freely
1. Confidence
2. Attitude
3. Native English
speaker
4. Appreciate
- Explains the meanings
+ Structure:
Present Perfect ( Past
simple)
Have you ever………?
Key:
1. D 2. E 3. B
4.F 5. A 6. C
- Work in pairs
Key:

1. B 2. E 3. H 4. A
5. E 6. G 7. C 8. F
- 18 -
Post-
speaking:
Task 3:
Post-speaking:
Task 3:
- Gives students useful structures
+ Have you ever………….?
+ How did it happen ?
+ When/ Where did it happen?
+ How did the experience affect you?
How did you feel?
- Asks students to do Task 3 in pairs
- Asks some pairs to perform their
dialogues in front of the class.
- Corrects common mistakes and give
remarks
- Listen to the teacher
- Answer freely
- Work in pairs
Key:
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?
- 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.
- 19 -
4. Consolidation:
T summarizes the main points
V. Homework: (2 minutes)
- Asks students to write a paragraph to tell their own experience in the past
- Asks students to prepare Listening
****************************************************************
Date:
Unit 2: PERSONAL EXPERIENCES
P9_LISTENING
I. Objectives:
1. Educational aim: By the end of this lesson, students will be able to develop
such listening micro-skills as listening for specific
information and taking notes while listening
2. Knowledge:
- General knowledge: Students learn about memorable experiences and the
importance of family
- Language: Use past simple
- New words: Words related to memorable experiences
3. Skills: Listening for specific information and comprehension questions
II. Method: Intergrated, mainly communicative
III. Teaching aid: Pictures, chalk, cassette tape
IV. Procedures:
1. Organization:
Class Teaching date Attendances Absentees
2. Check old lesson:
- Call one or two sts to come to the board and talk about their past
experience and how it affects to them.
- Check up and give the feedback.

3. New lesson:
Time/ stages Teacher’s activities Students’ activities
Warm-up :
(2 minutes)
Pre-listening
: (8 minutes)
Warm-up : (2 minutes)
- Have you ever seen a fire ?
- Where did it happen?
- Was it frightening?
Pre-listening : (8 minutes)
- Asks students to look at the picture
in the book and ask them some
questions
- Answer freely
- Look at the picture and
answer the questions
- 20 -
While-
listening:
(24 minutes)
Task 1:
Task 2:
After-
listening:
(10 minutes)
+ What is happening?
( The house is burning./ The house is
on fire./…..)
+ What is she doing?

( She’s talking a little girl out of the
burning house )
- Asks students to repeat the provided
words and explain the words if
necessary
While-listening: (24 minutes)
Task 1:
- Asks students to read Task 1 silently
- Ask students to listen to the tape
(twice).
- Asks students to do Task 1
individually.
- Reads the sentences again to help
weak students:
Task 2:
- Asks students to read Task 2 silently
and listen to the tape again.
- Asks two students to write the
answers on the board
- Gives feedback
After-listening: (10 minutes)
- Asks students to work in groups to
discuss the importance of family
- Goes around to provide help if
needed
- Gives suggestion: Family is more
important than things because it
cannot be replaced… It gives you
- Read the task and do it
- Listen to the tape

carefully
Key:
1.F 2. F 3. F 4.F 5.F
- Practise reading the
sentences
1. We talk to Christina, a
successful business
woman
2. My most unforgettable
experience happened 13
years ago
3. The fire started in the
kitchen where I forgot to
turn off the gas stove.
4. I was sleeping when I
was suddenly woke up by
terrible heat.
5. I heard my mother’s
voice calling my name.
- Read the task and listen
to the tape then do task 2
Key:
1.grow 2.small
3. everything 4. realize
5. family 6. replaced
7. took 8. family
- Work in groups
- 21 -
love, support…
- Calls each group to speak

- Gives comments and corrects
mistakes
- Gives marks
- Present ideas in front of
the class
- Listen to the teacher and
correct mistakes
4. Consolidation:
T summarises the main points
V. Homework: (2 minutes)
- Asks students to write a paragraph about the importance of family
- Asks students to prepare part Writing at home.
Date:
Unit 2: PERSONAL EXPERIENCES
P10_WRITING
I. Objectives:
1. Educational aim: By the end of this lesson, students will be able to write a
personal letter telling about a past experience, using the
structures and vocabulary that they have learned in previous
lessons.
2. Knowledge:
- General knowledge: Students learn about the organization of content of a form
- Language: Words used in a form of writing apersonal letter
3. Skills: Writing a personal letter to describe a past experience
II. Method: Interagrated, mainly communicative
III. Teaching aids: Chalk, textbook
IV. Procedures:
- 22 -
1. Organization:
Class Teaching date Attendances Absentees

2. Check old lesson:
- Call one or two sts to come to the board and ask them to write five
sentences using V(inf) with or without "TO".
- Check up and give the feedback.
3. New lesson:
Time/ stages Teacher’s activities Students’ activities
Warm-up :
(4 minutes)
Pre-writing:
(10 minutes)
While-
writing: (10
minutes)
Warm-up : (4 minutes)
- Can you write a short letter in
English?
- Is it interesting?
- To day I want you to write a letter
about your past experience in English.
Pre-writing: (10 minutes)
- Has students give some of their past
experiences? (being seriously ill,
failing an exam; talking to a famous
pop star,… etc)
While-writing: (10 minutes)
- Gives students some guidance:
1. When it happened:
( It happened …years ago/in …./
when I was …years old.)
2. Where it happened:

( in my house/ at school / in the street)
3. Who was involved:
( your family members/ your friends/
your relatives,….)
4. How it affected you:
( it changed outlook life / it make me
more careful/ it gave me more
confidence in …./ it taught me the
lesson/…)
- Asks students to work in groups to
tell their experiences to prepare for
their writing
Post-writing: (20 minutes)
- Answer the questions
- Gives their own past
experiences
- Listen to the teacher and
copy down
- Work in groups to
discuss
- 23 -
Post-
writing: (20
minutes)
- Asks students to write a passage
about the most memorable past
experience.
- Goes round to provide help
- Corrects common mistakes - Work individually and
correct mistakes

4. Consolidation:
T summarises the main points
V. Homework: (2 minutes)
- Do the writing part, Unit 2, workbook
- Asks students to prepare part Language Focus at home
****************************************************************
Date:
Unit 2: PERSONAL EXPERIENCES
P11_LANGUAGE FOCUS
I. Objectives:
1. Educational aim: By the end of this lesson, students will be able to:
- distinguish the sounds / m /, / n /, / η /
- pronounce the words and sentences containing these sounds
correctly
- distinguish the uses of different verb tenses: present simple
for indicating the past, past simple, past continuous and past
perfect
- use these verb tenses to solve communicative tasks
2. Knowledge:
- General knowledge: Students learn 3 sounds and review some tenses
- New words: Words related to 3 sounds and 3 tenses
3. Skills:
- Pronunciation: / m /- / n /- / η /
- Grammar: Tense revision: the past simple, past progressive and past perfect
II. Method: Intergrated, mainly communicative
III. Teaching aids: textbooks, cassette tape
IV. Procedures:
1. Organization:
Class Teaching date Attendances Absentees
- 24 -

2. Check old lesson: None
3. New lesson:
Time/ stages Teacher’s activities Students’ activities
I.Pronunciation
+Pre
+While
+Post
II. Grammar:
+Warm- up
+Pre
+While
Task 1:
Task 2:
I. Pronunciation:
- Writes some sentences on the board
and ask some students to read them
aloud
- Underlines the sounds /m/ /n / / η /
Ex:
- We like singing mery songs on New
Year’s Day.
- They live in a nice small house.
+Pre
- Asks students to look at their books,
listen and repeat the words in the
colums
+While
- Asks students to read the sentences
+Post
- Practises reading the sentences

II. 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 TENSE REVISION
- The present tense use to tell a story
that happened in the past makes it
more interesting and vivid
+Pre
-Asks students to remember the use of
these tenses
+While
Task 1:
- Asks students to do exercise 1 in
pairs
- Corrects the exercise and explain the
use of the tenses
- Listen to the teacher
and bear in mind
- Repeat in chorus then
individually
- Read the sentences
- Listen to the teacher
and review tenses
- Retell the use of these
tenses and bear in mind
- Work in pairs
Key:
1. lives- 2. invites- 3.

sets
4. gets-5. waves 6.
promises
7 carries -8. contains -9.
has baked
- 25 -
Exercise 3:
+Post
Task 2:
- Asks students to do exercise 2
- Gives feedback
Exercise 3:
- Asks students to do exercise 3
individually
- Explains the difference between the
simple past and the past perfect.
- Corrects the exerciseand explain the
use of the tenses
+Post
- Consolidate the use of tense
10. is -11. is shining
12. are singing -13. is
- Do the task
Key:
1. broke / was playing
2. wrote / was
3. was working/ broke
4. stared / were walking
5. told / were having
- Do the task 3

- Listen to the teacher
Key:
1. had eaten / arrived
2. found / had taken
3. got / had closed
4. got / had left
5. got / had arrived
4. Consolidation:
T summarizes the main points
V. Homework: (2 minutes)
- Practise reading the sentences
- Write exercise 2,3 in the notebook
- Prepare in Unit 3 part A reading in advance
Date:
Unit 3: A party
P12_Reading
I. Objectives:
1. Educational aim: By the end of this lesson, students will be able to:
- develop such reading micro-skills as scanning for specific
ideas, and identifying and correcting false statements
- use the information they have read to discuss celebrations
in their culture
2. Knowledge:
- General knowledge: students know how to celebrate some celebrations
- New words: Words to celebrations and festivals
3. Skills: Reading for general or specific information
II. Method: Intergrated, mainly communicative