Giao an tieng anh 11 20132014

Preparation date:
Teaching date:
ORIENTATION: GOALS AND PURPOSES
 Objectives: By the end of the lesson:
- Students know how to learn English 11, how the book is organized.
- Students know how to do English tests.
 Teaching aids: Student’s book, student’s workbook, dictionary, Guideline for teaching English..
 Method: Communicative approach.
 Procedure:
Teacher’s activities Students’ activities
I. Stabilization:
- Greeting the class
- Checking the students’ attendance
II. Check up:
- Ask Ss to answer some questions about their
summer holidays.
III. Warm up:
- Introduce to students about the teacher.
- Ask students about their names and English
knowledge etc.
IV. Guiding:
1. Guiding student’s book and workbook:
* Introduce to students how to use their book and
workbook.
2. Guiding English tests in grade 11:
* Introduce to students about tests.
- Check frequency knowledge for the previous
lesson. (Oral tests)
- Fifteen minutes test (3 times).
- One period test (2 times).
- Semester test (Once for each semester).
* The tests in grade 11 include:
Reading: 25%, Listening: 25%
Writing: 25%, Language focus: 25%
How to do tests: Learn new words frequently, do
exercises in workbook
3. Guiding other books and tape, disc, etc.
V. Consolidation and Homework:
- Retell what you’ve learnt and what you will
prepare for this semester.
- Ask students to prepare textbook, notebooks and
the things for learning.
- Prepare the next lesson.
VIII. Feedback
- Greeting the T
- Answer
- Answer
- Listen to the teacher
- Answer the teacher’s questions
- Put the student’s book and workbook on the
table.
- Listen to the teacher and look through the books.
- Listen to the teacher and write down the things
which will be prepared at home.
----    ----
Trường THPT Tô Hiến Thành Giáo án tiếng anh cơ bản lớp 11 1
1

Preparation date:
Teaching date:
ORIENTATION: LANGUAGE LEARNING
 Objectives: By the end of the lesson:
- Students know how to learn English skills: Reading, Speaking, Listening, Writing …
- Students know how to practice those skills.
 Teaching aids: Student’s book, student’s workbook.
 Procedure:
I. Stabilization:
II. Check up:
- No checking
III. Warm up:
- Introduce to students each skill.
IV. Guiding:
* Introduce to students how to practice reading,
speaking, listening, writing, language focus and
how to master learning English.
1/ How to learn READING and vocabulary
• Read something every day
Children's books, simplified readers (Penguin),
newspapers, magazines, Internet sites, novels …
• Read what interests you
Remember that you learn better when you are
having fun.
• Read at the appropriate level
You want to learn new vocabulary, but you also
want to understand what you are reading. If you
are looking up every word, the reading is too
difficult.
• Review Who, What, Where, When, Why for
each story you read
You can do this for almost any type of reading.
Who is it about? What happened? Why did it
happen? Where did it take place? When did it
take place? This is very useful when you have no
comprehension questions to answer. You can
write or speak your answers.
• Record vocabulary in a personal dictionary
o Keep this notebook separate from other work.
o Record vocabulary in alphabetical order. (an
English address book works well because it has
letters of the alphabet)
o Record the part of speech. (sometimes there is
- Greeting the T
- Answer
- Put the student’s book and workbook on the
table.
- Listen to the teacher and look through the books.
- Take note
Practice reading all the passages in the textbook
2

more than one)
o Write a sample sentence for yourself. (don't use
the one from the dictionary)
2/ How to learn SPEAKING and
pronunciation
• Talk to yourself
Talk about anything and everything. Do it in the
privacy of your own home. If you can't do this at
first, try reading out loud until you feel
comfortable hearing your own voice in English.
• Record your own voice
This might feel very uncomfortable, but it will
help you find your weak pronunciation points.
Listen to yourself a few days later. Which sounds
do you have difficulty hearing?
• Participate in class
• Learn common idioms
• Understand the sounds that your language
doesn't have
For example, many languages don't have the "r"
sound. These sounds require extra practice.
• Recognize that teachers are trained to
understand you
When you get out into the real world, average
people will have a more difficult time
understanding you unless you practise speaking
slowly and with proper pronunciation.
• Practise minimal pairs
• Study word and sentence stress
• Practice tongue twisters
3/ How to learn LISTENING
• Listen to the radio
Don't always have a pen in hand. Sometimes it
helps to just listen.
• Watch English TV
Children's programming is very useful for ESL
learners.
Choose programs that you would enjoy in your
own language.
Remember that much of what you hear on TV is
slang.
• Watch movies
• Use Internet listening resources
4/ How to learn WRITING and spelling
• Keep a diary/journal
Don't always pay attention to grammar. Free-
writing can be very useful. It can show you that
writing is fun. Have fun with the language.
• Write emails in English
Stay in contact with teachers or other students.
• Rewrite your local news in English
This is another exercise that can be done on a
Practice listening to an English song
3

daily basis. Remember that regular activities are
the best ones.
• Learn important spelling rules
Remember, you won't always have a dictionary or
a spell-checker handy, especially when you are
writing a test. Even native English speakers need
to review the spelling rules from time to time.
5/ Improve Your Grammar
Good grammar prevents ambiguity. By contrast,
bad grammar confuses your reader, slows their
reading, and shows your ignorance, which can
lose you respect, influence, and credibility.
• Make sure you at least know the parts of speech,
such as nouns, verbs, and adjectives. Find fun
ways to learn the parts of speech.
• Know the difference between the active voice
and passive voice. Using the active voice is one of
the best ways to give power to your writing.
• Also, learn the basics of punctuation, especially
when to use a comma.
- Retell what you’ve learnt.
- Prepare lesson Reading - Unit 1
VIII. Feedback
Present some grammar points they’ve learnt from
English 10
- Take note
----    ----
Preparation date:
Teaching date:
UNIT 1: FRIENDSHIP
A. READING
 Objectives: By the end of the lesson, Ss will be able to:
- Develop such reading skill as scanning for details, specific ideas, skimming for general information,
and guessing meaning in context.
- Use the information they have learnt to discuss the topic.
 Teaching aids: Textbook, handouts, pictures concerning to the topic …
 Procedure:
4

I. Stabilization:
II. Check up:
- No checking
III. Warm up: Network
- T repairs a handout with network of the word “a
good friend”, sts list some qualities of a good
friend
- T divides the class into 8 groups and gives each
group a handout. T asks Ss to complete the net
work. The winner will be the group completing
the network in the shortest period of time.
IV. Before you read: Discussing the picture and
poem.
- T asks the whole class to look at the picture on
page 12 and asks them some questions:
1. What are girls and boys doing in the picture?
2. How do they feel?
3. What does the picture tell you?
- T ask Ss to work in pairs to read the short poem
on the page13 and answer the question:
{ What do you think of the friend in the
poem?
- T calls on some Ss to answer the questions.
- T may give some comments and the
suggestions.
Pre- teaching vocabulary
• lasting (a) = lifelong
• be concerned with sb/ st
• constancy /ˈkɒnstənsi/ (n):
→ constant (a)
• rumour /ˈruːmə(r)/ (n):
• gossip /ˈɡɒsɪp/ (n): information talk or stories
about other people’s private lives that may be
unkind or not true
- Greeting the T
- Answer
- Group work
- Discuss about the qualities which friendship
must have to complete the network.
Suggested answers:
Honest, unselfish, constant, loyal, mutual trust,
sympathetic, patient …
- Pair work
Suggested answers:
1. One boy is playing guitar, and the other girls
and boys are singing.
2. They seem very happy because we can see their
smile.
3. The picture tells us that friends can happily do
many things together or friendship is a beautiful
thing that brings happiness to us.
- Suggestion: The friend in the poem is very
dedicated and thoughtful. He/ She is willing to
help his/her friend in any circumstances.
Dedicated /ˈdedɪkeɪtɪd/ (a): tận tâm, tận lực
Thoughtful /ˈθɔːtfl/ (a): chu đáo, quan tâm
Circumstance /ˈsɜːkəmstəns/ (n): hoàn cảnh, tình
huống
• existing or continuing a long while (bền vững,
lâu dài)
• quan tâm tới ai, cái gì
• tính kiên định
• tin đồn
• chuyện ngồi lê đôi mach, chuyện tầm phào
5
A good friend

• incapable of /ɪnˈkeɪpəbl/ (a):
• suspicion /səˈspɪʃn/ (n):
→ suspicious (a)
• pursuit /pəˈsjuːt/ (n)
• sympathy /ˈsɪmpəθi/ (n):
→ sympathetic /ˌsɪmpəˈθetɪk/ (a):
• sorrow /ˈsɒrəʊ/ (n) = sadness
- T asks Ss to make some sentences with above
words to check their understanding.
- Some Ss practice reading the vocabulary.
V. While you read:
Setting the scene:
- You are going to read a passage about the
qualities of a long lasting friendship. While you
reading, do the task in the textbook.
Task 1
- T asks the Ss to read the words in the box then
fill each blank with one of them individually.
- Ask Ss to read the passage quickly and stop the
lines that contain these words to guess their
meaning.
- T goes around to help them when necessary.
- T asks Ss for their answers and tells them to
explain their choices.
Task 2
- T asks Ss to read the passage again and decide
which of the choices A, B, C or D most
adequately sum up the ideas of the whole passage.
- T might also want to give Ss some strategies to
find the main idea of the passage.
- T calls on some Ss to give the answer and asks
other Ss to say whether they agree or disagree.
Task 3
- Ask Ss to answers the questions in task 3.
- T asks Ss to do the task individually, then
discuss their answers with their partner.
- T calls some Ss to write their answers on the
board and ask them to explain their choices.
• không đủ khả năng
• sự nghi ngờ
• sự nghiệp, sự theo đuổi, đam mê
• sự thông cảm
→ thông cảm, đồng cảm
• nỗi buồn
- Do T’s requests
- Whole class
- Individual work & pair work
- Ss guess the meaning of the word base on the
context in the sentences.
Suggested answers:
1. mutual
2. incapable of
3. unselfish
4. acquaintance/friend
5. give - and - take
6. loyal to
7. suspicious
- Whole class read the text carefully
- Individual work
Answer: B
- Individual work and pair work
Correct answers:
1. The first quality for true friendship is
unselfishness. It tells us that a person who is
concerned only with his/her own interest and
feelings can’t be a true friend.
2. Because they take up and interest with
enthusiasm, but they are soon tired of it and they
feel the attraction of some new object.
3. The third quality for true friendship is loyalty.
It tells us that 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.
6

VI. After you read:
- Ask Ss to work in pairs to discuss the question
in the text book.
- T goes around to help the Ss when necessary.
- When all pairs have finished, T asks every two
pairs to share ideas.
- T calls on some Ss to report their ideas to the
class.
Extra exercise: Choose the best answer
1. Most of the undeveloped countries need a lot of
____________ aid.
A. together B. unselfish
C. mutual D. friend
2. He is too ____________ to lend me his bicycle.
A. selfish B. enthusiastic
C. helpful D. pleasant
3. Suddenly she recognized the ____________ of
the situation that made her laugh.
A. pessimist B. pleasure
C. understanding D. humour
4. He is a ____________ person because he is
always friendly with everyone.
A. helpful B. good-natured
C. honest D. quick-witted
5. If you want to get a good result in every work, you
should have a ____________.
A. loyalty B. sympathy
C. constancy D. unselfishness
6. A ____________ friendship is a precious
relationship.
A. mutual B. sincere
C. generous D. successful
7. A good marriage is based on ____________.
A. trust B. loyalty
C. secret D. A & B
8. The children seem to be totally ____________
of working quietly by themselves.
A. unable B. impossible
C. incapable D. not able
4. Because if not people can’t feel safe when
telling the other their secret.
5. Because they cannot keep a secret, either of
their own or of others’.
6. The last quality is sympathy. It tells us that to
be a true friend one must sympathize with his/her
friend. Where there is no mutual sympathy
between friends, there is no true friendship.
- Pair work
Suggested answers:
The friendship is very important to our life. A
true friend can helps us when we are sorrow and
when we have difficulty. We can share ideas,
feeling, likes, joys, pleasures, aims … to each
other. Sometimes only true friends can
understand, sympathize us so we feel safe to tell
him/her our secrets. Friendship brings us
happiness. We happily do many things together.
So we can’t live without friendship.
- Take note
- Do exercise
7

VII. Consolidation and Homework:
- Summarize the main points of the text.
- Learn by heart all of new words and structures
and give examples.
VIII. Feedback
- Whole class
----    ----
Preparation date:
Teaching date:
UNIT 1: FRIENDSHIP
B. SPEAKING
- Describe the physical characteristics and personalities of their friends, using appropriate adjectives.
- make a dialogue talking about a famous person
 Teaching aids: Textbook, pictures showing friends, etc.
 Procedure:
I. Stabilization:
II. Check up:
- Call some Sts go to the board and write down
some vocabularies which they learnt in the last
lesson.
III. Warm up: Game “Take them home”
- T divides the class into 4 groups.
- T gives each group a poster and 20 cards then
gives the rule of the game.
Poster:
- Ss work in groups, take turns to choose the cards
then stick them in the right categories.
- Ss can organize the words into four different
categories as follows:
FACE: square, oval, round
HAIR: curly, wavy, dyed, sleek, shoulder-
length, long, short, fair, straight, grey
NOSE: straight, flat, turn up, pointed
HEIGHT: tall, short, medium
8
tall square shoulder-length
oval wavy medium
curly round straight
dyed grey pointed
flat sleek broad
short large turn-up
long fair high
FACE HAIR
HEIGHTNOSE

Cards:
- T asks:
+ Which other words are used for
describing physical characteristics?
IV. Before you speak
Activity 1: Describing people
(Task 1, textbook, p.15)
- Introduce “Useful language” to the students:
+ Height: tall, medium, short …
+ Build: slim, thin, well-built …
+ Face: square, large, oval, round, long …
+ Forehead: broad, high …
+ Eye: small, big, black, blue, brown …
+ Nose: straight, crooked, big, small, flat …
+ Chin: pointed chin (cằm nhọn), double chin
(cằm chẻ) …
+ Lips: thin, full, heart-shaped …
+ Skin: white, pale, suntanned, dark, brown,
greasy skin …
+ Hair: Black, grey, red, brown … (shoulder-
length straight/curly black)
+ Appearance: handsome, beautiful, good-looking
…
- T asks students to work in pairs, do Task 1-
textbook on page 15.
- T asks Ss to listen to their friends’
descriptions and decide who he/ she is.
Activity 2: Vocabulary
- T sets situations and asks Ss to fill in the
blanks.
* He’s always willing to give money to his
friends or help them. He’s a very ..............
man.
* She never tells lies. She’s a
very ...............person.
* He’s very good at Maths, but he never
talks about that. He’s a .............. person.
* Minh is always cheerful and often tells
jokes, which makes us like to be with him all
the time. He is a very .............. boy.
* .......
Sleek: bong mượt
- Ss’ answers
+ Forehead: broad, high, ...
+ Appearance: handsome, beautiful, good-
looking, well-built, ....
+ Lips: full, thin, ...
- Ss sit in pairs, look at the people and describe
their physical characteristics.
* He/ She is ............. He’s/ She’s got ..............
His/ Her hair ..........
* He’s/ She’s ............. with .............. and ........
- Ss do the teacher’s request.
generous
honest
modest
pleasant
9

V. While you speak
Activity 3: Describingpersonalities
(Task 2, textbook, p.16)
- T asks Ss to work in groups, do Task 1-
textbook, page 15.
VI.After you speak
Activity 4: Role - play:
Talk about a famous friend.
(Task 3, page 16)
- T helps Ss review some questions about
physical characteristics, personalities, hobbies,
....
Journalist Interviewee
1/ What’s his/ her name?
2/ How old is he/ she?
3/ What does he/ she look like?
4/ What is he/ she like?
5/ What does he/ she usually do in her / his free
time?
6/ What are her hobbies?
7/ What subjects does he/ she like best?
8/ How much time does he/ she spend on __
everyday?  His/ her name is __
 He/ she is __
 She is __
 He/ she is __
 He/ she usually __ in her free time
 They are __
She likes __ best
Whole class use handouts to describe.
1. The boy is about 16. He is short-sighted
because he’s wearing a pair of glasses. He has
short black hair, a round face with a broad
forehead, a small nose, thin lips and a small chin.
He’s quite good-looking.
2. The girl is about 14. She’s also wearing a pair
of glasses. She has shoulder-length black hair,
and she’s wearing a ribbon (cài tóc). She has an
oval face with a straight nose, full lips and a
pointed chin. She’s quite pretty.
3. The man is in his forties. He’s tall and well-
built. He has short brown hair and a square face
with a broad head, small eyes, a crooked nose and
thin lips. He’s quite good-looking.
4. The woman is her twenties. She’s quite tall and
slim. She has long curly brown hair and an oval
face with a broad forehead, big eyes, a straight
nose, heart-shaped lips and a small chin. She’s
very beautiful.
- Ss work in groups, discuss and number the
personalities in order of importance in friendship.
- Each group’s representative will report their
results to the class and explain orally why. (Ss’
answers may be different.)
Ex: My group thinks that being caring is the most
important in friendship because when friends care
about each other, they will know when to share
happiness or difficulty with their friends
- Ss make questions, using the suggestions
(textbook, page 17).
Model:
A: What is your best friend’s name?
B: Her name’s Lan.
A: How old is she?
B: She is 16 years old.
A: What does she look like?
B: She is beautiful. She is tall. She has big eyes
and long black hair.
A: What is she like?
B: She is helpful and studious.
A: What does she usually do in her free time?
B: She usually reads books in her free time.
A: What are her hobbies?
B: They are reading and swimming.
A: What subject does she like best?
10

She spends about __ on __everyday
- T selects some pairs at random and has them
play roles in front of the class.
VII: Consolidation and Homework:
- Ask students to write a passage description
about physical characteristics of their best friend.
- Ask students to prepare Part C - Listening
and practice speaking at homework.
VIII. Feedback
B: She likes Maths best.
A: How much time does she spend on Maths
everyday?
B: About an hour a day.
- Ss work in pairs: Journalist & Interviewee.
----    ----
Preparation date:
Teaching date
UNIT 1: FRIENDSHIP
C. LISTENING
- Develop such listening micro-skills as intensive listening for specific information and taking notes
while listening.
 Teaching aids: Textbook, handouts, cassette tapes …
 Procedure:
11

12
I. Stabilization:
II. Check up:
- Call on some Sts to make pairs: one is a
journalist, the other is an interviewee to talk about
a famous friend.
III. Warm up: Matching (Song)
- T divides the class into small groups of 3-4 Sts.
Then T distributes the following handouts for
students to match the English words in A with the
V equivalents in B. Which group finishes first and
has all the correct answers will be the winner.
A B
1. good-natured a. nhanh trí
2. friendly b. hào phóng
3. quick-witted c. hiếu
khách
4. hospitable d. hay giúp
đỡ
5. patient e. khiêm tốn
6. honest f. ham học
7. generous g. kiên nhẫn
8. helpful h. thật thà
9. modest i. thân thiện
10. studious j. tốt bụng
IV. Before you listen:
Talking about your best friend
- T asks Ss to discuss the questions on page 17 in
pairs.
- T calls on some Ss to give their answer and
comments on the answer.
- T gets Ss what they are going to listen about.
Vocabulary pre –teaching
- T helps Ss to pronounce the words given in the
book. T may read aloud first or play the tape and
ask Ss to repeat in chorus and individually.
- Eliciting some of these word and those taken
from the listening passage: STRESS
apartment building:
sense of humour:
give sb a ring = phone sb
go through a rough time:
- T may get Ss to make sentences with the words
and give corrective feedback.
V. While you listen: MORE EXERCISE
Task 1
Instruction: You are going to listen to Lan and
Long talk about their best friends. Listen and
decide whether the statements are True or False.
Put a tick () in the appropriate box.
Before Ss listen and do the task, T instructs them
to use some strategies:
+ First, read through the statements to
understand them and underline key words. For
example, the key words in the first statement are:
shared, Nguyen Cong Tru, Residential Area,
Hanoi …
+ Listen to the tape and pay attention to the key
- Greeting the T
- Answer
- Do T’s requests
- Group work
Suggested answers:
1. j
2. i
3. a
4. c
5. g
6. h
7. b
8. d
9. e
10. f
- Pair work
- Whole class
- tòa nhà chung cư
- khiếu hài hước
- gọi điện cho ai
- vượt qua thời kì khó khăn
- Pay attention

Tapescript :
Talk A. Lan
My best friend is Ha . We’ve been friends for a long time . We used to live in Nguyen Cong Tru Residential
Area in Ha Noi . Her family moved to Hai Phong in 1985 . It is said that Hai Phong people are cold but Ha
is really friendly . I first started to get to know her when I was going on a two-day trip to Do Son last year
and I didn’t know anybody there . I gave Ha a ring and she was so friendly, she said, “Oh, I’ll come to visit
you .” So she rode on her motorbike to Do Son and twenty minutes later she was there . She stayed with me
for two days . She happened to know a lot of people there, so she introduced me around and we’ve been
best friends ever since .
Talk B. Long
My best friend is Minh . We met in college . And I was there singing and Minh was a guitarist . So she
worked together a lot, but we also became friends . Minh has a great sense of humor, he’s very funny, and
that’s one of my favourite things about him . And over the years, we have been through good times and bad
times with each other, and that’s one of the things I like best about him . And we have a lot of the same
interests . We like to go plays and movies together . But when we’re going through a rough time, he’s really
a good friend, and he’s a very good listener, and he always helped me through .
----    ----
Preparation date:
Teaching date:
UNIT 1: FRIENDSHIP
D. WRITING
- Write about a friend, real or imaginary, using the words and expressions that they have learnt in
previous lesson.
 Teaching aids: Textbook, handouts …
 Procedure:
I. Stabilization:
II. Check up:
- No checking
III. Warm up: Name Poem
T asks each student to use his/her name to write
an acrostic poem. He/she has to use the adjectives
beginning with the letters of the name to describe
his/her friend’s personality or appearance
T calls on some ss to write their poems on the
board
Check with the lass
IV. Before you write:
Task 1 :Categorizing
- Hang on a chart with descriptive adjectives
on the board :
- Greeting the T
- Answer
- Do T’s requests
In pairs and whole class
Giang is my friend.
Generous in giving help
Intelligent
Active in class
Neat and tidy
Good-lookingPhuong is my friend
Perfect
Humorous/Helpful
Unselfish
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Tall short dark long round blue fair
smooth thin high large slim oval
sincere helpful fat thick sociable
caring straight medium broad
honest pleasant open-hearted flat
handsome beautiful
- Ask Ss to work in groups of 4 to put the
adjectives under the following heading:
Hair:
Eyes Build
Face
Nose Complexion
Personality
Forehead Appearance
- T sets the scene: You are going to write about a
friend, real or imaginary, using the provided
guidelines.
Task 2: Useful expressions and outline
-Writing about a friend , real or imaginary, using
the period guidelines .
-Instruct three parts to write and give some
suggestions :
* General information about friends: name, age,
sex and home address, when and where you met
him/her
*Their physical characteristics and personalities .
* What pupils like about their friend .
Some useful structure
S+ has …. face/ hair…
S to be….
V. While you write:
- T gets Ss to write about their friend in 15
minutes.
- T goes around to observe and to offer help with a
simple outline:
+ His/her name
+ His/ her age
+ When and where you met him or her
+ His/ her physical characteristics
+His/ her personalities
+ Why you like him/ her
Open-hearted
Neat
Generous…
- Whole class
Key:
Hair:
Short, long, thick Eyes
Round, blue, dark, large, Build
Slim, fat
Face
Round, thin, oval Nose
High, flat, Complexion
Fair, smooth
Personality
Open-hearted, sincere, caring, pleasant,
helpful,
sociable Forehead
Broad, high Appearance
Handsome, beautiful
- Pay attention
Example: My best friend’s name is Hoa. She has a
round face with a rather flat nose. She has short
hair and a fair complexion. Her eyes are large
and she has a pleasant smile. She is a very
attractive person.
- Individual work
Sample writing:
My best friend’s name is “Sao Mai”, which
means “Morning Star” in English. She is the same
age with me, and we have known each other since
we were in grade 4.
14

VI. After you write:
- T asks Ss to exchange their writing with other Ss
for correction.
- T goes around and collects mistakes and errors.
- T collects some writings for quick feedback.
- T writes Ss’ typical errors on the board and
elicits self and peer correction. T provides
correction only when Ss are not able to correct the
errors. Finally, T provides general comments on
the writings.
- Ask Ss to improve their writing, taking into
consideration their best friends’ and T’s
suggestions and corrections.
- Ask them to prepare the next period - Language
focus.
VIII. Feedback
If I was to describe how she looks, I would say
she is very pretty. She is not very tall and quite
slim. She has a round face with long black hair,
big eyes and regular white teeth. That’s why many
people say that her smile can brighten up even the
cloudiest day.
She has a very nice personality and a wonderful
sense of humour. She is also very intelligent and
studious.
The first thing I like about Mai is that she
shares the same interests with me. We both enjoy
listening to music and collecting stamps. In
addition, she is very good at Maths and she helps
me a lot with difficult exercises. However, perhaps
the best thing like about her is her kindness.
Whenever I have a problem, she always
encourages me or gives me helpful advice. I hope
that our friendship will last forever.
- Pair work and whole class
- Whole class
----    ----
Preparation date:
Teaching date:
UNIT 1: FRIENDSHIP
E. LANGUAGE FOCUS
- Distinguish the sound /dʒ/ and /t∫/.
- Pronounce the words and sentences containing these sounds correctly.
- Use some structures containing infinitives with and without to appropriately.
 Procedure:
I. Stabilization:
II. Check up:
- Check some Sts’ writing.
III. Warm-up:
Chair / traffic jam
- Ask students to keep book close.
- Ask students to complete the sentence:
a.______ is the first month of the year.
- Greeting the T
- Answer
- Do T’s requests
- Keep book close
- Listen to the T and complete the sentence:
- January is the first month of the year.
- Children like eating sweets.
15

b. _______ like eating sweets.
- Ask students to speak the sentence loudly.
With a high level class- book- closed
T divides the class into 2 groups A and B, writes
the phonemic sound/dʒ/ - /t∫/ on the board and
asks ss to write as many words containing these
sounds as possible, sets the time limited for 1
minute. The group with more correct words wins
the game
- Let students to get their attention on
pronunciation: /dʒ/ - /t∫/.
- Introduce new lesson.
IV. Pronunciation:
- Pronouncing the two sounds separately.
- T models the two sound /dʒ/ and /t∫/ for few
times and explains the differences in producing
them.
/dʒ/: is a voiced palatal
Voiced = vocal cords vibrate while making this
sound.
Palatal = put your tongue behind your top teeth,
push air as you drop your tongue away from the
roof of your mouth.
/t∫/ is an unvoiced fricative palatal
Unvoiced - vocal cords do not vibrate while
making this sound.
Fricative palatal = touch your tongue to the back
of your upper teeth and pull your tongue away as
your push air out of your mouth.
- T plays the tape once for Ss to hear the words
containing these two sounds. Then T plays the tape
again and this time asks Ss to repeat after the tape.
Pronouncing words containing the sounds
- T reads the words in each column all at once
/dʒ/: jam, joke, January, dangerous, passenger,
village.
/t∫/: children, changeable, cheese, mutual, church,
which.
- T reads the words once again, each time with a
word in each column to help Ss distinguish the
differences between the sounds in the words.
- T reads the words and asks Ss to repeat them.
- T asks Ss to practice pronouncing the words in
pairs.
- T goes around providing help.
- T asks some Ss to pronounce the words and give
correction if necessary.
Practicing sentences containing the target
sounds
- T reads the sentences and asks Ss underline the
words with the sound and write /dʒ/ and /t∫/ under
them.
- Listen attentively
Âm vòm miệng hữu thanh
Dây âm thanh rung lên khi phát âm
- Listen and take note
Âm vòm miệng phụ âm xát
Âm vô thanh: dây thanh âm không rung lên khi
phát âm
- Repeat after the tape
- /dʒæm/, /dʒəʊk/, /ˈdʒænjuəri/, /ˈdeɪndʒərəs/, /
ˈpæsɪndʒə(r)/, /ˈvɪlɪdʒ/
- /'t∫ildrən/, /'t∫eindʒəbl/,
/t∫i:z/, /'mju:t∫uəl/, /tʃɜːtʃ/, /wɪtʃ/
- Practice reading the sentences which contain 2
sounds.
16

- T asks Ss to provide the sentences in pairs.
- T goes around providing help.
- T asks some Ss to read the sentences and gives
feedback.
- Signal: /dʒ/: ge, j
- /t∫/: ch, tu
Extra exercise: Pick out the word whose
underlined part is pronounced differently from
that of the other words.
1. A. change B. children C. machine D. church
2. A. guitarist B. passenger C. generous D. village
3. A. mutual B. chip C. question D. quality
4. A. architect B. arch C. church D. cheese
V. Grammar and Vocabulary:
1. To infinitive
- T writes some sentences on the board and
underline the to + infinitive
+ I have letters to write to my friends.
+ I have some homework to do.
+ Does he get anything to eat?
+ Have you got anything to say?
- T asks Ss to comment on the use of to +
infinitives in these examples. T reviews the form
and use of to – infinities in the example.
- The infinitive can be placed after nouns/pronouns
to show how they can be used or what is to be
done with them.
+ I have letters to write = I have letters that I must
write …
+ I have some homework to do = I have some
homework that I must do.
+ Does he get anything to eat? = Does he get
anything that he can eat?
*To-infinitive: (Agree, allow,arrange, ask,
attempt, care, choose, claim, come, continue,
decide, determine,demand, expect, fail, fear,have,
help, hope, intend, learn, long, manage, mean,
plan, pretend, prepare, promise, propose, seem,
tend, want,wish, would like, ….what, how, where
… , refuse, be going, be willing, be able,
permit…..)
- to indicate the purpose or intention of an
action.
Ex : He was doing this to make me more relaxed.
- as the subject of a verb, it is more usual to
begin the sentence with "It".
Ex : To know how to drive is useful. ( It is useful
to know how to drive)
- as an object of a verb.
Ex : She likes to dance
They decided to build a new school.
- after nouns / pronouns as a modifier to replace
Signal:
The letters such as “Ch, Tu, Tch” contain the
sound / / ( question, righteous)ʧ
The letters such as “J, G, Dg” contain the
sound / / ( soldier, educate)ʤ
- Do extra exercise
Suggested answers:
1. C
2. A
3. D
4. A
- In the examples above the infinitives are used
to replace relative clauses
- Take notes
I pleased to see you.
Ex: The water is too hot to drink.
He’s old enough to go to school.
- Individual work
Suggested answers:
1. Who wants something to eat.
2. I have some letters to write.
3. I am delighted to hear the news.
4. My mother has some shopping to do.
17

a relative clause.
Ex : I have a lot of work to do ( which I have to
do)
- in idiomatic expressions :
Ex : The tea is too hot for me to drink
Jack is clever enough to solve this problem.
- as an adverd to modify an adjective.
Ex : I am sorry to hear the news.
NOTE :
- verb + to- infinitive
- verb + question word + to- infinitive
- verb + object + to- infinitive
-too+adjective/ adverb ( for somebody) + to-
infinitive
- adjective / adverb + enough ( for somebody) +
to- infinitive
- enough + noun + to- infinitive
Practice
Exercise 1
- Ask Ss to do exercise 1 individually and then
compare their answers with another student.
- T calls on some Ss to read aloud their answers.
- T gives the correct answers.
2. Infinitive without to
- Modal verb: can, will, may, shall, must….
- After “make, let”+ object + bare infinitive.
- After verbs of perception such as: feel, hear,
watch, see, notice, observe, smell + object + bare
infinitive
- Ask Ss to give some examples.
- Listen and ask the other to comment.
Practice
Exercise 2
- T asks Ss to do exercise 2 in pairs. Ss have to
rewrite the sentences by using the words given.
- T asks them to compare answers with another
pairs.
- T calls on some Ss to go to the board to write
their answers.
- T asks other Ss to feedback and gives correct
answers.
VI. Free - Practice: Join these pairs of sentences.
5. You always have too much to talk about.
6. It’s lovely to see you again.
7. It’s too cold to go out.
8. I’m happy to know that you have passed the
exams.
Ex: Nothing can make him cry
I see her cook dinner (completed action)
Notice: I see her cooking dinner (I see she’s
cooking dinner)
- Pair work and then individual work
Suggested answers:
1. The police watched them get out of the car.
2. They let him write a letter to his wife.
3. I heard them talk in the next room.
4. The customs officer made him open the
briefcase.
5. The boy saw the cat jump though the window.
6. Do you think the company will make him pay
some extra money?
7. I felt the animal move towards me.
8. Do you think her parents will let her go on a
picnic?
- Whole class
Suggested answers:
1. I saw her cross the road.
2. I heard them sing a song.
3. I observed him lock the door.
4. I saw her drive off.
5. He was foolish to leave the firm.
6. I watched a pavement artist draw a portrait in
crayons.
7. It would look rude to refuse their invitation.
8. I was happy to meet you again.
9. The film was not interesting enough for me to
watch.
10. The woman is too old to drive a car.
Expected answer:
18

1. She crossed the road. I saw her.
2. They sang a song. I heard them.
3. He locked the door. I observed him.
4. She drove off. I saw her.
5. He was foolish. He left the firm.
6. A pavement artist drew a portrait in crayons. I
watch him.
7. We can’t refuse their invitation. It would look
rude.
8. I met you again. I was happy.
9. The film was boring. I didn’t watch it.
10. The woman is old. She can’t drive a car.
- Learn by heart all the knowledge they’ve learnt
and practice them again at home.
- Prepare the next lesson: Unit 2 – Reading
VIII. Feedback
1. I saw her cross the road.
2. I heard them sing a song.
3. I observed him lock the door.
4. I saw her drive off….
----    ----
Preparation date:
Teaching date:
UNIT 2: PERSONAL EXPERIENCES
A. READING
- Develop such reading skills as scanning for details, specific ideas, skimming for general information,
and guessing meaning in context, identifying the sequence of events.
- Use the information they have learnt to discuss the story.
 Teaching aids: Textbook, handouts, CD …
 Procedure:
I. Stabilization:
II. Check up:
- T calls on some Sts to give the cases which we
use “Infinitive with to” and to give an example.
III. Warm-up: chatting
T asks Ss some questions and asks Ss to answer:
- When was your last birthday?
- What did you do on that day?
- How did you feel on that day?
- What did your parents offer you?
Alternative warm up: Middle Riddle
PEN- TAXIS- APPLE- KEY- ARM- KNIFE-
BED- ONE- ICE- TEN
Lead-in: What is “ experience”?
- Greeting the T
- Answer
- Do T’s requests
- Answer the questions
Work in groups of 5
The key word: EXPERIENCE
- Whole class
It is an event or activity that affects you in some
19

Have you ever been in an embarrassing situation?
What did you do then?
In today lesson, our reading lesson is about the
embarrassing experience of a girl on the bus.
IV. Before you read:
- T introduce the pictures:
The six pictures describe the events in a story.
They’re not in chronological order. Can you
describe what’s happening in each of the picture?
- T suggests for the Ss by asking some questions:
+ What do you see in the 1st
picture?
+ What do you think might be relationship
between the girl and the man?
+ What do you see on the table?
……………………………………….
Pre-teaching vocabulary
• embarrassing /ɪmˈbærəsɪŋ/ (adj)
→ embarrass /ɪmˈbærəs/ (v)
• floppy /ˈflɒpi/ (adj)
• glance at /ɡlɑːns/ (v)
• sneaky /ˈsniːki/ (adj)
• wad /wɒd/ (n)
→ wad of notes
• to make a fuss /fʌs/
V. While you read:
Set the scene: You are going to read a story in
which a girl’s telling about her most embarrassing
situation.
Task 1
- T writes the given words and phrases on the
board:
to make a fuss
sneaky (adj)
glanced (at)
embarrassing (adj)
idol (n)
- T asks Ss to go back to the passage to locate and
read around these words.
- T checks that Ss understand all these words
correctly by calling on some Ss to tell the
meaning of the word in Vietnamese.
- Then T asks Ss to go back to the task and study
the given sentences.
- T asks them to fill the blank with the words/
phrases in the box.
- T checks the answer with whole class.
Task 2 (Omit)
Task 3
way.
Suggested answers:
- A man and a young girl
- May be they are family members
- It’s money
• lúng túng, xấu hổ
• làm lúng túng, làm ngượng ngùng
• mềm
• to look quickly at St/Sb (liếc)
• lén lút, xảo quyệt
• xấp, cuộn
• xấp tiền giấy
• gây ồn ào, ầm ĩ
- Pay attention
- Read passage again
- Review the meanings of this word
Suggested answers:
1. glanced
2. making a fuss
3. embarrassing
4. idols
5. sneaky
- Individual work then pair work
Suggested answers:
1. She wished to have a red floppy cotton hat.
2. Because he knew that she wanted to buy that
hat.
20

- T checks if Ss can answer the comprehensions
in task 3 without having to read the passage again.
If Ss can’t, T gets them to read the questions
carefully and gives them some tips to do the task.
- T gets Ss to check their answer with their
partners.
- T calls on some Ss to write their answers on the
board and asks them to explain their choices.
VI. After you read:
- Ask Ss to look at the last picture (c) and give
suggestions:
+ How did the girl in the picture feel?
+ Why did she feel that way?
+ What did she do after that?
- T calls on the group to tell and explain their
choice.
- Then T asks Ss to summarize the main points of
the lesson.
- T summarizes the main points of the lesson
again.
- Ask Sts to learn by heart the new words and
make sentences with them at home.
- Prepare the next lesson: Unit 2 - Speaking
3. She saw a wad of dollar notes exactly like the
ones her father had given her.
4. Because she didn’t like to make a fuss.
5. She bought the hat of her dream with the
money.
- Group work
Suggested answers:
1. She felt surprised / embarrassed.
2. Because the money she took from the boy’s bag
was not hers.
3. Perhaps the girl might want to tell her father
the truth and ask him for help.
Perhaps the girl could come to the police station,
tell the police the truth and ask them for help.
May be the girl could get on the same bus the next
day and look for the boy to return him the money.
- Whole class
----    ----
Preparation date: 29/08/2013
Teaching date: /09/2013
Period: 9th
B. SPEAKING
- Identify structures that are used to talk about past experiences and their influences on one’s life.
- Practice the present perfect and past simple, structures with “make”.
- Use these structures to talk about a past experience and how it affects their life.
 Teaching aids: Textbook, chalk, board …
 Procedure:
I. Stabilization:
II. Check up:
- T calls on some Sts to read the text again and to
answer some questions.
III. Warm-up: “Have you ever” Game
T divides the class into groups of 3-4. Then T
- Greeting the T
- Answer
- Do T’s requests
- Answer the questions
21

models “Have you ever” + PP” for Ss as well
as ways to respond to “Have you ever”
questions.
- Have you ever seen ghosts?
- Have you ever been to Da Lat?
- Have you ever sung in public?
- Have you ever failed the exam?
- Have you ever got a bad mark?
- Have you ever spoken English to your
friends (teachers, foreigners…)?
- How did you feel when you …………….
IV. Before you speak:
Task 1
- T introduces the task and gets Ss to do it
individually then compare the answer with a
partner.
- Call on some Ss to read out his/her answers.
- T checks with the class and gives feedback.
- T introduces the structures:
make Sb do St
make Sb + Adj
• appreciate /əˈpriːʃieɪt/ (v):
• to change your attitude to Sb/St
V. While you speak:
Task 2
- T introduces the task and asks Ss to work
individually then compare the answer with a
partner.
- Notice some Ss about how to use past simple
and present perfect simple.
+ Present perfect: used with “ever” to ask about
past experience: Have you ever been to England?
+ Past simple: used when one keeps asking about
that experience: When did you go there? Who did
you go with? …
- After finishing T gets Ss to read the sample
conversation in pairs.
- Open dialogue:
A – Have you ever ………….?
B – Yes, …………. English girl ………….
A – How …………. meet ………….?
B – …………. walking along …………. asked
the way …………. started talking ………….
A – What …………. talk ………….?
B – Everything …………. name, ………….
turtles ………….
A – How …………. affect ………….?
B – Well, …………. more interested ………….
+ Yes, I have
+ On Teacher’s Day
+ I was all in a tremble (run)
+ Since then I haven’t been afraid of singing in
the public.
……………………….
Suggested answers:
1. d
2. c
3. a
4. b
5. e
Ex: The flu made me stay at home.
The flu makes me tired.
• coi trọng, đánh giá cao
• thay đổi thái độ của bạn đối với ai hoặc
điều gì đó
- Whole class
- Take notes
Suggested answers:
1. b 2. d 3. h 4. a 5. e 6. g 7. c
- Pair work
- Close the book and practice the open dialogue
22

- T calls on some pairs to practice the dialogue
then give marks.
VI. After you speak:
Task 3
- Gives students useful structures:
+ Have you ever ………….?
+ How did it happen?
+ When/Where did it happen?
+ How did the experience affect you?
+ How did you feel?
- Asks students to do task 3 in pairs.
- Asks some pairs to perform their dialogues in
front of the class.
- Corrects common mistakes and give remarks.
- Learn by heart dialogues and practice them
again at home.
- Prepare the next lesson: Unit 2 – Listening
VIII. Feedback
- Pair work
Suggested answers:
1.
A. Have you ever felt an exam?
- Yes, I have.
B. How did it happen?
- I didn’t study well enough for exam.
C. When did it happen?
- Last year.
D. How did you feel/ How did it affect you?
- I felt disappointed/ sad/ depressed.
2.
A. Have you ever traveled to other parts of the
country?
- Yes, I have.
B. When did you travel?
- In 2002.
C. How did it affect you?
- It makes me love our country more/ I learned
more about different places in our country.
3.
A. Have you ever talked to a famous pop star?
- Yes, I have.
B. Where did you meet him/her?
- At a party.
C. How did it affect you?
- It was interesting to talk to famous pop stars.
- It changed my attitude to/ towards famous pop
stars.
- Listen to T
----    ----
Preparation date:
Teaching date:
23

C. LISTENING
- Develop such listening skills as listening for specific information and taking notes while listening.
 Procedure:
I. Stabilization:
II. Check up:
- T calls on some Sts to talk about their past
experiences.
III. Warm-up:
Handouts: Matching
Column A Column B
1. Fire fighter
2. Fire alarm
3. Fire door
4. Fire escape
5. Fire hydrant
6.Fire extinguisher
7. Smoke
8. Fire struck a. A metal stair way outside to help
people get out of a building on fire.
b. A pipe that draws water for putting out a fire.
c. A person who fights fires.
d. What comes out of a fire.
e. A fire-resistant door that can be closed to stop the
spread of a fire.
f. A large truck that carries firefighters and equipment
to the side of a fire.
g. A tube that contains special chemicals for putting
out fire.
h. A bell that tells you a fire has started.
- Ask Ss to describe what is happening in the
picture on page 27.
+ What can you see in the picture?
+ What is happening?
+ Who are these people?
+ What is this woman doing?
……..
- Greeting the T
- Answer
- Do T’s requests
- Group work
Suggested answers:
1. c
2. h
3. e
4. a
5. b
6. g
7. d
8. f
- Whole class
Suggested answers:
- A fire.
- A house is burning and fire-fighters are trying to
put out fire.
- They are fire-fighters.
- She is caring her daughter out of the fire.
• đáng nhớ
• sợ hãi
• thét, gào
• thay thế
• bếp ga
• không thể quên
• trốn thoát
24

Vocabulary:
• memorable /ˈmemərəbl/ (adj):
• terrified /ˈterɪfaɪd/ (adj):
• scream /skriːm/ (v):
• replace /rɪˈpleɪs/ (v):
• gas stove /ɡæs stəʊv/ (n):
• unforgettable /ˌʌnfəˈɡetəbl/ (adj):
• escape /ɪˈskeɪp/ (v):
• protect /prəˈtekt/ (v):
- T asks Ss to practice the vocabulary in chorus.
T helps Ss to pronounce them correctly.
V. While you listen:
Task 1
- Ask Ss to read the statements to understand
them.
-T plays the tapes once for Ss to listen and do the
task.
- Check the answer with the whole class.
- T can play the tape again and pauses at the
answers for them to catch.
Task 2
- Ask Ss to study the text carefully for the missing
information they need to fill and guess the
answers.
- After playing the tape, T gets Ss to work in pairs
and check their answers.
- Call on some Ss to give the answers.
VI. After you listen:
- Before getting Ss to discuss, T teaches them
some useful expression of asking for and giving
opinions:
- Asking for opinions:
+ What do you think about…?
+ What’s your opinion about…?
+ What’s your feeling about…?
+ What’s your point of view about…?
+ How do you feel about…?
+ Do you have any opinion about…?
Expressing opinions Expressing
agreement Expressing disagreement
I think…
Personally,…
I believe…
I feel…
In my opinion…
From my point of view… I agree
• bảo vệ
- Practice pronouncing these words
- Individual work
Suggested answers:
1. T
2. F (13 years ago)
3. F (in the kitchen)
4. F(she was sleeping)
5. T
Suggested answers:
1. small
2. everything
3. family
4. replaced
5. took
6. appreciate
- Group work
- Take notes
- Giving opinion
Suggested answers:
+ Because she has realized that she needs her
family. Things can be replaced, but family can’t.
+ From family.
+ Yes, we can.
+ No, we can’t.
- Write down
25

I think so, too
That’s true and…
That’s right, and…
Well, maybe, but…
That might be true, but…
Well, my feeling is that…
Well, I don’t think so. I think…
- Give some suggestions by asking some
questions:
+ Why does Christina think family is more
important than things?
+ Where do you get love/care from, your family
or things?
+ Can we buy new clothes?
+ Can you get new parents or brothers or sisters?
- Prepare for writing lesson
- T summarizes main points of the lesson.
- Asks students to write a short paragraph about
the importance of family.
- Prepare the next lesson: Unit 2 – Writing
VIII. Feedback
----    ----
Preparation date:
Teaching date:
D. WRITING
- Write a personal letter telling about a past experience, using the structures and vocabulary that they
have learnt in previous lessons.
 Teaching aids: Textbook, chalk, board …
 Procedure:
I. Stabilization:
II. Check up:
- T calls on some Sts to check their vocabularies.
III. Warm-up: Brain-storming
- T asks Ss to tell about their unforgettable past
experiences and the others make questions to ask.
- Which team makes more questions is the
- Greeting the T
- Answer
- Do T’s requests
- Group work
Past experiences:
- Failing an exam
26

winner.
- T gets Ss to read the task.
- Call on a St to answer and to elicit more ideas
about “most unforgettable experience”.
OUTLINE
1. Heading: Address + Date of letter
2. Greeting: - Dear Lan,
- Hello / Hi Lan,
3. Body:
+ What happened?
+ When did it happen?
+ Where did it happen?
+ How did it happen?
+ Who was involved?
+ How did it affect you?
4. Closing:
- Sincerely, Yours, Love, Best wishes, See you
soon …
5. Signature
* Notes: Simple past, Past continuous, Past
perfect can be used for describing a past event.
- T gets Ss to plan their stories according to the
questions.
V. While you write:
- T gets Ss to write their own letters in 10
minutes.
Some paragraphs of the letters can be jumped so
that students can rearrange them to make a
complete letter.
- Then T asks Ss to work in pairs, exchange their
letters and correct each other.
- T goes around the class to offer help.
- T chooses one letter and reads it to the class.
- T elicits corrective feedback from the class and
gives final comments afterwards.
- Getting a reward
……………………….
- Whole class
Suggested answers:
- I nearly drowned.
- A year ago, my last summer vacation.
- A river near my grandparent’s house.
- When I was swimming, I suddenly caught a cold,
I felt dizzy and I was too weak to swim.
- Some of my friends were also swimming at that
time, one tried to save me.
- I learned that life is so important./ It changed
my outlook on life./ It taught me a lesson …
Sample writing:
Hanoi 15 May 2007
Dear Peter,
How have you been doing? Have you got any plan for the
coming school break? Perhaps I will go to see my
grandparents in the countryside. I haven’t seen them since
my last school holiday.
Let me tell you about my last summer vacation at my
grandparents’. It was almost a year ago and was one of my
most unforgettable experiences.
My grandparents live in a small village, which is about 70
kilometers southeast of Hanoi. There is a large river at the
back of their house where I often do swimming every
afternoon when I spend my vacation with them.
One day when I was swimming with some of my friends, I
suddenly caught a cold. I felt so dizzy and was too weak to
continue swimming, so I started to sink. I thought I was
going to drown but I couldn’t call out for help because I was
too tired and terrified. Luckily, one of my friends saw that
and shouted for help. Immediately, another friend who
swims the best among us swam towards me and tried to pull
me up. Then other friends swam towards us to help him push
me in. My life was finally saved.
Now recalling the moment I thought I was going to die, I
understand how precious life is. This event definitely taught
me to appreciate my life.
27

- Asks students to practice writing at home.
- Prepare the next lesson: Unit 2 – Language
focus.
VIII. Feedback
What about you? Have you got any unforgettable holiday
that you would like to share with me?
See you soon.
Nam
- Listen and write down
----    ----
Preparation date:
Teaching date:
E. LANGUAGE FOCUS
- Distinguish the sounds /m/, /n/ and /ŋ/.
- Distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past
progressive and past perfect.
- Use these verb tenses to solve communicate task.
 Procedure:
I. Stabilization:
II. Check up:
- T checks some Sts’ writing.
III. Warm-up: Money, nose, song
Underline the most suitable verb form in each sentences:
a. While Tom watched/was watching TV, there was a
power cut.
b. Who drove/was driving the car at the time of the
accident?
c. By the time she got back, he had gone/went home.
d. David had eaten/ate Chinese food before, so he knew
what to order.
e. I did/was doing some shopping yesterday when I saw
your friend.
f. Laura missed the party because no one was telling/had
told her about it.
- Greeting the T
- Answer
- Do T’s requests
Suggested answers:
a. was watching
b. was driving
c. had gone
d. had eaten
e. was doing
f. had told
- Pay attention
- Practicing pronunciation
28

IV. Pronunciation:
- /m/: close the lips when pronouncing.
- /n/: Ss’ tongues touch the roof of their mouth.
- /ŋ/: their tongues touch their soft palates.
For all three sounds, the air goes through the nose.
- T asks Ss to read the words in each column out loud in
chorus for a few more times. Then call on some Ss to read
the words out loud.
- In order to help Ss identify these sounds T writes some
sentences to check their understanding.
1. I’ll call them/then.
2. He ran/rang twice.
3. That bun/bum is delicious. /di'li∫əs/
4. We got some/sun at the beach.
- Practicing sentences containing the target sounds:
- Ask Ss to work in pairs and take turn to read aloud the
given sentences.
- T calls some Ss to read the sentences and provides
corrective feedback.
Extra exercise: Pick out the word whose underlined part is
pronounced differently from that of the other words.
1. A. change B. hungry C. stronger D. single
2. A. name B. news C. drink D. nose
3. A. happen B. finger C. thankful D. tongue
4. A. name B. need C. nine D. sing
5. A. complainB. experience C. interested
D. autumn
V. Grammar:
1. Review the present simple and present progressive.
a. Presentation
- Present simple
+ The usage:
We use the simple present tense to express the idea that an
action is repeated or usual. The action can be a habit, a
hobby, a daily event, a scheduled event or something that
often happens. It can also be something a person often
forgets or usually does not do.
+ Form: (+) I, You, We, They + bare infinitive
He, She, It + V(s/es)
(-) S + don’t/doesn’t + V-infinitive
(?) Do/does + S + V-infi?
* We can use the present simple tense in telling stories
(which are often concerned with past events) to make the
stories more interesting.
Adverbs: …
- Present progressive
+ The usage:
We use the Present Continuous with Normal Verbs to
express the idea that something is happening now, at this
very moment. It can also be used to show that something is
not happening now.
+ Form: (+) S + be + V-ing
- Do extra exercise
Key:
1A
2C
3A
4D
5D
Example: The sun rises in the East
Now the sun is shining.
- Take notes and give examples
- Give examples & take notes
29

(-) S + be + not + V-ing
(?) Be + S + V-ing?
b. Practice
Exercise 1
- T gets Ss to do exercise 1 individually and then find a
partner to check the answer with.
- T checks with the whole class and provides corrective
feedback.
2. Review the past simple and past progressive.
a. Presentation
- Past simple
+ The usage:
We use Simple Past to talk about actions and situations in
the past.
+ Form: (+) S + V-ed or irregular verbs
(-) S + didn’t + V-infi
(?) Did + S + V- infi?
Adverbs: yesterday, ago, last …
- Past progressive
+ The usage:
We use Past Continuous to talk about something which
was in progress at a past time.
The action or situation had started but it had not finished-
at that time.
+ Form: (+) S + was/were + V- ing
(-) S + was/were + not + V- ing
(?) Was/were + S + V- ing?
Adverbs: at six, nine o'clock, during, while, when
b. Practice
Exercise 2
- T gets Ss to do exercise 2 individually and then find a
partner to check the answer with.
- T checks with the whole class and provides corrective
feedback.
3. Review the Past perfect.
a. Presentation
+ The usage:
- The past perfect expresses the idea that something
occurred before another action expressed in the past
simple. It can also show that something happened before a
specific time in the past.
- Past perfect also to show that something started in the
past and continued up until another action in the past.
+ Form: (+) S + had + Past participle
(-) S + hadn’t + Past participle
(?) Had + S + Past participle?
Adverbs: After/ because PP, SP
Before, as, when, by the time SP, PP
- Individual work & pair work
Suggested answers:
1. invites 2. sets 3. gets 4. waves
5. promises 6. carries 7. contains
8. has baked 9. is 10. is shining
11. are singing 12. is
Example: She went to HCMC last
Sunday.
- Individual & pair work
Suggested answers:
1. broke/was playing
2. wrote/was
3. was working/broke
4. started/were walking
5. told/were having
6. didn’t listen/was thinking
7. phoned/didn’t answer/were doing
8. didn’t wear/didn’t notice/was driving
- Give examples and take notes
Ex: - I had never seen such a beautiful
beach before.
- I had used that car for ten years
before it broke out.
30

b. Practice
Exercise 3
- T gets Ss to do exercise 3 individually then find a partner
to check their answer with.
- T checks the answers with whole class and provides
Note: Hai hành động xảy ra trong quá khứ:
Trước: QKHT Sau: QKĐ
Đang: QKTD, Xen vào: QKĐ
While, When (time): QKTD, QKD
VI. Free – Practice:
Choose the best answer.
1. After we _____ our work, we _____ for lunch.
A. having finish/ went B. have finished/ went
C. had finished/ went D. having finish/ going
2. Before cars _____, people _____ horses and bicycles.
A. were discovered/ had used
B. discovering/ use
C. is discovered/ using
D. have been discovered / have been using
3. When we _____ there, people _____ calmly.
A. got/ are waiting B. got/ were waiting
C. got/ waited D. get/ wait
4. While I _____ in the street, I saw my old friend.
A. was walking B. am walking
C. walk D. walked
- Asks students to review the forms and the usages of these
tenses.
- Ask Sts do more exercise at home.
- Prepare the next lesson: Unit 3 – Reading
VIII. Feedback
Or After I had used that car for ten years,
It broke down.
- Individual & pair work
Suggested answers:
1. had eaten/arrived 2. found/had taken
3. got/had closed 4. got/had left
5. got/had arrived 6. paid/had phoned
7. went/said/hadn’t arrived
8. had looked/asked/cost
- Whole class
Suggested answers:
Letters in bold
- Whole class
----    ----
Preparation date:
Teaching date:
UNIT 3: A PARTY
A. READING
- Develop such reading skills as scanning for specific ideas, and identifying and correcting false
statement.
- Use the information they have read to discuss celebrations in their culture.
31

 Teaching aids: Textbook, handouts, pictures about special celebrations …
 Procedure:
I. Stabilization:
II. Check up:
- T calls on some Sts to talk about the forms and
the usages of past simple and past perfect.
III. Warm-up: Brain-storming (REAL
OBJECTS)
- T asks Sts to give the name of some celebrations
in VN also in the world.
- Ask Ss to work in pairs and ask them to look at
the pictures in text book and answer the
questions:
1. What is the relationship between the people in
the pictures?
2. What are they celebrating?
Pre-teaching vocabulary STRESS
- blow out (v):
- mark (v):
- milestone: an important event or state in one’s
life.
- lasting (a):
- golden (a): made of gold
- golden anniversary/jubilee /ˈdʒuːbɪliː/ :
celebration of the 50th
wedding anniversary /ˌænɪ
ˈvɜːsəri/
- Silver anniversary: celebration of the 25th
wedding anniversary.
- Diamond anniversary: celebration of the 60th
wedding anniversary.
- T helps Ss to pronounce them correctly.
V. While you read:
- You are going to read about how American
people celebrate birthdays and wedding
anniversaries. Then do the tasks below:
Task 1
- Greeting the T
- Answer
- Do T’s requests
- Whole class
Suggested answers:
Christmas Easter Graduation
Halloween Thanksgiving Mother’s Day
Wedding Valentine’s Day Birthday
- Pair work
Suggested answers:
1. The people in the 1st
picture might belong to a
family. The young man might be the parents and
three kids might be their children.
- In the 2nd
picture: The people might belong to a
family, too. The old lady & man might be parents.
The woman and the man who are sitting in front
might be their son and daughter in law. The boy
and the girl might be their grandchildren.
2. The people in the 1st
picture are celebrating a
birthday. In the 2nd
picture people are celebrating
a wedding anniversary.
- Write down Vocabulary
{ thổi nến
{ đánh dấu
{ sự kiện quan trọng, mốc lịch sử
{ bền vững, lâu dài
{ Lễ kỉ niệm đám cưới vàng
{ Lễ kỉ niệm đám cưới bạc
- Practice reading the new words
- Pay attention
- Individual work
32

- T gets Ss to read the passage silently and do the
task 1.
- Call on some Ss to write the answer on the
board and ask them to explain their choices.
1. People sing a song.
2. People eat cakes.
3. People receive cards and gifts from friends and
relatives.
4. People joke about their ages.
5. People remember their wedding days.
6. People go out to dinner.
7. People blow out candles, one for each year.
Task 2
- T gets Ss to read through all the 7 sentences in
task 2. Then ask them to read the text again and
locate these words.
- Ask Ss to check their answer with a friend.
- Call on some Ss to present and explain their
answers.
- Give feedback and correct answers.
VI. After you read:
- Ask Ss work in small group of 3 or 4 and
discuss the questions.
- T goes around to check and to offer help.
- Call on the groups to tell and explain their
choice.
- Give the correct feedback.
- Asks students to learn by heart new words.
- Write a paragraph about how Vietnamese people
celebrate their birthday or wedding anniversaries,
base on the text they read in class.
- Prepare the next lesson: Unit 3 - Speaking
Suggested answers:
Birthday
Wedding
1 
2  
3  
4 
5 
6 
7 
- Pair work
Suggested answers:
1. eight → sevenths 5. months → years
2. makes → eats 6. 5th
→50th
3. foods → presents 7. silver → golden
4. anniversaries → ages
- Group work
- Take note
----    ----
Preparation date:
Teaching date
UNIT 3: A PARTY
B. SPEAKING
- Use appropriate language to talk about parties and negotiate how to plan them.
- Use appropriate language to invite people to come to parties.
 Procedure:
I. Stabilization:
II. Check up:
- Greeting the T
- Answer
33

- Check vocabulary.
III. Warm-up: Brain-storming
Talking about the party
Yesterday I went to a party. Please ask some
questions to gets as much information about the
party as you can.
- T teaches necessary language for talking about
parties:
A birthday/ housewarming party
A family/ social gathering
To have/ throw/ organize/ hold/ celebrate/ give a
party
To celebrate one’s birthday/ wedding
anniversary/ graduation
To join oneself
To have fun/ a good time
Gifts: flowers, souvenirs, a bottle of wine,
chocolate …
Decorations: balloons, flowers, lamps, pictures
…
Food and drinks: starters, main courses, deserts,
cakes, ice-cream, sweets, soft drink …
Music: pop music, jazz, classical music …
IV. Before you speak:
Task 1
- Get Ss to do the task individually.
- T encourages Ss to take notes while doing so.
- Go around the class to check and offer help.
V. While you speaking:
Task 2
- Put Ss in pairs and tell them to tell each other
about the party they have been to, base on the
outlines they have made in task 1.
- Call on some pair to perform their conversations
in front of the class.
Task 3
- T gives suggestions by writing on the board:
Planning a party
- Where (home or restaurant)
- When (date & time)
- Who to invite (family, relatives, classmates,
teacher, friends)
- Dressing code (former, informer, costumes)
- Entertainment (dance, music, games)
- Decorations (colored light, bulbs, flowers)
- Do T’s requests
- Whole class
Suggested answers:
Who gave the party?
What was it about?
Where/ When did it take place?
How was it organized? How did it go?
What activities did you do there?
Did you have good time?
How were the people like?
What about music? What about food and drinks?
- Take notes
- Individual work
- Ss choose the details they want to talk about and
plan their stories.
- Pair work
A: I am wondering where I should hold my
birthday party?
B: Why don’t you have your birthday party at
home? It’s cozy and not very expensive.
A: I don’t know if it’s suitable to begin at 5 pm?
B: …
- Discuss in group
34

- Food and drink (cook our own or order)
- Budget (How much to spend? How much to
contribute?)
- T asks Ss to give some expression for asking for
and giving opinions, expressing agreements and
disagreement, suggesting and starting preferences.
- T gives some examples and gets Ss to do some
practice with these expressions.
- Divide the class into small group of 3 or 4 and
get them to do task 3.
- T goes around to check and to offer help.
VI. After you read:
Task 4
- T teaches expressions for inviting and
persuading:
Would you like to come …?
We would love to have you …
Please do come …
It’s our pleasure to invite you …
You don’t know what you’ll miss out on if you
don’t come.
- T gets Ss do some practice with these structures
Ask some group to report about the parties that
they’ve planned.
- T asks Ss to write a paragraph about a party they
have been to.
- Prepare the next lesson: Unit 3 - Listening
Asking for opinions
What do you think about …?
What’s your opinion about …?
How do you feel about …?
Do you have any opinion about …?
Giving opinions
I think we should …/ I feel …
In my opinion, …
I’m thinking about … (ordering some pizza)
Expressing agreement Expressing disagreement
I agree
I think so, too
That’s true, and …
That’s right, and … Well, maybe, but …
That might be true, but …
Well, my feeling is that ...
Well, I don’t think so ...
Suggesting:
May be we could… What about …?
Perhaps we can … Should we …?
Let’s …
Why don’t we…? It would be a good idea if…
How about …?
- Group work
- Whole class
----    ----
Preparation date:
Teaching date:
UNIT 3: A PARTY
C. LISTENING
- Develop such listening micro-skills as intensive listening for specific information.
 Procedure:
I. Stabilization:
35

II. Check up:
- T calls on some Sts to talk about parties and negotiate
how to plan them.
III. Warm-up: Look and remember…
Have Ss rearrange the activities taking place in a
birthday party in a suitable order in their own ideas.
+ play games
+ have foods and drinks
+ give gifts
+ eat slices of birthday cake
+ blow out the candles
+ sing the birthday song
+ cut the cake
+ decorate the party room
_ Collect Ss’ ideas and lead in the new lesson.
- T gets Ss in pairs to answer the questions and explain
their reasons.
Listen and repeat
to gather restaurant prize
birthday cake to decorate icing
slice to clap hands
- T helps Ss to pronounce the words on page 36
correctly.
- T presents the meanings of these word from the class
V. While you listen: EXERCISE
Task 1
- Get Ss to read through the statements to understand
them and underline key words.
- Play the tape once for Ss to listen and do the task.
- Check the answer with the whole class.
- Play the tapes one or two more times and pauses at
the answer for them to catch if Ss can’t answer the
questions.
Task 2
- Ask Ss to read all questions in task 2.
- T plays the tape again for Ss to listen and answer the
questions.
- T gets Ss to check their answer with a partner. Then
T checks with whole class.
- Play the tape again and pause at difficult points if
many Ss can’t complete the task.
Task 2 can be changed into Multiple choice Exercise
1. How old was Mai?
A.6 B.16 C.60 D.26
2. Why didn’t she like having her party at a restaurant?
A. noisy and expensive B. quiet and cheap
- Greeting the T
- Answer
- Do T’s requests
- Whole class
Group work
Suggested words:
- Pair work
phần thưởng
kem phủ trên bánh gatô
lát, miếng
- Write down
- Individual work
Suggested answers:
1. F (the party began at about 3 in the
afternoon)
2. F (over 20)
3. F (at 4:30 they cut the cake)
4. T (the party ended at about 6)
5. F (other kids left, only one stayed to help)
- Listen and note down the answers
Suggested answers:
1. 16
2. Because it’s noisy and expensive.
3. soft drink and biscuits
4. At about 4:30
5. It was beautiful and decorated with white
and pink icing and 16 colorful candles in the
middle.
6. They clapped their hands eagerly and
sang “Happy birthday”
7. at about 6
36

C. noisy and cheap D. quiet and
comfortable
3. What did Mai’s mother serve the gueSs at the
beginning of the party?
A. ice-cream and biscuits B. soft drinks and
biscuits
C. coffee and cake D. fruits and milk.
4. What time was the birthday cake brought out?
A. 6.30 a.m B. 5.00 p.m C. 4.30 a.m D. 4.30
p.m
5. It was beautifully decorated with
A. pink and white icing B. brown and yellow
icing
C. green and white icing D. black and yellow
icing
6. What did all the gueSs do while Mai was cutting the
cake?
A. they danced and sang B. they played the Bingo
game
C. they took photos D. they clapped their hands
and sang
7. What time did the birthday party finish?
A. 6.30 a.m 6.00 p.m C. 6.30 p.m D. 6.00
a.m
VI. After you listen:
- Put Ss in pairs and do the task.
- T distributes the following handout for Ss to do the
role play.
- After they’ve finished, T calls on some pairs to
perform the role play in front of the class.
- Asks students to learn by heart new words.
- Write a paragraph about your own birthday parties.
- Prepare the next lesson: Unit 3 – Writing
VIII. Feedback
- Pair work
Card A
Ask your friend about Mai’s birthday
- Place where the party was held
- When it began and ended
- Who came
- What you did there
Card B
Tell your friend about Mai’s birthday party.
- It was held at Mai’s place
- It lasted about 3 hours (3-6pm)
- About 20 guests came
- Mai opened gifts, you played chess, then
Mai cut cake
- Whole class
----    ----
Preparation date:
Teaching date
UNIT 3: A PARTY
D. WRITING
37

- Define the format and structure of an informal letter of invitation.
- Write an informal letter of invitation.
 Procedure:
I. Stabilization:
II. Check up:
- No checking.
III. Warm-up: Jumbled letter
1. This is my address: 150A Au Co Road.
2. It’s a beautiful house and it looks over the West
Lake and the Water Park.
3. Dear Linda,
4. Guess what! I’ve just moved to a new house in
Tay Ho District.
5. Would you like to come?
6. Please let me know your answer as soon as
possible.
7. See you.
8. My parents are giving a house-warming party
this evening around 6:30 P.M.
9. Hoa
10. I think Chris and Kim are coming, too.
11. We’ll have “Pho” and some other special
dishes.
Task 1
- Ask Ss to work in pairs to answer the questions
in task 1.
- Call on some Ss to answer the questions and
elicits more ideas from the class. T writes them on
the board.
Task 2
- T gets Ss to do the task individually and then
compare their answers with a partner.
- T calls on some Ss to give the answers and write
them on the board.
V. While you write:
- Get Ss to read task 3 and work out the questions.
- T gives some suggestions for Ss to write:
- Greeting the T
- Answer
- Group work
Suggested answer:
3-4-2-8-11-5-10-1-6-7-9
OUTLINE
- Pair work
Suggested answer:
1. Occasions for giving parties: birthday,
graduation, wedding anniversary, moving to a
new house, family gathering, Christmas, New
Year …
2. Dressing codes:
Formal: dresses, high-heel shoes for women, suits
and ties for men …
Informal: jeans, T-shirt, skirts …
3. Presents to give: books, CDs, flowers, ties,
pens, bags, hats …
- Individual work
Suggested answer:
1. at my house 2. to come
3. refreshments 4. to cook
5. winners 6. by Monday
- Whole class take notes
Sample writing:
38

+ Party: birthday party, farewell party, house-
warming party …
+ Where: at home, in a restaurant, outdoor …
+ When: during the day, in the evening …
+ Guests: friends, classmates, relatives …
+ Activities: singing, playing games …
+ Foods and Drinks: cakes, wine, beer, soft
drinks, fruits, fruits juice …
- Get Ss to write their letters in 10 minutes, based
on the outlines they have produced.
- Ask Ss to get in pairs, exchange their letters and
correct each other.
- T goes around and offer help.
Feedback on Ss’ writing
- T chooses one letter and reads it to the class.
- Then T elicits correctives feedback from the
class and gives final comments afterwards.
- Ask Ss to write a letter to invite your friends to
your birthday party at home.
- Prepare the next lesson: Unit 3 – Language
focus.
Gia Lai! May 26th
, 2013
Dear Lan,
As the school year is coming to an end, I’m
giving a farewell party for people to meet up
before going away for holiday. Would you like to
come? It will be at my place at 7p.m next Sunday.
I intend to invite about 10 people, so it will be a
small gathering and hopefully, people can
socialize more easily. I will be order some pizzas
and buy snacks and fruit. However, you might
want to bring some drinks to be shared. There
will be dancing and karaoke competition. So,
there will be a lot of fun.
Please let me know if you are keen by Saturday.
Just leave me a message on the phone if you can’t
catch me at home.
See you
Long
- Listen and take notes
- Whole class
----    ----
Preparation date:
Teaching date:
UNIT 3: A PARTY
E. LANGUAGE FOCUS
- Distinguish the sounds /l/, /r/ and /h/.
- Distinguish the uses of infinitive and gerund in active and passive voices.
- Use these structures to solve communicative task.
 Procedure:
I. Stabilization:
II. Check up:
- Checking some Sts’ writing.
III. Pronunciation:
Warm-up:
- Gives students 6 words and ask them to put the
- Greeting the T
- Answer
- Do T’s requests
- Whole class
39

words to the right columns /l/, /r/ and /h/: holiday,
library, run, help, Lisa, realize.
→Today we are going to learn the pronunciation
of the sounds /l/, /r/ and /h/.
Distinguishing sounds:
- /r/: Ss curl the tongues more backward than
when they pronounce /l/.
- /h/: Ss move their vocal folds from wide apart to
close together.
Practice sentences containing the target sounds:
- Ask Ss to work in pairs and take turn to read
aloud the given sentences.
- Call on some Ss to read the sentences again and
provides corrective feedback.
IV. Grammar:
Warm-up:
- Asks students to put the words in correct order
to make the two sentences:
Ex 1: the book/ time/ return/ she/ on/ to/ failed/ library/
the.
Ex 2: work/ mind/ the/ helping/ would/ me/ with/
you?
- In the lesson today you'll learn how to use the
gerund and the infinitive.
1. Infinitive and Gerund:
a. Presentation
Gerund:
+ Follow some certain verbs.
+ Follow prepositions, idioms
Infinitive:
+ Đại từ bất định, từ để hỏi.
+ want to, hope to, wish to, desire to …
+ Adj:
• be delighted to/be willing to/ be eager to/ be
glad to …
• It’s adj + to … : Thật là khi làm gì đó
• S + be + adj + to V: Ai đó cảm thấy như thế
nào khi làm gì.
(Danh, động, tính)
+ Adj + too/enough + to – infinitive
+ have Sb/St to do: Ai đó có cái gì đó phải làm
Relative clause
- Review the verbs that are followed by an
infinitive, a gerund, and both.
+ Infinitive only
+ Gerund only + Both
agree arrange
ask choose
decide demand
deserve expect
fail hope
refuse hesitate
/ l / / r / / h /
library run help
Lisa realize holiday
- Pair work and individual work
- Whole class
Suggested answer:
Ex 1: She failed to return the book to the library
on time.
Ex 2: Would you mind helping me with the work?
- Take notes
- Give some examples
40

intend learn
manage offer
wait seem
want
plan admit
avoid
deny
enjoy
keep
suggest
practice
miss
consider
finish
prevent
mind
detest
risk
postpone
delay
mention
V + prep begin
stop
start continue
love
like
hate remember
forget
regret
try
prefer
b. Practice
- T gets Ss to do Exercise 1 individually then find
a partner to check their answers with.
2. Passive Infinitive and Gerund:
a. Presentation
- Review the forms of passive infinitive and
gerund.
Form:
Passive infinitive: to be + Past Participle
Passive gerund: being + Past Participle
Use: to emphasize the action/event rather than the
agent.
b. Practice
- Get Ss to do Exercise 2, 3 individually and then
find a partner to check their answer.
- Check with the whole class and provides
- Individual work
Suggested answer:
1. having
2. getting
3. to tell
4. practicing
5. to see
- Whole class take notes
Ex:
1. He want people to call him “Sir”
 He want to be called “Sir”
2. Lan is afraid of snakes
 Lan is afraid of being bitten by snakes
- Individual work
Suggested answer:
Ex 2:
1. B 2. A 3. B 4. B 5. A
Ex 3:
1. D 2. C 3. B 4. B 5. C
- Whole class
- Take note and do exercise
Suggested answer:
Letters in bold
- Whole class
41

V. Free – Practice:
Choose the underlined part among A, B, C or D
that needs correcting.
1. The thief asked her handing over her money.
A B C D
2. He was terribly excited to ask to play for
Manchester.
A B C D
3. I dislike being talk about everywhere.
A B C D
VI. Consolidation and Homework:
- For homework, ask Ss to review the uses of
Infinitive and Gerund; Passive Infinitive and
Gerund that have been covered in the lesson.
- Prepare the next lesson: Test yourself A
VIII. Feedback
----    ----
Preparation date:
Teaching date: …
TEST YOURSELF A
- revise all the language skills and grammatical points which they have studied and used in the three
units: 1, 2 and 3.
- improve their techniques of doing the simple tests.
 Procedure:
I. Stabilization:
II. Check up:
- T calls on some Sts to recall the usages of
Gerund.
III. Warm-up:
- Ask students something about the test yourself
A.
{Have you prepared it at home?
{Have you got any difficulties?
IV. New lesson:
- Greeting the T
- Answer
- Do T’s requests
- Listen
42

A. Listening
- Ask Ss to read the sentences before listening.
- Ask Ss to complete the sentences after the 1st
listening & then check the answer again after the
2nd
& the 3rd
listening.
- Correct.
B. Reading
- Ask Ss to read the passage and then answer the
questions in Reading.
- Call some Ss to stand up and answer the
questions.
- Listen and give the feedback.
C. Pronunciation and Grammar
Pronunciation
- Ask Ss to listen and put a tick in the right box.
- T reads the words for Ss to put a tick.
Grammar
- Revise Ss the grammar about active infinitive
and gerund and passive infinitive and gerund.
- Ask Ss do exercise then call some Ss to go to the
board.
- Correct their mistakes.
D. Writing
- Ask Ss to write about their birthday party (or
one of their friends’)
+ Whose birthday party was it?
+ Where and when was it held?
+ What did you do there?
+ How did you enjoy it?
- After they have finished T picks up some Ss’
writing and find common mistakes then asks Ss to
correct.
Suggested answer:
1. A 2. D 3. B 4.D 5. C
Suggested answer:
1. Because these people had been childless for 10
years after they were married and were so
thrilled to finally have a child.
2. To take some photographs of the family.
3. The boy was dressed in a smart, brand-new
outfit and looked like a little prince.
4. Because he was interested in the toys.
5. He felt that it was delightful and looked
forward to the next day to have the film develop.
- Pay attention to the pronunciation of the
underlined part of the word.
Suggested answer:
1. nine 2. hour 3. matching 4. jam
- Individual work
Suggested answer:
1. to see 2. to be 3. to phone
4. pay 5. to be met 6. to be appointed
- Individual wok
Sample writing:
Last Saturday was my 17th
birthday. My parents
me to hold a birthday party at home. I invited a lot
of friends and we had a great time.
The party began at 7p.m. We had pizzas and
some special dishes that my mom cooked. Then
mom brought out a beautiful cake, decorated with
fruit and 17 colorful candles in the middle. As I
blew out the candles, my friends and family sang
the “Happy birthday” song. They clapped their
hands happily as I could blow out all the candles
at a go. Then mom cut the cake and we had it,
together with cheesecake, fruit juice, and fruit
salad. Dad played guitar and sang me a beautiful
song. My friend also sang along and danced.
The party ended at 8:30 because some of my
friends live in the suburb and they needed to catch
the 8:45 bus. Some others who live nearby stayed
to help me clean up the room. I felt very happy
because the party went very well and we had a
wonderful time together.
43

- Ask Ss to revise and prepare a 45-minute written
test.
VIII. Feedback
- Whole class
----    ----
Preparation date:
Teaching date:
REVISION FOR THE FIRST 45-MIN TEST
 Objectives: By the end of the lesson, T will be able to:
- help students to revise knowledge from unit 1 to 3.
- improve their techniques of doing the simple tests.
 Teaching aids: Textbook, handouts, chalks, board …
 Procedure:
I. Stabilization:
II. Check up:
- Asking 2 students to recall some grammar points that they have
learnt before.
III. Warm up: Answering Questions
{Have you prepared it at home?
{Have you got any difficulties?
IV. New lesson:
Revise the main language knowledge:
1. Vocabulary in 3 Reading lessons.
2. Pronunciation of /dʒ/ and /t∫/; /m/, /n/ and /ŋ/; /l/, /r/ and /h/.
3. Grammar:
- Infinitive with to and Infinitive without to.
- Present simple indicating past time.
- Tense revision: past simple, past progressive and past perfect.
- Infinitive and gerund.
- Passive infinitive and gerund.
- T presents some kinds of exercises:
A. Choose the word whose underlined part is pronounced
differently from that of the other words.
1) A. money B. month C. monitor D. monkey
2) A. mutual B. picture C. question D. quality
3) A. teacher B. chemical C. church D. cheese
B. Choose the word that has stress pattern different from that of
the other words.
4) A. embrace B. floppy C. experience D. embarrass
5) A. rumour B. affair C. suspicious D. attraction
C. Circle the best answer for each sentence.
- Greeting the T
- Answer
- Do T’s requests
- Listen
- Represent what they’ve
learnt
- Write down and do exercises
Expected answers:
Letters in bold
44

6) This ______ girl was disliked by the rest of the class.
A. unselfish B. helpful C. generous D. sneaky
7) In “Everyone has a number of acquaintances, but no one has
many friends” acquaintances mean ______.
A. People whom you know well and whom you like a lot.
B. People that you have met but do not know well.
C. People who work in the same company.
D. People with whom you share a room for a period of time.
8) He was sure that the boy was a ______ because he had stolen her
money.
A. student B. thief C. doctor D. journalist
9) A good marriage is based on ______.
A. secret B. loyalty C. trust D. A & B
10) I've never fallen in such a (n) ______ situation before.
A. confused B. confusing C. excited D. embarrassing
11) The first quality for true friendship is ______.
A. unselfish B. unselfishness
C. selfishness D. selfish
12) A person or thing that is loved and admired very much is the
______.
A. fan B. idea C. idol D. ideal
13) Friendship lives by ______, and no friendship can last long
which is all give on one side and all take on the other.
A. benefit B. enthusiasm C. give and take D. change
14) I'm sorry for making such a ______ about the noise.
A. emphasis B. fuss C. trace D. mark
15) A way of asking people to your party is to send ______.
A. invitations B. gifts C. money D. warnings
16) When we ______ afternoon tea he ______ us about his marriage.
A. were having / told B. were having / telling
C. was having / told D. were having / had told
17) My close friend ______ this city 9 years ago.
A. had left B. leaving C. left D. leave
18) The children were eager ______ their parents.
A. saw B. to see C. see D. seeing
19) By the time I ______ into town, the shops ______.
A. did / was closing B. got / had closed
C. did / had closed D. was closing / closed
20) He said he ______ visit me, but he ______ me yet.
A. will / is not visiting B. would / had not visit
C. will / does not visit D. will / has not visited
21) My mother has some shopping ______.
A. did B. do C. doing D. to do
22) They let their children ______ up late at weekends.
A. to stay B. staying C. stay D. stayed
23) He refused ______ her ______ for herself.
A. allow / to think B. to allow / to think
C. allowing / thinking D. to allow / think
24) We are planning ______ several historical sites in Moscow.
A. to visit B. visit C. visiting D. visited
25) “Where are the other students?” – “I saw them ______ in the
yard.”
45

A. to play B. to playing C. play D. to played
26) Children often receive presents from their parents at Christmas.
A. candles B. candies C. cards D. gifts
27) We always celebrate our wedding ______ with dinner in an
expensive restaurant every year.
A. party B. ring C. cake D. anniversary
28) Your ______ is the anniversary of the date on which you were
born.
A. wedding B. birthday C. party D. congratulation
29) The snow kept falling and the workmen grew tired of trying
______ the roads clear.
A. keeping B. to keep C. to be kept D. being kept
30) He offered ______ me the money. I didn't like taking it but I had
no alternative.
A. to lend B. to be lent C. lending D. being lent
31) Try to avoid being late. He hates ______ waiting.
A. being kept B. to be kept C. keeping D. A and B
32) I don't appreciate ______ when I am speaking.
A. to be interrupted B. interrupting
C. being interrupted D. to interrupt
33) Do you remember ______ seats for the theatre tomorrow?
A. to be booked B. booking C. to book D. B and C
34) When I told Tim the news, he seemed ______.
A. to be surprised B. surprised C. being surprised D. to surprise
35) Jack got into trouble when he refused ______ his briefcase for
the customs officer.
A. opening B. being opened C. to open D. to be opened
D. Choose the underlined part among A, B, C or D that needs
correcting.
36) His mother saw him to get out of the house silently.
A B C D
37) I was listening to the radio last night when the door bell rings.
A B C D
38) The manager went fishing after he has finished his work.
A B C D
39) He is a square face and a crooked nose.
A B C D
40) I heard him left the house early this morning.
A B C D
- What you have learnt in Unit 1, 2 and 3.
- Review all grammatical points and vocabulary.
- Prepare ONE PERIOD TEST 1.
VIII. Feedback
- Whole class
----    ----
Date:
46

THE FIRST 45-MIN TEST
 Objectives: To evaluate Sts’ understanding that they’ve learnt in Unit 1, 2, 3.
 Method: Well-observed without cheating.
 Teaching aids: T copies tests for all Sts
 Procedures:
Present the test here.
----    ----
Preparation date:
Teaching date:
TEST CORRECTION 1
 Objectives: The Sts can evaluate their knowledge that they’ve learnt in Unit 1, 2, 3.
 Method: Integrated, mainly communicative.
 Teaching aids: Textbook, exercise book.
 Procedures:
- Teacher gives some comments before correcting
in front of class.
∗ Consolidation and Homework:
- Summarize the main points.
- Revise the forms and uses by heart.
- Prepare next lesson.
- The whole class listens to T’s comments and
remembers.
----    ----
Preparation date:
Teaching date:
UNIT 4: VOLUNTEER WORK
A. READING
- Develop such reading micro-skills as scanning for specific ideas and skimming for general
information.
- Use the information they have read to discuss the topic.
 Teaching aids: Textbook, chalks, board …
 Procedure:
I. Stabilization:
II. Check up:
- Greeting the T
- Answer
47

- T calls on some Sts to recall the usages of
Gerund.
III. Warm up: (SONG: TÌNH NGUYỆN)
-T prepares handouts with network of the word
“Volunteer”.
- Ask Ss to look the picture on page 46 and ask
them some Qs:
+ What is the old woman doing in the picture?
+ What does this mean by “Little Moments Big
Magic”?
+What does the picture tell you?
- Ask Ss to work in pairs to read the short poem.
- Ask some Ss to give their opinions.
Pre-teaching vocabulary OXFORD
volunteer (n), (v) /,vɒlən’tɪə(r)/: (người) tình
nguyện
→ voluntarily (adv) /‘vɒləntrəli/: tự nguyện, tình
nguyện
→ voluntary (a) /’vɒləntri/: tự nguyện, tình
nguyện
take care of (exp): trông nom, chăm sóc
orphanage (n) /’ɔ:fənɪdʒ/: trại mồ côi
homes for the aged (n): viện dưỡng lão
homes of sick or old people: nhà những người lớn
tuổi hoặc ốm đau
clean up (v): dọn dẹp
mow (v): cắt (cỏ)
lawn (n): bãi cỏ
voluntary organization: tổ chức tình nguyện
“Big Brothers”: anh cả
disadvantaged (a) : bị thiệt thòi,
thua thiệt
handicapped (a) : tàn tật, tật nguyền
- Do T’s requests
- Group work
Suggest answer:
{ Help children
{ Help the old
{ Help the poor
{ Teach poor children
- Whole class
Suggest answer:
- She 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.
- It tells me that everybody, no matter what they
are young or old, can do volunteer work.
- The saying means that if you help somebody by
giving 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.
- Whole class
- Give examples
He volunteers to teach the poor children.
I want to participate in play the game.
He overcame the bad habit of smoking during the
meals.
48
Volunteer work

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