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Ninh giang high school

FOREIGN LANGUAGES DEPARTMENT

LESSON PLANS

GRADE: 11

Teacher: vâThÞ Thu

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Unit 1- Friendship

1 Week 1: 22/8/2008

PERIOD 1: Reading

A. Objectives: After the lesson

I. General knowledge:

- Sts know about the qualities of true friendship.
II. Language: Sts recall and learn more about:

- The different part of speech of words
- Vocabulary on friendship

III. Skills: Sts develop the following skills:

- Reading and guessing the meaning of new words from the text
- Reading and answering questions

- Reading and choosing the main idea of the text
- Discussing

B. Anticipated problems:

- Sts forget too many words after a long summer holiday.

- Sts have trouble with different part of speech of words.
C. Teaching aids:

- Textbook
D. Procedures:

Teacher’s activities Students’ activities

I. Before you read:(12')

Aims: focus sts on the topic, revise and introduce the words
and phrases used to talk about friendship

1. T focuses sts on the picture in the textbook and asks sts the
following questions. Sts ask and answer in groups

- Who are in the picture?

- What is the relationship between them?
 - Why do they gather here?

- Do you have many friends?

- How many of them are close to you?

- Do you often gather like those in the picture? 
T checks their work by eliciting the answer from sts.

T asks sts to work in pairs to read the poem in the textbook
and answer the questions: 'What do you think of the friend in

the poem?'

T asks some sts to give their opinion.

Sts look at the picture and then ask
and answer in groups.

Some sts answer the questions.

Sts read the poem in pairs and then
answer the questions.

Some sts give their opinion about the
friend in the poem.

2. T asks S to work in groups and find out different part of
speech of the following words:

- last (v) - selfish (adj)
- constant (adj) - capable (adj)
- loyal (adj) - pursue (v)

T elicits the answers and writes them on board

- (long) lasting (adj) - unselfish (adj)/ unselfishness(n)
- constancy(n) - incapable (adj)

- loyalty (n) - pursuit (n)
T introduces some new words

- quality (n) e.g.: The most important quality of a good
teacher is patience.

- take up (v): to start a new hobby

- rumour (n, v): st that a lot of people are talking about
that is perhaps not true.

- sympathy(n): understanding one's feelings and
problems

T asks sts to read the words after T.
T asks some sts to read the word again.

Sts discuss in groups

Sts give their answers.
Sts copy the words on board.

Sts listen and repeat.

Some individuals read the words aloud

II. While you read:
1. Task 1(10')

Aims: sts practise scanning and guessing the meaning of
words and phrases in the context.

T asks sts to read the texts and see how many qualities of true

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T checks sts' answer

T asks sts to scan the text again and underline the words/
phrases in the text that appear in the box in Task 1. T asks sts
to read the sentences that contains/ are before/ after the
words to guess the meaning of these words. Then T asks
them to try to fill in the gaps with a suitable words/ phrases.
Sts work in groups of three or four.

T asks some sts to give their answer and correct it if they are
wrong.

T checks sts’ understanding of the words
Key: 1. mutual 2. incapable of

3. unselfish 4. acquaintance / friend
 5. give-and-take 6. loyal to

7. suspicious

Sts give their answer.

Sts read the text and do the task in
groups.

Sts give their answer.

2. Task 2(5)

Aims: Sts practise reading for main idea by choosing from
options in the textbook.

T asks sts to have a look at the options in Task 2 and make
sure they understand these options. T asks sts to find out the
differences between the options. Sts works in pairs

T asks sts to read the text again and choose the option that
most adequately sums up the ideas of the whole passage. Sts
work in groups.

T asks groups to compare their answer.
T checks sts' answer.

Key: B

Sts read the options and discuss the
differences between options in pairs
Sts read the text again to choose the
main idea of the text

Groups compare their answer.
Sts check their answer.

3. Task 3:(10')

Aims: Sts practise reading for specific information by
answering questions in the textbook.

T asks S to read the questions carefully in pairs. T makes sure

they understand the questions

T asks S to read the text carefully again and work in pairs to
answer the given questions. Sts may need to underline the
clues that help them give their answers.

T goes around to help sts.

T asks some pairs to ask and answer the questions. T correct
their mistakes (if any)

Key:

1. It is unselfishness. It tells us that a person who is
concern only with his own interests and feelings cannot be a
true friend.

2. Because they take up an interest with enthusiasm
but they are soon tired of it and they feel the attraction of
some new object.

3. It is loyalty. It tells us that the two friends must be
loyal to each other and they must know each other so well
that there can be no suspicions between them.

4. Because if not, people cannot feel safe when telling
the other their most intimate secrets.

5. Because they cannot keep a secret either of their
own or of other.

6. It is sympathy. It tells us that to be a true friend
you must sympathize with your friend. Where there is no
mutual sympathy between friends, there is no true friendship.

Sts read the questions.

Sts read the text and do the task orally.
Some pairs answer the questions in
front of the class.

III After you read:(7')

Aims: Sts practise discussing and talking about the
importance of friends.

T asks sts to work in groups of four and use the information
they get from the text and their own knowledge to discuss the
following question: 'Why do we need to have friends'. T
encourages sts to use their own words

T goes around to help sts.

T may give sts some suggestions:
- share joy and sorrow

- help when one is in difficulty.

Sts work in groups to talk about the
importance of friends in life.

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- encourage sb to overcome difficulties.
- set a good example.

...

T asks the representative of some groups to present in front of
the class.

IV. Homework:(1')

Write a short paragraph (80 words) about one of your
close friends.

Work book: Reading part 1 & 2

Date:22/08/08-period 2 UNIT 1: SPEAKING
I. Objectives:

1. Education aims: - Students can develop their speaking skill by talking about a famous friend.
2. Skills: - Describing physical characteristics.

- Discussing personalities.

- Role-playing: Talking about a famous friend.
II. Anticipated problems:

Sts may not have enough vocabulary to talk about the topic.
III. Teaching aids:

Textbook, chalk, board, pictures.
IV. Procedures:

Teacher s activities’ Students activities’

1. Homework checking: ( 5 mins)

- Ask one st to answer two questions concerning the
previous lesson:

+ Why do we need to have friends?

+ What are the conditions of true friendship?
- Ask others to give comments.

- Listen and give remarks.
2. Before you speak: ( 15 mins)

Aims: : focus sts on the topic and introduce the words
and phrases used in the tasks.

+ Task 1:Describing people's physical characteristics.
- Ask sts to look at four people in the picture and work in
pairs to describe thier physical characteristics.

- Suggest some useful words/ expressions:
+ height: tall, short, medium,...

+ face : square, large, oval, round....
+ forehead: broad, high,....

+ nose: straight, crooked, flat,...
+ hair: black, grey, brown, blond,....

+ appearance: handsome,beautiful, good-looking, pretty,
ugly,...

- Ask sts to read the example and do the same.
- Let them work in pairs in 4 minutes.

- Go around to observe sts working.

- Ask some sts to present their answers in front of the
class.

- Get feedback and give correct answers

+ Task 2:Discussing personalities.

- Ask sts to read through the personalities in task 2 and

- Listen to their friend and give remarks.

- Listen to the T.
- Take notes

- Work in pairs to describe the people in
the picture.

- Some pairs present.

1. S1: Can you describe the woman in
the picture?

S2: The woman is tall and slim. She
has got an oval face, a straight nose and
brown hair. She is a beautiful woman.
2. S1: Can you describe the boy in the
picture?

S2: The boy is medium height. He is
short-sighted. He has got a round face,
a broad forehead and dark hair. he is
handsome.

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explain new words if necessary.

- Tell sts that they are going to work in groups to dicuss
and to number those personalities in order of importance
in friendship.

- Ask sts to give reasons for their choice.
- Go around to help sts and correct the mistakes.
- Ask some sts to present their group's ideas.
- Listen and give remarks.

3.While you speak: ( 15 minutes )
Aims: Sts can talk about a famous freind.

+ Task 3:Role-play

- Tell sts that they are going to work in pairs. One is a
journalist and one is an interviewee. The journalist is
interviewing the interviewee about a friend of his/
herswho has just won the first international prize in
Mathematics.

- Ask them to ask and answer questions based on the
suggestions in the textbook.

- Allow them to work in 10 minutes and move around to
conduct the activity.

4. After you speak: (9 mins)

Aims: to check sts'work.

- Ask some pairs to make dialogues in front of the class.

- Listen and give remarks.

5. Homework: (1 mins)

- Write down what they have discussed.

- Work in groups to discuss.
- Some sts report.

e.g: "I think the most important quality
for friendship is sincerity because when

two friends are sincere, they can share
happiness as well as difficulties with
each other." ...

- Listen to the T.

- Work in pairs to ask and answer.

- Sample:

J: It is said that you are Thai's best
friend. Could you give me some
information about him?

I: Yes, it's my pleasure.
J: What does he look like?

I: he is fat and short. He has a square
face and a broad forehead. His eyes are
small but bright.

J: I suppose he is intelligent.

I: Yes, he is very intelligent, very
studious and very humorous. I admire
him a lot.

...
PERIOD 3 UNIT 1--LISTENING

A. Objectives: After the lesson
I. Education aim:

- Sts appreciate their friends
II. Knowledge:

1. General knowledge:

- Sts know about some situations when people met and became best friends.
2. Language: Sts recall and learn more about:

- The past simple/ present perfect tense
- Vocabulary on friendship

III. Skills: Sts develop the following skills:

- Listening for specific information by marking True/False
- Listening for specific information by taking notes.
- Speaking using notes.

B. Anticipated problems:

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- Sts have trouble listening to a new teacher.
C. Teaching aids:

- Text book,cassette tape.
D. Procedures:

Teacher’s activities Students’ activities

I Homework checking:(8')

One st tells the whole class about a famous person
II. Before you listen:(10')

Aims: focus sts on the topic and review/ introduce the words
and phrases used to describe some people's best friend.
1. T asks sts to work in pairs to ask and answer the questions
in the textbook

- Who is your best friend?

- How did you happen to meet him/her?
 - How long have you known each other?
 - What qualities do you admire in him/her
T moves around to help sts.

T asks some pairs to present and gives remarks

Sts listen to the T and ask and answer
the questions. Sts work in pairs:

Some pairs stand up and present.
2. T asks S to look at the words in the book and read after T /

the tape.

T introduces some new words

- residential area (n): the area where there are only

houses.

- sense of humour (n): Being able to laugh and make
others laugh at funny things.

- guitarist (n): the person who play the guitar
 - rough (adj): difficult, unpleasant.

T read the words / plays the tape again and asks sts to repeat.
T asks sts to read the words in pairs.

T asks some sts to read the words again.

Sts look at the words and read after
T /the tape.

Sts copy the words and phrases.

Sts listen and repeat.

Sts read the words in pairs and correct
each other’s mistakes.

Some individuals read the words aloud
II. While you listen:

Task 1(10')

Aims: Practice listening for specific information by deciding
if the given statements are true or false.

T introduces the situation: You are going to listen to two talks
about two people talking about their best friends and how
they met their friends

T asks sts to have a look at the statements and read them in
pairs. T makes sure they understand the statements.

T asks sts to listen to the tape/T twice and tick the box to
indicate if the statements are true or false. T may underline
the words/ phrases that indicate false information

T asks sts to compare their answer in pairs.
T checks sts’ answer.

T plays the tape once again, stop the tape where necessary
and conduct the correction.

Key: Lan's talk:

1 - F; 2 - F; 3 - T; 4 - F; 5 – T; 6 - F.
Long's talk:

1 - F; 2 - F; 3 - T; 4 - T; 5 – T

Sts listen to their teacher.

Sts work in pairs to read the statement.
Sts listen and do the task.

Sts compare their answers
Sts gives their answer.

Sts check their answer say it aloud,
and then correct their work if they
have the wrong answer.

Task 2(10')

Aims: Practice listening for specific information by taking
notes about how and where friends met and what they like
about each other.

T asks sts to work in groups and discuss the information they
need to fill in the table. Sts can refer to the information in
task 1. Sts can note down the information.

T asks sts to listen to the tape once or twice and take notes.
T asks sts to compare their notes.

T checks sts’ answer by playing the tape once again, stop the
tape where necessary and conduct the correction.

How and where they

met What they like abouttheir friend

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Lan - They used to live in a
residential in Hanoi.
- Lan went on a

holiday to Doson and
Ha went there to visit
her.

- Ha is very friendly and
helpful.

- Ha is sociable. She's
got many friends in

Doson and she

introduced Lan around
Long - They met in college.

- Minh played the
guitar and Long was a
singer.

- They worked together.

- Minh has a sense of
humour.

- Minh likes to go to
plays and movies.

- Minh is a good listener.
- Minh is friendly and
helpful.

IV. After you listen:(9')

Aims: Sts practise talking about how the people in the
situations have become good friends.

T asks sts to work in pairs and use the information the get
from Task 1 and 2 to talk about how Minh has been Long's
best friend and Ha has been Lan's best friend.

T moves round to check the activities and to make sure that
sts are working effectively.

T asks one or two sts to present in front of the whole class.
T checks and gives remarks.

Sts practise talking in pairs.

One/ two sts present.
IV. Homework:(1')

Write a short paragraph about how you met your best friend

Date: 27/09/08 –period 4. UNIT1: WRITING
I. Objectives:

1. Education Aims: - Students can write the first draft about a friend's personalities.
2. Skills: - Writing about a friend's personalities.

II. Anticipated problems:

- Students may lack ideas as well as vocabulary to write.
III. Teaching Aids: - board, textbook, chalk.

IV. Procedures:

Teacher's activities Students' activities
1. Warm-up:( 5 mins)

- Ask sts some questions to lead to the topic.
1. Did you enjoy your weekend?

2. What did you do at the weekend?

3. ( ask one st) Who did you go to the cinema with? 
 4. Can you decribe your friend?

- Introduce the topic of the lesson.
2. Before you write:( 20 mins)

- Aims: to help sts to have vocabulary and ideas for 
the writing task.

a. First, create a vocabulary game for sts to play so
that they can revise the meanings of some verbsthey
have already learned.

- Divide the class into two large groups and then ask
them to work in smaller groups of three or four to

match each adjective with its illustration in two
handouts.

- Sts in Group 1 deal with Handout 1, and sts in
Group 2 deal with Handout 2.

- Ask sts to say "BINGO" if they complete the task
first and give them prizes.

- Move around to conduct the activity.
- Check sts'work and give remarks.
- Collect handouts.

b. Ask sts to think of a friend of his/hers and some
notes about this friend including:

+ his/her name, age

+ where and when you met him/ her.

- Answer T's questions:
1. Yes.

2. I went swimming/ I went shopping/ I 
slept/ I went to the cinema / etc.

3. I went there with my friend.

4. He's tall and handsome. He is very 
sociable and humorous....

- Listen to the teacher carefully.

- Work in groups to match.

- The first groups completing the task say
"BINGO".

- Report the answers.

+ Handout 1: 1- b, 2- e, 3- d, 4- a, 5- c
+ Handout 2: 1- d, 2- c, 3- e, 4- b, 5- a 
- Listen to the teacher.

- Brainstorm and write some notes about
one of their friends.

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+ three of his/ her personalities ( sts should provide 
facts/ examples to support these ideas).

- Allow sts to do in 5 minutes and go round to help
them if necessary.

- Ask 2 sts to write their outlines on the board.

- Check and correct mistakes if necessary.

- Help them to rearrange their ideas in a logical way.
3. While you write:( 10 mins)

- Aims: Sts write the first draft.

- Ask sts to write a paragraph of about 80 words,
basing on the outline they have just finished.
- Let sts write in 10 minutes.

- Move around to conduct the activity.
4. After you write:( 9 mins)

Aims: to get feedback and check sts' work.
- Get feedback by asking two sts to write their
paragraphs on the board.

- Ask some other sts to give remarks.
- Check and give the correct answer.

- If there is enough time, T can have sts exchange
their writing among sts within a group so that they
can check their friend's work and give remarks.
5. Homework: ( 1min)

- Part D (page 10 - workbook).

Sample:

- Nam is my best friend. He is the same 
age as me.

- We were in the same class at primary 
and lower secondary school.

+ Quick-witted: he is always the first st 
to have answers to teachers' questions. 
+ Self-confident: He can stand in front of 
the whole class and talk naturally.

+ Boastful: He is always saying that his 
family is rich and that his parents will buy
him whatever he wants, but that's not true 
at all.

- Do the writing task.

- Sample writing:

" Nam is my best friend. He is the same 
age as me and we were in the same class 
at primary and lower secondary school. 
The first thing that people notice him is 
that he is quick-witted.He is always the 
first student to have answers to teachers' 
questions. He is also self-confident. He 
can stand in front of the whole class and 
talk naturally. However, sometimes he is 
boastful, which makes me annoyed..."

Date: 05/09/08 -period 5 UNIT1: LANGUAGE FOCUS
I. Objectives:

1. Education Aims: - Students know how to pronounce the sound /dʒ/ and /tʃ/ correctly.

- Students revise to-infinitive and bare infinitive.
2. Skills: + Speaking: - Work in pairs to discuss the exercises.

+ Reading: - Read words and sentences aloud.

- Read the sentences silently to do the exercises.
II. Anticipated problems:

- These two sounds are difficult to pronounce.
III. Teaching aids: - board, chalk, textbook.
IV. Procedures:

Teacher's activities Students' activities
1. Homework checking: ( 5mins)

- Ask one st to read the paragraph they wrote at home
aloud.

- Ask another st to give remarks.
- Check and give a mark.

2. Pronunciation:( 10 mins)

- Aims: to introduce two sounds /dʒ/and /tʃ/and help 
sts to practise these sounds.

a. Write two sounds on the board and pronounce
them clearly twice, then ask sts to repeat.

- Tell sts how to pronounce these sounds accurately.
/dʒ/ : a voiced sound

/tʃ/ : a voiceless sound

- Ask them to look at the textbook, listen and repeat.
- Then ask sts to work in pairs to read the words again
so that they can check for each other.

- Move around to help .

- Ask two sts to read again and give remarks.

b. Ask sts to look at sentences in page 19 in the book.
- Ask them to work in pairs to read the sentences and

- One st reads his/her writing aloud in front
of the whole class.

- Give remarks.
- Listen to the teacher.

- Write down two sounds.

- Listen to the teacher and repeat.
- Look at the book , listen and repeat.
/dʒ/ /tʃ/

jam children
 joke changeable

January cheese
 ...

- Read these words in pairs and check for
their partners.

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then find out the words containing sound /dʒ/ and
sound /tʃ/ .

- Ask them to work in 2 minutes.
- Move around to conduct the activity.

- Ask one st to report and other sts to give remarks.
- Check and give the correct answers.

- Ask some sts to read these sentences aloud.
- Listen and give remarks.

3. Grammar: ( 29 mins)

Aims: to revise to-infinitive and bare infinitive and 
have sts do Ex1 and EX2.

a. to-infinitive:

- Recall the uses of to-infinitive by giving some
examples:

e.g.: - I will give you a form to fill in.
 - The tea is too hot to drink.

- I was glad to receive your letter.

- Ask sts to tell the T the uses of to-infinitive in these
sentences.

- Ask sts to give examples.
- Ask them to do exercise 1.
+ Exercise 1:

- Ask sts to look at Ex1 and to do the task

individually and then compare their answers with
other sts.

- Move round to conduct the activity.
- Ask some sts to report.

- Listen and give remarks.
b. Bare infinitive:

- Introduce a structure with bare infinitive.
S + V+ O + bare infinitive.

- Give some examples:

e.g.: - I saw him arrive home late.
 - We made Peter wait outside.

+ Exercise 2:

- Ask sts to do Ex 2 individually and then share the
answers with their friends.

- Move round to help if necessary.

- Ask two sts to write their answers on the board.
- Check and give remarks.

5. Homework ( 1 min)
- Part B( page 6 - workbook)

- Answers:

/dʒ/ /tʃ/

just picture 
 village child
 bridge change 
 ...
- Read the sentences.

- Listen to the teacher

- Read the examples and tell the whole class
their ideas.

+ Uses:

- After a noun to modify it
- In structures:

1.S + V + too + adj / adv + to-infinitive 
2. It + V + adj + to-infinitive

3. S + V + adj + to-infinitive

- Listen to the teacher and take note.

- Give examples.
- Some sts report.

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

3. I am/was delighted to hear the news.
4. My mother has some shopping to do.
 ...

- Listen and correct their work if necessary.
- Listen to the T and take note.

- Two sts write their answers on the board:
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.

...

Unit 2 -Personal experiences

PERIOD 1: Reading

PERIOD 6

4/9/08

A. Objectives: After the lesson,
I. General knowledge:

- Sts know about a girl's most embarrassing experience.
II. Language: Sts recall and learn more about:

- The past simple tense.

- Vocabulary to show one's feeling.
III. Skills: Sts develop the following skills:

- Reading and guessing the meaning of new words from the text
- Reading and ordering given pictures in the correct order.
- Reading and answering questions

- Discussing
B. Anticipated problems:

- The pictures in the textbook are a bit illogical.
- The lesson is too long.

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- Textbook
D. Procedures:

Teacher’s activities Students’ activities

I. Before you read:(12')

Aims: focus sts on the topic, revise and introduce the words
and phrases used to talk about a past experience

1. T introduces the passage about a girl's most embarrassing
experience.

T focuses sts on the pictures in the textbook and asks sts to
describe the pictures. Sts ask and answer in groups. T may
give some suggested questions

- What is the relationship between the people in the
picture?

- Where are they?

- What happens in each picture?

- How do the people in the picture feel?

T checks their work by eliciting the answer from sts.

T asks sts to work in pairs to order the given pictures in the
correct order.

T asks some groups to give their answer.

Sts look at the pictures and describe
them.

Some sts answer the questions.
Sts work in pairs and do the task.
Some give their answer.

2. T introduces some new words

- a wad of (phr) a quantity of money/ paper folded
together.

- point (v): (miming)

- imitate (v): a monkey is good at imitating
 - floppy (adj): soft and flexible

T asks sts to read the words after T.
T asks some sts to read the word again.

Sts listen to their T.

Sts copy the words on board.

Sts listen and repeat.

Some individuals read the words aloud
II. While you read:

2. Task 2(5)

Aims: Sts practise reading for main idea by arranging the
given pictures in the textbook in the correct order.

T asks sts to read the text quickly to see if they have
arranged the pictures correctly. T asks sts to underline the
clues that help them to do the task. Sts work in groups.

T asks groups to compare their answer.
T checks sts' answer.

Key: d-b-f –e-a-c

(T may ask sts to look at the pictures and retell the event in
each picture)

Sts read the text in silent and discuss
in groups to put the picture in the
correct order.

Groups compare their answer.
Sts check their answer.

1. Task 1(10')

Aims: sts practise scanning and guessing the meaning of
words and phrases in the context.

T asks sts to scan the text again and underline the words/
phrases in the text that appear in the box in Task 1. T asks sts

to read the sentences that contains/ are before/ after the
words to guess the meaning of these words. Then T asks
them to try to fill in the gaps with a suitable words/ phrases.
Sts work in groups of three or four.

T asks some sts to give their answer and correct it if they are
wrong.

T checks sts’ understanding of the words
Key: 1. glanced 2. making a fuss

3. embarrassing 4. idols
 5. sneaky

Sts read the text and do the task in
groups.

Sts give their answer.

3. Task 3:(10')

Aims: Sts practise reading for specific information by
answering questions in the textbook.

T asks S to read the questions carefully in pairs. T makes sure
they understand the questions

T asks S to read the text carefully again and work in pairs to
answer the given questions. Sts may need to underline the
clues that help them give their answers.

T goes around to help sts.

Sts read the questions.

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T asks some pairs to ask and answer the questions. T correct
their mistakes (if any)

Key:

1. A red floppy cotton hat.
2. To buy the hat for herself.

3. A wad of dollar notes exactly like the ones her
father had given her.

4. She didn't like to make a fuss.
5. She bought the hat with it.

front of the class.

III After you read:(7')

Aims: Sts practise discussing and talking about the
importance of friends.

T asks sts to work in groups of four to discuss the following
question: 'What do you think the girl had to do to after she
discovered that the money she had taken from the boy's bag
was not hers?' T encourages sts to use their imagination

T goes around to help sts.

T asks the representative of some groups to present in front of
the class.

Sts work in groups to talk about what
the girl had to do.

Some sts present.

IV. Homework:(1')

Write a short paragraph (80 words) about their most
embarrassing experience.

Work book: Reading part 1 & 2
PERIOD 7

Date: 12/09/08 UNIT 2: SPEAKING
I. Objectives:

1. Education aims: - Students can develop their speaking skill by talking about a past experience.
2. Skills: - Discussing in pair about past experiences and how they one's life.

II. Anticipated problems:

Sts may not have enough vocabulary to talk about the topic.
III. Teaching aids:

Textbook, chalk, board, pictures.

IV. Procedures:

Teacher s activities’ Students activities’

1. Homework checkimg: ( 5 mins)

- Ask one st to retell the story of the previous lesson in
their own words.

- Ask others to give comments.
- Listen and give remarks.
2. Before you speak: ( 15 mins)

Aims: : focus sts on the topic and introduce the words
and phrases used in the tasks.

+ Task 1: Matching.

- Explain the enquirement of the task clearly.
- Introduce some new words:

+ app'reciate (v): know how important sth is.

+ 'attitude (to sb/sth) (n): the way people think/ feel
about sb/sth.

- Read each of these words twice and ask sts to listen
and repeat.

- Ask sts to read these words again in pairs and check for

each other.

- Ask some sts to read again.

- Ask sts to work in pairs to match the things in box A
with corresponding effects in box B.

- Move round to check the activity and to help if

- Listen to their friend and give remarks.

- Listen to the T.

- Copy down these words into their
notebooks.

- Listen and repeat and then practise
with a partner.

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necessary.

- Ask some pairs to answer.
- Listen and give remarks.
+ Task 2:Rearrange a dialogue.

- Introduce the situation and ask sts to read through the
sentences.

- Ask them to rearrange the sentences into a meaningful
dialogue.

- Ask sts to share their answer with a partner and then
practise the dialogue.

- Ask two pairs to report.
- Listen and give remarks.

3.While you speak: ( 15 minutes )

Aims: Sts can talk about one of their past experiences.

+ Task 3:Making dialogues

- Ask sts to underline some questions in task 2 which is
used to ask about past experiences.

- Introduce some useful structures:
+ Have you ever ...?

+ How did it happen?
+ When did it happen?

+ How did the experience affect you?

- Ask sts to look again at the topics in Task 1 as a
suggestion and then work in pairs to make similar
dialogues to the dialogue in Task 2.

- Allow them to work in 10 minutes and move around to
conduct the activity.

4. After you speak: (9 mins)

Aims: to check sts'work.

- Ask some pairs to make dialogues in front of the class.
- Listen and give remarks.

5. Homework: (1 mins)

- Write down what they have discussed.

- Some sts present.

Key: 2 - c; 3 - a; 4 - b; 5 - e
- Listen to the teacher.

- Listen to the T.

- Work individually to rearrange the
dialogue.

- Practise the dialogue in pairs.
- Some sts report.

1 - b ; 2 - d ; 3 - h ; 4 - a ;
5 - e ; 6 - g ; 7 - c ; 8 - f.

- Underline the questions.
- One st reports:

+ Have you ever spoken English to a
native speaker?

+ How did you meet her?
+ What did you talk about?

+ How did the experience affect you?
- Listen to the T.

- Work in pairs to think of a topic or to
choose one topic in Task 1, and then
make a dialogue.

PERIOD 8

UNIT 2: Listening

A. Objectives: After the lesson:

I. Education aim:

- Sts can learn from a past experience.
II. Knowledge:

1. General knowledge:

- Sts know about a person's most unforgettable experience.
2. Language: Sts recall and learn more about:

- The past tenses

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III. Skills: Sts develop the following skills:

- Listening for specific information by marking True/False
- Listening for specific information by filling in the gaps.
- Discussing.

B. Anticipated problems:

- The listening text is long.

- Sts have trouble listening to a teacher reading aloud a dialogue.
C. Teaching aids:

- Picture in textbook
D. Procedures:

Teacher’s activities Students’ activities

I Homework checking:(8')

One st tells the whole class about a famous person
T asks others to give comments.

T listens and gives remarks.

Sts listen to their friend and give
remarks.

II. Before you listen:(10')

Aims: focus sts on the topic and review/ introduce the words

and phrases used to describe some people's best friend.
1. T asks sts to work in pairs to look at the picture in the
textbook and say what is happening in the picture. T may
give some suggested questions

- What and who can you see in the picture?
 - What are the people doing?

- What is happening to the house?

- Have you ever seen a fire with your own eyes?
T moves around to help sts.

T asks some pairs to present and gives remarks

Sts listen to the T and ask and answer
the questions. Sts work in pairs:

Some pairs stand up and present.
2. T asks S to look at the words in the book and read after T /

the tape.

T introduces some new words

- memorable (adj): worth remembering.
 - replace (v): to take the place of something
 - embrace (v): (demonstrate)

- protect (v): keep st/sb safe from harm/ injury.

- burn down(v): be destroyed by fire

- burn (v): the injury caused by fire

- appriciate(v) to know the good qualities of sb/st
 - rescue (v): save sb from danger

T read the words / plays the tape again and asks sts to repeat.
T asks sts to read the words in pairs.

T asks some sts to read the words again.

Sts look at the words and read after
T /the tape.

Sts copy the words and phrases.

Sts listen and repeat.

Sts read the words in pairs and correct
each other’s mistakes.

Some individuals read the words aloud
II. While you listen:

Task 1(10')

Aims: Practice listening for specific information by deciding
if the given statements are true or false.

T introduces the situation: You are going to listen to an
interview about the most unforgettable experience in a
busineeswoman's life.

T asks sts to have a look at the statements and read them in
pairs. T makes sure they understand the statements.

T asks sts to listen to the tape/T twice and tick the box to
indicate if the statements are true or false. T may underline
the words/ phrases that indicate false information

T asks sts to compare their answer in pairs.
T checks sts’ answer.

T plays the tape once again, stop the tape where necessary
and conduct the correction.

Key: 1 - T; 2 - F; 3 - F; 4 - F; 5 – T.

Sts listen to their teacher.

Sts work in pairs to read the statement.
Sts listen and do the task.

Sts compare their answers
Sts gives their answer.

Sts check their answer say it aloud,
and then correct their work if they
have the wrong answer.

Task 2(10')

Aims: Practice listening for specific information by filling in
each gap with one suitable word.

T asks sts to work in pairs and read the summary of Cristina.

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words with each other and try to fill in the gap.

T asks sts to listen to the second part of the dialogue once or
twice and fill in the gaps.

T asks sts to compare their answers.

T checks sts’ answer by playing the tape/ read the dialogue
once again, stop where necessary and conduct the correction.
 Key :

1- small 2- everything 3- family
 4- replaced 5- took 6- appriciate

Sts listen and do the task.
Sts compare their answers.
Sts check their answer.

IV. After you listen:(9')

Aims: Sts practise talking about the importance of family. 
T asks sts to work in group and use the information the get

from Task 1 and 2 and their own knowledge to discuss
Christina's thought: 'Family is more important than things'.
T moves round to check the activities and to make sure that
sts are working effectively.

T asks one or two sts to present in front of the whole class.
T checks and gives remarks.

Sts practise talking in pairs.

One/ two sts present.
IV. Homework:(1')

Write a short paragraph about how important your family is.
PERIOD 9

Date: 19/09/08 UNIT 2: WRITING
I. Objectives:

1. Education Aims: - Students can write the first draft of a personal letter about a past experience.
2. Skills: - Writing about a past experience.

II. Anticipated problems:

- Students may lack ideas as well as vocabulary to write.
III. Teaching Aids: - board, textbook, chalk.

IV. Procedures:

Teacher's activities Students' activities

1. Homework checking:( 5 mins)

- Ask one st to present his/her opinions about
Christina's thought in "After you listen".
- Ask another st to give comments
- Listen and give remarks.

2. Before you write:( 20 mins)

- Aims: to help sts to have vocabulary and ideas for 
the writing task.

a. First, introduce the topic of the writing task.
" You are going to write a letter to your pen friend
telling him/her about one of your most memorable
past experiences"

- Tell sts that there are several types of experiences,
and ask them to do a small exercise about types of
experiences.

b. Brainstorming and outlining:

- Ask sts to think of their experiences and choose the
most memorable one to write about.

- Remind sts that their letter should include the
following main points:

+ when / where it happened.

+ how it happened

+ who was involved

+ how the experience affected you.

- Ask sts to think and to make an outline of the letter ,
basing on the above main points.

- Move around to help if necessary.

- Ask sts to exchange their outline with their partners.
- Check some outlines and give remarks.

- Help them to rearrange their ideas in a logical way.
3. While you write:( 10 mins)

- Aims: Sts write the first draft.

- Ask sts to write a letter to their pen friends, basing
on the outline they have just finished.

- One st presents his/her opinions.
- Listen to their friend.

- Another st give remarks.

- Listen to the teacher carefully.

- Look at the table and match.

- Share their answer with their friends and
then report.

1 - b ; 2 - d ; 3 - e ; 4 - a ; 5 - c

- Think of a topic.

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- Suggest some ways to open a letter to a pen friend:
Dear ...,

Thank you for the letter you sent me last week ...
I'm sorry that I haven't written to you for a long 
time ...

- Let sts write in 10 minutes.
- Ask two sts to write on the board.
- Move around to conduct the activity.
4. After you write:( 9 mins)

Aims: to get feedback and check sts' work.

- Ask some other sts to give remarks on the letters on
the board.

- Check and give the correct answer.

- If there is enough time, T can have sts exchange
their writing among sts within a group so that they
can check their friend's work and give remarks.

5. Homework: ( 1min)
- Write the final draft.

- Share their ideas with their partners.
- Listen to the T and correct anything
necessary.

- Listen to the teacher.
- Do the writing task.
- Sample:

" Dear Alan,

I'm sorry that I haven't written to you for 
a long time. How are you? Is everything 
all right?

I have experienced a really hard time 
since I failed the English exam two 
months ago. It was the last exam I had to 
pass to attend a two-year-course in 
Singapore...

PERIOD 10

Date: 20/09/08 UNIT 2: LANGUAGE FOCUS
I. Objectives:

1. Education Aims: - Students know how to pronounce the sound /m/,/n/ and /ŋ/correctly.

- Students revise some verb tenses.
2. Skills: + Speaking: - Work in pairs to discuss the exercises.

+ Reading: - Read words and sentences aloud.

- Read the sentences silently to do the exercises.
II. Anticipated problems:

- Sts may forget the forms and the uses of these tenses.
III. Teaching aids: - board, chalk, textbook.

IV. Procedures:

Teacher's activities Students' activities
1. Homework checking: ( 15mins)

A fifteen-minute Test.
2. Pronunciation:( 10 mins)

- Aims: to introduce three sounds /m/, /n/ and /ŋ/and 
help sts to practise these sounds.

a. Write three sounds on the board and pronounce
them clearly twice, then ask sts to repeat.

- Tell sts how to pronounce these sounds accurately.
- Ask them to look at the textbook, listen and repeat.
- Then ask sts to work in pairs to read the words again
so that they can check for each other.

- Move around to help .

- Ask two sts to read again and give remarks.

b. Ask sts to look at sentences in page 29 in the book.
- Ask them to work in pairs to read the sentences and
then find out the words containing sound /m/,

sound /n/ and sound /ŋ/ .

- Ask them to work in 2 minutes.
- Move around to conduct the activity.

- Ask one st to report and other sts to give remarks.
- Check and give the correct answers.

- Ask some sts to read these sentences aloud.
- Listen and give remarks.

- One st reads his/her writing aloud in front
of the whole class.

- Give remarks.
- Listen to the teacher.

- Write down two sounds.

- Listen to the teacher and repeat.
- Look at the book , listen and repeat.

/m/ /n/ /ŋ/

may nose wrong
 make nine running
 summer money bringing
 ...

- Read these words in pairs and check for
their partners.

- Look at the book and work in pairs.
- Answers:

/m/ /n/ /ŋ/

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3. Grammar: ( 19 mins)

Aims: to revise some present tenses and some past 
tenses and have sts do Ex1, Ex2 and EX3.

a. Revising some present tenses:

- Tell sts that present tenses can be used to retell a
story happening in the past to make the story more
immediate and more vivid.

- Ask sts to do exercise 1
+ Exercise 1:

- Ask sts to look at Ex1 and to do the task

individually and then compare their answers with
other sts.

- Move round to conduct the activity.
- Ask some sts to report.

- Listen and give remarks.
b. Revising some past tenses
- Give some examples:

e.g.: - I met an Englishman in THD Street last week.
 - They were playing games when their father 
came home.

- She had already known the news by the time I 
phoned her.

- Ask sts to tell the T the forms and the uses of these
tenses.

- Ask sts to give examples.

- Ask them to do exercise 2.
+ Exercise 2:

- Ask sts to do Ex 2 individually and then share the
answers with their friends.

- As the time is limited, ask sts to do 4 sentences only

- Move round to help if necessary.

- Ask some sts to report their answers.
- Check and give remarks.

+ Exercise 3:

- Ask sts to do Ex3 individually and then share the
answers with their friends.

- As the time is limited, ask sts to do 4 sentences only
- Move round to help if necessary.

- Ask some sts to report their answers.
- Check and give remarks.

5. Homework ( 1 min)
- Part B( page 14 - workbook)

... 
- Read the sentences.

- Listen to the T.

- Do exercise 1 individually.
- Some sts report.

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

7. contains 8. has bakes
 ...

- Listen and correct their work if necessary.
- Read the examples and tell the whole class
their ideas.

+ The past simple:

Form: (+) S + V-ed/ V(irregular) ...
 (-) S + did not + V ...
 (?) Did + S + V ...?
Use: an event/ activity happened at one 
particular time in the past.

+ The past progressive:

Form: (+) S + was/were + V-ing...
 (-) S + was/ were + not + V-ing ...
 (?) Was/ Were + S + V-ing ...?
Use: An event/ activity was in progress at a 
particular time in the past.

+ The past perfect:

Form: (+) S + had + PII ...

(-) S + had + not + PII ...

(?) Had + S + PII ...?

Use: An event/ activity took place and was 
completed before another activity or time in
the past.

- Do the task and then some sts report.
1. broke/ was playing 2. wrote/ was
3. was working/ broke

4. started/ were walking

- Do the task and then some sts report.
1. had eaten/ arrived

2. found/ had taken
3. got/ had closed
4. got/ had left

PERIOD 11- Week 4:1/10/08 -

Unit 3- Party-READING

A. Objectives: After the lesson:

I. General knowledge:

- Sts know about what people do at parties.
II. Language: Sts recall and learn more about:

- The present simple tense.
- Vocabulary to describe parties.
III. Skills: Sts develop the following skills:

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- Discussing.
B. Anticipated problems:

- The lesson is too long.

- Vietnamese culture is different from Western culture
C. Teaching aids:

- Textbook
D. Procedures:

Teacher’s activities Students’ activities

I. Before you read:(14')

Aims: focus sts on the topic, revise and introduce the words
and phrases used to talk about parties

1. T introduces the passage about some kinds of parties.
T focuses sts on the pictures in the textbook and asks sts to
describe the pictures. Sts ask and answer in groups. T may
give some suggested questions

- What happens in each picture? 
 – What are they doing?

- What is the relationship between the people in the
picture?

- How do the people in the picture feel?
T checks their work by eliciting the answer from sts.
T asks some groups to give their answer.

Sts look at the pictures and describe
them.

Some sts answer the questions.
2. T elicits some vocabulary from sts by asking them to work

in groups to find words and phrases on parties. T may give
some suggestions: Kinds /Purposes / Places /People /Food
and drinks/Activities

T checks sts' work and write the words on boards

Kinds of party: birthday party/ farewell party/ aniversary
party/ house warming party, Christmas party ....

Purposes of party: to celebrate one's birthday, wedding day,
to say good bye to sb, introduce one's new house,...

Places of party: indoors/ outdoors/ at home / at a
restaurant ...

People at the party: family members, realtives, friends,
colleagues ....

Food and drinks: soda, mineral water, wine, whisky, beer,
cake, candy, fruit, chicken, beef ...

Activities at party: dancing, singing, chatting, eating,
drinking, playing games,...

T asks sts to read the words after T.
T asks some sts to read the word again.

Sts listen to their T, work in groups to
write down the words.

Sts copy the words on board.

Sts listen and repeat.

Some individuals read the words aloud
II. While you read:

1. Task 1(10')

Aims: Sts practise scanning for specific information by
crossing in the right box.

T asks sts to look at the table in task 1, read through the
options to see if they understand the table.

T asks sts to scan the text and crossing in the appropriate box
to show what people do at parties. Sts may underline the
words/ phrases in the text that help them to give their answer.
Sts work in pairs.

T asks sts to exchange their answers.

T asks some sts to give their answer and correct it if they are
wrong.

Key: 1 x

2 x x

3 x x

4 x

5 x

6 x

7 x

Sts have a look at the table.

Sts read the text and do the task in
pairs.

Sts exchange their answers
Sts give their answer.

3. Task 2:(10')

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it.

T asks S to read the statements carefully in pairs. T makes
sure they understand the statements.

T asks S to read the text carefully again and work in pairs to
find the wrong word in each statement and underline it. Sts
may need to underline the clues that help them give their
answers.

T goes around to help sts.

T asks some pairs to give their answers. T correct their
mistakes (if any)

Key:

1. eighth -> seventh
2. makes -> eats.
3. food -> presents.
4. anniversaries -> age.
5. months -> years
 6. 5th -> 50th

7. silver -> golden

Sts read the sentences.

Sts read the text and do the task orally.
Some pairs give their answers in front
of the class.

III After you read:(10')

Aims: Sts practise discussing and talking about where to
hold theirbirthday party.

T asks sts to work in groups of four to discuss the following
question: 'Were do you prefer to celebrate your birthday
party, at home or in the restaurant? Why?'

T may give some suggestions: cost, distance, numder/ kinds
of guests, decoration, preparation, atmosphere ...

T goes around to help sts.

T asks the representative of some groups to present in front of
the class.

Sts work in groups to talk about where
to celebrate their birthday party.

Some sts present.
IV. Homework:(1')

Write a short paragraph (80 words) about what they
did on their last birthday.

Work book: Reading part 1 & 2
PERIOD 12

Date: 27/09/08 UNIT 3: SPEAKING
I. Objectives:

1. Education aims: - Students can develop their speaking skill by talking about parties and how to
plan parties.

2. Skills: - Discussing in pairs and in groups about parties and how to plan parties.
II. Anticipated problems:

Sts may not have enough vocabulary to talk about the topic.
III. Teaching aids:

Textbook, chalk, board.
IV. Procedures:

Teacher s activities’ Students activities’

1. Warm-up: (3 mins)

- Ask sts some questions to lead to the topic.
- Introduce the topic of the lesson.

2. Before you speak: ( 15 mins)

Aims: : to elicit some questions and ask sts to work in
pairs to ask and answer about a party they have been to.

+ Task 1:

- Ask sts to think of a party they have been to and choose

from the list the things they want to talk about.

- Ask sts to read the questions carefully and put a tick on
the question they choose.

- Move around to help sts if necessary.

- Listen to the T and answer the
questions.

- Think of a party and choose from the
list the things they want to talk about.
- Read the questions carefully and put a
tick on the quetion they choose.

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+ Task 2:Talking about parties.

- Ask sts to work in pairs to ask and answer about a party
basing on the questions in task 1.

- Encourage sts to create new questions.
- Allow them to work in 5 minutes.
- Move round to help if necessary.
- Ask some pairs to report.

- Listen and give remarks.

3.While you speak: ( 12 minutes )

Aims: Sts can talk about how to plan parties.

+ Task 3:

- Ask sts to imagine that they are going to organise a
party and ask them what to do to prepare for it.

- Ask some sts to report their ideas.
- Add some more ideas.

- Ask sts to work in groups of four or five to discuss how
to organize the best party basing on the above
suggestions.

- Allow them to work in 7 minutes.
- Move round to help if necessary.
4. After you speak: (15 mins)

Aims: to check sts'work.

+ Task 4:

- Ask the representative of each group to report in front
of the whole class.

- Remind sts that they should try to convince their
friends to come.

- Listen to them and then give remarks for each group's
report.

- Decide which is the best report and give them a prize.
5. Homework: (1 mins)

- Write down what they have discussed.

a party they have been to.
- Some sts report.

- Listen to the T and say out their ideas.
S1: Fix the date and time.

S2: Decide who to invite.

S3: How much to pay for the party?
S4: Prepare the menu (food and drink).
- Listen to the T and take note.

- Work in goups to discuss.

- Some sts present in front of the class.
- Try to make their parties interesting.
- Listen to the T carefully.

PERIOD 13

UNIT 3: Listening

A. Objectives: After the lesson:

I. General knowledge:

- Sts know about a girl's birthday party.
II. Language: Sts recall and learn more about:

- The past tenses

- Vocabulary on narrating a party.
III. Skills: Sts develop the following skills:

- Listening for specific information by marking True/False
- Listening for specific information by answering questions
- Discussing.

B. Anticipated problems:

- The tape's quality is not very good
C. Teaching aids:

- tape, cassette, textbook
D. Procedures:

Teacher’s activities Students’ activities

I Homework checking:(5')

One st tells the whole class about preparation for a party
T asks others to give comments.

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T listens and gives remarks.
II. Before you listen:(10')

Aims: focus sts on the topic and review/ introduce the words
and phrases used to talk about parties.

1. T asks sts to work in pairs to discuss the questions in the
textbook. The pictures in the textbook might give them some
suggestions.

T moves around to help sts.

T asks some pairs to give their answers and remarks

Sts listen to the T and ask and answer
the questions. Sts work in pairs.

Some pairs stand up and present.
2. T introduces some new words

- turn (v):e.g. I will turn 30 on my next birthday.
 - gather (v): to come together in one place
 - clap one's hands (v): (demonstrate)

- help onself to st(v):to serve omeself with food/drinks 
 - icing (n): the cream layer on the cake

T read the words / plays the tape again and asks sts to repeat.
T asks sts to read the words in pairs.

T asks some sts to read the words again.

T asks S to look at the words in the book and read after T /
the tape.

Sts copy the words and phrases.

Sts listen and repeat.

Sts read the words in pairs and correct
each other’s mistakes.

Some individuals read the words aloud
Sts look at the words and read after
T /the tape.

II. While you listen:
Task 1(10')

Aims: Practice listening for specific information by deciding
if the given statements are true or false.

T introduces the situation: You are going to listen to a talk
about a birthday party.

T asks sts to have a look at the statements and read them in
pairs. T makes sure they understand the statements. T asks sts
to pay attention to the key word in each statement

T asks sts to listen to the tape/T twice and tick the box to
indicate if the statements are true or false. T may underline
the words/ phrases that indicate false information

T asks sts to compare their answer in pairs.
T checks sts’ answer.

T plays the tape once again, stop the tape where necessary
and conduct the correction.

Key: 1 - F; 2 - F; 3 - F; 4 - T; 5 – F.

Sts listen to their teacher.

Sts work in pairs to read the statement.
Sts listen and do the task.

Sts compare their answers
Sts gives their answer.

Sts check their answer say it aloud,
and then correct their work if they
have the wrong answer.

Task 2(10')

Aims: Practice listening for specific information by answeing
questions.

T asks sts to work in pairs and read questions given inthe
textbook. T makes sure they understand the questions. Sts
discuss the information needed to answer the questions with
each other and try to answer them.

T asks sts to listen to the talk once or twice and answer the
questions. Sts are advised to note down necessary

information.

T asks sts to compare their answers.

T checks sts’ answer by playing the tape/ read the dialogue
once again, stop where necessary and conduct the correction.
 Key :

1- She was 16

2- Because it is noisy and expensive
 3- Soft drinks and biscuits

4- At about 4:30

5- It was beautifully decorated with pink and white icing
with 16 colourful candle in the middle

6- they clapped their hands eagerly and sang 'Happy
birthday'

7- At about 6 in the evening.

Sts read the questions and discuss in
pairs.

Sts listen and do the task.
Sts compare their answers.
Sts check their answer.

IV. After you listen:(9')

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T asks sts to work in group and use the information they get
from Task 1 and 2 to talk about the party.

T may give some suggestions:Whose birthday, how old, time,
place, number of guests, activities, feelings ...

T moves round to check the activities and to make sure that
sts are working effectively.

T asks one or two sts to present in front of the whole class.
T checks and gives remarks.

Sts practise talking in groups.

One/ two sts present.
IV. Homework:(1')

Write a short paragraph about a party they attended.
PERIOD 14

Date: 03/10/08 UNIT 3: WRITING
I. Objectives:

1. Education Aims: - Students can write the first draft of a letter of invitation.
2. Skills: - Writing a letter of invitation.

II. Anticipated problems:

- Students may lack ideas as well as vocabulary to write.
III. Teaching Aids: - board, textbook, chalk.

IV. Procedures:

Teacher's activities Students' activities
1. Homework checking:( 5 mins)

- Ask one st to talk about Mai's birthday party.
- Ask another st to give comments

- Listen and give remarks.
2. Before you write:( 20 mins)

- Aims: to help sts to have vocabulary and ideas for 
the writing task.

+ Task 1:

- Ask sts to work in pairs to ask and answer the
questions in this part.

- Allow them to work in 2 minutes.

- Move round and see whether sts need help.
- Ask some sts to present their ideas.

+ Task 2:

- Ask sts to read the letter of invitation that An Duc

wrote to Minh Hanh and then complete the letter with
the words/phrases in the box.

- Ask them to work individually and then share their
ideas with their partners.

- Move round to help if necessary.
- Ask some sts to report.

- Ask sts some questions concerning with the letter.
- Ask some sts to answer basing on the letter.
- Listen and give remarks.

+ Task 3:

- Ask sts to imagine that they are going to hold a
party. They want to invite their classmates to the
party. Write a letter of invitation to them.

- Ask sts to write the outline first by answering the
questions included in this part.

- Move around to help if necessary.

- Ask sts to exchange their outline with their partners.

- One st presents his/her ideas.
- Listen to their friend.

- Another st give remarks.

- Listen to the teacher carefully.

- Work in pairs to ask and answer.
- Some pairs report.

S1: On what occasions are parties held?
S2: They can be held on someone's 
birthday, at somebody's wedding 
anniversary, on New Year's Eve, etc.
S1: What kind of clothes do people often 
wear at a party?

S2: They often wear dresses, skirts, 
T-shirts or jeans.

S1: What kind of presents do people often 
bring to a party?

S2: a bunch of flowers, a shirt, a clock, a 
hat, etc.

- Read the letter and then fill in each blank
with the words/phrases in the box.

- Exchange their ideas with their friends.
- Some sts report.

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

- Listen to the T and then give answers.
- Listen to the T.

- Think of a topic.

- Write an outline, basing on those main
points.

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- Check some outlines and give remarks.

- Help them to rearrange their ideas in a logical way.
3. While you write:( 10 mins)

- Aims: Sts write the first draft.

- Ask sts to write a letter of invitation to their friends,
basing on the outline they have just finished.

- Suggest that sts refer to the sample letter to write.
- Let sts write in 10 minutes.

- Ask two sts to write on the board.
- Move around to conduct the activity.
4. After you write:( 9 mins)

Aims: to get feedback and check sts' work.

- Ask some other sts to give remarks on the letters on
the board.

- Check and give the correct answer.

- If there is enough time, T can have sts exchange
their writing among sts within a group so that they
can check their friend's work and give remarks.
5. Homework: ( 1min)

- Write the final draft.

- Listen to the teacher.
- Do the writing task.

- Sample:

" Dear Thao Huong,

I am having a birthday party at my house 
at 7.30 p.m on 10th October. Would you

like to come?

Most of our classmates have been invited ,
too. There will be lots of refreshments 
such as beer, coke and so on. My mother 
and I are going to cook some special 
foods. ... "

Period 15.

Date: 04/10/08 UNIT3: LANGUAGE FOCUS

I. Objectives:

1. Education Aims: - Students know how to pronounce the sound /l/,/r/ and /h/correctly.

- Students revise infinitive and gerund - active and passive form.
2. Skills: + Speaking: - Work in pairs to discuss the exercises.

+ Reading: - Read words and sentences aloud.

- Read the sentences silently to do the exercises.
II. Teaching aids: - board, chalk, textbook.

III. Procedures:

Teacher's activities Students' activities
1. Homework checking: ( 5mins)

- Ask one st to read the letter they wrote at home
aloud.

- Ask another st to give remarks.
- Check and give a mark.

2. Pronunciation:( 10 mins)

- Aims: to introduce three sounds /l/,/r/ and /h/and 
help sts to practise these sounds.

a. Write three sounds on the board and pronounce
them clearly twice, then ask sts to repeat.

- Move around to help .

- Ask two sts to read again and give remarks.

b. Ask sts to look at sentences in page 39 in the book.
- Ask them to work in pairs to read the sentences and
then find out the words containing sound /l/, sound
/r/ and sound /h/.

- Ask them to work in 2 minutes.
- Move around to conduct the activity.

- Ask one st to report and other sts to give remarks.
- Check and give the correct answers.

- Ask some sts to read these sentences aloud.
- Listen and give remarks.

- One st reads his/her writing aloud in front
of the whole class.

- Give remarks.
- Listen to the teacher.

- Write down two sounds.

- Listen to the teacher and repeat.
- Look at the book , listen and repeat.
/l/ /r/ /h/

lunch pretty hit
 lovely Europe house
 lemonade parent holiday
 jelly really hospital
 ...

- Read these words in pairs and check for
their partners.

- Look at the book and work in pairs.
- Answers:

/l/ /r/ /h/

hello really hello
 Allen pretty Harry
 lunch librarian horrible

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3. Grammar: ( 29 mins)

Aims: to revise infinitive and gerund - the active and
passive form and have sts do Ex1 and EX2.

a. Revising some patterns with infinitive and gerund

+ Pattern 1: S + V + to-infinitive ...

Vs: agree, decide, demand, fail, hope, mean, refuse, 
pretend, start, volunteer.

e.g: The boy decided to tell the truth.

+ Pattern 2: S + V + V-ing ...

Vs: admit, advise, delay, consider, forget, propose, 
risk, like, dislike, keep.

e.g: She keeps saying about her achievements, which 
annoys other people.

- Ask sts to give some more examples.
- Ask sts to do exercise 1

+ Exercise 1:

- Ask sts to look at Ex1 and to do the task

individually and then compare their answers with
other sts.

- Move round to conduct the activity.
- Ask some sts to report.

- Listen and give remarks.

b. Introduce some passive patterns with infinitive 
and gerund.

+ Pattern 1: Active: S + V + to- infinitive + O
 Passive: S + V + to be + PII(+ by O)
+Pattern 2: Active: S + V + V-ing + O

Passive: S + V + being + PII ( + by O)
- Ask sts to give more examples.

- Ask them to do exercise 2.
+ Exercise 2:

- Ask sts to do Ex 2 individually and then share the
answers with their friends.

- Move round to help if necessary.
- Ask some sts to report their answers.
- Check and give remarks.

5. Homework ( 1 min)

- Ex 3 ( P. 41) and Part B( page 20 - workbook)

- Listen to the T and take note.

- Do exercise 1 individually.
- Some sts report.

1. having 2. getting

3. to tell 4. practising
5. to see.

...

- Listen and correct their work if necessary.

- Listen carefully and take note.

- Give more examples.

- Do the task and then some sts report.
1. B 2. A 3. B

4. B 5. A

Period 16

.-Test Yourself A.

I.Objective.

-By the end of the lesson Ss will be able to test themselves by completing every exercises.
II.Material.

-Text book.
III.Procedure.
1.Listening.(10 _”
-T reads twice.

-Ss listen to the teacher and complete the sentences.
-Answers:

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

2.Reading(10 )’

-Ss do it first,then T checks:

1.Because these people had been childless for ten years after they were married and were so thrilled to
finally have a child.

2.To take some photograghs of the family.

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4.Because he was interested in the toys.
3.Pronunciation.(5 )’

-T calls Ss to do it and then checks:
-1.nine 3.matching.

2.hour 4.jam.
4Grammar.(18 )’
-Ask Ss to do it first.
-Then T corrects it.

1.to see. 2.to be 3.to phone 4.pay.
5.to be met. 6.to be appointed.
5.Writing(18 )’

IV-Home work(2 )’

-Ask Ss to write about their birthday party.

Period 17- LESSON PLAN –TEST 11.
I.Objectives.

-By the end of the lesson,Ss will be able to know how to learn E well and test themselves.
II.Procedure.

-Giáo viên thuyết trình:
+Giới thiệu về cách häc.
+C¸ch kiĨm tra.

+Giíi thiƯu SGK TiÕng Anh líp 11.
A.Giíi thiƯu vỊ c¸ch häc.

-Chơng trình mơn Tiếng Anh ở THPT đợc xây dựng theo 6 chủ điểm, lặp lại có mở rộng từ lớp 10-12 với
những định hớng cơ bản sau:

+Kỹ năng giao tiếp là mục tiêu của quá trình dạy học, kiến thức ngôn ngữ là phơng tiện để hình thành và phát
triển các kĩ năng giao tiếp.

+Nội dung dạy học đợc lựa chọn và trình bày theo hệ thống chủ điểm…

+Để hình thành và phát triển các kĩ năng nghe, nói, đọc, viết thơng qua luyện tập các kiến thức ngôn ngữ
nh-:Ngữ âm, từ vựng, ngữ pháp.Vởy:

Giáo viên tổ chức và hớng dẫn học sinh tham gia tích cực vào quá trình học tập thơng qua các hoạt cá
nhân,theo căp,nhóm.Học sinh là chủ thể của hoạt động học tập.Học sinh cần có ý thức trong hoạt động trên
lớp và tự học.

B.Giíi thiƯu c¸ch kiĨm tra.

-Nội dung kiểm tra qua 2 phơng thức:Thờng xuyên và định kì.

-Đánh giá kết quả học tập của học sinh thông qua 4 kĩ năng:Nghe, nói, đọc, viết và kiến thức ngơn ngữ (ngữ
âm, từ vựng, ngữ pháp) theo tỉ lệ:Nghe 20%, đọc 20%, nói 20%, viết 20% và kiến thức ngơn ngữ 20%.
C.Giới thiệu SGK lớp 11.

Sách giáo khoa Tiếng Anh lớp 11 lấy chủ điểm làm xuất phát điểm để phát triển nội dung giảng dy.
+Gm 16 bi.

+6 bài ôn tập.

+Cấu tạo 1 bài học gåm 5 tiÕt:
-Reading.

-Speaking.
-Listening.
-Writing.
-Language.

Period 18 –TEST 1.
(Time allowed:45 minutes)

PERIOD19 UNIT4-VOLUNTEER WORK
Period 1: Reading
I. Objectives:

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- Sts know about volunteer work in the USA.

2. Language: Sts recall and learn more about:

- The present simple tense.
- Vocabulary on volunteer work.
3. Skills: Sts develop the following skills:

- Scanning for specific information to do multiple-choice questions.
- Reading for specific information and answering the questions.
- Discussing.

II. Anticipated problems:

Ss may need help with the discussion task.
III. Teaching aids:

- Textbook
IV. Procedures:

Teacher s activities’ Students activities’

1. Before you read: (14 minutes)

Aims: focus sts on the topic, revise and introduce the
words and phrases used to talk about volunteer work.
- Ask Ss to look at the pictures in the textbook and
asks sts some questions:

+ What is the old man doing?

+ What does this mean by Little moments Big”

Magic ?”

- give some suggested questions:

+ The old man is teaching the boy to read.

+ It means that your little contribution and help may
lead to significant results/ may greatly change a
person s life.’

- Ask Ss to work in pairs to read the short poem on
the page 46 and answer the question and discuss its
meaning.

- Call on some Ss to present their opinion.
- Give comments and suggested answers:

The saying means that if you help somebody by
giving them some money, it s just a temporary‘
solution. It s better to instruct them how to make’
money legally by teaching them necessary working
skills.

- Elicit some vocabulary from Ss some new words and
explain them:

+ volunteer ( v): to do smth tù nguyÖn làm gì
 + volunteer (n ): tình nguyện viên

+ voluntary ( adj ): done willingly: t×nh ngun

+ voluntarily ( adv )

+ the aged = the old

+ participate in (v) = take part in
 + remote = far away

- Ask sts to read the words after T.

- Look at the pictures and answer the
questions.

- Some sts answer the questions.

- Listen to their T, work in groups to discuss
the meaning of the poem.

- Some Ss present in front of the class.

- Copy the words on board.

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- Ask some sts to read the word again
2. While you read :

Task 1: (7 minutes)

Aims: Sts practise scanning for specific information
by filling each blank with an appropriate form of the
word volunteer .“ ”

-Ask Ss to read through the sentences in task 1
carefully and identify the part of speech of the words.
- Ask Ss to do ex. individually and exchange their
answers with others Ss.

- Call on some Ss to give the answers in front of the
class.

- Give the correct answers:

1- voluntary 2- voluntarily
 3- volunteers 4- volunteered
Task 2: (8 minutes)

Aims: Sts practice reading for specific information by
choosing the best answers from A, B, C, D..

- Ask S to read the statements carefully in pairs. T
makes sure they understand the statements.

- Ask S to read the text carefully and work in pairs.
– Ask S to underline the clues that help them give
their answers.

- Go around to help sts.

- Ask some pairs to give their answers. T correct their
mistakes (if any)

Answers:

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

Task 3:( 10 minutes )

Aims: Sts practice reading for specific information
by answering the questions

- Ask S to read the questions carefully and underline
the key words in each questions.

- Ask S to work individually , then discuss their
answers with a partner.

- Call on some ss to write the answers on board.
- Feedback and give correct answers:

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

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

3. They volunteer to work in remote or mountainous
areas.

3. After you read: (10 minutes)

Aims: Sts practice discussing and talking about the

- Listen and repeat.

- Some individuals read the words aloud

- Read the sentences and do the task .
- Read the text and do the task in pairs.
- Exchange their answers

- Give their answer.

- Read the sentences.

- Read the text and do the task orally.

- Some S give their answers in front of the
class.

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volunteer work..

- Ask Ss to work in groups of four to discuss the
following question: Why do people do volunteer
work?

- Ask S to work in groups to discuss the above
question.

- Go around to help sts.

- Ask the representative of some groups to present in

front of the class.

- Work in groups to talk about the volunteer
work.

- Some sts present.

PERIOD 20.

Date: 17/10/08 UNIT4:- SPEAKING
I. Objectives:

1. Education aims: - Students can develop their speaking skill by talking about their volunteer work.
2. Skills: - Discussing in pairs and in groups about activities in volunteer work.

II. Anticipated problems:

Sts may not have enough vocabulary to talk about the topic.
III. Teaching aids:

Textbook, chalk, board.
IV. Procedures:

Teacher s activities’ Students activities’

1. Homework checking: (5 mins)

- Ask one sts to talk about volunteer work in the USA
and answer the question: " Why do people do volunteer
work?"

- Ask other sts to listen and give remarks.
- Give comments.

2. Before you speak: ( 15 mins)

Aims: : to focus sts on the topic and to introduce some
new words.

+ Task 1:

- Ask sts to read the activities given and decide which
are volunteer work.

- Ask them to discuss in pairs.

- Move around to help sts if necessary.

- Ask one st to report and other sts to give remarks.
- Listen and check.

+ Introduce some new words to prepare vocabulary for
speaking activities.

+di'rect ( the traffic) (v): control (the traffic)

+ inter'section (n - count-)): a place where roads or
other lines meet or cross.

- Read the words again and asks sts to repeat.

- Ask sts to read the words in pairs.

- Ask some sts to read the words again.
3.While you speak: ( 15 minutes )

Aims: Sts can talk about their volunteer work.

- Listen to their friend.
- Listen and give remarks.

- Read the activities.
- Discuss in pairs.
- Report:

- Listen to the T.

- Copy the words and phrases.

Listen and repeat.

- Read the words in pairs and correct
each other’s mistakes.

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+ Task 2:Making a dialogue.

- Ask sts to work in pairs to read the model dialogue .
- Ask two pairs to read aloud.

- Listen and give remarks.

- Ask them to read the information in the table and then
work in pairs again to make similar dialogues to the
model.

- Allow them to work in 5 minutes.
- Move round to help if necessary.
- Ask some pairs to report.

- Listen and give remarks.
+ Task 3:

- Ask sts to work in groups and take turns to talk about a
kind of volunteer work to help people.

- Suggest some more ideas by giving some questions:
+ When do you do volunteer work?

+ How often do you do it?

...
- Allow them to work in 7 minutes.

- Move round to help if necessary.
4. After you speak: (9 mins)

Aims: to check sts'work.

+ Task 4:

- Ask the representative of each group to report in front

of the whole class.

- Ask sts try to make their report more interesting by
using additional ideas and different structures.

- Listen to them and then give remarks for each group's
report.

5. Homework: (1 mins)

- Write down what they have discussed.

- Work in pairs to read the dialogue.
- Some pairs stand up to read the
dialogue aloud.

- Study the table and make similar
dialogues in pairs.

- Some pairs report:

S1: What kind of voluteer work are you
participating in?

S2: We are helping old and sick people.
S1: What exactly are you doing?

S2: We are listening to their problems,
cleaning up their houses, doing their
shopping and cooking meals for them.

S1: Do you enjoy the work?

S2: Yes, I like helping people and I want
to ease their life.

...
- Listen to the T and say out their ideas.
- Listen to the T and take note.

- Work in goups to discuss.

- Some sts present in front of the class.
- Try to make their reports interesting.
- Listen to the T carefully.

PERIOD 21

UNIT 4-Period 3: Listening
I. Objectives:

1. General knowledge: - Sts know about Spring School in Ho Chi Minh City..
2. Language: Sts recall and learn more about: - The present tense

- Vocabulary on volunteer words.
3. Skills: Sts develop the following skills:

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- Discussing.
II. Anticipated problems:

-Ss may not have sufficient vocabulary to talk about the topic.

III. Teaching aids:

- tape, cassette, textbook
IV. Procedures:

Teacher s activities’ Students activities’

1. Homework checking: (5mins)

- One st tells the whole class about the volunteer work they
have done.

- Listen and give remarks.
2. Before you listen: (10mins)

Aims: focus sts on the topic and review/ introduce the words
and phrases used to talk about parties.

- Ask Ss to work in pairs to answer the questions in the book.
- Move around to help sts.

- Ask some pairs to give their answers.
-Introduce some new words

+ fund- raising activities: hoạt động gây quĩ
 + informal school: trờng học khơng chính thống
 + co-operate (v ): work togetherhợp tác

+ co- ordinate (v ): phèi hợp
 + sponsor (n ): nhà tài trợ

+ disadvantaged children: trẻ em thiƯt thßi

- Read the words / plays the tape again and ask sts to repeat.
- Ask Ss to read the words in pairs.

- Ask some sts to read the words again.

- Ask S to look at the words in the book and read after T / the
tape.

3. While you listen:
Task 1: (10 mins)

Aims: Practice listening for specific information by filling in
the missing information.

- Introduce the situation: You are going to listen to a passage
about Spring school, a special school in Ho Chi Minh City. 
- Ask Ss to have a look at the statements and read them in
pairs and makes sure they understand the statements. - Ask
sts to pay attention to the key word in each statement

- Ask Ss to listen to the tape/T twice and tick the box to
indicate if the statements are true or false. T may underline
the words/ phrases that indicate false information

- Ask Ss to compare their answer in pairs.
- Check sts’ answer.

- Play the tape once again, stop the tape where necessary and
conduct the correction.

Answer:

1. informal 2. 30 street children

- One St. goes to the board.

- Listen to their friend and give
remarks.

- Listen to the T and ask and answer
the questions.

-Work in pairs.

- Some pairs stand up and present.
- Copy the words and phrases.
- Listen and repeat.

- Read the words in pairs and correct
each other’s mistakes.

- Some individuals read the words
aloud

- Look at the words and read after T
/the tape.

- Listen to their teacher.

- Work in pairs to read the statement.

- Listen and do the task.

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3. 250 children 4. 1998
 5. volunteers, June

Task 2: (10 mins)

Aims: Practice listening for specific information by
answering questions.

- Ask Ss to work in pairs and read questions given in the
textbook and makes sure they understand the questions. Sts
discuss the information needed to answer the questions with
each other and try to answer them.

- Ask sts to listen to the talk once or twice and answer the
questions. Sts are advised to note down necessary
information.

- Ask Ss to compare their answers.

- Check sts’ answer by playing the tape/ read the dialogue
once again, stop where necessary and conduct the correction.
 Suggested answers :

1- It provides classes to disadvantaged children in Ho

Chi Minh City.

2- Dance, theatre, singing and folk music classes were set
up in 1999.

3- Because they need money to continue their English and
Performance Arts classes.

4- They dance, sing, sing and play music at one of the
largest hotels in Ho Chi Minh City.

5- Because they need help to contact sponsors and
expand the school activities.

4. After you listen: (9 mins)

Aims: Sts practice talking about Spring School.

- Ask Ss to work in group and use the suggestions to talk
about Spring School .

- Goes round to check the activities and to make sure that sts
are working effectively.

- Ask one or two sts to present in front of the whole class.
- Check and give remarks.

5. Homework: (1 min)

Write a short paragraph about Spring School.

- Check their answer say it aloud, and
then correct their work if they have
the wrong answer.

- Read the questions and discuss in
pairs.

- Listen and do the task.

- Compare their answers.
- Check their answer.

- Practice talking in groups.

- One/ two sts present.

PERIOD 22

Date: 19/10/08 UNIT 4: WRITING
I. Objectives:

1. Education Aims: - Students can write the first draft of a formal letter expressing gratitude.
2. Skills: - Writing a letter expressing gratitude.

II. Anticipated problems:

- Students may lack ideas as well as vocabulary to write.
III. Teaching Aids: - board, textbook, chalk.

IV. Procedures:

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- Ask one st to tell the story about Spring School.
- Ask another st to give comments

- Listen and give remarks.
2. Before you write:( 20 mins)

- Aims: to help sts to have vocabulary and ideas for 
the writing task.

+ Task 1:

- Introduce the topic of the lesson.
- Introduce some new words:

+ 'grateful for (sth that sb has given you or done for
you) (adj): you have wish to thank them.

+ g'ratitude (n): the state of feeling grateful

+ re'ceipt (n-count): a piece of paper to prove that sb
has received money or goods from sb.

+ co'operate with sb (v): work with them or help
them for a particular purpose.

coope'ration (n)

- Read the words again and asks sts to repeat.

- Ask sts to read the words in pairs.

- Ask some sts to read the words again.
- Ask sts to study the letter and underline the
sentences that express the points listed in the
textbook.

- Allow them to work in 4 minutes.

- Move round and see whether sts need help.
- Ask sts to share their ideas with their friends.
- Ask some sts to present their ideas.

+ Task 2:

- Ask sts to imagine that they have just received a
donation of one million dong from one of the local
organizations to build your school library.

- Ask them to write a letter to acknowledge the
receipt of the donation and express their attitude.
- Ask sts to exchange their outline with their partners.
3. While you write:( 10 mins)

- Aims: Sts write the first draft.

- Ask sts to write a letter expressing gratitude, basing
on the outline they have just finished.

- Suggest that sts refer to the sample letter to write.

- Let sts write in 10 minutes.

- Ask two sts to write on the board.
- Move around to conduct the activity.
4. After you write:( 9 mins)

Aims: to get feedback and check sts' work.

- Ask some other sts to give remarks on the letters on
the board.

- Check and give the correct answer.

- If there is enough time, T can have sts exchange
their writing among sts within a group so that they
can check their friend's work and give remarks.
5. Homework: ( 1min)

- One st presents his/her ideas.
- Listen to their friend.

- Another st give remarks.
- Listen to the teacher carefully.

- Listen to the T.

- Copy the words and phrases.

Listen and repeat.

- Read the words in pairs and correct each
other’s mistakes.

Some individuals read the words aloud
- Read the letter and do the task.
- Work in 4 minutes and then compare
their answers with their friends.

- Some sts report.

+ The opening of the letter: Dear Sir / 
Madam

+ The amount that is donated: I am very 
happy to receive a donation of $500 from 
your company some days ago.

+ How the money is used: the money will 
help us to repair the old school building 
and build a new block of flats for the 
handicapped sts.

...
- Listen to the T.

- Write an outline, basing on those main
points.

- Share their ideas with their partners.
- Listen to the T and correct anything

necessary.

- Listen to the teacher.
- Do the writing task.
- Sample:

" 26 Hong Quang Street, Hai Duong City
 27th October, 2007

Dear Sir/Madam,

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- Write the final draft. ..."

PERIOD 23

Date: 23/10/08 UNIT4: LANGUAGE FOCUS
I. Objectives:

1. Education Aims: - Students know how to pronounce the sound /w/ and /j/correctly.
- Students learn about: - Gerund and present participle

- Perfect gerund and perfect participle.
2. Skills: + Speaking: - Work in pairs to discuss the exercises.

+ Reading: - Read words and sentences aloud.

- Read the sentences silently to do the exercises.
II. Teaching aids: - board, chalk, textbook.

III. Procedures:

Teacher's activities Students' activities
1. Homework checking: ( 5mins)

- Ask one st to read the letter they wrote at home
aloud.

- Ask another st to give remarks.
- Check and give a mark.

2. Pronunciation:( 10 mins)

- Aims: to introduce two sounds /w/and /j/ and help 
sts to practise these sounds.

a. Write two sounds on the board and pronounce
them clearly twice, then ask sts to repeat.

- Move around to help .

- Ask two sts to read again and give remarks.

b. Ask sts to look at sentences in page 53 in the book.
- Ask them to work in pairs to read the sentences and
then find out the words containing sound /w/ and

sound /j/.

- Ask some sts to read these sentences aloud.
- Listen and give remarks.

3. Grammar: ( 29 mins)

Aims: to teach sts how to use " Gerund and present 
participle", "Perfect gerund and perfect participle" 
and have sts do Ex1, EX2and EX3.

a. Gerund and Present participle.
+ Gerund:

e.g: Playing tennis is fun.
 S

We enjoy playing tennis.

O ( after the verb " enjoy")
- Ask some sts to give more examples.
e.g: I heard some surprising news.
 adj

I saw him walking in the park.
 CO

Opening her eyes, the baby began to cry.
 A ( = when she opened her eyes...)
- Ask some sts to give mor e examples

b. Perfect gerund and Perfect participle.

+ Perfect gerund: is used as the O of a sentence 
e.g: She admitted having stolen my wallet.
 O

+ Perfect participle: is used with adverbial meaning 
e.g: Having taken off his shoes, Ray walked into the
 A

- One st reads his/her writing aloud in front
of the whole class.

- Give remarks.
- Listen to the teacher.

- Write down two sounds.

- Listen to the teacher and repeat.
- Look at the book , listen and repeat.
/w/ /j/
we yes

west yellow
 wine young
 wheel years
 ...

- Read these words in pairs and check for

their partners.

- Look at the book and work in pairs.
- Answers:

/w/ / j/
 went York

walk University
 railway yesterday

... 
- Read the sentences.

- Listen to the T and take note.
- Give some examples

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house.

- Ask sts to give some more examples.
- Ask sts to do exercise 1

+ Exercise 1:

- Ask sts to look at Ex1 and to do the first four
sentences individually and then compare their
answers with other sts.

- Move round to conduct the activity.
- Ask some sts to report.

- Listen and give remarks.
+ Exercise 2:

- Ask sts to do Ex 2 individually but because of the
time limit, ask them to do the first four sentences
only.

- Then ask them to share the answers with their
friends.

- Move round to help if necessary.
- Ask some sts to report their answers.
- Check and give remarks.

+ Exercise 3:

- Ask sts to do Ex 3 individually but because of the
time limit, ask them to do the first three sentences
only.

- Then ask them to share the answers with their
friends.

- Move round to help if necessary.
- Ask some sts to report their answers.
- Check and give remarks.

5. Homework ( 1 min)

- The rest of the three execises and Part B( page 28 -
workbook)

- Give more examples.
- Listen and take notes.
- Give some examples.
- Do exercise 1 individually.
- Some sts report.

1. listening 2. bending
3. behaving 4. meeting
 ...

- Listen and correct their work if necessary.
- Do the task and then some sts report.
1. buring , rising

2. reading
3. lying
4. shopping

- Listen and correct their work if necessary.

- Read the task and then do it.

- Share their answers with their friends.
- Some sts report:

1. having made
2. Having been

3. having been

- Listen and correct their work if necessary.
Period 24-TEST-CORRECTION.

I.Objective.

-Check the mistakes Ss have made.
II.Procedure.

-T gives out Ss’ papers and then corrects their mistakes.

Period:25 Unit 5: ILLITERACY

I. The objective:

- Students can read and understand about “Universalisation of primary Education” and “Illiteracy
Eradication” in Vietnam.

- By the end of the lesson, students will be able to use the new words through speaking

II.Teaching aids:

- Textbook, Chalk, Cards, Posters …

III.Procedures:

Time Stages Teacher’s act Students’act

-Warm-up: guessing game and Shark attact the word
“Illiteracy”

I.Pre-reading:

1.Pre-teach vocabulary:

- a campaign (n) à (translation)

- ethnic minority (n) (explanation)

- voluntarily (adv) à (synonym)

- to decrease (v) à (antonym)

- Instruct the
game

- Follow the
steps to present
new words

- Work in pairs

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12’

20’

13’

2.Going through the pictures:
*Questions:

a. Who comes to attend this class?
b. Where are they?

c. What are they doing?

d. What kind of textbook are they learning?

e. Is this class held in the day time/ the evening? Why?
3.Find the Vietnamese equivalent to the following
expressions:

- Feedback: Nought and crosses (3 lucky numbers)

àAnswers:

1.Pho cap giao duc tieu hoc
2.Vung mien nui xa xoi
3.Xoa mu chu

4.Ky thuat canh tac
5.Ke hoach hoa gia dình

II.While-reading:

1.Which of the choices A, B, C, D most adequately sums 
up the whole passage?

(task 2)

- Answer: D (the fight against illiteracy)
2.Answer the questions (task 3)

1. 94% of the population

2. The campaign for illiteracy eradication
3. 1400 – one thousand four hundred

4. They voluntarily spent their vacations teaching
ethnic minority illiterate people to read and write
5. Illiteracy will soon be eradicated

*Feedback:

III.Post-reading: Discussion

*Questions:

1. What do you think about literacy in the modern world?
2. What should we do to help the illiterate people read and
write?

IV.Homework:

-Write the answer in their notebooks
-Prepare the next period

- Give the
questions
-Run through

- Feedback

- Correct if
necessary

- Ask sts to
read the text
- Get sts to
read the text
again

- Run through
the new words

- Present the
questions
- Model

- The whole
class

-Think and
answer
- Work in
group
- Give the

Vietnamese
meaning

- Open their
books
- Read and
choose the best
answer

- Answer the
questions

Period:26 - UNIT 5 : Speaking-ILLITERACY

I.Objective:

-By the end of the lesson, sts can speak some difficult problems in their school and offer solutions.
II.Teaching aids:

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III. Procedures:

Time Stages and Content Teacher’s acts Sts’ acts

7’ I. Warm up

Guessing letters and jumbled word

Key: Problems

-T: gives a poster on the
the board

-shows the instructions
to play game

-corrects

-sts: look at the poster
-listen carefully and
play a game

5’

7’

13’

II. Presentation

1.Pre-teach
Vocabulary

(to) cheat (v) (at s.th)
(to) enforce (v)
solution (n)
low – income (n)

2. Task 1(Exercise in the text book)
Match each problem in A with its

appropriate solutions in B

Key
1
b and
g
2
a and
e
3
d and
f
4
c and
j
5
i and
h
3.Task 2

Talk about your school problems and
offer solutions. Use the suggestions in
task

Discussion

Think about some school problems and
then give some solutions.

-follows the steps for
teaching vob

T introduces what
she/he is going to teach.
-T asks sts to work in
pairs and read Task1 to
do it

-T give key

T and two sts read
model sentences

Tasks other groups read
again

Tasks sts to work in
groups

Sts

- look at the board
-listen and repeat
-copy them

Sts know what their
teacher says

Sts work in pairs
Sts do task 1

Sts correct the mistakes

Sts read model
sentences with their
teacher.

-work in groups

*Useful expressions

-Have you thought about ….?
-What can be done to solve this
problem?

-How about ….?/ what about …?
-It might be a good idea to …

T gives suggested
useful expressions on
the board.

T explains some
difficult words if
neccessary

Sts can use suggested
useful expression

sts can ask their
teachers if they don’t
know some thing
-Tell some problems
and solutions of their
school.

-sts pratise speaking
and use the information
I think we should …

-Problems in school (in colum A –
Task 1)

- Offering solutions

T asks sts to tell

problems and solutions
of their school.

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10’

1. School library should lend them
books

2. Give some advice for them
3. Give some bicycles

Model

1. Example: in the text book

Task 3

Think of three or four problems your
class is experiencing, Talk about them
and offer solutions. You may use the
cues below

Suggested words

-make too much noise
-forget doing homework

Model

A: What do you think about our class
size? Over 50 students so it’s difficult
for teachers to help each of us

B.Yes, but we don’t have enough
teachers and classrooms.

C.So what our school has to do is to
have more teachers and have more
rooms built

-T asks them to pratise
in their groups.

-T calls some groups to
practise speaking in
front of the class

T asks sts to continue to
work in groups again.
-T asks them to give
problems and solutions
in their class.

-T gives them some
words

-T asks them to
practise.

T calls some groups to
retell their ideas

T checks sts’
pronunciation

of task 1, teacher’s
giving.

-Sts re-speak in front
of the class

Sts

-work in groups again
-think some ideas
about problems and
solutions of their class

-practise speaking with
suggested model
sentences

(conservation)
Sts go in front of the
class and retell

Sts correct the mistakes
3’ III. Homework

Practise speaking more time at home Write the homework on

the board

Do it at home

Period 27. Unit 5: LISTENING

I.The Objective: Listening for specific information .

1. Basic knowledge: words & expression
2. Skill: listening skill

II.Material;

1-posters,textbook., cassette,
2 Students: textbooks.

III. PROCEDURE:

TIME CONTENT TEACHER STUDENTS

I. WARM UP

Kim’s game:

Guides Memorize

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5’

10’

18’

II.PRE-LISTENING: 
- Pre- teach vocabulary:
 Imply: (v) ( situation)
Weakness (n) ( antonym)
Academic( adj) ( translation)
Self – respect( n) ( example)
Checking R & R

Before you listen .

Ask & answer the questions:
1. Have you ever done a survey?
2. Do you know where Perth is?

III. WHILE –LISTENING:
 - While you listen .

Task 1:listen & choose the best option to complete the 
 sentences:

Checking: lucky stars
 Key:

1. D 2. B 3. B 4. B

Task 2: listen & answer the questions

Key:

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

3. They think that they should be allowed to give
some

input into school decision making.

Checks

Reads

Elicits
Models
Writes

Asks

Runs through
Plays the tape

Checks

Elicits
Runs through

Check

Go to the
board & write
down the
words
Answer
Listen &
repeat

Listen
Repeat
Copy

Work in pairs

Listen & take
notes

Work in pairs
Listen to the
tape the first
time.

Answer &
correct
Listen

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10’

2’

IV. POST –LISTENING:

After you listen.
 Discussing:

Which do you think is more essential for better learning
–

good teachers or good textbooks?

V. HOMEWORK:

Write a short paragraph about the discussion

Elicits
Models

Assigns

Listen
Work in
groups

Listen & take
notes

Period: 28 Unit 5 : Writing- ILLITERACY

I.The objective:

- By the end of the lesson, sts can describe information in a table

-Lexical items: words/ phrases used in illiteracy

-Grammar: past & present tenses

II-Teaching aids:

- Textbook, pictures, T's prompts

III.Procedure:

5’

12’

15’

Warm up: Jumbledwords
- eticaduon (education)

- pulatpoion (population)
- liliratecy ( illiteracy )

* set the scene
2.

Pre-writing
Vocabulary

- rate (n)

- researcher = planner

- develop (v)- development (n)

- data (n)

- region = area(n)

* Task 1: Gap-fill (p. 61)
Key:

1 . varied
2. rise
3. declined
4. different
5. went up
6. dramatically
+ Notes

- structures

- form

introducing the game
- correcting

- eliciting sts to tell
them

- writing them on bb
-modeling

-check (R.&.R)

asking sts to read the
passage and fill in the

gaps.

- correcting

- asking sts to look
the text again and pay
attention to them
explaining clearly
- dividing class into 4
groups.

- asking sts to write a

- play game
- listen

- give them

- copy
- answer
- groupwork

- take notes
- follow the T

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10’

3’

3. While writing

* Useful language (p. 62 )

*Write a paragraph of about 100 words,
describing the information in the table.
(p .62)

4. Post writing:

5. Homework:

Rewrite the paragraph

para.

- going around for
help.

- feedback ( asking sts
to tick their posters on
the board)

- giving task

- groupwork

- present
- listen

- do the task at

home

Period 29-UNIT 5-

LANGUAGE FOCUS

I. Objectives:

-Ss can distinguish and pronounce two consonants /pl /- /pr / -/bl/ &ø /br / in single words and
sentence.

-By the end of the lesson, Ss can be able to use reported speech with infinitives.

II.Teaching aids:
-Textbook, pictures

III.Procedures:
3’

7’

I/Warm-up: Picture

What does Tom say to Linda?

èHe says to Linda “Please, bring the pretty

blanket back to me.”

FIntroduction: The pronunciation of / pl /,

/ bl /, / pr / & / br / diphthongs

II/Pronuciation:

Task 1:Listen and repeat

1.Listen and repeat:

/pl/ /bl/ /pr/ /br/
play blue pride brother
plow blind proof brought
plug bleed practice bread
2. Reading aloud

*Brian, God bless you and I’ll pray for you
*I’m preparing for my pronunciation practice

III/Grammar :
*Vocabulary:

-encourage (v) : khuyến khích
-remind (v) : nhắc nhỡ
-warn (v) : cảnh báo
-refuse (v) : từ chối
-agree (v) : đồng ý
-Checking: R&R

Reported speech with to infinitives:

- Show the picture

- Ask ss question
- Model

-Ask ss to repeat
- Model

- Explain

- Read word by word

- Model
- Read

- Ask Ss to practise
-Elicit

-Follow the step for
presenting vob

- Look at
- Answer
-Listen
- Repeat
-Listen &
distinguish
- Listen
- Repeat

-Listen & distinguish
- Repeat

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8’

2’



Presentation: Pictures
Picture 1

Q: What does John promise?
A: He promises to give Marry a gift
Picture 2

Q: What does he want?
A: He wants to be a doctor
Picture 3

Q: What did the teacher encourage the students?
A: She encouraged the students to study harder
Picture 4

Q: What did the doctor advise him?

A: The doctor advised him not to eat too much
ice-cream



Practice:

Exercise 1: Keys :
1.to come back again

2.us not to swim too far from the shore

3.Peter to close the window

4.Eric to joint the football team

5.to give it to him the day after

6.Lan to become a doctor

7.me to lock the door before going to school
8.him to go home and rest for a while

Exercise 2: Keys:

1.He advised me not to drink too much beer

2.He invited me to come and see him
whenever I wanted

3.I asked him not to smoke in my car
4.She told me to give her my phone number

5.I reminded her to give the book back to Joe
6.John promises to to do it again

7.She agreed to wait for me.

8.He asked me to lend her some money.



Production : Pictures cues

IV. Homework :

Do exercise in the exercise book

- Elicit (picture)
- Ask

- Follow the step for
presenting structure
- Ask Ss to give the
answer

- Correct

-Ask ss to write out
the form

-Check & and ask ss
to copy

- Ask Ss to do
excercises in pair
- Correct

-Show pictures on the
BB

-Ask ss to make
sentences

- Give comment on
the period

- Give the assignment

- Answer
- Do as directed
- Do the work
- Answer

-Write out
-Copy down
-Do as directed in
pair

-Listen

-Do as directed in
pair

-Listen

-Look at
-Do as directed
-Listen & copy

Period 30 .TEST_CORRECTION 
PERIOD 31- Unit 6 - COMPETITIONS

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Period 1: Reading
I. Objectives:

1. General knowledge:

- Sts know about competitions.

2. Language: Sts recall and learn more about:
- The present simple tense.

- Vocabulary on competitions.
3. Skills: Sts develop the following skills:

- Scanning for specific information to identify meaning in context.
- Reading for specific information and answering the questions.
- Reading for specific information to complete the sentences

- Translating.

II. Anticipated problems:

Ss may need to be provided appropriate linguistic resources so that they can complete various
learning tasks.

III. Teaching aids:
- Textbook
IV. Procedures:

Teacher s activities’ Students activities’

1. Before you read: (8 minutes)

Aims: focus sts on the topic, revise and introduce the words
and phrases used to talk about competitions.

- Ask Ss to look at the pictures in the textbook and match
the four given competitions with them on the page 66.
- Check the answers with the whole class.

- Suggested answer:

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

c. Sao Mai Television Singing contest
d. Olympic Games.

- Elicit some new words from Ss and explain them:
 + stimulate (a ):khuyÕn khÝch

+sponsor ( v ) : to help to pay for a special event so that
the person who pays can advertise its products.

It is sponsored by LG.

+ representative (n: ngời đại diện)
 + observe (v ): quan sát

+ worksheet ( n ): a piece of paper with questions or
exercises on it phiÕu thi

- Ask sts to read the words after T.
- Ask some sts to read the word again
2. While you read :

Set the scene: You are going to read about a school s’
competition. Then you do the tasks that follow.

- Write the table on board and ask Ss to read the passage
and fill in the information they have read from the text.

Name of the competition

- Look at the pictures and answer the
questions.

Some sts answer the questions.

- Listen to their T and take notes.
- Practice reading the new words.
- Listen and repeat.

- Some individuals read the words
aloud

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Participants
Organized by
Aim

Sponsored by
Competition s rules’
Awards

Winner

Task 1: (7 minutes)

Aims: Sts practice reading for specific information by
matching the words or phrases with its definition.

- Ask Ss to read the passage silently and then do Task 1
individually and exchange their answers with others Ss.
Encourage Ss to guess the meaning of some new words.
- Call on some Ss to give the answers in front of the class.
- Give the correct answers:

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

Task 2:( 15 minutes )

Aims: Sts practice reading for specific information by
answering the questions.

- Ask S to read the questions carefully and underline the key
words in each questions.

- Ask S to work individually , then discuss their answers
with a partner.

- Call on some ss to write the answers on board.
- Feedback and give correct answers:

1. The representatives of three classes of the speaker s’
school took part in the annual final English Competition
last Saturday.

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

3. The Student s Parent Society sponsored the competition.’
4. They had to complete five activities in all. On completion
of each activity, they had to answer the questions in the
worksheets within two minutes.

5. They had to observe and score the students’
performance. Maximum score for each activity was 15. At
the end of the competition they would announce the total
score of each group. 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.’
Task 3 : ( 8 mins.)

Aim: Sts practice reading for specific information by
completing the sentences

- Ask Ss to read the paragraph 3 again and complete the
sentences.

Then fill in the table with the
information they have read.

- Read the sentences and do the task .
- Some Ss answer in front of the class.

- Read the text and do the task in
pairs.

- Exchange their answers

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- Ask Ss to skim the 4 questions and underline the key
words to find the information in the text.

- Tell Ss to check the answers with a friend.
- Call on some Ss to write the answers on board.
- Give the correct answers:

1... to recite / complete the poem because he could not
remember the last sentence.

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

4... For me the important thing was our participation“
in the competition and the enjoyment we had from it .”
3. After you read: (7 minutes)

Aims: Sts practice reading the poem and translating it into
Vietnamese.

- Read the poem aloud and ask Ss to repeat each line after T.
- Ask Ss to practice reciting the poem in the group.

- Go around and offer help.

- Call on some Ss to read the poem and then translate the
poem into Vietnamese.

. Homework: (1min.)

Write a passage about the competition you have taken part
in or you have seen.

- Read the sentences.

- Read the text and do the task orally.

- Some S give their answers in front of
the class.

- Read the poem after the T.

- Work in group to read the poem and
translate the poem into Vietnamese.
- Some Ss present in front of the class.

Unit 6 19/ 11/ 07
 Period 2: SPEAKING

I. Objectives:

1. Education aims: - Students can develop their speaking skill by asking for and giving information
about types of competitions.

2. Skills: - Discussing in pairs and in groups about competitions.
II. Anticipated problems:

Sts may have limited linguistic resources for discussion.
III. Teaching aids:

Textbook, chalk, board.
IV. Procedures:

Teacher s activities’ Students activities’

1. Homework checking: (5 mins)

- Ask one sts to talk about the competition they have seen.
- Ask other sts to listen and give remarks.

- Give comments.

2. Before you speak: (15 mins)

Aims: : to focus sts on the topic and to introduce some new 
words.

Task 1:

- Listen to their friend.

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- Give Ss handout: Which competitions or contests do you like or

dislike? Put a tick in the right column. Compare your answers with
your partner.

Competitions Like Dislike

General knowledge Quiz
English Competition

Art competition ( painting, drawing, 
Sculpture....)

Poetry Reading/ Reciting Competition

Singing Contest

Athletics Meeting ( running, Jumping ...)

- Ask sts to work individually and compare the answers with a
partner.

- Explain or elicit the meanings of the new words.
- Move around to help sts if necessary.

- Ask Ss to report their answers and encourage them to explain why
they like or dislike a game or contest. Help Ss to express their ideas
when necessary.

- Give Ss some new expressions:
 + General Knowledge Quiz

+ Art competition: cuéc thi héi ho¹

+ Athletics Meeting: cuộc thi đấu điền kinh
 + Sculpture: điêu khắc

3. While you speak: (15 minutes )

Aims: Sts can ask for opinion and give information about
competitions

+ Task 2:Making a dialogue.

- Ask sts to work in pairs to read the sample dialogue aloud.

- Elicit the structures that are used for asking for opinions and
giving opinions . Write these structures on the board:

Asking for opinion:

What do you think about ...?
 How do you feel about ...?
 What s your opinion about ...?’
Giving opinions:

I think ... is/ are good/ fun / great/ wonderful/ perfect/...
 I think ... is/ are boring/ silly/ dull ...

- Ask Ss to work in pairs to make similar conversations.
- Allow them to work in 5 minutes.

- Move round to help if necessary.
- Ask some pairs to report.

- Listen and give remarks.
+ Task 3:

- Work individually .

- Some Ss give answers in front
of the class.

- Listen to the T.

- Copy the words and phrases.

- Work in pairs to read the
dialogue.

- Some pairs stand up to read
the dialogue aloud.

- Listen to the T and take notes
- Work in pairs to do the task.
- Some sts present in front of
the class.

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Aim: Ss can talk about a competition or contest they have seen.
- Ask sts to work in groups of 3-4 and choose a famous TV game /
talent show or competition / contest to talk about.

- Ask Ss to use the questions in the book:

1. Where and when did you see or take part in it ?
 2. What type of competition or contest was it ?
 3. Who organized it ?

4. Who participated in it ?

5. Who won the competition/ contest ?
 6. Did you enjoy it ? Why/ Why not?
- Go around to offer help.

4. After you speak: (9 mins)

Aims: to check sts' work.

- Ask the representative of each group to report in front of the
whole class.

- Listen to them and then give remarks for each group's report.
5. Homework: (1 min)

- Write down about the competition they have talked.

task.

- Listen to the T carefully.

- Some Ss present.

Unit 6 17/ 11/ 07
Period 3: listening

I. Objectives:

1. General knowledge: - Sts know about the Boston Marathon in the USA.
2. Language: Sts recall and learn more about: - The present tense

- Vocabulary on marathon.
3. Skills: Sts develop the following skills:

- Listening for specific information by deciding on True or False statements.
- Listening for specific information by answering questions.

- Discussing.
II. Anticipated problems:

-Ss may not have sufficient vocabulary to talk about the topic.
III. Teaching aids:

- tape, cassette, textbook
IV. Procedures:

Teacher s activities’ Students activities’

1. Homework checking: (5mins)

- One st tells the contest or competition they have seen or taken
part in.

- Listen and give remarks.
2. Before you listen: (10mins)

Aims: focus sts on the topic and review/ introduce the words and
phrases used to talk about marathon.

- Ask Ss to look at the pictures in the textbook and answer the
questions :

What can you see in the picture?
 What event is it?

When do you think the Boston Marathon might take place ?

- One St. goes to the board.
- Listen to their friend and give
remarks.

- Listen to the T and ask and
answer the questions.

-Work in pairs.

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Who can participate in it ?
- Move around to help sts.

- Ask some pairs to give their answers.
-Introduce some new words

+ race (n ):cuéc ®ua

+ clock (v ):ghi đợc ( thời gian )
 + official (adj):chính thức

- Read the words / plays the tape again and ask sts to repeat.
- Ask Ss to read the words in pairs.

- Ask some sts to read the words again.

- Ask S to look at the words in the book and read after T .

3. While you listen:

Instruction: You are going to listen about the Boston Marathon.
Task 1: (10 mins)

Aims: Practice listening for specific information by deciding on
True or False statements.

- Ask Ss to read the questions carefully and work out what
information they need to concentrate on while listening.

- Ask sts to guess the answer to each question and then tell them
they need to listen attentively to check if their guesses are
confirmed.

- Ask Ss to listen to the tape/T twice and tick the box to indicate if
the statements are true or false. T may underline the words/ phrases
that indicate false information.

- Ask Ss to compare their answer in pairs.
- Check sts’ answer.

- Play the tape once again, stop the tape where necessary and
conduct the correction.

Answer:

1. T 2. T

3. F (2 hours 50 minutes and 10 seconds) 
4. F (1967) 5. T

6. F ( pass through 13 towns and ends in centre of Bostron)

Task 2: (10 mins)

Aims: Practice listening for specific information by answering
questions.

- Ask Ss to work in pairs and read questions given in the textbook
and makes sure they understand the questions. Sts discuss the
information needed to answer the questions with each other and try
to answer them.

- Ask sts to listen to the talk once or twice and answer the
questions. Sts are advised to note down necessary information.
- Ask Ss to compare their answers.

- Check sts’ answer by playing the tape/ read the dialogue once
again, stop where necessary and conduct the correction.

present.

- Copy the words and phrases.
- Listen and repeat.

- Read the words in pairs and
correct each other’s mistakes.
- Some individuals read the
words aloud

Look at the words and read

after T /the tape.

- Listen to their teacher.

- Read the questions and find
out the information they need.

- Listen and do the task.

- Compare their answers
- Give the answers.

- Check their answer say it
aloud, and then correct their
work if they have the wrong
answer.

- Read the questions and
discuss in pairs.

- Listen and do the task.

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Suggested answers :
1- New York.
 2- In 1972

3- There were 8 women.
 4- 6164 runners.

4. After you listen: (9 mins)

Aims: Sts practice talking about a famous Vietnamese runner. 
- Ask Ss to work in group and name some famous runners in
Vietnam.

- Ask Ss to talk about one of them.

- Go round to check the activities and to make sure that sts are
working effectively.

- Ask one or two sts to present in front of the whole class.
- Check and give remarks.

5. Homework: (1 min)

Write a short paragraph about the Boston Marathon.

- Practice talking in groups.

- One/ two sts present.

Date: 14/11/07 LESSON 4: WRITING
I. Objectives:

1. Education Aims:

- Students can write the first draft of a letter of reply.
2. Skills: - Writing a formal letter.

II. Anticipated problems:

- This type of writing is rather difficult for sts so the T should introduce the form of the letter and
the useful structures carefully.

III. Teaching Aids: - board, textbook, chalk.
IV. Procedures:

Teacher's activities Students' activities
1. Before you write:( 20 mins)

+ Task 1:( 10 mins)

- Aims:- to have sts read and study the letter of inquiry.
- Introduce the letter and ask sts to read through the letter.
- Introduce some new words so that sts can read the letter
more easily:

+ par'ticipant (n): people who take part in an activity
+ 'entry (n): a piece of work or the answers to a set of
questions, which you complete in order to take part in
the competition.

- pro'cedure (n):the way of doing sth.

- 'venue (for an event or activity): the place where it will
happen.

- Read the words again and asks sts to repeat.
- Ask sts to read the words in pairs.

- Ask some sts to read the words again.

- Ask sts to read the letter and then answer the following
questions:

1. What is the requirement for the people who want to 
participate in the English Speaking Competition?
2. What did Thu Trang want to know?

- Allow them to work in 4 minutes.

- Move round and see whether sts need help.
- Ask sts to share their ideas with their friends.
- Ask some sts to present their ideas.

- Listen and check.
+ Task 2:( 10 mins)

- Listen to the T.

- Copy the words and phrases.

Listen and repeat.

- Read the words in pairs and correct each
other’s mistakes.

Some individuals read the words aloud
- Read the letter and answer the questions.
- Work in 4 minutes and then compare their

answers with their friends.

- Some sts report.

1. The competition is for those who are 
interested in practising English with native 
speakers.

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+ Aims: to guide sts to write a letterto respond to Thu 
Trang.

- Introduce the situation clearly.
- Ask them to study the given details.

- Remind sts that this is a kind of formal letter so it
should include the following parts:

+ Address of the sender.
+ Date

+ Beginning: Thank Thu Trang for the letter and 
welcome to the competition.

+ Content: Provide needed information.
+ Ending

+ Signature.

3. While you write:( 10 mins)
- Aims: Sts write the first draft.

- Ask sts to write a letter to respond to Thu Trang's letter,
using the given details.

- Let sts write in 10 minutes.
- Ask two sts to write on the board.
- Move around to conduct the activity.
4. After you write:( 9 mins)

Aims: to get feedback and check sts' work.

- Ask some other sts to give remarks on the letters on the
board.

- Check and give the correct answer.

- If there is enough time, T can have sts exchange their
writing among sts within a group so that they can check
their friend's work and give remarks.

5. Homework: ( 1min)
- Write the final draft.

- Listen to the T and study the details.

- Listen to the T and take note.

- Listen to the teacher.
- Do the writing task.

- Sample:

" 106 Tran Hung Dao Street, Hoan Kiem 
District

Hanoi, Vietnam
15th November, 2007

Dear Thu Trang,

Thank you for your letter and welcome to 
our English Speaking Competition..."

Date: 15/11/07 LESSON 5: LANGUAGE FOCUS
I. Objectives:

1. Education Aims:

- Students know how to pronounce sounds /tr/, /dr/and /tw/correctly.
- Students learn about: - Reported speech with gerund

2. Skills: + Speaking: - Work in pairs to discuss the exercises.
+ Reading: - Read words and sentences aloud.

- Read the sentences silently to do the exercises.
II. Anticipated problems:

- These sounds are difficult to pronounce correctly.

+ Suggested solution: Present these sounds correctly and carefully.

III. Teaching aids: - board, chalk, textbook.

IV. Procedures:

Teacher's activities Students' activities
1. Homework checking: ( 5mins)

- Ask one st to read the letter they wrote at home 
aloud.

- Ask another st to give remarks.
- Check and give a mark.

2. Pronunciation:( 10 mins)

- Aims: to introduce sounds /tr/, /dr/ and /tw/ and
help sts to practise these sounds.

a. Write three sounds on the board and pronounce 
them clearly twice, then ask sts to repeat.

- Tell sts how to pronounce these sounds accurately.
- Ask them to look at the textbook, listen and repeat.
- Then ask sts to work in pairs to read the words 
again so that they can check for each other.
- Move around to help .

- Ask two sts to read again and give remarks.

- One st reads his/her writing aloud in front

of the whole class.

- Give remarks.

- Listen to the teacher.

- Write down three sounds.
- Listen to the teacher and repeat.
- Look at the book , listen and repeat.
/tr/ /dr/ /tw/
traffic drive twelve
troops dreadful twenty
trourses drink twin
...

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b. Ask sts to look at sentences in page 73 in the book.
- Ask them to work in pairs to read the sentences and 
then find out the words containing sounds /tr/, /dr/ 
and sound /tw/.

- Ask them to work in 2 minutes.
- Move around to conduct the activity.

- Ask one st to report and other sts to give remarks.
- Check and give the correct answers.

- Ask some sts to read these sentences aloud.
- Listen and give remarks.

3. Grammar: ( 29 mins)

Aims: to teach sts about reported speech with 
gerund and have sts do Ex1 and EX2.

+ Reported speech with gerund.

- Ask sts to look at some examples on the board:
e.g: 1. " Sorry. I'm late," my student told me.
=> My student apologised for being late.
2. " Don't forget to buy some milk, Andy," said
Clare.

=> Clare reminded Andy of buying some milk.
- Ask sts to give remarks on the way of using reported
speech in the above examples.

- Ask sts to give some more examples.
- Ask sts to do exercise 1

+ Exercise 1:

- Ask sts to look at Ex1 and to do the task individually
and then compare their answers with other sts.
- Move round to conduct the activity.

- Ask some sts to report.

- Listen and give remarks.

+ Exercise 2:

- Ask sts to do Ex 2 individually but because of the 
time limit, ask them to do the first four sentences 
only.

- Then ask them to share the answers with their 
friends.

- Move round to help if necessary.

- Ask two sts to write the answers on the board.

- Check and give remarks.

5. Homework ( 1 min)

- The rest of Ex 2 and Part B( page 43 - Workbook)

- Look at the book and work in pairs.
- Answers:

/tr/ /dr/ /tw/
travelling driving twinkle
train dress twice

... 
- Read the sentences.

- Read these examples.

- Give remarks:

" There is another way to change directed
speech into indirected speech by using
reporting verbs and gerund.

- Give some examples
- Do exercise 1 individually.
- Some sts report.

1. John congratulated me on passing my
exams.

2. Mary apologised for not phoning me
earlier.

3. Peter insisted on driving me to the station.
4. The teacher accused the boy of not paying
attention to what I said.

...

- Listen and correct their work if necessary.
- Do the task individually.

- Share their ideas with their friends.
- Two sts write the answers on the board.
1. Tom insisted on paying for the meal.
2. Mr. and Mrs Smith looked forward to
meeting their children soon.

3. The boy denied breaking the window of
the woman's house.

4. The policeman stopped the customer
(from) leaving the shop.

- Listen and correct their work if necessary.
Unit 7

WORLD POPULATION
Period 1: Reading
I. Objectives:

1. General knowledge:

- Sts know about the world population.
2. Language: Sts recall and learn more about:

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- Scanning for specific information to guess meaning in context.
- Reading for specific information and answering the questions.
- Discussing.

II. Anticipated problems:

Ss may not have enough vocabulary to talk about the topic.
III. Teaching aids:

- Textbook
IV. Procedures:

Teacher s activities’ Students activities’

1. Before you read: (10 minutes)

Aims: focus sts on the topic, revise and introduce the words
and phrases used to talk about competitions.

- Ask Ss to look at two pictures in the textbook and work in
pair to discuss the questions:

1. Where can you find these scenes?
 2. What does each of the pictures tell you?

3. Do you think that the larger in population a country is,
the stronger it is? Why? Why not?

- Check the answers with the whole class.
- Suggested answer:

1. The scene in the first picture can be seen in a family with
too many children. As can be seen in this picture, this
couple has 6 children, and they live in an old 
mud-and-straw cottage with nothing valuable.

2. The scene in the second picture can be seen in a poor
town. As can be seen in the picture, the people in this town
seem to have a hard life and live in very old houses. The
people tend to do manual work and some are unemployed.
3. The first picture tells us that if we have a big family, we

may not support our children properly and give them a
good life.

The second picture indicates that population explosion
can lead to a poverty and unemployment.

4. It is not always true that the larger in population a
country is, the stronger it is. The reason is that a large
population can result in poverty, environmental pollution,
unemployed and social evils, which will easily weaken a
country.

- Elicit some new words from Ss and explain them:

+ double (v): become or cause smth to become twice as
much or as many ( tăng gấp đôi)

+average (adj): of the ordinary or usual standard
 +birth-control methods: biện pháp hạn chế sinh đẻ
 + It is time sb did sth: đã đến lúc ai đó phải làm gì
- Ask sts to read the words after T.

- Ask some sts to read the word again
2. While you read :

- Look at the pictures and answer the
questions.

- Some sts answer the questions.
- Others listen to their frieds.

- Listen to their T and take notes.
- Practice reading the new words.
- Listen and repeat.

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Set the scene: You are going to read a passage about the
world population. While you are reading, do the tasks in the
textbook..

Task 1: (10 minutes)

Aims: Sts practice reading for specific information by filling
each blank with one of the words in the box.

- Ask Ss to read through the words in the box and work
individually to do the task.

- Ask Ss to exchange the answers with a friend.

- Call on some Ss to give the answers in front of the class.
- Give the correct answers:

1. Although 2. method 3. increases 4.
resources 5. figures 6. limit

7. international 8. control
Task 2:( 13 minutes )

Aims: Sts practice reading for specific information by
answering the questions.

- Ask S to read the questions carefully and underline the key
words in each questions.

- Ask S to work individually , then discuss their answers
with a partner.

- Call on some ss to write the answers on board.
- Feedback and give correct answers:

1. The population of the world in 10,000 B.C. was 10
million; in 1750 it was 625 million; in 1850 it was 1300
million; in 1950 it was 2510 million; in 1985 it was 4760
million; in 2000 it was 6.6 billion.

2. By the year 2015, the world of the world is expected to
be over 7 billion.

3. Some scientists say it can, but others say it can t.’
 4. No they don t.’

5. Because they know of no safe way to have fewer children.

3. After you read: (7 minutes)

Aims: Sts practice discussing and finding five world largest
countries in population.

- Ask Ss to discuss in pairs and find out 5 world largest
countries in population.

- Go around and offer help.

- Call on some Ss to give the answers in front of the class
- Give suggested answers:

+ They are: China, India, USA, Indonesia, Brazil.
 + The richest country is the United States

The poorest country is India.
4

. Homework: (1min.)

Write a passage about the world population.

- Read the words and do the task.

- Read the sentences and do the task .
- Some Ss answer in front of the class.

-- Discuss in pairs and find out the
asnwers.

- Some S give their answers in front of
the class.

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Unit 7
 Period 2: SPEAKING
I. Objectives:

1. Education aims: - Students can develop their speaking skill by talking about the causes of
population explosion, problem of population booms and solution to these problems.

2. Skills: - Discussing in pairs and in groups about the population problems.
II. Anticipated problems:

Sts may not have enough vocabulary to talk about the topic.
III. Teaching aids:

Textbook, chalk, board.
IV. Procedures:

Teacher s activities’ Students activities’

1. Homework checking: (5 mins)

- Ask one sts to talk about the world population they have read.
- Ask other sts to listen and give remarks.

- Give comments.

2. Before you speak: (15 mins)

Aims: : to focus sts on the topic and to introduce some new 
words.

Task 1:

Instruction: You are going to put the following causes to
overpopulation in order of importance and explain you decision.
- Ask SS to read through the causes in the book and make sure that
Ss understand these statements.

- Ask sts to work individually and compare the answers with a
partner.

- Explain or elicit the meanings of the new words.
- Move around to help sts if necessary.

- Ask Ss to report their answers and encourage them to explain why
they like or dislike a game or contest. Help Ss to express their ideas
when necessary.

- Give Ss some new expressions:
 + to die at birth: chÕt lóc sinh
 + religion: hƯ thèng tÝn ngìng

+ a form of insurance: hình thức bảo hiểm
 + properly: thích hỵp

3. While you speak: (15 mins)
Task 2:

Aims: Sts can list the problems facing poor and overpopulated
countries.

-Ask Ss to read the useful language in the book and match the
words/ phrases on the left with the words on the right.

Ask sts to work in pairs to do the task.
- Allow them to work in 5 minutes.
- Move round to help if necessary.
- Ask some pairs to report.

- Give comments and corrective feedback.

- Listen to their friend.

- Listen and give remarks.

- Work individually .

- Some Ss give answers in front
of the class.

- Listen to the T.

- Copy the words and phrases.

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- Suggested answers:
+ Poor living condition
 + low living standard
 + not enough food

+ lack / shortage of schools / hospitals / teachers / doctors and

nurses.

+ unemployment
 + social evils
 + Illiteracy

- Listen and give remarks.
+ Task 3:

Aim: Ss can talk about the solutions to the problems of
overpopulation.

- Ask Ss to read Useful language.
Elicit some new words :

+ Reward and punishment policy: chính sách thởng phạt
 + exercise (v): thùc thi / ¸p dơng

+ carry out (v ): tiÕn hµnh

- Ask sts to work in groups of 3-4 to do the task.
- Go around to offer help.

- Call on some Ss to present their ideas.
- Feedback and give final comments.
Suggested answers:

+ raise an awareness of the problems of overpopulation.
 + raise the people s living standard.’

+ exercise reward and punishment policy.

+ carry out population education program / family planning
program.

+ use birth control methods.

+ Task 4:

Aim: Ss can talk in group about the problems of overpopulation and
offer solutions.

- Ask Ss to work in groups to perform the task.
- Elicit some signals in their speaking:

+ first, second, next

+ also, besides, moreover, in addition, furthermore
 + the first problem is that ...

+ on the one hand, on the other hand, however, but ...

4. After you speak: (9 mins)

Aims: to check sts' work.

- Ask the representative of each group to report in front of the
whole class.

- Listen to them and then give remarks for each group's report.

5. Homework: (1 min)

- Listen to the T and take notes
- Work in groups to do the
task.

- Some sts present in front of
the class.

- Work in groups to do the
task.

- Listen to the T carefully.

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- Write down about the problems of overpopulation and solution
they have talked.

10 /12 /07
Unit 7

Period 3: listening
I. Objectives:

1. General knowledge: - Sts know about the world population.
2. Language: Sts recall and learn more about: - The present tense

- Vocabulary on population.
3. Skills: Sts develop the following skills:

- Listening for specific information by choosing the best answer.

- Listening for specific information by answering questions.
- Summarizing.

II. Anticipated problems:

-Ss may not be familiar with the note-taking task.
III. Teaching aids:

- tape, cassette, textbook
IV. Procedures:

Teacher s activities’ Students activities’

1. Homework checking: (5mins)

- One st tells the problems of overpopulation and solutions.
- Listen and give remarks.

2. Before you listen: (10mins)

Aims: focus sts on the topic and review/ introduce the words and
phrases used to talk about marathon.

- Ask Ss to answer the questions :

1. Do you think that our world is overpopulated?
2. What continent has the largest population?
- Move around to help sts.

- Ask some pairs to give their answers.

giao an 11

Ninh giang high school

LESSON PLANS

GRADE: 11

Teacher: vâThÞ Thu

Unit 1- Friendship

PERIOD 1: Reading

<b>Unit 2 -Personal experiences</b>

PERIOD 1: Reading

PERIOD 6

PERIOD 8

UNIT 2: Listening

Unit 3- Party-READING

PERIOD 13

UNIT 3: Listening

<b>.-Test Yourself A.</b>

Period 29-UNIT 5-

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