Giao an 11 cb

Date: 20/8/2014
Period: 1
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.
- 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.
----    ----
1

Date:
Period:
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
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
- 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

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
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,
Practice listening to an English song
3

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
Present some grammar points they’ve learnt from
English 10
- Take note
----    ----
4

Date: 23/8/2014
Period: 2
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:
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.
- 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
5
A good friend

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
• 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
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
• 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
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discuss their answers with their partner.
- T calls some Ss to write their answers on the
board and ask them to explain their choices.
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
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.
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

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
VII. Consolidation and Homework:
- Summarize the main points of the text.
- Learn by heart all of new words and structures
and give examples.
- Whole class
----    ----
8

Date: 23/8/2014
Period: 3
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:
Cards:
- T asks:
- 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
Sleek: bong mượt
- Ss’ answers
+ Forehead: broad, high, ...
+ Appearance: handsome, beautiful, good-
looking, well-built, ....
9
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

+ 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.
* .......
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.
+ 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
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-
10

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
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.
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?
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.
11

Date: 27/8/2014
Period: 4
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:
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
words.
- 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
13

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 .
Date: 30/8/2014
Period: 5
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 :
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
- 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-looking
Phuong is my friend
Perfect
Humorous/Helpful
Unselfish
Open-hearted
Neat
Generous…
- Whole class
Key:
Hair: Eyes Build
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- 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
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
Short, long,
thick
Round,
blue, dark,
large,
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.
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
15

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.
encourages me or gives me helpful advice. I hope
that our friendship will last forever.
- Pair work and whole class
- Whole class
----    ----
Date: 30/8/2014
Period: 6
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.
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
- 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.
- Listen attentively
16

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.
- 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
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.
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
17

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
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
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.
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
18

- 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.
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
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:
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….
----    ----
19

Date: 3/9/2014
Period: 7
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”?
Have you ever been in an embarrassing situation?
What did you do then?
In today lesson, our reading lesson is about the
- 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
way.
20

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
- 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.
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.
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.
21

- 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
- 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
----    ----
Date: 6/9/2014
Period: 8
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
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?
- Greeting the T
- Answer
- Do T’s requests
- Answer the questions
+ 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.
……………………….
22

- 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 ………….
- 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.
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
- 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.
23

- 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
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
Date: 6/9/2014
Period: 9
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
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
- Greeting the T
- Answer
- Do T’s requests
- Group work
Suggested answers:
1. c
2. h
3. e
4. a
5. b
6. g
24

6.Fire
extinguisher
7. Smoke
8. Fire struck
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?
……..
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…?
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
• 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
25

+ 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
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
- 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
----    ----
Date: 10/9/2014
Period: 10
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
winner.
- T gets Ss to read the task.
- Greeting the T
- Answer
- Do T’s requests
- Group work
Past experiences:
- Failing an exam
- Getting a reward
……………………….
- Whole class
26

- 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.
- Asks students to practice writing at home.
- Prepare the next lesson: Unit 2 – Language
focus.
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.
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
27

----    ----
Date: 13/9/2014
Period: 11
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
- Greeting the T
- Answer
- Do T’s requests
Suggested answers:
a. was watching
28

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.
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
b. was driving
c. had gone
d. had eaten
e. was doing
f. had told
- Pay attention
- Practicing pronunciation
- 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
29

(?) 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
(-) 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
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
- Give examples & take notes
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
30

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
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.
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.
Or After I had used that car for ten years,
It broke down.
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
----    ----
31

Date: 13/9/2014
Period: 12
E. LANGUAGE FOCUS (cont.)
- 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:
b. Practice
Exercise 1
feedback.
2. Review the past simple and past progressive.
a. Presentation
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
32

- Past simple
+ The usage:
We use Simple Past to talk about actions and situations in
the past.
- 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.
Adverbs: at six, nine o'clock, during, while, when
b. Practice
Exercise 2
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.
Adverbs: After/ because PP, SP
Before, as, when, by the time SP, PP
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
Trước: QKHT Sau: QKĐ
Đang: QKTD, Xen vào: QKĐ
While, When (time): QKTD, QKD
5. After we _____ our work, we _____ for lunch.
A. having finish/ went B. have finished/ went
C. had finished/ went D. having finish/ going
6. Before cars _____, people _____ horses and bicycles.
A. were discovered/ had used
Example: She went to HCMC last
Sunday.
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.
Or After I had used that car for ten years,
It broke down.
Suggested answers:
33

B. discovering/ use
C. is discovered/ using
D. have been discovered / have been using
7. When we _____ there, people _____ calmly.
A. got/ are waiting B. got/ were waiting
C. got/ waited D. get/ wait
8. 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.
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
----    ----
Date: 17/9/2014
Period: 13
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.
 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
- Greeting the T
- Answer
- Do T’s requests
- Whole class
Suggested answers:
34

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
- T gets Ss to read the passage silently and do the
task 1.
- Call on some Ss to write the answer on the
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.
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
Suggested answers:
Birthday Wedding
1 
2  
3  
4 
5 
6 
7 
- Pair work
Suggested answers:
1. eight → sevenths 5. months → years
35

- 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
2. makes → eats 6. 5th
→50th
3. foods → presents 7. silver → golden
4. anniversaries → ages
- Group work
- Take note
----    ----
Date: 20/9/2014
Period: 14
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:
- Check vocabulary.
III. Warm-up: Brain-storming
Talking about the party
Yesterday I went to a party. Please ask some
- Greeting the T
- Answer
- Do T’s requests
- Whole class
Suggested answers:
36

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 …
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)
- 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
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
Asking for opinions
What do you think about …?
What’s your opinion about …?
How do you feel about …?
Do you have any opinion about …?
37

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
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
----    ----
Date: 20/9/2014
Period: 15
UNIT 3: A PARTY
C. LISTENING
- Develop such listening micro-skills as intensive listening for specific information.
 Procedure:
I. Stabilization:
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.
- Greeting the T
- Answer
- Do T’s requests
- Whole class
Group work
38

+ 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.
- 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
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
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
39

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
- 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
- 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
----    ----
Date: 24/9/2014
Period: 16
UNIT 3: A PARTY
D. WRITING
- 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.
- Greeting the T
- Answer
- Group work
40

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:
+ 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.
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:
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
41

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.
Long
- Listen and take notes
- Whole class
----    ----
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:
- Greeting the T
- Answer
- Do T’s requests
42

- Gives students 6 words and ask them to put the
words to the right columns /l/, /r/ and /h/: holiday,
library, run, help, Lisa, realize.
→Today we are going to learn the pronunciation
of the sounds /l/, /r/ and /h/.
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
admit
avoid
deny
enjoy
keep
suggest
practice
miss
begin
stop
start
continue
love
like
hate
remember
- Whole class
/ 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
43

fail
hope
refuse
hesitate
intend
learn
manage
offer
wait
seem
want
plan
consider
finish
prevent
mind
detest
risk
postpone
delay
mention
V + prep
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
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
- Individual work
Suggested answer:
1. having
2. getting
3. to tell
4. practicing
5. to see
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
----    ----
Preparation date: 23/09/2013
Teaching date: …../09/2013
Period: 18th
44

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:
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
- Greeting the T
- Answer
- Do T’s requests
- Listen
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
45

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.
- Ask Ss to revise and prepare a 45-minute written
test.
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.
- Whole class
----    ----
Tổ trưởng kí duyệt tuần 06
23/09/2013
Hứa Thị Hoài Thanh
WEEK 7th
Preparation date: /09/2013
Teaching date: /10/2013
Period: 19th
REVISION FOR THE FIRST 45-MIN TEST
46

 Objectives: By the end of the lesson, T will be able to:
- help students to revise knowledge from unit 1 to 3.
 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.
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
- Greeting the T
- Answer
- Do T’s requests
- Listen
- Represent what they’ve
learnt
- Write down and do exercises
Expected answers:
Letters in bold
47

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.”
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
48

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.
- Whole class
----    ----
Date:
Week 08
Period 20th
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.
----    ----
Period: 21st
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.
49

 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.
----    ----
Tổ trưởng kí duyệt
01/10/2012
WEEK 8th
Period: 22nd
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:
- 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”.
- Greeting the T
- Answer
- Do T’s requests
- Group work
Suggest answer:
{ Help children
{ Help the old
{ Help the poor
{ Teach poor children
Volunteer work
50

- 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
overcome (v): vượt qua, khắc phục
remote or mountainous areas: vùng xa hoặc vùng
núi
provide education : dạy học
place of interest: địa điểm tham quan
- Ask Ss to make sentences with above words to
check their understanding.
- Ask Ss to practice reading vocabulary.
- Listen and check their pronunciation.
V. While you read:
- 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.
- Speak out
- Individual work
Suggest answer:
Volunteer work
51

Task 1
- T asks Ss to work individually to do the task and
exchange their answers with other Ss.
- T asks Ss for their answers and gives the correct.
Task 2
- Ask Ss to read the statements to understand
them.
- Ask Ss to work individually to do the task, then
discuss their answers with their partners.
- Call on some Ss to give their answers and asks
other Ss to say whether they agree or disagree.
Task 3
- Ask Ss to read the questions before reading the
text carefully again to find the answers.
- Call on some Ss to write their answers on the
VI. After you read:
- Ask Ss to work in pairs to discuss the questions
in the book.
- Go around to help Ss when necessary.
- When all pairs have finished. T asks every two
pairs to share ideas.
- Call on some Ss to report their ideas to the class.
- Ask Ss to learn by heart all new words.
- Prepare next part – Unit 4: Speaking.
1. voluntary 2. voluntarily
3. volunteers 4. volunteered
- Individual work
Suggest answer:
1. A (line 1-2, para 2)
2. D (line3-4, para 2)
3. B (line3-4, para4)
4. D (last paragraph)
5. B (A: too general, C&D do not cover the whole
text)
Suggest answer:
1. They read books to the people there, play
games with them or listen to their problems.
2. They give care and comfort to them and help
them to overcome their difficulties.
3. They volunteer to work in remote or
mountainous areas.
- Pair work
- Whole class
----    ----
Period: 23rd
B. SPEAKING
- Talk about different kinds of activities related to volunteer work.
 Procedure:
I. Stabilization:
II. Check up:
- Checking Sts’ vocabularies.
III. Warm up: Slap the board
- Write words on the board:
Volunteer, voluntary, voluntarily, trại trẻ mồ côi,
- Greeting the T
- Answer
- Do T’s requests
- Group work
52

the aged, vượt qua, chịu đựng, remote, tham gia,
handicapped, disadvantaged.
- Call on some 2 group Ss. T reads aloud the word
on the board. Which team slaps the right word
fast will be the winner.
Task 1
- Ask Ss to work in pairs to decide which of the
activities in the book are volunteer work.
- Call some Ss to give their answers and asks for
comments from other students.
V. While you speak:
Task 2
- Before Ss do the task, T asks them to read the
model conversation on page 50. Then Ss read the
list of volunteer activities and the exact things
related to them.
- T can elicit or explain some words quickly.
- T requires Ss to match each activity on the left
with corresponding activities on the right.
Suggested answers:
Helping people in
mountainous
areas
- Teaching the children to
read and write
- Giving them money
Helping old or
sick people
- Cleaning up their houses
- Do their shopping
- Cooking meals
Helping
disadvantaged or
handicapped
children
- Teaching the children to
read and write
- Listening to their
problems
- Playing games with
them
- Taking them to places
of interest
Taking care of
invalids and the
families of
martyrs
- Listening to their
problems
- Clean up their houses
- Doing their shopping
- Cooking meals
Taking part in
directing the
traffic
- Directing vehicles at the
intersection
- Helping old people and
young children to cross
the road
- Ask Ss to use the suggestions to make similar
dialogues.
- After they have finished T calls on some pairs to
act out their conversation.
- T elicits feedback from the class and gives final
Suggested answers:
1. The activities are not volunteer work:
Taking part in an excursion and participating in
an English speaking club.
2. Some volunteer activities: taking part in
environmental conservation activities, donating
blood, directing traffic, guiding foreign sports
teams around when they go to Viet Nam to
compete.
- Whole class and pair work
+ war invalid ['invəli:d]: thương binh
+ martyr (n) ['mɑ:tə]: liệt sĩ
+ intersection: đường giao nhau, ngã 3, ngã tư
+ direct the traffic: hướng dẫn giao thông
- Pair work
Models:
53

comments.
Task 3
- Ask Ss to work in group to talk about a kind of
volunteer work their friends and they usually do
to help people.
- Ask Ss to read through the example in the book
before practicing talking about one activity their
partner takes part in.
- Call on some Ss to talk about the activities they
take part in.
comments.
- Learn by heart the new words.
- Prepare the next period “Listening”.
A: What kind of volunteer work are you
participating in?
B: We are taking part in directing the traffic.
A: What exactly are you doing?
B: We are directing vehicles at the intersections.
A: Do you enjoy the work?
B: Yes, I like helping people.
- Group work
Ex: Mai usually takes part in directing the traffic.
She directs vehicles at the intersections. Besides,
she helps old people and young children to cross
the road. She enjoys the work very much because
she likes helping people.
- Whole class
----    ----
Period: 24th
C. LISTENING
- Develop such listening micro-skills as intensive listening for specific information and taking notes
while listening.
 Teaching aids: Textbook, chalks, board, cassette tapes …
 Procedure:
I. Stabilization:
II. Check up:
- Ask Sts to go the board and talk about a kind of
to help people.
III. Warm up:
Competition game - Slap the board
War, invalid, martyr, intersection, the aged,
orphanage, remote, suffer.
- Ask Ss to read through the questions and
choices on page 51 and makes sure Ss understand
all them.
- Ask Ss to discuss the questions in pairs.
- Call on some Ss to report on their partner’s
answers.
- Greeting the T
- Answer
- Do T’s requests
- Whole class
- Group work
- Individual work
54

Vocabulary Pre - teaching
1. support (v) : ủng hộ
2. charity (n) : hội từ thiện
3. from time to time: thỉnh thoảng
4. raise money: quyên tiền
5. donation (n): đồ quyên góp cho tổ chức từ
thiện
6. tax : thuế
7. fund-raising activity: hoạt động gây quỹ
8. elderly (a): có tuổi, cao tuổi
9. organisation for educational development:
Task 1
Set the scene: Now you are going to listen to a
passage about Spring School, a special school in
HCM City.
- Ask Ss to read the sentences in task 1 then listen
and fill the missing information.
- Play the tape once for Ss to do the task.
- Ask for Ss’ answers and write them on the
board.
- Play the tape the second time for Ss to check
their answers.
Task 2
- Ask Ss to read the questions in task 2 before
listening to the tape again.
- Play the tape again for Ss to do the task.
- Get Ss to work in pairs and check their answers.
- Call on some Ss to give the answers and elicit
feedback from other Ss. If many Ss can’t
complete the task, T might want to let Ss listen
one more time and pause at the answers for them
to catch.
- T gets Ss to work in groups to summarize the
story about Spring School, using the suggestions.
Each group member has to take notes of the
discussion.
- T goes around to offer help and to collect Ss’
mistakes.
- Call on some Ss to present their summary.
comments.
- Ask Ss to learn by heart all new words.
- Prepare next lesson “Writing”.
- Whole class
- Individual work
Suggested answers:
1. informal
2. 30 street children
3. 250 children
4. 1998
5. volunteers ……… June
- Pair work
Suggested answers:
1. It provides classes to disadvantaged children in
HCM City.
2. Dance, theatre, singing and circus 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. Because they need help to contact sponsors and
expand the school activities.
- Group work
- Whole class
----    ----
08/10/2012
55

WEEK 9th
Period: 25th
D. WRITING
- Write a thank - you letter to a donor to acknowledge the donor’s contribution.
 Procedure:
I. Stabilization:
II. Check up:
- Ask Sts to go the board and talk about a kind of
to help people.
III. Warm up:
Quiz - a formal letter
1. You write your address in …….. of the letter.
2. The address of the receiver should be written on
…….. starting below our address.
3. We can write …….. on the right or the left on
the line after the address you are writing to.
4. When the letter starts Dear Sir/Madam, you end
it with ……..
5. When the letter starts Dear Dr Smith, you end it
with ……..
- Greeting the T
- Answer
- Do T’s requests
OUTLINE ÚT NHI
- Group work
Suggested answers:
1. the top left - hand corner
2. the left
3. the date
4. Yours sincerely,
5. Yours sincerely,
6. contractions
56

6. It is not a good idea to use …….. such as I’m or
can’t.
Task 1
- Ask Ss to read the sample letter on page 52 and
discuss the purpose(s) of the letter in pairs.
- Call on some Ss to give the answers.
- Ask Ss to read the letter again and do task 1
individually.
- T checks Ss’ answer by asking some Ss to read
their answer out loud.
- Elicit corrective feedback from other Ss and give
the correct answers when necessary.
V. While you write:
Task 2
- Before Ss write the letter, T asks them to read the
instruction carefully.
- T gets Ss to write the letter in 15 minutes.
- Go around to observe and to offer help.
Feedback on Ss’ writings
- Ask Ss to exchange their writing with another
student for peer correction.
- Go around and collect mistakes and errors.
- Collect some writings for quick feedback.
- Write Ss’ typical errors on the board and elicits
self and peer correction.
- Finally, T provides general comments on the
letter.
- Ask Ss to improve their writing, taking into
consideration their friends.
- Prepare next lesson “Language focus”.
- Pair work
Suggested answers:
- The sample letter is written to thank a donor for
donating money.
donor /'dounə/: người cho, người tặng
- Individual work
- The opening of the letter: sentence 1
- The donated amount: sentence 1
- The way the money is used: sentence 2
- The way the receipt is issued: sentence 3
- The gratitude on the donor: sentence 4
- The closing of the letter: yours faithfully
- Individual work
9 Chuong Duong Street
Hoan Kiem District
Hanoi
30 May, 2007
Dear Sir,
On behalf of New Future School, I would like to
thank you for your generous donation of VND 1
million. Your contribution will make it possible for
us to build our school library. A good library can
help the students very much in their studying. We
will issue a receipt as soon as possible.
Once again thank you very much for your
kindness. We hope to receive more assistance and
cooperation from your company in the future.
I look forward to hearing from you soon.
Yours faithfully,
Le Thi Hoa
Principal of New Future School.
- Whole class
- Whole class
----    ----
57

Period: 26th
E. LANGUAGE FOCUS
- Distinguish the sound /w/ and /j/.
- Use gerunds, present participle, perfect gerunds and perfect participles appropriately.
 Procedure:
I. Stabilization:
II. Check up:
- Checking some Sts’ writing
III. Warm up:
- Bring along a yardstick and whistle to show Sts
and ask them what the things are.
IV. Pronunciation:
Pronouncing the two sounds separately
/w/: is a voiced labial-velar approximant. It is
articulated with the back part of the tongue raised
toward the soft palate and the lips rounded.
/j/: is a voiced palatal approximant. It is
articulated with the middle or back part of the
tongue raised against the hard palate.
- T plays the tape (or reads) once for Ss to hear
the words containing these two sounds. Then T
plays the tape (or reads) again and this time asks
Ss to repeat after the tape (or T).
Pronouncing words containing the sounds
- T asks Ss to practice pronouncing the words in
pairs.
- T asks some Ss to pronounce the words and
gives correction if necessary.
Practicing sentences containing the target
sounds
- T reads the sentences and asks Ss underline the
words with the sounds and write /w/ and /j/ under
them.
- Ask Ss to practice the sentences in pairs.
V. Grammar:
1. Gerund (4)
Presentation
Review the form and uses of gerund. The gerund
can be used:
a. as a subject of the sentences
b. as the complement of the verb “to be”
c. after prepositions
d. after a number of “phrase verb” which are
composed of a verb + preposition/adverb
to look forward to, to give up, to be for/against, to
take to, to put off, to keep on …
e. in compound nouns:
- Greeting the T
- Answer
- Do T’s requests
- Guess the objects
- Whole class
- Individual work
- Pair work
Give examples:
- Reading helps you learn English.
- Her favorite hobby is reading.
- She is good at learning English.
- I look forward to hearing from you soon.
- He kept on asking for a discount. (giảm giá)
- I can’t stand being stuck in traffic jams.
- It’s no use/good trying to persuade him.
58

a driving lesson, a swimming pool, bird- watching
f. after the expressions:
can’t stand/ help, it’s no good/ use, it’s worth …
Practice
Exercise 1
- T asks Ss to do exercise 1 individually and then
compare their answers with another student.
- T calls on some Ss to read out their answers.
- T elicits peer correction and gives correct
answer if necessary.
2. Present participle (7)
Presentation
The present participle is used in the following
ways:
a. as part of the continuous form of a verb
b. after verbs of movement/position in the pattern:
verb + present participle
c. verb + object + present participle
d. as an adjective
e. verb + time/ money expression + present
participle
f. catch/find + object + present participle
g. to replace a sentence or part of a sentence or
part of a sentence
XEM SÁCH CHỊ THẮM
Practice
Exercise 2
- Ask Ss to do exercise 2 in pairs.
- Ask them to compare answers with another pair.
- Call on some Ss to go to the board to write their
answers.
- Ask the other Ss to feedback and give correct
answers.
3. Perfect gerund and perfect participle
Presentation (2 dòng)
a. Perfect gerund
Form: having + PP
Use:
- It can be used instead of the present form of the
gerund when we are referring to a past action.
Ex: He was accused of deserting his ship = he
was accused of having deserted his ship.
- It also is used to emphasize completion in both
the past and the future.
Ex: The retired teacher recalled having taught.
b. Perfect participle
Form: having + PP
Use:
+ The perfect participle can be used instead of the
present participle when one action is immediately
followed by another with the same subject.
(Phân từ hoàn thành có thể được dùng thay cho
hiện tại phân từ trong câu có hai hành động xảy
- Whole class
Suggested answers:
1. listening 2. bending 3. behaving
4. meeting 5. spending 6. waiting
7. starting
- Whole class take note
Give examples:
- I am working/ She was dancing.
- I go shopping everyday.
- He came running towards me.
- I heard someone playing the guitar
I can smell something burning.
- It was an interesting film.
It’s a bit worrying when the police stop you.
- I spend 2 hours doing this exercise.
Don’t waste time playing computer games.
- If I catch you stealing my apples again, I’ll tell
your parents.
- We found our dog lying in the bathroom.
- Singing to himself, he walked down the road.
- Pair work
Suggested answers:
1. burning/rising 2. reading 3. lying
4. shopping 5. preparing 6. trying
7. modernizing
- Nó được dùng để thay thế hình thức hiện tại của
danh động từ khi chúng ta đề cập đến một hành
động trong quá khứ.
- Nó còn dùng để nhấn mạnh sự hoàn thành của
hành động ở cả quá khứ và tương lai.
Ex: Switching off the light, we went to bed=
Having switched off the light, we went to bed.
59

ra liên tiếp nhau cùng một chủ ngữ)
+ The perfect participle emphasizes the first
action is complete before the second one starts.
(Phân từ hoàn thành còn nhấn mạnh hành động
thứ nhất hoàn thành trước khi hành động thứ hai
bắt đầu)
+ The perfect participle is necessary when there is
an interval (khoảng thời gian) of time between the
two actions.
(Nhất thiết phải dùng phân từ hoàn thành khi có
một khoảng thời gian giữa hai hành động)
+ It is also used when the first action covered a
period of time.
(Nó được dùng khi hành động đầu tiên kéo dài
trong một khoảng thời gian)
Ex: Having been ill for a long time, he
appreciated his health more.
Practice
Exercise 3
- T asks Ss t to do exercise 3 individually and
then compare their answers with another student.
- T calls on some Ss to read out their answers.
- T elicits peer correction and gives correct
answer if necessary.
VI. Free-Practice:
1) The girl ______ behind you is naughty.
A. is standing B. standing
C. stood D. stands
2) ______ for twelve hours, I felt marvelous.
A. Having slept B. Have slept
C. Having been slept D. Have been slept
3) By the time their baby arrives, the Johnson
hope ______ decorating the new nursery.
A. having finishedB. to have finished
C. having been finished D. to have been finished
- Ask Ss to learn by heart all points that have been
covered in the lesson and give more examples.
- Prepare next lesson “Reading – Unit 6”.
Ex: She bought a bike and cycled home.
Having bought a bike, she cycled home.
Ex: Having failed twice, he didn’t want to try
again.
Ex: He had been living there for such a long time
that he didn’t want to move to another town.
Having lived there for such a long time that he
didn’t want to move to another town.
- Individual work
Suggested answers:
1. having made 2. having been 3. having been
4. having tied 5. having read 6. having taken
- Whole class
Suggested answers:
Letters in bold
- Whole class
----    ----
SỞ GIÁO DỤC VÀ ĐÀO TẠO GIA LAI
TRƯỜNG THPT LÊ HỒNG PHONG
Môn: English. Lớp: 11 …… (Chương trình Chuẩn)
Thời gian làm bài: 15 phút (Không tính thời gian phát đề)
(Mã đề: 1)
Name: ..........................................................................
A. PHONETIC
I. Choose the word whose underlined part is pronounced differently from that of the other
words. (1m)
1) A. water B. window C. whole D. whale
2) A. uniform B. useful C. under D. university
II. Choose the word that has stress pattern different from that of the other words. (1m)
3) A. volunteer B. nation C. college D. hospital
4) A. support B. suffer C. suggest D. succeed
60

B. VOCABULARY AND GRAMMAR
Choose the best answer to complete each sentence. (6ms)
5) Each nation has many people who voluntarily take care ______ others.
A. in B. on C. to D. of
6) Some high school students take part in helping the handicapped.
A. participate B. complete C. experience D. support
7) He was accused of ______ his ship two months ago
A. deserting B. having deserting C. having deserted D. deserted
8) Touch your toes without ______ your knees
A. bending B. bend C. bends D. To bend
9) The new law allows school districts to spend more money on less ______ children.
A. advantageous B. disadvantageous C. advantaged D. disadvantaged
10) He dreamed of ______ his 20th
birthday party held on a luxury boat.
A. have B. having C. had D. to have
11) Would you like ______ me some tea?
A. make B. to make C. making D. made
12) She smelt something ______.
A. burned B. burning C. to burn D. burns
13) They spend much time ______ their homework
A. doing B. do C. making D. make
14) I would like to express my thanks ______ the donation from your company
A. to B. on C. for D. of
15) The school requires ______ to help organize their fund-raising dinner
A. volunteers B. voluntary C. voluntarily D. volunteered
16) The children admitted ______ the glass
A. break B. breaking C. having broken D. have broken
C. WRITING (2ms)
Rewrite the sentences beginning with an appropriate participle (present or past perfect)
1. He had spent his childhood in Oslo, so he knew the city well.
 Having spent his childhood in Oslo, he knew the city well.
2. Because I was walking quickly, I soon caught up with her.
 Walking quickly, I soon caught up with her.
3. The house was built of wood, so it was clearly a fire risk.
 Built/ Being built of wood, the house was clearly a fire risk.
4. Keith spent a lot of time filling in job application forms because he was unemployed.
 Being unemployed, Keith spent a lot of time filling in job application forms.
 Answer keys: Letters in bold
----    ----
Period: 27th
UNIT 6: COMPETITIONS
A. READING
- Develop such reading micro-skills as scanning for specific ideas and identifying meaning in text.
- Use the information they have read to discuss the related topic.
 Teaching aids: Textbook, handouts, pictures about competitions …
 Procedure:
I. Stabilization:
II. Check up:
- Greeting the T
- Answer
61

- Ask Sts to go the board and talk about the usage
of gerund and present participle.
III. Warm up:
- Get Ss to work in pairs, matching the 4 given
competition with the correct pictures on page 66.
- Get Ss to tell which of these competition they
like most and why. T gets Ss to name some other
competitions that they know or have ever
participated in and elicits their comments on the
events.
- Introduce the topic of the lesson and get Ss to
work in pairs and answer the questions on page
67.
- Call on some Ss to answer the questions. Ask Ss
to give reasons for their answers. T helps Ss to
express their ideas.
Vocabulary pre- teach OXFORD
representative (n) [,repri'zentətiv]:
competition (n) [,kɔmpə'ti∫n]:
to compete against / with somebody in / for
something
competitive (a) [kəm'petətiv]:
competitor (n) [kəm'petitə]:
to take part in st/doing st = to participate in
st/doing st
stimulate (v) ['stimjuleit]→stimulation (n)
annual (a) ['ænjuəl] = yearly
sponsor (v,n) ['spɔnsə]:
judge (n) ['dʒʌdʒ]:
announce (v) [ə'nauns]:
- Ask Ss to practice the new words and make
sentences from the new words.
- Then ask Ss to guess what they are going to read
about.
V. While you read:
Set the scene: You are going to about a school’s
competition.
Task 1
- Get Ss to read the passage silently and then do
Task 1.
- Check the answers with the whole class.
- Check Ss’ understanding 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.
- Ask them to read carefully the passage again.
- Then T gets Ss to check their answer with a
partner.
- Call on some Ss to read aloud their answers and
- Do T’s requests
- Pair work
a. Quiz: Road to Mount Olympia
b. London Marathon
c. Sao Mai Television Singing contest
d. Olympic Games
- Pair work
Suggested answers:
1. Yes, Because I want to overcome myself.
2. Yes, I do. I like to win in Quiz: “Road to Mount
Olympia”.
3. No, it isn’t. Because I think the most important
thing is having a chance to participate in a
competition, learning from other competitors and
enjoy ourselves.
người đại diện
cuộc thi đấu
tranh đua với ai
có tính cạnh tranh
người thi đấu
tham gia
khuyến khích
hàng năm
đỡ đầu, bảo trợ
giám khảo
thông báo
- Individual work
Suggested answers:
1. d 2. f 3. e 4. c 5. b 6. a
Suggested answers:
1. The representatives of 3 classes of the
(speaker’s) school.
2. The aim was to stimulate the spirit of learning
62

ask them to explain their choices.
- Give the correct answers.
Task 3
- Ask Ss to read Para 5 again and complete the
sentences.
VI. After you read:
- T reads the poem aloud once or twice and get Ss
to repeat each line after her/him.
- Let Ss practice reciting the poem in their own
groups.
- Call on different groups to read the poem and
ask the class to decide who the best performers
are.
- Ask them to translate the poem into Vietnamese.
- Ask Ss to learn by heart the new words and
make sentences from them.
- Prepare next lesson “Speaking”.
English among students.
3. The Ss’ Parents Society.
4. They had to complete 5 activities in all. On
competition of each activity, they had to answer
the questions in the worksheets within 2 minutes.
5. They had to observe and score the Ss’
performance. A maximum score for each activity
was 15. At the end of the competition they would
announce the total score of each group. The
group that got the highest scores will be the
winner.
6. A set of CDs for studying English and an
Oxford Advanced Learner’s Dictionary.
- Group work
patter ['pætə]: tiếng tí tách, tiếng lộp độp (mưa
rơi)
Window – pane /'windou'pein/ ô kính cửa sổ
Suggested answers:
1. …. to recite/complete the poem because he
could not remember the last sentence.
2. …. became the winner of the competition.
3. …. 60 points.
4. …. “For me the important thing was our
participation in the competition and the
enjoyment we had from it”.
- Whole class
- Whole class
----    ----
15/10/2012
63

WEEK 10th
Period: 28th
B. SPEAKING
- Ask for and give information about types of competitions.
- Talk about a competition or contest.
 Teaching aids: Textbook, handouts, pictures about competitions …
 Procedure:
I. Stabilization:
II. Check up:
- Asking a student to read the passage, answer T’s
questions.
III. Warm up:
Handouts: General knowledge quiz
- T delivers the handouts in which have the
questions for Ss to choose the correct answers.
1. Which language has the most native speaker?
a. Bengali b. English
c. Mandarin Chinese d. Spanish
2. What is the largest country (by area) in the
world that has a land border with only one other
country?
a. Australia b. Canada
c. India d. United States
3. In which country will the 2008 Olympic Games
held?
a. China b. Germany
c. Greece d. United States
4. In which country is Mount Everest?
a. Tibet b. Nepal
c. Finland d. Switzerland
5. Which continent has the biggest population?
a. Africa b. Europe
c. America d. Asia
Task 1
- Introduce the task and gets Ss to do it
individually.
- Explain the meaning of the new words.
- Call on different pairs to report their answers. T
should encourage them to explain why they like
or dislike a game/contest and help them to express
their ideas when necessary.
V. While you speak:
Task 2
- Introduce the task and call on one or two pairs
- Greeting the T
- Answer
- Do T’s requests
- Group work
Suggested answers:
6. Which famous pop musician sang at Princess
Diana’s funeral?
a. Mariah Carey b. Elton John
c. Ricky Martin d. Celine Dion
7. Which is the nearest star?
a. The Moon b. Jupiter
c. The Sun d. Mars
8. Who discovered America?
a. Christopher Columbus b. James Cook
c. Great Khan d. King Henry VIII
9. Who wrote the song entitled “Yesterday”.
a. John Lennon b. Paul McCartney
c. Yoko Ono d. George Harrison
10. How many legs does a butterfly have?
a. 3 b. 4 c. 5 d. 6
Answer:
1. c 2. b 3. a 4. b 5. d
6. b 7. c 8. a 9. b 10. d
Ex:
My partner likes…..but I dislike it
Both of us like/dislike…..
Neither my partner nor I like…..
Neither of us like…..
- Pair work
64

of Ss to read aloud the sample dialogue.
- Ask Ss to read the useful expression on page 69
and explain the new words.
- Giving more structures:
Asking for opinions:
What do you think about…..?
What your opinion about…..?
How do you feel about…..?
Do you like…..?
Giving opinions
I think…..is/ are good/ fun/ great/ wonderful/
perfect/ interesting
I think in my opinion…..
From my point of view…..
As I see it…..
- Put Ss into pairs and get them to make similar
dialogue, using the structures they have learnt.
- Go around to check and to offer help.
- After that T calls on some pairs to perform their
dialogue.
Task 3
- Put Ss in groups of 3 or 4. T tells each group to
choose a famous TV game or competition and
work out details about it.
- Go around to check and to offer help.
- After Ss have finished, T call on each group to
come the front. The whole class will ask
questions about the game/contest and guess what
game, contest it is.
- Ask Ss to write a paragraph about a game show
they like.
- Prepare next lesson “Listening”.
- Group work
- Whole class
- Whole class
----    ----
Period: 29th
C. LISTENING
- Develop extensive listening skills.
- Use the information they have listened to for other communicative tasks.
 Procedure:
I. Stabilization:
II. Check up:
- Ask Sts to go the board and talk about a
competition or contest you have recently joined or
- Greeting the T
- Answer
- Do T’s requests
65

seen.
III. Warm up: Jumbled words
- T divides the class into groups of 3 or 4.
- Give each group one card containing 10 words
whose letters are jumbled and ask Ss to rearrange
the letter to make good words. The group which
finishes the task first with the most correct words
will be the winner.
The card
1. tohamarn 2. sifihn 3. renurn
4. chiatelt 5. crae 6. conpahim
7. nurning 8. centadis 9. storp
10. cirang
- T uses the picture in the textbook to introduce
the topic:
+ What event is it?
+ Where do you think the Boston Marathon might
take place?
+ What is the Boston Marathon?
+ Who do you think can take part in the Boston
race?
Task 1
Instruction: You are going to listen about the
Boston Marathon. Listen and answer T/F
questions. Put a tick in the appropriate box.
- Before listening, ask Ss to read through the
statements to understand them and underline keys
words.
- Play the tape once for Ss to listen and do the
task.
- Check the answer with the whole class. If many
Ss cannot answer the questions, T plays the tape
one or two more times and pauses at the answer
for them to catch.
Task 2
- T asks Ss to read through the questions in task 2.
- Play the tape again for Ss to answer the
questions.
- Get Ss to check their answer with a partner.
Then T checks with whole class. T should play
the tape again and pause at difficult points if
many Ss cannot complete the task.
- Ask Ss to talk about a famous Vietnamese
runner or sportsman/ sportswoman that they like.
- Put Ss in small group of 3 or 4.
- Ask each group will prepare a short biography
of a famous Vietnamese runner (or sportsman)
- Group work
Suggested answers:
1. marathon 2. finish
3. runner 4. athletic
5. race 6. champion
7. running 8. distance
9. sport 10. racing
- Whole class
Suggested answers:
+ We can see two athletes
+ Boston Marathon
+ USA
+ It is held in the USA.
+ It began at the end of the 19th
century.
+ The Boston race is about 42 km.
+ Runners have to go through 13 towns during the
race.
+ Athletes
- Individual work
Suggested answers:
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)
- Individual work/ pair work and whole class
Suggested answers:
1. New York
2. In 1972
3. 8
4. 6164
- Work in group
66

and do not let other group know who is this
person is.
- Go around the class to check and offer help.
- After finishing, T calls on the representative of
each group to talk about their favourite
sportsman/ woman.
- Listen and take notes of Ss’ errors. T provides
corrective feedback after that.
- Do exercises in workbook.
- Prepare next lesson “Writing”.
- Whole class
----    ----
Period: 30th
D. WRITING
- Write a letter to reply to the request of information.
 Procedure:
I. Stabilization:
II. Check up:
- No checking.
III. Warm up: Hang-man game
- T revises the vocabulary Ss learned in last
lessons.
Ex: competition, representative …
Task 1
- T asks Ss if they want to participate in a
competition, what information about the
competition they would like to know and would
look for. T writes the answers on the board.
- T gets Ss to read the letter in task 1 individually.
- Ask Ss to indentify who wrote the letter, for
what purpose, what information she requested and
compare their answers with the ideas on the
board.
Some structures
V. While you write:
- T gets Ss to read the requirement of task 2 and
work out with a peer what they need to include in
the reply letter and what kind of language(formal
or informal) they need to use.
- Get Ss to write their own letters in 10 minutes.
- T then asks Ss to get in pairs, exchange their
letters and correct each other.
- Greeting the T
- Answer
- Group work
- Individual work
Suggested answers:
When? (the date and time)
Where? (the venue)
Who? (who can participate, who are the hosts/
judges, who to contact … ect)
How? (how to apply to participate, how the contest
proceeds, how the candidates’ performance is
assesses … etc)
What? (what is expected of the candidates, what
the award is)
Suggested writing 2:
English for the World
106 Tran Hung Dao St, Hoan Kiem District
Hanoi
October 18,2007
Dear Thu Trang,
67

- T goes around to offer help.
Suggested writing 1:
28th
October, 2007
Dear Thu Trang,
Thank for your letter and welcome to our
English Speaking Competition. Here are some
details about the competition:
The number of participants is limited - just 25.
The competition is held on 25th
November 2007,
at 106 Tran Hung Dao Street, Hoan Kiem
District, Hanoi. It starts at 8:00p.m. Contestants
should be present one hour before the
competition for registration.
For more information please contact me on the
phone number(04) 9838188, and email:
Englishclub06@yahoo.com
Best wishes,
Kate Johnson
Secretary
- T chooses one or two letters and reads it/them to
the class.
- Then T elicits corrective feedback from the class
and gives final comments afterwards. T should
draw Ss’ attention to the format of the letter, the
organization of ideas and language use.
- T asks Ss to revise their letters according to their
peer’s suggestions and submit for making in the
next lesson: “Language focus”.
Thank you for your interest in our English
Speaking Competition. Here is the information
that you request.
Date and time: 8:30p.m, October 25, 2006
Venue: 106 Tran Hung Dao
Number of participant: 25
Entry procedure: Candidates fill an application
form to participate.
We encourage you to apply to participate by
4p.m, October 20. Because this year we limit the
number of participants to only 25, application
submitted late will not be considered.
For further information, please contact me on
9838188 or email me at
Englishclub06@yahoo.com
We wish you good luck at the contest and look
forward to seeing you there.
Best regards
Kate Johnson
Secretary
- Whole class
- Whole class
----    ----
22/10/2012
Hứa Thị Hoài
Thanh
68

WEEK 11th
Period: 31st
E. LANGUAGE FOCUS
- Distinguish the clusters /tr/, /dr/, /tw/ and pronounce the words and sentences containing them
correctly.
- Understand reported speech with gerund and use these structures to solve communicative tasks.
 Procedure:
I. Stabilization:
II. Check up:
- Checking some Sts’ writing.
III. Warm up: Jumbled words
citraff → traffic
velrta → travel
vedri → drive
tytenw → twenty
kindr → drink
IV. Pronunciation:
Distinguish sounds:
- T models the three clusters /tr/, /dr/, /tw/ for few
times and explains how to pronounce them.
- T gets Ss to read the words in each column out
loud in chorus for a few more times. T listens and
corrects if Ss pronounce the words incorrectly.
Practicing sentences containing the target sounds:
aloud the given sentences.
- Go around to listen and to take notes of the
typical errors.
- Call on some Ss to read the sentences again and
provides corrective feedback.
V. Grammar:
Presentation
Reported speech with gerund
Form: V + (O) + Preposition + (not) + V-ing
The usage: We usually use a gerund structure to
report thanking, apologies, accusations, and so on.
Verbs: accuse (sb) of, apologize (sb) for, insist
on, congratulate (sb) on, dream of, warn (sb)
against, prevent (sb) from, thank (sb) for,
- Greeting the T
- Answer
- Do T’s request
- Whole class
- Individual work and whole class
- Pair work
- Whole class take note and give examples
Ex: “Sorry, I’m late”.
→ She apologized for being late.
Ex: “I didn’t do that”.
→ She denied doing that.
Ex: “It was nice of you to help me. Thank you
very much”.
69

suspect (sb) of …
Note: We don’t use “say” in this structure.
- Some verbs do not need a preposition:
+ stop, admit, suggest, deny, mention, propose
(đề nghị) …
Chia làm 3 loại
Practice
Exercise 1:
- T gets Ss to do the exercise 1 individually and
then find a partner to check their answers.
- T checks with whole class and provides
Exercise 2:
- T gets Ss to do the exercise 1 individually and
then find a partner to check their answers.
- T checks with whole class and provides
- T gives some verbs/phrase verbs: thank … for,
admit, warn … about/against, dream of, think of,
apologize for … and asks Sts to make a sentence
with these verbs/these phrase verbs.
- T checks St understanding of the instructions.
- T goes around to give help Sts.
- T summarizes the main points of the lesson.
- Ask Ss to revise reported speech with gerund
and do exercises in the workbook.
- Prepare next lesson “Test yourself B”.
→ Tom thanked me for helping him.
Ex: “Shall we pick you up at school?”
→ They suggested picking me up at school.
- Individual work, pair work and whole class.
Suggested answers:
1. John congratulated us on passing our exam.
2. Mary apologized for not phoning me earlier.
3. Peter insisted on driving Linda to the station.
4. The teacher accused the boy of not paying
attention to what he had said.
5. Bob has always dreamed of being rich.
6. I warned Ann against staying at the hotel near
the airport.
7. Her mother prevented Jane from going out that
night.
8. Miss White thanked Jack for visiting her.
- Individual work, pair work and whole class.
Suggested answers:
1. Tom insisted on paying for the meal.
2. Mr. and Mrs. Smith looked forward to meeting
their children soon.
3. The boy denied breaking the window of the
woman’s house.
4. The policeman stopped the customer from
leaving the shop.
5. The thief admitted stealing Mrs. Brown’s car.
6. Ann suggested having a party the next
Saturday.
7. John and his wife were thinking of buying the
house.
- Whole class
Ex: Lan thanked her mother for giving her a bike
on her birthday.
- Whole class
----    ----
Period: 32nd
TEST YOURSELF B
70

- revise all the language skills and grammatical points which they have studied and used in the three
units: 4, and 6.
 Teaching aids: Textbook, handouts, cassette tape and player …
 Procedure:
I. Stabilization:
II. Check up:
- Call on some Sts to check: the usages of gerund
and present participle, the structures of reported
speech with gerund.
III. Warm up:
- Ask students something about the test yourself
B.
* Have you prepared it at home?
* Have you got any difficulties?
IV. TEST YOURSELF:
I. Listening:
- Ask students to read all the sentences first.
- Ask students to listen to the tape once.
- Ask students to listen again and speak out the
statements are true or false.
- Ask students to listen in the third time, the work
in groups to compare and discuss the answers
with each others to find the correct answers.
II. Reading:
- T asks pupils to work in groups to compare the
answers they have already done to find the correct
ones.
- Give the correct answers to the class:
III. Grammar:
a/ Ask students to listen and put a tick in the right
box.
- Keys:
a/ 1. play; 2. drive; 3. twice; 4. proud.
- Let students finish each of the following
sentences in such a way that it has the same
meaning as the original sentence.
- Keys:
b/ 1. talking; 2. to go; 3. smoking; 4. saying; 5.
do; 6. going.
IV. Writing:
- Call the students to read the suggested sentences
in front of the class.
- Check their writings and help them correct the
mistakes if they’ve made.
- Greeting the T
- Answer
- Do T’s request
- Read the questions
- Listen to the tape
- Listen again and say the statements are true or
false
- Listen and discuss in groups to find the correct
answers:
1. A, 2. B, 3. D, 4. C, 5. B.
- Work in groups to discuss about the passage.
- Write the answers on the board.
- Listen to the teacher and correct the answers.
Keys: 1. D, 2. B, 3. B, 4. C, 5. C.
- Work in groups
- Compare the results with the other groups.
- Show the answers in front of the class.
- Observe the keys and correct their answers.
Sample writing:
“Road to Mount Olympia” is a very popular
competition for high Ss in Vietnam. It is a general
knowledge quiz, which debuted on VTV3 in 1999
and since then has been aired at 10:30a.m every
Sunday on the same channel. The show is
sponsored by LG Corp and hosted by several
popular speakers such as Ta Bich Loan, Luu Minh
Vu, and Tung Chi.
The competition lasts one year and consists of
71

- Ask students:
+ to study all the lessons again.
+ to get ready for the 45 minute-test in the next
period.
52 qualifying sessions and a final. There are 4
competitors in each session. These are the
representatives of different schools around the
country. They are asked Qs about sciences and
arts. The winner of each weekly session can go to
the monthly session and compete with other Ss to
win a place at the quarterly session. The winners
of the quarterly session can go to the final. The
winner of the final will receive a large cash prize.
I like the show very much because I can learn a
lot from the Qs asked in it.
- Study all the lessons again.
- Get the knowledge ready for the coming test.
----    ----
Period: 33rd
REVISION FOR THE SECOND 45-MIN TEST
- help students to revise knowledge from unit 4 and unit 6.
 Procedure:
I. Stabilization:
II. Check up:
learnt before.
 Have you prepared it at home?
 Have you got any difficulties?
IV. New lesson:
2. Pronunciation of /w/, /j/ and /dr/, /tr/ and /tw/.
3. Grammar:
- Gerund and present participle.
- Perfect gerund and perfect participle.
- Reported speech with gerund.
- T presents some kinds of exercises:
I/ Choose the best answer to complete these sentences below.
1. She was able to ______ all the tasks assigned to her.
A. keep on B. set up C. put off D. carry out
2. We managed to ______ over $4,000 through donations and other
events.
A. deposit B. donate C. raise D. exchange
3. Laura reminded her roommate ______ her alarm clock for 6:00.
A. to set B. setting C. to be set D. of setting
- Greeting the T
- Answer
- Do T’s requests
- Listen
- Represent what they’ve
learnt
Expected answers:
Letters in bold
72

4. The boy had found a wallet in the street, and then he ______ to
return it to the loser.
A. tried B. had tried C. was trying D. had been trying
5. The two children blamed each other ______ the window.
A. to break B. breaking C. for breaking D. having broken
6. The government has spent £1 million on an advertising ______ to
encourage energy conservation.
A. campaign B. promotion C. operation D. competition
7. No one could ever accuse this government ______ about the
poor.
A. not caring B. of not caring C. for not caring D. not to care
8. I heard the tyre ______ and then the lorry skidded across the
road.
A. burst B. bursting C. be burst D. being burst
9. I was ______ to find that the film was quite ______.
A. surprised - frightening B. surprised - frightened
C. surprising - frightening D. surprising - frightened
10. Our education will help with the ______ of knowledge for the
young.
A. rich B. riches C. richness D. enrichment
11. I don't remember ______ of the decision to change the company
policy on vacations. When was it decided?
A. telling B. being told C. to tell D. to be told
12. ______ six months for the washing machine to be delivered, I
decided to cancel the order.
A. Waiting B. Having waited C. Being waited D. Waited
13. Many firms are now struggling to survive in a highly ______
marketplace.
A. competing B. competition C. competitive D. uncompetitive
14. The ______ will observe and score your performance in the
contest.
A. judges B. contestants C. sponsors D. winners
15. ______, she went home early.
A. Feel not well B. Having felt not well
C. Feeling not well D. Not feeling well
16. He congratulated the team ______ all their games.
A. to win B. winning C. for their winning D. on having
won
17. I often ______ of being famous when I was younger.
A. accused B. dreamed C. pretended D. assured
II. Rewrite the following sentences so that the meaning of them don’t
change.
1. She crossed the road. I saw her.
→ I saw her………………………………………………….
2. I knew that he was poor. I offered to pay his fare.
→ Knowing that ……………………………………………
3. He was foolish. He left the firm.
→ He was ……………………………………………………
4. The film was boring. I didn’t watch it.
→ The film ………………………………………………….
5. He found no one at home .He left the house in a bad temper.
→ Finding …………………………………………………..
- Individual work
Expected answers:
1. crossing the road.
2. he was poor, I offered …
3. foolish, leaving the firm.
4. was boring to watch.
5. no one at home, he …
5. a lot of books to read.
73

6. My son has a lot of books that he can read.
→ My son has………………………………………………
III. Read the passage and then answer the questions that follow.
Last Monday morning, Mrs. Brown was in her bedroom getting
ready to go to work when suddenly she saw a mouse, so she
screamed and jumped up on a chair because she was frightened. Then
she had a good idea. She jumped up and ran downstairs to get her cat,
Tiger.
At first she couldn’t find him anywhere, but finally she found him
under the kitchen table. Quickly, she grabbed him under her arm and
run back upstairs, Mrs. Brown hurried into the bedroom and put
Tiger on the floor. Then she got up on the chair again. Unfortunately,
Tiger was scared too, so he leapt onto her shoulder. That is a coward!
1. What happened to Mrs. Brown last Monday?
…………………………………………………………….
2. What did she name her cat?
…………………………………………………………….
3. What did her cat do when she got up on the chair again?
…………………………………………………………….
4. What do you think of her Tiger?
…………………………………………………………….
Make complete sentences using the cues below.
1. It/ kind/ you/ help me
…………………………………………………………..
2. The friendship/ one/ most/ important things
…………………………………………………………..
3. My /personal experience/ robbing/ beautiful pen/ my friend
…………………………………………………………..
- What you have learnt in Unit 4 and 6.
- Prepare ONE PERIOD TEST 2.
- Pair work
Expected answers:
1. Last Monday, Mrs. Brown
was in her bedroom getting
ready to go to work when
suddenly she saw a mouse.
2. Tiger.
3. Tiger was scared too, so he
leapt onto her shoulder.
4. He is so cowardly.
- Whole class
Expected answers:
1. It’s very kind of you to help
me.
2. The friendship is one of the
most important things.
3. My personal experience is
robbing the beautiful pen of my
friend.
- Whole class
----    ----
29/10/2012
74

WEEK 12th
Week 12
Period 34th
THE SECOND 45-MIN TEST
 Objectives: To evaluate Sts’ understanding that they’ve learnt in Unit 4 and 6.
 Method: Well-observed without cheating.
 Teaching aids: T copies tests for all Sts.
 Procedures:
Present the test here.
----    ----
Period: 35th
TEST CORRECTION 2
 Objectives: The Sts can evaluate their knowledge that they’ve learnt in Unit 4 and 6.
 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.
----    ----
Period: 36th
UNIT 7: WORLD POPULATION
A. READING
75

 Objectives: By the end of the lesson, Sts will be able to:
- Develop such reading micro-skills as scanning for specific ideas and guessing meaning in context.
 Procedure:
I. Stabilization:
II. Check up:
- Asking 2 students to recall some grammar points
that they have learnt before.
III. Warm up: Lucky number
1. Can you sing a song?
2. Lucky number
3. The noun of populate
4. Which continent has the biggest population?
5. The synonym of “country” - nation
- Discussing the pictures
Ask Ss to look the pictures on page 80 then answer
the questions:
 Who can you see in the first picture?
 How many children does the man have?
 How is the house which his family live in?
 What does the man do to earn his living?
 What do two pictures tell you?
Pre – teaching vocabulary OXFORD
to double: tăng gấp đôi
average (a): bình thường, trung bình
birth-control methods: các biện pháp hạn chế sinh
sản
family planning: kế hoạch hóa gia đình
It is time sb did st: đã đến lúc ai đó phải làm gì
Ex: It is time he came back home
to continue to do st
Ex: It continued to rain heavily
V. While you read: Setting the scene
You are going to read a passage about the world
population. While you read, doing the tasks in text
book.
Task 1
- Ask Ss to read the words in the box then
complete each sentence with a suitable word.
- Ask Ss to work individually to do the task.
- Ask Ss to exchange their answers with other Ss.
- Call some of them to answer and give the
feedback.
Task 2
- Greeting the T
- Answer
- Do T’s requests
- Group work
- Pair work
Suggested answers:
 A family with too many children.
 6 children.
 They live in an old mud and draw cottage.
 He is unemployed so he has to do manual
work.
 The first picture tells us that if we have a big
family, we may not support our children properly
and give them a good life and education.
 The second picture indicates that population
explosion can lead to poverty and unemployment.
- Take notes and practice reading vocabulary
- Pay attention
Suggested answers:
1. although 5. figures
2. method 6. limit
3. increases 7. international
4. resources 8. control
76

- Ask Ss how to do this task and ask them to read
the questions and underline key words before
answering them.
discuss their answers with their peers.
- Call on some Ss to give their answer and ask
them to explain their choices. T elicits feedback
from other Ss and gives the correct answers.
VI. After you read:
- T writes the name of ten countries on the board
and asks Ss to work in pairs to order these
countries according to their population.
Number 1 is the most populated country. And
which is the richest, which is the poorest of them,
which is in Asia (South America, North America
Europe, Africa)
Indonesia Russia
China Japan
Pakistan Nigeria
Brazil  Bangladesh
United States India
- T summarizes the main points.
- T asks Ss to learn by heart all new words and
prepare next part.
Suggested answers:
1. The population of the world in 10.000 B.C was
10 million, in 1750 it was 650 million, in 1850 it
was 1300 million, in 1950 it was 2510 million, in
1985 it was 4760 million, in 2000 it was 6.6
billion.
2. By the year 2015, the population of the world is
expected to be over 7 billion.
3. Some scientist say it can, but others say it
can’t.
4. No, they don’t.
5. Because they know of no safe way to have
fewer children.
- Pair work
1. China 2. India 3. United States 4. Indonesia
5. Brazil 6. Pakistan 7. Bangladesh 8. Russia 9.
Nigeria 10. Japan
- The richest country is the United States, the
poorest country is Nigeria.
- Japan, China, Pakistan, Bangladesh, India,
Indonesia are in Asia.
- The United States is in North America.
- Brazil is in South America.
- Russia is in Europe.
- Nigeria is in Africa.
- Whole class
----    ----
05/11/2012
77

WEEK 13th
Period: 37th
B. SPEAKING
- Talk about the causes of population explosion, problems of population booms and solutions to these
problems.
 Procedure:
I. Stabilization:
II. Check up:
- Check vocabulary and Sts’ understanding about
the reading text.
III. Warm up: Picture description
- T shows Ss the following picture and ask them
two questions:
+ What does the picture tell you?
- Greeting the T
- Answer
- Do T’s requests
- Whole class
Suggested answers:
- A man is caring many children by motorbike.
- The picture tells us about overpopulation.
78

Task 1
You are going to put the following causes to
overpopulation in order of importance and explain
your decision.
- Ask Ss to read through the causes provided on
page 83.
- Get Ss to work in pairs to order the causes and
remind them to explain their order.
- Call on some pairs to present their order and ask
other pairs if they agree or disagree with their
friends’ answers.
V. While you speak:
Task 2
Instruction: You are going to work in pairs to list
the problems facing poor and overpopulated
countries.
- T asks Ss to read the useful language on page 83.
T reminds Ss that they should match the words/
phrases on the left with the words/ phrases on the
right.
- T may ask Ss to think of other problems not
mentioned in the book.
- T calls on some Ss to report their answers and
asks other Ss to feedback. T comments and gives
Task 3
Instruction: Now you in groups to find out the
solutions to the problems of overpopulation.
- T gets Ss to read useful language. T may
elicit/pre-teach some words/phrases:
reward and punishment policy: chính sách thưởng
phạt
to exercise/ implement /'implimənt/: thực thi, áp
dụng
to carry out: tiến hành
to raise: nêu lên, đưa ra, đề xuất
- T asks Ss to work in groups to do the task. Ss
may work out other solutions.
- T goes around offers help.
- T calls on some Ss to present their group’s ideas.
comments.
Task 4
Instruction: Now you are going to work in groups
- Whole class and pair work
Suggested answers:
1. Many people believe that having many children
means happiness.
2. People are not aware of the problem of
overpopulation.
3. Many people believe that having a large family
is a form of insurance.
4. People are not properly educated.
5. Religion doesn’t encourage people to have
fewer children.
6. Fewer children die at birth.
- Pair work
Suggested answers:
- poor - living condition
- low - living standard
- not enough/ expensive - food
- lack/ shortage of - schools/ hospitals/ teachers/
doctors and nurses
- unemployment
- social evils
- illiteracy
- Group work
Suggested answers:
- raise an awareness of the problems of
overpopulation
- raise the people’s living standard
- exercise/ implement reward and punishment
policies
- carry out population education program/
family planning program
- use birth control methods
- Whole class and group work
79

to talk about the problems of overpopulation and
offer solutions, using the results of Task 2 and
Task 3.
- Ask Ss to give a short presentation on the
problems of population explosion and the
solutions to them.
- Encourage Ss to use transition signals to make
their presentation. T can elicit the list of signals
from Ss:
+ first/firstly, second, next …
+ also, besides, moreover, in addition, furthermore
…
+ the first problems is that …/ the next solution is
that …
+ on the one hand, on the other hand, however, but
…
- Call on some group representatives to present
and asks others to comment. Finally, T gives
feedback on Ss’ presentations and corrects the
mistakes and errors.
- T asks Ss to practice speaking at home.
- Prepare next part – Listening.
- Whole class
- Whole class
----    ----
Period: 38th
C. LISTENING
- Develop such listening micro-skills as listening for specific information and listening for general
information.
 Procedure:
I. Stabilization:
II. Check up:
- Asking 2 students to play role and talk about the
problems facing poor and overpopulated countries
and work out the solutions to these problems.
III. Warm up: Competition game - Crossword
puzzle.
1. an area of public land in a town or a city where
people go to walk, play and relax
2. the noun of “poor”
3. attractive without being very beautiful
4. without a job although able to work
5. a group of students who are taught together
6. (of men) attractive
- Greeting the T
- Answer
- Do T’s requests
- Group work
Suggested answers:
1. park
2. poverty
3. pretty
4. unemployed
5. class
6. handsome
7. tired
80

7. feeling that you would like to sleep or rest
8. not knowing how to read or write
9. not young
10. the synonym of “country”
Discussing the questions
- Ask Ss to discuss the questions on page 84 in
pairs.
- Call on some Ss to give their answers and
comments on the answers.
- Get Ss to guess what they are going to listen
about.
Vocabulary Pre-teach
- Before writing the new words on the board, 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.
- T teaches some of these words and those taken
from the listening passage:
Latin America
rate of population growth
developing countries
rank (v, n):
fall (n):
generation (n):
shortage (n):
- T gets Ss to make sentences with the words and
gives corrective feedback.
Task 1
Instruction: You are going to listen to Dr Brown
talk about the world population. While listening,
choose the best answer A, B, C or D to complete
the statements or answer the questions.
- Get Ss to read the statements and questions
carefully and work out what information they
need to concentrate on while listening. Then
check with whole class.
- Get Ss to read the options in each question and
underline the words that make them different.
- Get Ss to guess the answer to each question.
- Play the tape once or twice for Ss to listen and
do the task.
- Check the answer with whole class.
Task 2
- Ask Ss to read the questions in task 2 to
understand them.
- Play the tape again for Ss to listen and answer
the questions.
- T gets Ss to check their answers with a partner.
Then T checks with whole class. T should play
the tape again and pause at difficult point if many
Ss cannot complete the task.
8. illiterate
9. old
10. nation
- Pair work
Suggested answers:
1. Yes, our world is overpopulated because it has
more than 6 billion people.
2. Asia has the largest population with China the
most populated country in the world and India the
second.
- Whole class
Châu Mĩ La Tinh
tỉ lệ tăng dân số
các nước phát triển
xếp hạng, thứ hạng
sự giảm
thế hệ
sự thiếu
- Individual work
Suggested answers:
1. A
2. D
3. C
4. D
5. A
6. C
- Pair work
Suggested answers:
1. It will be over 7 billion.
2. The population growth rates in some part of the
world are not the same.
3. The reason is the improvement of public health
services and medical care.
4. They are shortage of foods, lack of hospitals
and schools, illiteracy, and poor living conditions.
81

- T gets Ss to work in groups to orally summarize
the main ideas of the listening passage. T might
give Ss some cues base their summary on:
+ world population today
+ world population by 2010
+ main cause of population explosion
+ problems caused by population explosion
+ solutions to the problems
- Encourage Ss to use transition signals to make
their summary more coherent.
- Go around to offer help and to collect Ss’
mistakes.
- Call on some groups to present their summary.
comments.
- T summarizes the main point of the lesson.
- Ask Sts to practice listening at home.
- Prepare next part – Writing
5. The experts offered four solutions:
- to educate people and make them aware of the
danger of having more children.
- to provide safe, inexpensive birth - control
methods.
- to strictly implement a family planning policy.
- to exercise strict and fair reward and
punishment policies.
- Whole class and group work
- Whole class
----    ----
Period: 39th
D. WRITING
- Write a description of pie charts, using appropriate language.
 Procedure:
I. Stabilization:
II. Check up:
- No checking.
III. Warm up:
- Show a pie chart, and ask Ss some questions
about this chart.
IV. Before you write: XEM KĨ TL
- T prepares a handout with a description of a pie
chart and asks Ss to do exercise.
The chart below shows the distribution of
world population by region in 2001
- Greeting the T
- Answer
- Group work
- Pair work
New words:
+ to comprise: bao gồm
+ majority (n): phần lớn
82

Fill each blank with a word/phrase from the box
to complete the description of this chart.
almost comprise conclusion majority
making up Oceania’s overall parts
quarter respectively second total vary
with
The pie chart gives population data for
different (1) _ of the world. (2) _, the (3) _ of the
world’s people live in Asia and Africa.
Asia has (4) _ 60% of the world’s people, (5) _
3712 million. The (6) _ biggest area is Africa. It
(7) _ 813 million, less than one- (8) _ the size of
Asia’s population.
Together, Europe, North and South America,
and Oceania (9) _ just over quarter of the world’s
population. Europe has 726 million, while North
and South America account for 527 and 317 (10)
_. Finally, (11) _ tiny population makes up less
than one percent of the world total. In (12) _
populations (13) _ greatly by region, with Asia
and Africa (14) _ the biggest proportion (sự cân
xứng, sự cân đối).
V. While you write:
Before Ss describe the pie chart on page 86 T asks
them to work in pairs to analyze the chart,
focusing on the following questions:
+ What does the pie chart show?
+ What is the general trend of the chart?
+ Which region has the largest population? Which
comes second? …
+ Which region has the smallest population?
+ Where does most of the world population live?
- T checks the answers with whole class.
- Then Ss work individually to write the
description of the pie chart, using the sentence
given in the book to begin their description.
- T goes around to observe and to offer help.
- T asks Ss to exchange their writing with another
- T writes Ss’ typical errors on the board.
- T provides correction only when Ss are not able
to correct the errors.
- For homework, T asks Ss to improve their
writing, taking in consideration their friends’ and
T’s suggestions and correction and do the extra
exercise.
+ to make up: chiếm (bao nhiêu %....)
+ to total: tổng số
+ respectively (adv): tương ứng
Suggested answers:
1. parts 6. second
2. overall 7. totals 11. Oceania’s
3. majority 8. quarter 12. conclusion
4. almost 9. comprise 13. vary
5. with 10. respectively 14. making up
- Whole class, pair work & individual work
Sample writing:
The pie chart shows the distribution of the
world population by region. Overall, more than
half of the world’s population. The second largest
area is East Asia with 6% less than South Asia.
Europe ranks third with 15%. Coming next is
Africa have 14% of the world population. Finally,
Oceania is the least populated region with the
smallest percentage of 2%.
As can be seen, the greatest concentration of the
world’s population is in Asia, with Europe far
behind.
- Pair work and whole class
- Whole class
----    ----
05/11/2012
83

WEEK 14th
Period: 40th
E. LANGUAGE FOCUS
- Distinguish the clusters /kl/, /gl/, /kr/, /gr/, and /kw/.
- Pronounce the words and dialogue containing these clusters correctly.
- Use condition sentences (types 1, 2 and 3) and conditional sentences in reported speech
appropriately.
 Procedure:
I. Stabilization:
II. Check up:
- Asking 2 students to talk about the problems
facing poor and overpopulated countries that they
have learnt before.
III. Warm up:
- T gives some words and ask Sts to divide it into
the same group:
clean, glean, crowd, grow, quarrel, class, glass,
- Greeting the T
- Answer
- Do T’s request
- Group work
Suggested answers:
clean/ class; glean/ glass; crowd/ cranky; grow/
84

cranky, green, quarter …
- T asks Sts to explain their answer.
IV. Presentation:
PRONUNCIATION
Distinguish the sounds
- T models the clusters /kl/, /gl/, /kr/, /gr/, and
/kw/ for few times and explains how to produce
them.
- T plays the tape (or reads) once for Ss to hear
the words containing these clusters.
- Ask Ss to read the words in each column out
loud in chorus for a few more times. Then T calls
on some Ss to read the words out loud. T listens
and corrects it.
Practicing the dialogue containing the target
sounds
- T asks Ss to work in pairs and take turn to read
aloud the given dialogue on page 87.
- T goes around listening and taking notes of the
typical errors.
- T calls on some Ss to read the dialogue again
and provides corrective feedback.
GRAMMAR
1. Revision of conditional sentences (type 1, 2
and 3)
a. Presentation:
Type If -clause Main clause
1 If + S + V
(simple
present)
S + will + V-
infinitive
2 If + V (simple
past)
Be (were)
S + would/could +
V- infi
3 If + had + P.P S + would have + PP
b. Practice:
Exercise 1
compare their answer with another student.
- Call on some Ss to read out their answer.
Exercise 2
- T asks Ss to do exercise 2 in pairs and then
compare answers with another pair.
- T calls on some Ss to go to the board and to
write their answer.
2. Conditional sentences in reported speech
a. Presentation:
- T writes some conditional sentences in reported
speech on the board and asks Ss to comment on
the changes of the verbs, pronouns and adverbs of
time and places.
+ “If I had a permit, I could get a job” he said
→ He said that if he had a permit, he could get a
green; quarrel/ quarter …
- Whole class, individual work and pair work
- Pay attention
- Give form and examples
- If I run, I’ll get there in time
- If I were you, I wouldn’t go there
- If I had studied harder, I would have passed
the exam.
- Individual work
Suggested answers:
1. would drive 4. will take
2. could 5. closed
3. is 6. will come
- Pair work
Suggested answers:
1. had been told 4. wouldn’t have bought
2. had realized 5. had studied
3. wouldn’t have been
- Whole class, individual work and pair work
- Take note and give examples
85

job.
+ “If you had followed my advice, you would
have been the winner” said her mother
→ Her mother said if she had followed her
advice, she would have been the winner.
- T elicits the comments from Ss and make
clear that:
+ Conditional type 1: we apply all the necessary
changes as usual (changes of verb tenses,
pronouns, adverbs of time and place)
+ Conditional type 2 and 3: we do not change the
verb tenses, but we follow the rules to change
pronouns, adverbs of time and place …)
b. Practice
Exercise 3
- Ask Ss to do exercise 3 individually, Ss have to
change the conditional sentences into reported
speech.
- Ask Ss to compare answers with another
student.
sentences.
- Ask other Ss to feedback and give correct
answers.
- T ask Sts do 2 sentence below:
Finish the second sentence so that it has the
same meaning to the first one.
1. My parents don't send me to an English-
speaking school, so I can't speak English very
well.
→ If………………………………………………
2. The students failed in the examination, because
they didn't take their teachers' advice.
→ If………………………………………………
- For homework, Ss review the point that have
been covered in the lesson and do exercises in
workbook.
- Prepare next part – Unit 8 – Reading.
- Give comments and examples then take notes
Suggested answers:
1. The man said to her (that) he would come to see
her if he had time.
2. He asked her what she would say if someone
stepped on her feet.
3. They said to me that if it didn’t rain they would
go out with me.
4. The man asked the woman what she would do if
she were a billionaire.
5. The man said to me that if I had asked him he
would have lent me his motorbike.
6. The man said to his daughter that they would be
very disappointed if she didn’t come.
7. The boy said to the girl he was sure they would
understand if she explained the situation to them.
- Whole class
Suggested answers:
1. If my parents sent me to an English – speaking
school, I could speak English very well.
2. If the students had taken their teachers’ advice,
they wouldn’t have failed in the examination.
- Whole class
----    ----
Period: 41st
UNIT 8: CELEBRATIONS
86

A. READING
- Develop such reading micro-skills as scanning for specific ideas and guessing meaning in
context.
 Teaching aids: Textbook, handouts, real objects and pictures concern to Tet holiday …
 Procedure:
I. Stabilization:
II. Check up:
- Asking 2 students to talk about the usage of
conditional sentences, writing forms and giving
example.
III. Warm up: Brainstorm
- T shows some real objects and pictures such as
the pictures of Banh Chung, peach blossom,
kumquat tree …, real objects as a red envelop, a
box of candied fruits ...
- T points the pictures and real objects and ask
questions:
+ What do you think of when you see this?
+ Why so?
+ What do you often do before Tet?
Discussing Tet holiday
- Ask Ss to look at the picture on page 90 and
discuss the 3 questions in pairs.
- T goes around offering help.
- T calls on some Ss to present their answer and
elicits comments from other Ss. T gives feedback if
necessary:
1. What time of the year is it?
2. What are the people in the picture doing?
3. What else do you see in the picture?
Pre -teaching vocabulary
Lunar New Year:
to fall between … and …
to spread (v):
to be full of:
candied fruit:
peach blossom /pi:t∫'blɔsəm/:
apricot blossom /'eiprikɔt 'blɔsəm/:
positive comments:
- Ask Ss to make sentences with the above words
to check their understanding.
- T reads and Sts repeat.
V. While you read:
Setting the scene
You are going to read a passage about Tet holiday
in Vietnam. While you are reading, do the tasks in
- Greeting the T
- Answer
- Do T’s request
- Pair work
Suggested answers:
+ I think of Tet holiday.
+ Because they are the symbols of Tet.
+ Clean and decorate the house, go shopping to
buy new clothes, candied fruits, make Banh
Chung …
- Pair work
Suggested answers:
1. It is Spring and it should be Tet holiday
because we can see peach blossom and kumquat
tree full of ripe fruits.
2. The grandmother is giving her niece and
nephew some lucky money. The girl and the boy
wish their parents good health and happiness.
3. In the picture we can see a five-fruit tray on
the ancestral altar and a dish of fruits, a tray of
candied fruits and a Banh Chung on the table.
Tết âm lịch
rơi vào khoảng time từ … đến …
kéo dài
đầy nhiều
mứt
hoa đào
hoa mai
những lời nói tốt đẹp
- Make sentences
- Repeat
- Whole class pay attention
87

textbook.
Task 1
- Find the meanings of the words. You can also use
your dictionary:
+ T writes these words on the board.
+ Ask Ss to read the passage quickly and stop at
the lines that contain these words to guess their
meaning:
1. grand: impressive and large
2. banner: along piece of cloth with a message on it
that is carried between two poles or hung in a
public place to show support for ST
3. sugared apples
4. agrarian: connected with farming and the use of
land for farming
5. pray: to speak to God especially to give thanks
or ask for help
6. excitement: the state of feeling excited
Task 2
- Ask Ss to work individually to do the task and
discuss their answers with their partners.
- Call on some Ss to give their answers and ask
them to explain their choices.
Task 3
discuss their answer with their peers.
VI. After you read:
- Ask Ss to work in groups to tell each other about
their last Tet holiday.
- When all groups have finished, T calls on some
Ss to report their ideas to the class.
- Ask Ss to learn by heart all of the new words and
give examples.
- Summarize the main ideas of the passage.
- Prepare next part - Speaking
- Individual work
Suggested answers:
trọng đại, hoành tráng
biễu ngữ, băng rôn
táo tẩm đường
thuộc về nông nghiệp
cầu nguyện
sự háo hức, nhộn nhịp
Suggested answers:
1, 2, 4, 6 – F
3, 5, – T
Suggested answers:
1. It falls sometime between 19th
January and 20th
February.
2. Tet’s preparations and celebrations used to be
spread over months.
3, They are decorated with colored lights and red
banners.
4. They buy gifts, clean and decorate their houses
and cook traditional foods.
5. It is made from sticky rice, green beans and
fatty pork.
6. Mut is candied fruit
7. Visiting friends and other family members,
exchanging wishes, going to the pagoda, playing
games.
- Group work
- Whole class
----    ----
Period: 42nd
88

B. SPEAKING
- Talk about the celebrations of Tet and other festivals’ activities.
 Procedure:
I. Stabilization:
II. Check up:
- Checking vocabularies and Sts’ understanding
about the lesson.
III. Warm up: Noughts and crosses
- Ask Ss to make sentences from the words in the
table:
Peach
blossom
Kumquat tree Candied
fruits
Lucky
money
Exchange
wishes
Banh Chung
Relatives
and friends
Special Tet
foods
pray
Task 1
- Ask the whole class to read the dialogue silently
And ask them what points are mentioned in the
dialogue.
- Then ask Ss to practice the dialogue in pairs.
- Call some pairs to act out the dialogue and give
comments.
V. While you speak:
Task 2
- Ask Ss to look at the 3 pictures on page 93 and
work out the name of each holiday.
- T checks with whole class and gives out the
correct answer.
- Ask Ss to list the activities people usually do in
these holidays and write them quickly on the
board so that Ss can compare these with the
information they will deal with.
- Call on some Ss to give the answer and ask
other Ss to feedback.
Task 3
- Get Ss to work in pairs to ask and answer about
the holiday in task 2. T asks Ss to add any
information about holiday they know to make the
D more interesting.
- Greeting the T
- Answer
- Do T’s request
- Group work
Work in group of 4 students
- Pair work
- Whole class
Suggested answers:
Pic1: Mid - Autumn festival
Pic 2: Thanksgiving
Pic 3: Valentine’s Day
1. c C
2. a A
3. b B
- Pair work
Sample:
A: Do you know Thanksgiving is next month?
B: What is Thanksgiving?
A: It is the time when American and Canadian
people celebrate all the things that they are
grateful for.
B: When is it exactly?
A: It’s on the 4th
Thursday in Nov in U.S and the
2nd
Monday in Oct in Canada
89

- Ask 1 St to talk about what people often do in
Mid - Autumn festival/ Thanksgiving/ Valentine’s
Day.
speaking, do exercises in workbook.
- Prepare next part - Listening
…
- Whole class
- Whole class
----    ----
19/11/2012
WEEK 15th
Period: 43rd
C. LISTENING
- Develop the listening micro-skill of intensive listening for specific information.
 Procedure:
I. Stabilization:
- Greet the class.
- Check attendance.
II. Check-up:
- Ask Ss to tell some popular celebrations in
Vietnam.
III. Warm up:
Competition game - Guessing game.
- T divides Ss into 2 groups: A and B
- T tells Ss the rule of the game: One member from
each group will go and stand in the front of the
class with their back facing the board. T will write
the word/phrase which was learnt from the
previous lesson on the board. Other Ss from each
group have to explain the word without
mentioning it or translating it into Vietnamese so
- Greet the T
- Answer
- Do the task
- Group work
Suggested answers:
The word/phrase T may write on the board are:
Thanksgiving, Mid-Autumn festival, grand, pray,
agrarian, lucky money, peach blossom
apricot blossom, …
90

that their representative can guess the word. The
student with the quickest and correct answer will
get 1 point for their group. Ss take turn to be the
representative. After some turns, the group with
more points will be the winner.
Guessing
- T introduces the listening passage.
- T asks Ss to work in pairs to guess which of the
activities on page 94 the Japanese often do on their
New Year’s Day.
- T calls on some Ss to give their answers and
write them on the boards. T also asks Ss to add
any other activities that they think the Japanese do
at the New Year.
Pre-teaching vocabulary
shrine (n) /∫rain/:
longevity (n) [lɔn'dʒeviti]:
pine trees:
constancy (n):
to represent: to be symbol of ST
- T may get Ss to make sentences with the words
and gives corrective feedback.
V. While you listen:
Task 1
- Ask Ss to read through the statements.
- T plays the tape once for Ss to do the task.
- T asks Sts to answer and write them on the
board.
- T plays the tapes the second time for Ss to check
their answers.
- T asks Ss to work in groups of 4 to compare their
answers.
- Call some Ss to stand up and answer.
Task 2
- T asks Ss to read and answer the questions with
the things they remember from the previous time
of listening.
- T plays the tape again for Ss to do the task.
- After playing the tape, T gets Ss to work in pairs
and check their answers.
- T calls on some Ss to give the answers and elicits
feedback from other Ss.
- T gets Ss to work in pairs to compare the aspects
of the Vietnamese New Year with those of the
Japanese one.
Before Ss take part in the activity, T elicits of the
transition signal/phrases to talk about the
similarities and differences between two things.
- Go around to offer help and to collect Ss’
mistakes.
- Call some pairs to present their answers. T elicits
feedback from the class and gives final comments.
VII. Consolidation and homework:
- Whole class pay attention
- Pair work
- điện thờ, miếu thờ
- tuổi thọ
- cây thông
- sự bền lòng
- biểu tượng cho, tượng trưng cho
Suggested answers:
 They put on special clothes
 Housewives prepare special foods
 They go to a shrine
 They drink rice wine
 They watch television
 They eat a special meal
- Individual work and pair work.
Suggested answers:
1. Because they want to get rid of the dirt of the
old year and welcome the new year.
2. From the television and radio.
3. Kimonos or special dress.
4. No, New Year is mostly celebrated among
family only.
- Pair work
- Whole class
91

- Ask Ss to learn by heart all new words and do the
exercises in workbook as home work.
- Prepare next part: Writing.
- Listen
----    ----
Period: 44th
D. WRITING
- Write a description of a popular celebration.
 Procedure:
I. Stabilization:
- Greet the class.
- Check attendance.
II. Check-up:
- No checking.
III. Warm up:
Competition game - Christmas Cloze
- T divides the class into small groups of 3-4 Sts.
Then give handout for Ss to do in their own
groups. Ss have to fill each blank in the passage
with one suitable word from the box. Which
group finishes first and has all the correct answers
will be the winner.
Christmas is an annual holiday that (1)……. the
birthday of Jesus of Nazareth. Christmas Day
falls on December 25. It is preceded by Christmas
Eve on December 24, and in some countries it is
(2)…… by Boxing Day on December 26,
when
many people go shopping for sales. It is a (3)
…… when people get together with (4)……
People give (5)…… to each other or send (6)……
wishing each other a (7)…… Christmas
At Christmas, people (8)…… carols to get into
the Christmas (9)…… As well, people (10) ……
Christmas trees and put up (11)…… around the
house. A common Christmas dinner is (12)……
There are also lots of (13)…… goodies for the
kids. People love Christmas because it is the time
when they can share (14)…… moments with their
family.
To prepare Ss for the writing task, T uses the
- Greet the T
- Answer
- Group work
Suggested answers:
1. marks 6. cards 11. lights
2. followed 7. merry 12. turkey
3. holiday 8. sing 13. baked
4. family 9. spirit 14. peaceful
5. presents 10. decorate
- Listen
92
Followed marks cards lights
turkey merry holiday sing baked spirit
Family peaceful presents decorate

passage in the Warm-up as a model.
- T gets Ss to read the passage again and discuss
the main points included in the passage in pair.
- Now get Ss to work individually to write an
outline for their description, using the main points
set in previous activities.
V. While you write:
- T gets Ss to describe the festival they have
chosen in 15 minutes.
- T goes around to observe and to offer help with
vocabularies or structures.
- T asks Ss to exchange their writing with another
- Choose one or two description and read it/them
to the class.
- Then T elicits corrective feedback from the class
and gives final comments afterwards. T should
draw Ss’ attention to the organization of ideas and
language use.
VII. Consolidation and homework:
writing taking into consideration their friends’
and T’s suggestions and correction.
- Prepare next part: Language focus.
Suggested answers:
The description includes 6 main points:
+ Name of the festival (sentence 1)
+ Purpose of the festival (sentence 1)
+ Time of the festival (sentence 2-3)
+ Main activities of the festival/what people do in
the festival (sentence 4-7)
+ Foods eaten (sentence 8-9)
+ People’s feeling about the festival (like/dislike?
Reason(s)?) (sentence 10)
- Individual work
Sample:
Mid-Autumn Festival is of my most favourite
festival. It is held on the 15th
day of the 8th
lunar
month every year. It’s the time when Vietnamese
people celebrate the largest full moon in the year.
The children have parties with special cakes and
grapefruits. They also parade in the street with
their beautiful lanterns, which come in all shapes
and sizes. Adults buy moon cakes for their
relatives and friends. It is a great time for not only
children but also adults.
- Listen
----    ----
Period: 45th
E. LANGUAGE FOCUS
- Distinguish the clusters /fl/, /fr/, and /θr/
- Pronoun the words and sentences containing these clusters correctly.
- Use one(s), someone, no one, anyone, and everyone appropriately.
- Use vocabulary about holidays and celebrations appropriately.
 Procedure:
I. Stabilization:
- Greet the class. - Greet The T
93

- Check attendance.
II. Check-up:
- Check Sts’ writing.
III. Presentation:
PRONUNCIATION
Warm up:
-Ask students to read the dialogue in the textbook
(p.97)
Distinguish sounds
- T models the clusters /fl/, /fr/, and /θr/ for a few
times.
- T reads once for Ss to hear the words containing
these clusters. T reads again and asks Ss to repeat
after.
- Ask Ss to read the words in each column out
loud in chorus for a few more times. Then T calls
on some Ss to read the words out loud.
Practicing the dialogue containing the target
sounds:
aloud the given dialogue on page 97.
- Go around listens and takes notes of the typical
errors.
- Call on some Ss to read the D again and provide
GRAMMAR
Warm up:
- T writes some sentences on the board and asks
Ss to comment on the uses of one(s), someone, no
one ,anyone, and everyone
1. Presentation:
- T writes some sentences on the board and asks
Ss to comment on the word: one(s), someone, no
one, anyone, and everyone.
- Answer
-Work in pairs → read aloud the dialogue in the
textbook.
- Go to the board to group the words from the
dialogue.
- Listen
- Whole class
- Whole class
- Pay attention and give comments on these
examples:
+ I don’t like the red shirt, I prefer the blue one.
+ Don’t buy the sour oranges. Buy the sweet ones.
+ There’s someone waiting for the director in the
office.
+ Did someone call me last night?
+ Have you met anyone like him?
+ Don’t tell anyone my secret.
+ No one likes her story.
+ Everyone laughs at him.
+ Has everyone done your home work?
94
One and one(s) are used to replace a
previously mentioned noun when we do not
want to repeat that noun. One replaces a
singular N and ones replaces a plural N.
Someone=somebody. It used with a singular
verb in an affirmative statement or a question
when speaker expects the ‘yes’ answer.
Anyone= anybody. It used with a singular
verb in a negative statement or a question.
No one usually takes a singular affirmative
verb.
Everyone = everybody. It usually goes with
a singular verb in an affirmative statement or
a question. It is used to refer to every person
or all people.

2. Practice:Exercise 1:
compare their answers with another student. Then
T calls on some Ss to read out their answers.
Exercise 2:
- T asks Ss to do exercise 2 in pairs. Ss have to
rewrite the sentences, using the pronoun one/ones.
- Ask them to compare answer with another pair.
answers.
- Ask other Ss to feedback and gives correct
answers.
Exercise 3:
- Use the words from the box to complete the
following sentences.
- Ask Ss to work individually to do exercise.
- Then T calls on some Ss to speak out loud.
- T listens and corrects it if necessary.
IV. Free – Practice:
- T asks Sts answer the usage one(s), someone, no
one, anyone, and everyone again.
V. Consolidation and homework:
- T summarizes the main point of the lesson.
- Ask Ss to learn by heart grammar they have
learnt
- Prepare the next part.
- Individual work
Suggested answers:
1. anyone 2. someone 3. anyone
4. someone 5. no one 6. everyone 7. no one
- Pair work
Suggested answers:
1. Of the 3 bags, I like the blue one.
2. Mai is making a fruit cake. Huong is making
one, too.
3. I like reading books, especially the ones about
the natural world.
4. I don’t have a computer, and my father doesn’t
want me to have one.
5. They let me choose a pencil, and I took the red
one.
6. There are several national celebrations in
Vietnam but perhaps the most meaningful one is
Tet holiday.
7. We told each other both happy stories and sad
ones about our lives.
- Whole class
Suggested answers:
1. traditional 4. celebrating
2. grand 5. polite
3. gifts 6. good luck
7. excitement
- Whole class
- Whole class
----    ----
26/11/2012
95

WEEK 16th
SỞ GIÁO DỤC VÀ ĐÀO TẠO GIA LAI
TRƯỜNG THPT LÊ HỒNG PHONG
Môn: English. Lớp: 11B …… (Chương trình Chuẩn)
Thời gian làm bài: 15 phút (Không tính thời gian phát đề)
Name: ..........................................................................
Choose the best answer to complete each sentence. (6ms)
Câu 1: Many people go to the pagoda to ______ for a happy year for themselves and their family.
A. pray B. long C. desire D. ask
Câu 2: If she asks for money, I ______ her.
A. gave B. would have given C. will give D. would give
Câu 3: There’s ______ waiting outside to see you. She didn’t tell me her name.
A. no one B. anyone C. someone D. everyone
Câu 4: The doctor said ______ the patient did not stop smoking, he would be seriously ill.
A. if that B. as if C. whether D. that if
Câu 5: If you ______ to my advice in the first place, you wouldn’t be in this mess right now.
A. will listen B. listen C. listened D. had listened
Câu 6: To give something to someone and at the same time to receive the same type of thing from
them.
A. change B. hand in C. exchange D. return
Câu 7: Jack will win the election if he ______ harder.
96

A. campaigned B. campaigns C. would campaign D. will campaign
Câu 8: In Vietnam, Tet marks the beginning of spring and, for agrarian people, the start of the New
Year.
A. driver B. farmer C. worker D. teacher
Câu 9: A number of safe and inexpensive birth-control ______ are provided to reduce the
overpopulation in many countries.
A. ways B. types C. methods D. sorts
Câu 10: In Vietnam, children receive their ______ inside red envelopes at Tet.
A. “lucky stamp” B. “lucky coin” C. “lucky money” D. “lucky book”
Câu 11: What’s the ______ of your country?
A. popular B. populous C. population D. populate
Câu 12: If the ball ______ the line, that would have been the end of the game.
A. had crossed B. will cross C. would cross D. crossed
Choose the word that has stress pattern different from that of the other words. (1m)
Câu 13: A. represent B. exchange C. receiving D. prepare
Câu 14: A. population B. available C. university D. education
Choose the word whose underlined part is pronounced differently from that of the other words.
(1m)
Câu 15: A. fireworks B. shrine C. pine D. limit
Câu 16: A. society B. comment C. longevity D. constancy
Chang the following conditional sentences into reported speech. (1m)
1. “If I catch the plane I’ll be home by five,” he said.
→ He said that if he caught the plane he would be home by five.
2. “If I were you, I wouldn’t buy this coat,” she said.
→ She said that if she were me she wouldn’t buy that coat.
Rewrite these sentences, using conditional sentences. (1m)
3. Because Simon doesn’t live near his mother, he can’t visit her often.
→ If Simon lived near his mother, he would visit her often.
4. We got lost because we didn’
t have a map.
→ If we had had a map, we would not have got lost.
----------- THE END ----------
Period: 46th
REVISION FOR 1ST
TERM TEST (U1 + U2)
- help students to revise knowledge in U1 and U2.
 Procedure:
I. Stabilization:
II. Check up:
learnt before.
IV. New lesson:
- Greeting the T
- Answer
- Do T’s requests
- Listen
97

2. Pronunciation of /dʒ/ and /t∫/; /m/, /n/ and /η/.
3. Grammar:
To infinitive
+ want to, hope to, wish to, desire to …
+ It’s adj + to …
+ be delighted to/ be willing to/ be eager to/ be glad to …
+ too/enough … to …
Infinitive without to
+ Modal verb
- 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.
TENSE
Review the past simple and past progressive.
- Past simple
+ The usage:
We use Simple Past to talk about actions and situations in the past.
- 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.
Adverbs: at six, nine o'clock, during, while, when …
- Past perfect
+ 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.
Adverbs: after/ because PP, SP
Before, when/ by the time SP, PP
Trước: QKHT Sau QKĐ
Đang: QKTD Xen vào QKĐ
While, when (time): QKTD, QKD
V. EXERCISE:
Choose the best answer in A, B, C or D:
1. They let their children ______ up late at weekends.
A. staying B. stay C. to stay D. stayed
2. The children were eager ______ their parents.
A. to see B. see C. seeing D. saw
- Represent what they’ve learnt
- Give examples
Expected answers:
Letters in bold
98

3. I’d rather ______ at home.
A. to stay B. staying C. stayed D. stay
4. Peter is very funny. He makes me ______ a lot.
A. laugh B. to laugh C. laughing D. laughed
5. They noticed him ______ the agreement.
A. sign B. to sign C. signing D. signed
6. It is important for her ______ the office.
A. ringing B. ring C. rang D. to ring
7. The boss made ______ for a meeting after work.
A. us to stay B. us stay C. us staying D. us to staying
8. Andrew ______ the test before so he ______ it very easy.
A. did/ had found B. had done/ found
C. was doing/ found D. did/ was founding
9. You ______ your new hat when I ______ you yesterday.
A. were wearing/ had met C. wore/ was meeting
B. wore/ had met D. were wearing/ met
10. As I ______ the glass, it suddenly ______ into two pieces.
A. cut/ broke B. was cutting/ broke
C. cut/ was breaking D. was cutting/ had broken
11. A burglar ______ into the house while we ______ television.
A. broke/ were watching C. had broken/ watched
B. broke/ watched D. broke/ had watched
12. When I ______ home, I ______ a phone call.
A. got/ received C. got/ had received
B. was getting/ was receiving D. had got/ had received
13. They ______ small cups of coffee after they ______ dinner.
A. had drunk/ finished B. drank/ finished
C. were drinking/ finished D. drank/ had finished
14. It was midnight. Outside it ______ very hard.
A. rains B. rained
C. had rained D. was raining
15. When he ______ at the station, his train already ______.
A. arrived/ left B. arrived/ had left
C. had arrived/ left D. had arrived/ had left
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. By the time I ______ into town, the shops ______.
A. did / was closing B. got / had closed
C. did / had closed D. was closing / closed
18. 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
19. My mother has some shopping ______
A. did B. do C. doing D. to do
20. You ______ your new hat when I ______ you yesterday.
A. wore/ was meeting B. wore/ had met
C. were wearing/ met D. were wearing/ had met
21. They let their children ______ up late at weekends.
A. to stay B. staying C. stay D. stayed
22. “Where are the other students?” – “I saw them ______ in the
yard.”
A. to play B. to playing C. play D. to played
99

Arrange these words or groups of words in the correct order.
1. letter / the / , / opening / the / was / bell / I / rang / While
 While I was opening the letter, the bell rang.
2. noticed / run / him / from / away / she / home
 She noticed him run away from home.
3. me / to / with / in / They / Florida / invited / stay / them
 They invited me to stay with them in Florida.
4. man / through / window / 5 / I / minutes / jump / the / saw a / ago
 I saw the man jump through the window 5 minutes ago.
5. to / 8.00 / for / It’s/ be / before / impossible / me / there
 It’s impossible for me to be there before 8.00.
- What you have learnt in Unit 1 and 2.
- Prepare next part – Revision U3.
- Whole class
- Whole class
----    ----
Period: 47th
REVISION FOR 1ST
TERM TEST (UNIT 3)
- help students to revise knowledge Unit 3.
 Procedure:
I. Stabilization:
II. Check up:
learnt before.
IV. New lesson:
1. Vocabulary in Reading lessons
2. Pronunciation of /l/, /r/ /h/.
3. Grammar:
Gerund
A gerunds is a noun made from a verb by adding ‘-ing’. The gerund
always has the same function as a noun (although it looks like a
verb), so it can be used:
+ as the subject of the sentence:
E.g: Reading helps you learn English.
+ as the complement of the verb “to be”:
E.g: Her favorite hobby is reading.
+ after prepositions: The gerunds must be used when a verb comes
after a preposition:
E.g: She is good at learning English.
E.g: They’re keen on windsurfing.
This is also true of certain expressions ending in a preposition , e.g.
- Greeting the T
- Answer
- Do T’s requests
- Listen
- Give examples
100

in spite of , there’s no point in …
E.g: There’s no point in typing the assignment.
E.g: In spite of missing the train, we arrived on time.
+ after a number of “phrasal verbs” which are composed of a
verb + preposition/ adverb
to look forward to, to give up, to be for/ against, to take to, to put
off, to keep on …
Infinitive: (In Revision U1)
- 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
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
Passive Infinitive and Gerund:
- 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.
V. EXERCISE:
Choose the best answer in A, B, C or D:
1. John had agreed ______ me in his office.
A. to meet B. meeting C. to be met D. being met
2. It is no good ______ sorry for yourself.
A. to feel B. feeling C. feel D. felt
3. The man wanted to avoid ______ on security cameras.
A. to see B. seeing C. to be seen D. being seen
4. Peter ______ to go in for the exam.
A. avoided B. let C. advised D. decided
5. I tried ______ the bus, but I missed it.
A. to catch B. being caught C. to be caught D. catching
6. The plants want ______ daily.
A. to water B. watering C. to be wateredD. being water
7. Will you remind me ______ this letter at the post office?
A. to post B. posting
C. to be posted D. being posted
8. The goods ought ______ two weeks ago.
Expected answers:
Letters in bold
101

A. to deliver B. delivering
C. to be delivered D. being delivered
9. I have expected ______ the secret of happiness.
A. to tell B. telling C. to be told D. being told
10. When the painter felt the ladder begin to slip, he grabbed the
glitter to save himself from ______.
A. having fallen B. being fallen C. to fall D. falling
11. 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
12. 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
13. Try to avoid being late. He hates ______ waiting.
A. being kept B. to be kept C. keeping D. both A&B
14. I don't appreciate ______ when I am speaking.
A. to be interrupted B. interrupting
C. being interrupted D. to interrupt
15. You remember ______ seats for the theatre tomorrow.
A. to be booked B. booking C. to book D. B and C
16. The mountain climbers are in danger of ______ by an
avalanche.
A. being killed B. killing
C. having been killed D. Both A and B
Complete the second sentence so that it has similar meaning to
the first.
1. He couldn't play well in the last match because of his injured
knee.
His injured knee made______________________________________
2. You can try to get Jim to lend you his car, but you won't
succeed.
There's no point___________________________________________
3. He wished he had invited her to his birthday party.
He regretted______________________________________________
4. I prefer having dinner at home to going out for dinner.
I'd rather ________________________________________________
- What you have learnt in Unit 3.
- Prepare next part – Revision Unit 4.
- Whole class
Expected answers:
1. ... him not play well in the last
match.
2. … in getting Jim to lend you
his car.
3. ... not inviting her to his
birthday party.
4. … have dinner at home than
go out for dinner.
- Whole class
----    ----
Period: 48th
REVISION FOR 1ST
TERM TEST (UNIT 4)
- help students to revise knowledge from unit 4.
 Procedure:
102

I. Stabilization:
II. Check up:
learnt before.
IV. New lesson:
1. Vocabulary in Reading lessons.
2. Pronunciation of /w/, /j/.
3. Grammar:
Present participle
The present participle of most verbs has the form V + ing and is
used in the following ways :
+ as part of the continuous form of a verb
Ex: I am working.
+ after verbs of movement/ position in the pattern: verb + present
participle
Ex: My mother used to go shopping everyday.
This construction is particularly useful with the verb “to go”, such
as go diving, go fishing ,go swimming …
+ after verbs of perception in the pattern:
verb + object + present participle
Ex: I heard someone playing the guitar.
+ as an adjective
Ex: It was an interesting film.
+ with the verbs spend and waste, in the pattern:
verb + time/ money expression + present participle
Ex: I spend two hours a day traveling to work.
Don’t waste time playing computer games!
+ with the verbs catch and find, in the pattern:
verb +object + present participle
Ex: We found our dog lying in the bathroom.
+ to replace a sentence or part of a sentence
Ex: He sang to himself. He walked down the road.
(= Singing to himself, he walked down the road.)
Perfect gerund and perfect participle
Presentation
a. Perfect gerund
Form: having + PP
Use:
- It can be used instead of the present form of the gerund when we
are referring to a past action.
Ex: He was accused of deserting his ship = he was accused of
having deserted his ship.
b. Perfect participle
Form: having + PP
Use: + The perfect participle can be used instead of the present
participle when one action is immediately followed by another with
the same subject.
V. EXERCISE:
- Greeting the T
- Answer
- Do T’s requests
- Listen
103

Choose the best answer in A, B, C or D.
1) ______ it several times, he didn’t want to read it once again.
A. Having read B. To read C. To have read D. Having read
2) ______ that he was poor, I offered to pay his fare.
A. Knowing B. Known C. Knew D. Having known
3) ______ photographs of the place, I had no desire to go there.
A. Having seen B. Seen C. Saw D. Having seen
4) I hate ______ a child ______.
A. see/ crying B. see/ cry C. seeing/ to cry D. seeing/ cry
5) I notice the lorry ______ down the hill.
A. to come B. came C. coming D. having come
6) I observed a blue car ______ very fast towards the motorway.
A. having driven B. driven C. driving D. to drive
7) They left the restaurant, ______ two hours over lunch.
A. spending B. spent C. after spend D. having spent
8) The police accused him of ______ fire to the building but he
denied ______ in the area on the night of the fire.
A. setting/ being B. setting/ having been
C. set/ be D. having set/ having been
9) The girl ______ behind you is naughty.
A. is standing B. standing C. stood D. stands
10) ______ for twelve hours, I felt marvelous.
A. Having slept B. have slept
C. Having been slept D. have been slept
11) By the time their baby arrives, the Johnson hope ______
decorating the new nursery.
A. having finished B. to have finished
C. having been finished D. to have been finished
12) She's angry about ______ to the farewell party last night.
A. not having invited B. not to have invited
C. not having been invited D. not to have been invited
13) We decided not to travel, ______ the terrible weather forecast.
A. having heard B. to have heard
C. having been heard D. to have been heard
14) I'd love ______ to the party, but it was impossible.
A. having gone B. to have gone
C. having been gone D. to have been gone
15) I don't recall ______ him at the conference.
A. having seen B. to have seen
C. having been seen D. to have been seen
16) ______ in dark colors, the room needed some bright lights.
A. Having painted B. To have painted
C. Having been painted D. To have been painted
17) The stockbroker denied ______ of the secret business deal.
A. having informed B. to have informed
C. having been informed D. to have been informed
18) They now regret ______- their son by providing too many
material possessions.
A. having spoiled B. to have spoiled
C. having been spoiled D. to have been spoiled
19) ______ to the party, we could hardly refuse to go.
A. Having invited B. To have invited
C. Having been invited D. To have been invited
20) Tom made a bad mistake at work but his boss didn't fire him.
He's lucky ______ a second chance.
Expected answers:
Letters in bold
104

A. having given B. to have given
C. having been given D. to have been given
Rewrite the sentences beginning with an appropriate participle
(present past or perfect)
1. We had spent nearly all our money so we
couldn't afford to stay at a hotel.
.................................................................................................
2. I felt very tired when I got home, so I went straight to bed.
.................................................................................................
3. She had never used it before, so she didn’t know what to do.
.................................................................................................
4. When we had paid the bill, we left the restaurant.
.................................................................................................
- Prepare next part.
- Whole class
Expected answers:
1. Having spent nearly all our
money, we ...
2. Feeling very tired when I got
home, I …
3. Not having used it before,
she didn’t know what to do.
4. Having paid the bill, we left
the restaurant.
- Whole class
----    ----
03/12/2012
105

WEEK 17th
Period: 49th
REVISION FOR 1ST
TERM TEST (UNIT 6)
 Procedure:
I. Stabilization:
II. Check up:
learnt before.
IV. New lesson:
2. Pronunciation of /tr/, /dr/, /tw/.
3. Grammar:
Reported Speech with gerund
a/ Having object:
S + V + Object + preposition + V-ing
* Verbs: accused … of, suspect … of, congratulate … on, prevent
… from, thank … for, warm … against.
* Example: - “You are not telling the truth, you are a liar!”
 They accused me of telling lies.
b/ Having no object:
S + V + preposition + V-ing
* Verbs: dream of, approve/ disapprove of, insist on, apologize
for, think of …
c/ S + V + V_ing: look forward to, deny, admit, + V-ING
V. EXERCISE:
1. “______,” the boy admitted.
a. I would like to spoil the food b. I will spoil the food
c. I’m sorry. I spoilt the food d. I must spoil the food
2. “May I go out, Mum?” – “ No, I won’t let you go out”
a. The mother prevented her child from going out.
b. The mother suggested going out.
c. The mother thanked her child for going out
d. The mother insisted her child on going out.
3. The police warned me against coming near the barrier.
a. “Please come near the barrier,” The police said.
b. “Don’t come near the barrier,” The police said.
c. “I would like to come near the barrier,” The police said.
d. “Let’s come near the barrier,” The police said.
- Greeting the T
- Answer
- Do T’s requests
- Listen
Expected answers:
Letters in bold
106

4. “Don’t touch that flower!” the old lady said to the boy.
a. The old lady wanted the boy not touching that flower.
b. The old lady insisted the boy on touching that flower.
c. The old lady warned the boy against touching that flower.
d. The old lady congratulated the boy on not touching that flower.
5. “Please give me some more money, Mum,” Daisy said.
a. Daisy protected her mother from giving her some more money.
b. Daisy insisted her mother on giving her some money.
c. Daisy dreamed of her mother giving her some more money.
d. Daisy looked forward to giving her mother some more money.
6. “You have just got a promotion, haven’t you? Congratulation!”
Peter said to his friend.
a. Peter dreamed of getting promotion.
b. Peter told his friend if his friend getting a promotion.
c. Peter asked his friend on getting a promotion.
d. Peter congratulated his friend on getting on promotion.
7. “You must not get into the area,” the policemen said.
a. The policemen stopped them from getting into the area.
b. The policemen denied from getting into the area.
c. The policemen wanted them to get into the area.
d. The policemen suggested getting into the area.
8. Mary accused Peter of stealing her money.
a. Mary said, “It is you that stole my money.”
b. Mary said, “Congratulation! Well done with your stealing my
money.”
c. Mary said, “Could you please steal my money.”
d. Mary said, “Don’t steal my money.”
9. “______,” the secretary proposed.
a. Excuse me! We will buy some more equipment.
b. I think we should buy some more equipment.
c. Thank you very much for some more equipment.
d. You should not have bought some more equipment.
10. “______,” Henry complimented.
a. How about the new dress?
b. What about the new dress?
c. Buy the new dress, will you?
d. How pretty you are in the new dress!
Write the following sentences using the words given.
1. “Yes. I’ve spent too much money doing the shopping,’’.
→ She admitted …………………………………………………..
2. “Congratulations! You’ve succeeded in the interview, Kate,’’
→ Jane congratulated …………………………………………….
3. John spent his own money. I can’t prevent him from that.
→ I can’t prevent …………………………………………………
4. “I didn’t reveal the company’s confidential information”.
→ Mary denied …………………………………………………..
- Prepare next part.
- Whole class
Expected answers:
1. She admitted speding too
much money doing the shopping.
2. Jane congratulated Kate on
succeeding in the interview.
3. I can’t prevent him from
spending his own money.
4. Mary denied revealing the
company’s confidential
information.
- Whole class
----    ----
107

Period: 50th
REVISION FOR 1ST
TERM TEST (UNIT 7)
 Procedure:
I. Stabilization:
II. Check up:
learnt before.
IV. New lesson:
2. Pronunciation of /kl/, /gl/, /kr/, /gr/, /kw/.
3. Grammar:
CONDITIONAL SENTENCES
Structures:
CONDITIONAL IN REPORTED SPEECH
Ex: 1. “If I have a lot of money, I’ll build houses for the poor”, John
said.
→ John said if he had a lot of money he would build houses for the
poor.
2. “If today were Sunday, we wouldn’t go to school,” they said to
me.
→ They told me if that day were Sunday they wouldn’t go to school.
Note: Conditional sentences type 2 and 3 can be the same in tenses
in reported speech.
V. EXERCISE:
1. Choose the best answer.
1) If the ball ______ the line, that would have been the end of the
game.
A. would cross B. will cross C. had crossed D. crossed
2) If someone knocked a candle over, it ______ a fire.
A. will start B. started C. would start D. would have started
3) If you ______ told us about the bad service, we would have
eaten there.
A. hadn’t B. don’t C. didn’t D. wouldn’t have
- Greeting the T
- Answer
- Do T’s requests
- Listen
Expected answers:
Letters in bold
108
If clause Main clause
Type 1: Present simple Will/ Shall + Bare.inf
Type 2: Past simple
(To be: WERE)
Would + Bare inf.
Type 3: Past perfect Would + Have + P.P

4) What would Tom do if he ______ the truth?
A. would know B. knows C. had known D. knew
5) If I ______ you were sick, I would have called sooner.
A. knew B. had knownC. know D. would have known
6) If there ______ a row, I’m going to keep out of it.
A. will be B. is C. were D. had been
7) If I ______ you, I’d call and apologize.
A. am B. were C. would be D. was
8) Jack will win the election if he ______ harder.
A. will campaign B. would campaign
C. campaigned D. campaigns
9) She told me that she would not have enjoyed the party if I
______ there.
A. am not B. was not C. were not D. had not been
10) If you ______ to my advice in the first place, you wouldn’t be
in this mess right now.
A. listen B. will listen C. had listenedD. listened
11) If she asks for money, I ______ her.
A. will give B. gave C. would give D. would have given
12) The doctor said ______ the patient did not stop smoking, he
would be seriously ill.
A. that if B. whether C. if that D. as if
2. Rewrite these sentences by using “If”.
1. She will fail in the examination because she is very lazy.
→ If ………………………………………………………………
2. We don’t have holiday because we haven’t got any money.
→ If ………………………………………………………………
3. He didn’t listen to his parents. He failed the exam.
→ If ………………………………………………………………
3. Change the following conditional sentences into reported
speech.
1. “If I had any money, I’d buy you a drink”, she said to me.
→ ……………………………………………
2. “If I catch the plane, I’ll be home by five” he said.
→ ……………………………………………
3. “You should stay in bed if you feel unwell,” my mother said.
→ ……………………………………………
4. “If I’d had my mobile yesterday, I could have contacted you,”
Tom said
→ ……………………………………………
VI. Free – Practice: Put the verbs into the correct form.
1. If he (eat) ______ all, he will be ill.
2. If I (know) ______ his address, I’d give it to you.
3. I shouldn’t drink that wine if I (be) ______ you.
4. If the rain (stop) ______, I would have gone for a walk.
- Review all grammatical points and vocabulary, prepare next part.
- Whole class
Expected answers:
1. If she weren’t very lazy, she
wouldn’t fail in the exam.
2. If we got any money, we
would have holiday.
3. If he had listened to his
parents, he wouldn’t have failed
the exam.
- Whole class
Expected answers:
1. She said to me that if she had
any money she would buy me a
drink.
2. He said that is he caught the
plane he would be home by five.
3. My mother said that if I feel
unwell I should stay in bed.
4. Tom said that if he had had
his mobile the day before, he
could have contacted me.
- Whole class
Expected answers:
1. eats
2. knew
3. were
4. had stopped
- Whole class
----    ----
109

Period: 51st
REVISION FOR 1ST
TERM TEST (UNIT 8)
 Procedure:
I. Stabilization:
II. Check up:
learnt before.
IV. New lesson:
2. Pronunciation of /fl/, /fr/, /θr/.
3. Grammar:
Pronouns: one(s), someone, no one, anyone, everyone
a. Someone: - used in positive sentences, has the idea of a definite
idea.
b. Anyone: - used in negatives and questions, has the meaning of no
limit.
c. Everyone: - mean “all the people in a group”
d. Everybody: - used in positive sentences, questions
e. No one: - mean “No people”; - used in positive sentences
f. One: - used to avoid repeating a singular noun
g. Ones: - used to avoid repeating a plural noun
Followed by a singular verb
indefinite pronouns
Refer back to them in a sentence
with they/them/their
V. EXERCISE:
1. Were there any calls for me?
– Yes, ______ rang while you were out.
A. someone B. anyone C. no one D. A & B
2. I threw my old trainers and bought some new ______.
A. ones B. one C. some D. any
3. There’s ______ waiting outside to see you. She didn’t tell me her
name.
- Greeting the T
- Answer
- Do T’s requests
- Listen
Expected answers:
Letters in bold
110
Someone
Anyone
Everyone
No one

A. no one B. anyone C. someone D. everyone
4. There are two films on TV this evening. Which ______ would
you prefer to see?
A. one B. ones C. someone D. anyone
5. Do you need thick paper or thin ______?
A. anyone B. everyone C. one D. ones
6. We all know the man is a thief, don’t we?
– Yes, ______ knows, but ______ dares to say so publicly.
A. someone/ no one B. everyone/ no one
C. anyone/ no one D. anyone/ someone
7. Can you please check that ______ has got a ticket?
A. someone B. anyone C. no one D. everyone
8. I would like to offer a small reward to ______ who finds my
missing dog.
A. someone B. anyone C. no one D. one
9. If anybody ______ question, please ask me after class.
A. have B. have a C. has D. has a
10. ______ in the class did their homework so the teacher was
angry.
A. No one B. Anyone C. Everyone D. All
11. ______ is knocking at the door. Can you answer it?
A. One B. Someone C. No one D. Anyone
12. ______ in the office is given special training for the job so all of
them do the job well.
A. No one B. Anyone C. Someone D. Everyone
13. I went to the library to seek information I needed for my study
but I found ______ there.
A. someone B. no one C. anyone D. everyone
14. Does ______ mind if I turn on the TV?
A. anyone B. someone C. no one D. everyone
15. He didn’t attend the important meeting yesterday but no one
______ why.
A. knew B. know C. knowing D. knows
VI. Free – Practice: Fill in the blanks with the pronouns:
one(s), someone, anyone, no one, or everyone.
1) Nearly ______ on the Internet uses e-mail to communicate with
each other.
2) ______ has left their bag behind.
3) I’ve got some stamps here. Which is the ______ you like?
4) Was there ______ you knew at the meeting?
5) Goodbye, ______. I’ll see you next week.
6) Does ______ else want to come?
7) Would you make a copy for ______ in the office and a few extra
______ for the visitors?
8) There’s ______ at the door.
- Review all grammatical points and vocabulary, prepare next part.
- Whole class
Expected answers:
1. everyone
2. Someone
3. one
4. anyone
5. everyone
6. anyone
7. everyone – ones
8. someone
- Whole class
----    ----
10/12/2012
111

WEEK 18th
Period: 52nd
SAMPLE TEST 1 (1st
term - English 11)
- review Ss’ learning through: writing, reading, pronunciation, vocabulary and grammar.
- help Sts do the sample test.
 Procedure: Distribute handouts.
SỞ GIÁO DỤC ĐÀO TẠO GIA LAI KIỂM TRA HỌC KÌ I - MÔN ANH VĂN
TRƯỜNG THPT LÊ HỒNG PHONG NĂM HỌC: 2012- 2013/ MÃ ĐỀ 001
Name: ..................................................... Class: 11B ...
Choose the word whose underlined part is pronounced differently from that of the other words.
1. A. church B. which C. children D. machine
2. A. honey B. home C. hour D. hospital
3. A. twin B. two C. twelve D. twinkle
4. A. war B. work C. world D. whom
5. A. university B. student C. volunteer D. museum
Choose the best answer to complete each sentence.
6. My parents make me ______ hard to get good marks.
A. worked B. to work C. working D. work
7. She often ______ shopping at weekends.
A. go B. goes C. is going D. went
8. I am looking forward to ______ from you.
A. hear B. heard C. hearing D. hears
9. Yesterday when I ______ to his house, he ______ the exercises
A. come/ is writing B. come/ was writing C. was coming/ wrote D. came/ was writing
10. Yesterday, the bus ______ when we arrived.
A. had left B. has left C. was leaving D. leaves
11. Tom was accused ______ some top secret document.
A. to steal B. of having stolen C. for stealing D. to have stolen
12. “I’m sorry. I didn’t answer your phone.” Mary said.
→ Mary apologized ______.
A. of not answering her phone B. for not answering my phone
C. from not to answer my phone D. no answering me phone
13. If I feel too excited to sleep, I ______ reading one of our reports.
A. try B. would try C. would have tried D. will try
14. The new students hope ______ in many of the school's social activities.
A. to include B. to be included C. including D. being included
15. There is now an intense ______ between schools to attract students.
A. compete B. competition C. competitive D. competitor
16. Daisy is so ______ She only cares about herself, not about other people.
A. helpful B. unselfish C. selfish D. loyal
17. For boys who no longer have fathers, there's a ______ organization called Big Brothers.
A. mountainous B. voluntary C. younger D. disadvantaged
18. Each nation has many people who voluntarily take care of others.
A. bring along B. get on with C. keep up with D. look after
19. The ______ will observe and score your performance in the contest.
112

A. judges B. winners C. sponsors D. contestants
20. There’s ______ at the door. Can you go and see who it is?
A. anyone B. someone C. no one D. everyone
Choose the item among A, B, C or D that best answers the question about the passage.
There are many proverbs about friends and friendship, such as “True friendship is like sound health”;
“the value of its seldom know until it is lost”, and “A real friend is someone who walks in when the
rest of the world walks out”. When you read these quotes, stop and think about your friendship. Do
you and your friends act in a caring way towards one another, do you respect them and do they respect
you, but most of all do you value the relationship and love spending time together? Friendship is more
than just hanging out together and gossiping about other people. True friendship is when two people
have mutual respect for one another, and really care about the each other’s feelings and dreams. You
need to be able to be honest with your friends. If there is ever a time when you feel that you cannot tell
them the truth, for fear that they will be mad or will not understand, then they are not true friends.
Friends share with each other important things that they would not share with others. Friends also care
about each other, stick up for one another and enjoy spending time together.
21. The passage is about ______.
A. a friend B. friendship
C. proverbs about friends and friendship D. caring for friends
22. The author advised us ______.
A. not to tell a secret to a friend B. to respect our friends
C. not to tell a friend about important things D. to make friends to gossip
23. Friends ______.
A. should not spend time together B. should be honest
C. should gossip about others D. should not care much
24. Which sentence is NOT true?
A. Friends should respect each other. B. We should be honest with our friends.
C. We can share important things with a friend. D. Dishonesty is needed for true friendship.
25. Which of these can be used to describe true friendship?
A. be honest and be mad B. hang out and gossip
C. have lunch and gossip D. trust, respect and share
Read the following passage and choose the most suitable word.
Linda is seven years old today, and her parents hold a birthday party for her. On the table there is a
birthday (26) ______ which there are seven colourful (27) ______ sitting in the middle of the cake.
People sing “Happy birthday” to Linda. When they finish singing, she blows (28) ______ the candles
on the cake then she cuts the cake to serve the guests. After that, she happily opens her birthday cards
and (29) …………. that her relatives and friends give (30) ______.
26. A. bread B. candy C. sandwich D. cake
27. A. gifts B. rings C. candles D. flowers
28. A. off B. over C. out D. down
29. A. presents B. complaints C. parents D. helicopters
30. A. him B. her C. you D. them
Choose the underlined part among A, B, C or D that needs correcting.
31. Instead of be excited about the good news, Tom seemed to be indifferent.
A B C D
32. John thanked us inviting them to dinner and said that they wanted to have us over for dinner next
week.
A B C D
33. He blew off all 60 candles on his birthday cake.
A B C D
34. They let me choose a pencil, and I took the red ones.
A B C D
35. If he works more slowly, he wouldn't make so many mistakes.
A B C D
Choose the best answer
36. “Why don’t you invite her to the party?” John asked.
113

A. John suggested inviting her to the party. B. John suggested to invite her to the
party.
C. John suggested being invited her to the party. D. John suggested me invite her to the
party.
37. “Thank you very much for your help, Peter,” said Mary.
A. Mary thanked Peter for helping her. B. Mary told Peter to help her.
C. Mary wanted Peter to help her and said thanks. D. Mary would like Peter to help her.
38. “If it rains, I will stay at home to read books,” said the boy.
A. The boy said that if it rains he will stay at home to read books.
B. The boy said that if it rained he would stay at home to read books.
C. The boy said that if it had rained he would have stayed at home to read books.
D. The boy said that if it rains I will stay at home to read books.
39. “If I were a millionaire, I could help a lot of poor children,” said the man
A. The man said that if he were a millionaire he could help a lot of poor children.
B. The man said that if I were a millionaire I could help a lot of poor children.
C. The man said that if he had been a millionaire he could have helped a lot of poor children.
D. The man said that if he is a millionaire he can help a lot of poor children.
40. He didn't hurry, so he missed the train.
A. If he hurried, he wouldn't miss the train. B. If he had hurried, he could have caught the train.
C. If he had hurried, he might catch the train D. He didn't miss the train if he hurried.
----    ----
Period: 53rd
SAMPLE TEST 2 (1st
term - English 11)
- review Ss’ learning through: writing, reading, pronunciation, vocabulary and grammar.
- help Sts do the test.
 Procedure: Distribute handouts.
SỞ GIÁO DỤC ĐÀO TẠO GIA LAI KIỂM TRA HỌC KÌ I - MÔN ANH VĂN
TRƯỜNG THPT LÊ HỒNG PHONG NĂM HỌC: 2012- 2013
Name: ..................................................... Class: 11B ...
I. Fill in the gap with the correct form of the words in bracket.
1. Each nation has many people who ______ take care of others. (volunteer)
2. We often take part in helping ______ or handicapped children. (advantage)
3. Most married couples in the United States ______ wedding anniversary each year. (celebration)
4. Many social activities are ______ by the Communist Youth Union. (organization)
5. We’re in harsh ______ with several other companies for the contract. (compete)
6. People call the 50th
wedding anniversary “the G ______ Anniversary” (gold)
7. Rapid population ______ has caused poverty in this area. (grow)
8. Would you mind ______ for me for a moment? (wait)
9. All the ______ in the debate had an opportunity to speak. (participate)
10. Air pollution is an ______ serious problem in many developing countries. (increase)
II. Reading comprehension
A. Choose the best answer to complete the following passage.
Friendship is the cooperative and (1) ______ relationship between two or more people. In this
sense, the term (2) ______ a relationship which involves mutual knowledge, esteem, affection, and
respect along with a degree of rendering services to friends in times of (3) ______ and crisis. Friend
will welcome each other’s company and exhibit loyalty (4) ______ each other, often to the point of
altruism. Their tastes will usually be similar, and they will share enjoyable activities. They will also
engage in (5) ______ helping behavior, such as the exchange of advice and the sharing of hardship. A
friend is someone who may often demonstrate reciprocating and reflective behavior. (6) ______ for
114

some, the practical execution of friendship is little more than the friendship that someone will not
harm them.
1. A. supportive B. supporting C. supported D. supportable
2. A. connects B. connotes C. shows D. means
3. A. difficulty B. problem C. need D. complication
4. A. towards B. with C. to D. for
5. A. naturally B. actually C. formally D. mutually
6. A. Despite B. So C. Yet D. And
B. Read the following letter and choose the best answer for each blank.
My most embarrassing experience happened when I had just left university. I have just started
teaching in a secondary school in my hometown. One morning, my alarm clock didn’t go off because I
forgot to wind it up and the previous evening I went to my friend’s party and I came back home very
late. I woke up at seven fifteen and my lesson began at half past seven. It was over seven kilometers
from my house to my school. I hurried, shaved, got dressed, jumped on my motorbike and drove to my
school. Luckily, there wasn't any traffic jam, so I arrived my school a little bit late. Therefore, I didn’t
go to the staff-room, but went straight into my class. When I got there, the students had already been
in the classroom waiting for me seriously. I greeted them and started my lesson immediately. After
two or three minutes, the students began murmuring to each other and some of them laughed, then all
of them laughed loudly. I couldn’t know why so I intended to punish them. Suddenly, I looked down
and understood. I had put on one black shoe and one brown shoe! Can you imagine how I felt at that
moment and what would you do if you were in my situation?
1. Why did the writer come to school late?
A. He missed the bus. B. He overslept.
C. He didn’t have an alarm clock. D. He was trapped in traffic jam.
2. What did the students do after two or three minutes?
A. They started learning seriously. B. They kept silent.
C. They told him his problem. D. They started laughing.
3. He didn’t understand his problem until ______.
A. his students murmured to each other and laughed B. he went out
C. he looked down D. his students told him his problem.
4. What does the word murmur mean?
A. say something in a high voice B. say something in a low voice
C. laugh lightly D. laugh loudly
5. Which of the following statements is NOT TRUE according to the passage?
A. He didn’t wash his face before leaving home.
B. He started teaching in a secondary school right after he graduated from university.
C. It is the first time he has been in such a situation.
D. Coming to class with one black shoe and one brown shoe is his embarrassing experience.
III. Phonetics & Grammar
Choose the word which has the underlined part pronounced differently from the rest.
1. A. game B. bridge C. against D. garage
2. A. excited B. kind C. nice D. quick
3. A. decorate B. special C. constancy D. cloth
Choose the word which is stressed differently from the rest.
4. A. unselfish B. sympathy C. quality D. principle
5. A. competition B. difficulty C. representative D. entertainment
Choose the correct answer.
6. These workers stopped ______ some coffee because they felt sleepy.
A. to have B. have C. having D. had
7. How many ______ minorities are there in Vietnam?
A. national B. primary C. ethnic D. main
8. If I ______ to her party yesterday, I ______ you there.
A. had gone/would meet B. went/would meet C. went/will meet D. had gone/would have met
9. Our house needs ______.
A. to paint B. to be painting C. painted D. painting
115

10. Last night, I suddenly woke up and heard the next-door couple ______ loudly.
A. argue B. argued C. to argue D. arguing
11. My friend often shows her ______ whenever I have troubles.
A. sympathy B. sympathize C. sympathetic D. sympathetically
12. My close friend is often concerned ______ all problems that I mention.
A. over B. with C. above D. into
13. When someone ______ a poem or other piece of writing, they say it aloud after they have learned
it.
A. recites B. takes part in C. speaks D. completes
14. They all denied ______ her.
A. to see B. of seeing C. having ever seen D. ever having seen
15. The exam is coming so the teachers make their students ______ a lot.
A. study B. to study C. studying D. studied
16. It is impossible ______ such a difficult thing without any help.
A. to do B. do C. doing D. done
17. They are whispering to avoid ______ by their friends.
A. being heard B. hearing C. to be heard D. being hearing
18. My father usually ______ beer after meals but now he ______ tea.
A. drank/was drinking B. drinks / is drinking C. has drunk / drinks D. drinks / drinks
19. There’s someone ______ at the door. Can you go and see who it is?
A. knocking B. knock C. to knock D. knocks
Find the mistake A, B, C or D.
20. Everyone are wearing black this year because it’s fashionable.
A B C D
21. We spent a week to prepare for our concert last month.
A B C D
22. Many people go to the pagoda to pray of a happy year for themselves and their family.
A B C D
Choose the best answer to complete each of the following sentences.
23. I expected ______, but I wasn’t.
A. to invite to the party B. to be invited to the party
C. inviting to the party D. being invited to the party
24. ______, we would have written to him.
A. If we know his address B. If we knew his address
C. If we had known his address D. If we have known his address
IV. Rewrite the sentences without changing meaning from the root.
1. The weather was so cold that we couldn’t go out.
→ The weather prevented………………………………………….
2. “It’s very kind of you to help me last week,” Lan said to Nam
→ Lan thanked …………………………………………………….
3. Because I didn’t listen to my father’s advice, I got myself into trouble.
→ If ……………………………………………………………….
V. LISTENING
Listen to a talk and do the following tasks.
Task 1: Listen and choose the best answers (1pt)
1. They’ve known each other for ______.
A. 25 years B. 35 years C. 45 years D. 55 years
2. They became friends because they ______.
A. Went to a different school B. Lived in the same city
C. Went to the same school D. Lived next door to each other
3. They lost contact with each other in ______.
A. The 1970s B. the 1917s C. The 1870s D. the 1817s
4. They didn’t see each other ______.
A. In the park B. At lunch time C. At James’s wedding D. In the pub
1. 1. A 2. 2. D 3. 3. A 4. 4. C
116

Task 2: Listen again and fill in the blanks (1pt)
1. We haven’t kept (1) ______ all the time.
2. I didn’t go to James’ wedding but he came to (2) ______.
3. Well, I’ve been living her in Brighton since 99, and these days I see James about (3) ______.
4. We haven’t been doing that for very long but it’s good to get all of us (4) ______.
1. in touch 2. mine 3. once a week 4. together
KEYS:
I. Phonetics
117

1. voluntarily
2. disadvantaged
3. celebrate
4. organized
5. competition
6. golden
7. growth
8. waiting
9. participants
10. increasingly
II. Reading
A. 1.A 2.B 3.C 4.A 5.D 6.C
B. 1.B 2.D 3.C 4.B 5.A
III. Phonetics & Grammar
1.B 2.D 3.B 4.A 5.B 6.A 7.C 8.D 9.D 10.D 11.A 12.B 13.A 14.C 15.A 16.A 17.A
18.B 19.A 20.A 21.C 22.C 23.B 24.C
IV. Writing
1. The weather prevented us from going out.
2. Lan thanked Nam for helping her the week before/ the previous week.
3. If I had listened to my father’s advice, I wouldn’t have got into trouble.
----    ----
17/12/2012
118

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