Giao an tieng anh 11 tron bo

Lesson plan of English 11
Writing date:
Period 1 UNIT 1 FRIENDSHIP
READING
• Objectives: By the end of the lesson, Ss will be able to guess meaning in context.
• Lexical items: unselfishness, constancy, be loyal to, sympathy, enthusiasm,
suspicion.
• Skills: Reading, Speaking
• Teaching aids: textbook, pictures
PROCEDURE
Teacher 's activities Students’ activities
I. PRE-READING
*Warm-up (5’)
Brainstorming
-Ask Ss to give the adjectives describing
features of a good friend.
Generous
sincere
*Lead-in: I know that we have a lot of
friends in our lives. Today, we’ll know more
about friendship through reading the text.
*Teaching vocabulary(12’)
1. unselfishness (n) -> (example)
2. constancy (n.) -> (translation): su kien
dinh
3. be loyal to = be faithful to
4. sympathy (n.) -> (definition): the feeling
of being sorry for sb, showing that you care
about sb’s problems.
5. enthusiasm (n.) -> (example)
6. suspicion (n.)
A: friendly
B: happy C: suspicious
Ex: He always helps people without
thinking of his own benefit.
What characteristics can you say about
him?
Ex: The news is greeted with
enthusiasm.
 What does “enthusiasm” mean in
Vietnamese?
->What’s the noun of “ suspicious”?
*Checking vocabulary: What & Where
(3’)
II. WHILE-READING: (15’)
Task 1: (3’aTask 2: (4’) Finding the main
Read the passage quickly & tick the
words in Warmer appearing in the
1
friend

idea of the whole passage. (Task 2, p.14)
+Ask Ss to work in groups of 4 or 5.
Task 3: (8’) Answering the questions. (Task
3, p.15)
+Divide class into 2 groups A & B
+Group A answer the first questions, group
B answers the rest. (Pair work)
+Closed pairs- Open pairs.
+ T’s feedback.
passage
+ Expected answer: B. Conditions of
the true friendship.
*Expected answer:
1…. 2. ….. 3. ….. 4. …….5. …..
III. POST-READING (8’) *Discussing the question “Why do we
need to have friends?”
+ In groups of 4, ask Ss to tell what a
friend can do for you:
+ in your studies
+ when you are in need.
IV. HOME WORK (2’) -Do Task 1, p.14.
-Prepare Period 3 – Speaking.
PERIOD 2 UNIT 1: FRIENDSHIP
SPEAKING
* Objectives: By the end of the lesson, Ss will be able to describe physical characteristics,
using adjectives.
* Lexical items: crooked, hospitable, generous, quick-witted
* Skills: speaking, listening
* Teaching aids: pictures, role cards
PROCEDURE
Teacher ‘s activities Students’ activities
I. PRE-SPEAKING:
* Warm-up:
Matching the adjectives from the box with the
parts of the body they can be used to describe.
2

Short Broad straight tallish sleek
Pointed Oval tall shortish round snub
Crooked Short large wide shoulder-
length
Wrinkled Glossy flat wavy long
Dyed
Parts of the body Adjectives
Face
Nose
Hair
Forehead
Height
• Call Ss to fill in the words on the
charts
• T’s feedback
* Teaching vocabulary
1. crooked (adj.): (picture)
2. hospitable (adj.): welcoming gueSs/
visitors friendly
3. generous (adj.): (translation)
4. quick-witted (adj.): intelligent
II. WHILE-SPEAKING:
Task 1: (Using the chart in the warm-up
activity )
Task 2:
Call some groups to report their results to
the class
In groups of 4, ask students to describe
some people in the picture given by the
teacher, using the words in the chart.
In groups of 4, Ss discuss and choose
the characteristics they think the most
important, and give their reasons
III. POST-SPEAKING: Interview
• Make role cards and deliver to students
(see textbook)
• Before students start, ask them to agree
upon the basic profile of the friend.
- his/ her name
Pair work:
• Ss can use suggestions given to ask
and answer, using the following
cue cards
• - why he/ she is interested in Math
- how much time he/ she spends on
3

- date of birth
- his/ her physical characteristics
- his/ her hobbies
- his/ her personalities
Math
- what makes him/ her a good friend
- what made him/ her successful
- what he/ she does in his/ her free time
IV. HOMEWORK (2’)
PERIOD 3 UNIT 1 FRIENDSHIP
LISTENING
* Objectives: By the end of the lesson, Ss will understand the content of the lesson
and be able to decide on true or false statements & listen and take notes.
* Lexical items: sense of humor
* Skills: listening, writing & speaking
* Teaching aids: tape scripts, handouts & cassette player.
PROCEDURE
I. PRE-LISTENING:(12’)
*Warm-up:
-Divide class into 2 groups A & B.
*Teaching vocabulary:
- sense of humor: -> (photo of Mr. Bean)
->He has good sense of humor.
*True/ False prediction:
-Deliver handouts
-A Student in group A will describe
some physical characteristics of a
student in his/her group.
-Group B has to guess who the student
is.
- In pairs, Ss predict if the following
sentences are true or false (See Task 1,
p.18)
II. WHILE- LISTENING (20’)
Task 1: True/False statements. (8’)
-Ask Ss to listen to the tape twice & check
their exercises in prediction activity.
-T’s feedback.
Task 2: Fill in the table. (12’)
-Deliver handouts (See textbook, p.18)
-T’s feedback.
-Keys:
*Lan’s talk: 1.F 2.F 3.T 4.F
5.T 6.F
-*Long’s talk: 1.F 2.F 3.T
4.T 5.T 6.T
Ss to listen the tape again to find out the
information & fill in the table.
4

How and where they met What they like about their friends
Lan - They used to live in the
same residential area in
Hanoi.
- Lan went on a holiday to
Do Son and Ha went
there to visit her.
- Ha’s very friendly and helpful.
- Ha’s sociable. She’s got many
friends in Do Son and she
introduced Lan around.
Long - They met in college.
- Minh played the guitar,
Long was a singer.
- They worked together.
- Minh has a sense of humor.
- Minh likes to go to plays and
movies.
- Minh is a good listener.
- Minh is friendly and helpful.
IV. POST-LISTENING.(11’) Ss talk to each other about their best
friends
+ how & where they met.
+ what they like about their friends.
V. HOMEWORK.(2’) - Write a short passage about your best
friend.
Teaching date:.../09/2007
WRITING
*Objectives: By the end of the lesson, Ss will be able to:
+ make an outline of the ideas to describe a friend
+ write a paragraph describing a friend’s characters with supporting details
for each character.
*Skills: Writing
*Teaching aids: textbook, posters.
PROCEDURE
5

I. WARM-UP: (6’)
Noughts & crosses.
1. friendly 2. cheerful
3. pleasant 4. modest
5. active 6. hardworking
7. studious 8. responsible
9. selfish
Key:
1-d 2-g 3-c 4-i 5-f
6-a 7-h 8-e 9-b
In 2 groups, Ss in turn choose
numbers & match the adjective
under the number with a suitable
example (on a chart) describing
emotions and actions as ideas
development for that adj.
a. My mother gets up at 6 every day
and never stops working until
dinner-time.
b. Minh never wants to share
anything with us. Whenever I ask
him for help, the only answer I get
is “Why do I have to do it for you?”
c. It’s nice to be around with Tam
for his polite and friendly manner.
d. He’s very close to us. Though
he’s our teacher, he treats us almost
like his friends.
e. I like working with Lan. She
always tries her best to finish her
part of the work.
f. She is a lively person who
engages in almost all the
community activities.
g. I love spending time with Linh
and seeing her broad smiles.
h. My friend spends a lot of time
learning. She is one of the best
students in our class.
i. Trust him. He doesn’t say more
than what he has thought or done.
II. PRE-WRITING (6’)
*Brainstorming:
Where/
When first
met
Physical
characteristics
Personalities
-in school
extra-
activities
-at a
football
match
-high
forehead
-very tall
- good-natured
-quick-witted
III. WHILE-WRITING
1. Making outline. (10’)
-While Ss are writing, T. goes around the class
to see how well Ss work and whether they need
some help.
-Ask 2 groups to write their outlines on the
board.
-Ss work in pairs
-For column one, think of the
possible places and situations in
which you may have met your best
friend. Write down as many of them
as possible.
-For column 2, think of the most
outstanding physical characteristics
of your friend and write them down
in this column.
-For column 3, think of the
personalities of your friend that you
like most about him/her.
-Ss to make an outline of a
paragraph describing a friend, use
the information they’ve just
discussed in brainstorming activity.
-Ss work in groups of 4
6
1 2 3
4 5 6
7 8 9

LANGUAGE FOCUS
*Objectives: By the end of the lesson, Ss will be able to:
+ pronounce the two sounds /dz/ & /t…/ correctly.
+know how to use to-infinitive or bare infinitive.
*Lexical items:
*Skills: Speaking, listening& writing
*Teaching aids: Handouts, textbook.
PROCEDURE
7

I. PRONUNCIATION (12’)
*Warm-up:
-Divide class into 2 groups A & B.
*Practice:
-T. reads the words & Ss repeat them in
chorus.
-Call some Ss to pronounce the words.
-T. reads sentence S (See textbook) & Ss
underline the words containing the
sounds /t…/ & /d…/.
-T’s feedback.
-T. reads sentence by sentence & Ss
repeat.
-T corrects if there’re some mistakes.
II. GRAMMAR.
1. Infinitive with “to”. (10’)
-T. shows some books and ask:
-> What do you read books for?
->Expected answer:
* We read books to get information.
-Use pictures of two happy faces & ask
Ss to complete the sentence.
T: Who can complete the boy’s sentence?
S: I’m happy to meet you.
* Practice:
- Ask Ss to put the words in the correct
order to make complete sentences with
infinitive with to
- Ss work individually.
- Have some Ss write their sentences on
the board.
- The other Ss correct the mistakes.
2. Infinitive without to: (10’)
*Practice:
-T’s feedback.
-SS write on the board as many words
having the sounds /d…/ & /t…/ as possible
in 3 minutes.
Group A Group B
/d…/ /t…/ /d…/ /t…/
Jam Children
chair orange
church
…
- Ss to give the form:
Noun/pron. + to-infinitive
Adjective
- Ss to match the words in column A with
those in B to make meaningful sentences.
A B
1. I saw a dog a. sing a
romantic song
2. I heard you b. bite
the crying boy
3. They made me c. clean
their ten bicycles
- Ss to give the form of the sentences
above.
Verb + Object + bare-infinitive
- Ss to give some other verbs which can be
used the same way as “see”, “ hear”, and
“make”
- Expected answers: watch, let, feel, notice
-Ss. To rewrite sentences, using the words
in brackets.(textbook, p.21)
- Ss to exchange the exercise and correct
them.
-In pairs, each student tells his/her partner
the first time she/he met his/her closet
friend.
Ex: - I was glad to meet her.
- I thought she was a very
interesting person to make friend with.
8
I’m happy…
you.

PERIOD 6: UNIT 2: PERSONAL EXPERIENCES
READING
Objectives: By the end of the lesson, Ss will be able to:
- learn some vocabulary about personal experiences
- understand the passage
- to use the vocabulary to tell about their own personal
experiences
Lexical items: idol (n); glance (v); sneaky (adj); embarrassing (adj); make a fuss (exp)
Skills: reading, speaking, listening, writing
Teaching aids: pictures, handouts, textbook.
PROCEDURE
I. PRE-READING:
1. Warm up: (pair work) (5’)
- T: prepares /sticks 6 pictures on the B.B
- lead-in: Have you involved in the
situation in which you don’t know what to
do?
2. Teaching voc: (10)
- idol (n): (example): thần tượng
Ex: Who’s your favorite singer
Hong Nhung
Hong Nhung is your idol.
-glance (v) (miming): liếc mắt
- sneaky (a) (situation): lén lút
 What would you do if you couldn’t do
your test?
Copy
 What’s your attitude?
Be afraid of the T. and look sneaky.
- embarrassing (adj) (synonym ) =
confusing (adj): bối rối
- make a fuss (exp) (over/about)
(explanation): làm ầm ĩ.
S.o complains noisily about s.t
she/he doesn’t like.
3. Checking voc: (handout) (3’)
Ss to discuss what’s happening in each
picture and then asks Ss to predict the
order of 6 pictures
Gap- filling (Task 1 / p.24)
(individuals)
Key: 1. glanced 2. making a fuss
3. embarrassing
4. idol -5.sneaky
II. WHILE-READING:
1. Activity 1 (5’) (group work) Put the
pictures of the events (on the board) in
the order that they happen in the story.
(correct the prediction in warmer )
-Ss read the passage silently in 3 mins.
Keys: 1.d – 2.b – 3.f – 4. e – 5.a - 6.c
Activity 2 Multiple choice (5’).
1. The writer’s most embarrassing
Individuals
9

experience happened when she was....
A. a teacher
B. a junior high school
student
C. a senior school
student.
2. She wished to have a... like the
one of her pop idol.
A. a red dress
B. a red floppy cotton
hat
C. a pair of red shoes
3. She bought it with the money...
A. her father gave her
B she picked on the street
C. She took from a school boy’s bag
3. Activity 3 (Task 3/ p. 24)
Comprehension questions (pair work )
-Ss read the passage again and answer the
following questions
1. Why did her father give her some money
on her birthday?
2. What did she see in the boy’s bag?
3. Why did she decide to take the money
from the boy’s bag without saying anything
about it?
III. POST-READING: (7’)
Discuss the question: What would you do if
you were the writer?
IV. RESERVED-ACTIVITY:
Keys:
1. So that she could buy the hat for
herself
2. A wad of dollar notes exactly like the
ones her father had given her before.
3. Because she didn’t like to make a
fuss.
(Group work )
Expected answers: - say nothing / keep
as a secret.
-try meet the boy and give the money
back
Ss tell about their embarrassing
experiences.
V. HOMEWORK: (3’) - Prepare for speaking
-Write about their own experiences.
Period 7: UNIT 2 PERSONAL EXPERIENCES
Speaking
*Objectives: By the end of the lesson, Students will be able to talk about past experiences
and how they affected one’s life.
*Lexical items: native speaker; affect (v); turtle (n)
*Skills: speaking; listening; writing; reading.
*Teaching aids: textbooks; pictures; handouts.
PROCEDURE
10

I. PRE-SPEAKING
1. Warm-up: (5ms) Hangman
Teacher asks Ss to think of a word
containing 10 letters, you can guess 2
letters first: __ __ __ __ __ __ __ __ __ __
2. Lead-in: (2ms)
_ asks Teacher Ss: .Have you ever had an
interesting experience?
3. Teaching vocabulary: (2ms)
- native speaker (n) (situation) người bản
xứ
Ex: Mary comes from England.
She speaks English as a native speaker
- (to) affect (v) (example) ảnh hưởng
Ex: Smoking is harmful to our health. It
means smoking ……….badly our health.
→ affects
- turtle (n) (picture) con rùa
4. Checking vocabulary: (3ms) R.O.R
Key words: EXPERIENCE
II. WHILE-SPEAKING: (15 ms)
1. Activity 1: (5 ms) (Task 1, textbook,
P.25)
2. Activity 2: (10 ms)
Teacher asks Ss to practice the dialogue in
pairs
Teacher calls some pairs to perform the
dialogue in front of the class.
Teacher sticks a poster with the completed
dialogue
Teacher asks Ss to pay attention to the tense
of the verb <Simple past >
Key answers:
1_d; 2_c; 3_ a; 4_ b; 5_ e
Ss put the conversation in the correct
order by numbering the expressions
(Task 2, textbook, P.26 )
Key answers: 1_b; 2_ d; 3_ h; 4_ a;
5_ e; 6_ g; 7_ c; 8_ f
Ss to pay attention to the questions:
Have you ever ……..?
How did it happen?
When did it happen?
How did the experience affect you?
III. POST- SPEAKING: (13ms)
Ask Ss to use the questions above to talk
about their own past experiences, using the
cues in task 1
IV. HOMEWORK: (2ms)
Write down your own dialogue in the
exercise
PERIOD 8 UNIT 2: PERSONAL EXPERIENCES
LISTENING
* Objective: By the end of the lesson, Ss can learn some vocabulary about a fire.
* Lexical items: memorable (a), scream (v), gas stove (n) escape (v), terrified (a),
replace (v), embrace (v), protect (v)
* Teaching aids: picture, cassette, chart, handouts...
11

PROCEDURE
I. PRE - LISTENING:
 Warm - up: (5’) (group work):
Describing the picture (p27 - textbook).
 Lead - in (2’)
- Have you involved in or seen a fire?
- What did you do then?
- How did you feel?
 Vocabulary (10’):
- memorable (a) = unforgettable (a)
(synonym): đáng ghi nhớ
- Terrified (a) sợ hãi (example)
Most people feel terrified when they see
snakes
- Scream (v): (explanation) la thất thanh,
la hét.
What do people often do when they see
something terrible?
- Replace (v) (mining): thay thế
- Gas stove (n) (drawing)
- Embrace (v) (picture): ôm
- Escape (v) (example): thoát ra ngoài
The prisoner ran away after escaping from
the prison.
- Protect (v): (explanation)
What do we wear a helmet for? → to
protect our head
Keys:
1. protect 2. embraced 3. memorable 4.
terrified 5. screamed 6. replace
7. gas stove 8. escape
II. WHILE – LISTENING
Keys:
1. T 2.F 3. F 4. F 5.T
Ss look at the picture and say what is
happening in it.
 Checking vocabulary (5’) (individual)
Gap - filling
1. A good pair of shoes will ………. your
feet while jogging.
2. The child ……….her mother tightly
because of fear.
3. April 30th
1975 is a ……….day of
Vietnamese people.
4. I feel …whenever I stay at home alone
5. The fans …….with excitement when
they saw their idols.
6. Robots can …….people in some work
7. Remember to turn off the …… right
after cooking.
8. They were trying to ……….from a
burning house.
1. Activity 1 (5’) (Pair work) (task 1 P27)
1. Christina is a businesswoman
 True
 False
2. The fire happened three years ago
 True
 False
3. The fire started in the bedroom
 True
 False
4. When the fire started, Christina was
12

Ask Ss to put the sentences in right
order to make a completer story.
Keys:
1. b 2. d 3. a
4. c 5.f 6.e
Keys:
1. small 2. everything 3. family
4. replaced 5. took 6. appreciate
reading a book
 True
 False
5. Her mother came and rescued her
 True
 False
2. Activity 2 (5’) (Group work) Teacher
prepares 6 piece of paper on which there
are 6 sentences as follow.
-b. Her most unforgettable experience
happened 13 years ago.
-d. Her house burned down
-a. The fire started in the kitchen because
she forgot to turn off the gas stove.
-c. She heard her mother’s voice calling
her name
-f. She rushed to her mother and her
mother carried her out.
-e. She got away without even a minor
burn.
3. Activity 3 (5’) Individual (Task 3
textbook P28)
III. POST - LISTENING (5’) (textbook
P28) Discussion
Christina says that family is more
important than things. Do you agree or
disagree with her? Why? Exchange your
ideas with a partner.
IV. HOME - WORK (3’) Write down your idea (Post - listening) in
the notebook
WRITING
A. OBJECTIVES
13

A1 Aims: - To help Ss know the way to write a personal letter about a
past experience.
A2. Lexical items: - Words/Phrases used to write about a past experience:
embarrassing/embarrassed, frightening /frightened, funny,
unforgettable, memorable; appreciate; outlook on life…
A3. Structures: I’m writing to tell you about my most memorable …; This
made me more careful…; This changes my outlook on life;
etc.
A4. Method: Integrated, Communicative approach
A5. Teaching aids: Posters, pictures, handouts, transparency sheets/A4 paper,
whiteboard markers, overhead projector
B. PROCEDURE
14

WARM-UP (3 mn)
Look at the pictures or listen to the situations and
answer the questions
T. either shows 2 pictures of ‘a man attacked by
a dog’ and of ‘a man slipped & fallen in the
street’ or gives 2 situations and asks some
questions:
1. What’s the matter with the man in the 1st
picture?
2. How did this affect him?
3. How about the 2nd
picture?
4. According to you, how did he feel when there
were a lot of people in the street?
PRE-WRITING (15 mn)
Act.(7mn). Listen to the teacher’s past experience
and do a multiple-choice task.
T. tells Ss her/his past experience.
‘I’ve had a lot of experiences in my life. My
unforgettable experience was just 2 months ago,
when my family spent a summer holiday in Hue
city.
We stayed at a big hotel with 7 floors for three
days. My son, a quick and naughty boy likes
taking the lift so we decided to choose a room on
the top floor. On the last afternoon of our stay,
while I and my husband were both talking to
each other and stepping into the lift, my son was
putting his left hand into one of the two slots of
the lift. I really lost my temper then. Immediately,
I grabbed his hand and tried to draw it out of the
slot, but I couldn’t. The boy was more and more
crying, and I began crying. My husband, who
prevented me from doing like that, was very
calm. He managed to draw his hand out of the
slot. At that time, I felt relieved and hugged my
son because I had thought of the worst thing that
would happen to him. Luckily, he wasn’t
seriously injured.
This experience made me frightened and pay
more attention to my naughty son. Especially, I
find that we should be calm when solving any
problems.’
TASK: Listen to my past experience and then
tick the right pictures related to the story.tick the right pictures related to the story.
1. a b c d
2. a b c d
3. a b c d
Ss: Observe the pictures on board
or listen to the situations given
Ss’ answers:
1. He was attacked/bitten by a dog.
2. This made him frightened.
3. He was slipped.
4. He felt embarrassed.
Group work (groups of 4)
Ss: Observe the pictures of the task
provided and make group
discussion before listening.
Ss’ answers:
1. b
2. d
3. c
4. c
5. b
Ss. Look at the poster and answer
the questions
Individual work
Ss give as many kinds as possible
Pair work
Ss write outline in pairs
Individual work
15
1. Where the experience happened: at a hotel,…
2. When it happened: 2 months ago, when I was on
holiday,…
3. How it happened: (various details)
4. Who was involved:
5. How it affected you: It made me
embarrassed/frightened…; It changes my outlook on
life…

LANGUAGE FOCUS (1)
• Objectives: By the end of the lesson, Ss will be able to pronounce /m/ - /n/ - /η/
and use present simple indicating past time correctly
• Lexical items:
• Skill: speaking, listening, writing, reading
• Teaching aids: textbooks, handouts, poster
• PROCEDURE
16

• WARM - UP AND LEAD - IN: (5’)
Game: T prepares 15 cards containing 15
words and asks Ss to put into correct
columns
- T gives feedback
- T leads in the new lesson
A. PRONUNCIATION (15’)
I. PRESENTATION (5’)
- T introduces and modals 3 consonants
/m/; /n/; /η/
II. PRACTICE (5’)
T asks Ss to underline the words
containing 3 consonants above and read
the sentences loudly (individual)
1. Good morning. I want an apartment in
central London.
2. We have an inexpensive apartment in
Northern Avenue.
3. I remember meeting him on a nice
summer afternoon.
4. Mr. King is singing next door.
5. He’s holding a string in his fingers.
6. He loves spending his holidays in his
small summer house.
III. PRODUCTION (5’)
T divides class into 2 groups ands asks Ss
to choose the number and give the word
containing the consonant
B. GRAMMAR (23’): Present simple
indicating past time
I. PRESENTATION (7’)
T feedbacks and explains: Present Simple
also indicates past time
Keys:
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
II. PRACTICE: (8’)
Multiple Choice
One fine day, we (1. decide) _______ to
go into a jungle. We (2. start) _______
preparing for the trip at six in the morning,
and (3. leave) _______ with two elephants
carrying our luggage. It’s a hot day but all
of us (4. wear) ______ shoes and trousers
to protect us from snakes. In the jungle,
/m/ /n/ /η/
may nose Wrong
running make nine
- Ss repeat
Game: Noughts and Crosses
1 2 3
4 5 6
7 8 9
- Ss close the books and gives Ss
handouts
Handouts:
The story is about a girl called Little Red
Riding Hood who (0. live) lives with her
mother. Little Red Riding Hood‘s
grandmother (1. invite) _________ her to
her cottage, so one fine day she (2. set)
_________ off to visit her. The little girl
(3. get) __________ready, (4. wave)
_________ goodbye to her mother and (5.
promise) __________to be careful. On her
arm she (6. carry) _________ a basket
which (7. contain)_________a cake her
mother (8. bake) __________specially. It
(9. be) _________ a lovely spring
morning, the sun (10. shine) _________
and the birds (11. sing) __________,
happy that the winter (12. be) _________
over.
1.a. to decide b. decides
c. deciding d. decide
2.a. have started b. had started
c. start d. was starting
3.a. leave b. leaves
c. leaving d. to leave
4.a. wears b. wear
c. wearing d. weared
5.a. is trying b. try
c. has tried d. was trying
6.a. to climb b. climbing
c. climb d. climbs
17

LANGUAGE FOCUS (2)
• Objectives: By the end of the lesson, Ss will be able to use the past simple, past
progressive and past perfect correctly.
• Skills: writing, speaking, listening, reading.
• Teaching aids: textbook, handouts, chart, pictures, etc.
PROCEDURE
I/ WARMER: 5’
T gives an exercise: RIGHT (R) or
WRONG (w)
1/ I was making a cake when the light
goes out.
2/ Last night, while I watched T. V, my
mother was reading a newspaper.
3/ When I arrived, the lecture had
already started.
4/ He went out with his friends after he
finished his homework.
- T gives feedback.
- T leads in the new lesson.
II/ PRESENTATION: 10’
From the above sentences, T elicits from Ss
3 structures:
…………WHEN ………..
WHILE …………, …………
WHEN / BEFORE / AFTER ………..,
II/ PRACTICE:
1/ Activity 1: 8’
Exercise 2 / p.30. Textbook.
Keys: 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 (you)
doing
8/ had looked - asked - cost.
2/ Activity 2: 8’
Exercise 3 / p.31 textbook
Keys: 1/ had eaten - arrived
2/ found - had taken
3/ got - had closed
(1) Past progressive + WHEN + Past
simple
WHEN + past simple + past
progressive
*Expressing an action happening
when another action happened in the
past.
(2) WHILE + Past progressive +
Past progressive
Past progressive + WHILE + Past
progressive
*Expressing two actions
happening at the same time in the
past.
(3) WHEN / BEFORE + Past
simple + Past perfect
Past simple + AFTER + Past
perfect
*Expressing an action happened
before another in the past.
pair work
18

4/ got - had left
5/ got - had arrived
6/ paid - had phoned
7/ went - said - hadn’t arrived
8/ had looked - asked - cost
III/ PRODUCTION: 12’
Sentence building
- T uses pictures or cards:
1/ Play football - do homework
2/ Cook the meal - watch T.V
3/ Go shopping - do housework
4/ Have dinner - go to the cinema
- Ss to make sentences, using the three
structures above.
Individual
Group work
IV/ HOMEWORK: 2’ T asks Ss to make 6 sentences, using the
three structures above.
PERIOD 13 UNIT 3: A PARTY
READING
 Read for gist.
 Study some new words relating to the topic: Party.
Skills: reading.
Teaching aids: text books, hand-outs.
PROCEDURE
I. Warmer: (5 minutes)
 Chatting:
T elicits some information relating to a
party from the Ss
- Have you ever been to a party? 
Expected answer: Yes.
- Do you enjoy going to a party? 
Expected answer: Yes.
- Could you tell me some kinds of party you
have been invited to?
Lead – in:
T introduces the lesson:
“Today we will learn about some
kinds of parties that people are
celebrating”
I. Pre-reading: (10 minutes)
 Expected answer:
19

 Pre-teaching vocabulary:
1. blow out (v) thổi tắt
(Miming: T asks the Ss to look at him or
her. T does the action of blowing out
the candles then asks the Ss:
“What I have done?”  Expected answer:
blow out the candles)
2. couple (n)
3. anniversary (n)
+ golden anniversary
+ silver anniversary
+ wedding anniversary
4. gift (n)
5. milestone (n):
Checking vocabulary:
RUB OUT AND REMEMBER.
I. While reading: (20 minutes)
Activity 1: Task 1:
Activity 2: Task 2:
 T asks Ss to read the text again
individually.
 T asks Ss to work in pairs and do the
exercise.
 T reminds the Ss that there is only
ONE wrong word.
 T calls some Ss to stand up and give
their answers.
 T checks and gives feedbacks.
 Ss to work in pairs and read the text
again.
Ss ask and answer then tick ()
in the right box.
 T delivers the hand-outs (taken
from the textbook, p.34).
 T checks and gives feedbacks.
PAIR WORK
o Answer keys:
1. birthday party
2. both
3. both
4. wedding anniversary party
7. birthday party
PAIR WORK
o Answer keys:
o 1. Lisa’s family and friends are at her
seventh birthday party.
2. Everyone eats cake and ice cream at
the birthday party.
3. Lisa opens birthday cards and presents
from her family and friends.
4. Many Americans over the age of 30
don’t like to talk about their age.
5. Fifty years ago, Rosa and Luis got
married.
6. People call the 50th
wedding
anniversary the “golden
anniversary”
7. Rosa and Luis are happy to be
together for their golden anniversary.
20

III. Post-reading (9 minutes)
PREPARE YOUR BIRTHDAY PARTY
Time to start
Place to celebrate your birthday party in a park, at home, at a restaurant, at a coffee
shop…
Number of gueSs coke, cake, candies, milk, …
Foods and drinks Playing games, singing, dancing, taking
photos, …
Interesting activities
DISCUSSION
- T asks Ss to work in groups of 5.
- T asks Ss to discuss the reasons why
they prefer to celebrate their birthday party at
home / in the restaurant.
T checks and gives feedbacks.
II. Homework (1 minutes)
Write-it-up:
Write a short paragraph (about 70 
100 words) about the preparation for
your birthday party. Using the
information given in the chart above.
SPEAKING
Objectives: By the end of the lesson, Students will be able to:
+ Talk about the party they have been to
+ Tell how they organize a party
Skills: speaking, writing
Teaching aids: Textbooks, hand-outs
PROCEDURE
I. Warmer: (5 mins)
• Brainstorming:
• T divides the class into 2 groups:
Tom and Jerry
T asks each group to choose a
representative to come to the board
T asks Ss to find some words related to
the topic PARTY then write their words
Ss to clap their hands
Ss read the list of questions on p. 35
Ss choose from the list 5 or 6 questions to
answer
21

on the board
T checks the Ss' answers
The group that has more correct words will
be the winner
Lead-in:
T introduces the lesson: "
Today, you will learn to talk about the
parties you've been to and how to
organize a party."
II. Pre-speaking: (10 mins)
• Activity: Task 1
T asks them to write their answers on
a piece of paper
T reminds them to use The Past Tense
T calls some Ss to stand up and talk
about their answers
III. While-speaking: (20 mins)
Activity 1: Task 2
T asks them to tell their friends about the
party they've been to
T asks them to use the information in the
previous activities
T goes around to check and offers help if
necessary
T calls some Ss to stand up and tell about
the party they have been to
T gives feedbacks
Activity 2: Task 3
PARTY-ORGANIZER'S COMPETITION
Ss to work in pairs
II. Post-speaking: (10 mins)
- T asks the Ss to work in
pairs
T gives some cues
22

-T asks Ss to plan an interesting party
(using the cues) then tell their friends to
invite them to come to that party.
-T calls some Ss to stand up and talk
about their parties
-T checks and gives feedbacks.
- Ss to discuss in their groups
IV/ HOMEWORK: 2’ T asks Ss to make 6 sentences, using the
three structures above.
LISTENING
Objectives: By the end of the lesson, Students will be able to:
+ Listen for gist.
+ Listen to get some specific information to answer the questions.
Lexical items: words related to a party / parties.
Skills: listening.
Teaching aids: hand-outs, tapes, cassette-player, pictures or real objects.
PROCEDURE
I. Warmer: (5 mins)
T elicits some information related to
parties from the Ss by asking the
following questions:
- When do you like to organize your
birthday party, during the day or in the
- Ss work individually to read
through the hand-outs.
- Ss listen to the tape once and try
to decide if the statements are True (T) or
False (F).
- Ss to work in pairs and discuss
BIRTHDAY PARTY
Game: Hide and Seek, Beauty Contest, etc
GueSs: Interesting friends and famous
singers
Foods and Drinks: coke, fruit juice,
cake, biscuits, etc.
23

evening?
- What foods and drinks are often served at
your birthday party? What act …
II. Pre-listening: (10 mins)
Teaching vocabulary:
+ gather (v) (picture …)
+ decorate (v) (explanation)
+ slice (n) (realia)
+ clap (v) (miming)
+ icing (n) (picture)
Checking vocabulary: WHAT AND
WHERE
III. While _listening: (20 mins)
• Activity 1: Task 1
• T delivers handouts (taken
from the textbook, p.37) T call
some Ss to stand up and give their
answers.
• T plays the tape again to
check with the whole class.
• T gives feedbacks.
Activity 2: Task 2
their answers.
- Answer keys:
1 2 3 4 5
F F F T F
MULTIPLE CHOICES
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
24

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
IV. Post listening: (9 mins)
T asks them to talk about Mai’s
birthday party.
T asks the secretary to take notes.
Homework: (1 min)
- Ss to work in group of 6.
- Ss choose a secretary and a presenter.
Write a short paragraph about Mai’s birthday
party (5070 words).
WRITING
 Write a letter of invitation.
Lexical items: Words / phrases used in letters of invitation.
Structures: Would you like to…?
Skills: Writing.
Teaching aids: Hand-outs, posters.
PROCEDURE
Teacher ‘s activities
T devides the class into 2 groups: Apple and
Orange.
T asks each group to choose a representative to
come to the board.
T asks Ss to find words related to LETTER.
I . Lead – in:
-T introduces the lesson:
“One of the kinds of letter we will study today
is letter of invitation“
II. Pre-writing: (10 mins)
Vocabulary teaching:
-refreshments (n) -serve (v) -take place
-T elicits some information from the Ss:
Students’ activities
Ss do the exercise in the hand-out
Answer keys:
1. refreshments
2. would you like - - served
3. took place
Answer keys:
1. at my house
2. to come
3. refreshments
4. to cook
5. winners
6. by Monday
25

Would you like to go to the cinema with me?
-Structure:
 Form
1. I often bring a lot of ….when I go on a picnic.
2. What …. to be …. at the party?
3. The 2002 World Cup …. in Korea and Japan.
III. While writing: (20 minutes)
Activity 1: Task 2
-T asks the Ss to work in pairs
-T asks them to complete the letter in the
textbook.
-T calls Ss to give their answers.
-T checks and gives feedbacks.
Activity 2: Task 3
T asks the Ss to find the answers for the
questions in the textbook.
Activity 3:
-T asks Ss to work in groups again
III. Post-writing (9 minutes)
T calls the Ss to stick their poster on the board.
Ss work in group of 5
o Suggested answer:
1. I am going to organize a birthday
party.
2. I intend to organize the party in the
park on July 25th.
3. I will invite about 50 friends /
classmates.
4. I will organize some interesting
games such as hide and seek,
Bingo, ect...
5. Fast food and fruits will be served.
V. Home work (1 minutes) T asks Ss to rewrite the letter of
invitation in their notebooks.
E. LANGUAGE FOCUS
A. Aims: After the lesson, students will be able to:
- distinguish the sounds /l/ - /r/ - /h/
- know about infinitive and gerund
- apply to do the exercises
B. Teaching aids:
- Textbook
- Pictures of a plate of salad, a restaurant, and a house
C. Procedure:
A. Class stabilization:
B. New lesson:
I. Warm-up:
- T uses pictures of a plate of salad, a restaurant, and a
house to lead to pronunciation
II. Pronunciation:
1. Activity 1: Listen and repeat
2. Activity 2: Practise reading aloud these sentences
1. Hello, Mr. Allen. You’re early for lunch. It’s only
- T asks Ss to repeat the
words.
26
Would you like to …

eleven o’clock.
2. I’d like a plate of salad, a glass of lemonade, a slice
of melon and some jelly, please.
3. Laura is a really pretty librarian in the public
library.
4. Her parents own a restaurant in a country in central
Europe.
5. Hello, Harry. Have you heard the news? There’s
been a horrible accident. A helicopter has hit Helen’s
house.
6. Helen and her husband will have to spend their
holiday in hospital.
III. Grammar:
A. INFINITIVE AND GERUND
I. Examples:
List what people often do at a birthday party
give presents
sing birthday
song
get l
eat and drink
blow out the candles
- I hope to receive many presents on my birthday.
- We enjoy singing birthday song.
II. Verbs followed by V-ing and To-inf
Verb + (O) + V-ing
+ V (To-inf)
1. Verbs followed by To-inf
V + (O) + To-inf
- decide, expect, try, attempt, tend, ask, want, refuse,
desire, wish, order, require, demand, fail, advise,
hesitate
- would like / love, agree, be willing, hope, tend
- intend
Ex: - I expect to meet him tomorrow.
- She fails to solve this problem.
- Don’t hesitate to contact me when you ‘re here.
Other structures: - It + (be) + adj + to-inf
- S + V + too … + to-inf
- S + V + … enough … + to-inf
2. Verbs followed by V-ing
V + (O) + V-ing
- avoid - mind - appreciate
- deny - delay / postpone - miss
- T asks Ss to read the
sentences
- T gives a situation and asks
Ss some questions to lead to
the grammar point.
- T presents
27
Birthday Party

- consider - dislike/ hate / detest - finish
- keep - enjoy - practise
* Expressions:
- look forward to - be worth
- There ‘s no point in - be busy
- It ‘s no good / use - be / get used to
- can’t help / bear / stand - be accustomed to
Ex: - I deny having stolen money
- The book ‘s worth reading
* Adj phrase with preposition + V-ing
III. Exercise 1:
1. Most passengers dislike ___________ to sit in
small, uncomfortable seats on long flights.(have)
2. I must drive more carefully. I can’t risk ________
another speeding ticket. (get)
3. Did Dick mean ___________ Sue about the party,
or did it slip out accidentally?(tell)
4. You must keep __________ on the computer until
you understand how to use all of the programs.
(practise)
5. The judge demanded _________ the original
document, not the photocopy. (see)
IV. Homework:
- Prepare Language Focus (cont)
- T has Ss do the exercise.
- T gives correction and
comments.
Key:
1. having, 2. getting, 3. to tell,
4. practising, 5. to see
E. LANGUAGE FOCUS (cont)
A. Aims: After the lesson, students will be able to:
- know about passive infinitive and gerund
- apply to do the exercises
B. Teaching aids:
- Textbook
C. Procedure:
28

A. Class stabilization:
B. New lesson:
B. PASSIVE INFINITIVE AND GERUND
Usage:
- used in passive meaning
I. Passive Infinitive
Exercise 2:
1. Ms. Thompson is always willing to help, but she
doesn’t want....... at home unless there is an emergency.
A. to call B. to be called
2. The children agreed....... the candy equally.
A. to divide B. to be divided
3. I expected....... to the party, but I wasn’t.
A. to invite B. to be invited
4. I expect.......at the airport by my uncle.
A. to meet B. to be met
5. Mr. Steinberg offered....... us to the train station.
A. to drive B. to be driven
II. Passive Infinitive and Gerund
Exercise 3:
1. The new students hope....... in many of the school’s
social activities.
A. including B. being included C. to include D. to be
included
2. 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
3. Barbara didn’t mention....... about her progress report
at work, but I’m sure she is.
A. concerning B. being concerned C. to concern D. to be
concerned
4. You’d better save some money for a rainy day. You
can’t count on....... by your parents every time you get
into financial difficulty.
A. rescuing B. being rescued C. to rescue D. to be
rescued
5. Please forgive me. I didn’t mean....... you.
A. upsetting B. being upset C. to upset D. to be upset
C. MORE EXERCISES
I. Choose the best word / phrase/ sentence
1. Would you mind....... the door? (open)
2. You should give up....... or you’ll die of cancer.
(smoke)
3. The teacher told his pupils.......in class. (not talk)
4. The driver stopped.......a coffee because he felt
sleepy. (have)
5. Have you ever considered.......a pharmacist?
(become)
6. Peter advised me.......again. (try)
7. Avoid.......such a mistake again. (make)
8. My father wanted me.......a pilot. (be)
9. Mr. Thomas doesn’t allow.......while he is explaining
the lesson. (talk)
- T presents the usage of
passive infinitive or gerund
- T has Ss do the exercise.
comments.
Key:
1. B, 2. A, 3. B, 4. B, 5. A
- T asks Ss to do the
exercise
comments
Key:
1. D, 2. C, 3. B, 4.B, 5. C
- T asks Ss to do the
exercise.
- T gives comments and
correction.
Key:
1. opening, 2. smoking, 3.
not to talk, 4. to have, 5.
becoming, 6. to try, 7.
making, 8. to be, 9. talking,
29

Period 19. Unit 4: VOLUNTEER WORK
Reading
Objectives: By the end of the lesson, students will be able to
- Scan read for specific information
- Skin read for general ideas
- Work in pairs/groups effectively
- Get to know about volunteer work
Lexical items: Voluntary/volunteer/mow/ handicapped/ remote
Skills: Reading (main), speaking
Teaching aids: Handouts, picture
PROCEDURE
I. WARMER: (5’)
- Divide the class into 2 groups
- Each group will take turns to answer
the questions prepared before hand by
the teacher
- If they give the correct answer they
will get 1 mark. The group with more
marks wins the game.
Leading: Can you tell me some volunteer
work in our school?
II. NEW LESSON
Teacher says: In our lesson today, we’ll read
about the volunteer work PRE-READING
• Teaching vocabulary
1. Volunteer (n) (v) (picture +
explanation)
These people are doing
volunteer work. They are volunteers
Teacher: Can “volunteer” be a
verb?
Students: Yes
2. Voluntary (adj) (context situation:
Synonym)
In her spare time, she does the work without
being paid for it?
Questions:
1.What do you call the person who cures
diseases for animals? (vet)
2.Tell me the name of the fruit which is
round, sweet, rather big? (orange)
3.Which animal lives in the forest and
eats the carrots? (rabbit)
4.Fill in the missing words
a........or West, home is best
5.What is the antonym of “full”? (empty)
6.What do you call the money we give to
the children on Tet Holidays? (lucky
money)
7.What is a popular kind of drink in
Japan, China and Vietnam? (tea)
8.What is up when it rains? (umbrella)
What do you call the home of the birds
(nest)
Expected answers:
- Help the disabled
- Help the people suffering badly in
wars or natural disasters
Show a picture of the handicapped and
elicit the word.
30

In her spare time, she does....... work
(voluntary)
3. Remote (adj) (synonym)
What is the synonym of “far away”?
4. Wow (v) (picture +example)
Show the picture of a mower and ask
students to fill in the gap with one word in
the following sentence:
“ This machine is used to.......
lawn/
5. Handicapped (adj ) (picture +
translation)
III. WHILE –READING (17’)
Activity 1: Multiple choice (task 2, P.48)
- Put students into pairs
- In pairs, ask them to choose the best
answer from A, B, C or D for each of the
sentence
- Call on some Students to give the
answers
- Make corrections
Activity 2: Questions and answers (task 3,
P49)
Have students work in pairs to ask and
answer the questions.
Call some students to give the answer and
write on the board
IV. POST – READING: Discussion
- Have students work in groups of for
or five, discussing the following
questions:
1. What kind of volunteer work do you
usually do at school?
What do you usually do in each kind of
volunteer work?
• Checking vocabulary: Gap fill
1. When she retired, she did a lot
of.......service for the Red Cross
2. He continued to.......the lawn and
did routine chores
3. She needs some.......to clean up
the kitchen
4. We have visited many villages
in.......areas
5. I’m going to work two days a
week teaching.......kids to fish
KEYS: 1. Voluntary 2. mow 3.
volunteers 4. remote 5. handicapped
Expected answers: 1.A, 2.D. 3.B. 4.D,
5.B
Expected answers:
1. They read books to the people
there, play games with them and
listen to their problem.
2. They give care and comfort to
them and help them to overcome
their difficulties
3. During summer vacations, they
volunteer to work in remote or
mountainous areas to provide
education for children
IV. HOMEWORK: Write a short paragraph about
volunteer work at your
school/hometown.
Period 20 UNIT 4 VOLUNTEER WORK
31

SPEAKING
 Objectives: By the end of the lesson, Students will be able to
-Identify types of volunteer work
-talk about volunteer work
-work in groups /pairs effectively
 Lexical items: invalid/ martyr/ intersection
 Skills: Speaking
 Teaching aids: Handouts, charts
PROCEDURE
I. WARMER:(5') Game: Word Grid
-Hang on a chart with all the words in their
rows and cover each row with a piece of
paper
-Divide the class into 2 groups
-Ask each group to choose the numbered
row in turns, read the explanation for the
word in that row and say what the word is
-Uncover the piece of paper of each row
when Ss have the correct answer
-One point for one correct answer. If they
can guess the word in vertical column, they
will get 3 points and the game stops
RED CROSS
Lead in: -Have you ever worked for the Red
Cross Association?
- What kind of volunteer work do people
work in the Red Cross Association?
→In our lesson today, we are going to
speak about such volunteer work.
II. PRE- SPEAKING: (8’)
1. *Teaching vocabulary: Invalid(n) (picture
+ Situation man. He has to be confined to a
wheel- chair and he needs other people to
take care of him. He is an....
2. Martyr (n). (Situation + Translation)
3. Ex: Do you know Nguyen Van Troi? He
devoted himself to the revolutionary cause
and he was killed by the enemy. He is
considered as a....
4. Intersection (n) (picture ).
R What animal do cats eat? (rat)
E What planet are we living on?
(Earth)
D What do you call a person who
takes care of the teeth?
(Dentist)
C What do we use to drink tea?
(Cup)
R What is the antonym of
“wrong”? (Right)
O What is Iraq famous for? (Oil)
S What do we wash our hair
with? (Shampoo)
S What is the most popular sport
in the world? (Soccer)
Expected answers: -Yes/ No
They help the poor, or those suffering
from natural disasters.
32

III. WHILE _SPEAKING:
*Activity 1(task 1, p.49)
Teacher: Hang this chart.
Teacher gives feedback.
Answer: 1 
2 
3 
4 
5 
6 
Teacher shows the chart of the conversation
on page 50 on the board. Teacher reads the
conversation aloud.
- Teacher gives feedback.
IV. POST- SPEAKING
Teacher divides the class into groups of four
or five, asking them to discuss volunteer
work that they usually do to help people.
- Teacher collects the
mistakes made by student/
Teacher gives feedback.
- Taking part in an
excursion
- Helping people in
remote or mountainous areas
- Giving care and
comfort to the poor and the sick.
- Participating in an
English speaking club.
- Providing education for
disadvantaged children.
Joining the Green Saturday Movement.
Students go to the board to stick the
smiling faces next to volunteer work and
sad faces to the activities which are not
volunteer work.
Pairs
Substitution:
Instruction: You are going to walk in
pairs to make similar conversation, using
the activities from the table.
Group discussion.
V Homework: 1. We/ usually/ take part/ social activity.
→
2. Classmates/ interested/ help/
handicapped children/ neighborhood.
→
3. Father/ used/ help/ people/
mountainous areas.
→
Period 21: UNIT 4: VOLUNTEER WORK
LISTENING
Objectives: By the end of the lesson, the students will be able to:
- listen for specific information
- know more about volunteer work
- work in pairs/ groups actively
33

- discuss
Lexical items: co-operate, fundraising, sponsor, annually
Skills: listening (main), speaking
Teaching aids: CD player, poster, handouts
PROCEDURE
I. Warm-up: (5 mins) Game: Finding one’s
other half
- Divide the class into 2 teams A and B
- Hang on 2 posters on the board
-Stick pieces of paper on each poster
- Ss in each team combine pieces of
paper to form meaning full phrases
-The team who finishes first wins
*Lead-in: (point at the posters) These
activities are volunteer work
In today’s listening section, you listen to a
passage to know more about volunteer work.
II. Pre- listening:
*pre-teaching vocabulary:
1, co-operate (v) (example)
Ex: I work with him and help him for a
particular purpose. I………….. with him.
2, fundraising (n)(definition+ translation):
the activity of collecting money to support a
charity or an organization: hoat dong gay
quy
3, sponsor (n) (situation)
+ Hue Brewery Company paid all the
expenses for the Festival held in 2006
This company was the……………….. of the
Festival.
4, annually (adv) (synonym)
What is the synonym of yearly?
*Checking vocabulary: Slap the board
III. WHILE- LISTENING: (20 mins)
*Activity 1: Gap- fill (task 1,p. 51)
*Key: supporting charities/ raising
money/ helping the poor/ helping the
elderly/ making donations
Expected answers:
1. informal 2. 30 street children 3. 250
children 4. 1998 5. volunteers/
34

- Ply the tape and ask Ss to listen and fill in
the missing information
- Let Ss listen again if necessary
- Call some Ss to give the answers
*Activity 2: Error Recognition
- Deliver handouts
- Have Ss listen and underline an error in
each sentence and correct it
- Call some Ss to give the answers
1. Spring School provides classes for
disadvantaged children in Ho Chi Minh
City.
2. Dance, theatre, singing and circus
classes was set up a year later.
3. Spring School requires volunteers
helping organize their fundraising
dinner.
4. This is an exciting night in where
children perform circus, theatre, dance
and singing.
5. More schools like Spring School will soon
be finding in other city in Vietnam.
*Activity 3: Questions and Answers (task 2.
p. 51)
- Have the Ss listen to the passage again and
find the answers to the questions
- Ask them to compare the answers in pairs
- Give the feedback
IV. POST-LISTENING: (14 mins)
Speaking
- Ask Ss to work in pairs to talk about
Spring School, using the following
suggestions:
+ The aim of Spring School
+ The number of children living and
studying at the school or the classes
+ The activities the children at the school
take part in
+ The kinds of volunteers that Spring
School requires
- Go round to give help where necessary
- Call on some Ss to report in front of the
class
February
Key:
1. to 2. were 3. to help 4. which
5. found
Expected answers:
1. IT provides classes to
disadvantages children in Ho Chi
Minh City.
2. 2. Dance, theatre, singing and
circus were set up in 1999.
3. Because they need money to
continue their English and
Performance Arts classes.
4. At one of the largest hotels in Ho
Chi Minh City.
5. To contact sponsors and help to
expand the school activities.
V. HOMEWORK: - Ask Ss to summarize the story about
Spring School
35

Period 22: Unit 4: VOLUNTEER WORK
WRITING
Objectives: By the end of the lesson, Ss will be able to write a formal letter expressing
gratitude.
Lexical items: amount, ….
Skills: writing (main), reading
Teaching aids: charts, reality
PROCEDURE
I. WARM-UP: (3 mins) Game (Jumbled
word)
Lead- in: (2mins)
Elicit the answers from Ss: -When do you
say “thanks”?
In today’s lesson, you’ll learn how to write
a formal letter to express gratitude or
thanks.
PRE-TEACHING VOCABULARY:
Amount (n): (Synonym)
+What is the synonym of “a sum of money”
1. Donation (n): (translation)
2. Ask Ss: What do you call a person
who donates something? (donor)
3. Issue (v): (realia + situation)
*Activity 1: Read and Underline (5 mins)
- Have Ss work in pairs to read the letter
and underline the sentence that express the
points given (task 1, p.52)
- Call on some Ss to read aloud the
sentences
- Give feedback
*Activity 2: Identifying ideas(5 mins)
- Hang on a chart with parts of a thank- you
letter arranged in the wrong order
a. An offer to pay and a renewal of thanks
b. A personal remark about the usefulness
of the gift or present
c. An acknowledgement and thanks
d. Closing
e. A fuller expression of gratitude
- Call some SS to give the answers
- Check with the class
Activity 3: Write a thank-you letter (15
mins) (Task 2, page 53)
- Elicit some useful expressions used to
express gratitude or thanks from Ss
II. POST-WRITING: (8 mins)
- Choose one writing and ask a student to
Ss work out the anagram the following
word: STANHK
Key: THANKS
Expected answers:
+ When someone gives you a present.
+When someone does you a favor.
+When someone helps you with
something.
Suggested answers:
The opening of the letter: Dear Sir or
Madam
The amount that is donated: I am verry
happy to receive a donation of $500
from your company some days ago.
How the money is used: the money
will help us to repair the old school
building and build a new block of flats
for the handicapped students.
How the receipt is issued: We will
certainly issue a receipt as soon as
possible.
The gratitude to the donor: I would like
to express our thanks for the donation
from your company.
The closing of the letter: I look forward
to hearing from you soon.
Yours faithfully,
Expected answers:
1. An acknowledgement and thanks
2. A fuller expression of gratitude
3. A personal remark about the
usefulness of the gift or present
4. An offer to pay and a renewal of
thanks
5. Closing
Expected answers:
- Thank you very much indeed for …
- Many thanks to you for …
36

write it on the board
- Ask the whole class to correct the
mistakes
- Give comments
III. HOMEWORK: (2 mins)
- It is kind / good of you to help …
- On behalf of … I’m writing to thank
you for…
- I would like to express my thanks to
you for …
- I would like to offer my sincerest
PERIOD 23 UNIT 4 – VOLUNTEER WORK
LANGUAGE FOCUS (1)
▪ Objectives: By the end of the lesson, SS will be able to
- know how to use gerund / present participle of the verbs.
- do all the tasks in the course book / set by teacher correctly.
- work in pairs/groups effectively.
▪ Lexical items:
- furious (adj) diary (n), modernize (v), be ashamed of (exp)
▪ Skills: Reading and writing
▪ Teaching aids: Handouts, chart.
PROCEDURE
I. PRESENTATION
Warm-up (5’)
Hangman game
Lead in and presentation (8)
Do you like playing soccer, boys?
Why?
T writes: They find that playing football
is interesting.
T asks: Pay attention to the word
playing. Is it an infinitive or a gerund?
(gerund).
T revises some cases in which gerund is
used:
- after preposition (of, with, about, in...)
- After some verbs (V*: mind, enjoy,
admit...)
T hangs the picture of a boy seeing some
boys playing football
What did the boy do?
Key word: Soccer
(Yes)
(Because it's interesting).
Preposition + gerund
V* + gerund
Checking: Decide if the following
underlined words are gerund or
present participle.
1. He is interested in playing
football.(gerund)
37

(He saw some boys playing football.)
T writes: He saw some boys playing
football.
T explains: Playing is present participle of
the verb.
Run through the words
To help you do the following exercises,
I'll help you with some new words.
- toe (n):
(picture)furious (adj)
(synonym)
What's another word for "very angry"?
prevent s.o from doing st: (translation)
diary (n) (gap-fill)
I am very interested in seeing the
program "Vang Anh's........"
* Checking vocabulary: Rub out and
remember
II. PRACTICE
1. Task 1(page 54) (9m)
2. Task 2: (9m)
III. POST-PRACTICE (13’)
LUCKY NUMBER (12)
T: prepare 7 pictures beforehand.
picture of a boy preparing his lessons
picture of a woman going shopping
lucky number
picture of of a man collecting old books.
picture of some boys playing badminton.
.picture of a girl looking forward to a letter
from her friend.
picture of a woman asking a man not to
smoke.
picture of a girl seeing a boy running past
her house.
Divide the class into 2 groups: gerund
group and PP group.
T: Declare the winner
2. She wasted a lot of time
collecting old books.(pp)
3.I have no intention of moving to
York.(gerund)
Lan is going fishing this afternoon.(pp)
Suggested answers:
1.listening 2.bending 3.
behaving 4.meeting 5. spending
6. waiting 7. starting
Suggested answers:
1. burning / rising 2. reading 3.
lying 4. shopping 5. preparing 6.
trying 7. modernizing
Each group takes turns to choose a
number and make a sentence about the
picture they see. The Gerund group has
to use a gerund in their sentence and the
PP group has to use a present participle
in their sentence. They earn one mark for
each correct sentence. If they choose the
lucky number, they have one mark
without answering any questions. The
group with more marks wins the game.
* Expected answers:
1. The boy is absorbed in preparing his
lesson / I saw the boy preparing his
lesson
2. The woman went shopping this
morning / The woman enjoys going
shopping every weekend. 3...........
Write 6 daily activities of your own,
38

IV. HOMEWORK: (2’) using gerund and PP. Ex: I enjoy
reading every night.
PERIOD 23 UNIT 4 – VOLUNTEER WORK
LANGUAGE FOCUS (2)
* Objectives: By the end of the lesson, Ss will be able to known the following points.
-pronunciation: /w/ -/ j/.
-perfect gerund and perfect participle
*Skills: speaking, writing.
* Teaching aids: handouts, charts
PROCEDURE
I. WARMER: Game Lucky number
T: Divide the class into two groups
Each group will take turns to choose
any number on the chart.
If they give the correct answer, they
will get one mark
If they give the wrong answer,
another group will have chance to
answer it and continue
to choose another number. The group
with more marks wins the game.
Key: 1. west 2. wet 6. whale
4. yes 5. year 8. yesterday
T: Can you pronounce these words?
Ss: Yes/ No
T: Call some Ss to pronounce them.
Today We study how to pronounce /w/ -
/j/.
II. NEW LESSON:
A. Pronunciation:
*Activity 1:
T: Read aloud the words in the
textbook.
T: Call some Ss to read the words again.
Make correction if necessary.
*Activity 2:
T: Read aloud the sentences in the
textbook.
T: Call some student to read again.
Make correction if necessary.
*Activity 3: Group work
Ss: play the game
1. The sun sets in the …….
2. Can you tell me the antonym of
“dry”?
3. Lucky number.
4. Which word do you use to agree with
one’s idea? The word has 3 letters.
5. A …… has 12 months.
6. What is the biggest animal that lives
in the sea.
7. Lucky number.
What is the day before today?
Ss: Repeat after T
Ss: Repeat after T.
Ss: Make their own sentences with the
sounds /w/ - /j/
Expected answer:
39

T: Go around and help if necessary.
B. Grammar: perfect gerund and perfect
participle.
1. Presentation:
* Example: Rewrite the following
sentences, beginning with the given
words
a. He was blamed. He broke the
window.
He was blamed for…………………
b. Because I had already read the book
several time, I didn’t borrow it.
Having………………………………….
Explanation:
_Perfect gerund is the perfect form of
the gerund. It is used to refer to a part
action.
_Perfect participle is the perfect form of
the present participle. It is used when
one action happens before another
action.
2. Practice: (Task 3 p. 55)
T: Call Ss to give the answer. Make
correction if necessary
3. Production: Sentence building
a. Take/ two/ these pills/ my daughter/
felt/ better.
b. He/ admit / steal/ my bike.
c. Finished/ her work/ she/go/ home.
a. He was blamed for breaking the window
gerund
He was blamed for having broken the
window.
Perfect gerund
b. Having already read the book several
times, I didn’t borrow it.
Perfect participle
Ss: Do the exercise 3 page 55
Key:
1. having made 2. Having been
3. having been 4. Having tied
5. Having read 6. having taken
Key:
a. Taking two these pills, my daughter felt
better.
b. He admitted having stolen my bike.
c. Having finished her work, she went
home.
IV. HOMEWORK: (2’) Write 6
daily activities of your own, using
gerund and PP.
Ex: I enjoy reading every night.
PERIOD 26 UNIT 5: ILLITERACY
Reading
Objectives: Improve the Ss' vocabulary, skim for main content and scan for specific
details.
Method: Communicative Approach
Teaching aids: textbook, objects, pictures
Procedure:
40

* Warm – up: Guessing Game:
- T prepares a bag/ box with some objects:
pen, book, ruler, notebook,
blackboard, chair, table…
PRE - READING
1/Task 1: Question answering:
- What is it? + It's a pen / a ruler / a
blackboard..
- What is it used for? + It's used for
writing/ drawing …
- Do you have them?
- Why do you need them? + I'm a student. I
used them for studying.
2/Task 2: Picture describing:
* Suggested questions:
- Where do you think the class is?
- What do you think of the people in the
class?
- Are they at the same age?
- What do you think of the teacher?
- Is this class different from your class?
* Suggested words/ phrases to answers:
- remote, mountainous areas
- ethnic minority
- soldier…
WHILE - READING
1/ Task 1: Vocabulary:
- Find the Vietnamese equivalent to the
following expressions:
* Feedback:
1. Phổ cập giáo dục tiểu học 4. Kĩ thuật
canh tác
2. Hội khuyến học Việt Nam 5. Kế hoạch
hóa gia đình
3. Xóa mù chữ
2/ Task 2: Scanning for main content:
* Suggested answer:
D. The fight again illiteracy
3/ Task 3: Answering the questions:
* Answer:
1. 94% of the population.
2. The campaign for illiteracy eradication
- T divides Ss into 4 groups and chooses
a leader.
- The leader touches the thing in the bag
(without seeing) and uses some words,
phrases to describe it so that the others
can guess what it is.
- The winner is the group which has
more answers than the others.
- T shows real objects and makes
questions.
- Ss answer individually.
-T leads Ss to task 2
+ Textbook
- T shows the picture and asks Ss to
describe in groups of 4.
- Ss can ask and answer to get more
information about the picture.
- T calls some Ss to present their ideas in
front of the class.
- T reads through the text once.
- T calls some Ss to read the text
paragraph by paragraph.
- Ss read the text in silent to do task 1 in
textbook in pairs
- T asks Ss read the text again to do task
2.
- Ss can discuss in groups of 4.
- T calls some students to talk about their
choice.
- Ss do this task in pairs.
- T plays the tape and asks Ss to pass the
envelop around the class. When T pauses
the tape, st holding the envelop will open
it and pick a question to answer.
- T divides Ss into 2 big groups to
41

3. 600 students in 2000 and 800 students in
2001
4. They willingly/ voluntarily spent their
vocations teach
ethnic minority illiterate people to read
and write.
5. Illiterate will be soon eradicated.
POST - READING
Discussion: Discussing the two questions
below:
1. Are there any illiterate people in your
neighborhood?
2. What do you think we should do to help
them read and
write?
* Suggested ideas:
- prepare books, notebooks, pen, pencil…
- teach them how to write / read at night,
every Sunday, on
summer vocation…
- …..
* Homework
- Read the text again and translate into
Vietnamese
- Comment:
answer 2 questions in textbook.
- Ss in each big groups work in groups of
4.
- After 5 minutes, T asks Ss to write
their ideas on poster and tick them on the
board.
- T calls 2 group's leaders to present in
front of the class
Speaking
A/ AIMS: - To enable students to talk about literacy problem and offer solutions.
- To improve the students’ speaking skill
B/ TEACHING-AIDS: posters, pictures, textbooks
C/ METHOD: Communicative approach
D/ PROCEDURE:
42

I. Lead-in:
1. Are there still illiterate people in the
highland?
2. What do you think we should do to
help them read and write?
→1. asking about literacy problem.
→2. asking for solutions
II. New lesson:
1. Pre speaking: Matching
Ac.1: Vocabulary
Match a verb in A with a phrase in B
A B
1. Cheat a. old clothes
2. Enforce b. a club
3. Set up c. in a game
4. Collect d. education for children
5. Provide e. traffic regulations
Ac.2: Match each problem with its
solutions (Textbook p59)
Suggested answers
1.b-g 2.a-e 3.d-f 4.c 5.h-i-j
Ac. 3: Useful expressions
* Asking for solutions: What do you
think we should do to.....
* Offering solutions: I think we
should.......
2. While speaking: Talking about school
problems and offering solutions
3. Post speaking: Talking about class
problems
Ac.1: Brainstorming
Make too much noise ?
?
? Problems carve on the
tables/walls
play truant ? fights between
A&B
T has Ss answer the questions to
introduce the lesson.
Pair work
T delivers handouts and asks Ss to do the
matching in pairs. He may give them
some Vietnamese meanings if needed.
Suggested answers:
1.c 2.e 3.b 4.a 5.d
Pair work
T has Ss read the table given in the
textbook (p.59) carefully and do the
matching.
Some Ss are asked to read the answers.
Others listen and give comments.
T shows Ss ways to ask for and offer
solutions.
Group work
T and 2 Ss act out the model then has st
work in groups of three to talk about the
problems and offer solutions.
T has Ss think of some problems their
class have besides the ones given in the
textbook.
Group work
Ss talk about the problems their class
often have and try to think of some
effective solutions to these problems.
T goes round and offer some help.
43

Ac. 2: Talking about
A: Talk about class problems
B: Offering solutions
Example:
A: Some students in our class are
always go to school late, which affects
our study. What do you think we should
do to put an end to this?
B: I think we should tell this to our form
teacher so that he can have ways to deal
with this.
III. Homework:
Write about the problems in studying
English that high school students have
and suggest an effective way to solve
them.
LISTENING
A. Objective: Help students improve their listening skill and listening for gist.
B. Method: Communicative approach
C. Teaching aids: Textbooks, poster, tape.
D. Procedure:
I. Check-up:
II. Warm-up:
Game: Crossword puzzle
1.A public garden or an area in a town where
people go to walk, play, relax.
Group work
.T asks Ss to answer the question:
”What does this means?”
. Students answer.
* Across.
1. Park
2. Breakfast
3. Farm
4. Toy
5. House
* Down: PERTH
44

2. The first meal of the day.
3. An area of land and the buildings on it used
for growing crops of keeping animals.
4.A thing to play with: especially for a child
5.A building made for people to live in,
usually for one family.
III. Pre-listening:
Task 1. Asks and answer the questions.
1. Do you know where Perth is?
2. Have you ever done a survey?
Task 2: Listen and repeat.
Effective Maturity Weaknesses
Performance Self-respect Academic
Perth Western Australia
IV. While-listening:
Task 1: Multiple choice
-Teacher introduces the situation: Listen and
choose the best option to complete the
following sentences.
-Teacher opens the tape twice.
-Teacher lets students listen again with some
pauses and help them correct their answer.
* T’feedback: 1D 2B 3B 4B
Task 2: Answer the questions:
Suggested answers:
1. In Perth
2. 80% of the students.
3. They think that they should be allowed to
give some in put into school decision making.
V. Post-listening: Discussion
-T asks students to discuss the question:
”Which do you think is more essential for
better leaning good teachers or good
textbooks?”
* The cues:
- Method of learning
- Timetable
- Guidance
- Exercise
VI. Homework:
-Teacher and students’ activities
-T asks students some questions to
lead students to new content.
-T and students ’activities
-T reads and asks students to repeat.
Pair work
-Teacher asks students to read the
sentences and guess the answer.
-Students listen to the tape and work in
pairs.
-Students listen again to correct their
answer.
-T’s feedback
-T asks Ss to read the questions
-Ss listen to the tape twice.
-Ss compare their answer with the
others.
-Ss listen again to correct their answer.
Group work
-T divides class into 4 groups and asks
Ss to discuss in group, using the cues.
-T goes around the to help Ss if
necessary.
-T has the representative of each group
present their talk in front of the class.
The others listen and give comment.
45

PERIOD 29 UNIT 5: Illiteracy
Writing
A. Aims: - Helping Ss know how to describe trends from a table.
B. Teaching aids: Textbooks, table, posters.
C. Procedure:
I. Check-up:
What do you think your school should do to
help you learn better?
What do you expect from your teacher?
II. New lesson: Writing: Describing trends.
1. Before writing:
* T: Introducing some kinds of charts:
- Table / Bar chart / Circle (Pie) chart /
Graph
* Task 1: Filling in the blank with a suitable
word from the box:
- Suggested answers:
1. varied 2. rise 3. who 4. number 5. rate
6. different 7. dramatically
Regions Lowlands Midlands Highlands
Males
Females
2. While writing:
 A suggested outline:
A B (1)Introduction a.
Trends at different times
(2)Body b. Overall trend
(3) Conclusion c. A general statement
(Title)
 Some useful words and
expressions to describe trends:
* Intro.: - The table shows / describes/
illustrates.......
* Body: - As can be seen from the table/
chart / graph.......
- As shown in the bar chart...............
- It can be seen from the chart
that..............
- There was a ADJ + NOUN
slight rise
gradual increase
steady decrease(in the number of..)
sharp decline
dramatic fall/drop
-.....................VERB + ADV
rise slightly
T: Checks one or two Ss
Ss: gives answers
Possible answers:
- Provide modern facilities
- Give Ss more practical lessons
- Encourage Ss' creative ability.
- Make Ss more active.
- Make the lessons more interesting.
T: Shows the pictures to illustrate
Ss: Name kinds of charts if possible
Read the passage and do task 1 as
required
T: Asks Ss read the complete passage
again.
Ss: One reads, the others correct the
mistakes if necessary.
T: has Ss draw a table for the reading
passage.
T: From the model, has Ss underline
the words or phrases
describing trends.
Ss: Read the model and identify the
outline of this kind of writing.
T: Elicits some useful languages.
46

increase gradually from...to....
decrease steadily by...%
decline sharply
fall /drop dramatically
- on the increase / decrease
- fluctuate (v)
- remain unchanged
* Conclusion: -In conclusion / In
summary /
Task 2: Writing a paragraph of about 120
words, describing the information in the table:
Suggested answers:
The table describes the trend of literacy
rates in different parts of Sunshine country
from 1994 to 2003.
As can be seen from the data in the table,
there was a gradual rise in the number of
literate people in both the East and the West.
In 1994 the literacy rate was 50% in the East
and 70% in the West but in 2003 it increased
by 95 % and 85 % respectively. This shows
that the number of literate people in the East
went up more sharply than that in the West.
On the contrary, in the South this rate
declined steadily from 50% in 1994 to 30% in
2003.
These data suggest that more plans for
education development should be made in
these areas of the country, especially in the
South.
III. Homework:
T: has Ss write in groups,
T goes round to observe and give help
if possible.
T: has the representative of two groups
write their writing on the chalkboard
for the others to remark.
do exercises in Workbook
Language Focus
Objectives: Help Ss pronounce 4 consonants sounds /pl/,/bl/, /pr/, and / br/ correctly.
Help Ss know reported speech with infinitives.
Method: Communicative Approach
Teaching aids: textbook, objects, handouts, cassette tape.
Procedure:
47

* Warm – up: Whispering Game:
- Black brown blouse and jeans.
- Please give me a precious ring.
PRONUNCIATION
1/ Presentation:
- black brown please precious
/bl/ /br/ /pl/ /pr/
2/Activity 1: Listen and repeat:
/ pl/ /bl/ /pr/ /br/
please black pride brown
pleasure blouse pretty bread
play blue precious brother
plenty blow practice
3/ Activity 2: Practice reading aloud the
dialogue:
A: Brian, what is Bretty presenting on
Sunday?
B: She 'll teach us how to play English
pronunciation games.
A: Are you going to prepare for it?
B: Yes. My brother is going to play the guitar
and I'll sing the blues.
4/ Activity 3: Listen to the sentences and
check the sounds:
1. The boys played football all day long.
2. His presence frightened the children.
3. The table was broken yesterday.
4. She won a special prize.
GRAMMAR
1/Presentation:
Nam was ill. You are his classmate. What will
you say to advise him?
Ex: You should see the doctor.(direct speech)
I advise him to see the doctor. (indirect
speech)
* Structure: Reported Speech with Infinitive.
- Reported orders, requeSs, offers and
suggestions:
tell/ ask / advise
S +V remind/ offer/ order + O +(not) TO
Infinitive
request/ beg / want…
2/ Practice:
* Exercise 1: Sentence completing:
Feedback:
1. They promised to come back again.
2. The lifeguard advised us not to swim too
- T divides Ss into 2 groups and each
group chooses 7 Ss to play the game.
- T whispers the sentences to the first
st. then he / she whisper them to the
next st. and does the same to the last
one.
- The last student writes what he/ she
heard from his / her friends.
The group having less mistakes will
win.
- T underlines the 4 words to introduce
the lesson.
- T pronounces these sounds first, Ss
observe T's mouth.
- Textbook - page 63
- T plays the cassette recorder, Ss listen
to the tape then repeat.
- Ss listen to the tape first, then
practice in pairs.
- T asks some pairs to present in front
of the class.
- T reads the sentences.
- Ss listen to the sentences. Stand up
when you hear the consonant
/pl/, clap your hand when you hear the
consonant/bl/
stamp your feet when you hear /pr/ and
raise your hand when you hear?br/.
- Ss work individually.
- T sets situation, Ss listen and do the
task in pairs.
- T has Ss look at the reported speech
and give the structure.
- T asks Ss to give some more verbs
having the same structure.
- Textbook - page 64.
- T asks Ss to complete the second
sentence so that it has a similar
meaning to the first one.
- Ss work in pairs.
- T's feedback.
- Textbook - page 65.
- T asks Ss to write the following
sentences in reported speech, using the
right form of the words given in the
48

far from the shore.
3. John asked Peter to close the window.
4. The teacher encouraged Eric to join the
football team.
5. John promised to give it to him the next
day.
6. My mum wanted Lan to become a doctor.
7. My sister reminded me to lock the door
before going to
school.
8. His boss advised him to go home and rest
for a while.
* Exercise 2: Sentence rewriting:
Feedback:
1. He advised me not to drink too much beer.
2. She invited me to come and see her
whenever I
wanted.
3. He asked me not to smoke in his car.
4. He told Sue to give him her phone number.
5. He reminded me to give it to Joe.
6. He promised never/ not to do it again.
7. He agreed to wait for me.
8. He asked me to lend him some money.
3/ Production:
Slip of paper
- T prepares for each group a slip of paper.
* Homework
- Do exercise 2, page 36 in exercise book.
- Comments:
brackets.
- Ss work individually, then share their
answer in the groups of 4.
- T calls some Ss go to the board and
write.
- Ss work in groups of 4.
- First, Ss write in the slip of paper one
verb that can be used in reported
speech with infinitive.
- then, T exchanges their paper and
asks them to make a full sentence with
the verb they had.
- Ss take turn to read aloud their
groups' sentences.
- The most interesting, correct sentence
will be the winner.
PERIOD 31 UNIT 6: COMPETITION
READING
I. Aims: -To introduce some vocabulary about competition
-After the lesson students can get more knowledge about competition, the rules,
main activities.
II. Teacher and students’ preparation:
Textbooks, pictures, handouts, pictures, video clips, power point
III. Procedure:
*Warm up: (pictures )
Watching some video clips: SaoMai Television
Singing Contest
Students watch some video clips
about SaoMai Television Singing
Contest and answer the question.
49

Questions: 1. What event is it?
2. Do you like taking part in it?
3. What do you think the rules were?
4. Can you make a guess about the sponsor of the
competition?
5. What do you think the main activities?
I. Pre-reading:
Task 1:*Look at the pictures and match with
these words
- Sao Mai Television Singing Contest
- Quiz: “ Road to Mount Olympia “
- Olympic Games
- London Marathon
*Work with a partner. Answer the following
questions
1. Do you like taking part in competitions like
these? why or why not?
2. Do you hope to win a competition? If so,
which competition do you like to win?
3. Is winning the most important thing in a
competition? Why/ why not?
’II. While-reading
Task 1: Match the words or phrases on the left
with their definitions on the right.
1. representative
2. annual
3. stimulate
4. in all
5. spirit
6. smoothly
a. without problems or
difficulties
b. enthusiasm and
energy
c. altogether or as a total
d. a person chosen or
appointed on behalf of
another person or a
group
e. encourage or make
something more active
- 2 Ss go to the board and match
-Ss work with a partner
discussing the answer to the
questions in the books.
-pair work
-feedback
-Handouts
-Ss work in pairs, read the text
and do task 1
Answer: 1d 2f 3e 4c 5b 6a
- Read new words after the
teacher.
50

f. happening or done
once every year
Task 2: Answer the questions
Game: “ lucky color “
1. Who took part in the annual final English
Competition last Saturday?
2. What was the aim of the competition?
3. Who sponsored the competition?
4. What did each group of students have to do
during the contest?
5. What did the judges have to do to choose the
winner of the competition?
6. What would be awarded to the winner?
Feedback:
1. The representatives of three classes of the
writer’s school took part in the annual final English
Competition last Saturday.
2. Its aim was to stimulate the spirit of learning
English among students
3. The student’s Parents Society sponsored the
competition.
6. The winner would be awarded a set of CDs for
studying English and an Oxford Advanced
Learner’s Dictionary.
Task 3: Read paragraph 3 again and complete the
sentences.
Feedback:
1. In activity 5, Hung was unable to complete the
poem.
2. ….. Group B became the winner of the
competition.
3. Group C lost the game because they just got 60
points.
4. Nga encouraged her group by saying “ For me
the most important thing was our participation in
the competition and the enjoyment we had from it”
III. Post-reading: Group work
- Read and translate the poem into Vietnamese.
- Collect the information about the annual final
English Competition
Ss work in pairs, answer the
questions in the textbook
- closed pair first
- Open pair
- Ss play the game
“Lucky color”.
Each pair takes turn to choose
their color, having a question at
the back. Then answer the
question
Each correct answer will get ten
marks. If any pair gets the color
with the word “ lucky “, they will
receive the present
-Teacher’s correction
- deciding the winner
- individuals
- Compare the answers with their
friends
51

Home work: - Practise talking about the passage.
PERIOD 32 UNIT 6: COMPETITIONS
Speaking
A. Aims:
- Helping students practice asking information about types of competitions.
B. Method: Communicative Approach
C. Teaching aids: Textbook, Pictures, Hand-outs
D. Procedure:
I. Check-up: The Reading of Unit 6
II. Warm-up: Answer the questions:
- What is this competition?
- Who is this competition for?
- Where does it take place?
- Do you like this game? Why/Why not?
III. New Lesson:
1. Task 1: Which competition/contest do you
like or dislike? Compare your answers with a
partner’s.
2. Task 2: Ask your partner how she feels about
each type of the competitions/conteSs in task 1
basing on the useful language.
Useful Language
-entertaining,
exciting, fascinating
- dangerous,
-simple-minded,
monotonous,
- too noisy
-encourages self-
study
-promote
teamwork spirit
For example:
A: What do you think of the General
Knowledge Quiz?
B: Oh, it’s great. It’s an opportunity to test
your general knowledge.
3. Task 3:
Talk about a competition or contest you have
- T calls one student to check the old
lesson
- T shows a picture of the “Road to
Olympia” Quiz and elicits questions,
Ss listen and answer the questions.
- T explains some new words.
- Ss work in pairs to ask about their
choices.
- Pair work.
- T gives instruction and practises
conversation with a good student as a
model.
- T calls some pairs to do the task.
- Ss take notes
- Groups of 4.
52

recently joined or seen. Use the suggestions in
the textbook.
IV. Homework:
- Write a short paragraph (50- 60 words) about
the competition or contest you have discussed
in Task 3.
- T gives instruction and goes around
to give help when needed.
- Ss take notes
PERIOD 33 UNIT 6 competitions
LISTENING
AIMS: - Listen and number the pictures in their correct order
- Decide True or False statements
TEACHING AIDS: Books, posters, handouts, pictures.
METHOD: Communicative approach
PROCEDURE:
A. Check –up:
B. Warm –up: Talking about the pictures
in the text book.
1. What are they doing?
2. What kind of competitions are they
participating in?
Boston marathon
C. New lesson
Activity 1: Asking and Answering:
1. What is the Boston Marathon?
2. Who do you think can take part in the
Boston race?
Activity 2: Vocabulary:
1- Matching
1. officially
2. organization
- T puts some questions.
- Ss have a look at the pictures and answer
the questions to give the key word.
- Pair-work
- T asks questions. Students gives the
answers
- Poster and cards
- T sticks the poster of definitions and
cards of word on the board.
- Ss choose and stick words next to the
53

3. to achieve or register (the started
time, distance or speed)
4. a 26 mile distance
clock – race – formally – female – athletic
– association – Kuscsik – McDermott
2- Listen and Repeat: Stop the bus
Activity 3: Remembering
1- The Boston marathon is held every
year in the USA.
2- It began in 1897.
3- Women were officially allowed to
participate in the races in 1957.
4- In 1984, 34 countries took part in the
marathon.
Activity 4: Task 1: True - False
Activity 5: Task 2: Answer the questions
Activity 6:
1- Talking about the lesson, using
numbers
1897
1967
1972
34
2 hours 50 minutes and 10 seconds
42
13
2- Name some famous runners in Viet
Nam and say what is special about them.
. 1- Truong Thanh Hang got Asia Golden
medal (800m)
2- Vu Thi Huong got Asia Golden medal
(1000m)
3- Pham Dinh Khanh Doan got Asia
Golden medal (800m)
D. Homework: - Write a short paragraph
about Boston Marathon.
corresponding definitions
- Group-work
- Ss listen to the tape and repeat the word
they hear after they say “Stop the bus”. (1
time)
- Group-work
- cards/ group-work
- T shows some cards of sentence quickly.
- Ss skim and read loud these sentences
- The group having more correct sentences
will win.
- Pair- work
- T asks Ss to listen to the dialogue about
the Boston Marathon and to decide
whether the statements are T or F. (2
times)
- Ss correct the false sentences
- T gives the feedback
- Group-work.
- Ss discuss the questions in the group of 4.
- T asks Ss to listen again and answer the
questions. (2 times)
- T gives feedback
- Pair work
- Ss exchange their ideas with each other
- Three Ss write their answers on the board
- Ss listen to the tape again
- T gives feedback
- Group work
54

PERIOD 34 UNIT 6: COMPETITIONS
Writing
A. Aims: Helping students know how to write a letter of reply.
B. Method: Communicative approach.
C. Teaching aids: Textbook, cards, poster, cassette player, handouts.
D. Procedure:
I. Warm-up: Reordering (Group work)
- Card 1: Yours faithfully
-Card 2:
I am interested in practicing English with native
speakers and
- Card 3: Dear Sir/ Madam
- Card 4: I read the information about the
English Speaking Competition on your Language
Centre ’s website
- Card 5: 140 Kham Thien st, Dong Da District
Hanoi, Vietnam
17th
October, 2006
- Card 6:
I want to get some information about the
competition
- Card 7:
Please provide me with your phone number
and e-mail.
I look forward to hearing from you soon
- Card 8: Thu Trang
Card 9:
Could you please send me details of the
competition, the number of participants, entry
procedures, venue, date and time?
II. New lesson: Writing a letter of reply
Activity 1: Discussion(Pair work)
1. What kind of letter is it?
2. In what case do we write this kind of
letter?
3. Which expressions do we use when asking
for information?
Activity 2: Read the letter and find out the
information required for the English Speaking
Competition.
- Ss play the game in 2 teams.
- T divides the letter on the text
book into many parts and then
writes the content of its on 9 cards.
- T sticks the cards on the board and
asks Ss to reorder them in right
positions as a complete letter on a
blank poster.
- T plays a cassette player and the
game will end when the music
stops.
- The winner will be the one who
has more cards put in the right
positions.
- T asks Ss to look at the letter on
the board(book closed)
- T gives out some questions and
asks Ss to discuss them in pair work
- T gives some details and asks Ss
to read the letter again and find out
the information required and share
the answers with another.
- Ss work in pair work
55

a. Where to get information of the competition:
• on language Centre ’s website
b. Why to take part in the competition
• to practice English with native speakers
• to get some information about the
competition
c. What information the writer wants to know
about
• number of participants
• entry procedures
• venue
• date
• time
 Vocabulary:
- participant: a person who participate in
sth.
- Procedure: order or way of doing
something
- Venue: place where people agree to meet
- Competition: contest
 Activity 3:
Expressions used in writing a letter of reply
1. Thank you for ……../ Thanks for…./
Thank you so very much….
2. I’m very grateful to/ about……
3. I’m sorry …
4. It is with deep regret that…
5. I’m afraid….
6. I’m very happy to know that….
7. I really appreciate your …….
8. We would like to thank you for….
9. I/we receive your….. and feel that it is….
10.We would like to request that….
11.In response for your request for…
 Activity 4: Imagine you are Kate Johnson,
secretary of the English Speaking
Competition. Write a letter to respond to Thu
Trang, using the details below.
- number of participants: 25
- Venue: 106 Tran Hung Dao Street, Hoan
Kiem District, Hanoi
- T explains some new words
- T asks Ss to write down some
expressions commonly used in
writing a letter of reply on posters
in group work.
- The winner will be the one has
more correct answers.
- T gives feedback
- T divides the class into 4 group
and gives them posters.
- T asks Ss to look at the details
given in the textbook to write a
letter of reply to Thu Trang.
- T gives instructions, Ss listen and
follow.
- T goes around to give help when
needed.
- Ss write the letter.
- Ss. exchange their writings to
correct the mistakes.
- T. asks a student to go to the
56

- date: 25th
November
- arrival time: 7: 00 p.m; starting time: 8: 00
p.m
- Phone number: (04) 9838188
- e-mail: Englishclub06@yahoo.com
Key: 28th
October, 2007
Dear Thu Trang,
Thank you 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 25 November, 2007,
at 106 Tran Hung Dao Street, Hoan Kiem
district, Hanoi. It starts at 8.00 pm. Contestants
should be present one hour before the
competition for registration.
For more information please contact me on the
phone number: (04) 9838188 and e-mail:
Englishclub06@yahoo.com.
Best wishes,
Kate Johnson
Secretary.
III. Homework: Write a complete body of the
letter with the words given (handout)
Dear Sir/ Madam,
I/ten year/ student/ High Ridge School. I /
involved/ Technology Project/ design/ make 3 D
calendar/ I /be/ grateful/ if/ send/ me
information/ samples/ concern/ 3D calendars.
Thank you/ help/ attention
Yours faithfully,
board and write down his or her
writing.
- T. corrects mistakes and asks Ss.
to copy down in their notebook.
_ T gives handout to Ss and asks
them to do at home.
PERIOD 35 UNIT 6 competitions
LANGUAGE FOCUS
AIMS: - Help students to pronounce sounds / tr /, /dr/ and /tw/
TEACHING AIDS: Books, posters, handouts, pictures
METHOD: Communicative approach
PROCEDURE:
57

A. Check – up:
B. Warm – up: Describing a picture
Questions:
1- What does he do?
A taxi driver.
2- How long has he worked as a taxi driver?
For twenty years.
3- What is he wearing?
Trousers, sweater and shirt
C. New lesson:
Activity 1: Introduce three sounds / tr /, /dr/
and /tw/
Driver twenty trousers
/ dr / / tw/ /tr/
Activity 2: Listen and repeat
Activity 3: Practise reading aloud these
sentences
1- John always enjoys traveling by train.
2- Jane’s teeth are troubling her.
3- George is driving dangerously.
4- Her new dress is an absolute dream.
5- She has an amused twinkle in her eyes.
6- Think twice before doing something.
Activity 4: Listen and perform
Troops- dreadful-twin- dream- traffic- trip
Activity 5: Reported speech with gerund
Ex: Lan thanked me for giving her a present.
Note:
• V + preposition + gerund
• V + O + preposition + gerund
• V + gerund
Activity 6: Do matching
Verbs Preposition
congratulate of
apologize to
accuse from
insist against
dream about
warn for
thank on
confess
forbade
Activity 7: Exercise 1/page 74
Activity 8: Exercise 2/page 75
Activity 9: Talking about some pictures
D- Homework:
1- Use the verb from the box to rewrite each
- Teacher shows a picture.
- Teacher puts questions and students
answer.
- Teacher write the answers on the
board.
- T introduces three sounds / tr /, /dr/
and /tw/
- T reads these sounds (chorus )
- T has three Ss repeat them
- Textbook, cassette
- Students read loud these sentences
-A game: Listen and perform
- Teacher read loud the words.
- Students listen and perform as
directed.
/tr/: clapping their hands
/dr/: stamping their feet
/tw/: keeping silent
- If anyone does wrong, he or she will
have to do as teacher’s requeSs.
- T gives a situation.
- T gives the student a present and the
student says:” Thank you”
- T reports the saying and write the
sentence on the board.
- T introduces Reported speech with
gerund.
- T explains and students take notes
- Pair-work
- T asks students to match a verb with a
suitable preposition.
- Feedback
Congratulate on
Apologize for
Accuse of
Insist on
Dream of
Warn against/ about
Thank for
Confess to
Forbade from
- T asks Ss Vietnamese meaning of
these words.
- T asks students change direct speech
into reported speech
- Pair work
- Group-work of 3
58

sentence in reported speech, beginning as
shown. Do not change the meaning.
- Ss rewrite the dialogues in reported
speed, using gerund.
PERIOD 39 UNIT 7 WORLD POPULATION
Reading
A. AIMS : - Helping Ss improve speaking, listening and writing skills, mainly
reading skill for gist and detailed information about world population.
- Helping Ss guess the meaning of some words in context.
B. TEACHING AIDS: Books, pictures, poster, handouts.
C. METHOD : Communicative approach
D. PROCEDURE :
I/ Warm - up - T asks Ss some questions:
1/ Tell some countries which have big
population?
2/ What problems may happen if the
population of the word increases faster
and faster?
Suggested answers:
1/ China, India...
2/Social problems, shortage of water, food
and other resources...
- T introduces the new lesson
II/ New lesson - T asks Ss to look at the 2 pictures in
textbook and answer the questions
A. Pre- reading - Pair work
Act. 1: Answer the question -T can go round the class to help if
necessary.
Suggested answer:
Act 2: Vocabulary and structure: 1/ In the countryside
- Find the words or phrases from 2/ They word hard, have too many
children. Their life is difficult. They are
poor...
the text that means: 3/ Ss ‘ opinion.
- T sticks the poster on the board and
asks Ss to find.
- T gives handouts to Ss
1/number (n) -Pair work
2/ to provide for Feedback:
3/ way to limit the number of children
born.
1/ figure
4/ water, iron, gold, silver... 2/ support
5/# decrease (v) 3/ birth- control method
59

Structure: 4/ resource
It (take) sb (time) to do sth 5/ to increase
Ex: It took 1,750 years for the world
population to reach 625 million.
- T writers the right answers on the board
B. While- reading - T gives Ss 3 mins to read the passage
Task 1 /p.82 Individually.
- T asks Ss to work in pairs and fill each
blank with a suitable word.
- T goes round the class to help if
necessary.
- T ‘s feedback after asking Ss to read
aloud the sentences.
Task 2/p.82 - Ss ask and answer the questions.
- Pair work
-T checks whether their answers are right.
Task 3: True or False statements &
correct the false ones: -T asks Ss to close their books.
1/In 2000, the world ‘s population was
about 6 billion.
-T reads aloud the sentences, Ss listen and
decide T or F, then correct the false ones.
2/ By 2015, the world ‘s population is
expected to be nearly 7 million.
- T ‘s feedback.
3/ The world ‘s population has been
decreasing faster and faster.
Feedback:
4/ 50 percent of the earth ‘s land can be
used for raising animals.
1/F (6.6 million)
5/We can use water as much as we want. 2/F (over 7 billion)
6/ Most third world women want to have a
lot of children.
3/F (increasing)
7/Third world women know of no safe
way to have fewer children.
4/ F (20%)
5/ F (There is a limit to the water we can
use)
6/ F (They don’t want...)
7/ T
C. Post- reading
Discuss with a partner and find out - Pair work.
5 world largest countries in - T goes rounds the class to help where
necessary.
population. Say where they are and - T calls some Ss to give answer.
which is the richest and which - T ‘s feedback.
is the poorest country.
III/ Homework:
1/ Write a 100- word paragraph - T writes on the board while saying.
about world population.
2/ Prepare for “ Speaking”.
60

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