grade 11 nguyễn thành viễn unit one friendship period 3 reading time 45 minutes objectives 1 educational aim by the end of the lesson ss will be able to develop such reading micro skills as scann

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Unit one :

FRIENDSHIP

Period : 3 (READING)

Time : 45 minutes
* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- Develop such reading micro-skills as scanning for specific ideas and
identifying meaning in context,

- Use the information they have read to express their own ideas about friendship.
2. Knowledge

Grammar : - Pronunciation : / d / - / t∫ /ჳ

- Infinitive with to and Infinitive without to
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (5 min) Game: Guessing pictures
- Get Ss to look at the picture on page 12
and answer the following questions:
- Who are they?

- Where are they?
- What are they doing?
Lead-in:

- Do you have a lot of friends?

- How many close friends do you have?
- What do you think are the qualities of 
friendship?

Each group comes to the BB and writes
down a quality of friendship.

To check your ideas, let’s begin unit one.
* Pre-reading : (9 min)

Ss work individually and then compare the
result with a partner.

Optionable answers:
- Classmates / friends

- In the forest / in the garden
- They are singing

Optionable answers

Some Ss write a qualily of friendship on the
board

The

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Pre-teach vocab

lasting (a) – selfish (a)  unselfish 

unselfishness (n) – constant (a)  constancy
– with enthusiasm (exp) – loyal (a)  loyalty
– suspicion (n)  suspicious (a) – rumour (n)
* Checking : rub out and remember

* While-reading : (18 min)

Get Ss to read the passage and do the tasks
that follow.

 Task 1. (p.14) Gap-filling

- Ask Ss to fill each blank with a suitable
word or phrase

- Ask some Ss write their answers on the
BB.

- T checks the answers with the whole class.

 Task 3. (p. 15) Answer the questions
- T gets Ss to read the questions carefully
and underline the key words to find the

answers in the text.

- Call on some Ss to read out the answers
and write them on the board.

- T checks the answers with the whole class.

* Post-reading : (12 min) : Work in pairs
 Task 2. (p. 14)

- Ask Ss to work in pairs to decide whether
A, B, C or D sums up the main idea of the
whole passge.

- Ask Ss to close their books and rewrite the
qualities of true friendship on the board.
- T checks the answers with the whole class.
HOMEWORK

*Teacher assigns homework

“Pratise reciting the poem on page 13 and
translate it into Vietnamese”.

Eliciting some new words from Ss
Practise reading and copy down

- T reads the Engish words and has Ss
say the Vietnamese meaning.

- T says the Vietnamese meaning of the
words and has Ss speak out the

English words.

Ss work individually, and then compare
with a partner.

Some Ss go to the board and write their
answers

Expected answers :

1. mutual 2. incapable of
3. unselfish 4. acquaintance – friend
5. give-and-take

6. loyal to 7. suspicious

-Ss work individually, and then compare
with a partner.

- Call on some Ss to read out the answers
and write them on the board.

Expected answers :

1. (paragraph 2, lines 1-2)

2. Because (pargraph 3, lines 2-3)

3. (paragraph 4, lines 1-3)

4. (Lines 1- 2, paragraph 5)

5. Talkative people cannot keep a secret.
6. (the last paragraph )

Expected answer : B

Homework :

- Pratise reciting the poem on page 13 and
translate it into Vietnamese

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Unit one :

FRIENDSHIP

Period : 4 (SPEAKING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- describe physical characteristics,

- talk about a close friend.
Grammar : - Pronunciation : / d / - / t∫ /ჳ

- Infinitive with to and Infinitive without to
Vocabulary : see infra

3. Skills : Reading for gist and for specific information

* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (4min)
Game : Sketching

- Sketch a face on the board and ask some Ss
to name and write parts of a body’s face.
- Ask the other Ss to say the Vietnamese
meaning.

- T checks the answers with the whole class.
Lead-in :

- Today we will learn how to describe
physical characteristics.

* Pre-speaking (7 min)
Pre-teach vocab

caring (a) – hospitable (a) – modest (a) –
sincere (a) – honest (a) – generous (a) –
handsome (a) – good-looking (a) –square (a)
* Checking: Rub out and remember

* While-speaking : (20 min)

 Task 1. (p. 15): Work in pairs
Work in pairs.

- Put Ss into pairs to look at the people
below and describe their physical
characteristics.

Elicting from Ss

Some others say the Vietnamese meaning.
Face – hair – forehead – eyes – nose –
mouth – ear – eyebrows – chin …

Eliciting some new words from Ss
Practise reading and copy down

- T reads the Engish words and has Ss
say the Vietnamese meaning.

- T says the Vietnamese meaning of the
words and has Ss speak out the
English words.

- Ss work in pairs.
Ex.

A. Can you describe a person in the
 picture?

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- Run through the Useful language

- Ask one student to try to describe one of the
four people in the pictures on p.15 and the
oher has to guess which person his partner is
talking about.

- Give feedback.

 Task 2. Work in groups (p.16)

- Get Ss to discuss and number the following
personalities in order of importance in

friendship.

- Go around to control and give help if
necessary.

- Note down some mistakes Ss have made for
later correction.

- Call on some Ss to say out their ideas.
- Give feedback and comments

T can use a poster like this :
* Post-speaking.

 Task 3. (p.17): Role-play : a journalist and
an interviewee

- Ask Ss to work in pairs, ask and answer the 
following questions

 What’s his name?

 When and where was he born?
 What is he/she like?

 What does he/she look like?
 What are his/her hobbies?

 What made hi/her successful in maths?
 What do you often do with your

friend?

 Which characters do you share in
common?

- Call on some pairs to practise talking in
front of the class.

- Give feedback and make comments
Homework

 Teacher assigns homework.

Ask Ss to write a short paragraph about a
game show Ss have seen recently.

Comment : (2)

A. Oh, he must be the third person from
 the left.

B. You ‘re absolutely right.
A. Thank you.

B. You’re welcome.

- Ss work individually and then compare
the answers with a partner’s.

Optional answers.

Ss ask and answer how they feel about
each type of the competitions/contests in
Task 1 :

Example:

A. What do you think of the General 
Knowledge Quiz?

B. Oh, it’s great. It’s an opportunity to
test my general knowledge.

His name’s Phong

He was born in 1992 in Tra Long

He is rather handsome

He is sincere and helpful
He likes reading very much
He always work hard

We often play badminton together in the 
 afternoon after school.
Both of us like reading and playing 
badminton

Some Ss write their ideas on the board.
- Some pairs practise talking in front of
the class.

Homework : - Write a short paragraph 
about one of your best friends.

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Period : 5 (LISTENING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- listen for general ideas and understand the dialogue,
- listen for specific details.

2. Knowledge

Grammar : - Pronunciation : / d / - / t∫ /ჳ

- Infinitive with to and Infinitive without to
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s Activities Students’Activities

Warm-up (6 min)
Game : Jumbled words

-Hang on a poster on the board : ceresin,
souregen, tablepihos, ringca, estdom, phelluf
- Divide the class into 2 groups.

- Ss from each group take turn to rearrange
the letters to make meaningful words.

- The group with more points is the winner of
the game.

Lead-in :

Work in pair. Ask and answer the following
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?

Today you will hear Lan and Long talk about
their best friends. Listen to their talks and
then do the tasks that follow.

Pre-listening (8 min) 
Pre-teach vocabulary :

Apartment (n) apartment building (n) – sense
of humour – favourite (a) – residential area
(n) – in common

Ss from each group take turn to write the
right words on the board.

ceresin = sincere
souregen = generous
tablepihos = hospitable
ringca = caring
estdom = modest
phelluf = helpful

Some Ss answer

Optionable answers

Elicit new words from Ss

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* Checking : Rub out and remember.
While-listening (20 min)

 Task 1: You will listen to Lan and Long’s 
talk and decide whether the statements are
true or false.

- Play the CD 2 times and gets Ss to work in
pairs. Listen to the dialogue and put a tick in
the boxes.

- Invite some Ss to give their answers.

- Play the CD one more time if necessary for
Ss to check.

- Check the answers with the whole class.

 Task 2 : Listen again and note down the 
ideas in the table (p. 18)

- Let Ss read the sentences for about 1 or 2
minutes.

- Play the CD player again.

- Call on some Ss to give their answers.
- Have the others listen and make corrections
if necessary.

- Give feecback.

Post-listening (12 min) : Summarizing
- Ask Ss to work in pairs to summarize the
qualities of a best friend

- Call some Ss to report to the class.
- Let Ss make peer correction.
- Make comments.

Homework

 Ask Ss to rewrite the medal table of
Sea Games 22 in Vietnam.

Comments (2mn)

Ss work in pairs

Ss listen and put a tick in the box
Ss listen for the second time

Some Ss call out their answers and T writes
them on the board.

Expected answers :

Lan’s talk

1. F 2. F 3. T
4. F 5. T 6. F
Long’s talk

1. F 2. F 3. T 4. T 5. T

- Ss work individually and then compare
with a partner.

- Some Ss give their answers.
Expected answers :

Cf. Task 2 on p. 18

Ss work in pairs to summarize the qualities
of a best friend on the board

- Some Ss report to the class.
- Ss make peer correction.

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Period : 6 (WRITING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- write a letter to reply to the request of information.

2. Knowledge

Grammar : - Pronunciation : / d / - / t∫ /ჳ

- Infinitive with to and Infinitive without to
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s Activities Students’Activities

Warm-up (4 min)
Game : Brainstorming

(descriptive adjectives about a person)
- Tell Ss to work in pairs, in groups to
write down descriptive adjectives about
a person on a piece of paper.

- Two pairs who write most words the
fastest will get points.

Lead-in :

Today, we will learn how to write about
a friend, describe his/her physical

characteristics(height, hair, eyes, face,
clothes,…) and his/her personalities
(helpful, sincere, …)

Pre-writing (7min)

Hang a poster with descriptive
adjectives on the board:

Ss work individually, in pairs and then in groups.
The representatives of 4 groups write the results
on the board.

T and Ss check

The group with more words will be the winner.

Eliciting from Ss

Practise reading and copy down if necessary

Ss work in groups of four or five to put the
adjectives under the following headings:
Build: slim, fat, thin

Face : round, oval, thin

Hair : short, long, thick, black
Eyes : round, blue, dark, large
Nose : high, flat, pointed

Personalities : fair, open-hearted, sincere, kind, 
sociable, helpful, talented, intelligent, generous

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Practise reading and copy down if
necessary

While-writing (20 min)
 Task 1: Work in pairs.

Ask Ss to write a short passage about a
friend of theirs.

- T goes around to control and gives
help if necessary.

Of all my classmates, I like to play with 
Hoa, who is also my good neighbour. If 
you first meet her, you’ll be impressed 
by her short hair, high nose and big 
brown eyes, which always shine. I can 
read in them her most intimate feelings 
and intelligent. Hoa has a strong 
tendency to be sociable. She is willing 
to help me overcome difficulties in my 
study and my daily work as well. I hope 
our friendship will last forever.

- Ask some Ss to write their results on
the board.

- peer correction

- Feedback and give comments

- Make correction with the whole class.
Homework

* Ask Ss to prepare for the next lesson.
Comments (2min)

* Practise reading and copy down if necessary

Ss write a short passage about a friend of theirs

Some Ss write their essays on the board.
Suggested description

I have a best friend. His name’s ______ . He’s 
__________ years old. He’s taller than me. He 
has straight, black hair, large eyes, a square 
chin and big ears. He is rather handsome. He’s 
very good at English. He often helps me with my 
English. He is very kind to everybody. He lives 
not far from my house, so we often play 
table-tennis together in the afternoon after work. His 
weak point is that he is easy to become angry. 
However, he’s so kind that everybody likes him. 
- peer correction

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Unit one :

FRIENDSHIP

Period : 7 (LANGUAGE FOCUS)

Time : 45 minutes
* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- distinguish the clusters / d / - / t∫ / and pronounce the words ჳ
and sentences containing them correctly,

- use the verbs followed by infinitive without To.
2. Knowledge

Grammar : - Pronunciation : / d / - / t∫ /

- Infinitive with to and Infinitive without to
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (4 min) : Game :

What and Where / Worstorm

(New words in the unit 1)
* Pronunciation : (5 min)

- Listen and repeat (p. 19)

-T models the three clusters / d / - / t∫ / for ჳ
a few times and explains how to produce
them.

- Ask Ss to read the words in each column
out loud in chorus for a few times. Then call
on some Ss to read the words out loud.

* Practise reading these sentences (p. 19)
- Ask Ss to practise reading the sentences.
- Call on some Ss to read aloud the
sentences.

- Make corrections if necessary
Grammar :

Exercise 1. (7 min) :

- Ask Ss to work in pairs to put the words in
the correct order to make meaningful

sentences, writing the main verb in the
present simple and making the other an
infinitive with to

Eliciting from Ss

Ss listen and repeat

- Ss work individually and then compare
with a partner.

* Expected answers :

1. Who wants something to eat? 
2. I have some letters to write.

3. I 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 too cold to go out.

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- Call on some pairs to read their answers
- Check the answers with the class.

* Exercise 2 : (15 min) :

Get Ss to do Exercise 2 individually and
then find a partner to check their answers
with.

- Ask Ss to observe the example carefully to

know the two ways to be done. Rewrite the
sentences, using the words given in brackets.

- Go around to give help if necessary
- Ask some Ss to write the answers on the

board.

- Give feedback

*Ask Ss make similar sentences by
themselves

Homework

*Teacher assigns homework

Comment : (2)

the exam.

- Ss do the exercise 2 (p. 21) individually
and then compare with a partner.

* Expected answers :

1. The police watched them get out of the
car.

2. They let him write a letter to his wife.

3. I heard them talk in the next room.
4. The customs officer made him open the
briefcase.

5. The boy saw the cat jump through the
window.

6. Do you think the company will make him
pay some extra money?

7. I felt the animal move towards me.
8. Do you think her parents will let her go
for a picnic?

Optionable sentences.

Homework :

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Period : 8 (READING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- Develop such reading micro-skills as scanning for specific ideas and
identifying meaning in context,

- understand the text and express their own ideas about past experiences.
2. Knowledge

Grammar : - Pronunciation : / m / - / n / - / ŋ /
- 1. Present simple indicating past time

2. Tense revision : the past simple, past progressive and past perfect
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (5 min) Game: Guessing pictures
- Get Ss to look at the picture on page 22
and guess what is happening in each of
them.

Lead-in:

- Have you ever been in an embarrassing 
situation?

- What did you do then?

Today, our reading lesson is about the 
embarrassing experience of a girl on the 
bus.

* Pre-reading : (9 min)
Pre-teach vocab

idol (n) – glance at (v) – turn away (v) – a
sneaky look (n) – a wad of dollar notes
(exp) – thief (n)– steal, stole, stolen (v) –
make a fuss (exp) – point to (v)

* Checking : rub out and remember
* While-reading : (18 min)

Get Ss to read the passage and do the tasks

Ss work in pair and try to guess what is
happening in each picture.

- Number the pictures from 1 to 6

Eliciting some new words from Ss
Practise reading and copy down

- T reads the Engish words and has Ss
say the Vietnamese meaning.

- T says the Vietnamese meaning of the
words and has Ss speak out the

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that follow.

 Task 1. (p.24) Gap-filling

- Ask Ss to fill each blank with a suitable
word or phrase in the box.

- Ask some Ss write their answers on the
BB.

- T checks the answers with the whole class.
 Task 2. (p. 24) Work in pairs

- Ask Ss to put the pictures on p.22 in order
they happened in the story.

- Call on some Ss to read out the answers
and write them on the board.

- T checks the answers with the whole class.

 Task 3. (p. 24) Answer the questions
- T gets Ss to read the questions carefully
and underline the key words to find the
answers in the text.

- Call on some Ss to read out the answers
and write them on the board.

- T checks the answers with the whole class.
* Post-reading : (12 min) : Work in groups.
- Ask Ss to work in groups to discuss the

question:

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?How
did she feel?

- T checks the answers with the whole class.
HOMEWORK

*Teacher assigns homework

“Pratise reciting the poem on page 13 and
translate it into Vietnamese”.

Comment : (2 min)

Ss work individually, and then compare
with a partner.

Some Ss go to the board and write their
answers

Expected answers :

1. glanced 2. making a fuss
3. embarrassing 4. idols

5. sneaky

-Ss work individually, and then compare
with a partner.

- Call on some Ss to read out the answers
and write them on the board.

Expected answers :
1. picture d

2. picture b
3. picture f
4. picture e
5. picture a
6. picture c

-Ss work individually, and then compare
with a partner.

- Call on some Ss to read out the answers
and write them on the board.

Expected answer :

1. A red hat – a floppy cotton hat
2. To buy a floppy cotton hat
3. A wad of dollar notes

4. Because she didn’t want to make a fuss
5. She bought the pretty hat of her dream

Homework :

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Period : 9 (SPEAKING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- describe physical characteristics,

- talk about a close friend.
Grammar : - Pronunciation : / m / - / n / - / ŋ /
- 1. Present simple indicating past time

2. Tense revision : the past simple, past progressive and past perfect
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (4min)
Game : Sketching

- Sketch a face on the board and ask some Ss
to name and write parts of a body’s face.

- Ask the other Ss to say the Vietnamese
meaning.

- T checks the answers with the whole class.
Lead-in :

- Today we will learn how to talk about past
experiences.

* Pre-speaking (7 min)
Pre-teach vocab

Native English speaker (n) – seriously ill –
appreciate (v) – health (n) – interested in (a) –
attitude (n

* Checking: Rub out and remember

* While-speaking : (20 min)
 Task 1. (p. 25): Work in pairs

- Put Ss into pairs to match the things you

Elicting from Ss

Some others say the Vietnamese meaning.
Face – hair – forehead – eyes – nose –
mouth – ear – eyebrows – chin …

Eliciting some new words from Ss

Practise reading and copy down

- T reads the Engish words and has Ss
say the Vietnamese meaning.

- T says the Vietnamese meaning of the
words and has Ss speak out the
English words.

- Ss work in pairs.

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might have done or experienced in box A
with how the experience might have affected
you in box B

- Ask some students to say out their answers
- Give feedback.

 Task 2. Work in pairs (p.25)

- Get Ss to put the jumbled conversation in
the correct order, then practise it.

- Go around to control and give help if
necessary.

- Note down some mistakes Ss have made for
later correction.

- Call on some Ss to say out their answers.

- Give feedback and comments

T can use a poster
* Post-speaking.

 Task 3. (p.26): Work in pairs

- Ask Ss to work in pairs, ask and answer the 
following questions

 Have you ever seen an motorbike
accident?

 How did it happen?
 When did it happen?

 How did the experience affect you?
- Call on some pairs to practise talking in
front of the class.

- Give feedback and make comments

Homework

 Teacher assigns homework.

Ask Ss to write about their past experiences.
Comment : (2)

Expected answers.

1 – d 2 – c 3 – a 4 – b 5 – e

- Ss work individually and then compare
the answers with a partner’s.

Expected answers.
1 – b

2 – d
3 – h
4 – a
5 – e
6 – g
7 – c
8 – f

Some Ss write their ideas on the board.
- Some pairs practise talking in front

of the class.
* Yes, I have.

* Two motorbikes hit one another
* A year ago

* It made me afraid. I don’t dare to ride a 
motorbike too fast.

Homework : - Write about one of your past

experiences.

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Period : 10 (LISTENING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- listen for general ideas and understand the dialogue,
- listen for specific details.

2. Knowledge

Grammar - Pronunciation : / m / - / n / - / ŋ /

- 1. Present simple indicating past time

2. Tense revision : the past simple, past progressive and past perfect
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s Activities Students’Activities

Warm-up (6 min)

Game : Guessing things: “What is it?”
-Divide the class into two groups A and B
and ask Ss to guess what it is.

- Read aloud some facts about the thing one
by one:

+ It can destroy buildings, houses and forests.
+ It can kill people and animals.

+ It gives out a lot of smoke.
+ You need water to put it out.

- The group giving the correct answer first
will win the game.

Lead-in :

1. Have you ever seen a fire?

2. What will you do if there’s a fire?
The listening lesson today is about the fire
happening to Christina’s family 13 years
ago.

Pre-listening (8 min) 
Pre-teach vocabulary :

memorable (a) = unforgettable – scream (v) –

gas stove (n) – escape (v) – terrified (a) –
replace (v) - embrace

* Checking : Rub out and remember.
While-listening (20 min)

Ss listen and guess what it is

Expected answer: A fire

Optionable answers

Elicit new words from Ss

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 Task 1: Christina is being interviewed 
about the most unforgettable experience in
her life. Listen to the interview and decide
whether the statements are true or false.(p.27)
- Play the CD 2 times and gets Ss to work in
pairs. Listen to the interview and put a tick in
the boxes.

- Invite some Ss to give their answers.

- Play the CD one more time if necessary for
Ss to check.

- Check the answers with the whole class.
 Task 2 : Listen to the second part of the 
dialogue and fill in the gaps in the summary

of Christina’s story below (p. 28)

- Let Ss read the sentences for about 1 or 2
minutes.

- Play the CD player again.

- Call on some Ss to give their answers.
- Have the others listen and make corrections
if necessary.

- Give feecback.

Post-listening (12 min) : Summarizing
- Ask Ss to work in pairs to answer the
questions :

1. What is Christina’s job?

2. When did her most unforgettable
experience happen?

3. What was she doing then?

4. Did the fire many things from her?
5. What did she realize after the fire?
- Call some Ss to answer the questions.
- Let Ss make peer correction.

- Make comments.

Homework

 Ask Ss to retell the story
Comments (2mn)

Ss work in pairs

Ss listen and put a tick in the box
Ss listen for the second time

Some Ss call out their answers and T writes
them on the board.

Expected answers :

1. T 2. F 3. F
4. F 5. T

- Ss work individually and then compare
with a partner.

- Some Ss give their answers.
Expected answers :

(1) small
(2) everything
(3) family
(4) replaced
(5) took
(6) appreciate

Ss work in pairs to summarize the qualities
of a best friend on the board

- Some Ss report to the class.
- Ss make peer correction.
Expected answers :

1. She is a businesswoman
2. It happened 13 years ago
3. She was sleeping

4. Yes, it did.

5. She realized that family was more
important than things.

Homework : Retell the story

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Period : 11 (WRITING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- write a personal letter,

- tell their memorable past experiences.
2. Knowledge

Grammar : - Pronunciation : / m / - / n / - / ŋ /
- 1. Present simple indicating past time

2. Tense revision : the past simple, past progressive and past perfect
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s Activities Students’Activities

Warm-up (4 min)
Game : Summarizing

- Tell Ss an embarrassing experience:
It was a very hot day. The man stopped 
at a small deserted beach. He didn’t 
have swimming-trunks with him but it 
was early in the morning, there were no
people in sight. The man took off all his 
clothes and swam out to the sea and 
relaxed in the water. When he looked 
back at the beach, a coach had arrived 
and there were a lot of people standing 
on the sand to have a picnic …

Lead-in :

- Have you ever been in such a
situation?

- What did you do then?

- Do you want to share it with your
classmates?

Today, we will learn how to write a
personal letter telling about a past
experience.

Pre-writing (7min)

Ss listen to the story

T note down some key words on the board
Such as : hot day stopped deserted 
beach

took off all clothes …

Some Ss retell the story in Vietnamese

Optionable answers

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Elicit the steps of a personal letter from
Ss : 1. Greeting

2. Date (when it happened)
3. The story (the experience)
4. Closing

5. Signature

While-writing (20 min)
 Task 1: Work in pairs.

Ask Ss to talk and write about their
past experiences or the most

embarrassing moment of theirs based on
the main points:

+when did it happen?
+where did it happen?
+how did it affect you?

- Call on some Ss to tell their stories.
- T goes around to control and gives
help if necessary.

 Task 2. Writing a letter

- Ask some Ss to write a letter to a
friend of theirs, telling him / her about
one of their most memorable.

- peer correction

- Feedback and give comments

- Make correction with the whole
class.

Homework

* Ask Ss to prepare for the next lesson.
Comments (2min)

Practise reading and copy down if necessary

–Two years ago / when I was in grade 10 / when
I was 12 …

– In my house / at school / in the street …
– It changed my outlook on life / it made me
more careful about …/ it made me appreciate
…/ it taught me a lesson …

Example: An embarrassing experience

One morning I got up late. It was six 
forty-five and school began at seven.

I quickly brushed my teeth, washed my face 
and got dressed and jumped on my motorbike

and rode to school.

I went straight into the class and greeted the 
students.

After two or three minutes, the students began
laughing.

I couldn’t understand why.

Suddenly, I looked down and realized I had put 
on one brown shoe and one black shoe.

Some Ss write their essays on the board.
Peer correction

Teacher and Ss check

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Period : 12 (LANGUAGE FOCUS)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- distinguish the sound / m / - / n / - / ŋ / and pronounce the words
and sentences containing them correctly,

- use some basic tenses correctly.
2. Knowledge

Grammar : - Pronunciation : / m / - / n / - / ŋ /
- 1. Present simple indicating past time

2. Tense revision : the past simple, past progressive and past perfect
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (4 min) : Game :

What and Where / Worstorm
(New words in the unit 2)
* Pronunciation : (5 min)

- Listen and repeat (p. 29)

-T models the three clusters / m / - / n / - / ŋ /
for a few times and explains how to produce
them.

- Ask Ss to read the words in each column
out loud in chorus for a few times. Then call
on some Ss to read the words out loud.

* Practise reading these sentences (p. 29)
- Ask Ss to practise reading the sentences.
- Call on some Ss to read aloud the
sentences.

- Make corrections if necessary
Grammar :

Exercise 1. (7 min) :

- Ask Ss to work in pairs to use the correct
present tense forms of the verbs in brackets
in the story at p.30

- Call on some pairs to read their answers
- Check the answers with the class.

Eliciting from Ss

Ss listen and repeat

Ss read the words in each column out loud
in chorus for a few times.

Some Ss read the words out loud
individually.

Ss listen and repeat

- Ss work individually and then compare
with a partner.

* Expected answers :

1. invites 2. sets
3. gets 4. waves
5. promises 6. carries

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* Exercise 2 : (15 min) :

Get Ss to do Exercise 2 individually and
then find a partner to check their answers
with.

- Ask Ss to observe the example carefully to
know the two ways to be done. Rewrite the
sentences, using the words given in brackets.

- Go around to give help if necessary
- Ask some Ss to write the answers on the

board.

- Give feedback

* Exercise 3. Write the sentences, putting 
the verbs in each sentence into the past 
simple or the past perfect on page 31

- Ask Ss to observe the example carefully to
know the two ways to be done. Rewrite the
sentences, using the words given in brackets.

- Go around to give help if necessary
- Ask some Ss to write the answers on the

board.

- Give feedback

Make / let / see / watch / hear / feel + sb + V0

Ex. The film made her cry

*Ask Ss make similar sentences by
themselves

Homework

*Teacher assigns homework

Comment : (2)

11. are singing 12. is

- Ss do the exercise 2 (p. 30) individually
and then compare with a partner.

* Expected answers :

1. broke was playing
2. wrote was

3. was working broke

4. started were walking
5. told were having
6. didn’t listen was thinking
7. phoned didn’t answer
8. wasn’t wearing didn’t notice
was driving

- Ss do the exercise 3 (p. 31) individually
and then compare with a partner.

* Expected answers :
1. had eaten arrived
2. found had closed
3. got had closed
4. got had left
5. got had arrived
6. paid had phoned

7. went said hadn’t arrived
8. had looked asked

Homework :

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Period : 13 (READING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- scan for specific information

- identify and correct false information
2. Knowledge

Grammar : - Pronunciation : / l / - / r / - / h /
- Infinitive and gerund

- Passive infinitive and gerund
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (5 min) Game: Guessing pictures
- Get Ss to work in pairs, look at the

pictures on page 32 and answer the
questions

- T checks the answers with the whole class.
- T introduces the topic of the lesson and
gets Ss to work in pairs and answer the
questions on page 32.

- T calls on some Ss to answer the
questions, asking them to give reasons.
Lead-in (set the scene) :

You are going to read about two party. 
Then you do the tasks that follow.
* Pre-reading : (9 min)

Pre-teach vocab

candle (n) – blow out (v) - celebrate (v) –
wedding anniversary (n) – silver (n) –
golden anniversary (n) – mark the milestone
(v) – lasting (a) – present (n) = gift (n)
* Checking : rub out and remember

* While-reading : (18 min)

Some Ss answer the questions.
Answers given :

1. The people in picture 1 are friehds
and in picture 2 belong to a family.
2. The children in picture 1 are

celebrating a birthday party and the
people in picture 2 are celebrating a
golden wedding anniversary.

Optionable answers

Eliciting some new words from Ss
Practise reading and copy down

- T reads the Engish words and has Ss
say the Vietnamese meaning.

- T says the Vietnamese meaning of the
words and has Ss speak out the

English words.

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Get Ss to read the passage and do the tasks
that follow.

 Task 1. (p.34) Put a tick

- Ask Ss to work in pairs to read the text
and decide which of the activities take place
at a birthday party or at a wedding party or
at both then put a tick in the right column.
- Call on some Ss to give the answers.
- T checks the answers with the whole class.
 Task 2.(p.34) Recognizing the wrong

words

- T gets Ss to work in pair, reading text
again.

- Ask Ss to close their books and underline
the wrong word in each sentence and
provide the correct one.

- Call on some Ss to read out the answers
and write them on the board.

- T checks the answers with the whole class.
* Post-reading : (12 min) : Work in pairs
 Task 3. (p. 35)

- Ask Ss to work in pairs, one is an

interviewer and the other is an interviewee.
1. Where do you prefer to celebrate your
birthday, at home or in a restaurant? Why?
2. Do your parents celebrate their wedding
anniversaries?

3. Are you going to celebrate your wedding
anniversaries in the future? Why / Why not?
- Call on some Ss to act out in front of the
class.

- T checks the answers with the whole class.

HOMEWORK

*Teacher assigns homework

Ask Ss to write a short passage about their
birthday party

Comment : (2 min)

with a partner.

Some Ss go to the board and draw a line to
match the answers.

Expected answers :

1. both 2. both 3. birthdays
4. anniversaries 5. anniversaries
6. both 7. birthdays
-Ss work individually, and then compare
with a partner.

- Call on some Ss to read out the answers
and write them on the board.

Expected answers :
1. eighth  seventh
2. makes  eats
3. food  presents
4. anniversaries  ages

5. months  years
6. 5th  50th

7. silver  golden

Expected answers :
Optionable answers

Homework :

- Ss write a short passage about their
birthday party.

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Period : 14 (SPEAKING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- talk about parties,

- know how to plan parties.
2. Knowledge

Grammar : - Pronunciation : / l / - / r / - / h /
- Reported speech with gerund.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (4min)
Game : Wordstorm

- Divide the class into groups of 4 or 5.

- Ask Ss to write the parties they know. Some
groups write their results on the board.

- Ss to say the Vietnamese meaning.

- T checks the answers with the whole class.
Lead-in :

- Have you ever been invited to one of these
parties.

- How was it organized?

In our speaking lesson today, we talk about
parties and how to plan them.

* Pre-speaking (7 min)
Pre-teach vocab

House-warming party (n) – farewell party (n)
– entertainment (n) – decorate (v) – budget
(n)

* While-speaking : (20 min)

 Task 1. (p. 35): Answer the questions
Work in pairs.

- Ask Ss to work pairs to answer the

Some Ss write on the board

Some others say the Vietnamese meaning.

Eliciting some new words from Ss
Practise reading and copy down

- T reads the Engish words and has Ss
say the Vietnamese meaning.

- T says the Vietnamese meaning of the
words and has Ss speak out the
English words.

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questions about the party they have been to
(p. 35)

- Whose party was it?

- What was the occasion? (where and when)
- Did you take a gift for the host?

- Who did you go with?
- Were there any decorations?
- Were ther a lot of people there? …
 Task 2. Work in pairs (p.36)

- Ask some pairs to act out in front of the
class.

- Give feedback: make corrections on
pronunciation, stress and intonation.
`- Go around to control and give help if 
necessary.

- Note down some mistakes Ss have made for
later correction.

- Call on some Ss to say out their ideas.
- Give feedback and comments

* Post-speaking.
  Task 3. (p.36)

- Ask Ss to work in pairs, tell the class about 
the party they are going to organize.

A. We are planning a party
B. What party?

A. When and where will you organize it ?
B. Who will be invited? (number of

guests)

A. What food and drink will you prepare?
B. Entertainment? (music, games)

- Call on some pairs to practise talking in
front of the class.

- Give feedback and make comments
Homework

- Teacher assigns homework.

Ask Ss to write a short paragraph about a
game show Ss have seen recently.

Comment : (2)

Ss ask and answer the questions in Task 1
Some Ss write their answers on the board.
as a model

Ss practise speaking : ask and answer the
questions

Open pairs

Closed pairs

Some pairs act out in front of the class.

- Ss to work in pairs, ask and answer the 
following questions

(about a party Ss plan to organize) .
- Some pairs practise talking in front of
the class.

Some pairs tell the class about the party
they are going to organize.

Demonstration

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Period : 15 (LISTENING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- decide on the true or false statements of the passage
- understand the passage

- listen for specific details.
2. Knowledge

Grammar : - Pronunciation : / l / - / r / - / h /

- Reported speech with gerund.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s Activities Students’Activities

Warm-up (6 min)
Game : Jumbled words

-Hang on a poster on the board : kace, dancle,
lowfer, senpret, bowl, staurantre

- Divide the class into 2 groups.

- Ss from each group take turn to rearrange
the letters to make meaningful words.

- The group with more points is the winner of
the game.

Lead-in :

What do you think of when you read these
words?

Today you will listen to a passage about
Mai’s birthday party.

Pre-listening (8 min) 
Pre-teach vocabulary :

guest (n) – last (v) – tidy up the mess = clean
up the mess – bring, brought, brought out -
serve (v) – clap hands - slice (n)

* Checking : Rub out and remember.

* Listen and repeat (p.36)

Ss from each group take turn to write the
right words on the board.

kace = cake
dancle = candle
lowfer = flower
senpret = present
bowl = blow
staurantre = restaurant

Expected answer: A birthday party

Elicit new words from Ss

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While-listening (20 min)

 Task 1: You will listen and decide whether
the statements are true or false.

- Play the CD 2 times and gets Ss to work in
pairs. Listen to the dialogue and put a tick in
the boxes.

- Invite some Ss to give their answers.

- Play the CD one more time if necessary for
Ss to check.

- Check the answers with the whole class.

 Task 2 : Answer the questions (p. 37)
- Let Ss read the sentences for about 1 or 2
minutes.

- Play the CD player again.

- Call on some Ss to give their answers.
- Have the others listen and make corrections
if necessary.

- Give feecback.

Post-listening (12 min) : Speaking

- Ask Ss to work in pairs to ask and answer
the questions about Mai’s birthday party. Ss

can use the questions in Task 2 as cues.
- Call some Ss to report to the class.
- Let Ss make peer correction.
- Make comments.

Homework

C. Ask Ss to write a short passage to 
describe Mai’s birthday party.
Comments (2mn)

Ss work in pairs

Ss listen and put a tick in the box
Ss listen for the second time

Some Ss call out their answers and T writes
them on the board.

Expected answers :
1. F (at 3 in the afternoon
2. F (about 20)

3. F (at 4:30)

4. T 5. F (only a friend)

- Ss work individually and then compare
with a partner.

- Some Ss give their answers.
Expected answers :

1. She was 16 years old

2. Because it was noisy and expensive
3. Soft drinks and biscuits

4. At about 4:30

5. beautifully decorated with pink and white
icing.

6. They clapped their hands and sang
“Happy

birthday”.

7. At about 6 in the evening

Ss work in pairs to and answer the

questions about Mai’s birthday party. Ss can
use the questions in Task 2 as cues.

- Some Ss report to the class.
- Ss make peer correction.

D. Homework :

- Ask Ss to write a short passage to
describe Mai’s birthday party.
- Sts memorize new words

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Period : 16 (WRITING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
write an informal letter of invitation.

2. Knowledge

Grammar : - Pronunciation : / l / - / r / - / h /
- Reported speech with gerund.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s Activities Students’Activities

Warm-up (4 min)
Game : Brainstorming

(about the vocabulary studied in the

previous lesson)

- Tell Ss to work in pairs, in groups to
write down on a piece of paper the
vocab they learned in unit 6.

- Two pairs who write most words the
fastest will get points.

Lead-in :

- Have you ever been invited to a party?
Today, we will learn how to write an
informal letter of invitation.

Pre-writing (7min)
Pre-teach vocabulary :

invite (v) – dancing (n) – special (a) –
let me know – New Year’s Eve (n)
* Checking : Rub out and remember.
While-writing (20 min)

 Task 1: Work in pairs.

Get Ss to ask and answer the following
questions (p.37)

1. On what occasions are parties held?
2. What kind of clothes do people often

wear at a party?

3. What kind of presents do people

Ss work individually, in pairs and then in groups.
The representatives of 4 groups write the results
on the board.

T and Ss check

The group with more words will be the winner.

Eliciting from Ss

Practise reading and copy down
Some Ss rewrite the English words.

Expected answers :

1. birthday, wedding, death anniversary,
house-warming, wedding anniversaries …

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often bring to a party?

- Call on some Ss to give their answers.
- Check the answers with the class.
 Task 2: Fill in the blank

- Ask Ss to complete the letter of
invitation below with the words/phrases

in the box on p.38.

- Ask Ss to work in pairs, exchange
their letters and correct each other.
- T goes around to offer help if
necessary.

 Task 3. Write a letter

- Ask Ss to write a letter of invitation,
following the guidelines.

* What party are yoy going to organize?
* Where and when do you intend to
organize the party?

* How many people do you plan to
invite and who are they?

* What activities will take place at the
party?

* What food and drink will be served at
the party?

Post-writing (12 min)
Correction

- Ask one student to write the best letter
on the board.

- Make correction with the whole class.
Homework

* Ask Ss to prepare for the next lesson.
Comments (2min)

fruit …

Some Ss write their answers on the board

Some Ss write their answers on the board
Suggested answer:

1. at my house
2. to come
3. refreshments
4. to cook
5. winners
6. by Monday

Ss write a letter of invitation, following the
guidelines.

Suggested letter
Dear John,

Next Saturday will be my 16th birthday. I would

like to invite you to come to the party which will

be organized at my house about 4p.m. Can you 
come to join us? Your presence will be my 
pleasure. Give me a call before Saturday.
 Hope to see you then.

Best wishes
 Lan

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Period : 17 (LANGUAGE FOCUS)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- distinguish the clusters / l / - / r / - / h / and pronounce the words
and sentences containing them correctly,

- understand reported speech with gerund and use these structures to solve
communicative tasks.

2. Knowledge

Grammar : - Pronunciation : / l / - / r / - / h /
- Infinitive and gerund.

- Passive infinitive and gerund
Vocabulary : see infra

3. Skills : Reading for gist and for specific information

* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (4 min) : Game :

What and Where / Worstorm
(New words in the unit 3)
* Pronunciation : (5 min)

- Listen and repeat (p. 39)

-T models the three clusters / l / - / r / - / h /
for a few times and explains how to produce
them.

- Ask Ss to read the words in each column
out loud in chorus for a few times. Then call
on some Ss to read the words out loud.
* Practise reading these sentences (p. 39)
- Ask Ss to practise reading the sentences.
- Call on some Ss to read aloud the
sentences.

- Make corrections if necessary
Grammar : Infinitive and gerund.
Exercise 1. (7 min) :

- Ask Ss to work in pairs to complete the
sentences with the correct form, gerund or 
infinitive, using the words in brackets.

Eliciting from Ss

Ss listen and repeat

Some Ss read the words out loud.

In chorus
Individually

- Ss work individually and then compare
with a partner.

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- Call on some pairs to read their answers
- Check the answers with the class.

* Exercise 2 : (15 min) :Active or passive 
inf.

Get Ss to do Exercise 2 individually and
then find a partner to check their answers
with.

- Choose the correct answer : active or 
passive infinitive to complete the sentences.

- Ask Ss to observe the example carefully to
know the two ways to be done.

- Go around to give help if necessary
- Ask some Ss to write the answers on the

board.

- Give feedback

* Exercise 3 : (15 min) :Active or passive 
infinitive and gerund.

Get Ss to do Exercise 3 individually and
then find a partner to check their answers
with.

- Choose the correct answer : active or 
passive infinitive and gerund to complete the
sentences.

- Go around to control

- Call on some Ss to give the answers
- Ask Ss to say Vietnamese meaning if
needed

- Homework

*Teacher assigns homework

Comment : (2)

1. having
2. getting

3. to tell
4. practising
5. to see

- Ss do the exercise 2 (p. 40) individually
and then compare with a partner.

* Expected answers :
1. B. to be called
2. A. to divide
3. B. to be invited
4. B. to be met
5. A. to drive

- Ss do the exercise 2 (p. 41) individually
and then compare with a partner.

* Expected answers :
1. D. to be included
2. D. to open

3. B. being concerned
4. B. being rescued
5. C. to upset

Homework :

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Period : 21 (READING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- scan for specific ideas

- understand volunteer work
2. Knowledge

Grammar : - Pronunciation : / w / - / j /
- Gerund and present participle

- Perfect gerund and perfect participle
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (5 min) Game: Guessing pictures
- Get Ss to look at the pictures on page 46 :

- T asks them question: What are the people
in the pictures doing?

These people are doing the work without 
being paid for it. What do you call this kind 
of work?

- T introduces the topic of the lesson and
gets Ss to read the following saying (p. 46)
“If you give me a fish,

I will eat today.

If you teach me to fish,

I will eat my whole life long.”
- T calls on some Ss to answer the
questions, asking them to give reasons.
Lead-in (set the scene) :

In our lesson today, you will know about 
volunteer in the USA.

* Pre-reading : (9 min)
Pre-teach vocab

orphanage (n) – mow the lawn (v) -

overcome the difficulties – natural disaster
(n) – remote (a) – nountainous areas (n) –

Ss work individually and then compare the
result with a partner.

Expected answer :
 Volunteer work
Expected answer:

If someone gives you sth to eat, you will not
feel hungry anymore but this won’t last 
long. If someone gives you an opportunity 
to work or teaches you how to work, you 
will earn your own living for a long time.
We can express the saying in another way
like this : “Give a man a fish and you feed 
him for a day. Teach a man to fish and you 
feed him a lifetime”

Eliciting some new words from Ss
Practise reading and copy down

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voluntary (a) – voluntarily (adv)
volunteer (n+v)

* Checking : rub out and remember
* While-reading : (18 min)

Get Ss to read the passage and do the tasks
that follow.

 Task 1. (p.48) Gap-fill

- Ask Ss to fill in the blank with
“volunteers, volunteered, voluntary,
voluntarily”

- T checks the answers with the whole class.
 Task 2. (p. 48) : Multiple choice

- Ask Ss to work in pairs to choose the best
answer A, B, C or D for each sentence.
- Call on some Ss to read out the answers
and write them on the board.

- T checks the answers with the whole class.
 Task 3. (p. 49) Answer the questions
- T gets Ss to read the questions carefully
and underline the key words to find the
answers in the text.

- Call on some Ss to read out the answers
and write them on the board.

- T checks the answers with the whole class.
* Post-reading : (12 min) : Discussion
- Ask Ss to work in groups of four or five to
discuss the following questions:

1. What kind of volunteer work do you 
usually do at school?

2. What do you usually do in each kind of 
volunteer work?

- Go around the class to listen and help the
groups with vocabulary.

- Call some representatives to report their
groups’ideas.

HOMEWORK

*Teacher assigns homework
Ask Ss to write a short paragraph,

answering the question: “Why do people do
volunteer work”

say the Vietnamese meaning.

- T says the Vietnamese meaning of the
words and has Ss speak out the

English words.

Ss work individually, and then compare
with a partner.

Some Ss go to the board and write the
answers.

Expected answers :

1. voluntary 2. voluntarily
3. volunteers 4. volunteered

-Ss work individually, and then compare
with a partner.

- Call on some Ss to read out the answers
and write them on the board.

Expected answers :

1. A 2. D 3. B 4. D 5. B
-Ss work individually, and then compare
with a partner.

- Call on some Ss to read out the answers
and write them on the board.

Expected answers :

1. They read books to the people there, play
games with them and listen to their

problems.

2. They give care and comfort to them and
help them to overcome their difficulties.

3. During summer vocations, they volunteer
to work in remote or mountainous areas to
provide education for children.

Homework :

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Period : 22 (SPEAKING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- identify types of volunteer work

- talk about volunteer work
2. Knowledge

Grammar : - Pronunciation : / w / - / j /
- Gerund and present participle

- Perfect gerund and perfect participle
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (4min)
Game : Gap-filling

- Get a student to find out the right word to
fill in the blank.

1. You often …… your friend to a party
2. The Greek God of Love is …………
3. The first day of May is ………Day
4. The writer of a book, a story is an

…………

5. A national song is an ………
6. “My heart will go on” is the theme song in
the film ………

7. Manchester United is the richest
football………

8. The moon moves round the ………
9. My father joined the ………… in the war.
- T checks the answers with the whole class.
Lead-in :

- Today we talk about types of volunteer
work.

1. Do you want to be a volunteer ?

2. Have you ever done volunteer work?
* Pre-speaking (7 min)

Representatives of two groups write the
new word on the board.

1. invite
2. Eros
3. Labour
4. author
5. anthem
6. Titanic
7. team
8. earth
9. army

The theme word : VOLUNTEER

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Pre-teach vocab

war invalid (n) – movement (n) – direct (v) –
traffic (n) = vehicles – intersection (n) – cross
the road

* While-speaking : (20 min)
 Task 1. (p. 49): Putting a tick
Work in pairs.

- Put Ss into pairs to decide which of the
following activities are volunteer work.

- Ask some Ss to give their opinions.
- Give feedback.

 Task 2. Work in pairs (p.50)

- Get Ss to work in pairs to practice speaking
the dialogue.

- Go around to control and give help if
necessary.

- Note down some mistakes Ss have made for
later correction.

- Call on some pairs to role play in front of
the class.

- Give feedback and comments
.

* Post-speaking.
  Task 3.

- Ask Ss to work in pairs to make a similar 
conversation, using the activities given in
task 2

A. What kind of volunteer work are you 
participating in ?

B. I’m taking part in directing the traffic.
A. What exactly are you doing?

B. I’m directing vehicles at the intersections.
A. Do you enjoy the work?

B. Yes, I do. Because I like helping people.
- Call on some pairs to practise talking in
front of the class.

- Give feedback and make comments
Homework

- Teacher assigns homework.
Comment : (2)

Practise reading and copy down

- T reads the Engish words and has Ss
say the Vietnamese meaning.

- T says the Vietnamese meaning of the
words and has Ss speak out the
English words.

- Ss work individually and then compare
the answers with a partner’s.

Ss work in pairs

Teacher – Ss Ss – Teacher
Open pairs

Closed pairs

- Ss to work in pairs, ask and answer the 
following questions

(about a competition Ss have joined or
seen recently) .

- Some pairs practise talking in front of
the class.

Homework :

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Period : 23 (Listening)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- scan for specific ideas

- understand volunteer work
2. Knowledge

Grammar : - Pronunciation : / w / - / j /
- Gerund and present participle

- Perfect gerund and perfect participle
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s Activities Students’Activities

Warm-up (6 min)
Game : Jumbled words

-Hang on a poster on the board : thonrama,
cera, nopicham, nerrun, nijo, malefe

- Divide the class into 2 groups.

- Ss from each group take turn to rearrange
the letters to make meaningful words.

- The group with more points is the winner of
the game.

Lead-in :

Ask Ss to tick the best answers to the
questions that suit them.

1. How often do you support charities?
2. What’s the best way of raising money to
support charities?

3. Which of these kinds of volunteer work do
you prefer?

Today you will listen to a passage about 
Spring School to know more about volunteer 
work.

Pre-listening (8 min) 
Pre-teach vocabulary :

excursion (n) – giving care and comfort to …
– movement (n) – participate in = take part in

Ss from each group take turn to write the
right words on the board.

phanagero = orphanage
lemprob = problem
vulantory = voluntary
tainousmoun = mountainous
dicappedhan = handicapped
sadvantagedi = disadvantage

optionable answers

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– exactly (adv) – coordinate (v) – sponsor (n)

* Checking : Rub out and remember.

While-listening (20 min)

 Task 1: You will listen to passage about 
the Spring School and fill in the missing
information. P.51

- Play the CD 2 times and gets Ss to work in
pairs. Listen to the dialogue and put a tick in
the boxes.

- Invite some Ss to give their answers.

- Play the CD one more time if necessary for
Ss to check.

- Check the answers with the whole class.
 Task 2 : Answer the questions (p. 51)
- Let Ss read the sentences for about 1 or 2
minutes.

- Play the CD player again.

- Call on some Ss to give their answers.
- Have the others listen and make corrections
if necessary.

- Give feecback.

Post-listening (12 min) : Speaking

- Ask Ss to work in pairs to tell about Spring
School, using the following suggestions:
+ The aim of Spring School

+ The number of children living and studying
at the school or attending classes

+ The activities the children at the school 
take part in

+ The kinds of volunteers that Spring School 
requires

- Call some Ss to report to the class.
- Let Ss make peer correction.
- Make comments.

Homework

E. Ask Ss to summarize the story about 
Spring School.

Comments (2mn)

Practise reading and copy down
Some Ss rewrite the English words.
Ss work in pairs

Ss listen and fill in

Ss listen for the second time

Some Ss call out their answers and T writes
them on the board.

Expected answers :

1. informal 2. 30 street children
3. 250 children 4. 1998

5. volunteers - June

- Ss work individually and then compare
with a partner.

- Some Ss give their answers.
Expected answers :

1. It provides classes to disadvantaged
children in HCM city.

2. Dance, theatre, singing and circus were
set

up in 1999

3. Because they need money to continue
their

English and Performance Arts classes.
4. To contact sponsors and help to expand
the

school activities.

Ss work in pairs to summarize the dialogue
they have just listened, based on the

information in Task 1 and Task 2
- Some Ss report to the class.
- Ss make peer correction.
Homework :

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Period : 24 (writing)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- scan for specific ideas

- write a formal letter expressing gratitude.
2. Knowledge

Grammar : - Pronunciation : / w / - / j /
- Gerund and present participle

- Perfect gerund and perfect participle

Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s Activities Students’Activities

Warm-up (4 min)
Game : Brainstorming

(about the vocabulary studied in the
previous lesson)

- Tell Ss to work in pairs, in groups to
write down on a piece of paper the
vocab they learned in unit 6.

- Two pairs who write most words the
fastest will get points.

Lead-in :

Today, we will learn how to write a
letter to expressing gratitude or thanks.
Pre-writing (7min)

Pre-teach vocabulary :

receipt (n) – repair (v) – block of flats
(n) – as soon as possible – I look
forward to hearing from you soon
* Checking : Rub out and remember.
While-writing (20 min)

 Task 1: Work in pairs.

Ask Ss to read the letter and underline
the sentences that express the following
points.

- Call on some Ss to give their answers.

Ss work individually, in pairs and then in groups.
The representatives of 4 groups write the results
on the board.

T and Ss check

The group with more words will be the winner.

Eliciting from Ss

Practise reading and copy down
Some Ss rewrite the English words.

Expected answers :

* the opening of the letter
* the donated amount

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- Check the answers with the class.
 Task 2:

- Ask Ss to write a letter to respond to
Thu Trang, using the details suggested
in Task 2.

- Get Ss to write their own letters in 10
minutes.

- Ask Ss to work in pairs, exchange
their letters and correct each other.
- T goes around to offer help if needed.

Post-writing (12 min)
Correction

- Ask one student to write the best letter
on the board.

- Make correction with the whole class.

Homework

* Ask Ss to prepare for the next lesson.
Comments (2min)

* the closing of the letter

- Ss write a letter to respond to Thu Trang, using
the details suggested in Task 2.

- Ss write their own letters in 10 minutes.
- Ss work in pairs, exchange their letters and
correct each other.

Suggested letter :

English for everybody,
12 Hung Vuong Street,
NK district, Cantho city
November 24th, 2008

Dear Ann,

How very kind of you to remember my 
birthday and what a lovely present! Your timing 
was very good because it arrived exactly on the 
day. I’ve always wanted a Scottish tie. To tell 
you the truth I’ve worn it every day since it 
came. I often think of the wonderful time we had 
in London and wish I could come back. Why 
don’t you come to Vietnam instead? I hope you’ll
send me another letter soon.

Thanks again for the present.

Best wishes,
(signature)

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Period : 25 (Language focus)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- distinguish between the sounds /w/ and /j/
- understand how to use gerund and participle
2. Knowledge

Grammar : - Pronunciation : / w / - / j /
- Gerund and present participle

- Perfect gerund and perfect participle
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (4 min) : Game :

What and Where / Worstorm

(New words in the unit 5)
* Pronunciation : (5 min)

- Listen and repeat (p. 53)

-T models the sounds /w/ - /j/ for a few
times and explains how to produce them.
- Ask Ss to read the words in each column
out loud in chorus for a few times. Then call
on some Ss to read the words out loud.
* Practise reading these sentences (p. 53)
- Ask Ss to practise reading the sentences.
- Call on some Ss to read aloud the
sentences.

- Make corrections if necessary
Grammar : Reported speech.
Exercise 1. (7 min) :

- Ask Ss to work in pairs to complete each of
the following sentences with an appropriate
gerund of the verbs from the box p. 54
- Call on some pairs to read their answers
- Check the answers with the class.

* Exercise 2 : (15 min) :

- Ask Ss to work in pairs to complete each of

Eliciting from Ss

Ss listen and repeat

- Ss work individually and then compare
with a partner.

* Expected answers :
1. listening
2. bending

3. behaving
4. meeting

5. spending
6. waiting

7. starting

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the following sentences with an appropriate
present participle of the verbs from the box 
p. 54

- Ask Ss to observe the example carefully to
know the two ways to be done.

- Go around to give help if necessary
- Ask some Ss to write the answers on the

board.

- Give feedback

Exercise 1. (7 min) :

- Ask Ss to work in pairs to put the verbs in
brackets into the perfect gerund or perfect 
participle p. 55

- Call on some pairs to read their answers
- Check the answers with the class.

- Homework

*Teacher assigns homework
Comment : (2

and then compare with a partner.
* Expected answers :

1. burning --- rising
2. reading

3. lying
4. shopping
5. preparing
6. trying

7. modernizing
* Expected answers:
1. having made

2. Having been
3. having been
4. Having tied
5. Having read
6. having taken

F. N.B.
TO + V0

Except:

- look forward to + V-ing
- object to + V-ing

- have no objection to + V-ing
Other prepositions as :

For, of, when, before, after … + V-ing (if no
subject)

Homework :

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Period : 26 (READING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- Scan read for specific information

- Skim read for detailed information
- know about illiteracy problems.
2. Knowledge

Grammar : - Pronunciation : /pl/ - /bl/ - /pr/ - /br/
- Reported speech with infinitive.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (5 min) Game: Guessing pictures
- Get Ss to work in pairs, looking at pictures
and choose the best answer.

- T checks the answers with the whole class.
- T calls on some Ss to answer the

questions, asking them to give reasons.
1. Where do you think the class is ?
a. In mountain areas

b. In the towns
c. In the big cities

2. What do you think of the people in 

class?

a. They are at the same age
b. They are young

c. They are of different ages
Lead-in (set the scene) :

You are going to read about illiteracy. Our 
lesson today will help you to know about 
illiteracy in VN over the last few years.
* Pre-reading : (9 min)

Pre-teach vocab

take part in (v) – effective way (n) - fight
(n) – struggle (n) – decrease (v) – promise

Ss work individually and then compare the
result with a partner.

3. What do you think of the teacher?
a. He got a regular training in teaching
b. He teaches the children to read and write
voluntarily

c. He is a teacher at this school

4. What is the class different from yours?
a. The children wear uniform

b. The room is in the best condition
c. The class is poor and simple
Answers given :

1. a
2. c
3. b
4. c

Eliciting some new words from Ss
Practise reading and copy down

- T reads the Engish words and has Ss
say the Vietnamese meaning.

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(v) – gradually (adv)

* Checking : rub out and remember
* While-reading : (18 min)

Get Ss to read the passage and do the tasks
that follow.

Let’s read and underline all the things
relating to the following numbers:
61 – 94 – 600 – 1200 – 800 – 4,623
 Task 1. (p.58) Vietnamese equivalent

- Ask Ss to find the Vietnamese equivalent
to the following expressions.

- Ask some Ss write their answers on the
board.

- T checks the answers with the whole class.
 Task 2. (p.58)

Which of the choices A, B, C or D most
adequately sums up the whole passage?
 Task 3. (p. 58) Answer the questions
- T gets Ss to read the questions carefully
and underline the key words to find the
answers in the text.

- Call on some Ss to read out the answers
and write them on the board.

- T checks the answers with the whole class.
* Post-reading : (12 min) : Work in pairs
(p. 58) : Speaking

- Ask Ss to work in pairs to answer the
questions.

1. Are there any illteracy people in your
neighborhood?

2. What should we do to help them read and

write?

HOMEWORK

*Teacher assigns homework

- Practise reading the passage and answer
Task 3 again.

Comment : (2 min)

English words.

Ss read and underline all the things relating
to the numbers.

Eg. 94 % of the population was able to 
read and write

Ss work individually, and then compare
with a partner.

Some Ss go to the board and draw a line to
match the answers.

Expected answers :
1. Phổ cập GD tiểu học
2. Hội Khuyến học Việt Nam
3. Xóa mù chữ

4. Kỹ thuật canh tác
5. Kế hoạch hóa gia đình
Answer : D

-Ss work individually, and then compare
with a partner.

- Call on some Ss to read out the answers
and write them on the board.

Expected answers :
1. 94 % of population

2. A campaign for illiteracy eradication.
3. 600 in 2000 and 800 in 2001

4. They voluntarily spent their summer
vacations teaching illiterate people to read
and write (Line 3-4, paragraph 3)

5. Illiteracy will soon be eradicated
(Line 5-7, paragraph 4)

Homework :

- Practise reading the passage and answer
Task 3 again.

- Sts memorize new words

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Period : 27 (SPEAKING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- talk about illiteracy problems,

- offer solutions to the problems
2. Knowledge

Grammar : - Pronunciation : /pl/ - /bl/ - /pr/ - /br/
- Reported speech with infinitive.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (5 min) Game: Brainstorming
- Get Ss to brainstorm the problems they
often encounter at school.

Cut classes make noise

Forget doing homework cheating in exam

- How do you solve them?

- T checks the answers with the whole class.
- Today, we will discuss the problems your
class cope with and offer some solutions to
these problems.

* Pre-reading : (9 min)
Pre-teach vocab

enforce (v) – school regulations (n) -
low-income family (n) – reduce (v)=
decrease (v) – cheat in exams (v) – have
difficulty in + V-ing (adv) – used textbooks
* Checking : rub out and remember

* While-reading : (18 min)

Some Ss write their answers on the board
- cutting classes / paying truant

- making noise
- cheating in exams
- teasing

- forgetting doing homework
- breaking school regulations

Eliciting some new words from Ss
Practise reading and copy down

- T reads the Engish words and has Ss
say the Vietnamese meaning.

- T says the Vietnamese meaning of the
words and has Ss speak out the

English words.

Ss work individually, and then compare

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 Task 1. (p.59) Matching-up

- Ask Ss to work in pairs to match each
problem in A with its appropriate solution
in B

- Ask some Ss write their answers on the
board.

- T checks the answers with the whole class.
 Task 2. Substitution drill (p.59)

Talk about your school problems and offer
solutions. Use the suggestions in Task 1
- Work with a student to give a model.
T. Many students cannot buy all the 
required

textbooks. What do you think we should

do

to help them?

S.I think we should ask the school 
haed-master

to provide fre textbooks for students from
 low-income families.

T. We should also collect used textbooks for
 school libraries.

* Post-reading : (12 min) : Work in groups 
 Task 3. (p. 59)

- Ask Ss to work in groups to think of three
or four problems your class is experiencing.
Talk about them and offer solutions. They
may use the cues below:

- large class size ( over 40 Ss in the class)
- shortage of desks (3 students per desk)
- hot in summer (no electric fan)

- cold and dark in winter (broken windows,
no lights)

HOMEWORK

*Teacher assigns homework

- Practise reading the passage and answer
Task 3 again.

with a partner.

Some Ss go to the board and draw a line to
match the answers.

Expected answers :
1. b / g

2. a / e
3. d / f
4. c
5. j / h / i

- Open pairwork :
Student – student
Some pairs demonstrate
- Closed pairwork

- T goes around to control and give help
- Some pairs role play in front of the class.
- T makes corrections and give commemts.

- Ss to work in groups to think of three or
four problems your class is experiencing.
Talk about them and offer solutions. Ss

may use the cues below:

- large class size ( over 40 Ss in the class)
- shortage of desks (3 students per desk)
- hot in summer (no electric fan)

- cold and dark in winter (broken windows,
no lights)

Homework :

- Practise reading the passage and answer
Task 3 again.

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Unit five :

ILLITERACY

Period : 28 (LISTENING)

Time : 45 minutes
* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- Listen for specific information

- talk about condition for better learning
2. Knowledge

Grammar : - Pronunciation : /pl/ - /bl/ - /pr/ - /br/
- Reported speech with infinitive.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (5 min) Game:

What and Where / Worstorm

(New words in the previous lesson)
Lead-in (set the scene) :

Have you ever done a survey?

Our listening lesson today is about a 
survey in Perth, Western Australia. 
* Pre-reading : (9 min)

Pre-teach vocab

mature (a) – maturity (n) - weekness (n) –
self- respect (n) – encourage (v) – goal (n)
– focus on (v)

* Checking : rub out and remember

* Listen and repeat (p.60)

* While-reading : (18 min)
 Task 1. (p.60) Multiple choice
- Play the tape and ask Ss to listen and
choose the best option to complete the
sentences.

Eliciting from Ss

Eliciting some new words from Ss
Practise reading and copy down

- T reads the Engish words and has Ss
say the Vietnamese meaning.

- T says the Vietnamese meaning of the
words and has Ss speak out the

English words.

Ss work individually, listen and then
compare with a partner.

Some Ss go to the board and write their
answers.

Expected answers :
1. D

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- Let Ss listen again and write their answers
on the board.

- T checks the answers with the whole class.

 Task 2. Answer the questions (p.61)
Let Ss listen again and find the answers to
the questions.

- Ask Ss to compare the answers in pairs
- Call some Ss to write the answers on the
board.

- Give feedback

* Post-reading : (12 min) : Discussion
(p. 61) : Speaking

- Ask Ss to work in groups of four or five to
discuss the question:

Which do you think is more essential for 
better learning – good teachers or good 
textbooks?

- Move around to give help if necessary.
- Call on some group representatives to
report their opinions.

HOMEWORK

*Teacher assigns homework

Write a short passage to answer the question
above.

Comment : (2 min)

3. B
4. C

-Ss work individually, and then compare
with a partner.

- Call on some Ss to read out the answers
and write them on the board.

Expected answers :

1. The survey took place in Perth, Western
Australia.

2. 80% of the students

3. They felt that they should be allowed to
have a voice in school decision making.

Ss work in groups of four or five to discuss
the question

Some group representatives report their
opinions.

Homework :

- Write a short passage to answer the
question.

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Unit five :

ILLITERACY

Period : 29 (WRITING)

Time : 45 minutes
* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- describe information in a table

- write a paragraph based on the information in the table
2. Knowledge

Grammar : - Pronunciation : /pl/ - /bl/ - /pr/ - /br/
- Reported speech with infinitive.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (5 min)
Game : Jumbled words

-Hang on a poster on the board : mayritut,
couragene, galo, veeffecti, durece, teach
- Divide the class into 2 groups.

- Ss from each group take turn to rearrange
the letters to make meaningful words.
- The group with more points is the winner
of the game.

Lead-in (set the scene) :

Our lesson today will help you to know 
about the description from a table and 
practise describing the information in a 
table .

* Pre-reading : (9 min)
Pre-teach vocab

decline (v) – rise = increase = go up (v) -
dramatically (adv) – considerably (adv) –
in contrast = on the contrary – trend (n) –
gradually (adv)

* Checking : rub out and remember

Ss of each group take turns to write the

right words on the board

mayritut  maturity
couragene  encourage
galo  goal
veeffecti  effective
durece  reduce
teach  cheat

Ss work individually and then compare the
result with a partner.

Eliciting some new words from Ss
Practise reading and copy down

- T reads the Engish words and has Ss
say the Vietnamese meaning.

- T says the Vietnamese meaning of the
words and has Ss speak out the

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* While-reading : (18 min)
 Task 1. (p.61) Gap-filling

- Ask Ss to choose a suitable word from the
box to fill in each space of the following
paragraph.

- Ask some Ss write their answers on the
board.

- T checks the answers with the whole class.

 Task 2. (p.62)

Write a paragraph of about 100 words,
describing the information in the table
below.

- Ga around to control and give help.
- Collect Ss’writings

* Post-reading : (12 min) : Peer correction
- Ask a student to write his/her writing on
the board

- Ask the class to read and correct the
mistakes.

- Give feedback and comments.

HOMEWORK

*Teacher assigns homework

Comment : (2 min)

Ss work individually, and then compare
with a partner.

Some Ss go to the board and write the
answers.

Expected answers :
1. varied

2. rise
3. declined
4. different
5. went up
6. dramatically

-Ss work individually, and then compare
with a partner.

- Call on some Ss to read out the answers
and write them on the board.

Suggested ideas :

The table shows / describes the trend of 
literacy rates in Sunshine country from 
1998 to 2007

- As can be seen from the data in the table, 
literacy rates in the Lowlands rose slightly 
from 1998 to 2004. There was a dramatic 
rise in 2007, from 56% in 2002 to 95% in 
2007.

- In Highlands, there was a slight decrease 
in the first four years from 1998 to 2002. In
the last six years, the literacy rates dropped
sharply from 45 % to 30 %

- In general, the literacy rates in Sunshine 
country had tendency to increase over past 
10 years.

Homework :

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Unit five :

ILLITERACY

Period : 30 (LANGUAGE FOCUS)

Time : 45 minutes
* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- practice pronunciation and distinguish the sounds /pl/ - /bl/ - /pr/ - /br/
- understand and use reported speech with to-infinitive

2. Knowledge

Grammar : - Pronunciation : /pl/ - /bl/ - /pr/ - /br/
- Reported speech with infinitive.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information

* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (5 min) Game: Brainstorming
- Divide Ss into 4 groups

- Ask each group write as many new words
in Unit 5 as possible on the board for 3
minutes.

- The group with more right words will win.
Pronunciation

- Ask Ss to listen and repeat p.63
In chorus

Individually

- Ask Ss to practice reading aloud the
dialogue p. 63

* Grammar (18 min)

Exercise 1. Complete the second sentence 
so that it has a similar meaning to the first
one, using the words given.

- Ask Ss to look at the example carefully to
know how to do the exercise

- Get some Ss write their answers on the
board.

- T checks the answers with the whole class.

Ss work individually and then compare the
result with a partner.

Some Ss write the new words they know

Ss listen and repeat in chorus
Some Ss read again individually

- Ss work individually, and then compare
with a partner.

- Some Ss write their answers on the board.
Expected answers :

1. … to come back again

2. … us not to swim too far from the shore
3. … Peter to close the window

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Exercise 2. Write the following sentences in
reported speech, using the right form of the

words given in the brackets.

- Ask Ss to look at the example carefully to
know how to do the exercise

- Get some Ss write their answers on the
board.

- T checks the answers with the whole class.
* Post-reading : (12 min) : Work in pairs
(p. 58) : Speaking

- Ask Ss to work in pairs to answer the
questions.

1. Are there any illteracy people in your
neighborhood?

2. What should we do to help them read and
write?

HOMEWORK

*Teacher assigns homework

Comment : (2 min)

7… me to lock the door before going to
school

8. … him to go home and rest for a while

- Ss work individually, and then compare
with a partner.

- Some Ss write their answers on the board.
Expected answers :

1. He advised me not to drink …
2. She invited me to come and see her
whenever I wanted

3. John asked me not to smoke in his car.
4. He told Sue to give him her phone
number.

5. He reminded me to give the book back to
J

6. He promised not to do it again.
7. He agreed to wait for me.

8. John asked me to lend him some money.

Homework :

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Unit six : COMPETITIONS
Period : 27 (READING)

Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- guess the meaning in context, - scan for specific information,
- know something about the competitions.

2. Knowledge

Grammar : - Pronunciation : /tr/ - /dr/ - /tw/
- Reported speech with gerund.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (5 min) Game: Guessing pictures
- Get Ss to work in pairs, matching the 4
given competitions with the correct pictures
on page 66.

- T checks the answers with the whole class
- T introduces the topic of the lesson and gets
Ss to work in pairs and answer the questions
on page 67.

- T calls on some Ss to answer the questions,
asking them to give reasons.

Lead-in (set the scene):

You are going to read about a school’s 
competition, then do the tasks that follow.
* Pre-reading : (9 min)

Pre-teach vocab

representative (n) – stimulate (v) - sponsor
(v) – observe (v) – announce (v) – final (a)

* Checking : rub out and remember

Ss work individually and then compare the
result with a partner.

Answers given :

a. Quiz: “Road to Mount Olympia”
b. London Marathon

c. Sao Mai TV Singing Contest
d. Olympic Games

optionable answers

Eliciting some new words from Ss
Practise reading and copy down

- T reads the Engish words and has Ss
say the Vietnamese meaning.

- T says the Vietnamese meaning of the
words and has Ss speak out the

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* While-reading : (18 min)

Get Ss to read the passage and do the tasks
that follow

 Task 1. Matching ( p. 68 )
- Hang on 2 posters A and B

- Ask Ss to match a number in A and a letter
in B.

- Teacher and Ss check

 Task 2. Answer the questions (p.68)
- Ask Ss to read the questions carefully and
underline the key words to find the answers
in the text.

- Call on some Ss to read out the answers and
write them on the board.

- T checks the answers with the whole class.

* Post-reading : (12 min) : Work in pairs
 Task 3 (p.68)

- Ask Ss to work in pairs to complete the
sentences (read paragraph 3 again)

- Call on some Ss to read out the answers and
write them on the board.

- T checks the answers with the whole class.
HOMEWORK

*Teacher assigns homework

“Practise reciting the poem on page 68 and
translate it into Vietnamese”.

-Ss work individually, and then compare
with a partner.

- Some Ss go to the board and draw a line
to match the answers.

Expected answers :

1. d 2. f 3. e
4. c 5. b 6. a

-Ss work individually, and then compare
with a partner.

Some Ss read out the answers and write
them on the board.

Expected answers :

1. The representative of 3 classes.

2. The aim was to stimulate the spirit of
learning English among students.

3. The Students’Parents Society.

4. Each group must … within two minutes.
(lines 2 – 4, paragraph 2)

5. The judges will observe and score the
performance, and at the end of the

competition, they will announce the total
score of each group.

6. A set of CDs for studying English and an
Oxford Advanced Learner’s Dictionary.
(paragraph 2, lines 8-9)

Expected answers:

1. … to recite the poem.

2. … became the winner of the competition
3. … 60 points.

4. …”For me the most important thing was
our participation in the competition and the
enjoyment we had from it”.

Homework :

- Practise reciting the poem on page 68 and
translate it into Vietnamese.

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Unit six : COMPETITIONS
Period : 28 (SPEAKING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- ask for and give information about types of competitions,
- talk about a competition or contest.

2. Knowledge

Grammar : - Pronunciation : /tr/ - /dr/ - /tw/
- Reported speech with gerund.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (4min)

Game : Reciting the poem on p. 69
- Get a student to recite the poem.

- Ask the other Ss to say the Vietnamese
meaning.

- T checks the answers with the whole class.
Lead-in :

- Today we talk about some popular
competitions :

1. Do you know any game shows on TV ?
- Pop idol, Who wants to be a millionaire?
Arena 100 (one versus 100), Face to face …
* Pre-speaking (7 min)

Pre-teach vocab

Sculpture (n) – athletics (n) – opportunity (n)
– general knowledge (n) – creative activities
– sleepy (a) – physical training (n) –organize
(v)

* While-speaking : (20 min)
 Task 1. (p. 69): Putting a tick
Work in pairs.

- Put Ss into pairs to put a tick in the right

Some Ss recite the poem

Some others say the Vietnamese meaning.

Eliciting some new words from Ss
Practise reading and copy down

- T reads the Engish words and has Ss
say the Vietnamese meaning.

- T says the Vietnamese meaning of the
words and has Ss speak out the
English words.

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column (Like or dislike)

- Ask some Ss to give their opinions.
- Give feedback.

 Task 2. Work in pairs (p.69)

- Get Ss to ask and answer how they feel
about each type of the competitions/contests
in Task 1

- Go around to control and give help if
necessary.

- Note down some mistakes Ss have made for
later correction.

- Call on some Ss to say out their ideas.
- Give feedback and comments

T can use a poster like this :

A. What type of competitions do you like to
 take part in?

B. I like to take part in English Competition.
A. Why do you like it?

B. Because I think it’s interesting. 
A. Do you think so ?

B. Yes, it’s good time to practise my English. 
* Post-speaking.

 Task 3. (p.70)

- Ask Ss to work in pairs, ask and answer the 
following questions (about a competition Ss
have joined or seen recently

G. Where and when did you see it?
H. What type of competition?
I. Who organized it ?

J. Who participated it?

K. Who won the competition?
L. Did you enjoy it? Why/Why not?
- Call on some pairs to practise talking in
front of the class.

- Give feedback and make comments
Homework

M. Teacher assigns homework.

Ask Ss to write a short paragraph about a
game show Ss have seen recently.

Ss ask and answer how they feel about
each type of the competitions/contests in
Task 1 :

Example:

A. What do you think of the General 
Knowledge Quiz?

B. Oh, it’s great. It’s an opportunity to
test my general knowledge.

Ss can use the language in the box at the
end of page 69.

Some Ss write their ideas on the board.

- Ss to work in pairs, ask and answer the 
following questions

(about a competition Ss have joined or
seen recently) .

- Some pairs practise talking in front of
the class.

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Unit six : COMPETITIONS
Period : 29 (LISTENING)

Time : 45 minutes
* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- listen for general ideas and understand the dialogue,
- listen for specific details.

2. Knowledge

Grammar : - Pronunciation : /tr/ - /dr/ - /tw/
- Reported speech with gerund.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s Activities Students’Activities

Warm-up (6 min)
Game : Jumbled words

-Hang on a poster on the board : thonrama,
cera, nopicham, nerrun, nijo, malefe

- Divide the class into 2 groups.

- Ss from each group take turn to rearrange
the letters to make meaningful words.

- The group with more points is the winner of
the game.

Lead-in :

Look at the pictures on page 70 in your
books. What are they doing?... Where ? How
long is a Marathon race ? Who can take part
in the race? Male or female?

Today you will listen to a conversation about
Boston Marathon between Trang and Paul.
Pre-listening (8 min)

Pre-teach vocabulary :

Hold, held, held (v) = organize – reach the
finish – have right to – long distance running
(n) – accept (v) – rule (n)

* Checking : Rub out and remember.

Ss from each group take turn to write the
right words on the board.

thonrama = marathon
cera = race
nopicham = champion
nerrun = runner
nijo = join
malefe = female

Elicit new words from Ss

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While-listening (20 min)

 Task 1: You will listen to the dialogue 
about the Boston Marathon and decide
whether the statements are true or false.
- Play the CD 2 times and gets Ss to work in
pairs. Listen to the dialogue and put a tick in
the boxes.

- Invite some Ss to give their answers.

- Play the CD one more time if necessary for
Ss to check.

- Check the answers with the whole class.
 Task 2 : Answer the questions (p. 71)
- Let Ss read the sentences for about 1 or 2
minutes.

- Play the CD player again.

- Call on some Ss to give their answers.
- Have the others listen and make corrections
if necessary.

- Give feecback.

Post-listening (12 min) : Summarizing
- Ask Ss to work in pairs to summarize the
dialogue they have just listened, based on the

information in Task 1 and Task 2

- Call some Ss to report to the class.
- Let Ss make peer correction.
- Make comments.

Homework

N. Ask Ss to rewrite the medal table of 
Sea Games 22 in Vietnam.

Comments (2mn)

Ss work in pairs

Ss listen and put a tick in the box
Ss listen for the second time

Some Ss call out their answers and T writes
them on the board.

Expected answers :

1. T 2. T 3. F (2 :15’10”)
4. F (1967) 5. T 6. F ( through 13
towns and end in the centre of Boston)
- Ss work individually and then compare
with a partner.

- Some Ss give their answers.

Expected answers :

1. New York
2. In 1972
3. 8

4. 6164

Ss work in pairs to summarize the dialogue
they have just listened, based on the

information in Task 1 and Task 2
- Some Ss report to the class.
- Ss make peer correction.

Homework : rewrite the medal table of
22nd Sea Games in Vietnam.

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Unit six : COMPETITIONS
Period : 30 (WRITING)

Time : 45 minutes
* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- write a letter to reply to the request of information.
2. Knowledge

Grammar : : - Pronunciation : /tr/ - /dr/ - /tw/

- Reported speech with gerund.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s Activities Students’Activities

Warm-up (4 min)
Game : Brainstorming

(about the vocabulary studied in the
previous lesson)

- Tell Ss to work in pairs, in groups to
write down on a piece of paper the
vocab they learned in unit 6.

- Two pairs who write most words the
fastest will get points.

Lead-in :

Today, we will learn how to write a
letter to reply to the request of
information.

Pre-writing (7min)
Pre-teach vocabulary :

native (a) – detail (n) – procedure (n) –
provide … with = supply … with – I
look forward to hearing from you soon
* Checking : Rub out and remember.
While-writing (20 min)

 Task 1: Work in pairs.

Ask Ss to read the letter and find out
the information required for the English
Speaking Competition.

- Call on some Ss to give their answers.

Ss work individually, in pairs and then in groups.
The representatives of 4 groups write the results
on the board.

T and Ss check

The group with more words will be the winner.

Eliciting from Ss

Practise reading and copy down
Some Ss rewrite the English words.

Expected answers :
- number of participants

(Who can participate?)
- entry procedures (How?)

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- Check the answers with the class.
 Task 2:

- Ask Ss to write a letter to respond to
Thu Trang, using the details suggested
in Task 2.

- Get Ss to write their own letters in 10
minutes.

- Ask Ss to work in pairs, exchange
their letters and correct each other.
- T goes around to offer help if needed.

Post-writing (12 min)
Correction

- Ask one student to write the best letter
on the board.

- Make correction with the whole class.

Homework

* Ask Ss to prepare for the next lesson.
Comments (2min)

- Ss write a letter to respond to Thu Trang, using
the details suggested in Task 2.

- Ss write their own letters in 10 minutes.
- Ss work in pairs, exchange their letters and
correct each other.

Suggested letter :

English for everybody,
12 Hung Vuong Street,
NK district, Cantho city
November 24th, 2008

Dear Thu Trang,

Thank you for your interest in our Ehglish 
Speaking competition. Here is some information 
that you request.

Date and time : 8:30 p.m. Dec 25th,2008.

Venue : 102 Le Thanh Ton Street
Number of participants : 25

Entry procedure: Candidates fill an application 
form to participate.

For further information, please contact me on 
0710 3875623 or e-mail me at 
We wish you good luck at the contest and look 
fordward to seeing you there.

Best wishes,
(signature)

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Unit six : COMPETITIONS
 Period : 31 (LANGUAGE FOCUS)

Time : 45 minutes
* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- distinguish the clusters / tr /, / dr /, / tw / and pronounce the words
and sentences containing them correctly,

- understand reported speech with gerund and use these structures to
solve

communicative tasks.
2. Knowledge

Grammar : - Pronunciation : /tr/ - /dr/ - /tw/
- Reported speech with gerund.

Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (4 min) : Game :

What and Where / Worstorm
(New words in the unit 6)
* Pronunciation : (5 min)

- Listen and repeat (p. 73)

-T models the three clusters /tr/ - /dr/ - /tw/
for a few times and explains how to produce
them. E.g. When producing / tr /, Ss should
produce / t / first and then quickly switch to /
r /, and so on.

- Ask Ss to read the words in each column
out loud in chorus for a few times. Then call
on some Ss to read the words out loud.
* Practise reading these sentences (p. 73)
- Ask Ss to practise reading the sentences.
- Call on some Ss to read aloud  sentences.

- Make corrections if necessary

Grammar : Reported speech.
Exercise 1. (7 min) :

- Ask Ss to work in pairs to change direct
speech into reported speech

Eliciting from Ss

Ss listen and repeat

- Ss work individually and then compare
with a partner.

* Expected answers :

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- Call on some pairs to read their answers
- Check the answers with the class.

* T might remind Ss that time and place
references often have to change in reported
speech. E.g.:

now  then
today  that day
here  there
this week  that week

tomorrow  the following day

the next day
 the day after 
next week  the following week
 the next week
 the week after
yesterday  the previous day
 the day before
last week  the previous week
 the week before

ago  before / previously 
2 weeks ago  2 weeks previously /
 2 weeks before
tonight  that night

last Saturday the previous Saturday
 the Saturday before
next Saturday the following Saturday

the next Saturday
 the Saturday after
 that Saturday
* Exercise 2 : (15 min) :

Get Ss to do Exercise 2 individually and
then find a partner to check their answers
with.

- Ask Ss to observe the example carefully to
know the two ways to be done.

- Go around to give help if necessary
- Ask some Ss to write the answers on the

board.

- Give feedback
- Homework

exam

2. Mary apologised for not phoning me
earlier

3. Peter insisted on driving Linda to the
station

4. The teacher accused the boy of not
paying attention to what he had said.

5. Bob has always dreamed of being rich.
6. I warned Ann against staying at the hotel
near the airport.

7. Her mother prevented Jane from going
out that night.

8. Miss white thanked Jack for visiting her.
- Ss do the exercise 2 (p. 75) individually
and then compare with a partner.

* Expected answers :

1. Tom insisted on paying for the meal..
2. Mr and Mrs Smith looked forward to
meeting their children soon.

3. The boy denied breaking the window of
the woman’s house.

4. The policeman stopped the customer
fromleaving the shop.

5. The thief admitted stealing Mrs. Brown’s
car.

6. Ann suggested having a party the next
Sunday.

7. John and his wife were thinking of
buying the house.

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Unit seven : WORLD POPULATION 
Period : 32 (READING)

Time : 45 minutes
* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- guess the meaning in context, - scan for specific information,
- know something about the world population..

2. Knowledge

Grammar : - Pronunciation : / kl / - / gl / - / kr / - / gr / - / kw /
- Conditional types 1, 2 , 3

- Conditional in reported speech.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (5 min) Game: Wordsquare

D I S A P P O I N T

S M O O T H L Y E E

O S T I M U L A T E

C R E A T E A M Z N

I K N O W L E D G E

E A N N O U N C E V

T I S P O N S O R I

Y M S L E E P Y X T

R E P R E S E N T A

- Divide the class into 4 groups

- Hang on a poster with the wordsquare.
- Tell Ss to find out the words in the
wordsquare (11 words)

- The group with more points is the winner
Lead-in :

In the reading lesson today, you’ll get to
know some information about the world
population. What does “population” mean?
What is the population of VN?

Do you think it is large or small?

What is the world population nowadays?

Ss work in groups, looking at the poster and
find out the words in it.

The words to find :

Across : disappoint, smoothly, stimulate,
create, knowledge, announce, sponsor,
sleepy, representative

Down : society, aim

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* Pre-reading : (9 min)
Pre-teach vocab

decrease (v) – increase (v) - the Earth (n) –
resources (n) – limit (v) – metal (n) –
birth-control (n) – family planning (n) – safe (a) –
* Checking : rub out and remember

* While-reading : (18 min)

Get Ss to read the passage and do the tasks
 Task 1. Gap-filling ( p. 82 )

- Ask Ss to fill in each blank with a suitable
word (change the form of the word and use
the dictionary when necessary)

- Ask Ss to refer to the text for ð difficult
words

- Teacher and Ss check
 Task 2. Matching

Hang on a poster with some populations and
some hand-outs with year number

- Get Ss to go to the board to stick a year
number next to suitable population.

- Ask Ss to compare the answers with their
partners.

- Call on some Ss to say out the answers
- T checks with the whole class.

 Task 3. Answer the questions.

Get Ss to answer the questions 4,5 in Task 3
(p. 82)

- Ask Ss to compare the answers with their
partners.

- Call on some Ss to write the answers on the
board.

- T checks with the whole class.

* Post-reading : (12 min) : Discussion.
- Work in groups to find out five world
largest countries in population.

- Which country is the richest ?
- Which country is the poorest ?

- Invite groups’opinions.

- Give feedback and make comments.
HOMEWORK

Eliciting some new words from Ss
Practise reading and copy down

- T reads the Engish words and has Ss
say the Vietnamese meaning.

- T says the Vietnamese meaning of the
words and has Ss speak out the

English words

-Ss work individually, and then compare
with a partner.

- Some Ss say out their answers
Expected answers :

1. Although 2. method 3. increase
4. resources 5. figures 6. limit
7. international 8. control

Ss work out on the board.

Expected answers :

10,000 B.C 10 million
A.D. 1 300 million
1750 625 million
1850 1,300 million
1950 2,510 million
1985 4,760 million
2000 6.6 billion
2010 7 billion
2015 over 7 billion
Expected answers :

3. Some scientist say it can, but others say
it can’t.(paragraph 2, lines 2-4)

4. No, they don’t (paragraph 3, line 3)
5. Because they know of no safe way to
have fewer children (paragraph 3, line 5)
Some Ss work in groups to find out five
world largest countries in population
China

India
Russia
The USA
Indonesia

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Comment : (2)

Grade 11 Nguyễn Thành Viễn

Unit seven : WORLD POPULATION

Period : 33 (SPEAKING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- give their opinions about the causes and the problems facing over populous
country.

2. Knowledge

Grammar : - Pronunciation : / kl / - / gl / - / kr / - / gr / - / kw /
- Conditional types 1, 2 , 3

- Conditional in reported speech.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (4min)
Game : HANGMAN

- Have Ss guess a phrase corresponding
to 15 dashes.

P O P U L A T I O N E X P L O S I
O N

1 2 3 4 5 6 7 8 9 10 11 12 1314
1516171819

Lead-in: Today we are going to talk about
the causes of population explosion and try to
find out the solutions to this oroblem.

* Pre-speaking (7 min)
Pre-teach vocab

religion (n) – encourage (v) – insurance (n) –
lack of = shortage of - solution (n) –

implement (v) = carry out – reward (n) –
punishment (n)

* Checking : rub out and remember
* While-speaking : (20 min)

 Task 1. (p. 83)

- By turns, representative of each group
writes a right letter on the board.

- The group with more right letters will win
:

Eliciting from Ss

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Work in pairs.

Get Ss to read the causes of population
explosion on page 83 and put them in order
of importance and explain why.

- Move around to give help

- Call on some pairs to explain their priority.
Give comments and then introduce to Ss
some ways to give opinions, agreement and
disagreement.

 Task 2. Work in pairs (p.83)

- Ask Ss to list the problems facing poor and
overpopulated countries by combining the
vocabulary in the Useful language

- Call on some Ss to say the Vietnamese
equivalents.

- Encourage Ss to think of more problems to
add to the list

- Go around to control and give help if
necessary.

Note down some mistakes Ss have made for
later correction.

- Call on some Ss to say out their ideas.
- Give feed back and comments

* Post-speaking.

 Task 3. Work in groups. Working out the
solutions.

Solution: If you were a Prime Minister, what
would you do to solve the problems of 
overpopulation

- Ask each group to write a few sentences
about the solutions to the problems of
overpopulation on a piece of paper.

- Each group chooses a secretary to record
the others’opinions

- Call on some Ss to read aloud their
sentences.

- Give feedback and make comments
Homework

O. Teacher assigns homework.

Ask Ss to write a short paragraph about the

Get Ss to read the causes of population
explosion on page 83 and put them in order
of

importance and explain why.
Some ways to express opinions :
In my opinion, ……

As for me / As far as I am concerned, …
From my point of view, I think …
According to Mr. Smith, ……

-Ss work individually, and then compare
with a partner.

Useful language :
poor living conditions
low living standards
enough food

lack of school/hospital/doctor/nurse/teacher
shortage of

- Ss work in group of four

- Each group writes a few sentences about
the solutions to the problems of

overpopulation on a piece of paper.

- Each group chooses a secretary to record
the others’opinions

- The secretary of some groups present their
group’s ideas in front of the class.

- Some Ss write their ideas on the board.
* Some solutions suggested:

1. raise the awareness of the problems of
population.

2. raise living standards

3. exercise reward and punishment policies
4. implement population education

programs

5. carry out family planning programs
6. use birth control methods

7. carry out the measure “every family only
has 2 children at most”

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Comment : (2) and prepare the new lesson

Grade 11 Nguyễn Thành Viễn

Unit seven : WORLD POPULATION 
Period : 34 (LISTENING)

Time : 45 minutes
* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- listen for general information,

- know more about population explosion in the world.
2. Knowledge

Grammar : - Pronunciation : / kl / - / gl / - / kr / - / gr / - / kw /
- Conditional types 1, 2 , 3

- Conditional in reported speech.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s Activities Students’Activities

Warm-up (6 min)
Game : Bingo

Ask Ss to list the populous countries.

- Note down their names on the board (about
10 or more)

- Ask Ss to take out a piece of paper and
copy down 3 countries from the list on the
board.

- T reads out any 3 countries one by one.
- Any students who have the same choices as
T will say “Bingo” and they win the game.
Lead-in :

- Do you think that our world is
overpopulated?

- What continent has the largest continent ?
Today you will hear Dr. Brown, a world 
population expert, talk about the population.
Listen to the interview and do the tasks that 
follow.

Pre-listening (8 min)

Pre-teach vocabulary :

expert (n) – offer (v) – rank (v) – death rate

- Some Ss read out the populous countries.
- Every takes out a piece of paper and copy
down 3 countries from the list on the board.

- Some Ss present their answers

Elicit new words from Ss

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– birth rate (n) – medical care (n) – cause (v)
– be aware of – population growth (n)

* Checking : What and where
While-listening (20 min)

 Task 1 : Listen and circle (p.84)

Play the CD 2 times and gets Ss to work in
pairs to choose the best answer A, B, C, or D
- Invite some Ss to give the answers.

- Check the answers with the whole class.
- Play the CD one more time for Ss to listen
and check if necessary.

 Task 2. Listen again and answer the 
questions (p. 85)

- Have Ss compare the results with a partner.
- Call on some Ss to write their answers on
the board.

- T and Ss check

Post-listening (12 min) : Chatting

- Ask Ss to work in groups to summarize the
main ideas of the passage.

- Call some Ss to report to the class.

Homework

*Teacher assigns homework

Some Ss rewrite the English words.
Ss work in pairs

Ss listen and circle letter they choose.
Ss listen for the second time

Some Ss call out their answers and T writes
them on the board.

Expected answers :

1. A 2. D 3. C 4. D 5. C 6.
C

- Ss work individually and then compare
the results with a partner.

1. According to experts, by the year 2015,
the population will be over 7 billion.

2. He said that the population growth rates
in some parts of the world is not the same.
3. – the improvement of the living

conditions and medical care.
4. – shortage of food,

- lack of hospitals and schools, illiteracy,
- low living standards.

5. four solutions:

- To educate people to make them aware
of the danger of having more chilgren,
- To provide safe, inexpensive birth
control methods,

- To strictly implement a family planning
policy.

- To exercise strict and fair reward and
punishment policies.

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Grade 11 Nguyễn Thành Viễn
Unit seven : WORLD POPULATION

Period : 35 (WRITING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- describe the information in a table

- write a report based on the information given in the table.
2. Knowledge

Grammar : - Pronunciation : / kl / - / gl / - / kr / - / gr / - / kw /
- Conditional types 1, 2 , 3

- Conditional in reported speech.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s Activities Students’Activities

Warm-up (4 min)

Game : What and Where

(about some words in the previous lesson)
- Ask Ss to listen and repeat those words and
erase them word by word

Lead-in :

Pre-writing (7min)

1. Which continent has the largest population
by region / the smallest population?

Pre-teach Vocab :

distribute (v) – distribution (n) – uneven (a)
– account for … per cent – rank first / last
- Ask Ss to study the chart on p. 86 carefully
then write a paragraph of 100 – 120 words ,
describing the information in the chart.
- T corrects Ss’mistakes if needed
While-writing (20 min)

 Task 1 : Discovering the distribution
- Ask Ss to work in pairs to ask and answer
about the information in the chart on page

Eliciting from Ss

- Eliciting from Ss

- Some Ss rewrite the English words.
-Ss practise reading in chorus and
individually.

- Ss work individually and then compare
the results with a partner.

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86.

1. What is the topic of the chart?
2. How many regions are there?

3. What region has the largest population?
4. What region has the smallest population?
5. Is the population of Europe larger or
smaller than Africa?

- Go around the room to give help.

- Invite some Ss to write their sentences on
the board.

- T & Ss check

 Task 2 : Write a report (p. 80)

- Have Ss to work in pairs, based on the
information given in the table, write a report
of about 100 - 120 words, describing the
information in the chart, based on the
analysis of the chart above.

- Ask Ss to use the useful language given.
- Get Ss to work in pairs and correct each
other’s writing.

- Move around the class to control and give
help.

- Ask some Ss to read their results to the
class.

- Give feedback.
Post-writing (12 min)
Peer Correction

- Ask some Ss to copy their writing on the
board.

- Ask other Ss to give comments.
- Give feedback and comments.

Homework

*Teacher assigns homework
Comments (2min)

1. The distribution of world population
2. There are 7 regions

3. South Asia
4. Oceania
5. larger

The paragraph may begin with :

The chart shows the distribution of world 
population by region in 2005. Generally, 
the world population is distributed unevenly
through regions. Asia accounts for over 
60% of the world population with almost 
3.8 billion people. China and India alone 
comprise 20% and 16% respectively. Africa
follows with 840 million people, that is 12%
of the world population. Europe’s 710 
million, make up 11% of the world

population. North America is home to 514 
million ( 8% ) and South America to 371 
million (5.3%)

- Some Ss copy their writing on the board.
- Other Ss give comments.

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Grade 11 Nguyễn Thành Viễn
Unit seven : WORLD POPULATION

Period : 36 (LANGUAGE FOCUS)

Time : 45 minutes
* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- distinguish the soumds / kl /, / gl/, / gr / and / kw /

- pronouce the words and sentences containing these sounds
- use conditional type 1, 2, 3 and conditional in reported speech
approximately

2. Knowledge

Grammar : - Pronunciation : / kl / - / gl / - / kr / - / gr / - / kw /
- Conditional types 1, 2 , 3

- Conditional in reported speech.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (4 min) : Game : Matching

Hang a poster containing 3 If – clauses and
3 hand-outs with main clauses

- Ask some Ss to come to the board and
match 3 main clauses and 3 If-clauses.
- Pronunciation : (5 min)

* Listen and repeat (p. 87)

-T models the three clusters /kl/ - /gl/ - /kr/
- /gr/ - /kw/ a few times and explains how to
produce them. E.g. When producing / kl /, Ss
should produce / k / first and then quickly
switch to / l /, and so on.

- Ask Ss to read the words in each column
out loud in chorus for a few times. Then call
on some Ss to read the words out loud.
* Practise reading aloud the dialogue (p. 87)
- Ask Ss to practise reading the dialogue.

Some Ss come to the board and match 3
main clauses and 3 If-clauses.

1. If I study hard, I will pass the graduation

exam.

2. If I were a bird, I would fly everywhere.
3. he had studied hard last year, he would
have passed the last graduation exam.

Ss listen and repeat many times
In chorus and then individually

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- Call on some pairs to play the roles.
- Make corrections if necessary

Lead-in:

1. What grammar point is in the sentences ?
2. Do you remember the structure and the
use of conditional types?

Revision of conditional types
Grammar

Exercise 1.

Ask Ss to put the verbs in brackets into the
correct form. Add ‘ll / will or ‘d / would
Ask Ss to work in pairs

- Call on some pairs to read their answers
- Check the answers with the whole class.
* Exercise 2 : (15 min) : Conditional type 3 
- Ask Ss to put the verbs in brackets into the

correct form.

- Ask Ss to work in pairs

- Go around to give help if necessary
- Ask some Ss to write the answers on the

board / read aloud
- Give feedback

* Exercise 3 : (12 min) : Reported speech
- Get Ss to change the following conditional
sentences into reported speech.

- Ask Ss to work individually and then
compare with a partner.

- Review the use :

* Conditional type 1, when being changed
into reported speech, the tense also change as
usual

* For conditional type 2 and 3, the tense
remains the same (i.e. no changes)
- Give feedback :

- Conditional types
- Some Ss retell the rules:

Type 1: If … V1 … , … will/ can / may + V0

Type 2: If … V2 …, … would / could V0

Type 3: If … had V3 …, … would have V3

Ss work individually and then compare with
a partner.

* Expected answers :

1. would drive 2. could 3. is
4. will take 5. closed 6. will come
* Expected answers :

1. had been told
2. had realized

3. wouldn’t have been
4. would have bought
5. had studied …

Ss do the exercise 3 (p. 89) individually and
compare with a partner.

- Some Ss write the answers on the board
* Expected answers :

1. The man told her that he would come to
see

her if he had time.

2. He asked her what she would say if
someone stepped on her feet.

3. They told me that if it didn’t rain they
would go out with me.

4. The man asked the woman what she
would do if she were a billionaire.

5. The man told me that if I had asked him
he would have lent me his motorbike.
6. The man told his daughter that they
would be very disappointed if she did not
come.

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Comment : (2) Homework :

Ss memorize new words
and prepare for the new lesson

Grade 11 Nguyễn Thành Viễn

Unit eight : CELEBRATIONS 
Period : 37 (READING)

Time : 45 minutes
* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- skim for the gist of the text,

- scan for specific information.
2. Knowledge

Grammar : - Pronunciation : / fl / - / fr / - / θr /

- Pronouns one(s), no one, anyone, everyone
- Vocabulary about holidays and celebrations.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (5 min) Game: Wordsquare

D A S I A L I M I T

E D U C A T E E N R

C A W A R E O U C E

R E W A R D F R R E

E A S T X Z J O E N

A M E R I C A P A O

S A F R I C A E S I

E N C O U R A G E T

O V E R P O P U L A

- Divide the class into 4 groups

- Hang a poster on the board with the
wordsquare.

- Tell Ss to find out the words in the
wordsquare (14 words)

- The group with more points is the winner
Lead-in :

In the reading lesson today, you’ll get to 
know some information about celebrations. 
Look at the picture and discuss the questions

Ss work in groups, looking at the poster and
find out the words in it.

The words to find :

Across : Asia, limit, educate, aware of,
reward, east, America, Africa, encourage,

overpopulation

Down : decrease, Europe, increase, tree

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below .

1. What time of the year is it?

2. What are the people in the picture doing?
3. What else do you see in the picture?
* Pre-reading : (9 min)

Pre-teach vocab

grand (a) – Western calendar (n) - spread (v)
– decorate (v) – sticky rice (n) – pagoda (n)
– possitive comments (n) – exchange (v) –
influence (v) –

* Checking : rub out and remember

* While-reading : (18 min):Tell your partner
T: Which of these activities do you enjoy
doing most at Tet? (p.91)

T: Besides these activities, what else do you

like to do?

- Get Ss to read the passage and do the tasks
 Task 1. Ask and answer

- Ask Ss to fill in each blank with an
equivalent meaning in Vietnamese ( p. 92 )
- Ask Ss to refer to the text for ð difficult
words

- Teacher and Ss check

 Task 2. True / false statements

- Get Ss to decide whether the statements are
true (T) or false (F).

- Ask Ss to compare the answers with their
partners.

- Call on some Ss to say out the answers
- T checks with the whole class.

 Task 3. Answer the questions (p. 92)
- Get Ss to answer the questions in Task 3
- Ask Ss to compare the answers with their
partners.

- Call on some Ss to write the answers on the
board.

- T checks with the whole class.

* Post-reading : (12 min) : Discussion.
- Work in groups to find out some popular
activities at Tet.

- Invite groups’opinions.

- giving/receiving “lucky money”
- apricot blossom, the kumquat tree,
five-fruit tray

Eliciting some new words from Ss
Practise reading and copy down
- T reads the Engish words and has Ss

say the Vietnamese meaning.

- T says the Vietnamese meaning of the
words and has Ss speak out the

English words
- (optionable)

-Ss work individually, and then compare
with a partner.

- Some Ss say out their answers
Expected answers :

T:What does “grand” mean in Vietnamese?
S: It means hoành tráng

……….
Expected answers :
1. F

(between 19th January and 20th February)
2. F (for agrarian people)

3. T

4. F (only children)
5. T

6. F (for the whole year)
Expected answers :

1. between 19th January and 20th February.
2. For months.

3. Streets are decorated with coloured lights
and red banners.

4. They buy gifts, decorate houses, cook
traditional foods.

5. sticky rice, green beans and fatty pork.
6. candied fruit

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*Teacher assigns homework
Comment : (2)

- playing games

Homework : Sts memorize new words
and prepare for the next lesson

Grade 11 Nguyễn Thành Viễn

Unit eight : CELEBRATIONS
Period : 38 (SPEAKING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to

- talk about the celebration of Tet and other festivals’activities.
2. Knowledge

Grammar : - Pronunciation : / fl / - / fr / - / θr /

- Pronouns one(s), no one, anyone, everyone
- Vocabulary about holidays and celebrations.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (4min)

Game : What and Where

(about the vocabulary in the previous lesson)
* Pre-speaking (7 min)

Pre-teach vocab

spring (n) – summer (n) – autumn (n) –
winter (n) – lunar new year (n) – exact (a) –
relative (n) – dress up (v)

* Checking : rub out and remember
* While-speaking : (20 min)

 Task 1. (p. 93)
Work in pairs.

Mai is talking with Anna, her new English
friend, about Tet holiday in VN. Practise
reading the dialogue.

- Call on some pairs to demonstrate.

- Move around to give help

 Task 2. Work in pairs (p.93) : Matching
- Ask Ss to match the holidays with its main

- By turns, representative of each group
writes a right letter on the board.

- The group with more right letters will win
:

Eliciting from Ss

Practise reading and copy down
Some Ss rewrite English words

Ss read the dialogue (p. 93)
T – Ss Ss – T

Student – Student (Open pairs)
Student – Student (Closed pairs)

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purpose and activities.

- Call on some Ss to say the Vietnamese
equivalents.

- Encourage Ss to think of more problems to
add to the list

- Go around to control and give help if
necessary.

Note down some mistakes Ss have made for
later correction.

- Call on some Ss to say out their ideas.
- Give feed back and comments

* Post-speaking.

 Task 3. Work in pairs. Practise

speaking.
- Ask each pair to choose a holiday to

practise speaking, using the dialogue in Task
1 as the model and information in Task 2.
- Call on some pairs to demonstrate in front
of the class.

- Give feedback and make comments

Homework

- Teacher assigns homework.
Comment : (2)

with a partner.

1. Thanksgiving : People celebrate the 
harvest ( c, C )

2. Valentine’s Day: People express their 
love to each other + a, A.

They give chocolates, flowers or gifts to the
people they love.

3. Mid-Autumn Festival: People celebrate
the largest full moon in the year.

+ b, B. Children wear masks, parade in the
street, have parties with special cakes
and lots of fruits, etc.

Ss work in pairs :

A: Do you know that Mid-Autumn Festival 
is next month.

B: What is Mid-Autumn Festival?

A: It’s the time when people celebrate the
 largest full moon in the year.

B: When is it exactly?

A: Well, it’s on 15th day of the 8th lunar

month

B:What do you usually do at Mid-Autumn
 Festival?

A: Well, children wear masks, parade in the
 street, have parties with special cakes
 and lots of fruits, etc.

B: Oh, that sounds interesting.

Homework :

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Unit eight : CELEBRATIONS
Period : 39 (LISTENING)
Time : 45 minutes

* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- listen for general information,

- know more about activities the Japanese often do on New year’s
Days.

2. Knowledge

Grammar - Pronunciation : / fl / - / fr / - / θr

- Pronouns one(s), no one, anyone, everyone

- Vocabulary about holidays and celebrations.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s Activities Students’Activities

Warm-up (6 min)
Game : Bingo

Ask Ss to read activities the Japanese often
do on New year’s Days.

- Ask Ss to take out a piece of paper and
copy down 3 activities from the list in the
book.

- T reads out the activities one by one.

- Any students who have the same choices as
T will say “Bingo” and they win the game.
Pre-listening (8 min)

Pre-teach vocabulary :

similarities (n) – differences (n) – shrine (n)

– longevity (n) – pine tree (n) – constancy (n)
– represent (v) – get rid of = give up

* Checking : What and where
While-listening (20 min)

- Every student takes out a piece of paper
and copy down 3 activities from the list in
the book.

Elicit new words from Ss

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 Task 1 : Listen and tick (p.95)

Play the CD 2 times and gets Ss to work in
pairs to choose the best answer A, B, C, or D
- Invite some Ss to give the answers.

- Check the answers with the whole class.
- Play the CD one more time for Ss to listen
and check if necessary.

 Task 2. Listen again and answer the 
questions (p. 96)

- Have Ss compare the results with a partner.
- Call on some Ss to write their answers on
the board.

- T and Ss check

Post-listening (12 min) : Chatting

- Ask Ss to listen again and note down the
information given in the chart.

- Call some Ss to read their notes and check
with the class.

- Give feedback.

Homework

Ss listen and put a tick () in the box you
hear.

Ss listen for the second time

Some Ss call out their answers and T writes
them on the board.

Expected answers :

1. 2. 3. 4. 6. 8. 10. 11.

- Ss work individually and then compare
the results with a partner.

1. Because they want to get rid of the dirt of
the old year and welcome the next year.
2. From television or radio.

3. Kimono or special dress.

4. No. New Year’s Day is mostly celebrated
among family only.

Expected answers:

P. Preparations : a few days before the 
New Year – Housewives cook
special food – clean and decorate
houses – exchange greeting cards and
gifts.

Q. Activities on New Year’s Eve :
- sit around and start watching the
national singing contest on TV –
TV / radio broadcastd 108 bells – say
“Happy New Year”.

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they like and what they don’t like at school.
Comments (2mn)

Homework : Sts memorize new words
and prepare new lesson

Grade 11 Nguyễn Thành Viễn

Unit eight : CELEBRATIONS
Period : 40 (WRITING)

Time : 45 minutes
* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- describe a celebration

- write a report based on the information given in the table.
2. Knowledge

Grammar : - Pronunciation : / fl / - / fr / - / θr

- Pronouns one(s), no one, anyone, everyone
- Vocabulary about holidays and celebrations.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s Activities Students’Activities

Warm-up (4 min)

Game : What and Where

(about some words in the previous lesson)
- Ask Ss to listen and repeat those words and
erase them word by word

Lead-in :

Pre-writing (7min)

1. Can you name some popular festivals
you know in English?

Pre-teach Vocab :

Show respect (v) – gratitude (n) – beloved

- Eliciting from Ss

- Ss listen and repeat those words

- Some Ss go to the board and rewrite the
erased words.

Some Ss can give answers:

- Tet holidays, MayDay, Mid-Autumn
Festival, Teachers’Day, Christmas Day,
Valentine’s Day (24th February),

Thanksgiving (3rd Thursday in November),

Women’s Day (8/3), Halloween (October
31), Mother’s day (15 7th lunar month: Lễ

Vu Lan)…

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(a) – gather (v) – among (prep)
* Checking : rub out and remember
While-writing (20 min)

 Task 1 : Write a description

- Ask Ss to write a description of one of the
popular celebrations in Vietnam.

- The description should include the
following main points:

* name of the festival
* time of the festival
* purpose of festival

* main activities of festival
* feeling about festival

- Go around the class and give help when
needed.

- Ask some Ss write their writings on the
board.

- T corrects Ss’mistakes if needed

Post-writing (12 min)
Writing greeting cards:

- Ask Ss imagine they are in a certain festival
and they are going to send greeting cards to
one of their friends or relatives.

- Get Ss to make a simple card with paper
and colors they can find and write wishes on
them.

- Collect the cards and deliver them
randomly to Ss.

- Some Ss who receive cards will read aloud
their friend’s wishes.

Homework

*Teacher assigns homework

Ask Ss to write greeting cards to their

- Some Ss rewrite the English words.
-Ss practise reading in chorus and

individually.

- Suggested essay:

Among many festivals celebrated in

Vietnam, Teachers’Day is a special day for 
me.

It’s always celebrated on a fixed day. It’s 
on 20th of November. It’s been celebrated in

Vietnam for many yearsto show respect and
gratitude to teachers.

On this occasion, schools often have 
meetings for teachers and talks about 
Teachers’Day. Students often give their 
beloved teachers flowers and beautiful 
wishes.

I enjoy the festival very much, because it’s a
chance for friends to gather and visit our 
teachers. We always have a good time.

- Ss work individually.

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Comments (2min) and prepare the new lesson

Grade 11 Nguyễn Thành Viễn

Unit eight : CELEBRATIONS

Period : 41 (LANGUAGE FOCUS)

Time : 45 minutes
* OBJECTIVES

1. Educational aim : By the end of the lesson, Ss will be able to
- distinguish the soumds / fl /, / fr / and / θr /
 - use pronouns one(s), no one, anyone, everyone
2. Knowledge

Grammar : - Pronunciation : / fl / - / fr / - / θr /

- Pronouns one(s), no one, anyone, everyone
- Vocabulary about holidays and celebrations.
Vocabulary : see infra

3. Skills : Reading for gist and for specific information
* METHOD : Integrated, mainly communicative

* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player …
* PROCEDURE

Teacher’s activities Students’activities

Warm-up (4 min) : Game : Guessing
Show some pictures: fridge, flood, flower,
number 3 …

Ask Ss “What do you call this in English”
- Pronunciation : (5 min)

* Listen and repeat (p. 97)

-T models the three clusters / fl / - / fr / - /
θr / a few times and explains how to

produce them. E.g. When producing / fl /, Ss
should produce / f / first and then quickly
switch to / l /, and so on.

- Ask Ss to read the words in each column
out loud in chorus for a few times. Then call
on some Ss to read the words out loud.
* Practise reading these sentences (p. 97)
- Ask Ss to practise the dialogue given on
page 97 in open pairs and then in closed

Some Ss say and write on the board.

Ss listen and repeat many times
In chorus and then individually

Ss practise the dialogue given on page 97
in open pairs

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pairs..

- Call on some Ss to read aloud the
sentences.

- Make corrections if necessary

Grammar and vocabulary
Exercise 1. p.98

Ask Ss to complete the sentences, using
someone, anyone, no one or everyone.
Ask Ss to work in pairs

- Call on some pairs to read their answers
- Check the answers with the whole class.
* Exercise 2 : (15 min) : Rewrite

- Ask Ss to rewrite the sentences, using the
pronoun one(s).

- Ask Ss to work in pairs