Giao an11co ban

TIEÁNG ANH 11 CÔ BAÛN
Unit 1
A.Reading
I. Objectives:
• By the end of the lesson , the Ss will be able to know the value of the true
friend .
 Read and guess meaning in context.
 Passage comprehension
II. Teaching method: communicative approach
II. Teaching aids: textbooks, pictures, handouts, reference books, cassette ..
IV. Procedures:
Teacher’s activities Students’ activities
1.Warm - up (5ms)
Stick the picture in the textbook on the Bb
Ask some questions:
- What are the people in the picture doing?
- What is the boy doing?
- Are they happy?
- In your opinion, what relationship are they?
Ask Ss to open the book and read the poem about a
friend .
- What do you think about friendship?
- Do you have friends? What is a good friend like,
according to you?
- What quality should we have to have true
friendship?
Transition: - In today’s reading, we’ll get to know more
about friend and friendship.
Look at the picture
Answer the questions
Read the poem and tell the
meaning.
Ask the questions.
Ôn

2. Before you read (10ms)
a. Pre- teach vocabulary:
- Unselfish (a) : (example)
- Constancy (n) ( translation)
- Loyalty (n) ( situation)
- Trust (v) ( synonym)
- Suspicion (n) ( antonym)
- Sympathy (n) ( translation)
3. While you read (18ms)
b. Task 1: Give Ss the hand-outs
( sentences in task 1)
Feedback
Ask Ss to open their book and read the passage and do
task two in pairs
c. Task 2 : ( pairwork)
Key: B ( Conditions of true friendship)
d. Task 3:
- Run through all the questions before asking Ss
to work in pairs.
- Monitoring
- Give help if necessary
- Give feedback
4. After you read ( 10ms)
Ask Ss to work in groups to discuss the question : “ Why
do we need to have friends?”
Remarks
5.Homework (2ms )
- Learn the new words.
- Do the task three again in their notebooks.
- Prepare for the speaking.
Take part in the teacher’s
work.
Copy and say the words after
the teacher.
Work in pairs
Read out their sentences,
others give remarks
Pairwork
Translate all the questions
Work in pairs.
Practice asking and answering
+ Close pairs
+ Open pairs
Work in groups of four
Present their discussion
Ôn

Remark :
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Unit 1
B. Speaking
I. Objectives:
• By the end of the lesson , the Ss will be able to know how to describe their
friends .
 Describing physical characteristics.
 Discussing personalities.
 Role playing : talking about a famous friend.
II. Teaching aids: textbooks, pictures, handouts.
IV. Procedures:
Ôn

1.Warm - up (5ms)
Give the handouts.
Match the adjective from the box with the parts of the body:
Short – broad – straight – tallish – crooked –
pointed – oval – turn-up square – flat – large –
wide – wrinkled – dyed – long - curly
Parts of the body Adjectives
Face
Nose
Hair
Forehead
Height
Ask some pairs go to the Bb
Give feed back
2. Pre- speaking (10ms)
Help Ss to read those words
Help them use those words in their own sentences to
describe one of their friends in their class.
Elicit them by asking:
+ What does he / she look like?
+ What is / she like?
+ Is he / she tall?
3. While- speaking (18ms)
a. Task 1:
Ask Ss to open their books and describe the four persons
in the textbook.
Give them some useful expressions:
- He is of medium height.
- He has got a square face with blue eyes..
- She wears her hair in a pony tail.( đuôi ngựa)
Get the handouts and work
in pairs.
Fill in the gaps
Correct their papers
Read the words
Describe one of their
friends.
work.
Open their books and
describe
Copy and say the
Ôn

- Her long hair hangs down to her shoulder..
• Model dialogue:
T: Could you tell me something about your friend?
What’s he like?
S: Oh, he is friendly.
T: What does he look like?
S: Tall and good-looking.
e. Task 2 : ( groupwork)
Ask Ss to rearrange the adjectives in order of
importance of friendship and tell the reasons of their
choice.
f. Task 3:
- Set the scene and ask Ss to work in groups to
make questions or facts about a famous friend based on
the suggestions in the textbook before doing the task
- Monitoring
T: Hello, I’m ……… I’m a journalist for …..
T: I know you are ……..….friend. Could you give
me some information about ……..?
- When was he born? / What’s he like?
- What’s his hobby? / What does he do in his free
time? / Why is he interested in math? / how much
time does he spend on math?/ What made him so
successful?, etc …..
T: Thanks for giving me time. Bye.
4. Post speaking ( 10ms)
- Give feedback and remark
5. Homework (2ms)
- Write a short paragraph about their friend.
- Prepare for the listening.
expressions after the
teacher.
Work in pairs to practice
the dialogue.
Groupwork
Explain their choice
Work in groups and do the
task
Practice asking and
answering
+ Close pairs
+ Open pairs
Ôn

Remark :
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Unit 1
C. Listening
I. Objectives:
• By the end of the lesson , the Ss will be able to understand the daily activities
of a labourer .
 Deciding on True or false statements..
 Listening and taking notes.
II. Teaching aids: textbooks, pictures, handouts, cassette player.
IV. Procedures:
1.Warm up (5ms) Checking the previous lesson
- Talk about his /her famous friends
- Feedback
2.Pre – listening (10 ms)
1. Matching
1. apartment building picture 4
2. sense of humour picture 1
3. guitarist picture 5
4. motorbike picture 2
5. around picture 3
- Call Ss to do matching on BB
- correct
- Read the word as model
- Present
- note
Work in pairs
- matching on BB
- take notes
- listen and repeat
Ôn

- Model the dialogue:
T: Who is your best friend?
T: How did you meet him / her?
T: How long have you known each other?
T: What qualities do you admire in your best
friend?
Set the scene to teach the new words:
 Apartment building ( translation)
 Guitarist ( picture)
 Motorbike ( picture)
 Sense of humour ( translation)
 Favourite (example )
 To share (situation)
 To introduce ( situation)
Help Ss to read those words
Help them use those words in their own sentences to
describe one of their friends in their class.
3. While- listening (18ms)
Ask Ss to open their books
a. Task 1:
Ask the students to go through the statements
Elicit the key words so that they focus on listening.
Have them listen to the tape twice
Ask Sts to write the answers on the Bb.
Ask other students to remark and correct .
Let Ss to listen the tape again.
Give feedback.
• Suggested keys:
- Talk A:
1 2 3 4 5 6
F F T F T F
Listen and take part in the
dialogue.
T  S , S  S
Copy down and read the words
after the teacher.
Give the meaning
Make examples
Open their books
Read the statements and
understand them before
listening
Listen and do the task
Do as directed
Ôn

Ask Ss to correct the statements if possible
b. Task 2:
- Set the scene and explain
- Tell Ss the way of doing this exercise.
- Have them listen twice.
- Let Ss listen to the tape one more and ask
them to give the answers
4. Post - speaking ( 10ms)
How / where they
met
What do they like....
Lan - used to live in
the same
residential area in
Hanoi.
- Lan in Doson,
Ha went to help
- friendly and helpful.
- Ha knew many
people and introduced
Lan around.
Long - met in college.
- Minh played the
guitar
- Long sang.
- a great sense of
humour.
- good listener.
- friendly and helpful.
* Ask Ss to retell the relationship between Lan and
Ha, Long and Minh.
* Give the handouts of some proverbs about
friendship and ask them to give their opinions.
1. With a friend at your side, no road seems too
long ( Japanese proverb)
2. Hold a true friend with both your hands.
( Nigerian proverb)
3. One can do without people, but one has need
of a friend. ( Chinese proverb)
Listen and compare their
answers.
- Talk B:
1 2 3 4 5 6
F F T T T F
Listen and do the task in pairs
Listen and discuss the answers
Listen again and give the
answers
Go to the Bb to write down their
answers.
based on the chart.
+ Close pairs
+ Open pairs
Work in groups.
Ôn

Ask some students to tell about their discussions.
5.Homework (2ms)
- Write about you and your friend has become best
friends - Prepare for the writing.
Discuss and their opinions.
Remark :
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Unit 1
D. Writing
I. Objectives:
• By the end of the lesson , the Ss will be able to write a short paragraph to
describe their friends.
II. Teaching aids: textbooks, handouts.
IV. Procedures:
1. Warm up (5ms)
Expanding sentence:
- Write the word “Friend” on the Bb
- Ask Ss to expand it by adding the beginning or the
end to make a meaningful sentence.
Introduce the new lesson.
2. Pre- writing (10ms)
Review some useful words that helps them to
describe someone ( speaking lesson)
Short - broad - straight - tallish - crooked - pointed
- oval - turn-up square - flat - large - wide -
wrinkled - dyed - long - curly
Parts of the
body
Adjectives
Face
Nose
Hair
Forehead
Look and do as directed
Give the meaning
Make examples
Ôn

Height
3. While- writing (20ms)
Ask Ss to open their books
Go through all the guidelines
Elicit some structures:
a). S + VL + Adjectives
b). S + To have + Noun ....
+ What I like most about him / her is...
+ We have the same interest in ..
+ It is her / him who I can share..
+ I first met him / her in ( when ...
Help Ss to make the outline
Limit Ss time to finish writing
Monitoring
Share their ideas and writing with his friend
Ask two students write their writing on the Bb.
4. Post- writing ( 8ms)
Let Ss to remark before giving feedback.
Correct the mistakes and give marks.
5. Homework (2ms)
- Write the passage again in their textbooks.
- Prepare for the language focus.
Open their books
Do as directed
Make the outline before
writing
Check his friend’s writing .
Come to the Bb
Others give their opinions
Correct their mistakes
Remark :
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Ôn

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Unit 1
E. Language focus
I. Objectives:
• By the end of the lesson , the Ss will be able to pronounce and know the
differences between the two sounds /ʧ/ & /ʤ/
 Know and use the bare infinitive and full infinitive.
II. Teaching aids: textbooks, handouts.
IV. Procedures:
1). Pronunciation:
a). Show pictures of “Chair” & “Bridge”
- Ask Ss to read those word and tell the
differences
Look and do as directed
Ôn

- Ask Ss to give other words containing those
sounds.
- Introduce the new lesson
- Ask Ss to open their books
b). Read those sounds and ask Ss to repeat
- Read words and sentences on page 19
- Ask Ss to tell the letters containing those
sounds.
The letters such as “Ch, Tu, Tch” contain the
sound /ʧ/ ( question, righteous)
The letters such as “J, G, Dg” contain the
sound /ʤ/ ( soldier, educate)
c). Listen and decide if the word belonging to group
1 /ʤ / or group 2 / ʧ /
Age, each, badge, coach , college,
chew, junk, jeans, joke, purchase, magic,
match, tragic
2). Grammar:
Stick a sentence on the Bb
- Ex: They arrived late last night.
 I saw ...
Expected answer : “I saw them arrive late....”
Ask Ss to give more verb following the bare infinitive if
possible.
Introduce the new lesson
Write the structure on the Bb
S+ Perceptive verbs + Object + Bare inf
- see - hear - listen to
- watch - feel - smell - taste
Open their books.
Read those sounds
Do as directed
Give the meaning
Make examples
Listen and give the answers
( class work)
Look at the Bb and do as
directed
Discuss and give the answer
Listen and take part in their
teacher’s work
Tell the meaning
Make examples
Copy down
Ôn

- observe , notice
* Other verbs : let make , help
a). Task 2
Have Ss practice the exercises given in the textbook
Ask Ss to read out the answers
Give them a chance to practice the structures by using
model dialogue:
A: Where is Nam?
B: I saw him go out a minute ago.
A: What wrong with him?
B: I heard him say that he is not well.
b). Task 1
Set the scene to teach the “To-inf”
What do we go to school for?
What do you learn English for?
* We go to school to enrich our mind with
knowledge.
* I study English to go abroad / to speak to the
foreigner / to find a good job.
 “To infinitive” is used in these sentences to
express a purpose.
Ask Ss to do the given exercises in textbook.
Give feedback
• Homework:
* Make questions for the responses:
1). I saw him sit in the park alone.
2). Nothing. I think we have to eat out today.
3). Too tired to go now.
4). Why not? Let’s join them.
Do the exercise and
compare with the partner
Practice the dialogue and
replace situation if possible.
Answer the teacher’s
questions
Draw out the structure
Open their books and do the
exercises.
Come to the Bb ad write
down their answer.
Do as directed
Ôn

5). Oh, he‘s old enough.
- Do the exercises again in their notebooks
- Prepare for the unit 2
Remark :
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Ôn

Unit 2
A. Reading
I. Objectives:
• By the end of the lesson , the Ss will be able to express their experiences in
the past .
 Read and guess meaning in context.
 Understand the sequence of events in a story.
 Passage comprehension
II. Teaching method: Communicative approach
II. Teaching aids: textbooks, pictures, handouts, reference books, cassette ..
IV. Procedures:
Ôn

1. Warm - up (5ms)
Ask Ss to find suitable words to fill in the chart below:
Keys: sad , happy, excited , bored , frightened, upset,
confused, etc..
Ask some question to lead in the reading:
a).If you got bad marks, how would you feel?
b). If you made a mistake, how would you feel?
Transition: - In today’s reading, we’ll get to know about
the things that have happened to you that influence the
way you think and behave. It is “Personal experiences”.
a. Pre- teach vocabulary:
 Embarrassing (a) : (situation)
 Extremely (adv) = very
 To decide (example)
 To make a fuss (translation )
 To reply = answer ( synonym)
 To imagine ( translation)
 To imitate ( translation)
* Checking : rub out and remember
3. While you read(20ms)
b. Task 1: Give Ss the hand-outs
( sentences in task 1)
* Suggested keys:
1. glanced 2. making a fuss
3. embarrassing 4. idiots
Look at the chart
Discuss and find out the words
Fill in the blanks
Answer the questions
work.
Copy and say the words after
the teacher.
Ôn
Feeling
s

5. sneaky
Feedback
Ask Ss to open their book and read the passage and
check the answers
c. Task 2 : ( pairwork)
1. Picture D 2. Picture B
3. Picture F 4. Picture E
5. Picture A 6. Picture C
Task 3:
- Run through all the questions before asking Ss
to work in pairs.
- Monitoring
- Give feedback
4. After you read( 10ms)
Ask Ss to work in groups to discuss the question : “
What do you think the girl had to do after she discovered
that the money she had taken from the boy’s bag was
not hers?”
Elicit :
- Put up a notice on the school board.
- Get on the same bus the next day and look
foe the boy to return the money to him.
- Do nothing.
- Keep it a secret.
- Ask her father for advice.
Remarks
5.Homework (2ms)
- Do the task three again in their notebooks.
- Prepare for the speaking.
Work in pairs
Read out their sentences,
others give remarks
Pairwork
Translate all the questions
Work in pairs.
+ Close pairs
+ Open pairs
Present their discussion
Ôn

Remark :
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Ôn

Unit 2
B. Speaking
I. Objectives :
1.Aim : By the end of the lesson, students will be able to talk about past
experiences and
how they affected one’s life
2.Lexical items: words related to personal experiences: seriously, appreciate,
turtle.
3.Structures: -Have you ever … ?
-How did it happen?
-When did it happen?
-How did the experience affect you?
II.Teaching method : communicative approach
III. Teaching aids: picture, poster, pieces of paper, real object.
IV.Procedures
Teacher ’s activities Students’ activities
1.Warm - up: (5 ms.)
-Ask Ss some questions to lead to the lesson, such
as:
Have you ever been ill?
When were you ill? Why?
What do you think after that?
-Listen and answer.
Ôn

2. Pre-speaking: (10 ms.)
* Task 1: Matching phrases:
-Have Sts close their books.
-Stick pieces of paper on the board:
1. speaking English to a native English speaker.
2. being seriously ill.
3. traveling to other parts of the country.
4. failing an exam.
5. talking to a famous pop star..
-Explain vocabulary:
▪ seriously (adv)
-T: “ That is the things you might have done or
experienced. And now how they might have affected
you.”
-Stick pieces of paper:
a. makes you love your country more.
b. teaches you a lesson and makes you study
harder.
c. makes you appreciate your health more.
e. changes your attitude to pop star.
-Explain voc. :
▪appreciate (v)
▪ attitude(n)
-Match pieces on the board..
3.While- speaking: (20s.)
* Task 2: Ordering the dialogue:
-Introduce task 2 (p.25).
-Ask Ss to open their books and do the task.
-Explain voc. :
-Close their books.
-Read phrases
-Take notes.
- Read phrases.
-Take notes.
-Work in pairs to match one
number with one letter.
-Say aloud their result.
*Suggested answers: 1d 2c
3a 4b 5e
-Listen.
-Read.
Ôn

▪turtle (n) : (real object)
-Go around helping Sts.
-Correct: 1b, 2d, 3h, 4a, 5e, 6g, 7c, 8f
*Task 3: Make dialogue:
-Have Sts open their books.
-Ask Sts to underline the structures used to talk
about past in the dialogue (task 2).
-Write on the board.
-Ask Sts to use these structures and the ideas in
Task 1 to make similar dialogues.
-Go around helping.
*Note: Use Simple Past and Past Perfect to talk
about past experiences.
4.Post-speaking: (8 ms.)
-Call some pairs to practice the dialogue.
Homework: (2 ms)
-Learn voc.
-Practise the dialogue again.
-Prepare the next lesson.
-Take notes.
-Work in pairs to put the correct
order.
-Practise the dialogue.
-Close books.
-Underline the structures:
+Have you ever …?
+How did it happen?
+When did it happen?
+How did the experience affect
you?
-Work in pairs to make dialogue.
-Practise the dialogue as required.
-Write down.
Remark______________________________________________________________
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Unit 2
Ôn

C. Listening
I. Objectives:
1. Aim :Listening to an interview to get information about Christina’s
unforgettable
experience in her life and how it affected her .
2. Lexical items words related to the fire .
3. Structures: The past tenses.
II. Teaching method : communicative approach
III .Teaching aids : picture of a fire and posters .
IV.Procedure :
Teacher’s activities Students’activities
1. Warm- up (5ms)
-Asks sts to close books
- Shows the picture of a fire and ask some sts to
describe it.
- Ask some questions:
What do you see in the picture?
 Who do you see in the picture?
 How do the girls look?
 Have you ever seen a fire?
- Leads to the lesson
2. Before you listen (10ms)
1.Pre-teach vocabulary
Elicites the meaning of some new words
Memorable (adj)
Terrified (adj)
Scream (v)
Embrace (v)
Escape(v)
Appreciate (v)
-close books
- Look at the picture and answer
some questions:
-Listen and repeat
Repeat chorally and individually
Ôn

Reads aloud the words in the text book and get sts
to repeat
2- True False prediction ( task1- page 27 )
-Sticks a poster of true false statements on the
board after introducing the situation ( (Christina is
being interviewed about the most unforgettable
experience in her life )
- Gets sts to underline the key words in the
statements
3.While you listen (17 ms )
1. Task 1
- Plays the recording and get sts to listen to the first
part (From the beginning to minor burn ) to check
their prediction (two times)
- Give feedback and play for recording for the third
time
Task 2
-Ask Ss to open book and do the task .
- Asks the sts to recognize the part of speech in the
gaps
-plays the recording and gets sts to listen to the
second part of the dialogue (two times )
-Give feedback and plays the recording for the 3 rd
time
4.After you listen (13 ms)
-Discussion : Christina says that family is important
than things
-Do you agree or disagree with her? Why ?
- Call two groups to present in the front
-Give the corrections
-Guess individually and write their
prediction on board
-Listen , check and write their
answers on board again
Suggested answers
(1) T (2) F (3) F (4) F (5) T
Check and take notes
Work in pairs
-Listen , fill in the blanks and
write their words on board .
Suggested answers
(1) small (2) everything (3) family
(4) replaced (5) took (6)
appreciate
-present in the front
-Listen
Ôn

5.Homework (2ms)
(1) Rewrite what you have discussed in class .
Prepare for the next lesson.
Write home work
Remark : __________________________
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Unit 2
D. Writing
I.Objectives :
1.Aim :By the end of the lesson,sts will be able to write a personal letter
telling
about a past experience, using the structures and vocabulary that
they have
learned in previous lesson
Ôn

2.Lexical items:
3.Structures: Use the simple present, the past simple,past progressive, and
past
perfect correctly in particular situation in writing.
III.Teaching aids: posters and pictures
IV.Procedure
1.Warm-up (5ms)
-Show the quiz about writing personal letter
.
1. How mant part does a personal letter
normally have ?
2.What are these parts ?
3.What do we normally write in the
salutation ?
4. What do we normally write in the Closing
?
5.Where do we normally sign the letter ?
Answers
1.Five parts
2.The Heading, the Salutation , the Body ,
the Closing, and the Signature
3 We normally write “ Dear ” or “ Hello ”
4. We normally write “ Sincerely ” “ Your”
“Love” ….
5 Our signature normally goes under the
Closing
2.Before you write (10ms)
- Set the scene
The whole class – Group work
Give the answer
Ôn

-Have Ss plan their stories according to
the questions on the board, then compare
and check with a peer.
Eg . A sample outline
Pair work - Groupwork
Ôn
What happened
?
How it affected
you ?
Where it
happened ?
How it
happened ?
When it
happeneed ?
Who was
involved ?
Most unforgetable
experience
What happened ? I nearly drowned
Where it happened ? A year ago, my last summer vacation
When it happeneed ? A river near my grandparents’s house
How it happened ? When I was swimming, I suddenly caught a
cold, I felt so dizzy and I was too weak to
swim .
Who was involved ? Some of my friends were also swimming at

- Go around to check and offer help.
- Collect some outlines and provides
corrective ffedback.
3.While you write (20ms)
- Ask Ss to write their own letter in 10
minutes.
- Ask Ss to get in pairs, exchange their
letter and correct each other.
- go around to offer help.
Individual work - pair work
Ôn
HCM city 24 May 2007
Dear Minh,
How have you been doing ? Have you got any plan for the coming school
break ? Let me tell you about my last summer vacation at my
grandparents’ .It was almoet a year ago and was one of my most
unforgetable experiences.
My grandparents live a small village , which is about 70km southest of
HCM city. There is alarge river at the back 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
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 of because I
was too tired and terrified. Luckily, one of 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 me .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 my life. This experience taught me to appreciate my life.

4.After you write (8’)
-Choose one letter and call Ss to read in
front of class.
-Elicit corrective feedback from the class
and give final comment afterwards.
5.Homework (2’)
Ask Ss to write a personal experience
about 100 words
Ôn
like to share with me ?
See you soon
Nam

The whole class
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Unit 2
Ôn

E. Language focus
I. Objectives :
1.Aim : By the end of the lesson, sts will be able to:
- Pronounce /m/, n/, /ŋ/ correctly.
- Use the simple present, the past simple ,past progressive, and past
perfect
correctly in particular situation in speaking or in writing.
2.Structures: tenses
III.Teaching aids: posters and pictures
IV.Procedure
A..Pronunciation(15mn)
1.Activity1
-Aks sts to put the words into the correct column.
make, nose, wrong, summer, money, bringing
2.Activity 2
Listen and repeat
-Introduces how to pronounce /m/, n/, /ŋ/ *
Poster (the words in the textbook)
-Reads aloud the words
-Calls some sts to pronounce them
-Feedbacks
Practice reading aloud the sentences
Poster(statements in the textbook)
-Pronounces the words with /m/,/n/,/ng/
-Reads aloud the sentences
-Calls some sts to read aloud them
-Feedbacks
Work in pairs
Suggested answers
/m/ make, summer
/ n/ money , nose
/ŋ/ wrong bringing
-Listen carefully
-Repeat chorally, then practise in
Ôn

B. Grammar (28ms)
1 Presentation(10mn)
a. The simple present indicating past time
-Elicits the model, the tense, and the use
b. Past simple and past progressive
-Elicits the models by using 2 pictures
-Elicits the tense and the use
c. .Past simple and past perfect
-Elicits the model by using a picture
-Elicits the tense and the use
2.Practice(20 mn)
-Asks sts to take turn to do Ex1,2,3 in the textbook
-Feedbacks
Suggested answers
-Model:
1. It rained yesterday.
2.I was reading a book when it rained yesterday.
-Tense:
1. Past simple
2. Past progressive -past simple
-Use:
1. Past simple: an action happened and ended in the
past.
2. Past progressive: describe the situation that the
action happened in.
C. Homework (2ms)
1. Do Ex 3,4,5 on page 15,16 in Exercise Book
2. Prepare for next lesson
pairs
-Pronounce
-Listen
-Repeat chorally
-Repeat chorally and then practise
in pairs
-Read aloud
-Listen
-Answer
Suggested answers
-Model: The story is about a girl
called Little Red Riding Hood who
lives with her mother.
-Tense: simple present
-Use: to tell about the story in the
past to make the ideas in it more
lively.
-Answer
-Answer
Suggested answers
-Model: when the police arrived,
the car had gone.
Tense: past simple-past perfect
-Use: past simple:(above)
Ôn

past perfect: the action
happened
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Unit 3:
A. Reading
I. Objectives:
1.Aim :By the end of the lessons Ss will be able to know how to plan a
party,
scan for specific information , identify and correct false sentences
2. Lexical items: Word and phrases related to a party.
III .Teaching aids: Textbook, posters, pictures,….
Ôn

IV Procedures:
1. Warm- up (5ms)
- Shows the picture of a birthday party
- Asks Ss some questions:
* What is it?
*What do we need for a birthday party?
Lead to the lesson
1.What is the relationship between the people in the
pictures?
2. What are they celebrating?
2. Before you read ( 10ms)
- Gets Ss to listen to the reading text
- Preteach vocabulary
+ Candle (n) (real thing)
+ Celebrate (v) (situation)
+ anniversary (n) (picture)
+ joke (v) (definition)
+ adult (n) (antonym)
- Rubout and remember
- Shows the chart of Task 1
- Asks Sts to work in group to guess
- Asks Ss to answer
3. While you read ( 20ms)
- Asks So to read the reading silently
- Asks to discuss with their partner
- Feed back
Task 2
- Asks so to work in group
- Asks so to read the reading the second time
- Feed back
Key:
Look at
- Answer
- Work in pairs to find the
answers
- Listen
- Listen and guess the
meaning of the words
- Work in group and
guess
- Read in silence
(individually)
- Discus in pairs
• Answer key (P.34)
- Read and translate
task 2 in group
Ôn

1. eighth -> seventh
2. makes -> eats
3. food -> presents
4. anniversary -> ages
5. months -> years
6. 5
th
-> 50
th
7. silver -> golden
- Asks so to discuss in pairs
- Calls some pairs to practise in front of the class
5. Homework
- Asks Ss to write about their latest birthday party
- Read silently and do
Task 2
- Pairwork: ask and
answer the questions.
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Ôn

Unit 3:
B. Speaking
I. Objectives:
• By the end of the lesson , the Ss will be able to know how to organize a party.
• Lexical items : Words / phrases related to a birthday party.
III. Teaching aids: textbooks, pictures, handouts.
IV. Procedures:
1.Warm up (5ms)
Pairwork:
What do we have to do before giving a party?
Introduce the lesson
2. Pre- speaking (10ms)
- Help them pronounce the new words: “decorate,
decoration, gift, host, hostess, occasion”
Task 1:
- Ask Ss to answer those questions in individual
3. While- speaking (20ms)
Tell a partner about the party
a. Task 2:
• Model dialogue:
A: Oh, I have just been invited to my teacher house for
Work in pairs and find out
the answer
- decorate the room
- who to invite
- plan the menu
- go shopping
read the words
answer the questions
Ôn

dinner.
B; How nice, Did you take a gift?
A: Well, it is a custom to bring a small gift.
B: Really, like what?
A: Maybe some flowers or something for desert.
b. Task 3 : ( groupwork)
- Set the situation and ask Ss to work in groups to
plan a party
- Monitoring
- Elicit they by giving some questions:
Budget ( how much do you spend for your party?
 Date and time ( when do you organize…?
Who to invite ( How many people do you invite..?
 Place ( Where do you hold a party?)
 Formal or informal dress ( What kind of clothes do
you wear …..?)
 Decorations ( How do you decorate your party?)
 Entertainment ( What activities will take place?)
 Food and drink ( What food and drink will be
served?)
c. Task 4 : tell the rest of the class about your party. Try
to convince them to come.
4. Post speaking ( 8ms)
5.Homework (2ms)
- Write a short paragraph about a party that their
group
planned.
- Prepare for the listening.
Take part in the dialogue
Practice the dialogue
Work in groups and do the
task
Practice asking and
answering
+ Close pairs
+ Open pairs
Each group has a person
write or tell about their plan
Others give their opinions
Ôn

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Unit 3:
C. Listening
I. Objective
1 .Aims: Listening to get information about a birthday party .
2. Lecical items : Words / phrases related to a birthday party.
Ôn

III. Teaching aids : pictures of a party, text book , cassette player.
IV. Procedure
1. Warm- up: (5ms)
-Shows the pictures ( cards, pictures of the party ….)
-Asks some questions
 Can you name the cards?
 Which parties?
-Introduces the lesson.
2. Before you listen- ( 10ms)
-Asks Ss to read the new words ( p. 36 )
 gathering - decorated - prizes
slices - icing - clapped
-Asks Ss to answer some questions in “ Before you
listen”
3.While-you listen ( 20m)
 Task 1
-Asks Ss to read the sentences and guess the answers
before listening to the tape .
- Write Ss’ guess on the Bb
- Have them listen the tape twice
- Check their answer then let them listen once more
before correcting
1. F 2. F 3. F
4. T 5. F
 Task 2
- Asks Ss to try to answer before listening again
-Asks Ss to listen twice.
- Asks Ss to listen again
- Feedback
1. She was 16 years old.
-look at the pictures
-answer
- birthday cards, wedding
cards………
- a birthday party
- listen & repeat
- answer ( work in pairs )
read the sentence and guess
listen
Listen again and check the
answers.
Work in pair to guess the
answer
Listen and compare with a
Ôn

2. Because it is noisy and expensive
3. She served them soft drink and biscuits at the
beginning of the party.
4. The birthday cake was brought out at about 4 . 30.
5. It was beautifully decorated with pink and white icing.
6. They clapped their hands eagerly and sang “ Happy
Birthday”
7. At about 6 in the evening.
4.After you listen ( 8ms)
- Asks Ss to retell the story
- Walk around and offers ideas and comments when Ss
need help.
1. Mai’s birthday party
2. 3p.m/ 20 persons/ Mai’s house
3. present/ happy
4. soft drink / biscuits /
5. listen to music / play cards
6. birthday cake / blow out the candles
7. clap/ sing
8. 6 p.m / end / tired / happy
5.Homework (2ms)
-Asks Ss to write their parties.
- Prepare for the next lesson
partner
- Work in groups
- Retell
- Write-it-up
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Ôn

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Unit 3:
D. Writing
I. Objectives :
1. Aims: By the end of the lesson , Ss will be able to write a letter of invitation .
2. Lexical items: Words and phrases used in letters of invitation.
3. Structures: I am having a…___ at…____ on…___.
Would you like____.?
There will be lots of _____
Please let me know_____
III.Teaching aids: a copy of a letter of invitation.
II. Procedure:
Teacher ‘s activities Students’ activities
1. Warm up (5ms)
Handout:
Choose the correct beginning or ending for a letter of
Ôn

invitation:
1. Dear Jane,
Thank you for inviting me to your summer holiday.
2. Dear Mary,
This is just a note to ask if you are free on next
Sunday
3. Please let me know if you can come.
Best wishes,
4. We are looking forward to seeing you then.
Best wishes,
Ask Ss to open books and answer the questions in task 1
Introduce the letter
2. Pre-writing:(15ms)
a. Task 2:
-Ask Ss to read and tell the parts of speech of missing words
.
- Ask Ss to complete
1. at my house 2 .to come
3. refreshments 4 .to cook
5. winners 6. by Monday
- Ask Ss to stick “heading, greeting, body, closing and
signature.
- Remind Ss of some useful structures
I am having a…___… at___ on___.
Would you like_____…?
There will be lots of_____
Please let me know______
Do as directed in pairs
Pairwork
Pairwork
- Work in group
Ôn

3. While- writing:(20ms)
c. Task 3
Run through all the questions before doing the task
Ask Ss to answer
Monitor and give help
4. After you write (5ms)
62 Nguyen Dinh Chieu Street
Ba Tri,
………………………………………………………
…………
Ask some student to read his letter and give comments.
Feedback
5. Homework:
Ask Ss to write a letter of invitation.
Prepare for language focus.
Groupwork
Read their letter
Write-it-up
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Ôn

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Unit 3:
E. Language focus
I. Objectives:
1. Aims: Ss learn how to use the infinitive and gerund, passive form of infinitive and
gerund.
How to pronounce the sounds “ / l / , / r / & / h /”
III. Teaching aids: texkbooks, handouts……..
IV. Procedures:
Teacher’s Activities Students’ Activities
A. Pronunciation(15mn)
Listen and repeat
-Introduces how to pronounce “ / l / , / r / & / h /”
-Reads aloud the words
-Calls some Ss to pronounce them
-Feedbacks
Notes:
a).The letter /h/is silent when it follows “g, k, r” at the
beginning of the word and in the words “honest, hour,
rhinocer”
b).The letter /r/is silent if there is no vowel sound
after it. ( artist, organ, urgent…)
c). The letter /l/can be silent in the words “half, calm,
talk, could”
Listen and repeat
Repeat chorally, then practise in
pairs
Pronounce
Listen and copy down
Ôn

B. Grammar (27mn)
( Review unit 2- grade 10 )
Handout ( underline the verbs follow by gerund)
Enjoy, plan, decide, mind, refuse, agree,
mention, admit, ask , hope, mean, dislike,
suggest, demand, keep, want, risk, expect
Feedback
Note that other verbs following by to infinitive
-Gives some Ex to elicit Ss
Ex:- She decides to stay at home
V V
- She avoids meeting me
V V
-Explains the structures
Work in pairs and do as directed
Copy down
Make their own sentences
Ôn

1. Exercise 1
Ask Ss to fill in each blank with the correct form
Answer keys:
1. having 2. getting
3. to tell 4. practising
5. to see
Feedback
Elicit an example before doing exercise 2
Ex: He hates ………about his past. ( ask)
Simple verb
Active To see
seeing
Passive To be seen
Being seen
2. Exercise 2
Ask Ss to use the correct form of the verb
Answer
1. B 2. A 3. B
4. B 5. A
3. Exercise 3
1. D 2. C 3. B
4. B 5. C
Home work
-Ask Ss to study the lesson carefully and prepare for
the Unit 4
Do the task and compare with a
partner
Look and answer
Copy down
Work in pairs
Give the answer
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Ôn

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Unit 4
A. Reading
I . Objectives
1.Aim : By the end of the lesson, Ss are able to know and talk about
volunteer
work , scan reading for specific information
2. Lexical items: words related to volunteer work.
3.Structure :
II . Teaching method : communicative approach
III. Teaching aids: Textbook , pictures, chalks, handouts
IV. Procedure:
1. Warm - up (5ms)
Look at the picture and answer
Ôn

Show the picture and ask some questions:
a. Who are they? What are they doing?
b. Where are they? Do they get paid for their
work?
- We call their work volunteer work.
Lead to the new lesson
a. Brainstorming: “Volunteer work”
b. Pre-teach vocabulary
 Volunteer (n) : picture & situation
 Organization (n) : Vietnamese meaning
 Orphanage (n) : example
 Participate (v) : synonym
 Give comfort to : Vietnamese meaning
3. White you read ( 20ms)
Ask Ss to open book, read and find the work that
volunteers often do and compare with what they
have told.
Have Ss read the test and find the word
“Volunteer” and its forms
Noun Adjective Adverb Verb
Volunteer Voluntary Voluntarily Volunteer
a. Task 1
Ask Ss to tell the part of speech before doing the
task
Take park in the teacher’s work
Work in groups to find out the
work that volunteers often do
Listen and copy down
Repeat after the teacher
Open book and do as directed
in pairs
Make a list of the volunteers’
work.
Read and fill in the chart
N Adj Adv V
Tell the part of speech which
each sentence needs
Work in pairs
Pairwork
Read the text and find the
Ôn

1. voluntary 2. voluntarily
3. volunteers 4. volunteers
b. Task 2
Have Ss read the task before reading the text again
Ask Ss work in pairs
Use peer feedback
1. B 2. A 3. D
4. B 5. D
c. Task 3
Run through all the questions
Give help if necessary
1. They usually visit these places. They read
books, play games with them or listen to their
problems.
2. They give care and comfort to them and help
them overcome their difficulties.
3. During summer vacations, they volunteer to
work in remote or mountainous area.
Talk about some kinds of volunteers work that you
are going to join next summer and say why.
5. Home work (2ms)
-Write what they have said again in the notebook
- Prepare for the speaking
answers
Peer feedback
Work in pairs
Practice asking and speaking
Do as directed
Write – it- up
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Unit 4
B. Speaking
I. Objectives:
1.Aim : Students will be able to talk about types of volunteer work.
2.Lexical items: words / phrases related to volunteer work
3. Structures: Gerund and present participle
II. Teaching method : Communicative approach
III. Teaching aids: Pictures
IV. Procedure:
1. Warm - up (5ms)
Ask Ss some questions:
a. What are the students of “Blue summer
movement” doing in your village ?
b. Are they participating in volunteer work?
c. What kind of volunteer work do people usually
do?
Shows the pictures.
2. Pre-speaking ( 8ms)
Task 1
Have students work in pairs and do task one.
Ask students to take a sheet of paper and divide into
two column.
Volunteer work Not volunteer work
- Helping people in - Taking part in an
Listen and answer
Look at the pictures and tell
what kind of volunteer work are
there in the pictures.
Do as directed
Volunteer
work
Not volunteer
work
Ôn

remote or mountainous
areas.
- Giving care and
comfort to the poor
and the sick.
- Providing education
for disadvantaged
children.
excursion.
- Participating in the
English speaking club.
- Joining in the Green
Saturday Movement
3. While – speaking ( 20ms)
Have students practise playing roles the
conversation in task 2.
Walk around the class, offers ideas and comments
when students need help.
Select some pairs and has them play roles in front of
the class.
Have students work in pairs and discuss the two
columns in task 2.
Ask Ss to discuss what exactly they have to do for
each volunteer work
Example:
- A: What kind of volunteer work are you
participating in?
- B: We’re helping old sick people.
- A: What exactly are you doing?
- B: cleaning up the house, doing the shopping.
cooking meals, doing the washing up, working in
the garden .... (students give more)
4. Post-speaking (10ms)
- Teacher has students work individually take a sheet
Talk about their results
- Listen and correct the
mistakes.
- Students sit in pairs and play
roles, using the conversation in
task 2.
Work in pairs and practise the
conversation.
Listen and correct the
mistakes.
Write at least three sentences
for each volunteer work.
Ôn

of paper and write a kind of volunteer work they or
their friends usually do to help people.
- Teacher has some students read their paper in front
of the class.
5. Homework (2ms )
- Write a short paragraph about a kind of volunteer
work your family and you usually do to help people.
Talk on front of the class.
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Unit 4
C. Listening
I .Objective :
1. Aims: Listening to pieces of conversation to get information about someone’s
name,
address, and about leaving and taking messages.
Ôn

2. Lexical items: words / phrases related to volunteer work :
3. Structures: Gerund and present participle
II . Teaching method : Communicative approach
III. Teaching aids: cassette – player , pictures
II. Procedure:
1. Warm - up: (5ms)
- Asks some questions (using pictures of some
disadvantages persons.)
+ What are they like?
+ Are they happy or unhappy?
+ What do you do to help them?
2. Before you listen: (10ms)
Introduce the new lesson and pre-teach new
vocabulary
 Charity: Vietnamese meaning
 Donations: situation
 Fund-raising: Vietnamese meaning
 Set up (v): synonym
 Co-operate(v) : example
 Disadvantaged(a) : Vietnamese meaning
Have students do the exercise in “Before you listen”.
Read and ask students to repeat.
From the words above can you guess what kind of
volunteer work the listening test is about?
3 .While you listen (20ms)
a). Task 1:
Help students understand what word form
suitable for each blank.
Have Ss listen to the tape and fill in the
missing information.
Ask them listen again and give feedback
- Answer:
+ They are poor, ...
+ They are unhappy, ...
+ Give money, ...
Repeat and copy down
Do as directed
Think and answer
S: help disadvantaged children
to learn performing Arts. This
kind of work needs money, so
they have to fundraise or co –
operate with other
organizations...
Take part in the teacher’s work
Ôn

* Suggested key:
1. informal 2. 30 street students.
3. 250 chiildren (with special difficulties)
4. 1998 5. Volunteers, June
b). Task 2:
Run through all the questions.
Have Ss listen to the tape.
Use peer feedback
Conduct the correction.
* Suggested key:
1. It provides classes to disadvantaged
children in HCM 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 Art classes.
4. They dance , sing and play music at one of
the largest hotels in HCM City.
5. They are needed because the school needs
help to organize the dinner held annually in June.
4. After you listen (8ms)
Ask Ss to work in groups & summarize the story .
Go around to give help when necessary.
Asks some groups to summarize in front of the
class.
Gives remarks.
5. Homework (2ms)
Learn some words related to volunteer work
Prepare the next lesson. (writing)
Listen twice and give the
answers.
Peer feedback
Read the questions and guess
the answers ( pairwork)
Listen twice and give the
answers.
Peer feedback
Work in groups.
- Summarize in front of the
class.
Ôn

Do as requested.
Remark :
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Unit 4
D. Writing
I. Objectives:
1. Aims: Students will be able to write an informal letter expressing gratitude.
2. Lexical items: words / phrases related to letter-writing
Ôn

3. Structures: S + Be + Adj + to infinitive
S + Verbs + To- infinitive
S + Look forward to + V-ing
III. Teaching aids : handouts, posters, textbook
IV Procedure:
1. Warm up: (3’)
* Magic hat: ( Find a word related to volunteer
work)
* Key “Donation”
Lead to the lesson
2. Before you write: (10’)
a). Task 1: ( Set the scene)
Have Ss do the task after giving clear instruction
 The opening of the letter: Dear Sir/Madam
 The donated amount : I am happy……….
.some days ago.
 The way the money is used : The money will
help us ………. handicapped students.
 The way the receipt is issued: We will certainly
………as possible.
 The gratitude to the donor: I would like ………
the donation.
 The closing of the letter: Yours faithfully, -
David James.
Feedback
Introduce the new lesson and revise some structure:
S + Be + Adj + to infinitive
Think and answer
Work in pairs
Compare with the others
Peer feedback
Listen and give the answers.
Copy down
Ôn

S + Verbs + To- infinitive
S + Look forward to + V-ing
3. While you write (20’)
b). Task 2:
Set the scene: ( Imagine that you have just received
a donation of one million dong from one of the local
organizations to build your school library
Give clear instruction
Dear Sir,
I am very happy to received a donation of one
million dong from your organization some days
ago. I think that the money will help us to build a
school library for our students. We will certainly
issue a receipt as soon as possible.
I would like to express our thanks for the
donation from your organizations and hope to get
more assistance and cooperation from your
organization in the future.
Your faithfully,
4. After you write: (10’)
Ask Ss to give their opinion before correcting
Give remarks.
5. Homework: (2’)
Learn new words and structures
Prepare the next lesson. (Language focus)
Work in individual
Compare with his partner
Peer feedback
Go to the Bb to write his writing
Do as requested.
Peer feedback
Write- it - up
Remark :
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Ôn

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Unit 4
E. Language focus
I. Objectives:
1. Aims: Students will be able to
-use the gerund or perfect gerund, present participle or perfect
participle.
-pronounce the sounds / w / & / j /
2. Structures: Verbs followed by gerunds
III. Teaching aids: handouts, posters, textbook
IV. Procedure:
Ôn

1. Warm up: (5’)
Use real things to ask Ss some question such as:
What color is this pen? _ Yellow
What’s this? _ A watch.
Ask Ss to read those two words three times and
ask them tell about the sounds.
Lead to the lesson
2. Pronunciation: (10’)
Introduce the two sounds:
Help Ss to pronounce them in words and then
sentences
More exercises:
- Read some words and ask Ss to put them in the
correct column.
Ex: youngster, went, yard, used, yarn, won,
universe, were, yam, you
Remarks
3. Grammar: (27’)
a). Warm –up: ( Poster)
Ask Ss to give the “Ing- form” of these verbs:
Run, travel , lie, drive, stay, get,
arrive, try, wait, begin
Revise Ss the uses of gerund
Teach Ss the uses of Present participle
 S + Verb + Object + V-Ing
Verbs: see, watch, smell, catch, find
Ex: We found him lying on the floor.
 S + Verb + Time / Money + V-Ing
Verbs : waste, spend
Ex: They spend a day fishing in the river.
 Present participle can be used as a subject of
the sentence to replace an adverbial clause. It is
Think and answer
Listen and repeat
Chorus & individual
Listen and check
Group 1: / w / Group 2: / j /
Look at the poster and do as
directed
Copy down
Ôn

used to emphasize an action that happened in the
past.
Ex: Because he had failed twice, he didn’t want
to try again.
 Having failed twice, he didn’t want to try again.
b). Exercise 1
 Suggested key:
1. listening 2. bending 3.
behaving
4. meeting 5. spending 6. waiting
7. starting
c). Exercise 2:
 Suggested key:
1. burning – rising 2. reading 3. lying
4. shopping 5. preparing 6. trying
7. modernizing
d). Exercise 3:
 Suggested key:
1. having made 2. having been 3. having
been
4. being tied 5. having read 6. having
taken.
4. Homework: (2’)
Learn new words and structures
Prepare the next lesson. (Unit 5)
Work in individual
Compare with his partner
Peer feedback
Do the exercises again in their
notebooks
Remark :
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Ôn

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Unit 5
A. Reading
I .Objectives :
1.Aim : Students will be able to improve the Sts' vocabulary,
skim for main content and scan for specific details .
2. Lexical items: words / phrases related to letter-writing
3. Structures
II.Teaching method: Communicative Approach
III.Teaching aids: textbook , objects, pictures
IV.Procedure :
1. Warm – up(5ms) :
Guessing Game:
- T prepares a bag/ box with some objects : pen, book ,
ruler, notebook, blackboard, chair, table…
- T divides sts into 4 groups and chooses a leader.
- The leader touches the thing in the bag ( without
seeing) and uses some words , phrases to describe it so
that the others can guess what it is .
- The winner is the group which has more answers than
Take in the game
- T shows real objects and
makes questions.
Ôn

the others.
a/Task 1: Question answering :
- What is it?
- What is it used for? …
- Do you have them?
- Why do you need them?
b/Task 2 :Picture describing(5ms) :
T shows the picture and asks sts to describe in groups
of 4.
T calls some sts to present their ideas in front of the
class.
* Suggested questions :
- Where do you think the class is?
- What do you think of the people in the class?
- Are they at the same age?
- What do you think of the teacher?
- Is this class different from your class?
3. While you read (20ms)
a/ Task 1 : Vocabulary:
- Find the Vietnamese equivalent to the following
expressions:
* Feedback:
1. phoå caäp giaùo duïc 4. Kyû thuaät canh taùc
2. Hoäi khuyeán hoïc Vieät Nam
3. Xoùa muø chöõ 5. Keá hoaïch hoùa gia ñình
b/ Task 2: Scanning for main content
(5ms):
T asks sts read the text again to do task 2.
* Suggested answer :
D. The fight again illiteracy
c/ Task 3: Answering the questions(8ms):
* Answer:
1. 94% of the population.
- Sts answer individually.
+ It's a pen / a ruler / a
blackboard ..
+ It's used for writing/ drawing
+ I'm a student. I used them for
studying.
Sts can ask and answer to get
more information about the
picture.
* Suggested words/ phrases to
answers:
- remote, mountainous areas
- ethnic minority
- soldier…
- T reads through the text once.
- T calls some sts to read the
text paragraph by paragraph.
- Sts read the text in silent to
do task 1 in textbook in pairs
- Sts can discuss in groups of
4.
- T calls some students to talk
about their choice.
- Sts do this task in pairs.
Ôn

2. The campaign for illiteracy eradication
3. 600 students in 2000 and 800 students in 2001
4. They willingly/ voluntarily spent their vocations teach
ethnic minority illiterate people to read and write.
5. Illiterate will be soon eradicated.
4. After you read (8ms)
Discussion: Discussing the two questions below:
1. Are there any illiterate people in your neighborhood?
2. What do you think we should do to help them read and
write?
* Suggested ideas:
- prepare books, notebooks, pen, pencil…
- teach them how to write / read at night, every
Sunday, on summer vocation…
5. Homework (2ms)
- Write a paragraph about what they have just
discussed.
- T divides sts into 2 big groups
to answer 2 questions in
textbook.
- Sts in each big groups work in
groups of 4.
- After 5 minutes, T asks sts to
write their ideas on poster and
tick them on the board.
- T calls 2 group's leaders to
present in front of the class
Remark :
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Unit 5
B. Speaking
Ôn

I. Objectives : - To enable students to talk about literacy problem and offer solutions.
- To improve the students’ speaking skill
II. Teaching Method : Communicative approach
III. Teaching-aids: posters , pictures, textbooks
IV. Procedure:
1. Lead-in (5’)
T has sts answer the questions to introduce the
lesson.
1. Are there still illiterate people in the highland ?
2. What do you think we should do to help them read
and write?
→1. asking about literacy problem.
→2. asking for solutions
. New lesson :
2.Pre- speaking (10’)
Matching
 Ac.1 : Vocabulary ( Handouts)
Match a verb in A with a phrase in B
A B
1. Cheat
2. Enforce
3. Set up
4. Collect
5. Provide
a. old clothes
b. a club
c. in a game
d. education for
children
e. traffic regulations
T has sts read the table given in the textbook (p.59)
carefully and do the matching.
T shows sts ways to ask for and offer solutions.
 Ac.2 (Task 1)
Suggested answers
Think and answer
Pair work
Suggested answers:
1.c 2.e 3.b 4.a 5.d
Pair work
Some sts are asked to read
the answers. Others listen and
give comments.
Ôn

1.b-g 2.a-e 3.d-f 4.c 5.h-i-j
Ac. 3 ( Task 2) : Useful expressions
* Asking for solutions : What do you think we should do to.....
* Offering solutions : I think we should.......
3. While speaking (20’)
Talking about school problems and offering
solutions
T and 2 sts act out the model then has st work in
groups of three to talk about the problems and offer
solutions.
4. Post speaking (8’)
Talking about class problems
Ac.1 : Brainstorming
Make too much noise ?
?
? Problems carve on the
table/walls
play truant ? fights between A&B
Ac.2 : Talking about
T goes round and offer some help.
A: Talk about class problems
Group work
T has sts think of some
problems their class have
besides the ones given in the
textbook.
Group work
Sts talk about the problems
their class often have and try
to think of some effective
solutions to these problems.
Practice speaking
Example :
A : Some students in our class are
always go to school late, which affects
our study. What do you think we
should do to put an end to this ?
B : I think we should tell this to our
Ôn

B : Offering solutions
5. Homework(2’)
- Write about the problems in studying English that
high school students have and suggest an effective
way to solve them.
- Prepare for the listening lesson
form teacher so that he can have ways
to deal with this.
Write-it –up
Ôn

Remark :
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Ôn

Unit 5
C. Listening
I. Objective: Help students improve their listening skill and listening for gist.
II. Teaching method: Communicative approach
III.Teaching aids: Textbooks, poster, tape.
IV. Procedure:
1. Warm-up (5ms)
Game: Crossword puzzle
T asks sts to answer the question: ”What does this
means?”
a. .A public garden or an area in a town where
people go to walk , play, relax.
b. The first meal of the day.
c. An area of land and the buildings on it used for
growing crops of keeping animals.
d. A thing to play with: especially for a child
e. A building made for people to live in ,usually for
one family.
. New lesson
2. Before you listen (10ms)
Task 1. Asks and answer the questions.
-T asks students some questions to lead students to
new content.
1. Do you know where Perth is?
Groupwork
. Students answer.
* Across.
1. Park 2. Breakfast
3. Farm 4. Toy
5. House
* Down: Perth
Think and answer
Ôn

2. Have you ever done a survey?
Task 2: Listen and repeat.
-T reads and asks students to repeat.
Effective Maturity Weaknesses
Performance Self-respect Academic
Perth Western Australia
3.While you listen (18ms)
Task 1.: Multiple choice
-Teacher introduces the situation: Listen and choose
the best option to complete the following sentences.
-Teacher opens the tape twice.
-Teacher lets students listen again with some pauses
and help them correct their answer.
* T’feedback: 1. D 2. B 3. B 4. B
Task 2: Answer the questions :
T asks sts to read the questions
Suggested answers:
1. In Perth
2. 80% of the students.
3. They think that they should be allowed to give
some in put into school decision making.
4.After you listen (10ms)
Discussion
-T asks students to discuss the question:
”Which do you think is more essential for better
leaning good teachers or good textbooks?”
-T divides class into 4 groups and asks sts to
discuss in group, using the cues.
-T goes around the to help sts if necessary.
* The cues:
Repeat after teacher
-Teacher asks students to read
the sentences and guess the
answer.
-Students listen to the tape and
work in pairs.
-Students listen again to correct
their answer.
Peer feedback
-Sts listen to the tape twice.
-Sts compare their answer with
the others.
-Sts listen again to correct their
answer.
Groupwork
-T has the representative of each
group present their talk in front of
the class. The others listen and
give comment.
Ôn

- Method of learning
- Timetable
- Guidance
- Exercise
5. Homework (2ms)
- Learn the new words and structures
- Prepare for the writing lesson
Do as directed
Remark :
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Unit 5
D. Writing
I. Objectives : - To enable students to describe information in a table
- To improve the students’ describing trends from a table
II. Teaching Method : Communicative approach
III.Teaching aids: Textbooks, table , posters.
IV.Procedure:
Ôn

1. Check-up (5’)
T: Checks one or two Sts
a. What do you think your school should do to
help you learn better?
b. What do you expect from your teacher?
New lesson: Writing: Describing trends.
1. Before you write (10’)
* T: Introducing some kinds of charts:
T: Shows the pictures to illustrate
- Table / Bar chart / Circle (Pie) chart /
Graph
* Task 1: Filling in the blank with a suitable word
from the box:
T: Asks Sts read the complete passage again.
T: From the model, has Sts underline the words or
phrases describing trends.
T: has sts draw a table for the reading passage.
- Suggested answers:
1. varied 2. rise 3. who 4. number
5. rate 6. different 7. dramatically
Region
s
Lowlands Midlands Highlands
Males
Female
s
T: Elicits some useful languages.
2. While you write (20’)
 Some useful words and expressions to describe
trends:
* Intro: - The table shows / describes/ illustrates....
Sts: gives answers
Possible answers:
- Provide modern facilities
- Give Sts more practical lessons
- Encourage Sts' creative ability.
- Make Sts more active.
- Make the lessons more
interesting.
Sts: Name kinds of charts if
possible
Sts: One reads , the others
correct the mistakes if necessary.
Sts: Read the model and identify
the outline of this kind of writing.
- .................Verb + Adv
Ôn

* Body: - As can be seen from the table/ chart /
graph.......
- As shown in the bar chart...............
- It can be seen from the chart that..............
- There was a Adj + Noun
slight rise
gradual increase
steady decrease (in the
number of..)
sharp decline
dramatic fall/drop
* Conclusion: -In conclusion / In summary /
 Task 2: Writing a paragraph of about 120
words, describing the information in the
table:
 Suggested answers:
The table describes the trend of literacy rates in
different parts of Sunshine country from 1994 to
2003.
As can be seen from the data in the table, there
was a gradual rise in the number of literate people in
both the East and the West. In 1994 the literacy rate
was 50% in the East and 70% in the West but in 2003
it increased by 95 % and 85 % respectively. This
shows that the number of literate people in the East
went up more sharply than that in the West. On the
contrary, in the South this rate declined steadily from
50% in 1994 to 30% in 2003.
These data suggest that more plans for
education development should be made in these
areas of the country , especially in the South.
rise slightly
increase gradually
from...to....
decrease steadily by...%
decline sharply
fall /drop dramatically
- on the increase / decrease
- fluctuate (v)
- remain unchanged
T: has Sts write in groups , T goes
round to observe and give help if
possible.
T: has the representative of two
groups write their writing on the
chalkboard for the others to
remark.
Do as directed
Ôn

4.After you read
Gives feedback , focus on the main point: the
structure to describe “ increasing, steadiness,
decreasing”
5. Homework: do exercises in Workbook
Prepare for the language focus
Remark :
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Unit 5
E. Language focus
I. Objectives : Help sts pronounce 4 consonants sounds /pl/,/bl/, /pr/, and / br/
correctly. Help sts know reported speech with infinitives .
II. Teaching method : Communicative Approach
III.Teaching aids: textbook , objects, handouts, cassette tape.
IV. Procedure:
Ôn

* Warm – up 5’: Whispering Game:
- Black brown blouse and jeans.
- Please give me a precious ring.
- T divides sts into 2 groups and each group chooses
7 sts to play the game.
- T whispers the sentences to the first st. then he /
she whisper them to the next st. and does the same
to the last one.
A. Pronunciation(10’)
1/ Presentation : - T underlines the 4 words to
introduce the lesson.
- black brown please precious
/bl/ /br/ /pl/ /pr/
2/Activity 1 :Listen and repeat:
/ pl/ /bl/ /pr/ /br/
- Textbook - page 63
- T plays the cassette recorder, sts listen to the tape
then repeat.
- Practice reading aloud the dialogue:
3/ Activity 3: Listen to the sentences and
check the
sounds: - T reads the sentences
1. The boys played football all day long.
2. His presence frightened the children.
3. The table was broken yesterday.
4. She won a special prize.
B. Grammar(25’)
1/Presentation:
- T has sts look at the reported speech and give the
structure.
 Nam was ill. You are his classmate. What will
you say to advise him?
Ex: You should see the doctor.( direct speech)
Take part in the gam
- The last student writes what he/
she heard from his / her friends.
The group having less
mistakes will win.
- T pronounces these sounds first,
sts observe T's mouth.
- Sts listen to the tape first, then
practice in pairs.
- T asks some pairs to present in
front of the class.
- Sts listen to the sentences. Stand
up when you hear the consonant
/pl/, clap your hand when you hear
the consonant/bl/
stamp your feet when you hear /pr/
and raise your hand when you
hear /br/. ( individually)
- T asks sts to give some more
verbs having the same structure.
- Textbook - page 64.
- T asks sts to complete the
second sentence so that it has a
similar meaning to the first one.
Ôn

I advise him to see the doctor. ( indirect speech)
* Structure: Reported Speech with Infinitive.
- Reported orders, requests, offers and suggestions:
tell/ ask / advise
S +V remind/ offer/ order + O +(not) TO
Infinitive
request/ beg / want…
2/ Practice:
* Exercise 1: Sentence completing:
 Feedback:
1. They promised to come back again.
2. The lifeguard advised us not to ………….
3. John asked Peter to close the window.
4. The teacher encouraged Eric to join.
* Exercise 2: Sentence rewriting:
 Feedback:
1. He advised me not to drink ………..
2. She invited me to come and see ……….
3. He asked me not to smoke……..
4. He told Sue to give him ……….
3/ Production (5’):
Slip of paper
- T prepares for each group a slip of paper.
- then, T exchanges their paper and asks them to
make a full sentence with the verb they had.
* Homework
- Do exercise 2, page 36 in exercise book.
- Sts work in pairs.
- T's feedback.
- Textbook - page 65.
- T asks sts to write the following
sentences in reported speech,
using the right form of the words
given in the brackets.
- Sts work individually, then share
their answer in the groups of 4.
- T calls some sts go to the board
and write.
- Sts work in groups of 4.
- First, sts write in the slip of paper
one verb that can be used in
reported speech with infinitive.
- Sts take turn to read aloud their
groups' sentences.
- The most interesting, correct
sentence will be the winner.
Remark :
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Ôn

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Unit 6
A.Reading
I. Objectives:
- Aims: Develop such reading micro-skill as scanning for specific ideas and
identifying meaning in context.
- Lexical items: Use the information they have read to discuss the related topic.
- Structure:
II.Teaching method : Communicative Approach
III.Teaching aids: textbook , pictures, handouts,.
IV.Procedures:
1.Warm- up (5’)
Have Ss work in pairs , matching the 4
given competitions with the correct pictures
on page 66.
Answers :
a. Quiz: “ Road to Mount Olympia ’’
b. London Marathon
c. Sao Mai television singing contest
d. Olympic Games
2. Before you read (7’)
-Introduce the topic of the lesson and have
Ss work in pair and answer the questions
on page 67
- Work in pairs
- Work in pairs
Ôn

-Call on some Ss to answer the questions
and ask them to give reason for their
answers.
-Elicit comment from class and ask Ss to
guess what they are going to read about
Vocabulary
Representative (n)
Annual ( adj)
Stimulate (v)
Sponsor (v)
Competition (n)
3.While you read(23’)
TASK 1 :
-Get Ss to read the passage silently then
do task 1
-Check the answers with the whole class
Answers :
1.d 2.f 3.e 4.c 5.b 6.a
-Check Ss understand all these words
correctly by calling on some Ss to tell the
meaning of the words in Vietnamese.
TASK 2
- Ask Ss skim the 6 questions to
understand them and do task 2.
-Whole class
- Rub out and remember
- Repeat after the teacher individual then
choral
- Come to the board and wtite English
words again
- Copy down
Work individually
Whole class
-Work individually
.Underline the key words to decide what
information they need to find in the text.
.Go back to the passage and locate the key
Ôn

-Have Ss check their answers with a
partner.
- Call on some Ss to read aloud their
answers and ask them to explain their
choices.
- Give the correct answers
Answers :
1.The representatives of three classes of
the speaker’s school.
2. The aim was to stimulate of learning
English among students.
3. The students’ Parents Society.
4. They had to complete 5 activities in all.
On completion of each activity, they had to
answer the question in the worksheets
within 2 minutes.
5 They had to observe and score the
students’ performance. A maximum score
for each activity was 15. At the of the
competition they would anounce the total
scores of each group. The group that got
the highest score will be the winnwer.
6.A set of CDs for studying English and
aqn Oxford advanced Learner’s Dictionary.
TASK 3
-Ask Ss skim the 4 questions to understand
them and do task 3.
words in the passage.
. Read around the key words carefully to
find the answer.
-Work individually
Ôn

Have Ss check their answers with a
partner.
- Call on some Ss to read aloud their
answers and ask them to explain their
choices.
- Give the correct answers
Answers :
1…to recite / complete the poem because
he could not remember the last sentences
2 …became the winner of the competition.
3….60 points
4….“For me the important thing was our
participation in the competition and
enjoyment we had from it ”
4. After you read (7’)
-Let Ss practise reciting the poem in their
own groups
-Go around and offer help.
-Call on different groups to read their
translations to the class.
5.Homework ( 3’)
Write a paragraph to explain whether and
why they would agree or disagree with the
statement that “ It is not important whether
.Underline the key words to decide what
information they need to find in the text.
.Go back to the passage and locate the key
words in the passage.
-Whole class
. Read around the key words carefully to
find the answer.
Group work & whole class
Ôn

we win or lose a competition. The
important thing is our participation in it and
the enjoyment we have from it. ”
Remark :
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UNIT 6
B. Speaking
I. Objectives:
- Aims: Ask for and give information about types of competitions
- Lexical items: Talk about a competition or contest
- Structure:
III.Teaching aids: textbook , objects, handouts
IV.Procedures
1.Warm-up (5’)
-Prepare pictures of the 3 famous TV game
shows “ Whowants to be amillionaire ? ”
“ Viet Nam idols ” “ Chuyen nho ”
-Show the pictures to Ss and get them have
the names of the games in Vietnamese.
-Elicit what Ss know about these games and if
there are similar ones in Viet Nam.
- Introduce the topic of the lesson
“ Talking about competition and contests.”
Whole class
Ôn

2. Pre-speaking (10’)
TASK 1
-Introduce the task and have Ss to do it
individually and then compare their answers
with a partner
- Elicit the meaning of the new words
Eg : General knowledge quiz include “ Haønh
trình vaên hoùa” “ Ai la triieu phu ” etc. Singing
contest include “ Sao Mai diem hen ” “ Tieng
hat truyen hinh ”
-Call on different pairs to report their answers
- Encourage Ss to explan why they like or
dislike a game / contest
3.While-speaking (18’)
TASK 2
- Introduce the task and call on one or two
pairs of Ss to read aloud the sample dialogue.
-Go over the table of useful expressions on
page 69 and explains new words to Ss when
necessary.
E.g
Asking for opinions:
-What do you think about ?
-What’s your opinion about ?
-How do you feel about ?
-Do you like ?
Giving opinions :
-I think… is / are good / fun / great / wonderful /
perfect / extremely interesting / stimulating /
hilarious / amusing /
- Guess the meaning of the new
words
- Individual work , Pair work ,
Whole class
-Pair work
-Read aloud the sample dialogue.
Ôn

I think … is /are boring /silly / dull
-Have Ss make similar conversation to the
sample dialogue , using the structures and
vocabulary they have learned.
-Go around to check and offer help
-Call on different pairs to perform their
conversations.
-Elicit comments from the class and provide
feedback
4. Post-speaking (10’)
TASK 3
-Ask Ss to choose a famous TV game / talent
show or competition / contest and work out
details about it.
-Go around to offer help
-Call on each group to come to the front and
give name the famous TV game / talent show
or competition / contest.
5.Homework (2’)
Ask Ss to write a paragraph about a game
show/ contest they like , using task 3 as
guiding questions
Pair work
The whole class
Group work
(They should not let other groups know
what game / contest it is.)
The whole class
(The whole class will askquestions
about the game ./ contest and guess
what name / contest it is)
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?
UNIT 6
Ôn

C. Listening
I. Objectives:
- Aims: Develop extensive listening skills
- Lexical items: Use the information they have listened to for other
communicative tasks
III.Teaching aids: textbook , objects, handouts, cassette tape.
IV. Procedures
1. Warm –up (5’)
-Divide class into 4 groups
-Give each group one card containing 10
words whose letters are jumbled and ask
Ss to rearrange the letters to make good
words
The card
Letters Answers
1.cirang
2.nurning
3.crae
4.conpahim
5.chiatelt
6.tohamarn
7.storp
8.centadis
1.racing
2.running
3.race
4.champion
5.athletic
6.marathon
7.sport
8.distance
2. Before you listen (10’)
- Introduce the topic of the lesson by using
Group work
(the group which finishes tha task first with
the most correct words will be the winner)
Ôn

the picture in the textbook
-Give questions
1. What do you see in the picture ?
2. What event is it ?
3.Where do you think the Boston Marathon
mihgt take place ?
4. Who can participate it ?
- Help Ss pronounce the words in the book
correctly.
-Elicit Ss to know the meaning of these
words
race formally female McDermott
athletic clock association Kuscik
3. While you listen (20’)
TASK 1
-Have Ss to read through the statements to
understand them and underline key words.
For example , the key words in the
statement 1 are “ every year ” and
“USA”
-Play the tape ( or read the tapescript )
once
or twice for Ss to listen and do the task 1
- Ask Ss to check their answers with the
partner
-Check the answers with the whole class.
- If many Ss cannot answer questons , T
plays the tapes one or more times and
pause at the answers for them to catch.
-Answers
Whole class
( express their ideas)
- Listen then repeat after the teacher
-Individual work
Individual work
Pair work
The whole class
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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 Boston )
TASK 2
-Encourage Ss to read through all the
questions, identify the information they
need to look for in each question by finding
the key words and the question word, e.g
“ what, where, how, when ”
-Play the tape again for Ss to listen and
answer the question .
- Ask Ss to check their answers with a
partner.Then check with the whole class.
- If many Ss can not complete the task , T
should play the tape again and pause at
difficult points .
- Answer :
1. New York
2. in 1972
3. 8
4. 6164
Individual work
Individual work
( write down only the main points –not full
the sentences)
Pair work
The whole class
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4. After you listen (8’)
-Introduce the task : Ss talk about a
famous Vietnamese runner or sportsman /
sportswoman that they like.
- Put Ss in small groups of 3 or 4 .
-Go around to check and offer help
- Call on then representatives of each
group to talk abouttheir favourite
sportsman / sportswoman, without telling
the class the name of this person. Other
groups will try to guess who this person is.
-Listen and take note of Ss’errors.
-Provide corrective feedback.
5. Homework (2’)
-Ask Ss to learn by heart new words and
make sentences with them.
Group work
( Each group will prepare a short biography
of a famous Vietvamese runner or
sportsman / sportswoman that they like but
they should not let other groups know who
this person is. )
-The whole class
UNIT 6
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D. Writing
I. Objectives:
- Aims : Write a letter to reply to the request of information
- Lexical items: Use the information they have mastered from the Reading Speaking
Listening
III.Teaching aids: textbook , picture , handouts,
IV. Procedures
1.Warm –up (5’)
-Ask Ss to give the names of such TV
shows they have watched
2.Before you write (10’)
-Ask Ss if they want to participate in a
competition / contest, what information
about the competition/ contest they would
like to know and would look for.
-Individual work
Eg :
The Magic Conical Hat
(the wheel of fortune)
Vietnam Idol
Who wants to be the millionaire ?
Chuyen Nho
Truc Xanh
Not Nhac Xanh
Hat Voi Ngoi Sao
Kim Tu Thap
Rong Vang
Vuot Len Chinh Minh
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- Write the answer on the board
-When ? (the date and time )
-Where ? ( the venue)
-Who ? ( who can (participate, who are the
hosts /judges, who to contact, etc…)
-How ? (how to apply to participate, how
the contest, proceeds,how the
candidates’s performance is assesses
(öôùc ñònh)
-What ? (what is expected of the
candidates,what the award is)
-Have Ss to read the letter in Task 1
individually.
-Ask ss to identify who wrote the letter, for
what purpose, what information she
requested and compare their answers with
the ideas on the board.
3.While you write (20’)
-Ask ss to read the requirements of Task 2
and work out with a partner what they
need to include in the reply letter and what
kind of language (formal ? informal ? ) they
need to use
- Check the answers with the class and
give feedback.
-Get Ss write their own letter in 10 minutes.
-Ask Ss to get in pairs, exchange their
letters and correct each other
-Go around to offer help.
A sample letter
-Individual work
Write the answer on the board
Whole class
Individual work
Work in pairs
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Ôn
English for the World
106 Tran Hung Dao St, Hoan Kiem District.
HaNoi- October 18,2007
Dear Thu Trang,
Thanh you for four interest in our English Speaking
Competition . Here is the information that you request.
Date and time : 8.00 p.m ,
October 25,2007
Venue : 106 Tran hung Dao
Number of participants : 25
Entry procedure : Candidates fill an application form to
participate.
This year we limit the number of participants to only 25,
applications submitted late will not be considered.
For further information, please contact me on 9838188 or
email me at Englishclub06@ yahoo.com.
Best regards
Kate Johnson
Secretary

4.After you write (8’)
-Choose one or two letters and read it /
them to the class.
-Elicit correct feedback from the class and
give final comments afterwards. T should
draw Ss’attention to the format of the letter,
the organisation of ideas and language
use.
5.Homework (2’)
You are working at the Organising
Committee for Vietnam Idol. A young
singer named Lan Anh wrote you aletter
toask information about the contest. Write
her areply, including in your letter the
information about :
-The date and time -The venue
-The entry procedure-The contact person
-The contact phone number
Whole class
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Giao an11co ban

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