giao an 11 toan tap hay

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P1_

The first term of grade 11

Date:

Theme: Guiding how to learn and to do English tests.
Time: 45 minutes

I. Objectives:

1. Educational aim: Students know about English book in grade 11
2. Knowledge:

Student know: - How to learn English in grade 11
- How to do English tests

- How to use student’s book and workbook
3. Skill: - Reading

- Speaking
- Listening
- Writing

- Doing English tests

II. Teaching aids: Student’s book, student’s workbook, dictionary, some test
papers, etc.

III. Procedure:
1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson: None
3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Warm-up :

(7 minutes)

Guiding: 
35 minutes

Warm-up :

- Introduce to students about the
teacher

- Ask students about their names and
English knowledge etc.

Guiding: 35 minutes

1. Guiding student’s book and
workbook:

* Introduce to students how to use
their book and workbook

* Introduce to students how to learn
reading, speaking, listening, writing,
language focus in their books and

how to do the exercises in their books
2. Guiding English tests in grade 11:
* Introduce to students about oral

- Listen to the teacher
- Answer the teacher’s
questions

- put the student’s book
and workbook on the
table

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tests, 15 minute tests, 45 minute tests,
etc. and how to do them

* The tests in grade 11 include:
reading : 25%

listening: 25%
writing: 25%

language focus: 25%

3. Guiding other books and tape, disc,
etc.

- Listen to the teacher

4. Consolidation:

T summarises the main points.
V. Homework: 3 minutes

- Ask students to prepare textbook, notebooks and the things for learning
andprepare lesson reading - Unit 1.

****************************************************************
Date:

Unit 1: Friendship

P2_Reading

I. Objectives:

1. Educational aim: Students should know what a friendship is, know how to
keep a friend long.

2. Knowledge:

- General knowledge: Students know about how to make and to keep friends long.
- Language: Sentences and expression for describing qualities of true friendship.
- New words: Words related to qualities of friendship.

3. Skills: Guessing meaning in context, scanning for specific information and
passage comprehension.

II. Method: Integrated, mainly communicative.

III. Teaching aids: Student’s books, note books, chalks board, etc.
IV. Procedure:

1. Organization:

Class Teaching date Attendances Absentees

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3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Warm-up:

(5 minutes)

Before
reading
(7 minutes)

While
reading:
(23minute)

Task 1 : 
(3 minutes)

Warm-up: (5 minutes)
- Ask students the questions:
- Have you got many friends?
- Who is your best frriend?

- What do your friends and you do in
your free time?

- Let students understand more about
activities and qualities of friends,
then say to students: Today we learn
Unit 1- part A: Reading.

Before you read : (7 minutes)

- Ask students to look at the picture
and read the poem in their books.
- Ask students to discuss then ask
and answer the question:

- What do you think of the friend in
the poem?

-Let them work in pairs.

- Listen to students and correct
pronunciation and grammar if
necessary.

-Show students to know about friends.
While you read : (23 minutes)
- Ask students to look through the
passage and read in silence.

- Help students read the passage.
- Explain pronunciation and meaning of
new words which appear in the
passage.

Task 1 : (3 minutes)

- Ask students to fill each blank with
a suitable word/phrase.

- Let students work individual or in
groups.

- Help students if necessary.
Keys:

1-mutual; 2-incapable of; 3-unselfish;
4(1)-acquaintance; 4(2)-friend;
5-give-and-take; 6-loyal to;

7-- Listen to the teacher
and answer the questions:
- Yes, I have.

- A is my best friend.
- We usualy come to the
library sometimes play
foot ball…

- Listen to the teacher
and open the book – Unit
1, part A: reading.

- Look at the picture in the

book, listen to the teacher,
read the poem then ask and
answer the question, work
in pairs:

A: What do you think of
the friend in the poem?
B: I think….

- Listen to the teacher.

- Listen to the teacher
then read the passage.
- Ask some new words if
necessary.

- Keep the book open.
- Listen to the teacher
then do task 1.

- Ask the teacher if
necessary.

- work individual or in
group.

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Task 2: 
(4 minutes)

Task 3:

(6 minutes)

After
reading 
(8 minutes)

suspicious.

Task 2: (4 minutes)

- Ask students look through the
passage then try to choose which of
the choices A, B, C,or D most
adequately sums up the idias of the
whole passage.

- Let them work in pairs.
Key: B

Task 3: (6 minutes)

- Ask students to scan the passage
and answer the questions:

- Let them work in pairs.

- Walk round and help students.
- Ask some students to stand up to
ask and answer eachother.

- Walk round the classroom and
correct mistakes.

After you read : (8 minutes)

- Ask students to disuss the question:
“ Why do we need to have friends? ’’
- Let them work in pairs.

- Ask them to report the results to the
class.

- Listen to students and correct
mistakes.

- Listen to the teacher.
- Look through the
passage again and try to
choose the most
adequately sums up the
idia of the whole passage.
- Practice with a partner
then write the key down
in the note book.

- Ask the teacher if
necessary.

- Listen to the teacher
then ask and answer the

questions in the book:
1/ The first quality for
true friendship is
unselfishness..

2/Changeable and

uncertain people are
incapable of …

3/ the third quality for
friendship is loyalty…
4. There must be mutual
trust between friends
because if not, people
cannot feel safe when
telling the other their
most intimate secrets.
5. People can’t keep a
friend long because they
can’t keep a secret, either
of their own or others.
6. The last quality for
true friendship is
sympathy. It tells us that
to be a true friend, you
must sympathize with
your friend. Where
there’s no mutual

sympathy between

friends, there’s no true
friendship

- Listen to the teacher.
- Try to discuss the
question.

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report the result to the
class loudly.

- Listen to the teacher
and write down
homework

4. Consolidation:

T summarizes the main points
V. Home work: (2 minutes)

- Ask students to write a passage about their friendships (80 words)

- Ask students to do Reading exercise of Unit 1 in workbook and prepare Part B :
Speaking at home

****************************************************************
Date:

Unit 1: Friendship

P3_Speaking

I. Objectives:

1. Educational aim: Students should know how to discribe a person
2. Knowledge:

- General knowledge: Students learn about physical characteristics and
personalities of a person.

- Language: Talking about people’s physical characteristics and personalities.
- New words: words related to people’s physical characteristics and personalities.
3. Skills: talking about people’s physical characteristics and personalities.

II. Method: integrated, mainly communicative.

III. Teaching aids: Student’s book and pictures showing friends, etc.
IV. Procedure:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

Call one or two sts to come to the board and ask them to talk about Mr
Vy’s and his wife’s activities again then check-up and give marks.

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Time/ stages Teacher’s activities Students’ activities
Warm-up: 
(5 minutes)

Pre-speaking
(12 minutes)
Task 1

While-speaking :
(15
minutes)
Task 2

Post-speaking: 
(10 minutes)
Task 3

Warm-up: (5 minutes)

- Ask students to keep book close
- Ask students to discribe some
students in the class.

- Call some sdtudents to stand to talk
to the class.

- Introduce, listen and repair mistakes
for students.

(We learn Unit 1, part- speaking)
Pre-speaking : (12 minutes)
Task 1

- Ask students to look at the
people in the book and
discribe their physical
characteristics.

- Let them work in pairs.

- Introduce “Useful language”
to the students:

+ Height: tall, medium, short,
…

+ Face: square, large, oval,
…

+ Forehead: broad, high, …
 + Nose: straight, crooked, ….
 + Hair : Black, grey, ….

+ Appearance: handsome,
beautiful, good-looking, ….

While-speaking : (15 minutes)
Task 2

- Help students with some new
words.

- Ask sts to make questions and

answer questions with a partner,
using the information from the
picture .

- Let them work in groups
- Walk round and help them

- Ask some students to stand up to
talk again loudly

- Listen and correct mistakes
Post-speaking : (10 minutes)
Task 3

- Have students work in pairs .
- Guide them to do the task .

- Make sure that sts understand their
roles

- Pay attention to the suggestions :
+ his / her name

- Keep books close.
- Listen to the teacher.
- Try to discribe some
one in the class.

- The students who are
called stand to discribe a

friend to the class.

- Try to repeat from
memory

- Try to discribe the
people in the book:

+ The boy is short . He
has a large face , …
+ The girl is ………
- Play roles.

-Present their

performance.

- Work in groups of four .
- List some personalities
of a person.

- State some reasons why
they choose .

- Discuss and say the
reasons .

- Report their results to
the class and explain why
they do like that ..

- Make pairs : one is a
journalist , the other is an
interviewee .

- Listen carefully .
- Practise in pairs .

- Pay attention to the
content :

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+ date of birth

+ his / her physical characteristics
+ his / her hobbies

+ his / her personalities ( friendly ,
humorous , quick-witted ,
good-natured , helpful , honest , pleasant ,
caring )

+ why he / she interests in Maths
+ how much time he / she spends on
Maths everyday

+ what makes him / her a good friend
+ what made him / her successful
( studious , intelligent , keenly
interested in Maths , eager to learn ,
patient , calm )

+ what he / she does in his / her free
time

- Call some pairs to report .
- Walk round and help them

- Ask some students to stand up and
tell loudly

- Listen and correct mistakes

+ reasons why the friends
are famous

- Role play

- Perform their task .

- The students are called
stand up and tell loudly

4. Consolidation:

T summarizes the main points
V. Homework: (3 minutes)

- Ask students to write a passage about their daily routine (50 words)
- Ask students to prepare Part C- Listening and do homework

*****************************************************************
Date:

Unit 1: Friendship

P4_Listening

I. Objectives:

1. Educational aim: Students should know how to describe the best friend and
how to keep the friendship.

2. Knowledge:

- General knowledge: Students learn how to keep friendship.
- New words: Words related to friends and keeping friendship.
3. Skills: - To practise listening comprehension skill.

- To distinguish true and false statements.

- To take notes about given questions in order to answer.
II. Method: Intergrated, mainly communicative

III. Teaching aids: Student’s book, tape and cassette player, chalks,
notebooks…

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1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

- Call one or two sts to come to the board and describe a friend in their
class

- Check up and give the feedback.
3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Warm-up:

(5 minutes)

Before
listening: 
(7 minutes)

While-listening:

Warm-up: (5 minutes)

- Ask students to close the books
-Ask students some questions about
friendship:

 Who is your best friend?
What qualities & characteristics of
your best friend do you admire?
Before you listening: (7 minutes)
- Ask students to look at the part:

Before listening

- Let them work in pairs ask and
answer the questions:

1. Who is your best friend?

2. How did you happen to meet him
or her?

3. How long have you known each
other?

4. What qualities do you admire in
your best friend?

- Walk round, listen and help
students

- Read loudly the words in the books:
- Ask students to repeat loudly the
words

- Listen and check pronunciation
-Explain some new words & phrases:
Residential area, ring (n), ride/
rode/ ridden, motorbike, happen to
infinitive (v), introduce, ever since,
college, great sense of humour,
favourite, interest (n), plays (n),

- Close the books

- Listen to the teacher
and answer the questions.

- Listen to the
teacher then and

answer the

questions in the
book.

- Work in pairs.

- Look at the books

- Listen to the teacher
and repeat the words.
-Students repeat & take
notes

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(20 minutes)

After-listening: 
(10 minutes)

movies, a rough time.

While-listening: (20 minutes)

-Have students read the true-false
statement list and questions in
textbook silently for several minutes
to make sure that every student
understands them (Task1, 2)

-Check again if students are able to
understand main requirements of the
2 tasks

-Emphasize “ you will hear Lan &
Long talk about their best friends_Ha
& Minh. Listen to their talks and do
the tasks below”.

-Turn on the cassette player twice.
-Ask some students to do their tasks
on the board.

-Correct and give score

After-listening: (10 minutes)

-Have students ask & answer about
the friendship between Lan and Ha,
Long and Minh (How & Where they
met, what they like about their

friends.

-Ask students to rewrite their answers
completely

-Students read task1, 2
silently for gist

-Elicited students raise
their hands to interpret.

-Students take notes
during listening.

-Other students watch
and give comments.
-Students work in pairs.

-Listen to the teacher and
write down homework
4. Consolidation:

T summarize the main points
V. Homework: (3 minutes)

- Ask students to rewrite their answers of tasks 2 in their notebooks at home
- Remember them to prepare Part- Writing at home

Key content:

Where & how they met What they like about their friends
Lan -They used to live in the same

residetial area in Ha Noi.

-Lan went on a holiday to Do Son
& Ha went there to visit her.

-Ha is very friendly & helpful.

-Ha is sociable. She’s got many
friends in Do Son & she introduced
Lan around.

Long -They met in the college.

-Minh played the guitar, Long
was a singer.

-They worked together.

-Minh has a sense of humour.

-Minh likes to go to plays & movies.
-Minh is a good listener.

-Minh is friendly & helpful
Lan’s talk : 1f, 2f, 3t, 4f, 5t, 6f Long’s talk : 1f, 2f, 3t, 4t, 5t,
Date:

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I. Objectives:

1. Educational aim: Students know how to wite a passage to describe a friend
they like.

2. General knowledge: Students learn how to describe someone’s physical
characteristics and someone’s personalities.

- Language: The simple present of verbs to describe a friend

- New words: Words related to to describe someone’s physical characteristics
and someone’s personalities.

3. Skills: Writing a passage.

II. Method: Intergrated, mainly communicative

III. Teaching aids: Student’s book, notebook, chalks, board…
IV. Procedure:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

- Call one or two sts to come to the board and ask them to write some
words to describe people.

- Check up and give the feedback.

3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Warm-up:

(5 minutes)

Pre-writing:
(10 minutes)

Warm-up: (5 minutes)

- Ask students to keep book close
- Ask students some questions about
their best friends.

Pre-writing: (10 minutes)

- Teacher asks students to think about
a friend they like.

-Teacher raises a few guiding
questions.

1. What is your friend name?
2. How old is he / she?

3. Where and when did you meet
each other?

-Teacher uses a picture to gives
some key words to describe
someone’s physical characteristics
( height , hair , eyes , face ,
clothes…) and his / her personalities
( helpful , sincere…) and some

- Keep book close

- Listen to the teacher
and answer the questions.
- Listen to the teacher
and answer the questions:
1. My friend’s name is
Hoa

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While-writing: 
(18 minutes)

Post-writing: (10
minutes)

necessary structures.

While-writing: (18 minutes)

-Teacher gives a sample and has

students write a passage to describe a
friend they like.

A Sample

Hoa has been my best friend since
many years.She is quite a lively
person. She is fairly tall with a good
fingure.She ‘s got a heart- shaped
face with a small sort of turned- up
nose. It is very attractive . She has
got long , black wavy hair and blue
eyes with very long eyelashes.Her
complexion is white. Her lips are
very full and she has got dimples in
her checks. Now she lives very far
from me , but we still keep contact
through e- mail .

- Let them work in groups

- Go round, check and help students
Post-writing: (10 minutes)

- Give suggestions and corrections
-Teacher asks students to read / write
some students’passsages on the board
and Teacher gives comments.

- Correct mistakes and mark

-Students write a passage.

-Students read / write
some students’passsages
on the board.

4. Consolidation:

T summarizes the main points
V. Homework: (2 minutes)

- Ask students to do part writing of Unit 1 in the student’s work book and
preapare part Language Focus

Date:

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I. Objectives:

1. Educational aim: Students should know how to use Infinitive with to or
without to to make sentences.

2. Knowledge:

- General knowledge: Students learn how to use Infinitve with to or without to.
- Language: * The Infinitive with to or without to.

- New words: Words related to pronunciation /dʒ / - /t∫/.

3. Skills: Writing sentences with infinitives with to or without to.

II. Method: Intergrated, mainly communicative

III. Teaching aids: Student’s books, notebooks, chalks, board…
IV. Procedure:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

- Call one or two sts to come to the board and ask them how to write a
narrative; tenses of verb, connectors…

- Check up and give the feedback.
3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Warm-up:

(5 minutes)

Pronunciati
on:

(8 minutes)

Warm-up: (5 minutes)

- Ask students to keep book close

- Ask students to complete the
sentence:

- January is the …month of ....year.
- Children... eating sweets.

- Ask students to speak the sentence
loudly

- Let students to get their attention on
pronunciation : / dʒ /- / t∫/

- Introduce new lesson
Pronunciation: (8 minutes)

- Ask students to look at their books
then introduce to them

*Listen and repeat :

- Read loudly then ask students to
repeat

- Introduce : / dʒ / - / t∫/

- Correct pronunciation for the students

- Keep book close

- Listen to the teacher

and complete the
sentence:

- Jannuary is the first
month of the year.

-Children like eating
sweets.

- Open the books

- Look at : Listen and
Repeat

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Grammar
and

vocabulary:
(4 minutes)
Exercise 1: 
(13 minutes)

Exercise 2 
(13 minutes)

* Practise these sentences
- Read the sentences loudly
- Ask students to repeat

- Correct pronunciation for students

Grammar and vocabulary:(4 minutes)
- Introduce exercises to the students
- Let students get their attention to
focus on Infinitve with to and
Infinitive without to.

Exercise 1: (13 minutes)
- Ask students to do Exercise 1
- Introduce how to do it

- Let them work in pairs

- Walk round, check and give mark

Exercise 2 (13 minutes)

- Introduce Exercise 2 to students and
explain how to do it

- Ask students to do it

- Let them work individually
- Check, correct mistakes

- Look at Practise the
sentences

- Listen to the teacher
then repeat in chorus then
individual

- Listen to the teacher

- Listen to the teacher
and do exercise 1.

Keys:

1. Who wants some thing
to eat?

2. I have some letters to
write.

3. I am delighted tohear
the news.

4. My mother has some
shopping to do.

...

- Listen to the teacher
and do exercise 2.

Keys:

1.The police watched
them get out of the car.
2. They let him write a

letter to his wife.

3. I heard them talk in the
next room.

4. The customs officer
made him open the
briefcase.

...
4. Consolidation:

T summarizes the main points
V. Homework : (2 minutes)

Ask students to do Part Language Focus and prepare part Reading of Unit
2 at home.

Date:

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I. Objectives:

1. Educational aim:

- Students understand the sequence of events in a story.
2. Knowledge:

- General knowledge: Through this unit, students know how to wite about the
sequence of events in a story.

- Language: Sentences and expression for describing the sequence of events in a
story.

- New words: Words related to sequence of events in a story.
3. Skills:

- Guessing meaning in context.
- Passage comprehension.

II. Method: Intergrated, mainly communicative

III. Teaching aids: Tape and cassette player, pictures, English textbook 11,
hand-outs.

IV. Procedures:
1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

Call one or two sts to come to the board and ask them to write down 5
sentences using V(inf) and to Inf.

3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Warm-up:

(4 minutes)

Before you
read:

(7minutes)

While you
read:

(20minutes)

Warm-up: (4 minutes)

- Ask students about their personal
experiences?

Before you read: (7minutes)

- Ask students to put the pictures in
the book in the correct order to make
a story. (work in pairs)

- Ask some students to give their
answers.

( teacher doesn’t need to give
feedback)

- key : d, b, f, e, a, c

- Let’s begin our lesson you’ll know

the whole story.

- Ask students to listen to the tape
While you read: (20minutes)

- Ask students to read the whole story

- Listen to the teacher.
- Answer the questions.
- Put the pictures in the
book in the correct order
to make a story. ( work in
pairs)

- Give their answers

- Listen to the tape

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Task 1 :

Task 2:

Task 3:

- Explain some difficult words and
structures

1. embarrass(v)
- embarrassed(adj)
- embarrassing(adj)

- embarrassment(n)
2. idol (n)

3. glance(n/v)
- glance at sb/sth
4. Be busy doing sth
Be busy with sth

EX: I’m sorry. I can’t go with you
now. I am busy with my homework.
I’m busy doing my homework.
5. note (n) banknote

Do you want the money in the notes
or coins?

- The Beatles were the pop idols of
the 60s.

Task 1 : Fill each blank with one of
the words in the box below.

- Firsly, ask students to study
individually then in pairs

- Walks arround the class, offer ideas
and comments when students need
help

- Give suggesstions
Task 2

- Work in pairs, read the small talks
again and put the pictures of the
events in the order they happen in the
story.

- Ask students to work individually
then work in pairs

- Walk round the class and comments
when students need

Task 3 : Answer the questions in the
book.

- Ask students to read all questions to
understand the content

- Ask students to read the small talks
again to answer the questions

- Ask students to work with a partner
- Walks arround the class to help
students whenever they need

- Listen, try to guess the
meaning of the new

words and take notes

- Do Task 1 in pairs
_Take notes

Key:

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

5. sneaky
- Do task 2 in pairs
- Take notes

Key:

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

- Read the questions
silently and answer them
in groups

- Give the answers

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After you
read:

(12minutes)

Sggested answers:

1. She wished to have a red hat-a
floppy cotton hat ( like the one her
star idol wore in her video clip)
2…...so that she could buy the hat
(for herself.)

3. She saw a wad of dollar notes
(exactly like the one that her father
had given her).

4. Because she thought the boy had
stolen her money / it was her money.
5. She bought the pretty hat of her
dream.

After you read: (12minutes)

-Ask students to discuss the questions
in group:

1. How did the girl in the story feel
when she discovered that the money
she had taken was not hers?

(embarrassed, sad, ashamed,
unhappy, terrible, uncomfortable,

anxious, …)

2. What did the girl have to do (when
she discovered that the money she
had taken was not hers )?

(put a notice on T.V or at school, get
on the same bus on the next day to
look for him, do nothing, keep it a
secret, tell her father everything and
ask him for advice,…)

- Ask some students to represent their
talk in front of class

- Discuss in groups
- Report before class

4. Consolidation:

T summarizes the main points
V. Homework : (2 minutes)

- Ask students to review part reading and do exercises in the workbook and
prepair part speaking

Date:

Unit 2: PERSONAL EXPERIENCES
P8_SPEAKING

I. Objectives:

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2. Knowledge:

- General knowledge: Through this unit, students can talk about their personal
experiences.

- Know how to talk again a problem happened.

- Language: Students use sentences, words, phrases and expressions for talking
about their personal experiences.

3. Skills: Talking about past experiences and how they affected one’s life. 
II. Method: Intergrated, mainly communicative

III. Teaching aids: Pictures, English textbook 11, chalks, board, hand-outs
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

Call one or two sts to come to the board and ask them to write some new words
and make two sentences using V(inf) then check-up and give marks.

3. New lesson:

Time/ stages Teacher’s activities Student’s activities
Warm-up:

Pre-reading:
(8 minutes)

Task 1:

While-speaking:
Task 2:

Warm-up:

- Have you ever spoken English to
you friends ( teachers,

foreigners…) ?

- How did you feel when you spoke
English to them?

Pre-reading: (8 minutes)

- Gives students some new words in
Task 1

- Reads the new words

Task 1:

- Asks students to do Task 1 in pairs
- Gives feedback

While-speaking:
Task 2:

- Answer freely

1. Confidence
2. Attitude

3. Native English
speaker

4. Appreciate
- Explains the meanings
+ Structure:

Present Perfect ( Past
simple)

Have you ever………?
Key:

1. D 2. E 3. B
4.F 5. A 6. C
- Work in pairs

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Post-speaking:
Task 3:

- Asks students to do task 2 in pairs
- Asks them to give answers

Post-speaking:
Task 3:

- Gives students useful structures
+ Have you ever………….?
+ How did it happen ?

+ When/ Where did it happen?

+ How did the experience affect you?
How did you feel?

- Asks students to do Task 3 in pairs
- Asks some pairs to perform their
dialogues in front of the class.

- Corrects common mistakes and give
remarks

1. B 2. E 3. H 4. A
5. E 6. G 7. C 8. F

- Listen to the teacher
- Answer freely

- Work in pairs
Key:

A. Have you ever feeled
an exam?

- Yes, I have.

B. How did it happen?
- I didn’t study well
enough for exam.
C. When did it happen?
- Last year.

D. How did you feel/
How did it affect you ?
- I felt disappointed/ sad/
depressed.

A. Have you ever

traveled to other parts of
the country?

- Yes, I have.

B. When did you travel?
- In 2002.

C. How did it affect
you?

- It make me love our
country more./ I learned
more about different
places in our country.
3.

A. Have you ever talked
to a famous pop star?
- Yes, I have.

B. Where did you meet
him/ her ?

- At a party

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to/ towards/ famous pop
stars.

4. Consolidation:

T summarizes the main points
V. Homework: (2 minutes)

- Asks students to write a paragraph to tell their own experience in the past
- Asks students to prepare Listening

****************************************************************
Date:

Unit 2: PERSONAL EXPERIENCES

P9_LISTENING

I. Objectives:

1. Educational aim: By the end of this lesson, students will be able to develop
such listening micro-skills as listening for specific
information and taking notes while listening

2. Knowledge:

- General knowledge: Students learn about memorable experiences and the
importance of family

- Language: Use past simple

- New words: Words related to memorable experiences

3. Skills: Listening for specific information and comprehension questions
II. Method: Intergrated, mainly communicative

III. Teaching aid: Pictures, chalk, cassette tape
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

- Call one or two sts to come to the board and talk about their past
experience and how it affects to them.

- Check up and give the feedback.
3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Warm-up :

(2 minutes)
Pre-listening

Warm-up : (2 minutes)
- Have you ever seen a fire ?
- Where did it happen?
- Was it frightening?

Pre-listening : (8 minutes)

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: (8 minutes)

While-listening: 
(24 minutes)

Task 1:

Task 2:

After-listening: 
(10 minutes)

- Asks students to look at the picture
in the book and ask them some
questions

+ What is happening?

( The house is burning./ The house is
on fire./…..)

+ What is she doing?

( She’s talking a little girl out of the
burning house )

- Asks students to repeat the provided
words and explain the words if
necessary

While-listening: (24 minutes)
Task 1:

- Asks students to read Task 1

silently

- Ask students to listen to the tape
(twice).

- Asks students to do Task 1
individually.

- Reads the sentences again to help
weak students:

Task 2:

- Asks students to read Task 2
silently and listen to the tape again.
- Asks two students to write the
answers on the board

- Gives feedback

After-listening: (10 minutes)

- Asks students to work in groups to
discuss the importance of family
- Goes around to provide help if
needed

- Look at the picture and
answer the questions

- Read the task and do it
- Listen to the tape
carefully

Key:

1.F 2. F 3. F 4.F 5.F
- Practise reading the
sentences

1. We talk to Christina, a
successful business
woman

2. My most unforgettable
experience happened 13
years ago

3. The fire started in the
kitchen where I forgot to
turn off the gas stove.
4. I was sleeping when I
was suddenly woke up by
terrible heat.

5. I heard my mother’s
voice calling my name.
- Read the task and listen
to the tape then do task 2
Key:

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- Gives suggestion: Family is more
important than things because it
cannot be replaced… It gives you
love, support…

- Calls each group to speak

- Gives comments and corrects
mistakes

- Gives marks

- Present ideas in front of
the class

- Listen to the teacher
and correct mistakes

4. Consolidation:

T summarises the main points
V. Homework: (2 minutes)

- Asks students to write a paragraph about the importance of family
- Asks students to prepare part Writing at home.

Date:

Unit 2: PERSONAL EXPERIENCES

P10_WRITING

I. Objectives:

1. Educational aim: By the end of this lesson, students will be able to write a
personal letter telling about a past experience, using the
structures and vocabulary that they have learned in
previous lessons.

2. Knowledge:

- General knowledge: Students learn about the organization of content of a form
- Language: Words used in a form of writing apersonal letter

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III. Teaching aids: Chalk, textbook
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

- Call one or two sts to come to the board and ask them to write five
sentences using V(inf) with or without "TO".

- Check up and give the feedback.
3. New lesson:

Time/ stages Teacher’s activities Students’ activities

Warm-up :

(4 minutes)

Pre-writing:
(10 minutes)

While-writing: (10
minutes)

Warm-up : (4 minutes)

- Can you write a short letter in
English?

- Is it interesting?

- To day I want you to write a letter
about your past experience in
English.

Pre-writing: (10 minutes)

- Has students give some of their past
experiences? (being seriously ill,
failing an exam; talking to a famous
pop star,… etc)

While-writing: (10 minutes)
- Gives students some guidance:
1. When it happened:

( It happened …years ago/in …./
when I was …years old.)

2. Where it happened:

( in my house/ at school / in the
street)

3. Who was involved:

( your family members/ your friends/
your relatives,….)

4. How it affected you:

( it changed outlook life / it make me
more careful/ it gave me more
confidence in …./ it taught me the
lesson/…)

- Asks students to work in groups to

- Answer the questions

- Gives their own past
experiences

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Post-writing: (20
minutes)

tell their experiences to prepare for
their writing

Post-writing: (20 minutes)
- Asks students to write a passage
about the most memorable past
experience.

- Goes round to provide help
- Corrects common mistakes

- Work in groups to
discuss

- Work individually and
correct mistakes

4. Consolidation:

T summarises the main points
V. Homework: (2 minutes)

- Do the writing part, Unit 2, workbook

- Asks students to prepare part Language Focus at home

****************************************************************
Date:

Unit 2: PERSONAL EXPERIENCES

P11_LANGUAGE FOCUS

I. Objectives:

1. Educational aim: By the end of this lesson, students will be able to:
- distinguish the sounds / m /, / n /, / η /

- pronounce the words and sentences containing these
sounds correctly

- distinguish the uses of different verb tenses: present
simple for indicating the past, past simple, past continuous
and past perfect

- use these verb tenses to solve communicative tasks
2. Knowledge:

- General knowledge: Students learn 3 sounds and review some tenses
- New words: Words related to 3 sounds and 3 tenses

3. Skills:

- Pronunciation: / m /- / n /- / η /

- Grammar: Tense revision: the past simple, past progressive and past perfect

II. Method: Intergrated, mainly communicative

III. Teaching aids: textbooks, cassette tape
IV. Procedures:

1. Organization:

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2. Check old lesson: None
3. New lesson:

Time/ stages Teacher’s activities Students’ activities
I.Pronunciation

+Pre

+While
+Post

II. Grammar: 
+Warm- up

+Pre
+While
Task 1:

I. Pronunciation:

- Writes some sentences on the board
and ask some students to read them
aloud

- Underlines the sounds /m/ /n / / η /
Ex:

- We like singing mery songs on New
Year’s Day.

- They live in a nice small house.
+Pre

- Asks students to look at their books,
listen and repeat the words in the
colums

+While

- Asks students to read the sentences
+Post

- Practises reading the sentences
II. Grammar:

+Warm- up

We’ve already learn the present
simple tense, the past simle tense, the

past progressive tense. Now we are
going to review TENSE REVISION
- The present tense use to tell a story

that happened in the past makes it
more interesting and vivid

+Pre

-Asks students to remember the use
of these tenses

+While
Task 1:

- Asks students to do exercise 1 in
pairs

- Corrects the exercise and explain
the use of the tenses

- Listen to the teacher
and bear in mind

- Repeat in chorus then
individually

- Read the sentences

- Listen to the teacher
and review tenses

- Retell the use of these
tenses and bear in mind

- Work in pairs
Key:

1. lives- 2. invites- 3.
sets

4. gets-5. waves 6.
promises

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Task 2:

Exercise 3:

+Post

Task 2:

- Asks students to do exercise 2
- Gives feedback

Exercise 3:

- Asks students to do exercise 3
individually

- Explains the difference between the
simple past and the past perfect.
- Corrects the exerciseand explain the
use of the tenses

+Post

- Consolidate the use of tense

has baked

10. is -11. is shining
12. are singing -13. is
- Do the task

Key:

1. broke / was playing
2. wrote / was

3. was working/ broke
4. stared / were walking
5. told / were having
- Do the task 3

- Listen to the teacher
Key:

1. had eaten / arrived
2. found / had taken
3. got / had closed
4. got / had left
5. got / had arrived

4. Consolidation:

T summarizes the main points
V. Homework: (2 minutes)
- Practise reading the sentences
- Write exercise 2,3 in the notebook

- Prepare in Unit 3 part A reading in advance

Date:

Unit 3: A party

P12_Reading

I. Objectives:

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

- develop such reading micro-skills as scanning for specific
ideas, and identifying and correcting false statements

- use the information they have read to discuss celebrations
in their culture

2. Knowledge:

- General knowledge: students know how to celebrate some celebrations
- New words: Words to celebrations and festivals

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II. Method: Intergrated, mainly communicative

III. Teaching aids: Some photos of celebrations in the world
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

Call one or two sts to come to the board and ask them to write down the
form of the simple present tense and the simple past tense.

3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Pre-reading:

(5 minutes)

While-reading: 
(25 minutes)

Pre-reading: (5 minutes)

- Asks students to look at the first
picture in the book and ask them
some questions:

 Are they having a party ?

 What party is it ?

-Asks students to look at the second
picture and ask some questions:

 Are they friends ?

 What are they celebrating ?
 How old are the people in the

picture ?

 How do they feel ?

 How long have they been
married?

* The lesson today gives us some
information about birthday and
wedding anniversaries in the US.
While-reading: (25 minutes)
- Asks students to listen to the tape
- Asks students to read the passage
silently

- Explains some difficult words
New words:

1. celebrate (v)
 celebration (n)

2. joke (v/n)

Ex: Don’t believe me . I’m only
joking.

3. anniversary (n)

- Look at the first picture
and answer the questions
- Look at the second
picture and answer the
questions

- Listen to the teacher

- Listen to the tape and
correct pronunciation
- Pay attention to some
new words

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Task 1:

Post-reading: (13
minutes)

+silver anniversary / silver

wedding / silver jubilee : 25th

wedding anniversary.

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

wedding anniversary.

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

wedding aniversary.
Task 1:

- Asks students to do Task 1 in pairs
- Gives feedback

Task 2

- Asks students to do task 2 in pairs
- Gives feedback

Post-reading: (13 minutes)
- Asks students to talk about their
birthday party. ( work in groups)
(place, time, guest, foods, drinks,
activities)

- Calls some students to give their

answers

- Corrects mistakes and gives marks.

- Work in pairs
Key:

1&2 (Both)

3&6(Birthday) 4&5
(Anniversary)

- Work in pairs
Key:

1. eighth(seventh)
2. brings(eats)
3. food(presents)
4. anniversaries(age)
5. months(year)
6. 5th (50th)

7. silver (golden)

- Work in groups to talk
about their birthday party
- Give answers

- Copy down
4. Consolidation:

T summarizes the main points
V. Homework (2 minutes)

1. Do the tasks again in notebooks.
2. Prepare : Part B – Speaking.

****************************************************************
Date:

Unit 3: A party

P13_SPEAKING

I. Objectives:

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- use appropriate language to talk about parties and negotiate how to plan them
- use appropriate language to invite people to come to parties

2. Knowledge:

- General knowledge: Students know how to plan parties
- Languuage: Words related to parties

3. Skills: Talking about parties

II. Method: Integrated, mainly communicative
III. Teaching aids: Photos of some parties
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

Call one or two sts to come to the board and ask them to fill in the blank:
1. In our country , to …….. wedding …………., we often have

flowers,cards,…

2. In the ………….., people often sing the song “happy birthday to you.
3. When their wedding is 50th , they celebrate ………

Then check-up and give marks.
3. New lesson:

Time/ stages Teacher’s activities Students’ activities

Pre-speaking: 
(8 minutes)

While-speaking:
(25 minutes)
Task 1:

Pre-speaking: (8 minutes)

Do you like parties ?

Do you like quiet or noisy parties ?

 Shows the picture in the textbook
and ask:

Are they having a party ? 
What does ‘party-goer’ mean ?
While-speaking: (25 minutes)
Task 1

Are you the perfect party-goer ?
1. Which kind of parties do you
prefer ?

-big / small / noisy / quiet parties
-parties with dancing and games
2. You find yourself standing with a
complete stranger at a party. What
would you do ?

-talk about yourself / the weather.
-try to get him or her talk about
himself or herself

- Answer the questions
freely

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Task 2:

Post-speaking:
(10 minutes)
Task 3:

3. at a party, what would you tend to
drink ?

-beer / soft drinks / mineral water
Task 2

-Asks students to do Task 2 in pairs
-Asks some pairs to perform their
talk before class.

*Where (home-cosy, not expensive,
not spend a lot of time to prepare, not
have to clean up…

*What time

*How many guests

*What to eat / drink (soft drinks,
mineral water…./ ckicken soup,
green salad, steak, fired chicken, fish,
beef, hamburger, cake…)

*What to wear (dress, jeans, shirts,
T-shirt, pullover, skirt…)

*Which activities (singing, playing
games, taking photographs, give
gifts…

Post-speaking: (10 minutes)
Task 3:

- Asks students to do Task 3 in
groups, using the simple past tense to
report the past events.

- Gives some suggestions.

- Asks some students to perform
before class.

- Corrects common mistakes and give
remarks.

- Work in pairs
A: I am wondering
where I should hold my
birthday party ?

B: Why don’t you have
your birthday party at
home ? It’s cosy and not
very expensive.

A: I don’t know if it’s

suitable to begin at 5
pm ?

 Why don’t
you….
 You ought

to…

 You should…
 I think you

should…
 You’d

better….
 If I were you I

would…
- Work in groups to do
task 3

Suggestion:

-The party was held
at….

-It started at……and

ended at…..

-There were

about……….people.
-He / She served us….
-We took part in some
activities such as…..
-We were all tired but
happy.

- Copy down
4. Consolidation:

T summarizes the main points
V. Homework: (2 minutes)

- Write down task 3 in the notebooks.
- Prepare part C (Listening)

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Date:

Unit 3: A party

P14_LISTENING

I. Objectives:

1. Educational aim: By the end of this lesson, students will be able to develop
such listening micro-skills as intensive listening for
specific information

2. Knowledge:

- General knowledge: Students know how to plan a birthday party
- New words: Words related to birthday party

3. Skills: - Deciding on True or False statements
- Comprehension questions

II. Method: Intergrated, mainly communicative
III. Teaching aids: Some pictures of birthday parties
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

- Call one or two sts to come to the board and talk about a party they
joined.

- Check up and give the feedback.

3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Warm-up:

(5 minutes)

Pre-listening:

Warm-up: (5 minutes)

- Asks students some questions :
- Do you often hold your

birthday party ?

 Where do you often hold your 
birthday party ?

 When do you like to organize 
your birthday party, in the 
morning or in the evening ?

Pre-listening: (8 minutes)

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(8 minutes)
Listen and 
repeat :

While-listening:
(20 minutes)
Task 1

Task 2

- Asks students to repeat the
provided words

Listen and repeat :
1. gathering

2. restaurant
3. birthday cake
4. prizes

5. slices
6. icing
7. decorated
8. clapped

While-listening: (20 minutes)
- Asks students to read Task 1
silently

- Asks students to listen to the
passage (twice)

Task 1

- Asks students to work in pairs to do
the task

- Corrects mistakes and gives
feedback

Task 2

- Asks students to read the questions
in Task 2 silently.

- Asks them to listen to the passage
again and do Task 2 in groups
- Asks some students to write the
answers on the board.

- Gives feedback

- Repeat words in chorus
then individually

- Correct pronunciation
themselves

- Listen to the passage
and correct pronunciation
- Work in pairs

Key:

1. F (Mai’s birthday 
party was held at home 
in the afternoon.)
2. F (About twenty 
guests were at the 
birthday party).

3. F (The birthday cake 
was cut at about four 
thirty).

4. T (The birthday party 
lasted about three

hours).(from three to six)
5. F ( Only the writer 
stayed after the party to 
tidy up the mess.)

- Read task 2 silently
- Work in groups
Key:

1. She was 16 years old.
2. She didn’t like having 
the party at a restaurant 
because it is noisy and 
expensive.

3. She served them soft 
drinks and biscuits.
4. It was brought out at 
about four thirty.

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Post-reading: (10

minutes) Post-reading: (10 minutes)

-Asks students to talk about Mai’s
birthday party.

(-Teacher can ask some questions, if
necessary :

Where did Mai hold the birthday 
party ?

How many people were invited to

the party ?

What time did the party start and

end ?

What did Mai’s mother serve the

guests at the party ?)

- Asks some students to retell Mai’s
birthday party before class

- Corrects mistakes and give
feedback

white icing

6. They clapped their 
hands eagerly and sang 
“Happy birthday”.
7. It finished at about six 
in the evening.

- Work in groups

- Listen to their friends
and correct mistakes

4. Consolidation:

T summarizes the main points.
V. Homework: (2 minutes)

- Practise listening at home
- Write down Task 2

- Prepare Part D - Writing
Date:

Unit 3: A party

P15_WRITING

I. Objectives:

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

- define the format and structure of an informal letter of
invitation

- write an informal letter of invitation.
2. Knowledge:

- General knowledge: Students learn to write an informal letter
- Language: Words used in writing an informal letter

3. Skills: Writing an informal letter of invitation
II. Method: Intergrated, mainly communicative
III. Teaching aids:

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1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

- Call one or two sts to come to the board and ask them talk about the
musician they like best.

- Check up and give the feedback.
3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Pre-writing:

(8 minutes)

Task 1:

While-writing: (20
minutes)
Task 2:

Task 3:

Pre-writing: (8 minutes)
Task 1

- Asks students to answer the
questions:

1.On what occasions are parties held?
2.What kind of clothes do they often
wear at a party?

3.What kind of presents do people
often bring to a party?

*If you want your friends or relatives

to come to your party, you must send
a letter of invitation. Let’s begin our 
lesson.

While-writing: (20 minutes)

Task 2:

- Asks students to do task 2 in pairs
- Corrects mistakes and gives
feedback

Task 3

- Asks students to do task 3 in groups
- Gives them some guidelines

1. Reason for the party:

(birthday party/New Year’s Eve 
party/ wedding party)

- Answer the question
freely

- Give answers:
*birthday, wedding
anniversaries, New
Year’s Eve

*dress/ skirt/ shirt/
trousers/ suit/…
*gift/ flowers/
champagne/

- Listen to the teacher

- Work in pairs
Key:

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

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Post-writing: (15
minutes)

2. Where:

Home / restaurant
3. When :

What day?
 What time?

4. Number of guess:10 / 20 / 30
5. Which activities:

Eating and drinking

/singing/dancing/ playing games/ 
watching films

6. Foods and drinks served:
(soft drinks ,mineral water ,

…/chicken soup , green salad, steeak,
fired chiken, fish, beef, hamburger 
,biscuits…)

Post-writing: (15 minutes)

- Asks some students to write their
letters on the board.

- Goes round the class to help
students

- Corrects common mistakes and give
remarks.

- Work independently
- Give their results
- Correct their writing

4. Consolidation:

T summarizes the main points
V. Homework: (2 minutes)

- Write down the letter, pay attention to some structures and prepositions
- Prepare in advance Part E (Language Focus)

Date:

Unit 3: A party

P16_LANGUAGE FOCUS

I. Objectives:

1. Educational aim: By the end of the lesson, students will be able to:
- distinguish the sounds /l/, /r/ and /h/

- pronounce the words and sentences containing these
sounds correctly

- distinguish the uses of infinitive and gerund in active and
passive voices

- use these structures to solve communicative tasks
2. Knowledge:

- General knowledge: Students learn to pronounce 3 sounds and grammar

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II. Method: Intergrated, mainly communicative
III. Teaching aids: textbook

IV. Procedures:
1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

- Call one or two sts to come to the board and ask them to do the exercise:
Use the correct form of the verb in the bracket

1. He has planned (go)………. to London with his mother.

2. Tom decided (leave)……… early.

3. The police allow him……….. (come in)

4. I got Mary………(let) me borrow her car at the weekend.

5. Jack offered (take) ………. care of my garden while I was out of town.

6. You make me (feel) ………….good. You let me………(go out).

7. They arenot old enough ………..(get) married.
- Check up and give the feedback.

3. New lesson:

Time/ stages Teacher’s activities Students’ activities
I.Pronunciat

ion: (14

minutes)

II.Grammar

: (30

minutes)

A- The

Gerund:

I. Pronunciation: (14 minutes)
The pronunciation of / l /, / r / and /
h /

- Gives students 6 words and ask
them to put the words to the right
columns / l / /r / and / h / : holiday, 
library, run, help, Lisa, realize.
 Today we are going to learn the
pronunciation of the sounds /l/ , /r/
and / h /. Now look at your book,
listen and repeat the sounds.
II. Grammar: (30 minutes)
A- The Gerund:

- Asks students to put the words in
correct order to make the two
sentences:

Ex1 : the book / time/ return / she / on /
to / failed / library / the.

Ex 2: work / mind / the / helping /
would / me / with / you / ?

- In the lesson today you'll learn how
to use the gerund and the infinitive.

- Listen to the teacher
and write down

- Put the words in the
right columns

I l l / r / / h /
library run help

Lisa realize holiday

- Put the words into
correct orders

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Exercise 1:

B. Passive 
infinitive 
and gerund:

Exercise 2:

Exercise 3:

Exercise 1

- Asks students to do exercise 1 in
pairs

- Checks answers and gives
feedback

- Notes:

* Some verbs followed by To inf : 
mean, demand, seem, want, agree,
expect, offer, hope, refuse,..

* Some verbs followed by V-ing 
dislike, risk, keep, appreciate, miss,
mind, mention, enjoy,...

B. Passive infinitive and gerund: 
- to be + pp

- being + pp ( in context meaning)
- Ex:

I expected (invite)____to the
party. (to be invited)
No one enjoys (laugh)____ at.

(being laughed)

Exercise 2:

- Asks students to do task 2 in pairs
- Checks the answers and gives
feedback

Exercise 3:

- Asks students to do task 3
individually

- Lets students compare their
answers with a partner

- Checks the answers and gives
feedback

- Work in pairs
Key:

1. to operate
2. having
3. getting
4. to tell

5. practicing
6. to see
7. receiving

8. getting

- Listen to the teacher
and copy down

- Work in pairs
Key:

1. B
2. A
3. B
4. B
5. A

- Work individually
Key:

1. D
2. C
3. B
4. B
5. C
4. Consolidation:

T summarizes the main points
V. Homework: (1 minute)

- Do the exercises again in notebooks.
- Prepare : TEST YOURSELF A

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Date :

P17 _ Test yourself A

I. Objectives:

1. Educational aim: - According to the TEST students can revise all the
language skills and grammatical points which they have studied and used in the
three units: 1, 2 and 3.

- Students can improve their techniques of doing the
simple tests.

2. Knowledge: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing
- Improve their knowledge through the test yourself

- Language: Students can improve their techniques of doing the simple tests
3. Skill: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing
- Improve their knowledge through the test yourself

II. Method: Integrated, mainly communicative

III. Teaching aids: Textbook, board, hand-outs, cassette tape and player.
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

- Call one or two sts to come to the board and ask them to do the exercise:
 Use the correct form of the verb in the bracket:

1. When I told John the news, he seemed to be 
surprised……….(surprise).

2. The children agreed to be divided………(divide) equally.
3. I expected to be invited……….(invite) to the party but

I wasn’t.

4. Mr Tailor offered to be driven………..(drive) us to the 
station.

5. The student hope to be included………..(include) in many of 
the school’s social activities.

- Check up and give the feedback.
3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Warm-up:

(5 minutes) Warm-up: (5 minutes)- Greeting

- Ask students something about the

test yourself A

* Have you prepared it at home?

- Greeting

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Test
yourself:
I.Listening
(2.5 points) 
(10 minutes)
II. Reading 
(2.5 points) 
(10 minutes)
III.
Grammar
(2.5 points) 
(8 minutes)
IV. Writing 
(7 minutes)

* Have you got any difficulties?
Test yourself:

I. Listening (2.5 points) (10
minutes)

- Ask students to read all the
sentences first

- Ask students to listen to the tape
once.

- Ask students to listen again and
speak out the statements are true or
false .

- Ask students to listen in the third
time, the work in groups to compare
and discuss the answers with each
others to find the correct answers.

II. Reading (2.5 points) (10
minutes)

- Present the task:

- Ask pupils to work in groups to
compare the answers they have
already done to find the correct ones.
- Give the correct answers to the
class:

III. Grammar (2.5 points) (8
minutes)

- Present the task:

a/ Ask students to listen and put a
tick in the right box.

b/ Give the correct form of verbs.
1, to see.

2, to be.
3, to phone.
4, pay.
5, to be met.
6, to be appointed.

Let students finish each of of the
following sentences in such a way

- Look at the book and
listen to the task

- understand the task
- Read the questions
- Listen to the tape

- Listen again and say the
statements are true or
false.

- Listen and discuss in
groups to find the correct
answers:

1-A, 2-D, 3-B, 4-D, 5-C.
- Look at the textbook

and listen to the teacher
- Work in groups to
discuss about the passage
- Finish the task

- Compare their results
with the other groups,
and then with the keys
- Write the answers on
the board

- Listen to the teacher
and correct the answers
- Listen to the teacher
- Work in groups

- Compare the results
with the other groups
- Show the answers in
front of the class.

- Observe the keys and
correct their anwres.

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that it has the same meaning as the
original sentence.

IV. Writing (7 minutes)
- Present the task:

- Call the students to read the
suggested sentences in front of the
class.

- Check their writings and help them
correct the mistakes if they’ve made.

and practise writing
about the some one’s
birthday party.

- Two students go to the
board and write.

- Give the writings by
reading aloud.

- Read the letter carefully
- In groups or in pairs,
write her a letter

- Compare the results
with the other groups
- Correct mistakes

4. Consolidation:

T summarizes the main points.
V. Homework: (5 minutes)

- Ask students:

+ to study all the lessons again

+ to get ready for the 45 minute-test in the next period

Date:

P18 _ Written test number 1

I. Objectives:

1. Educational aim: - According to the TEST students can revise all the
language skills and grammatical points which they have studied and used in the
three units: 1, 2 and 3.

2. Knowledge: After this lesson, students will be able to:

- Language: Students can improve their techniques of doing the simple tests
3. Skill: After this lesson, students will be able to:

- Improve their knowledge through the test.
II. Method: Integrated, mainly communicative
III. Teaching aids: Written test.

IV. Procedures:
1. Organization:

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2. Check old lesson: None
3. New lesson:

_ T gives written test.
_ Sts do the test in 45 mins.
4. Consolidation:

T summarizes the main points.
V. Homework: (1 minute)

- Ask students to prepare for the next lesson.

Date:

Unit 4: Volunteer work

P19_READING

I. Objectives:

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

- develop such reading micro-skills as scanning for specific
ideas and skimming for general information

- use the information they have read to discuss the topic
2. Knowledge:

- General knowledge: Students know the information about volunteer work
- Language: words related to voluteer work

3. Skill: - Work formation

- Extensive reading: multiple-choice questions
- Passage comprehension

II. Method: Intergrated, mainly communicative
III. Teaching aids: textbook, board, rasing questions
IV. Procedures:

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Class Teaching date Attendances Absentees

2. Check old lesson:

Call one or two sts to come to the board and ask them to do some exercises:
Use the correct form of the verb in the bracket:

1.It is pleasant ………(wake) up and …….…(hear) the rain (beat)
………….… on the window.

2.The banks robbers (make)……… the casier (show)………. how
(open)……… the safe.

3.While she (sleep)………, she felt something (move)………..
on her face.

- Check up and give the feedback.
3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Pre-reading:

(5 minutes)

While-reading: (25
minutes)

Task 1:

Pre-reading: (5 minutes)
- Shows the picture of volunteer
work and ask questions :

What is the old woman doing ?
What does she do this work for?
- Checks the answers

- Gives Ss the following saying :
“If you me a fish,

I will eat today

If you teach me to fish

I will eat my whole life long.”
- Asks Ss what the saying implies.
-Checks the answer.

While-reading: (25 minutes)

- Supplies Ss music and some more
pictures of Volunteer Work.

- Asks Ss to match new words with
explanation.

1. Volunteer (n)
2. Orphanage (n)

3. Handicapped people
4. Disadvantaged people
- Checks their answers
Task 1

- Asks for filling the blanks .
- Gives the explanation of related
words.

- Look at the picture and
answer questions freely
- Work in groups .
- Answer the questions
- Read and guess the
meaning of the saying in
their text book

-Answer the question.
-Take notes.

-Identify the pictures.
- Work in groups
Answer:

1 - c
2 - d
3 - a
4 - b

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Task 2:

Task 3:

Post-reading: (13
minutes)

- Corrects their mistakes.

Task 2

- Asks for students to read the text
again silently.

- Asks Ss to choose thebest answer
- Checks their answers

Task 3:

- Asks Ss to discuss then answer
the questions in task 3 .

- Checks their answers.

Post-reading: (13 minutes)
- Asks Ss to discuss then answer
the following questions.

1.Why do people do volunteer
work ?

2. Have you ever joined any
volunteer work before ?
- Asks sts to make a report in
front of class .

- Corrects their mistakes.

Key:

1. Voluntary (adj)
2. Voluntarily (adv)
3. Volunteers (n)
4. Volunteers (v)

- Read the text again and
do task 2

Key:

1-B, 2-A, 3-D, 4-B, 5-C
- Work in pairs

Key:

1.They usually visit
hospitals, orphanages or
homes for the ages.They
read books to the people
or listen to their

problems.

2.They help them to
overcome the difficulties
and give care and

comfort to them .
3.During summer
vacations, they volunteer
to work in remote or
mountainous area to
provide education for
children or medical
services for local people.
- Work in groups to
answer the questions

- Present answers in front
of the class

- Correct mistakes

4. Consolidation:

T summarizes the main points
V. Homework: (2 minutes)

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Date:

Unit 4: Volunteer work

P20_Speaking

I. Objectives:

1. Educational aim: By the end of the lesson, students will be able to talk about
different kinds of activities related to volunteer work.
2. Knowledge:

- General knowledge: Students know how to talk about volunteer work
- Words: Words related to volunteer work

3. Skill: - Identifying types of volunteer work

- Asking and answering questions about volunteer work
- Talking about volunteer work

II. Method: Intergrated, mainly communicative

III. Teaching aids: textbook, board, rasing questions, hand-outs
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

Call one or two sts to come to the board and ask them to do the exercise:
1. He (sit)….. on the bank fishing when he ……..(see) a man’s hat (float)
……….. down the river.

2. He tried (make) ……… me (believe)……… that he was my
stepbrother.

3. Would you ( like /join) ………our party?

4.When the old lady (get)……off the bus, she found out that the purse (keep)
… her money (steal)……..

Check-up and give marks.
3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Warm-up:

(5 minutes)

Pre-speaking: (8
minutes)
Task 1:

Warm-up: (5 minutes)

- Asks students to look at the picture
in their books and answer two

questions:

1.What are these students doing?
2.Are they volunteers?

Pre-speaking: (8 minutes)
Task 1:

- Has students do Task 1 in pairs
- Asks students to give their answers

- Answer freely
1. They are helping an
old man with the
housework.

2. Yes, they are.

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While-speaking: 
(20 minutes)
Task 2

Post-speaking:

(10 minutes)
Task 3:

- Explains some activities of
volunteer work

Helping people in the remote or
mountainous areas

Giving care and comfort to the
poor and sick

Providing education for
disadvantaged children
Joining in the Green Saturday

Movement
- Corrects the mistakes

While-speaking: (20 minutes)
Task 2

- Has students do Task 2 in pairs
- Gives some suggestions:

 Providing minority children
with literacy (teach them
how to read and write)
 Working in difficult or

flooded areas (help them
rebuilt houses, provide
medical services, etc)
 Raising money to help the

handicapped or starving
children (put money in a
piggy bank)

 Taking part in directing the
traffic (stand at the

crossroads during rush hour
to help direct the traffic)
 Volunteering in homes for the

elderly (clean up/ repair
their houses, do the washing
up, do some shopping, mow
their lawns, take care of
them, read books, etc)
- Has students perform the dialogue
in front of class

- Corrects mistakes and gives
comments

Post-speaking: (10 minutes)
Task 3:

- Has students do Task 3 in groups
- Gives some suggestions:

 What kind of volunteer work
do you usually take part in?
 What do you think about it?
- Corrects common mistakes

- Give the answers
- Take notes

- Do the task in pairs
- Listen to the teacher’s
guidance

- Perform in front of the
class

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- Listen to their friends
- Correct mistakes

4. Consolidation:

T summarizes the main points
V. Homework: (2 minutes)
- Review Part B carefully
- Prepare Part C – Listening

****************************************************************
Date:

Unit 4: Volunteer work

P21_Listening

I. Objectives:

1. Educational aim: By the end of this lesson, students will be able to develop
such listening micro-skills as intensive listening for
specific information and taking notes while listening.
2. Knowledge:

- General knowledge: Students can listen and understand about the volunteer
work in Spring School

- Language: Words related to volunteer work
3. Skill: - Gap-filling

- Comprehension questions

II. Method: Intergrated, mainly communicative

III. Teaching aids: textbook, board, rasing questions, cassette tape
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

- Call one or two sts to come to the board and talk about some activities

which the volunteers do

- Check up and give the feedback.
3. New lesson:

Time/ stages Teacher’s activities Students’ activities

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(4 minutes)

Pre-listening:
(10 minutes)

While-listening:
(20 minutes)
Task 1
Task 2:

- Asks students to make questions for
the given answers.

1. Do

you usually take part in
volunteer work?

2. What

kind of volunteer work do
you usually take part in?

Pre-listening: (10 minutes)

- Asks students to complete the
questions in “Before you listen”
- Asks students to listen and repeat
the new words (pay attention to the
pronunciation of these words)

- Has students carry out it
- Corrects mistakes

While-listening: (20 minutes)
Task 1:

- Asks students to read Task 1
silently

- Introduces the passage: It is about
May School in Ho Chi Minh city
- Asks students to listen to the tape
twice and fill in the missing
information

- Gives feedback and remarks.
Task 2:

- Asks students to scan the given
questions to set the contents of the
conversations need listening.

- Plays the tape and asks students to
listen and answer the questions.
- Asks students to write their answers
on the blackboard.

- Has students listen to the tape again
to check these answers and correct
mistakes

- Answer freely

1.Yes, I am/No, I am not.
2.Helping disabled
children how to read,
write , .. taking part in
directing the traffic,
raising money to help
people in the flooded
areas, ....

- Pair works

- Complete

the questions

- Give oral

answers

- Listen and

repeat

- Listen to the tape and
do task 1.

Key:

1. informal

2. 30 street children
3. 250 children (with
special difficulties)
4. 1998/ volunteers
- Pair/ group works
- Read the questions

silently.

- Listen to the tape
- Answer the questions
Key:

1. It provides classes
for disadvantaged
children in Ho Chi
Minh city

2. Dance, theater,

singing and circus
classes were set up in
1999.

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Post-listening:

(10 minutes) Post-listening: (10 minutes)
- Asks students to work in groups
- Asks students to retell the story.
- Asks a representative of each group
to talk in front of class

- Gives remark and correct the
mistakes

-their English and
Performance Arts
classes.

4. They perform
circus, theater, dance
and singingat one of
the largest hotels in
Ho Chi Minh city.
5. Because they can

contact sponsors and

help to expand the
school activities.
- Group works
- Retell the story

Discuss and perform in
front of class

4. Consolidation:

T summarizes the main points
V. Homework: (1 minutes)

- Listen to the tape again at home and do the exercises in the workbook.
Prepare part D: writing

Date:

P22 _ Correct written test number 1

I. Objectives:

After this correction students will be clearer about the test they have just
done. And have to know how to try their best for the next test.

II. Method: Integrated, mainly communicative

III. Teaching aids: board, the test paper, key for the test
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

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3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Warm-up:

(5 minutes)

Lead-in:

Warm-up: (5 minutes)
- Greeting

- Ask students some questions on the
previous test

- Tell the aim of the period: correct
the test

I. Choose the best answer (15 
minutes):

- Repeat the questions

- Get student to read the test again
carefully

- Call some students to read out their

answers, and the others give remarks
if it is correct or not

- Finally read the keys out aloud
II. Read the passage and choose
the best answer (15 minutes) :
- Repeat the questions

- Show the passage again several
times

- Get students toread the passage
again carefully

- Call some students to write their
answers on the board, and the others
give remarks if it is correct or not
- Finally read the keys out aloud

- Greeting

- Listen and understand
the task

- Get ready for the lesson

- Look at their paper
- Compare the results with
the others

- Get the correct answers
from the keys

- Look at the writing
again and compare it with
the others

- Correct the wrong
sentences base on the key

4. Consolidation:

T summarizes the main points.
V. Homework: (5 minutes)

- Prepare Unit 5: Part A – Reading

*****************************************************************
Date:

Unit 4: Volunteer work

P23_Writing

I. Objectives:

1. Educational aim: By the end of the lesson, students will be able to write a
thank-you letter to a donor to acknowledge the donor’s
contribution.

2. Knowledge:

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- Language: words related to a thank-you letter
3. Skill: Writing a formal letter expressing gratitude
II. Method: Intergrated, mainly communicative

III. Teaching aids: textbook, board, rasing questions, hand-outs
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

- Call one or two sts to come to the board and ask them talk about some
kinds of the letter they have studied ( expected answers: complain, request,
invitation…) and ask the the parts in a letter.

- Check up and give the feedback.
3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Pre-writing:

(7 minutes)

While-writing: (27
minutes)
Task 1:

Pre-writing: (7 minutes)

- Asks Ss some questions about
their situations:

1/ Have you ever received a
donation? When? From whom?
2/ What did you do then?

3/ Did you write a letter for thanks?
- Some key words:

Donor
Donate
Donation

Handicapped(picture)
fund

While-writing: (27 minutes)
Task 1:

- Asks Ss to read the letter and
underline the sentences that express
the points:

* The opening of the letter
* The donated amount

* The way the money is used
* The way the receipt is issued
* The gratitude to the donor
* The closing of the letter
Notice: Some sructures:

- S + be + adjective+to+infinitive

- Answer freely

- Notice the words

- Do the task 1:

- Read and take notes:
- “Dear Sir /Madam”
- “I am very …..some
days ago”

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Task 2:

Post-writing: 
(9 minutes)

- To receive sth from sb/sth
- Would like+ to infinitive
- To hope +to infinitive+ for sth
Task 2:

- Three parts of a letter.(picture)
- Asks Students to do task 2 ;
Give outline:

* ( the points in task 1)
Post-writing: (9 minutes)
- Correcting( 2 or 3 letters of sts)

 Vocabulary
 grammar

- Asks students to report writing
(task 1)

possiple”

- “I would like………
company”

- “ I look …..faithfully”
- First : the opening
- Second: the body of
the letter

- Third:

Conclusion/The closing
- Writing in pairs.
- Some students write
their letters on the

blackboard.

- Students rewrite the
letter (task 1)

4. Consolidation:

T summarizes the main points
V. Homework: (2 minutes)
- Write the letter by themselves
- Prepare Part E : Language focus
Date:

Unit 4: Volunteer work

P23_Language focus

I. Objectives:

1. Educational aim: By the end of the lesson, students will be able to 
- distinguish the sounds /w/ and /j/

- pronounce the words and sentences containing these
sounds correctly

- use gerunds, present participles, perfect gerunds and
perfect participles appropriately.

2. Knowledge:

- General knowledge: Students can understand perfect gerund and perfect
participle

- Language: Words related gerund and present participle
3. Skill: Pronounce the sound / w/ and /j / correctly
II. Method: Intergrated, mainly communicative
III. Teaching aids: Textbook, board, rasing questions
IV. Procedures:

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Class Teaching date Attendances Absentees

2. Check old lesson:

- Call one or two sts to come to the board and ask them how to write a
narrative; tenses of verb, connectors…

- Check up and give the feedback.
3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Pronunciati

on: (15

minutes)

Grammar
and

vocabulary: 
(28 minutes)

A. Gerun

d:

Pronunciation: (15 minutes)

- Has students listen and
repeat the sounds /w/ and /j/

- Asks students to practice reading
the sentences provided

- We went for a walk in the
woods near the railway.

- We wore warm clothes and
walked quickly to keep warm.
- Excuse me. Did you use to

live in New York?

- Did you use to be a tutor at
the university?

Grammar and vocabulary: (28
minutes)

A. Gerund:

A gerund is the Verb – ing form.
Ex:

1. There’s no point in waiting.
2. I don’t mind cooking the meals.
3. Reading French is easier than

speaking it.

- The gerund can be used in the
following ways:

 as subject of a sentence:

Skiing can be dangerous.

 as complement of a verb:

Her hobby is painting.

 after prepositions:

He was accused of smuggling.

 After certain verbs (eg.

admit, avoid, deny, dislike,
enjoy, excuse + object, forgive +
object, fancy/imagine, finish,

- Listen to the tape
carefully

- Practise reading

- Asks students review
and bear in mind

- Listen to the teacher and
write down

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B. Presen
t participle:

keep, mind, ect.)

 In noun compounds:

My school has a swimming pool.
B. Present participle:

Form: Verb – ing
Ex:

1. Can you smell something
burning?

2. We had to leave the tree lying
there.

3. He spent a fortune rebuilding
that old house.

Use:

We can use the present participle
 to form the continuous

tenses:

I’m working right now.
 as an adjective:
The play was boring.

 after a certain verbs:
After the basic verbs of sensation
(see, hear, feel and smell) and after
listen to, notice and watch, we can
use object + participle:

1. I heard the car stopping and saw
him getting out.

2. We watched the children playing.
3. I saw him crossing the road.
find, catch, leave + object (person
or thing)

1. I found them picking apples.
(They were picking apples when I

arrived.)

2. I caught them stealing my
apples. (They were stealing my
apples when I arrived.)

3. I left them talking. (They
were talking when I left.)

go and come

With these verbs we can use the
participles of verbs of physical
activity: dancing, riding, sailing,
skiing, etc., also shopping.

Ex: Come dancing with me on
Saturday.

I’m going shopping.
spend and waste + object

I wasted a lot of time standing in
queues.

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Exercise 1:

Exercise 2:

Exercise 3:

She’s always busy cooking or
cleaning.

Exercise 1:

- Asks students to do exercise 1 in
pairs

- Checks and gives correct answers
Exercise 2:

Perfect gerund and perfect
participle: having + past participle
Ex:

a. I kept you waiting so long. I am
sorry.

 I am sorry for having kept you

waiting so long.

b. After Jack had read the letter
twice, he wrote a reply.

 After having read the letter twice,

Jack wrote a reply.

Exercise 3:

- Asks students to do exercise 3
- Checks the answers and corrects
- Gives feedback

- Work in pairs
Key:

1. parking
2. hearing
3. bending
4. behaving
5. meeting
6. spending
7. waiting
- Work individually
1. passing

2. burning/rising
3. reading

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

- Listen to the teacher and
bear in mind, copy down
- Do exercise 3

Key:

1. having deserted
2. having failed
3. having made
4. having been
5. having been
6. having tied
7. having read
8. having taken

4. Consolidation:

T summarizes the main points
V. Homework: (2 minutes)
- Write down exercise 1, 2, 3

*****************************************************************
Date:

Unit 5: Illiteracy

P25_READING

I. Objectives:

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

- use the information they have read to discuss illiteracy

issues

2. Knowledge:

- General knowledge: Students learn about illiteracy
- New words: Words related to illiteracy

3. Skill: - Dictionary skills
- Identifying main idea
- Passage comprehension

II. Method: Intergrated mainly communicative

III. Teaching aids: Student’s book, pictures showing illiteracy
IV. Procedure:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

- Call one or two sts to come to the board and ask them to do the exercise:
 Use the correct forms of the words in the brackets:

1. Sue said that it was …………(embarrass) to have so many people
congratulate her.

2. We wish them every …………..(happy) in their new life.

3. There were wild street……..(celebrate) when Vietnam won the Cup.
4. Does your sister expect (offer)…………. a new job?

Check-up, give the feedback and then give marks
3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Pre-reading:

(5 minutes)

While-reading: 
(25 minutes)

Pre-reading: (5 minutes)
- Asks sts to look at the picture
- Asks sts to answer the questions:
1. Where do you think the class is?
2. What do you think of the people
in the class? Are they at the same
age?

3. What do you think of the teacher?
4. What is this class different from
the class?

While-reading: (25 minutes)
- Reads the reading text first

- Explains the new words to help the

- Answer freely

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* Task 1:

* Task 2:

* Task 3:

Post-reading: 
(13 minutes)

sts understand the text
New words:

1. illiteracy (n)
 to illiterate
2. compaign (n)
3. ethnic (a)
4. to eradicate
* Task 1:

- Asks students to read the text to
find the Vietnamese equivalent to
the following expressions.

- Gives feedback
* Task 2:

-T asks sts to read the text again to
do task 2

- Checks answers and gives feedback
Task 3:

- Asks sts to answer the following
sentences:

- Corrects them

Post- reading: (13 minutes)

- Asks sts to answer the following
questions

1. Are there any illiterate people in
your neighborhood?

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

- Understand new words
- Copy down

- Do the task
Key:

1. Phỉ cËp gi¸o dơc

2. Héi khuyÕn häc ViƯt
Nam

3. Xố mù chữ
4. Kỹ thuật canh tác
5. Kế hoạch hố gia đình
- Read the text and do

task 2
Key: D

- Answer the questions
Keys:

1. 94% of the population
2. The campaign for

illiteracy eradication
3. 600 students in 2000

and 800 students in
2001

4. They willingly/
voluntarily spent their
vacations teaching
ethnic minority
illiterate people to
read and write

5. Illiteracy will soon be
eradicated

- Work in groups to
answer the question

- Copy down

4. Consolidation:

T summarizes the main points
V. Homework: (2 minutes)

- Asks students to learn by heart the new words
- Asks students to prepare part 2: speaking

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Unit 5: Illiteracy

P26_SPEAKING

I. Objectives:

1. Educational aim: By the end of this lesson, students will be able to: 
- Talk about schooling and literacy related problems
- Suggest solutions to these problems

2. Knowledge:

- General knowledge: Students learn about schooling and literacy problems
- New words: Words related to literacy

3. Skill: Talking about literacy problems and offering solutions
II. Method: Intergrated, mainly communicative

III. Teaching aids: textbooks, chalk
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

Call one or two sts to come to the board and ask them to complete the following
sentences using the cues: (2ms)

1. He/ want/ give/ present/ her birthday party.
2. Men/ interested/ work/in /field.

3. Student/ask/ teacher/ explain/exercise/ yesterday.
4. It/ necessary/ learn/ English/ find/ job.

5. What/kind/ activity/ you/ volunteer?
Then check-up and give marks.

3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Warm-up:

(3 minutes)

Pre-speaking:
(10 minutes)
Task 1:

Warm-up: (3 minutes)

- Asks students some questions.
1. How many students are there in a 
common class in vietnam ?

2. How many students are there in 
your class ?

3. Do you find it difficult to invest 
your study in such a crowded class?

Pre-speaking: (10 minutes)

- Says: “Today we will discuss some
problems that many shools are
facing and the solutions for these”
Task 1:

- Some of these problems are listed

- Listen to the teacher and
answer the questions.
1.Over 45sts in a class

2. 45sts

- Students’answers may
vary.

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While-speaking: 
(16 minutes)
Task 2:

Post-speaking:
(15 minutes)
Task 3:

in column A , please combine each
problem in A with its appropriate
solution(s) in column B in textbook
(page59) .

- Has students sit in pairs and asks
them to do task 1.

While-speaking: (16 minutes)
Task 2:

- Before practising, teacher aks Sts 
to read the information in task 2 and
to use the suggestions in Task 1 as
example .

Post-speaking: (15 minutes)
Task 3:

- Listens to the students and observes
them.

- Corrects the students’ mistakes.
- Asks students to work in groups of
five

- Asks them to think of three or four
problems which their class

is experiencing , one student of each
group will note down the

information to report before class.
- Gives students time to think about
the school problems they are

experiencing

- Walks around the class and
observes the students’ activities ,
offers ideas, comments when
students need help…

- Chooses one student of every group
to talk before class

- Listens to the students and observes
them.

- Work in pairs

- Do the task individually,
then in pairs they compare
their answers.

Key: 1 b-g 2 a-e 
3 d-f

4 c 5 h-i-j
- A good group of
students is asked to
demonstrate the example
to make sure the whole
class understand the task
- A: Many students can 
not buy all the required 
textbooks . What do you 
think we should do to 
help them ?

B: I think we should ask 
the school head-master to
provide free textbooks for
students from low-income
families.

C: We should collect used
textbooks for school 
libraries .

- Thinks of some

problems , their solutions
and then discuss them .
- Stuents can use the cues
given in P.60,

or ask teacher for more
information

- Some representatives
report their results before
class, the others give the
comment

Suggestion:

1. Many classes are 
overcrowded .

2. School infrustructure is
underdeveloped:

inadequate toilets and 
washrooms …

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- Corrects the students’ mistakes.
4. Consolidation:

T summarizes the main points
V. Homework: (1 minutes)

- Prepare the next lesson: Listening

*****************************************************************
Date:

Unit 5: Illiteracy

P27_LISTENING

I. Objectives:

1. Educational aim: By the end of this lesson, students will be able to:
- Develop extensive listening skills

- Use the information they have listened to for other
communicative tasks

2. Knowledge:

- General knowledge:

- New words: Words related to literacy

3. Skill: - Extensive listening: multiple-choice questions
- Comprehension questions

II. Method: Intergrated, mainly communicative

III. Teaching aids: Student’s book, tape, cassette player
III. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

- Call one or two sts to come to the board and do the exercises:
Use the correct form of the word in the bracket:

1. We couldn’t help …… (laugh)when he told us what had happened.
2. I’ve always been quite………..(ambition) I want to make a successful

thing of my life.

3. Do you think Janet enjoy …………( play) the piano
4. The students have already gone.

Yes, the teacher let them ………....(leave) early.

5. Tony’s boss doesn’t want him……….. (have) a habit of using the
office phone for personal calls.

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Time/ stages Teacher’s activities Students’ activities

Pre-listening: (5
minutes)

While-listening: 
(26 minutes)
Task 1:

Task 2:

Post-listening:
(12 minutes)

Pre-listening: (5 minutes)

- Shows a letter with a survey on it
- Asks guiding questions:

1. What do people do a survey for?
2. Have you ever done a survey?
3. Do you know where Perth is?
- Introduces some new words /
explains them:

. effective ( a )
. maturity ( n )
» mature ( a )
» maturely ( adv )
. performance ( n )

. self- respect ( n )
. academic ( a )

. Perth ( n ) : Western of Australia
- Leads ss to read the new words
While-listening: (26 minutes)
Task 1:

- Leads ss to do Task 1

- Asks them to read it carefully
( they can guess to choose a, b, c, d )
- Has ss listen the reading 2 times
- Asks some ss to read their answers
- Plays the cassette again

- Gives correct answers
Task 2:

- Asks ss to read the questions
carefully

- Plays the tape 2 times

- Asks 2 ss to read their answers
- Checks again and gives correct
answers

Post-listening: (12 minutes)
- Ask ss to discus 2 questions

(textbook)

- Goes around and provides some
new words if necessary

- Calls 2 ss to read their answers in
front of the class

- Listen and answer the
questions

- Yes / No
- Write down

- Listen
- Read Task 1

- Listen and do Task 1
- A, B , C read

- Correct
Key:

1. D / 2. B / 3. B / 4. C
- Read

- Listen
- Correct
Key:

1. It took place in Perth
2. 80 percent of the
students

3. They felt that they
should be allowed to give
some input into school
decision making

- Discus
- A / B read
4. Consolidation:

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- Prepare part Writing at home

****************************************************************
Date:

Unit 5: Illiteracy

P28_WRITING

I. Objectives:

1. Educational aim: By the end of the lesson, students will be able to:
- Interpret information presented in tables

- Identify language to be used for describing tables
- Write descriptions of tables

2. Knowledge:

- General knowledge: Students can know how to write a paragraph about literacy
rates in Sunshine country from 1998-2007

- New words: Words related to literacy rate
3. Skill: Describing information in a table
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, chalk, board
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

- Call one or two sts to come to the board and ask them talk about the
effective learning.

- Check up and give the feedback.
3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Pre-writing:

(3 minutes)

While-writing: (10
minutes)

Task 1:

Pre-writing: (3 minutes)
- Asks students some questions 
about (il)literacy.

1. What’s the rate of literacy in
Vietnam now?

2. Are there any illiterate people
in your neighborhood?

3. What should we do to help
them?

4. What will happen if more and
more people become illterate?
While-writing: (10 minutes)

Task 1:

- Explains some difficult words:
to decline: to decrease

dramatic(a): unexpected

- Answer questions freely
in pairs

- Individual work

Key:

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Post-writing: (30
minutes)
Task 2

dramatically(adv)

steady(a): developing gradually
steadily(adv)

sharp(a): not gradual
sharply(adv)

- Has the class read the instruction
and do Task 1

- Gives the answer key
Post-writing: (30 minutes)
Task 2:

- Asks students to read the
information in the table.
- Gives instructions for Task 2
- Asks students to work in groups to
describe the information in the table
by using Useful language.

- Goes around the class and help
students if necessary.

- Asks some students to write some
paragraph on the board to correct
them.

- Gives feedback.

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

- Read silently
- Work in groups
- Ask teacher difficult
words if needed

- Report results in front of
the class and correct
themselves.

4. Consolidation:

T summarizes the main points.
V. Homework: (2 minutes)

- Asks students to write a paragraph of about 100 words, describing the literacy
rates in Vietnam.

****************************************************************
Date:

Unit 5: Illiteracy

P29_LANGUAGE FOCUS

I. Objectives:

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

- distinguish the clusters /pl/, /bl/, /pr/, /br/ and pronounce
the words and sentences containing them correctly.

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

2. Knowledge:

- General knowledge: Students learn how to use reported speech with infinitive
- New words: Words related to pronunciation / pl / - / bl/ - /pr/- /br/

3. Skill: - Pronunciation : /pl/ - /bl/ - /pr/ - /br/

- Grammar: reported speech with infinitive(s)
II. Method: Intergrated, mainly communicative

III. Teaching aids: Student’s book, tape, cassette player
IV. Procedures:

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Class Teaching date Attendances Absentees

2. Check old lesson:

- Call one or two sts to come to the board and ask them how to write a narrative;
tenses of verb, connectors…

- Check up and give the feedback.
3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Pronunciati

on: (10

minutes)

Grammar: 
(33 minutes)

Pronunciation: (10 minutes)
- Asks students to listen to the tape
once to help them distinguish the
sounds.

- Instructs the way to pronounce:
 + /pl/, /pr/ : Close your lips hard, 
push air forward in your mouth.
Then open your lips quickly.

+ /bl/, /br/: Close your lips hard,

push air forward in your mouth.
Then use your voice to make /b/.
-Asks them to listen to the tape and
repeat in chorus.

-Calls some students to repeat the
words clearly.

-Asks students to work in pairs and
practise the sentences.

-Introduces peer correction
Grammar: (33 minutes)

- Reviews the meanings of some
verbs that are usually used in this
kind of reported speech

- Listen to the tape and
practise pronouncing

- Practise individually

 Review:

1. promise + to V: tell
s.b that you’ll

definitely do or not do
s.th

2. advise + O + to V:tell
s.b what they should
do

3. encourage + O + to
V: persuade s.b to do
s.th that you think is
good

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- Asks them to pay attention to the
special case

Exercise 1:

- Asks students to work individually
and complete the second sentence so
that it has a similar meaning to the
first one using the words given.
- Asks them to compare the answers
with a friend.

- Calls some students to go to the BB
and write their answers down.

- Corrects the answers

Exercise 2:

(Make the same steps)

5. warn + O + to V: tell
s.b to do or not to do
s.th in order to avoid
danger

*The special case:

S+V+O: “If I were you, I
would+V’…”

S+V+O: “Why don’t you
+ V’…?”

S+V+O: “You’d better
+V’…”

 S+ advise + O+ to
V’…

- Work individually
Key:

1. They promised to
come back again.
2. The lifeguard advised

us not to swim too far
from the shore.

3. John asked Peter to
close the window.
4. The teacher

encouraged Eric to
join the football team.
5. John promised to give
it to him the next day.
6. My mum wanted Lan

to become a doctor.
7. My sister reminded
me to lock the door
before going to
school.

8. His boss advised him
to go home and rest
for a while.

Key:

1. He advised me not to
drink too much beer.
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.

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Joe.

6. He promised not to do
it again.

7. He agreed to wait for
me.

8. John asked her to lend
him some money.
- Write down.

4. Consolidation:

T summarizes the main points.
V. Homework: (2 minutes)

- Asks students to do exercise in work book.
- Asks students to prepare Unit 6 at home.

Date:

Unit 6: Competitions

P30_Reading

I. Objectives:

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

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

- Use the information they have read to discuss the related
topic.

2. Knowledge:

- General knowledge: Students get information about competitions
- Language: Sentences and expression for competitions

- New words: Words related to some competitions
3. Skill: - Word meaning in context

- Passage comprehension

- Scanning for specific information
II. Method: Intergrated mainly communicative
III. Teaching aids: Textbook, some photos
IV. Procedure:

1. Organization:

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2. Check old lesson: Sts go to the board and do some exercises about understand
reported speech with infinitives.

3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Warm-up :

(5 minutes)

Pre-reading:
(3 minutes)

While-reading: (28
minutes)

Task 1:

Task 2:

Warm-up :(5 minutes)

- Asks students to look at the photos
in their books and match them with
the words in the box.

* Suggested answers :
a. Quiz “ Road to Olympia”
b. London Marathon

c. Sao Mai Singing Contest

d. Olympic Games

Pre-reading: (3 minutes)
- Asks students some questions:
a. Do you take part in the
competitions like this?
b. Do you hope to win a
competition? If so, which

competition would you like to win?
c. Is winning the most important
thing in a competition? Why / Why
not?

While-reading: (28 minutes)
- Asks students to read the text
silently

- Introduces some new words.
New words:

1. Recite (v): to say a passage, a
poem aloud from memory.
2.Poem (n)

 Poet (n) : a person who write
poems

 Poetry (n)

- Asks students to read the new
words.

- Asks students to read the text again
and do Task 1.

* Task 1: 
- Give feedback
* Task 2:

- Asks students to read the passage

- Give answer with photos

- Answer the questions in
pairs

- Take notes.

- Read the new words 
aloud.

- Read the text carefully.

- Do Task 1.
Suggested key:

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

Suggested key:

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Task 3:

again to answer the questions in the
full form.

- Asks students to write their
answers on the board and correct
them if necessary.

- Gives feedback

- Asks students to copy down in their
notebooks.

Task 3:

- Asks students to do task 3.

- Asks representative of each group
to give oral answers and write them
on the board.

- Gives feedback.

representatives of
the three classes of
(the speakers’)
school took part in

the annual final
English Competition
last Saturday.

2. It aims was
to stimulate the
spirit of learning
English among
students.

3. The

students’ Parents
Society sponsored
the competition.
4. They had to

compete five
activities in all. On
competition of each
activity, they had to
answer the questions
in worksheet within
two minutes.

5. They had to
observe and score
the students’
performance. The
group that got the

highest score would
be the winner.

6. The winner

would be awarded a
set of CDs for
studying English
and an Oxford
Advanced Learner’s
Dictionary.

- Copy down the answers
in their notebooks.

Suggested key:

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Post-reading: (8
minutes)

Post- reading: (8 minutes)

- Asks students to practice reciting
the poem..

- Gives remarks and correct
mistakes.

2. Having achieved
the highest score,
Group B became
the winner of the
competition.
3. Group C lost the

game. They just
got 60 points.
- Copy down in their
notebooks

- Recite the poem

- Perform in front of the
class

- Write down.
4. Consolidation:

T summarizes the main points.
V. Homework: (1 minute)

- Write down the questions and the answers in the notebooks.
- Learn the new words and questions by heart.

- Prepare Part B - Speaking.

Date:

Unit 6: Competitions

P31_Speaking

I. Objectives:

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

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

2. Knowledge:

- General knowledge: Students understand some kinds of competitions
- New words: Words related to competitions

3. Skill: - Asking for and giving information about types of competitions
- Talking about a competition or contest

II. Method: Intergrated mainly communicative
III. Teaching aids: Textbook, pictures, board
IV. Procedure:

1. Organization:

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2. Check old lesson: Sts read the text again and try to translate intoVietnamses.
T check some notebooks.

3. New lesson:

Time/ stages Teacher’s activities Students’ activities

Pre-speaking :(3
minutes)

While-speaking:
(25 minutes)
Task 1:

Task 2:

Pre-speaking :(3 minutes)
- Asks students some questions:
1. Is population explosion a big
problem to us nowadays?

2. Should the government do
something to solve this effectively?
While-speaking: (25 minutes)
* Task 1:

- Introduces Task 1 and give the
meaning of some new words (If
necessary)

- Asks students to do Task 1 in pairs.
* Task 2:

- Asks students to do Task 2 in
pairs.

- Asks some pairs to present their
ideas in front of the class

- Gives remarks

- Answer questions freely

- Listen to the teacher
- Work in pairs: General
Knowledge Quiz

Art Competition
(Painting, drawing,
sculpture…)

- Work in pairs
Example:

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

B: Oh, It’s great. It’s an
opportunity to test your
general knowledge.
Some suggestions:

- What do you think of the
English competition?

Oh, it’s great. It’s a
good opportunity for us to
practice English.

- What do you think of the
Athletics Meeting?

Oh, it’s exciting. It’s a
good chance for
physical training. You
will look athletic and
healthy.

- What do you think of the
Art competition?

Oh, it’s wonderful. It’s
a good chance for your
creative activities.

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Post-speaking:
(15 minutes)
Task 3:

Post-speaking: (15 minutes)
* Task 3:

- Asks students to do Task 3 (Group
work)

- Asks students to perform their
work in front of the class

- Gives remarks

Poetry Reading
Comprehension?

Oh, it’s boring. It makes
you feel sleepy.

Some suggestions
1. Where and when did
you see or take part in it?
(On TV / last year)

2. What of competition or
contest was it? (Sao Mai
Television Singing
Contest)

3. Who won the
competition / contest?
(Kasim Hoang Vu)
4. Did you enjoy it?
Why / Why not? (Yes, I
did because it was
interesting / No, I didn’t
because it was long.)

- Write down

4. Consolidation:

T summarizes the main points.
V. Homework: (2 minutes)

- Review Part B carefully.

- Prepare Part C – Listening.

*****************************************************************
Date:

Unit 6: Competitions

P32_Listening

I. Objectives:

1. Educational aim: By the end of this lesson, students will be able to:
- develop extensive listening skills

- use the information they have listened to for other
communicative tasks

2. Knowledge:

- General knowledge: Students will understand marathon competition
- New words: Words related to marathon competition

3. Skill: - Deciding on True or False statements

- Comprehension questions

II. Method: Intergrated mainly communicative
III. Teaching aids: Textbook, casette player
IV. Procedure:

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Class Teaching date Attendances Absentees

2. Check old lesson: Asks some Sts to go the board and talk freely about their
favorite competitions on TV or they have attended.

3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Warm-up :

(3 minutes)

Pre-listening: (6
minutes)

While-listening:
(25 minutes)
Task 1:

Task 2:

Warm-up :(3 minutes)
- Asks students to look at the
pictures in the textbook and answer
the questions.

1. What is the Boston Marathon?
2. Who do you think can take part in
the Boston race?

Pre-listening: (6 minutes)

- Asks students to repeat the
provided words

While-listening: (25 minutes)
* Task 1:

- Asks students to read Task 1
silently.

- Asks students to listen to the
cassette player (twice) and do Task
1.

-Asks students to work in pairs to
compare the answers.

- Has students listen again to check
the answers.

- Gives feedback.

* Task 2:

- Asks students to read the questions

- Answer freely

- Listen and repeat in 
chorus.

1. race (n)
2. athletic (n) 
3. formally (adv)
4. clock (v)
5. female (n)
6. association (n)
7. McDermott
8. Kuscsik

- Read Task 1 silently.
- Listen to the tape and 
decide whether the
statements are True or
False.

- Work in pairs and
discuss the answers.
- Listen and check the
answers.

- Take notes.
1.T 4. F
2. T 5. T
3. F 6. F

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Post-listening:
(10 minutes)

in Task 2 silently.

- Asks them to listen to the cassette
player again and do Task 2. (Teacher
can read aloud the sentences

containing the information if
necessary)

- Asks students to work in pairs and
discuss the answers.

- Asks some students to write the
answers on the board.

- Has students listen again to check
the answers.

- Gives feedback.

Post- listening: (10 minutes)
- Asks students to work in groups 
and name some famous runners in
Vietnam and say what is special
about them.

- Asks the representative of each
group to speak in front of the class.
- Gives remarks and correct

mistakes.

- Listen to the tape and do
Task 2

- Work in pairs and
discuss the answers.
- Listen and check the
answers

Key:

1. (He came from) New
York.

2. (She became the first
official female champion)
in 1972.

3. 8 (women started and

finished the race in 1972)
4. 6164 (runners joined
the Boston Marathon in
1984)

- Work in groups.

- Perform in front of the
class.

4. Consolidation:

T summarizes the main points.
V. Homework: (1 minute)

- Review Part C carefully.

- Prepare Part D – Writing.

*****************************************************************
Date:

Unit 6: Competitions

P33_Writing

I. Objectives:

1. Educational aim: By the end of this lesson, students will be able to write a
letter to reply to the request of information.

2. Knowledge:

- General knowledge: Students will know how to write a reply letter
- New words: Words related to replying

3. Skill: Writing a letter of reply

II. Method: Intergrated mainly communicative
III. Teaching aids: Textbook, board markers
IV. Procedure:

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Class Teaching date Attendances Absentees

2. Check old lesson: Asks Sts to sum up the main points of the listening text in
their own words.

3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Pre-writing:

(15 minutes)

Task 1:

Pre-writing: (15 minutes)

- Conducts a short dicussion with the
following question:

If you organise an english

speaking competition, what will
you do to attract potential
competitors?

- Collects ideas from every group.
- Tries to elicit the idea of carefully
responding to letters of enquiry from
potential competitors.

* Task 1:

-Asks ss to spend 2 minutes reading
the letter in the textbook on their
own to find out whether the letter is
the one of enquiry or reply.

-Confirms the kind of letter is an
enquiry one.

-Asks ss to work in group of four in
2 minutes to anwer the question that
follows:

What does Thu Trang want to
know about the English Speaking
Competition?

-Gets answers from all group.
-Introduces the main lesson: “Our
lesson today has the focus on how to

reply to a letter of enquiry.”

-Have ss work in group of 4 and put
the following elements of a letter of
reply in an appropriate order.

 The Start:

 Dear Mr, Ms (Mrs, Miss
VERY IMPORTANT use Ms
for women unless asked to
use Mrs or Miss)

 Providing Requested

- Discuss

-Brainstorm any

interesting ideas and share.

-Work alone.

 A letter of enquiry
-Work in group of 4.

 Number of
participants
 Entry procedures

(what to do to
become a
competitor)
 Venue
 Date
 Time

 Phone number
 Email

 The Start:

 Dear Mr, Ms (Mrs,
Miss VERY

IMPORTANT use
Ms for women
unless asked to use
Mrs or Miss)

 Thanking the

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While-writing: (10

Materials:

 We are pleased to enclose ...
 Enclosed you will find ...

 We enclose ...

 Closing a Letter Hoping for 
Future Business:

We look forward to ... hearing from
you / receiving your order /

welcoming you to the competition.

 Providing Additional

Information:

 We would also like to inform
you ...

 Regarding your question
about ...

 In answer to your question
(inquiry) about ...

 Thanking the Potential

Competitor for His/Her 
Interest:

 Thank you for your letter
of ... inquiring (asking for

information) about ...

 We would like to thank you
for your letter of ... inquiring
(asking for information) about
...

 Signature:

Yours sincerely (remember use
'Yours faithfully' when you don't
know the name of the person you are
writing and 'Yours sincerely' when
you do.)

While-writing: (10 minutes)
* Task 2:

Competitor for 
His/Her Interest: 
 Thank you for your

letter of ... inquiring
(asking for

information)
about ...

 We would like to
thank you for your

letter of ... inquiring
(asking for
information)
about ...
 Providing 
Requested 
Materials:

 We are pleased to
enclose ...

 Enclosed you will
find ...

 We enclose ...

 Providing

Additional 
Information: 
 We would also like

to inform you ...
 Regarding your

question about ...
 In answer to your

question (inquiry)
about ...

 Closing a Letter 
Hoping for Future
Business:

We look forward to ...
hearing from you /
receiving your order /
welcoming you to the
competition.

 Signature:

Yours sincerely
(remember use 'Yours
faithfully' when you don't
know the name of the
person you are writing and
'Yours sincerely' when
you do.)

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minutes)
Task 2:

Post-writing: (18
minutes)

-Asks ss to work in group of 4.

-Conducts a competition among all
groups.

-Announces the rule of the
competition:

 The competition has 2 rounds:
Qualifying one & Defining
one.

 After the qualifying round, 4
groups will be selected.

 Each group writes down their
answer to the question from
the teacher in 30 seconds.
 The best anwer is the one that

is written, based on the
information in Task 2, correct
and in full.

 Only one best answer for each
question is chosen out of the 4
ones.

-Give out the question for qualifying
round.

 Put the words in the correct

order to make a meaningful
sentence.

latest for edition your of 12
September asking the of our thank
inquiry you catalogue for.

Post- writing: (18 minutes)

- Asks ss to write a letter to reply to
Thu Trang’s letter in Task 1 in 5
minutes.

- Reminds ss to use the language
they have learnt and the information
in Task 2.

- Provides the information:

Remember to place your address at
the top of the letter followed by the
address of the person you are writing
to. The date can either be placed
double spaced down or to the right.

soon as possible.
Thank you for your
inquiry of 12 September
asking for the latest
edition of our catalogue.

-4 groups chosen take part
in the defining round.
-The others also do the
task and help to give
feedback.

- Write a letter of
reply by

themselves.
Kate John

106 Tran Hung Dao
Street Hoan Kiem
District

Hanoi, Vietnam
Thu Trang

140 Kham Thien St,
Dong Da District
Hanoi, Vietnam

October 19, 2007
Dear Thu Trang,
Thank you for your
inquiry of 17 October
asking for the

information about the

English Speaking
Competition on our
Language Centre’s
website.

We are pleased to
some details about the
competition. The
number of participants
is limited – just 25.
The competition is
held on 25th November

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- Asks ss to work in pairs and correct
the writing.

for registration. For
more information,
please contact at the
phone the phone
number: (04) 9838188
and email:

Englishclub06@yaho

o.com.

We look forward to
welcoming you to the
competition.

Yours sincerely,
Kate John
Secrectary

- Work in pairs and
exchange the writing to
correct.

- Copy down

4. Consolidation:

T summarizes the main points.
V. Homework: (1 minute)

1. Write a letter to reply to the following letter.
Kenneth Beare

2520 Visita Avenue
Olympia, WA 98501
Jackson Brothers
3487 23rd Street
New York, NY 12009
September 12, 2000

To Whom It May Concern:

With reference to your advertisement in yesterday's New York Times, could you
please send me a copy of your latest catalogue. I would also like to know if it is

possible to make purchases online.

Yours faithfully
(Signature)
Kenneth Beare

Administrative Director
English Learners & Company

2. Prepare Unit 6: Part E: Language Focus.

*****************************************************************
Date:

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I. Objectives:

1. Educational aim: By the end of this lesson, students 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:

- General knowledge: Students understand reported speech with gerund
- New words: Words related to /tr/, /dr/, /tw/

3. Skill: - Pronunciation: /tr/, /dr/, /tw/

- Grammar: reported speech with gerund
II. Method: Intergrated mainly communicative
III. Teaching aids: Textbook, hand-outs
IV. Procedure:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson: Calls on some Sts to write homework on the board and then
check as the whole class.

3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Pronunciati

on: (15

minutes)
1. Warm up:

2. Practice:

Grammar:
(28 minutes)

Pronunciation: (15 minutes)
I. Pronuciation:

1. Warm up:

Have students listen and repeat the
sounds: /tr/ ; /dr/ ; /tw/

/tr/ /dr/ /tw/

traffic drive twelve

troops dreadful twenty

trousers drink twin

tropical dress twinkle

2. Practice:

Have students read the sentences
provided (textbook, page 68).

Grammar: (28 minutes)

1. Reported speech with gerund:

- Listen and repeat in
chorus.

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1. Reported
speech with

gerund:

2.

Grammar:
(25 minutes)
Exercise 1:

 Ex1: “It was very nice of you
to help me. Thank you very much”,
Tom said.

 Tom thanked me for helping him.
thank

congratulatio
n

accuse
warn
prevent
stop
…

+ obj
+

for
on
of

against
+v-ing
from
from
 Ex2 : “I’m sorry I’m late”.
 Peter apologised for being late.
* apologised for / insit on / dream
of…+ v-ing

 Ex3 : “ No, I didn’t borrow
your dictionary!”.

 Paul denied borrowing my
dictionary.

* deny/ suggest / admit / lok 
forward to / think of …+ v-ing 
2. Grammar: (25 minutes)
* Exercise 1:

- Asks students to do exercise 1 in
pairs

- Checks answers and gives feedback

- Listen carefully.
- Take notes.

1. John congratulated us
on passing our exams.

2. Mary apologised for nor

phoning me ealier.
3. Peter insisted on driving

Linda to the station.
4. The teacher accused the

boy for 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. Paul denied borrowing
my dictionary.

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Exercise 2: * Exercise 2:

- Asks students to do exercise 2
individually then in pairs

- Checks answers and corrects

- Work individually then in
pairs

Key:

1. Tom insisted on paying
for the meal.

2. Mrs and Mr. Smith
ooked forward to
meeting their
children.

3. The boy denied breaking
the window’s house.
4. The policeman stopped

the customer (from)
leaving the shop.
5. The thief admitted

stealing Mrs.
Brown’s car.

6. Ann suggested having a
party the next
Saturday.

7. John and his wife were
thinking of buying
the house.

- Copy down
4. Consolidation:

T summarizes the main points.
V. Homework: (2 minutes)

- Practice reading the sentences.
- Write exercise 1,2 in notebook.
- Prepare in advance Test yourself B

*****************************************************************
Date:

P35_ Test yourself B

I. Objectives:

1. Educational aim: - According to the TEST students can revise all the
language skills and grammatical points which they have studied and used in the
three units: 4, 5 and 6.

- Students can improve their techniques of doing the
simple tests.

2. Knowledge: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing
- Improve their knowledge through the test yourself

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3. Skill: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing
- Improve their knowledge through the test yourself

II. Method: Integrated, mainly communicative

III. Teaching aids: Textbook, board, hand-outs, cassette tape and player.
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson: during the lesson.
3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Warm-up:

(5 minutes)

I. Listening
(2.5 points)
(10 minutes)

II. Reading

(2.5 points)
(10 minutes)

Warm-up: (5 minutes)
- Greeting

- Ask students something about the
test yourself B

* Have you prepared it at home?
* Have you got any difficulties?

I. Listening(2.5 points) (10

minutes)

- Ask students to read all the
sentences first

- Ask students to listen to the tape
once.

- Ask students to listen again and
speak out the statements are true or
false .

- Ask students to listen in the third
time, the work in groups to compare
and discuss the answers with each
others to find the correct answers.

II. Reading (2.5 points) (10
minutes)

- Present the task:

- Ask pupils to work in groups to
compare the answers they have
already done to find the correct ones.
- Give the correct answers to the
class:

- Greeting

- Answer teacher’s
questions

- Look at the book and
listen to the task

- understand the task
- Read the questions
- Listen to the tape

- Listen again and say the
statements are true or false.
- Listen and discuss in
groups to find the correct
answers:

1A, 2B, 3D, 4C, 5B.

- Look at the textbook and
listen to the teacher

- Work in groups to discuss
about the passage

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III.

Grammar
(2.5 points)
(8 minutes)

IV. Writing
(7 minutes)

- Keys: 1D, 2B, 3B, 4C, 5C.

III. Grammar(2.5 points) (8
minutes)

- Present the task:

a/ Ask students to listen and put a
tick in the right box.

- Keys:

a. 1. play, 2. drive, 3. twice, 4.
proud.

b/ Let students finish each of of the
following sentences in such a way
that it has the same meaning as the
original sentence.

- Keys:

b. 1. taking, 2. to go, 3. smoking,
4. saying, 5. do, 6. going, 7. to
make.

IV. Writing (7 minutes)
- Present the task:

- Call the students to read the
suggested sentences in front of the
class.

- Check their writings and help
them correct the mistakes if
they’ve made.

- Compare their results
with the other groups, and
then with the keys

- Write the answers on the
board

- Listen to the teacher and
correct the answers

- Listen to the teacher
- Work in groups

- Compare the results with
the other groups

- Show the answers in front
of the class.

- Observe the keys and
correct their anwres.

- Students work in groups
and practise writing.
- Two students go to the
board and write.

- Give the writings by
reading aloud.

- Read the writing
carefully.

- In groups or in pairs.
- Compare the results with
the other groups

- Correct mistakes

- Study all the lessons
again

- Get the knowledge ready
for the coming test.

4. Consolidation:

T summarizes the main points.
V. Homework: (5 minutes)

- Ask students:

+ to study all the lessons again.

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Date:

P36 _ Written test number 2

I. Objectives:

1. Educational aim: - According to the TEST students can revise all the
language skills and grammatical points which they have studied and used in the
three units: 4, 5 and 6.

2. Knowledge: After this lesson, students will be able to:

- Language: Students can improve their techniques of doing the simple tests.
3. Skill: After this lesson, students will be able to:

- Improve their knowledge through the test.
II. Method: Integrated, mainly communicative
III. Teaching aids: Written test.

IV. Procedures:
1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson: None
3. New lesson:

_ T gives written test.
_ Sts do the test in 45 mins.
4. Consolidation:

T summarizes the main points.
V. Homework: (1 minute)

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Date:

Unit 7: World population

P37_Reading (Part 1)

I. Objectives:

1. Educational aim: students should know about world population.
2. Knowledge:

- General knowledge: By the end of the lesson, students will be able to

understand more about the world population

- Language:

- New words: Words related to world population.

3. Skills: Guessing meaning in context, and passage comprehension
II. Method: Integrated, mainly communicative

III. Teaching aids: Textbook, some photos of population.
IV. Procedure:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson: during the lesson.
3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Warm-up:

(5 minutes)

Warm-up: (5 minutes)
- Ask students close the book

-Ask students to answers some
questions:

1. Are all the people in the same
family?

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Lead-in:
I. Before 
you read: (7 
minutes)

II. While 
you read: 
(23 minutes)

1. Task 1:

2. Is it good to have many
children?

3 .What will happen if every family
have a lot of children?

-Lead in : today we are learn
about world population

Before you read: (7 minutes)

- Ask students work in pairs and
look at two pictures on the book and
discuss the questions

- Go around and help if necessary

-Ask students to give the answers
- Listen to students and correct
pronunciation and grammar if
necessary

While you read: (23 minutes)
- Ask students to look through the
passage and read in silence

- Help students read the passage
- Explain pronunciation and meaning
of new words which appear in the
passage

-Ask students to read loudly the
difficult words in chorus

Task 1:

- Ask students to do task 1

- Let students work individual or in
groups

- Help students if necessary.
Keys:

1. Although 2. method
3. increases 4. resources
5. sfigures 6. limit

7. international 8. control.

- Listen to the teacher and
open the book – Unit7,
part A: reading

- Look at the book, listen to
the teacher and work in
pairs:

_discuss and give correct
answers

- Listen to the teacher
- Ask some new words if
necessary

- Keep the book open

- Listen to the teacher
then do task 1

- Ask the teacher if
necessary

- work individual or in
group

- Write down in the
notebook.

4. Consolidation:

T summarizes the main points.
V. Homework: (2 minutes)

- Ask students to do Reading exercise of Unit 7 in workbook and prepare
Reading (part 2).

*****************************************************************
Date:

Unit 7: World population

P38_Reading (Part 2)

I. Objectives:

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2. Knowledge:

- General knowledge: By the end of the lesson, students will be able to
understand more about the world population

- Language:

- New words: Words related to world population.

3. Skills: Guessing meaning in context, and passage comprehension
II. Method: Integrated, mainly communicative

III. Teaching aids: Textbook, some photos of population.
IV. Procedure:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson: during the lesson.
3. New lesson:

Time/ stages Teacher’s activities Students’ activities
II. While

you read: 
(23 minutes)
2. Task 2:

III. After 
you read: (8 
minutes)

Task 2:

-Ask students to read the passage
again then answer the questions
- Ask students to answer the
following questions

- Ask students look through the
passages then try to answer the
questions in right way

- Let them work in pairs
- Help students if necessary
(the answers in the passage)
After you read: (8 minutes)

- Ask students to work in groups to
discuss find out five world largest
countries i population. say where
they are and which is the richest and
which is the poorest country

-Go around to help the groups when
necessary

-Call on some groups to answer the
question

- Listen to students and correct

- Listen to the teacher
then do task 1

- Ask the teacher if
necessary

- work individual or in
group

- Write down in the
notebook

Listen to the teacher
- Try to answer the
questions

Keys:

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mistakes. (paragraph 1)

2. By the year 2015 the
population of the world is
expected to be over 7
billion (last line,
paragraph 1)

3. Some scientists say it
can, but others say it can’t
(line 2-4, paragraph 2).
4. No, they don’t.

5. Because they know of
no safe way to have fewer
children (line4-5,
paragraph 3).

- Listen to the teacher
-Discuss and find out five
world largest countries in
population

- The students who are
called to stand up to talk
loudly are intelligent ones
4. Consolidation:

T summarizes the main points.
V. Homework: (2 minutes)

- Ask students to do Reading exercise of Unit 7 in workbook and prepare P39:
Unit 7/ Speaking.

*****************************************************************
Date:

Unit 7: World population

P39_Speaking

I. Objectives:

1. Educational aim: Students should know how to talk about problems of
overpopulation and offering solutions.

2. Knowledge:

- General knowledge: Students could identify causes to population explosion and
facing overpopulated countries.

- Language:

- New words: words related to the topic

3. Skills: talking about the causes of population explosion, problems of
population booms and solutions to these problems

II. Method: integrated, mainly communicative.
III. Teaching aids: pictures, textbook.

IV. Procedure:
1. Organization:

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2. Check old lesson:

T asks sts to write new words on the board.

Some Sts read the text and try to understand it in Vietnamese.

3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Warm-up:

(5 minutes)

I. 
Pre-speaking: 
(12 minutes)
1. Task 1:

II. 
While-speaking: 
(15 minutes)

2. Task 2:

Warm-up: (5 minutes)

- Ask students to keep book close
- Show students the following
picture and ask them two questions
1.what can you see in the picture?
2.What does the picture tell you?
- We learn Unit 7, part- speaking
Pre-speaking: (12 minutes)
Task 1:

- Ask students to read through the
causes

- Let them work in pairs to order the
causes and explain their order

-Call on some students to give their
answer in front of the class

- Listen to students and correct
mistakes

While-speaking: (15 minutes)
Task 2:

- Ask students to to list the problem
facing poor and overpopulated

countries in the task 2

- Let them work in groups
- Walk round and help them

- Ask some students to stand up to
talk again loudly

- Listen and correct mistakes

- Keep books close
- Listen to the teacher
- Answer the question 1

-Do the task 1 in pairs
-Work in pairs and order
the causes, explain their
order

- Look at student’s book
- Listen to the teacher
- work in pairs to list the
problems of poor and
overpopulated countries
_ Suggested answer
+ poor living condition
+ low living standard
+ not enough/ expensive
food

+lack/ shortage of schools/
hospitals/teachers/doctors/
nurses...

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3. Task 3:

III. 
Post-speaking: 
(10 minutes)
4. Task 4:

Task 3:

-ask students to read the task3 and
find out the solutions to the problems
of overpopulation

-ask them work in pairs to do the
task

-Go around to offer help

-Call on some students to present
their group’s ideas

-Give feedback

Post-speaking: (10 minutes)
Task 4:

- Ask students to close books

- Ask students to tell the problems
and offer solutions using the results
of task 2 and task3

- Walk round and help them
- Let them work in groups

- Ask some students to stand up and
tell loudly

- Listen and correct mistakes

-Look at the task 3 and
find out the solution to the

problems of

overpopulation
-suggested answers:

+raise an awareness of the

problems of

overpopulation

+use birth control methods
+carry out population

education program/family
planning program

+raise the people’s living
standard

...
- Close the books
- Listen to the teacher
- Do task 4

- Work in groups

- The students are called
stand up and tell loudly.

4. Consolidation:

T summarizes the main points.
V. Homework: (3 minutes)

- Ask students to do part B in the workbooks

- Ask students to prepare Part C- Listening and do homework

*****************************************************************
Date:

Unit 7: World population

P40_Listening

I. Objectives:

1. Educational aim: Students should know to talk about the world population
2. Knowledge:

- General knowledge: By the end of the lesson Students will be able to develop
such listening micro-skill as listening for specific information

- New words: Words related to the topic
3. Skills: - Comprehension questions

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III. Teaching aids: Student’s book, pictures 
IV. Procedure:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

Let sts talk freely about what they've known about the problems of
overpopulation and offer their own solutions.

3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Warm-up:

(5 minutes)

I. 
Pre-listening: (7 
minutes)

Warm-up: (5 minutes)

- Ask students to close the books
- Ask students to number the
following issues from 1to 6 to
describe your concern about them.
The first one will show that this
issue is what you concern the most
and so on...

.housing
. Medical care
. AIDS

. Illiteracy
. Population
. Overpopulation

- If you want to know more details
about them. we will go to Unit
7-part Listening

Pre-listening: (7 minutes)

- Ask students to look at the part:
Before listening

- Let them work in pairs and make
questions

- Walk round, listen and help
students

- Close the books

- Listen to the teacher and
number the following
issues from 1to 6 to
describe your concern
about them

- Listen to the teacher and
look at the before you
listen

- Answer the question
1. Yes, our world is
overpopulated because it
has more than 6 billion
people

2. Asia has the largest
population with China the
most populated country in
the world and India the
second

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II. 
While-listening: 
(20 minutes)
1. Task 1:

2. Task 2:

III. 
After-listening: 
(10 minutes)

- Read loudly the words:

- Ask students to repeat loudly the
words

- Listen and check pronunciation
While-listening: (20 minutes)
Task 1:

- Ask students to read and explain 5
statements in task 1

- Explain some words or phrases
which students can’t understand
- Ask students to listen to the tape
twice and do task 1

-Ask 2 students to give their answer

on the board

- Correct the answers then explain
them

Task 2:

- Ask students to look through the
questions in task 2

- Ask students to listen to the
typescript again and answer them
- Ask students to give reasons for
their answers

Key: 1. over 7 billion

2. the population growth rates in
some parts of the world are not the
same

3. the reason is the improvement of
public health services and medical
care

4. they are shortage of foods ,lack of
hospitals and schools ,illiteracy, and
poor living conditions

5. there are 4 solutions

After-listening: (10 minutes)
- Ask students to open the books
- Ask them to summarize the main
ideas of the listening passage

- some cues : world population
today/ main cause of population
explosion/ problems caused by
population explosion/ solutions to
the problems.

- Let them work in pairs

- Walk round and help students
- Ask some students to stand up and
retell their opinion to the class
- Listen and correct mistakes

then read in chorus
- Look at the books
- Listen to the teacher
- Read the statements in
task independently

- listen to the tape carefully
and do the task

- Keys:1A, 2D, 3C, 4D,
5A, 6C.

- Keep book open

- Look at the questions and
ask teacher some new
words if necessary

- Listen to the typescript
and do the task 2

- Keep book open and
listen to the teacher

- The students who are
called stand up and talk
their idea the listening
passage

4. Consolidation:

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V. Homework: (3 minutes)

- Ask students to summarize the main points of the passage.
- Remember them to prepare Part- Writing at home.

Date:

P41 _ Correct written test number 2

I. Objectives:

After this correction students will be clearer about the test they have just
done. And have to know how to try their best for the next test.

II. Method: Integrated, mainly communicative

III. Teaching aids: board, the test paper, key for the test.
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson: None
3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Warm-up:

(5 minutes)

Lead-in:

Warm-up: (5 minutes)
- Greeting

- Ask students some questions on the
previous test

- Tell the aim of the period: correct
the test

I. Choose the best answer (15 
minutes):

- Repeat the questions

- Get student to read the test again
carefully

- Call some students to read out their
answers, and the others give remarks
if it is correct or not

- Finally read the keys out aloud

- Greeting

- Listen and understand
the task

- Get ready for the lesson

- Look at their paper
- Compare the results with
the others

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II. Read the passage and choose
the best answer (15 minutes) :
- Repeat the questions

- Show the passage again several
times

- Get students toread the passage
again carefully

- Call some students to write their
answers on the board, and the others
give remarks if it is correct or not
- Finally read the keys out aloud

- Look at the writing
again and compare it with
the others

- Correct the wrong
sentences base on the key

4. Consolidation:

T summarizes the main points.
V. Homework: (5 minutes)

- Prepare Unit 7: Part D – Writing

*****************************************************************
Date:

Unit 7: World population

P42_Writing

I. Objectives:

1. Educational aim: Students should write descriptions of pie charts.

2. General knowledge: Students learn how to write a descriptions of a chart
- Language: students should interpret statistics on population from a chart
- New words: Words related to the topic

3. Skills: Writing descriptions of pie charts
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book, notebook, 
IV. Procedure:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

During the new lesson.
3. New lesson:

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Warm-up:
(5 minutes)
I. 
Pre-writing: (10 
minutes)
II. 
While-writing: (18

minutes)
III. 
Post-writing: (10 
minutes)

Warm-up: (5 minutes)

- Ask students to keep book close.
- give them handout with a table of
information.

- ask them to work in pair to transfer
the table into a pie chart.

- Check and explain them to the
class:

In order to understand them we
learn part Writing.

Pre-writing: (10 minutes)

- Ask student to read the hand out
with a description of a pie chart and
discuss the organization and other
characteristics of the description
- Explain some new words
- Answer the questions

1. how many parts are there in the

description? what are they?

2. what does the first part tell you?
3. what language items should you
pay attention to in the second
part/underline them

4. What does the last part tell you?
- Let them work in groups.

- Walk around, check and help
students.

While-writing: (18 minutes)

- Ask students to work in pair to
analyze the chart using the following
questions.

+ what does the pie chart show?
+ what is the general trend of the
chart?

+ which region has the largest
population? Which comes second?
+ which region has the smallest
population?

+ where does most of the world
population live?

- Let students work individually to
write the description of the pie chart,
using the sentences given in the book
to begin their description

- Walk round and help students.
Post-writing: (10 minutes)

- Give suggestions and corrections.
- Ask students to read their profile.
- Ask some students to read loudly
their description.

- Keep book close.

- Listen to the teacher and
to transfer the table into a
pie chart.

Read the prompts

- Ask the teacher if
necessary

- Work in groups and
answer the questions

Key:

1. 3 parts (introduction,
body and conclusion).
2. language use : + make up
less than ... percent.

+ the most + adj, the second
most + adj.

...

- Work in pairs and
analyze the chart

- Give answer

- then work individually to
write the description of the
pie chart, using the
sentences given in the book
to begin their description.
Listen to the teacher:
- Finish the profile.

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- Correct mistakes and mark. the class.
4. Consolidation:

T summarizes the main points.
V. Homework: (2 minutes)

- Ask students to do part writing of Unit 7 in the student’s work book and prepare

part Language Focus.

Date:

Unit 7: World population

P43_Language focus

I. Objectives:

1. Educational aim: Students can distinguish the clusters /kl/ -/gl/- /kr/ -/gr/
-/kw/ and pronounce the words and dialogue containing
these clusters correctly.

2. Knowledge:

- General knowledge: By the end of this lesson, students will be able to use
conditional sentences (types1, 2 and 3) and conditional
sentences in reported speech appropriately.

- New words: Words related to pronunciation /kl, gl, kr, gr, kw/.
3. Skills: - Pronounce the sounds: /kl, gl, kr, gr, kw /

II. Method: Intergrated, mainly communicative

III. Teaching aids: Student’s book, pictures, hand outs.
IV. Procedure:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

Each Sts stand up and read aloud their written works at home.
Teacher gives feedback and marks.

3. New lesson:

Time/ stages Teacher’s activities Students’ activities
I.

Pronunciati
on:

(10 minutes)

Pronunciation: (10 minutes)

- Ask students to look at their books
then introduce to them.

* Listen and repeat:

- Read loudly then ask students to
repeat.

- Introduce: / kl, gl, kr , gr , kw/
- Correct pronunciation for the students

- Open the books.

- Look at: Listen and
Repeat.

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II.

Grammar:
(34 minutes)

Exercise 1:
(15 minutes)

Exercise 2:
(8 minutes)

Exercise 3:
(11 minutes)

* Practise these sentences:
- Read the sentences loudly
- Ask students to repeat

- Correct pronunciation for students
Grammar: (34 minutes)

- “conditional types 1, 2 and 3”
- write some sentences on the board a
+ If it doesn’t rain, I will come to see
you

+ If it didn’t rain, I would come to see

you

- Ask students to comment on the use of
conditional types in these examples
- Help students to use of them

- Ask some students give some similar
examples

- Introduce exercises to the students
Exercise 1: (15 minutes)

- Ask students to do Exercise 1
- Introduce how to do it

- Let them work in pairs

- Walk round, check and give mark
Exercise 2: (8 minutes)

- Introduce Exercise 2 to students
and explain how to do it.

- Ask students to do it.

- Let them work individually.
- Check, correct mistakes.
Exercise 3: (11 minutes)

- write some conditional sentences in

reported speech on board and ask
students to comment on the changes
of the verbs, pronouns and adverbs
of time and places

-“If I had a permit , I could get a job’
he said

He said that if he had a permit , he
could get a job

- Introduce Exercise 3 to students
and explain how to do it

- Ask students to do it

- Let them work individually
- Walk round and help them

- Check, correct mistakes, give
reasons and mark

- Look at Practise the
sentences

- Listen to the teacher
then repeat in chorus then
individual.

- Listen to the teacher

- write down their
notebook

- give some examples

- Listen to the teacher and
do exercise 1.

- Key:

1, would drive 2,could
3, is 4, will take 5,
closed 6, will come
- Listen to the teacher and
do exercise 2.

- Keys:

1, had been told
2, had realized

3, wouldn’t have been
4, would have bought
5, had studied.

- Listen to the teacher
- Write down

- Take note quickly

-Do the exercise 3
Key:

1, the man said to 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 said to me if it
didn’t rain they would go
out with me

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woman what she would
do if she were a
billionaire

5, the man said to me if I
had asked him he would
have lent me his
motorbike

4. Consolidation:

T summarizes the main points.
V. Homework: (2 minutes)

Ask students to do Part Language Focus and prepare to correct the second test.

*****************************************************************
Date:

Unit 8: Celebrations

P44_Reading

I. Objectives:

1. Educational aim: Students should know more about the celebration of Tet
and other festivals’ activities

2. Knowledge:

- General knowledge: Through this unit, students know the history of tet and
some kinds of celebration.

- New words: Words related to celebration.

3. Skills: Reading for identifying the main idea and specific information.
II. Method: Integrated, mainly communicative.

III. Teaching aids: Real objects, pictures, English textbook 11, hand-outs.
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

Give the correct form of the verbs:

1. If Caroline and Sue (prepare) the salad, Phil (decorate) the house.
2. If you (send) this letter now, she (receive) it tomorrow.

3. If Sue (cut) the onions for the salad, Caroline (peel) the mushrooms.
4. If I (do) this test, I (improve) my English.

5. Jane (hover) the sitting room if Aaron and if somebody Tim (move)
_______the furniture.

3. New lesson:

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Warm-up:
(4 minutes)

I. Before 
you read: (7 
minutes)

II. While 
you read: 
(20 minutes)

Warm-up: (4 minutes)

- Let students to listen to the song
and ask some questions:

a. What is the title of the song?
b. When do people often sing it?

c. What is it about?

-There are many things about Tet that
we want to say. Today, we’ll study a
new lesson Unit 8- Reading

Pre-reading: (7 minutes)

- Ask students to look at the picture
and discuss the three questions in
pairs

- Go around to offer help

- Call on some students to present
their answers and give comments
from other students

- Give feedback

- Let students work in pairs to
tell which of the activities in
the book they enjoy most at
Tet

- Call on some students to
present their answer and other
students comment

-Ask students to read through the

passage and find some new words
+ positive comments

+ candied fruit

+ spread (v): to extend over a place
+ Lunar New Year

- Let students read and copy in their
notebooks.

While-reading: (20 minutes)

You are going to read about the Tet
holiday in Vietnam

- Look at the picture
- Answer the questions
a. Happy New Year

b. To welcome the New
Year/it is often sung on
the last days of the old
year and the at the
beginning of the New
year

c. Feeling about the old
year and the New Year
- Listen to the teacher

look at the picture and
answer the questions
- The answers are various
1, It is spring and it
should be Tet holiday
because we can se the
apricot blossom and a
kumquat tree full of ripe
fruits

2, The people in the
picture may be a family.
the grandmother is giving
her niece and nephew
some lucky money. The
girl, the boy and their
parents may be wishing
their grandparents good
health and happiness
- Work in pair and discuss
these activities they
enjoy most doing in the
Tet

- Read individually

- Listen to the teacher and
write down

- Read in chorus

Teachers
Headmaster
Headmistress
Students
Classmaster
Friends
Close –
friends
Friendship
Subjects
Geography
Chemistry
English
Sports
Frotball
Jogging

Problems at school
Live far

From school

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1. Task 1:

2. Task 2:

3. Task 3:

III. After

you read: 
(12 minutes)

-Make the class read the small talks,
to scan the details and do the tasks

1. Task 1 :

- Ask students to read a passage
about Tet holiday, and then
underline those words which match
with the definitions on the right
column in the task 1

- Firstly, ask students to study
individually then in pairs

- Walks around the class, offer ideas
and comments when students need
help

- Call on some students to explain
their answer in front of the class
- Give suggestions

Task 2:

- Work in pairs, read the small talks
again and answer these questions
- Ask students to work individually

then work in pairs

- Walk round the class and
comments when students need

- Check the answer in front of the
class as a whole

- Give correct answers
Task 3 :

- Ask students to read all questions
to answer the questions in task 3
- Ask students to work with a partner
- Walks around the class to help
students whenever they need

- Give correct answer

(the answer is in the passage)
Post-reading: (12 minutes)

- Let students work in groups to talk about
their last Tet holiday, using the
following main points

- Has students work in groups and
discuss

- Walk around the class, listen to

student’s discussions and offer
suggestions when necessary

- Give comments

- Call on some students to speak and

- Listen to the teacher
- Read the passage and
underline new words
- Try to guess the
meanings of the words
- Listen to their friends’
answers

- Listen to the teacher and
correct

- Keys: 1, trọng đại,
hoành tráng

2, biểu ngữ, băng rôn 3,
táo dầm đờng 4, thuộc về
nông nghiệp 5, cầu
nguyện 6, niềm vui thích,
sự nơ nức

- Read passage again
- Work individually
- Keys:

1, F (it fall between 19th

January and 20th Febuary)

2, F (it’s just for agrarian
people)

3, T

4, F (according to the
passage, lucky number
tends to be given to
children)

5, T
6, T

- Work individually

- Read carefully and give
the answer

- Work in group and
discuss

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give them feedback
4. Consolidation:

T summarizes the main points.

V. Homework: (2 minutes)

- Ask students summarize the passage at home and prepare the next lesson.

*****************************************************************
Date:

Unit 8: Celebrations

P45_Speaking

I. Objectives:

1. Educational aim: Students could talk about the celebrations of Tet and other
festivals’ activities.

2. Knowledge:

- General knowledge: - Through this unit, students can express their opinions
about Tet holiday in Vietnam.

- Language: Ask and answer questions about the Tet holiday in Vietnam.

3. Skills: Fluency in expressing opinion and expressions about celebrations in
Vietnam.

II. Method: Integrated, mainly communicative

III. Teaching aids: Pictures, English textbook 11, hand-outs
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

Some Sts go to the board and write down the new words.
Some read the text aloud and translate.

3. New lesson:

Time/ stages Teacher’s activities Student’s activities
Warm-up:

(6 minutes)

Pre-Warm-up: (6 minutes)

- Ask students close the book
and find words that go with
“traditional” in groups

Today, we will practice speaking
about Tet holiday in Vietnam

Pre-speaking: (5 minutes)

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speaking: (5
minutes)

1. Task 1:

While–
speaking:
(24 minutes)
2. Task 2:

Post-reading: (13
minutes)
3. Task 3:

Task 1:

- Ask students to read the dialogue
and ask them what points are
mentioned in the dialogue

- Ask student to work individually
then work in groups

- call on some pairs to act out the
dialogue

- Give suggestions

While –speaking: (24 minutes)
Task 2:

- Ask students to look at the three
pictures and work out the name of
eachholiday

- Ask students to work individually
then in pairs

- Walk around the class to help
student when necessary

- Check and give suggestions

- Ask student to practice it with a
partner

- Corrects students’ pronunciation if
necessary.

Post-reading: (13 minutes)
Task 3:

- Ask students to read all words in
the task 3

-Give the meaning of some words
when necessary

- Ask students to work individually
then work in pairs

- Walk around the class to help
students when necessary

- Check and give suggestions

- Ask students to practice this
conversation

- Correct their pronunciation when
necessary

- Give comments.

- read individually
and then work in
pairs

- listen to the friend
and give comments

- Listen to the teacher
- Answer:

1, Picture 1: Mid-Autumn
2, Picture 2: thanksgiving
3, Picture3: Valentine’s
Day

-1 c C , 2 a A , 3 b B

- Do task 3

- Compare the answer
with the partners

- Work in groups

- Ask the teacher if
necessary

- Some groups present
their answer in front of
the class

4. Consolidation:

T summarizes the main points.
V. Homework: (2 minutes)

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Date:

Unit 8: Celebrations

P46_Listening

I. Objectives:

1. Educational aim: Students should know more about the New Year
celebration in Japan.

2. Knowledge:

- General knowledge: Students listen for the main idea and comprehension
questions.

- Language:

- New words: Words related to new year.

3. Skills: Listening for gist and for specific information.
II. Method: Integrated, mainly communicative.

III. Teaching aid: Pictures, text book. 
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

Speak freely about the tet holiday they like.
3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Warm-up:

(4 minutes)

I. Before 
you listen: (6
minutes)

Warm-up: (4 minutes)

- Ask the students question :
- What is special about the

New Year holiday in Japan?
- Can you guess what Japanese

do on these days?

- Lead in: we are going to listen
to the talking about how the
New Year celebrated in Japan
Pre-listening: (6 minutes)

- Let students work in pairs to guess
which of the activities the Japanese
often do on their New year’s Day
- Call on some students to give their
answers and write them on the
boards

- Introduce some new words from

- Listen and answer
-listen to the teacher

- Work in pairs and each
pair works in role

- Listen to the
teacher

- Look at the picture
in the book and

guess before

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II. While 
you listen: 
(24 minutes)
1. Task 1:

2. Task 2:

III. After 
you listen: 
(10 minutes)

the listening passage

While-listening: (24 minutes)
Task 1:

- Ask students to listen to
conversations

- Listen to each pair

- Let students listen for three times
- Check the answer in front of the
class as a whole

- Tick in the right column that best
reflect their answer

- Go around and remark
Task 2:

- Ask students to listen again and
answer the questions

- Let students read the questions first
and quickly- work in pairs

- Let students listen again 3 times
and ask them to discuss in groups to
answer the questions

- Listen to each group and remark

After-listening: (10 minutes)

- Have students sit in groups and
compare the following aspects of the
Vietnamese New year with those of
the Japanese one

- Go around and help if necessary

- Call on some students tell the class
again

- Give comments

- Listen carefully
- Work individually
- Give corrects

- Listen to the dialogues
and then work in groups
and give their answers
- keys :

1, Because they want to
get rid of the old year and
welcome the new year
2, From TV or the radio
3, Kimonos or special
dress

4, No, New year is mostly
celebrates among family
only

- work in group and
discuss

- each group

presents their
answers

4. Consolidation:

T summarizes the main points.
V. Homework: (2 minutes)

- Ask students to do exercise in workbook.
- Prepare the next lesson.

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Unit 8: Celebrations

P47_Writing

I. Objectives:

1. Educational aim: Students know how to describing a celebration.
2. Knowledge:

- General knowledge: Students can write a passage describing a celebration.
- Language:

-New words: Words related to celebration.
3. Skills: Describing a celebration.

II. Method: Intergraded, mainly communicative.
III. Teaching aids: Some models, hand outs ,pictures.
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

Sts work in groups of 4 and give the differences betwwen Vietnamese
New year with those of the Japanese one.

3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Warm-up:

(4 minutes)

Pre-writing:
(10 minutes)

Warm-up: (4 minutes)
- Ask some questions:

1. Have you ever taken part in one of
the popular celebrations in Vietnam?
2. What Do you know about it?
Lead in: To know more about the
popular celebration we will learn the
new lesson: Writing

Pre-writing: (10 minutes)

- Let students read the passage of the

- Explain some new words if they do
not know

- Let students work in pairs and
write an outline for their description
using the main points set in the task
- Go around to help students to
answer the task

- Check the answers with the whole
class

- Observe and work in
pairs to answer

- Answer the question

- Listen and do the task
- suggested

answers :

- the description
includes 6 main
points:

+ name of the festival
+ purpose

+ time

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While-writing: (20
minutes)

Post-writing: (10
minutes)

While-writing: (20 minutes)

_ Ask students to gather and
organizing ideas for their paragraph
- Let students write their paragraph for
10 minutes

- Ask students to exchange their
paragraph with a partner

- Go around helping and collecting
typical errors

Post-writing: (10 minutes)

- Let students write on the board or
in the papers

- Go around and remark

- Ask 2 or 3 students who may be
good at English to write on the board
– Give general comments and
remark

people do in the festival
+ foods eaten

+ people’s feeling about
the festival.

- Listen to the teacher
- Write their paragraph
down

- Compare with the
partners

- Some students read aloud
the form of someone
- Listen and check
themselves

- One student of one
group reads aloud the
paragraph

- Discuss and correct
mistakes themselves

4. Consolidation:

T summarizes the main points.
V. Homework: (2 minutes)

- Describing a celebration they have seen and prepare the next lesson.

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Unit 8: Celebrations

P48_Language focus

I. Objectives:

1. Educational aim: Students know how to distinguish the clusters /fl/ and /fr/
and/ θr/ in a word or a sentences.

2. Knowledge:

- General knowledge: Students can Use pronouns: one(s), someone, no one,
anyone, everyone appropriately.

- Language:

- New words: Words related to holiday and celebrations.
3. Skills:

- Pronunciation: fl/ - /fr/ and/ θr/

- Grammar: - pronouns: one(s), someone, no one ,anyone, everyone.
-Vocabulary about holidays and celebrations.

II. Method: Integrated, mainly communicative.

III. Teaching aids: Textbook

IV. Procedures:
1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

Speak freely about a celebration they have seen.
3. New lesson:

Time/ stages Teacher’s activities Students’ activities
I.

Pronunciation
: (10 minutes)

I. Pronunciation: (10 minutes) 
Model the two sounds /fr/ /fl/
-/θr/ for a few time

- Pronounce the sounds and ask
students to repeat

- Ask students to practice
pronouncing the sounds in chorus
and individually

- Give feedback

+ Practice these sentences:

- Read all the sentences and ask
students to underline the words with
the sounds and write /fl/ /θr/ /fr/
-under them

- Ask students to practice the
sentences in pair.

- Go around and help

- Listen to the teacher
- Read aloud in chorus

first, then read

individually

- Underline the words
with the sounds and
write /fr/ -/fl/ - / θr/

- Work in pair

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II. Grammar:
(34 minutes)
1. Exercise 1:

2. Exercise 2:

3. Exercise 3:

- Let students read the sentences and
work in groups

- Listen and remark each group
II. Grammar: (34 minutes) 
Exercise 1:

- Ask students to comment on the
use of: one(s), someone, no one,
anyone, everyone using the
sentences on the board

- Ask students to read it quickly
- Explain the use of them

+ someone = somebody: used with a
singular verb in an affirmative
statements or a question when
speaker expects the “yes” answer
+ no one: takes a singular affirmative
verb ...

- Let students do excerise1
individually and then compare their
answers with another students.

- Go around and help.

- Check the answer the class as a
whole.

Exercise 2:

- Ask students read the sentences
through

- Explain new words if any

- Call on some students to go to the
board and write the answers

- Give a feedback

Exercise 3:

- Ask students how to do this
exercise

- Let students work in pair to finish
the exercise and compare with the
person sitting next to them

- Listen to students and help them to
do it

reading

- Listen to the teacher and
comment

- Listen and copy
- Take note quickly

- Do the task 1
-Work individually

-Compare with the
partners

- Answer:

1. anyone, 2. someone, 3.
anyone, 4. someone, 5. no
one, 6. everyone, 7. no
one.

- Listen to the teacher and
do exercise 2

- Keys:

1, of he three bags, I like
the blue one

2, Mai is making a fruit
cake, Huong is making

one, too

3, I like reading books,
especially the ones about
the natural world

4, I don’t have a
computer, and my father
doesn’t want me to have
one ...
- Do the exercise 3

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- Call on some students to give the
answer and give feedback

- Keys: 1, traditional 2, grand 3,
gifts 4, celebrating 5, polite 6, good
luck 7, excitement

mistakes

4. Consolidation:

T summarizes the main points.
V. Homework: (2 minutes)

- Let them do exercises in Workbook
- Prepare the next lesson

Date:

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1. Educational aim: Review all grammar that Sts’ve learnt from U1 - U8.
2. Knowledge:

By the end of the lesson, Ss will able to:

- know how to use infinitive (base form or full form)
- know how to use gerund.

- distinguish gerund and present participle
- use perfect gerund and perfect participle.
3. Skills:

Practise doing exercises.

II. Method: Integrated, mainly communicative.
III. Teaching aids: Textbook

IV. Procedures:
1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

Choose the best answer in A, B, C or D:

1. After … for 3 hours we stopped … other … with us.

A. to walk - to let - to catch up B. to walk - letting - catching up

C. walking - to let - catch up D. walking - letting - catching up
2. I can’t help … . I caught a cold yesterday from … in a draught.
A. sneezing - to sit B. to sneeze – sitting
C. sneezing - sitting D. to sneeze - to sit
3. He surprised us all by … away without … “Good bye”.
A. going - to say B. to go - to say
C. going - saying D. to go - saying
4. Do stop … .I’m trying … a letter.

A. to talk - to finish B. talking – finishing
C. to talk - finishing D. talking - to finish
5. If you go on … your dog … cars, he’ll end by … run over.
A. letting- to chase- being B. letting- chase- being
C. to let- to chase- being D. letting- to chase- to be
Keys: 1. C, 2. C, 3. C, 4. D, 5. B.

3. New lesson:

Time/ stages Teacher’s activities Students’ activities

I. Warm up: Giving the forms of verbs:

- T gives out some verbs.
- Ask Ss to give the forms of

verbs follow them.

- Compare with your partner.

- try + to V & try + V-ing

- seem + to V

- like + V-ing
- enjoy + V-ing
- promise + to V
………..

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Presentation:
1. To infinitive:

2. Infinitive

without to:
(bare infinitive)

3. Gerund:

- T writes some sentences on the
board and underlines “to-infinitive”.
+ I have letters to write.

+ Does he get anything to eat?
+ There’s plenty to do

- T asks Ss to comment on the use of
to-infinitives in these examples.
- T reviews the form and use of
to-infinitives.

2. Infinitive without to: (bare

infinitive)

a. Động từ dùng sau các động từ hình 
thái (can, could ,may ,might, will, 
would, shall, should….)

eg: She can sing very beautifully.
 She may be late.

b. Make and let.

c. động từ có cấu trúc động từ +bổ 
ngữ+động từ nguyên mẫu không to‘’ ”
Eg: The cold weather made me feel 
depressed.

They made me do it.
d. Động từ nguyên mẫu không

to cịng ®

‘’ ’’ ợc dùng trong câu mệnh 
lệnh ở dạng khẳng định.

Eg: Go to the blackboard!
Stay at home!

Smile!

e. We can use a noun or pronoun

object+ bare infinitive after verbs of
perceptions such as feel, hear, watch, 
see, notice, observe, perceive, smell

3. Gerund:

- Ask Ss to give some verbs
/verbal phrases followed by the
Gerund.

Checking:

In the examples above the
infinitives are used to
replace relative clauses.
2. The infinitive can be
placed after nouns/

pronouns to show how they
can be used or what is to be
done with them.

+ I have letters to write = I
have letters that I must
write

+ Does he get anything to
eat?

= Does he get anything

that he can eat?

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- Ask Ss to give form and usage
of these verbs

Form: Verb +V +ing = gerund 
Usage: To add information to what is 
expressed in certain verbs

enjoy /miss /risk /appreciate
/avoid /detest /dislike /It’s
no use /can’t help /

postpone / mind /be
worth /mention /keep
/count on /give up …
III. Practice: Choose the best answer in A, B, C or

D:

1. I suggest … the hospitals before …
the police … for him.

A. telephoning- asking- phoning
B. to telephone- asking- looking
C. to telephone- to ask- to look
D. telephoning- asking- to look
2. By … enormous wages he is
persuading men … their present job
and … for him.

A. offering- to leave- work
B. offering- to leave- working
C. to offer- to leave- working
D. offering- leaving- to work

3. At first, I enjoyed … to him but
after a while I got tired of … the same
story again and again.

A. to listen- hearing
B. to listen- to hear

C. listening- hearing
D. listening- to hear

4. … on this beach is much more
pleasant than … in the office.

A. to lie- sitting B. lying- sitting
C. to lie- to sit D. lying- to sit
5. She has gone … in a neighbouring
town.

A. shopping B. to shop
C. to shopping D. for shopping

- Sts do the exercises in
pairs.

- Then compare the
answers with their friends.
- Expected answer:

1. D
2. A
3. C
4. B
5. A

4. Consolidation:

T summarizes the main points.
V. Homework: (2 minutes)

- Let them do exercises in Workbook.
- Prepare the next lesson.

Date:

P50_Revision (2)

I. Objectives:

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By the end of the lesson, Ss will able to:
- revise about reported speech.
- use it with infinitive or gerund.

- distinguish types of conditional sentences.
- use them correctly.

3. Skills:

Practise doing exercises.

II. Method: Integrated, mainly communicative.
III. Teaching aids: Textbook

IV. Procedures:
1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

Choose the best answer in A, B, C or D:
1. If I … time, I’ll help you.

a. have b. had c. had had d. will have
2. If you are right, I … wrong.

a. am b. will be c. would be d. would have been
3. If I … you, I … do that.

a. am/ will b. were/ will c. were/ would d. had been/ would
4. If I was offered the job, I think I … it.

a. take b. will take c. would take d. would have been
5. If I had known you were in hospital, I … to see you.

a. will go b. would go c. went d. would have gone

6. If I …, I would have said hello.

a. had seen b. saw c. see d. would see
Key: 1a, 2a, 3c, 4c, 5d, 6a

3. New lesson:

Time/Stages Teacher’s activites Students’ activities

I. Warmer: What type of sentences

- Give out some sentences.
- Ask Ss to give out the type of

sentences.
Sentences:

1. “I’m a teacher”

2. He said he was a teacher.
3. They told me to work hard.
4. She insisted on seeing me.

Pair work

- Study carefully the

sentences and

answer:

They’re direct speech and
indirect speech.

II. Presentation

1. Reported

speech with

1. Reported speech with infinitive:
- Ask 2 Ss (A &B) to come to

the board. T says to A: “Close

Role play:

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infinitive:

2. Reported

speech with
gerund:

the window, please” and to B:
“Sing a short song”. After A &
B performed the actions, T
asks the whole class: Why did
A close the window? Why did
B sing a song?

- Write the model sentences on
the board:

“Close the window, please” the 
teacher said to A

=> The teacher asked A to close the 
window.

- Then continue

“Sing a short song”. The teacher said 
to B.

=> The teacher told B to sing a short 
song.

- Ask Ss to look at the examples
to elicit the structures.

2. Reported speech with gerund:
- Give some examples:
1. A: It’s so hot today.

B: Let’s go to Thuan An beach.
He suggested going to Thuan An
beach.

2. “I’m sorry. I’m late”

She apologized for being late.
3. A: Thank you. It was nice to help
me.

B: My pleasure.

She thanked him for helping her.
Questions:

1.Are the sentences above direct or
indirect speech?

2.What is the structure?

3.Do you know any other verb of
reporting followed by a gerund?

T: “Sing a short song,
please!” (says to B).

S + told + O + to V
asked

promised
advised
encouraged
warned
wanted
reminded

invited
………

Expected answer : 
Structures:
a. V + V-ing

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- Run through the meaning of
the verbs / phrasal verbs given.
- Ask Ss to make some more

examples with the structures
given

object to, dream of, think of
…

c. V + O + prep + V-ing
accuse … of, blame … for,
congratulate … on, criticize
… for, warn … about /
against, praise … for, thank
… for, prevent … from
Usage: in reported speech.
III. Practice: Change these sentences into

reported speech:

1). "I'm sorry I have to leave so early", 
he said.

 He ………

2). "Don't forget to return the book to 
the library", he said.

 He ………

3). John said, "You'd better not lend 
them any money, Daisy."

 John ………

4). "Please don't tell anybody what 
happened.” Ann said to me.

 Ann ………

5). "Why don't we visit the National 
Gallery?"

 She ………

6). "Stay in bed for a few days", the 
doctor said to me.

 The doctor ………

7). "You mustn't go out at night", our 
parents said.

 Our parents ………

Answer:

1. He apologised for
leaving so early.

2. He reminded me to
return the book to the
library.

3. John advised Daisy not
to lend them any money.
4. Ann begged me not to
tell anybody what
happened.

5. She suggested visiting
the National Gallery.

6. The doctor advised me to
stay in bed for a few days.
7. Our parents asked us not
to go out at night.

4. Consolidation:

T summarizes the main points.
V. Homework: (2 minutes)

- Let them do exercises in Workbook.
- Prepare the next lesson.

Date:

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1. Educational aim: - According to the TEST students can revise all the
language skills and grammatical points which they have studied and used in the
first term from U1 to U8.

2. Knowledge: After this lesson, students will be able to:

- Language: Students can improve their techniques of doing the simple tests.
3. Skill: After this lesson, students will be able to:

- Improve their knowledge through the test.
II. Method: Integrated, mainly communicative
III. Teaching aids: Written test.

IV. Procedures:
1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson: None
3. New lesson:

_ T gives written test.
_ Sts do the test in 45 mins.
4. Consolidation:

T summarizes the main points.
V. Homework: (1 minute)

- Ask students to prepare for the next lesson.

Date:

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After this correction students will be clearer about the test they have just
done. And have to know how to try their best for the next test.

II. Method: Integrated, mainly communicative

III. Teaching aids: board, the test paper, key for the test.
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson: None
3. New lesson:

Time/ stages Teacher’s activities Students’ activities
Warm-up:

(5 minutes)

Lead-in:

Warm-up: (5 minutes)
- Greeting

- Ask students some questions on the
previous test.

- Tell the aim of the period: correct
the test.

I. Choose the word which has the
underlined part pronounced
differently from the others (5 
minutes):

- Gets student to read each word
carefully.

- Call some students to read out their
answers, and the others give remarks
if it is correct or not.

- Finally read the keys out aloud.
II. Choose the best answer (15 
minutes):

- Call some students to write their
answers on the board, and the others
give remarks if it is correct or not.
- Finally read the keys out aloud.
- Asks them to review some

structures:

+ conditional sentences.

+ To infinitive and gerund follow
some verbs and structures: can’t
stand + V-ing, would like + to-V,
decide + to-V, …

- Greeting

- Listen and understand
the task

- Get ready for the lesson

- Look at their paper.
- Compare the results with
the others.

- Get the correct answers
from the keys.

- Look at the writing
again and compare it with
the others.

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III. Choose the word or phrase A,
B, C, D that best fits the blank
space in the following passage.

Tet holiday

- Asks St to read the passage again
very carefully.

- Guide them try to guest the
meaning of some words that they
don’t know, or which part of speech
fits the blanks.

IV. Rewrite the following

sentences:

- Asks some good Sts go to the
board and write down their
sentences. The others compare with
their friends.

- T review the structures if
necessary.

V. Give the correct verb forms:
- Asks St to review the usage of
conditional sentences and
infinitive(s) and gerund with
reported speech.

- Look through the

passage again.

- Listen to the teacher’s
suggestions and try to
redo the exercise.

- All the class compare
the answers with some
good Sts and try to find
out why they made
mistakes.

4. Consolidation:

T summarizes the main points.
V. Homework: (5 minutes)

- Prepare the next lesson for the second term.

The second term of grade 11

Date:

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I. Objectives:

1. Educational aim: Students can read and know about Post Office and the
different services and make questions and answer them well.

2. Knowledge:

- General knowledge: By the end of the students will be able to know about the

services.

- Language:

- New words: Words to the post office.

3. Skills: Reading for identifying the main idea and specific information.
II. Method: Integrated, mainly communicative.

III. Teaching aids: Some photos of famous post office and some information
about them.

IV. Procedures:
1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

During the new lesson’s process.
3. New lesson:

Time/ Stages Teacher’s activities Students’ activities
I. Warm-up:

(4 minutes)

II. 
Pre-reading: (7 
minutes)

III.

While-Warm-up: (4 minutes)
- Asks some questions:

1. How far is it from your home to the
nearest post office?

2. Have you ever been there?

3. How often do you go to the post
office?

4. What services do you think the post
office offer?

- Recheck and introduce the new
lesson:

Pre-reading: (7 minutes)

- Ask students to look at the pictures
in the book.

- Let students work in pairs to
answer the questions.

- Let each student stand and speak
their opinions

- Go around and help them if
necessary.

While-reading: (20 minutes)

- Listen and try to answer
the questions:

1, 2 kilometers.
2, Yes, I have.
...

- Listen to the teacher and
then discuss in their
groups.

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reading: (20 
minutes)
1. Task 1:

2. Task 2:

3. Task 3:

IV. 
Post-reading: (10 
minutes)

Task 1:

- Let students open the book and
read silently while teacher reads
aloud and correctly.

- Ask students to read themselves
and write down some information.
- Let students work in pairs to do the
task 1.

Task 2:

- Let students read all sentences and
explain some new words if
necessary.

- Ask students to read again and stop
at the lines that contains these words
to guess the meaning.

- Let students do the task
individually.

- Call on some students to answer
and explain their answers.

- Listen and correct if needed.

Task 3:

- Let students work in pairs.

- Read the passage again and guess
where in the passage they can find
information, using their knowledge
of the passage.

- Ask students to do the task
individually and then check their
answers with a friend.

- Call on some students to give and
explain their answers.

- Give corrective feedback.

Post-reading: (10 minutes)

- Ask students to close their books
and practise discussing the questions
- Let students give opinions

- Go around to check ,help and take
note of students typical errors

- Call on some students to talk and

- Read quickly and give
some sentences in the text
which are in A.

- Predict the meaning of
words.

- Work in pairs.

- Keys : 1c ,2b .3d .4c.
- Work individually and
answer the questions.
- Key:

1, advanced technology
and a spacious and
pleasant front office
(lines1-2-paragraph1).
2, Mail and parcel service,
express money transfer,
phone calls and faxes,
press distribution.

3, air mail, surface mail,
and EMS mail.

4, For someone to receive
a phone call.

5, subscribe.

- Read quickly and find
information to compare

with their partners.

- Work in pairs, then one
reads the sentence and the
other corrects it.

- Keys :

1, Open daily 7-9 p .m
2, competitive rate for
parcels of under 15 kg
3. EMS mail will be
delivered in the shortest
time possible

4, the money will be sent
to your relatives in less
than 24 hours

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give feedback.
4. Consolidation:

T summarizes the main points.
V. Homework: (4 minutes)

- Reread the passage and summary the main point (about 75 words)
- Prepare the next lesson.

*****************************************************************
Date:

Unit 9: The post office

P54_Speaking

I. Objectives:

1. Educational aim: Students should know how to ask and answer about the
different postal and telecommunication services.

2. Knowledge:

- General knowledge: Ask and answer about postal and telecommunication
services ;making requests.

- Language:

-New words: Words to speak about postal and telecommunication services
3. Skills: expressing opinions.

II. Method: Integrated, mainly communicative.

III. Teaching aids: Photos of some famous postal and telecommunication,
textbook , ...

IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

Some Sts go to the board and summarize the main point of the text of the
previous lesson.

3. New lesson:

Time/ Stages Teacher’s activities Students’ activities
I. Warm-up:

(3 minutes)

Warm-up: (3 minutes)

- Ask students to close the book and
discuss these questions:

1, Have you ever heard someone
make a request in English? What did
they say?

2, Have you ever heard someone

- Close the books

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II. 
Pre-speaking: (8 
minutes)
Task1:

III. 
While-speaking: (20
minutes)
Task 2:

IV. 
Post-speaking: (10 
minutes)
Task 3:

make a request in Vietnamese? What
did they say?

3, Did you observe any differences
in the way requests are made in
English and Vietnamese?

Pre-speaking: (8 minutes)
Task1:

- Ask students to look the pictures in
the task 1 and do the task1.

- Go around and listen to them.
While-speaking: (20 minutes)
Task 2:

- Let students open the books and
look at the task2

- Explain the task and new words
- Ask students to work in pair and
write the dialogue together based on
the information given in the task
- Let students act out the dialogue
together firstly in close pairs and
then in open pairs

- Listen and correct

Post-speaking: (10 minutes)
Task 3:

- Ask students to talk again

- Ask one group to do the task as a
model

- Go around listening to some groups
and help them if needed

- Ask some pairs to stand in front of
the class and practise speaking

- Listen to each group and correct or
give mark if they do it well.

- Read these words and
work in groups.

- Work in groups with
some cues given below.
- Other groups go on
practicing speaking.
- Practice interviewing as
a dialogue

- Others listen and write
down some information
they get

- keys:

A: Good morning, sir.
May I help you?

B: Yes, I would like to
have a telephone line
installed at home please?
A: Certainly, sir. Where
do you live?

...
- Work and discuss in
groups and one of this
group asks and one of
other answer.

- Work in pairs and
practise speaking.

4. Consolidation:

T summarizes the main points.
V. Homework: (4 minutes)

- Let students to do exercises in workbook.
- Ask students to prepare the next lesson.
Date:

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1. Educational aim: Students should know how to ask and say about the
development of Vietnam’s telephone system over the past
few years

2. Knowledge:

- General knowledge: Students know about some information about the
development of Vietnam’s telephone system

- Language:

- New words: Words related to Vietnam’s telephone system
3. Skills: Listening for general or specific information
II. Method: Integrated, mainly communicative

III. Teaching aids: Some pictures of Vietnam’s telephone system or some real
information about them.

IV. Procedures:
1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

Ask some Sts to give some real information about Vietnam’s telephone
system.

3. New lesson:

Time/ Stages Teacher’s activities Students’ activities
I. Warm-up:

(4 minutes)

II. 
Pre-listening: (8 
minutes)

III. 
While-listening: (20 
minutes)

Warm-up: (4 minutes)

- Give some photos and ask some
questions:

1. Which is the quickest , a phone
call, a fax , an e-mail or a letter?

-Ask students go to board and
matching some pictures with the
name of telephone...

Pre-listening: (8 minutes)

- Let students open the books and
ask and answer the questions

-“ Do you think more and more
people are using cell phone in
Vietnam nowadays? Why?

- Let students read some words
they’ll listen then

- Listen and check

While-listening: (20 minutes)
Task 1:

- Let students read some sentences

- Observe the pictures and
give some information
about them:

1, a phone call

- Work in pairs and match

the name of each picture
-Listen and answer the
question

Because it become cheaper
and come in a wider variety
of colors and styles

- Read in chorus

- Some students read
themselves:

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Task 1:

Task 2:

IV. 
Post-reading: (10 
minutes)

given and explain some new words if
necessary

- Read or let students listen first
- Let students listen the second time
- Check their listening

- Observe the class and listen to each
group’s feedbacks

- Give more information if students
wonder or not clear

_ Keys:

1, b (Vietnam ranks the second)
2, D (It is among the 30 countries in
the world)

3, C (in 1996, Vietnam began
upgrading its fixed telephone)

4, D (at present, 93% of communes
across Vietnam telephone networks)
5, C (the change of the international
telephone system)

Task 2:

- Before listening, let students read
quickly some sentences they’ll listen
and guess some answers that will be
in the conversation

- Let students listen the first time:
Who can guess some words?

- Let students listen the second time
- Let student listen the last time and

let them work in groups to speak out
- Listen and correct their listening

Post-reading: (10 minutes)

- Ask students to summarise the
main ideas of the listening passage
using the following points

- go around and help students

- Listen to each group and correct
mistakes if they’ve done

sentences given before
listening

- Listen the first time
- No, we haven’t

- Listen the second time
and begin doing the task
- Listen the third time and
choose the best answer

- Each group asks and
explains why they choose
by some information
they’ve listened.

- Work in groups and
answer the questions

- Keys :

1, China has the best
growth in telephone
numbers

2, in the early 1990s,
there were only 140,000
telephones in Vietnam
3, in the 1996, the fixed
telephone numbers were
changed from 6 to 7 digits
in Hanoi and ho Chi
Minh city as well as 5 to 6
digits in other provinces.
- Work in groups and
each group talk about the
main ideas of the
development in Vietnam’s
telecommunication.

- Write in groups and ask
someone to speak out
their writing.

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and give some questions.
4. Consolidation:

T summarizes the main points.
V. Homework: (4 minutes)

- Ask students to write a short passage about football player they like.

Date

Unit 9 The post office

Period 56- Writting

I. Objectives:

Educational aim : Students should know how to write a letter to express
satisfaction or dissatisfaction.

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- General knowledge: Students learn to write a formal letter to express their
evaluation of a service.

- Language: Words used in writing about the topic.
3.

Skills : Writing a letter to express satisfaction or dissatisfaction.
II. Method: Integrated, mainly communicative.

III. Teaching aids: Some cues, textbook ….
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

11A1
11A2
11A3
11C

2. Check old lesson:
S1 writes vocabulary
S2 does task 2 again
3. New lesson:

Stages/ time Teacher’s activities Students’ activities

Warm-up
(4 minutes)

II. I. Pre

writing
(8 minutes)

II.While
writing: 
(18 minutes)

Warm-up: (4 minutes)

- Ask students to close the books

- Give the papers with some different
announcements and match with the correct
titles

-then introduce the topic of the lesson,
Pre-writing: (8 minutes)

Task1

- Ask students to open their books

- Get students to read task1 silently and
answer the questions that follow

-Ask students to talk about things that they
like and don’t like about the services at
Thanh Ba post office or a post office they
know

-Then check the answers with the whole
class

While-writing: (18 minutes)
Task 2

- Let students read quickly taks 2
- Explain some new words if necessary:

- Ask some other groups to write a letter
using some cues below

-Introduce the structure of the letter they
are going to write

1,Opening : Introduce who you are ; say

- Work in pairs and
matching

- Some students do
matching on the board

-Listen to the teacher and
read the task1 and talk
about the things they like
and dislike about a post
office they know

- Listen to the teacher
- Read silently

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III.Postwriting:
(13 minutes)

the purpose of your letter

2,first paragraph : say about what you like
about the service

3, Second paragraph : say about what
you don’t like about the service ; make
suggestions if possible

4,Closure : thank the recipient for their
time and attention ;good bye

-Go around and help if necessary
Post-writing: (13 minutes)

- Ask students to read another’s
letter

-Call on some students to read loudly
their writing

-Give feedback and correct typical
errors

quickly

-Work individually

- Practise writing in
groups

- Each member of groups
reads aloud his/ her
writing

- Other group appreciate
and correct mistakes each
other

4. Consolidation:

T summarises the mains points
5. Homework

- Write a letter about something they like
-Prepare the next lesson

Date

Unit 9:

The post office

Period 57: Language focus

I. Objectives:

1. Educational aim: Students should pronunciate /sp/ -/st/and /sk/ correctly and
differ the use of “relative clauses’’.

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- General knowledge: Students should use defining relative clauses and
non-defining relatives clauses.

- Language:

3. Skill: fluency in pronunciating /sp/ -/st/and /sk/ and use of “relative clauses.
II. Method: Integrated, mainly communicative.

III.Teaching aids: Some words related to /st/-/sp/ and /sk/. 
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:

- Call one or two sts to come to the board and ask them how to write a
narrative; tenses of verb, connectors…

- Check up and give the feedback.
3. New lesson:

Stages/ time Teacher’s activities Students’ activities

I.

Pronunciation
: (15 minutes)

II. Grammar:
(20 minutes)

I. Pronunciation: (15 minutes)
- Close the books!

a. Introduce two syllables /st/ -/sp/and /sk/
- Let students practise pronunciating these

words:

Speak speech ,stop, best ,text ,ask ,disk,
dusk, skill ,school...

- Listen and correct the syllables
students read

Practise these sentences

b. Let students read aloud the words given
and try to pronunciate syllable /sp/
-/st/or /sk/ correctly

- Listen and check for pronunciation
- Ask students to listen and read after
these sentences

II. Grammar: (20 minutes)

-Write on the board some examples
containing both defining and non-defining
relative clauses

-Ask students to explain the differences
among them –

- Listen and repeat
following the teacher

- Work in pairs and read
aloud these words then
choose which words have
sound /sp/ and which have
sound /sk/-/st/

- Read in silent first

- Some of each groups read
aloud

- Read after teacher and
work in groups to find the
syllable st/ -/sp/or /sk/ in
the word in these sentences:
- Read silently and give the
opinion

-Listen and discuss

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Exercise 1

- Ask students to do exercise themselves
then discuss in groups

-Introduce how to do it
-let them work in pairs

-Walk around and check and give mark
-Key:

1, a burglar is someone who breaks into
the house to steal things

2,a customer is someone who buys
something from to steal

3, a shop-lifter is someone who steals
from a shop

4, a coward is someone who is not brave
5, a tenant is someone who pays rent to
live in a house or flat

Exercise 2

-ask students to read the exercise 2

-Get students to review when to use
whom(when the noun to be modified is the
object of the main verb in the relative
clause), who ,whose

- Then do the exercise2

-Call on some students go to board and
write down their answers

- Listen and remark
Exercise 3

- Let students read the exercise3 and
do it individually

- Get students to distinguish the
difference between “that” and
‘which”

- Let students write the sentences
with a peer

- Check with the whole class

- Some students give some
examples

- Do the exercise
themselves

- Each student of each
group gives correct answers

--Work in groups and give
the correct answers

-Do the exercise 2
individually

-Keys: 1, who ,2 whose ,3,
whom/who, 4 whose,
5, whom/ who

-Do the exercise3 and then
compare with the partners’
answer

- Listen and write down
-Keys :

1,the man who answered
the pone told me you were
away

2,the waitress who served
us was very impolite and
impatient

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Exercise 4

-Ask students to read the exercise 4 and
do it individually

-Get students complete other sentences in
the same way

-call on some students to write their
answers on the blackboard

-Give feedback from the class

-listen and do the exercise 4
-compare with the partner

-Listen and copy
4. Consolidation

T summarizes the mains points
5. Homework: (5 minutes)

- Ask students to revise the use relative clauses
- Practise doing exercise in the Workbook

Date Period 58

Test yourself C

I. Objectives:

1. Educational aim: - According to the TEST students can revise all the
language skills and grammatical points which they have studied and used
in the three units: 7, 8 and 9.

- Students can improve their techniques of doing the simple tests.
 2. Knowledge: After this lesson, students will be able to:

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- Improve their knowledge through the test yourself

- Language: Students can improve their techniques of doing the simple tests
 3. Skill: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing
- Improve their knowledge through the test yourself

II. Method: Integrated, mainly communicative

III. Teaching aids: Textbook, board, hand-outs, cassette tape and player.
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

11 A1
11A2
11A3
11C

2. Check old lesson:
None

3. New lesson:

Stages/ time Teacher’s activities Students’ activities

Warm-up: 
(5 minutes)

Test yourself
I. Listening
(2.5 points)
(10 minutes)

II. Reading
 (2.5 points)

(10
minutes)

Warm-up: (5 minutes)
- Greeting

- Ask students something about the test
yourself C

* Have you prepared it at home?
* Have you got any difficulties?
Test yourself

I. Listening(2.5 points) (10 minutes)
- Ask students to read all the sentences
first

- Ask students to listen to the tape once.
- Ask students to listen again and speak out
the statements are true or false .

- Ask students to listen in the third time,
the work in groups to compare and discuss
the answers with each others to find the
correct answers.

II. Reading (2.5 points) (10 minutes)
- Present the task:

- Ask pupils to work in groups to compare
the answers they have already done to find
the correct ones.

- Greeting

- Answer teacher’s
questions

- Look at the book and
listen to the task

- understand the task
- Read the questions
- Listen to the tape

- Listen again and say the
statements are true or false.
- Listen and discuss in
groups to find the correct
answers:

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III.

Grammar
(2.5 points)
 (8 minutes)

IV. Writing
 (7 minutes)

- Give the correct answers to the class:
- Keys:

1. They gather before midnight and
select 12 grapes from a large bunch.
2. Because the 12 grapes are symbols

of the 12 months of the year.
3. In Iran.

4. It lasts for 13 days.

They read from the Koran, then all

embrace each other and say, “May you live
100 years

III. Grammar(2.5 points) (8 minutes)
- Present the task:

a/ Ask students to listen and put a tick in

the right box.

- Keys: 1. glean, 2. fry, 3. thrive,
4. overthrow.

b/ Join the sentences, using who or which
1. Earth is a planet which can support

life.

2. The book is about a girl who runs
away from home.

3. A dictionary is a book which gives
you the meaning of words.

c. 1.b, 2.c, 3.a.

IV. Writing (7 minutes)
- Present the task:

- Call the students to read the suggested
sentences in front of the class.

- Check their writings and help them
correct the mistakes if they’ve
made.

- Work in groups to discuss
about the passage

- Finish the task

- Compare their results with
the other groups, and then
with the keys

- Write the answers on the
board

- Listen to the teacher and
correct the answers

- Listen to the teacher
- Work in groups

- Compare the results with
the other groups

- Show the answers in front
of the class.

- Observe the keys and
correct their answers.

- Students work in groups
and practise writing.

- Two students go to the
board and write.

- Give the writings by
reading aloud.

- Read the writing
carefully.

- In groups or in pairs.
- Compare the results with
the other groups

- Correct mistakes
4. Consolidation

T summarizes the mains points
5. Homework (5 minutes)

- Ask students:

+ to study all the lessons again

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Date:

Unit 10 : Nature in danger

Period 59: Reading

I. Objectives:

1. Educational aim: Students should know how to talk about nature in danger
2. Knowledge:

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- Language: students could know about environmental destruction and
conservation

- New words: Words related to nature in danger

3. Skills: Guessing meaning in context, scanning for specific information and
passage comprehension

II. Method: Integrated, mainly communicative

III. Teaching aids: Student’s book and pictures showing some picture about
some cites in the world, etc.

IV. Procedure:
1. Organization:

Class Teaching date Attendances Absentees

11A1
11A2
11A3
11C

2. Check old lesson:

Call one or two sts to come to the board and ask them to write down the
form of the simple present tense and the simple past tense.

3. New lesson:

Notes Teacher’s activities Students’ activities

Warm-up: 
(5 minutes)

Before
 you read :
(7 minutes)

Warm-up: (5 minutes)

- Ask students to look at the pictures and
answer the questions :

1, What animals can you see in these
pictures?

2, where do these animal often live?

3,What would happen if their habitats were
destroyed?

- Let students understand more about
nature in danger, today we learn Unit
10-part A: Reading

Before you read : (7 minutes)

- Ask students to look at the pictures and

match the names of the pictures in their
books to work in pairs

- Ask and answer questions about
endangered species

- Open the book
- Listen to the teacher
- Give the answers

1. a tiger ,an elephant , a
bear , a lion

2, they often live in the
forests ,zoos or National
parks

3. if their habitats were
destroyed ,animal s would
die, the environment would
be polluted. Nature would be
in danger

- Listen to the teacher and
open the book – Unit 10, part
A: reading

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While you
read : 
(23 minutes)

Task 1 : 
(3 minutes)

Task2: 
(4 minutes)

Task 3: 
(6 minutes)

- Listen to students and correct
pronunciation and grammar if necessary
While you read : (23 minutes)

- Ask students to look through the
passage and read in silence

- Help students read the passage

- Explain pronunciation and meaning of
new words which appear in the passage
Task 1 : (3 minutes)

- Ask students to fill each blank with a
suitable word

- Let students work individual or in

groups

- Help students if necessary
Keys:

1extinct; 2protect; 3decrease;
4lpollutants ;5endangered 6,
interferences

Task2: (4 minutes)

-Ask students read the passage again and
decide the best sums up each paragraph
-Go around and help if necessary
-call on some students to answer
-Give feedback

Task 3: (6 minutes)

- Ask students to answer the following
questions

- Ask students look through the passages
then try to answer the questions in right
way

- Let them work in pairs
- Help students if necessary
(the answers in the passage)
After you read : (8 minutes)

- Ask students to close their books

- Ask them to find out why some animals
have become extinct

-Call on the groups to tell and explain
their choice

- Listen to students and correct mistakes

- Listen to the teacher then
read the passages

- Ask some new words if
necessary

- Keep the book open

- Listen to the teacher then do
task 1

- Ask the teacher if necessary
- work individual or in group
- Write down in the notebook
- Listen to the teacher

-Do the task individually
-Compare the answer with the
partner’s answer

-Keys : 1c,2a,3a ,4 c

- Try to answer the questions
- Practice with a partner then
write them down in the note
books

- Ask the teacher if necessary

- Listen to the teacher

-Discuss and give reason why
.

- The students who are called
to stand up to talk loudly are
intelligent ones

4. Consolidation

T summarizes the main points
5. Home work: (2 minutes)

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- Ask students to do Reading exercise of Unit 10 in workbook and prepare Part B
: Speaking at home

Date:

Unit 10 : Nature in danger

Period 60: Speaking

I. Objectives:

1. Educational aim: Students should know how to talk about nature in danger
and measures for protecting endangered nature

2. Knowledge:

- General knowledge: Students could talk about endangered nature and ways to
protect it

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3. Skills: State their preferences and explain the reasons
II. Method: integrated, mainly communicative

III. Teaching aids: pictures 
IV. Procedure:

1. Organization:

Class Teaching date Attendances Absentees

11A1
11A2
11A3
11C

2. Check old lesson:
S1 writes new words
S2 reads the passage
S3 translates the passage

3. New lesson:

Stages/time Teacher’s activities Students’ activities

Warm-up:
(5 minutes)

Pre-speaking :

(12 minutes)
Task 1

Warm-up: (5 minutes)

- Ask students to keep book close
-Ask students some questions

1,Why do we call some animalss such as
tiger, bears, elephants endangered
animals ?

2, What should we do to protect and save
them??

- Tell students to understand more.
(We learn Unit 10, part- speaking)

Pre-speaking : (12 minutes)

Task 1

- Ask students to put some reason why
nature is threatened in the order of
importance

- Let them work in pairs

- Listen to students and correct mistakes

- Keep books close
- Listen to the teacher
- Answer the question:
1. because they are hunted
or killed in large number
that they are in danger of
becoming extinct

2, As a students you should
stop eating and killing wild
animals

- Look at student’s book
-Listen and do the task
-Work in pairs

A : in your opinion which
the reason is the most
important?

B :I think burning the forest
is the most important
because animals and plants
will die, which cause the air
polluted

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While-speaking :

(15 minutes)
Task 2

Post-speaking :

(10 minutes)
Task3

While-speaking : (15 minutes)
Task 2

- Ask students to work in pairs to read
through the task and match the problems
in task 1 with appropriate solutions in
task 2

- Let them work in groups
- Walk round and help them

- Ask some students to stand up to talk
again loudly

- Listen and correct mistakes
- Post-speaking : (10 minutes)
Task3

-Ask students to tell about the city they
prefer and give reasons

-Let them work in groups

- Ask some students to stand up and tell
loudly

-Go around and help

-Call on some students report their
preferences and explain their choice
- Listen and correct mistakes

Homework: (3 minutes)

- Ask students to do exercises in
workbook

- Ask students to prepare Part
C-Listening and do homework

-Listen to the teacher
- Do task 2 in groups
...

- Close the books
- Listen to the teacher
- Do task 3

-Work in group and
discuss

- The students who are
called to stand up to talk
loudly are intelligent ones

- Listen to the teacher
- Write down the homework
4. Consolidation

T summarizes the main points
5. Homework: (3 minutes)

- Ask students to do exercises in workbook

- Ask students to prepare Part C- Listening and do homework
 Date:

Unit 10 : Nature in danger

Period 61: Listening

I. Objectives:

1. Educational aim: Students should know about the national parks in USA 
2. Knowledge:

- General knowledge: Students learn more about the national parks
- New words: Words related to the topic

3. Skills: - Listening for specific information
- deciding on true or false statements
II. Method: Integrated, mainly communicative

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1. Organization:

Class Teaching date Attendances Absentees

11A1
11A2
11A3
11C

2. Check old lesson:
While teaching
3. New lesson:

Stages/ Time Teacher’s activities Students’ activities

Warm-up: 
(5 minutes)

Pre-listening:
(7 minutes)

While-listening: 
(20 minutes)
Task 1

Warm-up: (5 minutes)

- Ask students to close the books
- Give a picture of national parks
and ask some question about it
1.what can you see in the picture
2.Do you know where it is located
?

3.What does it look like?
...

- If you want to know more
details, we will go to Unit
10- part Listening

Pre-listening: (7 minutes)

- Ask students to look at the part:
Before listening

- Let them work in pairs and

answer questions

- Walk round, listen and help
students

- Listen and check pronunciation
While-listening: (20 minutes)
Task 1

- Ask students to look through the
sentences in task 1

- Ask students to listen to the
typescript carefully and decide the
correct answers

- Ask students to give reasons for
their answers

Key: 1.T- 2T- 3F- 4T- 5.T

- Close the books
- Listen to the teacher
- Work in groups

- Listen to the teacher and answer
the question:

- Listen to the teacher and open
textbooks

- Look at the books
- Work in pairs
- Give correct answer
-Key

1,Cuc Phuong national Park, Cat
Ba National Park,Bach ma ,Phong
Nha, Cat Tien...

- Keep book open
-Listen to the teacher

- Read the sentences in task 1 and
try to understand them

- Listen to the typescript and
choose the correct answers

-Listen to the teacher and do the
task2

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Task2

After-listening: 
(10 minutes)

Task2

-Ask students to look at the task 2
and answer the questions

-Let students listen again more
time and answer

-Call on some students to give
answers

After-listening: (10 minutes)
- Ask students to open the books
- Ask them to summarise the
listening text based on their notes
- Let them work in pairs

- Walk round and help students
- Ask some students to stand up
and retell the national parks in the
USA to the class

- Listen and correct mistakes

-Keys :
1, 52

2,millions of people visit national
parks every year

3,rare animals are killed or hunted
for fur, skin or other parts...

4,rare animals and treees should be
protected, fires causes by careless
people should be limited, pollution
from visitors’ vehicles should be
decreased and money should be
raised for the parks’ staff and
maintenance of their resources
-Listen and discuss

- The students who are called stand
up and retell about the Statue of
Liberty in front of the class:

4. Consolidation

T summarizes the main points
5. Homework: (3 minutes)

- Ask students to write a story about a national park they liked
- Remember them to prepare Part- Writing at home

Date:

Unit 10 : Nature in danger

Period 62: Speaking

I. Objectives:

1. Educational aim: Students could describe a national park

2. General knowledge: Students learn how to write a describing a location
- Language: The simple present of verbs and the connectors often used in a
narrative

- New words: Words related to national park
3. Skills: Describe a national park

II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book, notebook, 
IV. Procedure:

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Class Teaching date Attendances Absentees
11A1

11A2
11A3
11C

2. Check old lesson:
Oral test
3. New lesson:

Notes Teacher’s activities Students’ activities

Warm-up: 
(5 minutes)

Pre-writing:
(10 minutes)

While-writing: 
(18 minutes)
Task 2

Post-writing:
(10 minutes)

Warm-up: (5 minutes)

- Ask students to keep book close

- Ask students some following questions:
1. Have you ever been to national park?
2. What is it famous for?

3. How did you feel when you visited it?
- Check and explain them to the class:
Pre-writing: (10 minutes)

Task 1

- Ask student to read the task
- Explain some new words

- Ask students to look through the
passage again and answer the questions
-get them brainstorm what they like to
include in their description of a national
park

- Let them work in groups

- Walk around, check and help students
-- Help students if necessary

(the answers in the passage)
While-writing: (18 minutes)
Task 2

- Ask students to do task 2

- Ask them to use the prompts to build up
a passage about the a national park in
Vietnam they know well

- Let students work individually
- Walk round and help students
Post-writing: (10 minutes)

- Give suggestions and corrections

- Ask students to read another’s narrative
- Ask some students to read loudly their
narratives

- Correct mistakes and mark

- Keep book close

- Listen to the teacher and
answer the questions

1. Yes, I have .Hanoi
2

3.- It is very interesting
- Listen to the teacher
and open the books
- Read the passage

- Ask the teacher if
necessary

- suggested : where/ how
big/what(geographical...)

- Listen to the teacher
-Work individually
- Listen to the teacher
- Finish the narrative

- Read a narrative of one
classmate

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4. Consolidation

T summarizes the main points
5. Homework: (2 minutes)

- Ask students to redo part writing of Unit 10 in the student’s work book and
prepare part Language Focus

Date:

Unit 10 : Nature in danger

Period 63 : Language focus

I. Objectives:

1. Educational aim: Students should distinguish the sound /sl/-/sn/-/sm/-/sw/ 
2. Knowledge:

- General knowledge: Students learn how to use of the relative pronouns with
prepositions

- Language: * Non-defining vs defining relative clauses

- New words: Words related to pronunciation /sl/-/sn/-/sm/-/sw/
3. Skills: Writing a passage about national parks

II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book, pictures 
IV. Procedure:

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Class Teaching date Attendances Absentees
11A1

11A2
11A3

11C

2. Check old lesson:

- Call one or two sts to come to the board and ask them how to write a
narrative; tenses of verb, connectors…

- Check up and give the feedback.
3. New lesson:

Stages/ time Teacher’s activities Students’ activities

Pronunciatio

n: (10

minutes)
*Listen
and repeat :

* Practise

these
sentences

Grammar and
vocabulary:
(34 minutes)
Exercise 1: 
(8 minutes)

Non-defining
vs defining
relative

clause

Pronunciation: (10 minutes)

- Ask students to look at their books
then introduce to them

*Listen and repeat :

- Read loudly then ask students to repeat
- Introduce : /sl/-/sn/-/sm/-/sw/

- Correct pronunciation for the students
* Practise these sentences

- Read the sentences loudly
- Ask students to repeat

- Correct pronunciation for students
Grammar and vocabulary:(34 minutes)
- Introduce exercises to the students
Exercise 1: (8 minutes)

Non-defining vs defining relative
clause

-Let students read the example in the
textbook and then present the form and
meaning and use of Non-defining vs
defining relative clause

For example: Hanoi, which is he capital
city of Vietnam, is located on the Red
river

-Ask students give some examples
related relative clauses

- Ask students to do Exercise 1
- Introduce how to do it

- Let them work in pairs

- Walk round, check and give mark
Exercise 2 (8 minutes)

- Introduce Exercise 2 to students and

- Listen to the teacher
- Open the books

- Look at : Listen and Repeat
- Repeat the words in chorus
then individual

- Look at Practise the

sentences

- Listen to the teacher then
repeat in chorus then
individual

- Listen to the teacher

- Listen to the teacher and
copy down

-Give some examples about
relative clauses

-Do the exercise 1

-Compare with the partners’
answers

-Key :

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Exercise 2 
(8 minutes)

Exercise 3
(8 minutes)

explain how to do it
- Ask students to do it

- Let them work individually
- Check, correct mistake

Exercise 3

-Get students to review when to use
whom, who, which and that

-ask students to complete the exercises
individually and then find a peer to
compare their answers

-Check the answer with the whole class
and give correct answer

- Listen to the teacher and do
exercise 2

-Keys:

1,the man to whom I talked
yesterday was very kind

2, the man about whom I told
you works in hospital

3,the woman about whom I
am telling you teaches me
English

4,the movie about which they
are talking is fantastic

5,the picture at which she was
looking was beautiful

6,I’ll give you the dress to
which you should write

-Listen and do the exercise 3
individually

-Compare their answers with a
partner

-Keys:

1,whom/that 2, which ,3,who ,
4,whom 5, which ./that 6,
which 7,who 8,whom

4. Consolidation

T summarizes the main points
5. Homework : (2 minutes)

Ask students to do Part Language Focus and prepare part Reading of Unit 11 at
home

Date

Unit 11 : Sources of energy

Period 64

: Reading

I. Objectives:

1. Educational aim: students should know about the advantages and
disadvantages of different sources of energy

2. Knowledge:

- General knowledge: By the end of the lesson, students will be able to
understand more about the different sources of energy
- Language:

- New words: Words related to sources of energy

3. Skills: Guessing meaning in context, and passage comprehension
II. Method: Integrated, mainly communicative

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1. Organization:

Class Teaching date Attendances Absentees

11A1
11A2
11A3
11C

2. Check old lesson:

Call one or two sts to come to the board and ask them to write down the
form of the simple present tense and the simple past tense.

3. New lesson:

Stages/ time Teacher’s activities Students’ activities
Warm-up:

(5 minutes)

Before you 
read : 
(7 minutes)

While you 
read : 
(23 minutes)

Warm-up: (5 minutes)
- Ask students close the book

-Ask students complete the sentences:
3. We use ---to cook

4. We use ---to run machines,
cars , motorbikes

-Lead in : today we are learn about
sources of energy

Before you read : (7 minutes)

- Ask students work in pairs and look at
two pictures on the book and discuss the
questions

- Go around and help if necessary
-Ask students to give the answers

- Listen to students and correct
pronunciation and grammar if necessary
While you read : (23 minutes)

- Ask students to look through the
passage and read in silence

- Help students read the passage

- Explain pronunciation and meaning of
new words which appear in the passage
-Ask students to read loudly the difficult
words in chorus

Task 1 :

- Ask students to do task 1

- Let students work individual or in
groups

- Help students if necessary
Keys:

1.released 2.alternative 3.energy
4.limited 5.exhausted

- Listen to the teacher and
answer the questions

- Listen to the teacher and
open the book – Unit11, part
A: reading

- Look at the book, listen to the
teacher and work in pairs:
_discuss and give correct
answers

- Listen to the teacher

- Ask some new words if
necessary

- Keep the book open

- Listen to the teacher then do
task 1

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After you

read : (8

minutes)

Task 2:

-Ask students to read the text a second
time and located the key words in the
passage

-Gets students to check their answer
with a peer

-Call on students to answer and write
them on the board

-Check the answers with the whole class
Task 3:

-Ask students to read the passage again
then answer the questions

- Ask students to answer the following
questions

- Ask students look through the
passages then try to answer the
questions in right way

- Let them work in pairs
- Help students if necessary

After you read : (8 minutes)

- Ask students to work in groups to
complete the summary of the reading
passage by filling each blank with a
suitable word from the box

-Go around to help the groups when
necessary

-Call on some groups to answer the
question

- Listen to students and correct mistakes

Listen to the teacher

- Try to answer the
questions

-Compare with the partner’s
answers

-Listen the teacher and
answer the questions

-Keys :

1. Fossil fuels ( oil, coal , and

natural gas)

(line1,paraghaph1)

2, 6 sources : fossil fuels,
nuclear power, solar energy,
water power, wind power,
geothermal heat .Sun energy
has the most potential
because it is plentiful and
infinite.At the same time , it
is clean and safe to use

- Listen to the teacher

-Discuss and complete the
summary of the reading
passage by filling each blank
with a suitable word from the
box

- The students who are called
to stand up to talk loudly are
intelligent ones

-Keys: 1,energy 2, one,
3,fuels 4, limited 5,

alternative, 6,sources
7.unlimited 8,environment
4. Consolidation

T summarizes the main points
5. Home work: (2 minutes)

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Date

Unit 11 : Sources of energy

Period 65

: Speaking

I. Objectives:

1. Educational aim: Students should know how to talk about the advantages and
disadvantages of using alternative sources of energy

2. Knowledge:

- General knowledge: Students could talk about the advantages and
disadvantages of using alternative sources of energy in the future

- Language:

- New words: words related to the topic

3. Skills: talking about the talk about the advantages and disadvantages of using
alternative sources of energy

II. Method: integrated, mainly communicative

III. Teaching aids: pictures ,textbook

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Class Teaching date Attendances Absentees
11A1

11A2
11A3
11C

2. Check old lesson:

S1 writes vocabulary
S2 reads the passage
S3 does task 3
3. New lesson:

Stages/ time Teacher’s activities Students’ activities

Warm-up: 
(5 minutes)

Pre-speaking
: (12 minutes)
Task 1

While-speaking :

(15 minutes)

Task 2

Warm-up: (5 minutes)

- Ask students to keep book close
- Show students the following
picture and ask them questions
1.Which sources of energy is the
most popular in our country?
2.Is it limited or unlimited ? What
should we do to be sure that we
can continue to use it in the
future?

-. We learn Unit 11,part- speaking
Pre-speaking : (12 minutes)
Task 1

- Ask students to read about the
advantages and disadvantages of
using alternative sources of
energy

- Let them work in pairs to order
the advantages and disadvantages
of using alternative sources of
energy

-Call on some students to give
their answer in front of the class

- Listen to students and correct
mistakes

While-speaking : (15 minutes)
Task 2

- Ask students to list the
advantages and disadvantages of
using alternative sources of
energy in the task 2

-Useful expressions :

- Keep books close
- Listen to the teacher

- Look at the pictures and Answer
the questions

-Do the task 1 in pairs

-Work in pairs and order the
causes ,explain their order

- Work in groups

- The students are called stand up
and tell loudly

- Look at student’s book

- Listen to the teacher

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Post-speaking :

(10 minutes)
Task 3

I think that………

Why do you think/believe so?
It is 
---However,--- Let them work in groups
- Walk round and help them

- Ask some students to stand up to
talk again loudly

- Listen and correct mistakes
Post-speaking : (10 minutes)
Task 3

- Ask students to close books
- Ask students to tell the
advantages and disadvantages
sources of energy in the future
,using the ideas in task 2

- Walk round and help them

- Let them work in groups

- Ask some students to stand up
and tell loudly

- Listen and correct mistakes

-Look at the task 2 and the
advantages and disadvantages
sources of energy in the future
,using

- Work in groups

- The students are called stand up
and tell loudly

the ideas in task 2
-suggested answers:

+A : I think that more people will
use the solar energy

B: Why do you think so?

A: Because it’s available ,
unlimited and easy to use

C: But it’s expensive and we can
only have it at a specific time of

the year

...
4. Consolidation

T summarizes the main points
5. Homework: (3 minutes)

- Ask students to do part B in the workbooks

- Ask students to prepare Part C- Listening and do homework
Date

Unit 11 : Sources of energy

Period 66

: Listening

I. Objectives:

1. Educational aim: Students should know to talk about different kinds of
energy

2. Knowledge:

- General knowledge: By the end of the lesson Students will be able to develop
such listening micro-skill as listening for specific information

- New words: Words related to the topic
3. Skills: - Comprehension questions

- Listening and deciding on choosing the best answer

II. Method: Integrated, mainly communicative

III. Teaching aids: Student’s book, pictures 
IV. Procedure:

1. Organization:

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2. Check old lesson:
Oral test
3. New lesson:

Stages/time Teacher’s activities Students’ activities

Warm-up: 
(5 minutes)

Pre-listening:
(7 minutes)

While-listening: 
(20 minutes)
Task 1

Warm-up: (5 minutes)

- Ask students to close the books

- Ask students to pick out the odd one
from the following words and explain

why

The air, the sun , the land , the ocean , the
house

-Suggested: the house : the other words
can be sources of energy

What kind of energy can be taken from
each of these recourses?

- If you want to know more details about
them. we will go to Unit 11- part
Listening

Pre-listening: (7 minutes)

- Ask students to look at the part: Before
listening

- Let them work in pairs and make
questions

- Walk round, listen and help students

- Read loudly the words:

- Ask students to repeat loudly the words
- Listen and check pronunciation
While-listening: (20 minutes)

Task 1

- Ask students to read and explain 5
statements in task 1

- Explain some words or phrases which
students can’t understand

- Ask students to listen to the tape twice
and do task 1

-Ask 2 students to give their answer on
the board

- Correct the answers then explain them

- Close the books

- Listen to the teacher and
Answer the questions

- the air---wind
power

- the sun---solar
energy

- the
land---geothermal heat
- the ocean---water

power

-Listen to the teacher and
look at the before you listen
-Answer the question

1,for heating and cooling
the houses, for cooking, for

running electronic

appliances such as washing
machines, fridges….

-read individually and then
read in chorus

- Look at the books
- Listen to the teacher
- Read the statements in
task independently

- listen to the tape carefully
and do the task

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After-listening:
(10 minutes)

Task 2

- Ask students to look through the
questions in task 2

- Ask students to listen to the typescript
again and write the missing words

- Ask students to give reasons for their
answers

Key:

1,unlimited 2, may 3, gases 4,
amounts

After-listening: (10 minutes)
- Ask students to open the books

- Ask them to summarize the main ideas
of the listening passage

- Let them work in pairs
- Walk round and help students

- Ask some students to stand up and retell
their opinion to the class

- Listen and correct mistakes

- Keep book open

- Look at the questions and
ask teacher some new
words if necessary

- Listen to the typescript
and do the task 2

- Keep book open and listen
to the teacher

-The students who are
called stand up and talk
their idea the listening
passage

4. Consolidation

T summarizes the main points
5. Homework: (3 minutes)

- Ask students to summarize the main points of the passage
- Remember them to prepare Part- Writing at home

Date

Unit 11 : Sources of energy

Period 67

: Writing

I. Objectives:

1. Educational aim: Students should write descriptions information, from A
chart

2. General knowledge: Students learn how to write descriptions of a chart

- Language: students should interpret and compare date described in chart form
and write A report of the data analysis

- New words: Words related to the topic
3. Skills: Writing descriptions of pie charts
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book, notebook, 
IV. Procedure:

1. Organization:

Class Teaching date Attendances Absentees

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11A2
11A3
11C

2. Check old lesson:
While teaching
3. New lesson:

Stages/Time Teacher’s activities Students’ activities

Warm-up: 
(5 minutes)

Pre-writing:
(10 minutes)
Task1

While-writing:
(18 minutes)
Task 2

Warm-up: (5 minutes)

- Ask students to keep book close

-give them handout with a table of
information

-ask them to work in pair to transfer the
table into a pie chart

- Check and explain them to the class:
In order to understand them we learn part
Writing

Pre-writing: (10 minutes)
Task1

- Ask student to read the hand out with a
description of a pie chart and discuss the

organization and other characteristics of
the description

- Explain some new words
- answer the questions

1, how many parts are there in the
description? what are they?

2,what does the first part tell you?

3.what language items should you pay
attention to in the second part/underline
them

4.what does the last part tell you?
- Let them work in groups

- Walk around, check and help students

While-writing: (18 minutes)
Task 2

- Ask students to work in pair to analyze
the chart using the following questions
+what does the chart show?

+what is the general trend of the chart?

- Keep book close

- Listen to the teacher and
to transfer the table into a
pie chart

Read the prompts

- Ask the teacher if
necessary

- Work in groups and
answer the questions

-Useful language:

1. parts(introduction, body
and conclusion)

2. language use : +make up
less than...percent

+the most+ adj, the second
most +adj

3.the chart shows
that………

Make up the largest/
smallest/ proportion/
amount contribute the

larges……

Key:1. 117 2.coal
3.smallest

-Work in pairs and analyze
the chart

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Post-writing:
(10 minutes)

+which consumption has the largest
energy Which comes second?

+which consumption has the smallest?
+where does most of the world
consumption ?

- Let students work individually to write
the description of the pie chart, using the
sentences given in the book to begin their
description

- Walk round and help students
Post-writing: (10 minutes)

- Give suggestions and corrections
- Ask students to read their profile

- Ask some students to read loudly their

description

- Correct mistakes and mark

-then work individually to
write the description of the
chart, using the sentences
given in the book to begin
their description

Listen to the teacher
- Finish the profile

- Some students read loudly
their products in front of
the class

4. Consolidation

T summarizes the main points
5. Homework: (2 minutes)

Ask students to do task 3 and part writing of Unit 11 in the student’s work book
and prepare part Language Focus

Date

Unit 11 : Sources of energy

Period 68: Language focus

I. Objectives:

1. Educational aim: Students can distinguish the clusters /sr/ -/spl/- / spr/ and
pronounce the words and dialogue containing these
clusters correctly

2. Knowledge:

- General knowledge: By the end of this lesson, students will be able to use
relative clauses replaced by participles and to infinitives
correctly and appropriately

- New words: Words related to pronunciation /sr/ -/spl/- / spr/
3. Skills: -Pronounce the sounds /sr/ -/spl/- / spr/

II. Method: Integrated, mainly communicative

III. Teaching aids: Student’s book, pictures ,hand outs
IV. Procedure:

1. Organization:

Class Teaching date Attendances Absentees

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11A2
11A3
11C

2. Check old lesson:
While teaching
3. New lesson:

Stages/ Time Teacher’s activities Students’ activities

Pronunciation:
(10 minutes)
*Listen and
repeat :

*Practise these
sentences

Grammar:
(34 minutes)

Pronunciation: (10 minutes)

- Ask students to look at their books then
introduce to them

*Listen and repeat :

- Read loudly then ask students to repeat
- Introduce : /sr/ -/spl/- / spr/

- Correct pronunciation for the students
* Practise these sentences

- Read the sentences loudly
- Ask students to repeat

- Correct pronunciation for students
Grammar:(34 minutes)

relative clauses replaced by participles
-write some sentences on the board a
+ the man who spoke to John is my brother
-the man speaking to John is my brother
+ the sport games, which were held in India in
1851,were the first Asian Games

- the sport games held in India in 1851 was
the first Asian Games

+Yuri Gagarin was the first man who flew
into space

- Yuri Gagarin was the first man to fly into
space

-Ask students to comment on the use of
relative clauses replaced by participles
Active---Ving phrase

Passive---Ved/Vpp phrase
-The first/the last+ to infinitives phrase
-Help students to use of them

-Ask some students give some similar
examples

- Introduce exercises to the students
Exercise 1: (15 minutes)

- Ask students to do Exercise 1
- Introduce how to do it

- Let them work in pairs

- Open the books

- Look at : Listen and
Repeat

- Repeat the words in
chorus then individual
- Look at Practise the
sentences

- Listen to the teacher then
repeat in chorus then
individual

- Listen to the teacher
-write down their notebook
-give answers :

The same in meanings and
different in structures

-give some examples

Listen and write down

- Listen to the teacher and
do exercise 1

Key:

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- Walk round, check and give mark
Exercise 2 (8 minutes)

- Introduce Exercise 2 to students and
explain how to do it

- Ask students to do it

- Let them work individually
- Check, correct mistakes

Exercise 3: (11 minutes)

- Introduce Exercise 3 to students and
explain how to do it

- Ask students to do it

- Let them work individually
- Walk round and help them

- Check, correct mistakes , give reasons
and mark

4…..surrounding….
5…overlooking…

- Listen to the teacher and
do exercise 2

-Keys :

1,….presented….
2….built….
3…..published….
4…..conducted…
5….sponsored……
- Listen to the teacher
-Do the exercise 3
Key:

1….to reach….
2, ….to leave….
3…..to see…
4,…to B killed…
5,…to catch…..
4. Consolidation

T summarizes the main points
5. Homework : (2 minutes)

Ask students to do Part Language Focus and prepare Test your self D

Date

Period 69

Test yourself D

I. Objectives:

1. Educational aim: - According to the TEST students can revise all the
language skills and grammatical points which they have studied and used
in the two units: 10 and 11.

- Students can improve their techniques of doing the simple tests.
 2. Knowledge: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing
- Improve their knowledge through the test yourself

- Language: Students can improve their techniques of doing the simple tests
 3. Skill: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing
- Improve their knowledge through the test yourself

II. Method: Integrated, mainly communicative

III. Teaching aids: Textbook, board, hand-outs, cassette tape and player.
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

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11A2
11A3
11C

2. Check old lesson:
While teaching
3. New lesson:

Stages /Time Teacher’s activities Students’ activities

Warm-up: 
(5 minutes)

Test yourself
I. Listening
(2.5 points) 
(10 minutes)

II.Reading
(2.5 points)
 (10 minutes)

III. Grammar
(2.5 points) 
(8 minutes)

Warm-up: (5 minutes)

- Greeting

- Ask students something about the
test yourself D

* Have you prepared it at home?
* Have you got any difficulties?
Test yourself

I. Listening(2.5 points) 
(10 minutes)

- Ask students to read all the
sentences first

- Ask students to listen to the tape
once.

- Ask students to listen again and
complete the sentences .

- Ask students to listen in the third
time, the work in groups to compare
and discuss the answers with each
others to find the correct answers.
- Keys: In the teacher’s book.
II. Reading (2.5 points) 
(10 minutes)

- Present the task:

- Ask pupils to work in groups to
answers the questions.

- Give the correct answers to the
class:

- Keys: In the teacher’s book
III. Grammar(2.5 points) 
(8 minutes)

- Present the task:

a/ Ask students to listen and put a
tick in the right box.

- Keys: 1. sneeze, 2. smash, 3.
shrimp,

- Greeting

- Answer teacher’s questions

- Look at the book and listen to
the task

- understand the task
- Read the questions
- Listen to the tape

- Listen again and say the right
sentences.

- Listen and discuss in groups to
find the correct answers:

- Look at the textbook and listen
to the teacher

- Work in groups to discuss
about the passage

- Finish the task

- Compare their results with the
other groups.

- Write the answers on the
board.

- Listen to the teacher and
correct the answers.

- Listen to the teacher
- Work in groups

- Compare the results with the
other groups

- Show the answers in front of

the class.

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IV. Writing 
(7 minutes)

4. spread.

b/ Give the correct form of verbs.
- Keys: 1. living, 2. ringing, 3.

to leave,

4. to drink, 5. invited, 6. to blown.
IV. Writing (7 minutes)

- Present the task:

- Call the students to read the
suggested sentences in front of the
class.

- Check their writings and help
them correct the mistakes if
they’ve made.

their answers.

- Students work in groups and
practise writing.

- Two students go to the board
and write.

- Give the writings by reading
aloud.

- Read the writing carefully.
- In groups or in pairs.

- Compare the results with the
other groups

- Correct mistakes
4. Consolidation

T summarizes the main points
5. Homework (5 minutes)

- Ask students:

+ to study all the lessons again

+ to get ready for the 45 minute-test in the next period

Date

Period 70

I. Objectives:

1. Educational aim: - According to the TEST students can revise all the

language skills and grammatical points which they have studied and used in the
three units: 4, 5 and 6.

2. Knowledge: After this lesson, students will be able to:

- Language: Students can improve their techniques of doing the simple tests.
3. Skill: After this lesson, students will be able to:

- Improve their knowledge through the test.
II. Method: Integrated, mainly communicative
III. Teaching aids: Written test.

IV. Procedures:
1. Organization:

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2. Check old lesson: None
3. New lesson:

_ T gives written test.

_ Sts do the test in 45 mins.

Sở GD & ĐT Phú Thọ

Tr ường THPT Vũ Thê Lang

Written test 3

Name:...

Class:...

Mark:

I. PRONUNCIATION

Choose the word that has the underlined part pronounced differently from that of
the others.

1. a. facsimile b. transfer c. spacious d. fax

2. a. ready b. friend c. telephone d. speedy

3. a. feature b. species c. weather d. decrease

4. a. survive b. prohibit c. fertilizer d. environment

5. a. heat b. great c. release d. reach

II. LANGUAGE FOCUS

Choose the word or phrase -a, b, c or d- that best completes the sentence 
or substitutes for the underlined word or phrase.

6. We are proud of our ……….. staff, who are always friendly and
efficient.

a. well-done b. well-appointed c. well-behaved d. well-trained
7. The hotel staff are always friendly and courteous.

a. efficient b. polite c. helpful d. perfect

8. The health of our children is being ……… by exhaust fumes.
a. danger b. endanger c. dangerous d. endangered

9. The society was set up to ……… endangered species from
extinction.

a. prevent b. distinguish c. preserve d. survive
10. The amount of solar energy that reaches the earth depends ………..
the atmosphere.

a. to b. in c. on d. with

11. The natural environment consists ……….. all natural resources.

a. in b. of c. to d. on

12. My mother ……… enjoys hill walking.

a. who is in her seventies b. , that is in her seventies
c. , which is in her seventies d. , who is in her seventies
13. Mark Twain is an author ……… I like best.

a. his books b. that books c. the book of whom d. whose books
14. Pioneers, ……….. in isolated areas of the United States, were almost
totally self-sufficient.

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a. standing b. it stands c. has stood d. stood
16. Lady Astor was the first woman ………. her seat in Parliament.

a. take b. to take c. taking d. who takes

17. Walkers can unwittingly damage the fragile environment ……….
a. that the birds live b. where the birds live in

c. which live the birds d. in which the birds live

18. Wild animals ………... in their natural habitat will have a better and longer
life than those which are kept in protected areas.

a. live b. to live c. living d. lived

19. The computer, ……… the memory capacity has just been upgraded,
is among the latest generations.

a. that b. whose c. of which d. which of

20. There are over 2,000 varieties of snake, ……….. are harmless to
humans.

a. mostly they b. most of them c. most of which d. which most
III. Writing

Comebine the sentences, using relative pronouns.
21. This is the woman. Hung gave a rose to her yesterday.

...
22. Nam is my close friend. I go to school with him everyday.

...
23. John is staying with me. He comes from England.

...
24. I went to the girld’s party. She was very happy.

...
25. A friend met me at the airport. He carried my suitcase.

...
IV. READING

Read the text below and decide which answer- a, b, c or d - best fits each 
space.

The threat to the environment.

Nowadays people are more aware that wildlife all over the world is in
danger. Many (26)... of animals are threatened, and could easily

become (27) ... if we do not make an effort to (28)... them. There
aremany reasons for this. In some cases, animals are (29)... for
their fur or for their bodies. Some birds, such as parrots, are caught

(30)..., and sold as pet. For many animals and birds, the problem is
that their habitat – the (31)... where they live – is disappearing.
More ...(32) is used for farms, for houses or industries, and there are
fewer open (33)... than there once were. Farmers use powerful
chemicals to hekp them grow better crops, but these chemicals pollute the
environment and (34) ... wildlife. The most successful animals on
earth- human beings- will soon be the only ones (35)... unless we can
solve the problem.

26. a. marks b. more c. species d. forms

27. a. disappeared b. vanished c. empty d. extinct

28. a. harm b. safe c. protect d. serve

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30. a. lively b. alive c. for live d. for living

31. a. spot b. point c. place d. site

32. a. earth b. land c. soil d. area

33. a. spaces b. air c. up d. parts

34. a. spoil b. harm c. wound d. wrong

35. a. survived b. over c. missing d. left

V. Choose the best answer among A, B, C or D
36. I received a letter this morning. It really upset me.

a. I received a letter this morning really upset me.

b. I received a letter this morning which really upset me.
c. I received a letter this morning in which really upset me.
d. I received a letter this morning of which really upset me.
37. It was a great summer. I will never forget that summer.

a. It was a great summer that I’ll never forget.
b. It was a great summer I’ll never forget that.
c. It was a great summer of which I’ll never forget.
d. It was a great summer of that I’ll never forget.

38. Hong is going to tell us about the terrible storm. She is from Vinh city.
a. Hong, who is from Vinh city, is going to tell us about a terrible storm.
b. Hong, whom is from Vinh city, is going to tell us about a terrible

storm.

c. Hong who is from Vinh city, is going to tell us about a terrible storm.
d. Hong, that is from Vinh city, is going to tell us about a terrible storm.
39. People’s carelessness can cause forest fires. They are dangerous.

a. People’s carelessness can cause forest fires are dangerous.
b. People’s carelessness can cause forest fires which is dangerous.
c. People’s carelessness can cause forest fires that is dangerous.
d. People’s carelessness can cause forest fires which are dangerous.
40. John Smith is a farmer. I bought his land

a. John Smith, whose land I bought, is a farmer.
b. John Smith, who is a farmer bought his land.
c. John Smith, whom I bought his land, is a farmer.
d. John Smith, which land I bought, is a farmer.
4. Consolidation:

T summarizes the main points.
V. Homework: (1 minute)

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Date

Unit 12: The Asian games

Period 71: Reading

I. Objectives:

1. Educational aim: Students should know more about the Asian Game s
2. Knowledge:

- General knowledge: - Through this unit, students know the history of the Asian
Games

- New words: Words related to the Asian Games

3. Skills: Reading for identifying the main idea and specific information
II. Method: Integrated, mainly communicative

III. Teaching aids: Real objects, pictures, English textbook 11, hand-outs
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

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2. Check old lesson:
None

3. New lesson:

Stages/ Time Teacher’s activities Students’ activities

Warm-up: 
(4 minutes)

Pre-reading: 
(7 minutes)
While-reading:
(20 minutes)

Warm-up: (4 minutes)

- Let students to look at some
pictures about sports

a. What sports do you see in the
picture?

B .Which one do you like to play ?
why ?

c .in which sporting events are
these sports competed?

-There are many things about Asian
Games that we want to say. Today,
we’ll study a new lesson Unit
12-Reading

Pre-reading: (7 minutes)

- Ask students to look at the
picture and discuss the three
questions in pairs

-Go around to offer help

-Call on some students to present
their answers and give comments
from other students

-Give feedback

-Ask students to read through the
passage and find some new words
+intercultural (A) : between
cultures

+multi- sport event
+solidarity (n)
+promote (v)

-Let students read and copy in their
notebooks

While-reading: (20 minutes)
You are going to read about the
Asian games

-Make the class read the small
talks, to scan the details and do the

- Look at the picture
- Answer the questions

a. they are : volleyball. Table
tennis, rugby, hockey ,
tennis,,,,,,,

b. I like to play….because it
makes me healthy

c. in Sea Games and Asian
Games

- Listen to the teacher look at
the picture and answer the
questions

-The answers are various
1,every four years

2,the number of participating
countries has increased
tremendously since the first
games. n 1951 only 11
countries participated in the
first Asian games, In 2002 the
games attracted nearly 10000
participants from 44 countries
3, Vietnam seem to do well in
bodybuilding, billiard. Karate
do and wushu

-Read individually

-Listen to the teacher and write
down

-Read in chorus

-Listen to the teacher

Teachers
Headmaster
Headmistress
Students
Classmaster
Friends
Close –
friends
Friendship
Subjects
Geography
Chemistry
English
Sports
Frotball
Jogging

Problems at school
Live far

From school

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Post-reading:
(12 minutes)

tasks

2. Task 1 :

-Ask students to read a passage
about Asian games

and then underline those words
which match with the definitions
on the right column in the task 1
- Firstly, ask students to study
individually then in pairs

- Walks around the class, offer
ideas and comments when students
need help

-Call on some students to explain
their answer in front of the class
- Give suggestions

Task 2

- Work in pairs, read the small
talks again and answer these
questions

- Ask students to work individually
then work in pairs

- Walk round the class and
comments when students need
-Check the answer in front of the
class as a whole

-Give correct answers
Task 3 :

- Ask students to read all questions
to answer the questions in task 3
- Ask students to work with a
partner

- Walks around the class to help
students whenever they need

-Give correct answer

(the answer is in the passage)
Post-reading: (12 minutes)

- Let students work in groups to talk
about sports in which Vietnamese
athletes have won gold medals at
the Asian Games

- Has students work in groups and

discuss

- Walk around the class, listen to
student’s discussions and offer
suggestions when necessary

- Give comments

- Call on some students to speak

-Read the passage and
underline new words

-Try to guess the meanings of
the words

-Listen to their friends’ answers
-Listen to the teacher and
correct

-Keys:1,facilities 2,aquatic 3,
enthusiasm 4, effort 5,
advancing 6, appreciated

-Read passage again
-Work individually
Keys

1 1951

2,the second Asian games in
Manila, the Philippines

3.1958

4,squash, rugby. Fencing and
mountain biking

5.2002

-Work individually

-Read carefully and give the
answer

1. the purpose is to develop
intercultural knowledge and
friendship within Asia

2.9,919

3. body building, billiard and
women’s karate do

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and give them feedback

4. Consolidation

T summarizes the main points
5. Homework : (2 minutes)

-Ask students summarize the passage at home and prepare the next lesson

Date

Unit 12: The Asian Games

Period 72: Speaking

I. Objectives:

1. Educational aim: Students could talk about sports results
2. Knowledge:

- General knowledge: - Through this unit, students can ask and answer about the
Asian Games and sports

- Language: Ask and answer questions about the Asian Games and sports

3. Skills: Fluency in expressing opinion and expressions about the Asian Games
and sports in Vietnam

II. Method: Integrated, mainly communicative

III. Teaching aids: Pictures, English textbook 11, hand-outs
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

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2. Check old lesson:

S1 writes vocabulary
S2 does task3

S3 read the passage
3. New lesson:

Stages/ Time Teacher’s activities Student’s activities

Warm-up:
(6 munites)

Pre-reading: 
(5 minutes)

While –

speaking :
(24 minutes)

Post-reading:
(13 minutes):

Warm-up:(6 munites)

- Ask students close the book and
arrange these jumbled words to
make the complete questions by
putting the words given in the
right orders

- 1, were, the ,where, Asian, held,
games, when, and ,14th- ?

- 2. countries , in hw , the part,
many , took .Games ?

Today, we will practice speaking about
the Asian Games

Pre-reading: (5 minutes)
Task 1:

-Ask students to read the dialogue and
ask them what points are mentioned in
the dialogue

- Ask student to work individually then
work in groups

-call on some pairs to act out the
dialogue

- Give suggestions

While –speaking :(24 minutes)
Task 2:

-Ask students to look at the pictures and
talk turns to talk about the sports results

of the Vietnamese athletes at 14 asian
games ,using the information from the
table below

- Ask students to work individually then
in pairs

- Walk around the class to help student
when necessary

- Check and give suggestions

- Ask student to practice it with a partner
- Corrects students’ pronunciation if
necessary

Post-reading: (13 minutes):

- Ask students to talk about the Asian

- Listen to the teacher
-Find out the words
-Suggested answer:

1. when and where were the
14th- Asian Games held?

2.How many countries took
part in the games?

- read individually and
then work in pairs
- listen to the friend

and give comments

-Listen to the teacher
Compare the answer with
the partners

Ask the teacher if necessary
-Some groups present their
answer in front of the class
-Answer :

1,in bodybuilding, the
Vietnamese athletes won
one gold medal and one
bronze medal

………….
- Do the task

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games and sports in which Vietnamese
athletes took part in

-Give the meaning of some words when
necessary

- Ask students to work individually then

work in pairs

- Walk around the class to help students
when necessary

- Check and give suggestions

- Ask students to practice this
conversation

- Correct their pronunciation when
necessary

- Give comments

- Work in groups

-Ask the teacher if
necessary

-Some groups present their
answer in front of the class

-copy in their notebooks

4. Consolidation

T summarizes the main points
5. Homework(2 minutes):

Write about the Asian games their like and prepare the next lesson

Date

Unit 12: The Asian Games

Period 73: Listening

I. Objectives:

1. Educational aim: Students should know more about the sports and sportsmen
2. Knowledge:

- General knowledge: Students listen for the main idea and comprehension
questions

- Language:

- New words: Words related to the sports and sportsmen
3. Skills: Listening for gist and for specific information
II. Method: Integrated, mainly communicative

III. Teaching aid: Pictures ,text book 
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

11A1
11A2

11A3
11C

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While teaching
3. New lesson:

Stages/ Time Teacher’s activities Students’ activities

Warm-up : 
(4 minutes)

Pre-listening :
(6 minutes)

While-listening: 
(24 minutes)

After-listening:
(10 minutes)

Warm-up : (4 minutes)
Ask the students question :

Name some gymnastics you know or see?
What do you call A person who display
in gymnastics?

Lead in: we are going to listen to the
talking about the Asian games

Pre-listening : (6 minutes)

- Let students work in pairs to look at the
pictures and answer the questions

-Call on some students to give their
answers and write them on the boards
-Introduce some new words from the
listening passage

While-listening: (24 minutes)
Task 1:

-Ask students to listen to conversations
- Listen to each pair

- Let students listen for three times

-Check the answer in front of the class as
a whole

-tick in the right column that best reflect
their answer

- Go around and remark
Task 2:

- Ask students to listen again and answer
the questions

- Let students read the questions first and
quickly- work in pairs

- Let students listen again 3 times and ask
them to discuss in groups to answer the
questions

- Listen to each group and remark
After-listening: (10 minutes)

- Have students sit in groups and talk
about A famous athlete you know

- Listen and answer
-listen to the teacher

- Work in pairs and each
pair works in role

Listen to the teacher
Picture 1: swimming,
picture 2: high jump
.picture 3: long jump,
picture 4: gymnastics
Look at the picture in the
book and guess before
listening

-Listen carefully

- Work individually
- Give corrects

1c 2 A .3 A ,4 B .5 D

-Listen to the dialogues and
then work in groups and
give their answers

-keys :
1,10.15
2,6
3,2

4,high jump
5,disappointed

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- Go around and help if necessary

-Call on some students tell the class again
-Give comments

answers

4. Consolidation

T summarizes the main points
5. Homework: (2 minutes)

Ask students to do exercise in workbook

Prepare the next lesson

Date

Period 74

I. Objectives:

After this correction students will be clearer about the test they have just done.
And have to know how to try their best for the next test.

II. Method: Integrated, mainly communicative

III. Teaching aids: board, the test paper, key for the test
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson: None
3. New lesson:

_ T gives written test.

_ Sts do the test in 45 mins.

Sở GD & ĐT Phú Thọ

Tr ường THPT Vũ Thê Lang

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Name:...

Class:...

Mark:

I. PRONUNCIATION

Choose the word that has the underlined part pronounced differently from that of
the others.

1. a. facsimile b. transfer c. spacious d. fax

2. a. ready b. friend c. telephone d. speedy

3. a. feature b. species c. weather d. decrease

4. a. survive b. prohibit c. fertilizer d. environment

5. a. heat b. great c. release d. reach

II. LANGUAGE FOCUS

Choose the word or phrase -a, b, c or d- that best completes the sentence 
or substitutes for the underlined word or phrase.

6. We are proud of our ……….. staff, who are always friendly and
efficient.

a. well-done b. well-appointed c. well-behaved d. well-trained
7. The hotel staff are always friendly and courteous.

a. efficient b. polite c. helpful d. perfect

8. The health of our children is being ……… by exhaust fumes.
a. danger b. endanger c. dangerous d. endangered
9. The society was set up to ……… endangered species from
extinction.

a. prevent b. distinguish c. preserve d. survive

10. The amount of solar energy that reaches the earth depends ………..
the atmosphere.

a. to b. in c. on d. with

11. The natural environment consists ……….. all natural resources.

a. in b. of c. to d. on

12. My mother ……… enjoys hill walking.

a. who is in her seventies b. , that is in her seventies
c. , which is in her seventies d. , who is in her seventies
13. Mark Twain is an author ……… I like best.

a. his books b. that books c. the book of whom d. whose books
14. Pioneers, ……….. in isolated areas of the United States, were almost
totally self-sufficient.

a. who living b. living c. lived d. that Iived
15. Completed in 1756, Nassau Hall is the oldest building now ………… on the
campus of Princeton University.

a. standing b. it stands c. has stood d. stood
16. Lady Astor was the first woman ………. her seat in Parliament.

a. take b. to take c. taking d. who takes

17. Walkers can unwittingly damage the fragile environment ……….
a. that the birds live b. where the birds live in
c. which live the birds d. in which the birds live

18. Wild animals ………... in their natural habitat will have a better and longer
life than those which are kept in protected areas.

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19. The computer, ……… the memory capacity has just been upgraded,
is among the latest generations.

a. that b. whose c. of which d. which of

20. There are over 2,000 varieties of snake, ……….. are harmless to
humans.

a. mostly they b. most of them c. most of which d. which most
III. Writing

Comebine the sentences, using relative pronouns.
21. This is the woman. Hung gave a rose to her yesterday.

...
22. Nam is my close friend. I go to school with him everyday.

...

23. John is staying with me. He comes from England.

...
24. I went to the girld’s party. She was very happy.

...
25. A friend met me at the airport. He carried my suitcase.

...
IV. READING

Read the text below and decide which answer- a, b, c or d - best fits each 
space.

The threat to the environment.

Nowadays people are more aware that wildlife all over the world is in
danger. Many (26)... of animals are threatened, and could easily

solve the problem.

26. a. marks b. more c. species d. forms

27. a. disappeared b. vanished c. empty d. extinct

28. a. harm b. safe c. protect d. serve

29. a. hunted b. chased c. game d. extinct

30. a. lively b. alive c. for live d. for living

31. a. spot b. point c. place d. site

32. a. earth b. land c. soil d. area

33. a. spaces b. air c. up d. parts

34. a. spoil b. harm c. wound d. wrong

35. a. survived b. over c. missing d. left

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e. I received a letter this morning really upset me.

f. I received a letter this morning which really upset me.
g. I received a letter this morning in which really upset me.
h. I received a letter this morning of which really upset me.
37. It was a great summer. I will never forget that summer.

e. It was a great summer that I’ll never forget.

f. It was a great summer I’ll never forget that.
g. It was a great summer of which I’ll never forget.
h. It was a great summer of that I’ll never forget.

38. Hong is going to tell us about the terrible storm. She is from Vinh city.
e. Hong, who is from Vinh city, is going to tell us about a terrible storm.
f. Hong, whom is from Vinh city, is going to tell us about a terrible

storm.

g. Hong who is from Vinh city, is going to tell us about a terrible storm.
h. Hong, that is from Vinh city, is going to tell us about a terrible storm.
39. People’s carelessness can cause forest fires. They are dangerous.

e. People’s carelessness can cause forest fires are dangerous.
f. People’s carelessness can cause forest fires which is dangerous.
g. People’s carelessness can cause forest fires that is dangerous.
h. People’s carelessness can cause forest fires which are dangerous.
40. John Smith is a farmer. I bought his land

T summarizes the main points.
V. Homework: (1 minute)

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Unit 12: The Asian Games

Period 75: Writing

I. Objectives:

1. Educational aim: Students know how to describing the preparations for the
coming Asian Games

2. Knowledge:

- General knowledge: Students can write a passage describing the preparations
for the coming Asian Games

- Language:

-New words : Words related to topic

3. Skills: Describing a the preparations for the coming Asian Games
II. Method: Intergraded, mainly communicative

III. Teaching aids: Some models, hand outs ,pictures
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

11A1
11A2
11A3
11C

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While teaching
3. New lesson:

Time/ stages Teacher’s activities Students’ activities

Warm-up : 
(4 minutes)

Pre-writing:
 (10 minutes)

While-writing:
(20 minutes)
Task 2

Post-writing: 
(10 minutes)

Warm-up : (4 minutes)

-Ask students to arrange the jumble
word?

Build, upgrade, widen, equip.
advertise, recruit, hold

Lead in : To know more about them
we will learn the new lesson: Writing
Pre-writing: (10 minutes)

- Let students read task and match the
verbs in column A with the noun
phrases in column B

- Explain some new words if they do
not know

-Let students work in pairs set in the
task

- Go around to help students to
answer the task

-Check the answers with the whole
class

While-writing: (20 minutes)
Task 2

_Ask students to gather and
organizing ideas for their paragraph
-Let students write their paragraph for 10
minutes

-Ask students to exchange their
paragraph with a partner

-Go around helping and collecting
typical errors

Post-writing: (10 minutes)

- Let students write on the board or in
the papers

- Go around and remark

- Ask 2 or 3 students who may be
good at English to write on the board
– Give general comments and remark

- Observe and work in pairs
to answer

- arrange the jumble word

-Listen and do the task
5. suggested answers :
1B, 2D, 3A, 4E, 5G, 6C, 7G

- Listen to the teacher

-Write their paragraph down
-Compare with the partners
- Some students read aloud
the form of someone

- Listen and check
themselves

- One student of one group
reads aloud the paragraph
- Discuss and correct
mistakes themselves

- Listen and copy

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T summarizes the main points
5. Homework: (2 minutes)

- Describing a celebration they have seen and prepare the next lesson

Date

Unit 12: The Asian Games

Period 76: Language focus

I. Objectives:

1. Educational aim: Students know how to distinguish the clusters /str/ and /skr/
and/ skw/ in a word or a sentences

2. Knowledge:

- General knowledge: Students can Use relative clauses and equivalent types of
clauses with out relative pronouns appropriately

- Language:

- New words: Words related to the topic

3. Skills:

- Pronunciation: str/ , /skr/ and/ skw/
- Grammar: - relative clauses ( revision)

- Omission of relative pronouns
II. Method: Integrated, mainly communicative
III. Teaching aids: Textbook

IV. Procedures:
1. Organization:

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2. Check old lesson:
While teaching
3. New lesson:

Stages/ time Teacher’s activities Students’ activities

I.

Pronunciatio
n(10 minutes)

+Practice
these
sentences

II. Grammar:
(34 minutes) 
Exercise1:

Exercise 2

I. Pronunciation(10 minutes) 
-Model the two sounds / str/ and
/skr/ and/ skw//for a few time

-Pronounce the sounds and ask
students to repeat

-Ask students to practice
pronouncing the sounds in chorus
and individually

-Give feedback

+Practice these sentences

-Read all the sentences and ask
students to underline the words
with the sounds and write / str/
and /skr/ and/ skw/ under them
-Ask students to practice the
sentences in pair

-Go around and help

- Let students read the sentences
and work in groups

- Listen and remark each group
II. Grammar: (34 minutes) 
Exercise1:

-Ask students to comment on the
use of relative clauses and write
them on the board

-Ask students to read it quickly
-Explain the use of them

-let students do excerise1
individually and then compare their
answers with another students
-Go around and help

-Check the answer the class as a
whole

Exercise 2

-Ask students read the sentences
through

-Explain new words if any

-Call on some students to go to the
board and write the answers

-Give a feedback

-Listen to the teacher

- Read aloud in chorus first ,then
read individually

-Underline the words with the
sounds and write / str/ and /skr/ and/
skw/

-Work in pair

-Listen to their friends’ reading

- listen to the teacher and comment
- Listen and copy

- Take note quickly
-Do the Exercise1:
-Work individually

-Compare with the partners
-Answer:

1, you lost

2, he invited to the birthday party
3, John told

4, I bought yesterday

5, we met this morning
6, we had for lunch

-Listen to the teacher and do
exercise 2

-Keys:

1, I work with
2, we went to
3,we are living in

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Exercise3

-ask students how to do this
exercise

-let students work in pair to finish
the exercise and compare with the
person sitting next to them

- Listen to students and help them
to do it

-call on some students to give the
answer and give feedback

5.he applied for
6,I slept in

-Do the exercise3

- Some students write on the board
and others check and correct
mistakes

- Keys :

1 ,yes (we are going to see)

2, no (relative pronoun function as
subject )

3,yes 4, yes 5,yes 6, yes
4. Consolidation

T summarizes the main points
Homework: (2 minutes)

- Let them do exercises in Workbook
-Prepare the next lesson

Date

Unit 13: Hobbies

Period 77: Reading

I. Objectives:

1. Educational aim: Students can read and know about the hobbies and make
questions and answer them well

2. Knowledge:

- General knowledge: By the end of the students will be able to know about the
topic

- Language:

- New words: Words to hobbies

3. Skills: Reading for general or specific information
II. Method: Integrated, mainly communicative

III. Teaching aids: Some photos and some information about them
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

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3. New lesson:

Stage/ time Teacher’s activities Students’ activities

Warm-up: 
(4 minutes)

Pre-reading:
(7 minutes)

While-reading:
(20 minutes)
Task 1

Task 2

Warm-up: (4 minutes)

- ask students to watch the video and
write down what these people in the
clip are doing

1.when do people do these kinds of
thing?

2.do they help to make more money?
3.what is your way of spending your
free time?

4. what do you call things you do in
free time ?

- Recheck and introduce the new
lesson:

Pre-reading: (7 minutes)

- Ask students to look at the pictures
in the book

-Let students work in pairs to say
which you like to do in your free
time

- Let each student stand and speak
their opinions

- Go around and help them if
necessary

While-reading: (20 minutes)
Task 1

- Let students open the book and
read silently while teacher reads
aloud and correctly

- Ask students to read themselves
and write down some information
- Let students work in pairs to do the
task1

Task 2

- Let students read all sentences and
explain some new words if necessary
-Ask students to read again and stop
at the lines that contains these words
to guess the meaning

-Let students do the task individually

- Listen and try to answer the
questions

...

- Listen to the teacher and then
discuss in their groups

- Some students stand up and
answer in roles...

- Read quickly and give some
sentences in the text which are in
A

- Predict the meaning of words
- work in pairs

-Keys :.

1, tài hoa 2, đệm đàn 3, khiêm nhờng 4,
say mê ,5, đã bị bỏ đI 6,đam mê 7, làm
cho bận rộn

- Work in pairs and answer the
questions

-Work individually
-Key:

1, playing the guitar
2,No, he isn’t

3,because he is an accomplished
guitarist and he is good at
accompanying people singing with
his guitar

4, it is keeping fish

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Post-reading:
 (10 minutes)

-Call on some students to answer and
explain their answers

- Listen and correct if needed

Post-reading: (10 minutes)

-Ask students to close their books
and practise discussing the their
hobbies:

- Let students give opinions

- Go around to check ,help and take
note of students typical errors

-Call on some students to talk and
give feedback

and collected some from the rice
field near his house

6,he is not an avid stamp collector
7, he collects them from discarded
envelops his relatives and friends
give him

8,local stamps

9.he keeps the less common ones
inside A small album .the common
ones he usually gives away to
others of if no one wants them he
simply throws them away

- Read quickly and find
information to compare with their
partners

-Work in small groups of 3 or 4
and take turn to talk about their
hobbies:

- Listen and copy

4. Consolidation

T summarizes the main points
Homework (4 minutes)

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Unit 13: Hobbies

Period 78

: Speaking

I. Objectives:

1. Educational aim: Students should know how to ask and answer about their
hobbies:

2. Knowledge:

- General knowledge: Ask and answer about their hobbies and collections
- Language:

-New words : Words to speak about hobbies and collections
3. Skills: expressing opinions

II. Method: Integrated, mainly communicative
III. Teaching aids: Photos, textbook , ...
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:
S1 writes vocabulary
S2,3 reads the text
3. New lesson:

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Warm-up: 
(3 minutes)

Pre-speaking:
(8 minutes)
Task1

While-speaking: 
(20 minutes)

Post-speaking:
(10 minutes)
Task 3

Warm-up: (3 minutes)

Ask students to close the book and
give the verbs that go with
STAMPS

To collect,to keep, to get, to buy, yo
throw, to classify……….

Pre-speaking: (8 minutes)

Task1

- Ask students to say which of the
following you would like /not like to
do and why in the task 1

- Go around and listen to them
While-speaking: (20 minutes)
Task 2

- Let students open the books and
look at the task2

-Explain the task and new words
- Ask students to work in pair and
write the dialogue together based on
the information given in the task
-let students act out the dialogue
together firstly in close pairs and then
in open pairs

- Listen and correct

Post-speaking: (10 minutes)
Task 3

- Ask students to talk again

- Ask one group to do the task as a
model

- Go around listening to some groups
and help them if needed

- Ask some pairs to stand in front of
the class and practise speaking

- Listen to each group and correct or
give mark if they do it well

- Close the books

- Work in pairs and discuss
and find out the verbs that go
with STAMPS

- Read these words and work in
groups

- Work in groups with some
cues given below

- Other groups go on practicing
speaking

- Practice interviewing as a
dialogue

- Others listen and write down
some information they get

-Work and discuss in groups
and one of this group asks and
one of other answer

-work in pairs and practise
speaking

- Listen and write down in their
notebooks

4. Consolidation

T summarizes the main points
5. Homework: (2-4 minutes)

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Date:

Unit 13: Hobbies

Period 79

: Listening

I. Objectives:

1. Educational aim: Students should know how to ask and say about the hobbies
2. Knowledge:

- General knowledge: Students know about some information about the hobbies
- Language:

- New words: Words related to hobbies

3. Skills: Listening for general or specific information
II. Method: Integrated, mainly communicative

III. Teaching aids: Some pictures or some real information about them
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:
While teaching
3. New lesson:

Stages/ Time Teacher’s activities Students’ activities

Warm-up: 
(4 minutes)

Warm-up: (4 minutes)

ask students to make as many
sentences as possible with the
words provided: stamps –
fish-book- swimming

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Pre-listening: 
(8 minutes)

While-listening:
(20 minutes)
Task 1
Task 2
Post-reading:
(10 minutes)

Pre-listening: (8 minutes)

- Let students open the books and
write down three benefits from
reading books

- Let students read some words
they’ll listen then

-Introduce some new words from
the listening passage

- Listen and check

While-listening: (20 minutes)
Task 1

- Let students read some sentences
given and explain some new words
if necessary

- Read or let students listen first
- Let students listen the second

time

- Check their listening

- - Observe the class and listen to
each group’s feedbacks

- Give more information if students
wonder or not clear

_Keys:

1T, 2F ,3F ,4F, 5T ,6T,7T,8F
Task 2

- Before listening, let students read
quickly some sentences they’ll
listen and guess some answers that
will be in the conversation

- Let students listen the first time:
Who can guess some words?

- Let students listen the second
time

- Let student listen the last time
and let them work in groups to
speak out

- Listen and correct their listenin
Post-reading: (10 minutes)

- Ask students to talk about the
disadvantages of over-reading
-go around and help students

- - Listen to each group and correct

stamps

2. we usually have fish for
meals /what kind s of fish would
you like to eat?

………..

-Listen and answer the question
-three benefits :-help to widen our
knowledge

-give us valuable
-make our life better
- Read in chorus

- Some students read themselves:

- Read silently the sentences
given before listening

- Listen the first time
- No, we haven’t

- Listen the second time and
begin doing the task

- Listen the third time and choose
the best answer

- Each group asks and explains
why they choose by some
information they’ve listened
- Work in groups and and write the
missing words

-Keys :
1,wonderful
2,disease

3,jungle 4, certainly 5, ignorantly
- Work in groups and each group
talk about the disadvantages of
over-reading

- Write in groups and ask
someone to speak out their
opinion

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mistakes if they’ve done
-suggested:

+ near-sighted

+weak body(not move too much)
+not having enough time for
studying

-Listen and take note their books

4. Consolidation

T summarizes the main points
5. Homework: (2- 4 minutes)

- Ask students to write a short passage about football player they like
Date

Unit 13: Hobbies

Period 80: Writing

I. Objectives:

1. Educational aim: Students should know how to write about A collection
2. Knowledge:

- General knowledge: Students learn to write about A collection
- Language: Words used in writing about the topic

3. Skills: Writing about A collection

II. Method: Integrated, mainly communicative

III. Teaching aids: Some cues, textbook
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:
While teaching
3. New lesson:

Stages/ Time Teacher’s activities Students’ activities

Warm-up: 
(4 minutes)

Pre-writing:
(8 minutes)

Warm-up: (4 minutes)

- Ask students to close the books

- ask them to find words going with
collect

-then introduce the topic of the lesson,
Pre-writing: (8 minutes)

- Ask students to open their books

- Get students to read task1 silently and

- Work in pairs and find out
- Some students write down
on the board

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While-writing: 
(18 minutes)

Post-writing:
(13 minutes)

answer the questions that follow

-Ask students to talk about things that they
like about collections using :

+name if your collection
+how you collect them
+how you keep them
+how you classify them
+your plan for the future

-Then check the answers with the whole
class

While-writing: (18 minutes)
- Let students read quickly task

- Explain some new words if necessary:
- Ask some other groups to write A
collection a using some cues below

-Introduce the structure of the collection
they are going to write

Name , when , how, why, your plan for the
future

-Go around and help if necessary
Post-writing: (13 minutes)

6. Ask students to read another’s letter
-Call on some students to read loudly
their writing

-Give feedback and correct typical
errors

Talk about collections
- Listen to the teacher
- Read silently

- Read those words and copy
-Listen and take note
quickly

-Work individually

- Practise writing in groups

- Each member of groups
reads aloud his/ her writing
- Other group appreciate
and correct mistakes each
other

4. Consolidation

T summarizes the main points
5. Homework: (2 minutes)

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Date

Unit 13: Hobbies

Period 81: Language focus

I. Objectives:

1. Educational aim: Students should pronunciate /pt/ -/bd/and /ps/-/bz/ correctly 
2. Knowledge:

- General knowledge: Students should use Cleft sentences: Subject focus, Object
focus , Adverbial focus

- Language:

3. Skill: fluency in pronunciating pt/ -/bd/and /ps/-/bz/ / and use of Cleft

sentences:

II. Method: Integrated, mainly communicative

III. Teaching aids: Some words related to pt/ -/bd/and /ps/-/bz/ /
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:
While teaching
3. New lesson:

Stages/ Time Teacher’s activities Students’ activities

I.

Pronunciation:

(15 minutes) I.minutes) Pronunciation: (15
- Close the books!

a. Introduce syllables pt/
-/bd/an
d
/ps/-/bz

- Listen and repeat following the

teacher

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II. Grammar:
(20 minutes)

Exercise 1

Exercise 2

/ /
- Let students practise
pronunciating these words:
Speak speech ,stop, best
,text ,ask ,disk, dusk, skill
,school...

Listen and correct the syllables
students read

Practise these sentences
b. Let students read aloud the
words given and try to
pronunciate syllable /pt/
-/bd/or /ps/-/bz/ correctly
- Listen and check for
pronunciation

- Ask students to listen and
read after these sentences
II. Grammar: (20 minutes)

-Write on the board some
examples containing cleft
sentences with different focus
1, the boy visited his uncle last
month

+Subject focus : it was the
boy who visited his uncle last
month

+Object focus : it was his
uncle that the boy visited last
month

+Adverbial focus : it was last
month that the boy visited his
uncle

-Ask students to explain the
differences among them

-cleft constructions :

It + be + focus
+clause

Exercise 1

- Ask students to do exercise
themselves then discuss in

groups

-Introduce how to do it
-let them work in pairs

-Walk around and check and
give mark

ps/-/bz/

- Read in silent first

- Some of each groups read aloud
- Read after teacher and work in
groups to find the syllable /pt /
-bd/ps/bz/ in the word in these
sentences:

- Read silently and give the opinion

-Listen and discuss

- Students work in pairs and give the
differences among them

- Some students give some examples

- Do the exercise themselves

- Each student of each group gives

correct answers

-Key:

1,it was the boy visited his uncle last
month

2, It was my mother who bought me
A present on my birthday

3, it was Huong and Sandra who sang
together at the party

4, it was Nam ‘s father who got angry
with him

5, it was the boys who played football
all the day

6, it was the girl who received A letter
for her friend yesterday

-Work in groups and give the correct
answers

-Do the exercise 2 individually
-Keys:

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Exercise 2

-ask students to read the
exercise 2

- Then do the exercise2

-Call on some students go to
board and write down their
answers

- Listen and remark

Exercise 3

Let students read the exercise3
and do it individually

Let students write the
sentences with a peer

-Get students complete other
sentences in the same way
-call on some students to write
their answers on the
blackboard

Check with the whole class

him

3, it was the postcard that she sent her

friends

4, it was the book that Hoa borrowed
from Long

5,it was his grandfather who the little
boy greeted in A strange language
6, it was the policeman who the
pedestrian asked A lit of questions
7, it was the stranger who the dog
barked at

-Do the exercise3 and then compare
with the partners’ answer

- Listen and write down
-Keys :

1,it was in the garden that the boy hit
the dog

2,it was for tea that she made some
cakes

3,it was for him that his father
repaired the bicycle

4, it was for him that his fat her
repaired the bicycle

5.it was on his birthday that she
presented him A book

6, it was in Britain that he met his
wife

7, it was from the shop she bought
that present

8, it was at 8.00 A.m that the meeting
started

-4. Consolidation

T summarizes the main points
5. Homework: (5 minutes)

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Unit 14:Recreation

Period 82: Peading

I. Objectives:

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

- develop such reading micro-skills as scanning for specific ideas,
skimming for general information, and guessing meaning in context
- Use the information they have read to discuss the topic

2. Knowledge:

- General knowledge: Students should understand how some leisure activities
and why recreation and entertainment are important

- Language: Sentences and expression for expressing topic
- New words: Words related to the recreation

3. Skills: Guessing meaning in context, understanding and using new words by
speaking, asking and answering

II. Method: Integrated, mainly communicative

III. Teaching aids: Student’s book, textbook, handouts
IV. Procedure:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:
S1 does ex1

S2 does ex2
S3 does ex3
3. New lesson:

Stages/ Time Teacher’s activities Students’ activities

Warm up Warm up

T: What do you often do in your
free time?

Sts’ answers may vary.
Examples:

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Pre- Reading

T: Well, what you have mentioned
are leisure activities or forms of
entertainment or recreation.

1. Teacher asks students to look
at the pictures on page 154 and to
answer the questions:

- What is she doing?
- What are they doing?
2. T asks sts to answer the

questions: - Which of the
following leisure activities do
you think Vietnamese people
often do in their spare time?
- How about British people?
Pre- Reading

T pre-teaches key words:
- snooker

- pool and darts (using 
- rugby
pictures)

- cricket
- bricklaying

- stock market decision
- glass engraving

T reads or plays the recording of the
reading passage.

T has sts do Task 1.
Task 1

T conducts the correction.

Task 2.

T conducts the correction.

T asks sts to discuss the question:
Which of the British leisure

activities mentioned in the passage
are also popular in Vietnam? Which
are not?

T has 4 groups write their answer on

the board.

T gives comments.

S2: I play sports.
S3: I watch TV.
S4: I read books.
S5: I go shopping.
etc.

1She is playing the guitar.
1. They are having a party.
2. They are watching T.V.
3. They are swimming.
4. They are playing football.
Sts work in pairs and put a tick
() in the right box.

Sts’ answers may vary.

Sts writes these words down.
Sts listen to T or to the
recording (looking at the
passage).

Sts circle the correct answer.
Answers

1. A - 2. B - 3. B
4. A- 5. B 6. A

Sts read the passage again and
answer the questions. (work in
pairs)

Answers

1. Because without them people
will become dull / bored.

2. Football and rugby in winter,
and cricket and athletics in
summer.

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POST-READING

T assigns homework.
POST-READING(10mn)
T conducts the correction.

T asks sts to discuss the question:
Which of the British leisure

activities mentioned in the passage
are also popular in Vietnam? Which
are not?

T has 4 groups write their answer on
the board.

T gives comments.
T assigns homework

entertainment which gives them
pleasure.

Sts work in groups.

4. Consolidation

T summarizes the main points
5. Homework:

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Date

Unit 14: Recreation

Lesson 83: speaking

I. Objectives:

1. Educational aim: By the end of the lesson, students will be able to Express
agreements and disagreements about entertainment activities.

Stating the reasons for the agreements and disagreements.
 2. Knowledge:

- General knowledge: students will be able to Express agreements and
disagreements about entertainment activities.

- Language: making a conversation of a famous person

- New words: words related to the topic

3. Skills: Speaking to Express agreements and disagreements about
entertainment activities.

II. Method: integrated, mainly communicative

III. Teaching aids: textbook, picture of the parts of the body 
IV. Procedure:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:
S1 writes vocabulary
S2,3 read the text
3. New lesson:

Stages/ Time Teacher’s activities Students’ activities

Warmer(3’) Warmer(3’)

Hang-man game

Ask sts to guess a word by using
hang-man game:

A G R E E M E N T
1 2 3 4 5 6 7 8 9

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Before you
 speak(5’)

While

speaking(25’)

Before you speak(5’)
Scrambled words:

Have sts arrange the words in correct
order to make meaningful sentences:
1) idea / I / good/ don’t / that’s / a /
think.

2) agree / I / you / with / quite
- Give feedback.

Unit 14: Recreation

Period 84: Listening

I. Objectives:

1. Educational aim: By the end of this lesson, students will be able to develop
such listening micro-skills as listening for specific
information and taking notes while listening

2. Knowledge:

- General knowledge: Listening to pieces of conversation to get information
about the leisure activities on their summer holiday.

- New words: Words related to words related to going camping

3. Skills: Listening for specific information and comprehension questions
II. Method: Intergrated, mainly communicative

III. Teaching aid: Pictures, chalk, cassette tape

IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:
While teaching
3. New lesson:

Stages/ Time Teacher’s activities Students’ activities

Warm- up
(2 mn)

Pre- listening
(3 mn)

Warm- up
(2 mn)

- Have Sts give some
entertainment activities.

- T asks Sts some guiding
questions.

1/ “What do you often do on your
summer holiday.

2/ Where do you often go?
Pre- listening(3 mn)

T has Sts look at the picture 1 and
2 and answer the Qs.

- Give the activities
- Sts answer the Qs

- Look at the pictures (work in
pairs)

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While – listening
(30 mn)

1/ Who are they?
2/ Where are they?
3/ What are they doing?

T reads some new words and asks
Sts to repeat .

T gives Sts the meaning of some
new words .

While - listening(30 mn)
Task 1

T has Sts read the
sentences, listen and decide

whether the statements are true or
false.

T asks Sts to listen to three
American students talking about
their summer holiday (twice).
T has Sts write down the answers.
T can ask Sts : “ Why do you think
it’s true or false?”.

T’s feedback

Task 2

T has Sts listen again and
answer the Qs (twice)

T asks Sts to read the Qs
before listening

T has Sts write down the
answers

T’s feedback

Picture 1

1/ They are student

2/ They are in the country side

3/ They are going for a picnic

Picture 2
1/ They are tourists
2/ They are in a town

3/ They are going sightseeing
- Listen carefully

- Read the new words after
teacher

- Take notes

- Read the sentences.(in
individual)

- Listen and answer .
- Write down the answers.
-Explain !

- Correct .

Suggested answers
1/ T 2/ T
3/ F. He used to 4/ T
5/ F. She doesn’t want to live in
nature and she doesn’t enjoy it
because of the solitude of the
wilderness.

6/ T

-Read the Qs carefully.
-Write down the answers.
-Correct.

Suggested answers

1. Riding their dirk bike in the
desert, taking showers in
waterfalls and swimming in
lakes and rivers.

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Post – listening

(8 mn) Post – listening(8 mn)T has Sts list three advantages of
having a camping holiday.

5. In cities

6. Because she can’t put up an
umbrella tent in the wind or
make a fire in the rain or carry a
heavy backpack.

- Discuss (in pairs / groups)

4. Consolidation

T summarizes the main points
5. Homework (2 mn)

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Date

Unit 14: Recreation

Period 85: Writing

I. Objectives:

1. Educational aim: By the end of this lesson, students will be able to write
Students can write about a camping holiday

2. Knowledge:

- General knowledge: Students learn how to organize the camping holiday
- Language: Words used in a form of writing the camping holiday

3. Skills: Writing the camping holiday

II. Method: Interagrated, mainly communicative
III. Teaching aids: Chalk, textbook

IV. Procedures:
1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:
S1 writes vocabulary
S2 ,3 does task 2

All the class answer teacher’s questions
3. New lesson:

Stages/ Time Teacher’s activities Students’ activities

Warm up

PRE- WRITING

Warm up

Ask students some questions:
1/Have you ever gone camping?
2/When and where?

3/ What did you do on camping
holiday?

Today we practice writing about
camping holiday

PRE- WRITING

Ask students to look at the pictures 
in the textbook and answer the 
questions

Answer

-Yes, we have.
-Last year,…….

-Cooking, playing games,
playing football…

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WHILE- 
WRITING

POST- 
WRITING

1/ Which school is it?
2/Where are they going?
3/ What are they doing then?
WHILE- WRITING

TASK 1:Last weekend, ,class 11A2
went to Ba Vi for camping

holiday.Below are some of their
activities during their two –day
holiday. Match them with the correct
pictures.

Suggested answer
a.2 d.6 g.1
b.3 e.9 h.7
c.4 f.5 i.8
Ask students to answer the

questions:

1/ When and where dit the students
in class 11A2 go campimg?

2/ What time did the bus leave the
school?

3/ What did they do first?

4/ What did they do after putting up
the umbrella tent?

5/ What time did they leave the
campsite?

Correct them
POST- WRITING
TASK 2:

Imagine you are one of the students
in class 11A2. Write a passage about
your class s camping holiday, using
the information in Task 1 and the
questions given

Ask one group to write the passage
on the board and correct it

-Go camping

Suggested answer
a.2 d.6 g.1
b.3 e.9 h.7
c.4 f.5 i.8

Answer the questions and 
write on the board

Work in group 
Write on the board

Do homework
4. Consolidation

T summarizes the main points
5. Homework

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Date

Unit 14: Recreation

Lesson 86: Language focus

I. Objectives:

1. Educational aim: By the end of this lesson, students will be able to:
- distinguish the sounds / ts / _ / dz / _ / t∫t/ / dzd//

- pronounce the words and sentences containing these
sounds correctly

- distinguish the uses of conjunctions : both….. and ,
not only ……. but also .either ……..or , neither …..nor

- use these verb tenses to solve communicative tasks
2. Knowledge:

- General knowledge: Students learn 4 sounds and review some tenses
- New words: Words related to 4 sounds and conjunctions :

3. Skills:

- Pronunciation: /ts/- /dz/- /t∫t/ - /dzd/

- Grammar: Tense revision: the past simple, past progressive and past perfect
II. Method: Intergrated, mainly communicative

III. Teaching aids: textbooks, cassette tape
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:
While teaching

3. New lesson:

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Warm up(4’)

Grammar(32’)

Warm up(4’)

Write some words on the board,
show students how to pronounce
/ts/, / dz/ , /t∫t / , / dzd / sound
such as : needs , watched ,
arranged , sweets , friends ,
washed , rents, managed . sends ,
Then introduce 4 sounds that we
are going to study today

1.Pronunciation(6’)

Explain the way to pronounce
these sounds

/ts/
sits , eats , meets
/dz/

reads , friends , kids

/ t∫t/
marched , washed , brighted
,raged , managed reached
/ dzd/

brighted ,raged ad first. read

slowly

@ Ask sts to read the sentences
and pick up the words containing
those four sounds :

ask some students to reread these
sentences

Grammar(32’)
 The conjunctions :

Both ….and , either … or ,
neither …. Nor

Give the situation then explain :
Ex: Ann was late . Tom was late
_ Both Ann and Tom were late
Ex : She did not write and she did
not phoned

_ She neither wrote nor phoned
Ask sts to do exercise 1 /160
 Exercise1: Combine the 
sentences using : both …and , 
neither .. nor , either .. or 
Walk around to check and help
Correct the sentences done on the
board

Page 161 / students’ book
Ask sts to give the conclusion
about the verbs followed by both
…and , neither / either ….nor /or
 * Both + S1 and S 2 + V

Group work , ( 4 groups)

listen ( 1’)

listen and repeat ( 2’’)
whole the class

( books opened )

work in pairs then
individual

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( plural )

* Either + S1 + or + S2 + 
V ( S2)

Neither nor

Exercise 2: Change the sentences
into cleft sentences in the passive
Give the situation and ask :

Minh : where is Lan , Dad ?

Dad : Maybe she is in the kitchen
Minh : What is she doing , there ?
Dad: She is helping her mother
prepare dinner

_ It is her mother who is being
helped prepare dinner .

Ask sts what we call this sentence
This is Cleft sentence in the
passive

Then ask sts to do exercise 2 / 162
Walk around to check and help
Correct the sentences done on the
board

Ask sts to show the structure
It is / was + S + that / who + be
+PP

Work in pairs, discuss and do the
exercise 1 on page 160. Then
Do on the board ( individual )
Respond

Follow the instructions of the
teacher, make the sentence
Work in pairs,

discuss and do the exercise 2 on
page 162. Then

Do exercise on the board
( individual )

respond

4. Consolidation

T summarizes the main points
5. HOMEWORK (1ms)

_ Redo the exercise
_ Prepare Test yourself E

Period 87

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I. Objectives:

1. Educational aim: - According to the TEST students can revise all the
language skills and grammatical points which they have studied and used
in the three units: 12, 13 and14.

- Students can improve their techniques of doing the simple tests.
 2. Knowledge: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing
- Improve their knowledge through the test yourself

- Language: Students can improve their techniques of doing the simple tests
 3. Skill: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing
- Improve their knowledge through the test yourself

II. Method: Integrated, mainly communicative

III. Teaching aids: Textbook, board, hand-outs, cassette tape and player.
IV. Procedures:

1. Organization:

Class Teaching date Attendances Absentees

2. Check old lesson:
While teaching
3. New lesson:

Stages/ Time Teacher’s activities Students’ activities

Warm-up: 
(5 minutes)

I. Listening
(2.5 points)
 (10 minutes)

Warm-up: (5 minutes)
- Greeting

- Ask students something about
the test yourself E

* Have you prepared it at home?
* Have you got any difficulties?
Test yourself

I. Listening(2.5 points) 
(10 minutes)

- Ask students to read all the
sentences first

- Ask students to listen to the tape
once.

- Ask students to listen again and
complete the sentences .

- Ask students to listen in the third
time, the work in groups to

- Greeting

- Answer teacher’s questions

- Look at the book and listen to
the task

- understand the task
- Read the questions
- Listen to the tape

- Listen again and say the right
sentences.

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II. Reading
(2.5 points)
 (10 minutes)

III. Grammar
(2.5 points)
(8 minutes)

compare and discuss the answers
with each others to find the correct
answers.

- Keys: In the teacher’s book.
II. Reading (2.5 points)
 (10 minutes)

- Present the task:

- Ask pupils to work in groups to

answers the questions.

- Give the correct answers to the
class:

- Keys: In the teacher’s book

III. Grammar(2.5 points)
(8 minutes)

- Present the task:

a/ Ask students to listen and put a
tick in the right box.

7. Keys: 1. street, 2. squeeze,
8. 3. meets, 4. managed.
b/ Give the correct form of verbs.

9. Keys: 1. who, 2. that, 3.
(that),

4. who, 5. who, 6. (that).
IV. Writing (7 minutes)
- Present the task:

- Call the students to read the
suggested sentences in front of the
class.

- Check their writings and
help them correct the
mistakes if they’ve made.

- Look at the textbook and listen
to the teacher

- Work in groups to discuss
about the passage

- Finish the task

- Compare their results with the
other groups.

- Write the answers on the board.
- Listen to the teacher and correct
the answers.

- Listen to the teacher
- Work in groups

- Compare the results with the
other groups

- Show the answers in front of
the class.

- Observe the keys and correct
their answers.

- Students work in groups and
practise writing.

- Two students go to the board
and write.

- Give the writings by reading
aloud.

- Read the writing carefully.
- In groups or in pairs.

- Compare the results with the
other groups

- Correct mistakes

- Study all the lessons again
- Get the knowledge ready for
the coming test

4. Consolidation

T summarizes the main points
5. Homework (5 minutes)

- Ask students:

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+ to get ready for the 45 minute-test in the next period

. Objectives:

1. Educational aim: - According to the TEST students can revise all the
language skills and grammatical points which they have studied and used in the
three units: 4, 5 and 6.

2. Knowledge: After this lesson, students will be able to:

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giao an 11 toan tap hay

<b>P1_</b>

<b>The first term of grade 11</b>

<b>Unit 1: Friendship</b>

<b>P2_Reading</b>

<b>Unit 1: Friendship</b>

<b>P3_Speaking</b>

<b>Unit 1: Friendship</b>

<b>P4_Listening</b>

<b>Unit 2: PERSONAL EXPERIENCES</b>

<b>P9_LISTENING</b>

<b>Unit 2: PERSONAL EXPERIENCES</b>

<b>P10_WRITING</b>

<b>Unit 2: PERSONAL EXPERIENCES</b>

<b>P11_LANGUAGE FOCUS</b>

<b>Unit 3: A party</b>

<b>P12_Reading</b>

<b>Unit 3: A party</b>

<b>P13_SPEAKING</b>

<b>Unit 3: A party</b>

<b>P14_LISTENING</b>

<b>Unit 3: A party</b>

<b>P15_WRITING</b>

<b>Unit 3: A party</b>

<b>P16_LANGUAGE FOCUS</b>

<b>P17 _ Test yourself A</b>

<b>P18 _ Written test number 1</b>

<b>Unit 4: Volunteer work</b>

<b>P19_READING</b>

<b>Unit 4: Volunteer work</b>

<b>P20_Speaking</b>

<b>Unit 4: Volunteer work</b>

<b>P21_Listening</b>

<b>P22 _ Correct written test number 1</b>

<b>Unit 4: Volunteer work</b>

<b>P23_Writing</b>

<b>Unit 4: Volunteer work</b>

<b>P23_Language focus</b>

<b>Unit 5: Illiteracy</b>

<b>P25_READING</b>

<b>Unit 5: Illiteracy</b>

<b>P26_SPEAKING</b>

<b>Unit 5: Illiteracy</b>

<b>P27_LISTENING</b>

<b>Unit 5: Illiteracy</b>

<b>P28_WRITING</b>

<b>Unit 5: Illiteracy</b>

<b>P29_LANGUAGE FOCUS</b>

<b>Unit 6: Competitions</b>

<b>P30_Reading</b>

<b>Unit 6: Competitions</b>

<b>P31_Speaking</b>

<b>Unit 6: Competitions</b>

<b>P32_Listening</b>

<b>Unit 6: Competitions</b>

<b>P33_Writing</b>

<b>P35_ Test yourself B</b>

<b>P36 _ Written test number 2</b>

<b>Unit 7: World population</b>

<b>P37_Reading (Part 1)</b>

<b>Unit 7: World population</b>

<b>P38_Reading (Part 2)</b>

<b>Unit 7: World population</b>

<b>P39_Speaking</b>

<b>Unit 7: World population</b>

<b>P40_Listening</b>

<b>P41 _ Correct written test number 2</b>

<b>Unit 7: World population</b>

<b>P42_Writing</b>

<b>Unit 7: World population</b>

<b>P43_Language focus</b>

<b>Unit 8: Celebrations</b>

<b>P44_Reading</b>

<b>Unit 8: Celebrations</b>

<b>P45_Speaking</b>

<b>Unit 8: Celebrations</b>

<b>P46_Listening</b>

<b>Unit 8: Celebrations</b>

<b>P47_Writing</b>

<b>Unit 8: Celebrations</b>