Giao An Tieng Anh 11 Hay Nhin La Muon Tai

Preparing of date:
Teaching of date
class in class
date
11a4
11a5
Total of sts
Unit 1: FRIENDSHIP
Period : 4
Lesson 1: Reading
I. Objectives
By the end of the lesson, Ss will be able to:
- Develop such reading micro-skills as scanning for specific
ideas, skimming for general information, and guessing meaning
in context.
- Use the information they have read to discuss the t opic.
II. Teaching aids
Textbook, handouts.
III. Language content
1.Knowledge: + Vocabulary :enthusiasm,constant..
+ Grammar : past simple, past progressive
2. Skills : devolop reading
IV.Teaching methods: p.p.p,communicative.
IV. Procedure
Tim
Teacher's activities
Students' activities
e
I-Organization:
-Answer:
1
Who is absent today?
11A4:
11A5:
II.WARM UP
Sts listen
Competition gameNetwork
- T prepares a handout with a groups
network
of
the
word
Friendship.
and
work
in
6
Friendship
10
- T divides the class into 8 groups

and gives each group a handout . T
asks Ss to complete the network .
The winner will be the group
completing the network in the
shortest period of time .
BEFORE YOU READ
Discussing the picture and
poem
- T ask the whole class to look at
the picture on page 12 an ask them
some question :
+ What are the girls and boy doing
in the picture ?
+ How do they feel ?
+ What does the picture tell you ?
- T ask Ss o work in pair to read the
short poem on page 13 and answer
the question : What do you think
of friend in the poem ?
- T calls on some Ss to answer the
question . T may give some
comments and her suggestion : The
friend in the poem is very
dedicated and thoughtful . He / she
is willing to help his / her friend in
2
Pair work and whole class

Suggested answers :
+ One boy is playing the
guitar , and the other girls
and boys are singing .
+ They sem very happy
because I can see their
smile .
+ The picture tells me that
friends can happily do many
things together . / Friedship is
a nice thing that brings
hppiness to us .
any circumstances .
Pre- teaching Vocabulary
Note : T should only teach the
words which do not appear in Task
1.
Lasting (adj) = lifelong (adj) : bn
vng , lu di)
To be concerned with : quan tm
ti ai , ci g
Constant (adj):thng xuyn, khng
thay i
Constancy (n): s khng thay i
Rumour (n): tin n
Gossip (n): chuyn tm pho
Trust (n): s tin tng
Sorrow (n): s au kh
Pursuit (n): s theo ui, am m
- If there is some time left, T may
ask some Ss to make sentences
with the above words to check their
understanding.
WHILE YOU READ
Setting the scene
You are going to read a passage
about the qualities of a long lasting
friendship. While you are reading,
do the tasks in the textbook.
Task 1
Instruction: Fill each blank with
one of the words in the box.
- T writes these words on the
board:Acquaintance, incapable of,
mutual, unselfish, give and take,
friend, loyal to, suspicious
- Then T instructs Ss to read the
passage quickly and stop at the
lines that contain these words to
guess their meanings (except for
the word friend as this word is
familiar with Ss)
- Ss guess the meaning of the
words based on the contexts in the
3
Whole class, individual work

and pair work
*Keys:
1.mutual
5. give and take
2.incapable of
6. loyal to
3.unselfish
7. suspicious
4. acquaintance/friend
sentences
- T checks that Ss understand the
words correctly. T can check Ss
understanding by asking them to
provide the Vietnamese equivalents
to the words.
- Next, T instructs Ss to use some
strategies to do Task 1:
- T asks Ss to work individually to
do the task
- T goes around to help Ss when
necessary.
- T asks Ss to exchange their
answers with other Ss.
- T asks Ss for their answers and
tells them to explain their choices.
- T gives the correct answers:
Task 2
Instruction: You are to read the
passage again and dicide which of
the choices A,B,C or D most
adequately sums up the ideas of
the whole passage.
- T gets Ss do the task individually
and then find a peer to compare
their answer with. T might want to
give them some time to re-read the
passage.
- T might also want to give Ss some
strategies to find the main idea of
the
passage:
-T calls on some Ss to give their
answers
and asks other Ss to say whether
they agree
or disagree.
- T gives feedback and the correct
answer:
Answer : B
Task 3
Instruction: You are required to
4
Answer : B
* underline the key words. For

instance, in question 1 Ss can
underline what, first quality,
friendship, ...
* decide what information
they need to find in the text
*look for questions words
like why which indicates Ss
should read for specific thing
like a reason.
answer the six questions in

the book.
- T asks Ss how to do this task. If
they do not remember, T may
instruct
them to use some strategies to do
the task:
+ First, skim the six questions
to understand them. As Ss do this
they:
+ Go back to the first question
and locate the information for the
question by finding the key words
in the passage and mark the place.
+ Read the part carefully to
find the answer . Ss can use their
own words.
+ Continue with the rest of the
questions.
- T asks Ss to work individually to
do the task, then discuss their
answers with their peers.
- T calls on some Ss to write their
answers on the board and ask then
to explain their choices.
1. The first quality for true
friendship is unselfishness. It tells
us/me that a person who is
concerned only with his/her own
interests and feelings cant be a
true friend. (paragraph 2)
2. Because they take up an interest
with enthusiasm, but they are soon
tired of it, and they feel the
attraction of some new object. (line
2-3, paragraph 3)
3. The third quality for true
friendship is loyalty. It tells us/me
that the 2 friends must be loyal to
each other, and they must know
each other so well that there can
5
10
can be no suspicions between

them. (line 1-3, paragraph 4)
4. Because if not people cannot
feel sae when telling the other their
secrets .(line 1-3 , paragraph 5 ) .
5 . Because they cannot keep a
secret , eithr of their own or of
others . (line 3-4 , Paragraph 5 )
6 . The last quality is sympathy . It
tell us / me that to be a true friend
one must sympathise with his / her
friend one . Where there is no
mutual sympathy between friends .
there is no true friendsship . (last
paragraph )
AFTER YOU READ
Pair work , group work, &
Instruction: You are required to whole class
work in pairs to discuss the
question in the textbook.
- T asks Ss to work in pairs to
discuss the question in the book.
- T goes around to help Ss when
necessary.
- When all pairs have finished, T
asks every 2 pairs to share ideas.
- T calls on some Ss to report their
ideas to the class.
- T gives feedback.
Consolidation and homework
Whole class
T summarizes the main points of
the lesson.
- T asks Ss to learn by heart all of
the new words and do the extra
exercise as homework.
Preparing of date:
Teaching of date
class in class
date
11a4
11a5
Period : 5
Total of sts
UNIT 1 : FRIENDSHIP
Lesson 2: Speaking
6
I. Objectives
By the end of the lesson, Ss will be able to describe the physical
characteristics and personalities of their friends, using
appropriate adjectives.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may not have enough vocabulary to talk about the topic, so T
should be ready to provide help.
IV. Porcedure
Tim
Steps
Work
e
arrangement
WARM UP
Competition game - Word search
- T divides the class into small groups of 3 4 Group work
Ss. Then T distributes the following puzzle
handout for Ss to do in their own groups.
Which group finishes first and has all the
8 correct answers will be the winner.
- A variant of this activity: T draws or prepares
2 big copies of the word search and hangs
them on the board. T calls 2 pairs of Ss to go
to the board and ask them find all the
adjectives as quickly as possible. The pair with
the quickest and most correct answers will be
the winner.
The adjectives in the box below are hidden
in the puzzle. Find them as quickly as
possible.
Tall
handsome
Beautiful
sincere
Caring
humorous
medium
honest
understanding
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TASK 1
Instruction: You are going to look at the
picture of 4 people on page 15 and describe
them in pairs.
- Before letting Ss do the task, T asks them to
read Useful language on page 16. T may ask If
Ss know the meanings of the adjectives
provided.
- T elicits or teaches some words:
Forehead (n): (T points at his/her forehead)
trn
Crooked (adj): an adjective you can use to
describe ones nose ( mi khom)
-T
may
ask
Ss
to
provide
some
adjectives/expressions used to describe
peoples appearance. She may also give Ss a
handout of these adjectives and expressions.
Describing peoples appearance
Height
Build
Hair
Tall, medium, short

Slim, plump ( b bm, y
n), overweight/obese (bo
ph),
Thin,
muscular(vm
v),
athletic,
stocky(thp
chc
nch), well-built(lc lng), of
medium/average/normal build.
Normal order of activities used
to describe ones hair: length,
style and colour
+ length: long, short, shoulderlength(ngang vai)
+ style: straight, wavy, curly,
crew-cut(u cua)
+ colour: black, grey, red,
brown
Others: a fringe(mi), a bun
(bi tc), plait(s) (ui sam)
( to wear ones hair in a bun/a
plait/plaits), receding(si, tc
ht ra sau), bald
9
Face
Eye
Nose
Chin
Lips
Forehead
Skin
General
Appearanc
e
Age
Oval, round, large, square,

skinny, chubby(phng phnh),
long, with high cheek-bones(g
m cao)
Small, big, black, brown, blue
Straight,
crooked,
turned
up(hch), big, small, flat(tt)
Pointed
chin(cm
nhn),
double chin(hai cm), no chin
Thin, full, narrow, heart shaped
Broad, high
White, pale, suntanned(rm
nng), oriental, dark, brown,
coffee-coloured,
black,
a
smooth
complexion,
pale
complexion(da
ti)/
dark
complexion, clear skin, greasy
skin(da nhn)
Beautiful, handsome, pretty,
good-looking, plain(bnh thng)
She was in her late teens (18,
19 tui)/he was in his early
twenties (21-23 tui)/she was
about thirsty years old/his
twelve-year-old son/a middleaged woman/a man in his
sixties(khong 60 tui)
- T asks Ss to work in pairs to describe the

people in the picture, and then calls on some
Ss to present their answers.
- T gives feedback.
Suggested answers:
1. The boy is about 16 years old. He may
short-sighted because he a wearing a
pair of glasses. He has short black hair, a
round face with a broad forehead, a
small nose, thin lips, and a small chin.
He quite good-looking.
2. The girl is about 14. She also wearing a
10
pair of glasses. She has shoulder-length

black hair, and she wearing a ribbon.
She has an oval face with a straight nos,
full lips and a pointed chin. She quite
pretty.
3. The man is in his forties. He tall and
well-built. He has short brown hair and a
square face with a broad forehead, small
eyes, a crooked nose and thin lips. He
quite good-looking.
The woman is in her twenties. She quite tall
and slim. She has long curly hair and an oval
face with a broad forehead, big eyes, a
straight nose, heart-shaped lips and a small
chin. She very beautiful
11
10
Task 2
Instruction: You are going to discuss and
number the personalities in order of
importance in friendship and then report the
results.
- Before Ss do the task, T asks them to look at
the list of adjectives provided in the book. T
asks if Ss understand these adjectives or not.
- T can elicit or explain some adjectives
quickly:
Caring(adj): kind and helpful and showing that
you care about other people (chu o)
Hospitable(adj): please to welcome guests;
generous and friendly to visitors(hiu khch)
Modest(adj): not talking much about your own
abilities or possessions(khim tn)
Sincere(adj): saying only what you really think
or feel (chn thnh)
Whole class &
Understanding(adj): showing sympathy for group work
other people problems and being willing to
forgive them when they do sth wrong(thng
cm)
-T divides the class into groups of 6 with a
group leader. They discuss and the leader will
take notes of the ideas, and then one
representative will report the result to the
whole class. T reminds Ss that they have to
explain their choice as well.
- T goes round to offer help when Ss discuss.
- T calls on some Ss to report the results of
their discussion. Ss answer may be: My group
thinks that being caring is the most important
in friendship because when friends care about
each other, they will know when to share
happiness or difficulty with their friend ....
- T elicits feedback from the class and gives
final comments.
Task 3
Instruction: Imagine that you have a friend
who has just won the first prize in
Mathematics. A journalist is going to interview
12
13
you about your friend . Act out the interview Whole class &
in pairs.
pair work
- Before Ss perform the interview in pairs, T
gets Ss have a look at their roles on page 16
and the suggestions on page 17.
- T may elicit the questions they may ask, foe
example:
+ his /her physical characteristics: What
does he/she look like ?
+ his/her hobbies: What does he/she like
doing in his/her free time ?/
What are
his/her hobbies ?
+ his/her personalities: How is he/she ?/ Is
he/she friendly ?...
- T may also make clear the meanings of
some adjectives:
Quick-witted (adj): able to think quickly;
intelligent (thng minh, nhanh tr)
Good-natured (adj): kind, friendly and patient
when dealing with people (tt bng,n hu)
- Tasks Ss to work in pairs to perform the
interview in 7 minutes and goes around to
offer help.
- T calls on some pairs to perform the
interview.
- T elicits feedbac
k from the class and gives final comments.
Whole class
WRAPPING
- T summarises the main points of the lesson.
- T asks Ss to do the extra exercise as
homework.
Preparing of date: ..
Teaching of date
Period in class Total of sts
date
11a4
11a5
PERIOD : 6
UNIT 1: FRIENDSHIP
13
Lesson 3 : Listening
I. Objectives
By the end of the lesson, Ss will be able to develop such
listening micro-skills as intensive listening for specific
information and taking notes while listening.
II. Materials
Textbook, cassette tapes, handouts.
Ss may not be familiar with the note-taking task, so T should
provide them some tips to deal with the task.
IV. Procedure
Time
7
Steps
Warm up
Competition game - Crossword
- The aim of this activity is to help Ss revise the
vocabulary items Ss learnt in the previous lesson.
- T divides the class into small groups of 3 4 Ss. Then
distributes the following crossword handout for Ss to do
in their own groups. Which group finishes first and has
all the correct answers will be the winner.
Answers:
- Cross:
- Down:
1. good-natured
1.
generous
4. friendly
2. helpful
5. quick-witted
3. modest
6. hospitable
7. studious
8. patient
9. honest
O
1
O
O
O
O O O O O O O O O O O O
O
O
O O O O O O O O O O O 2
O
O
O O O O O O O O 3 O O
O
4
O O
O O
O
O O
O O
O
O
O O O O O O O O
O O
O
5
O
O
O
O O O O O O O O
O O
O
14
Work
arrange
ent
Group
work
O
O O O O 6
7
O
O O O O O O
O O O O O O
O
O
O O O O O O
O O O O O O
O
O
O O O O O O
O O O O O O
O
O
O O O 8
O O O
O
O
O O O O O O
O O O O O O
O
O
O O O O O O
O O O O O O
O
O
O O 9
O O O O O
O
CROSS
DOWN
1. kind, friendly and patient
1.
giving or willing to give freely
when dealing with people
2.
willing to help SO
4. showing kindness; making you feel
3.
not talking much about your
relaxed and as though you are among friends
own abilities or possessions
5. able to think quickly; intelligent
7.
spending a lot of time
6. please to welcome guests ; generous and friendly
Studying or reading
to visitors
8. able to wait for a long time or accept annoying
behaviour or difficulties without becoming angry
9. always telling the truth, and never stealing or
cheating
15
10
Before you listen

Whole cl
Talking about your best friend
- T asks Ss to discuss the questions on page 17 in pairs.
- T calls on some Ss to give their answers and comments
on the answers.
- T gets Ss to guess what they are going to listen about.
Vocabulary pre-teaching
- Before eliciting / Pre-teaching the new words, T helps
Ss to pronounce the words given in the book. T may read
aloud first or play the tape and ask Ss to repeat in
chorus and individually.
- T elicits/teaches some of these words or/ and those
taken from the listening passage:
Apartment building: to nh c nhiu cn h
Sence of humour: khiu hi hc
Give SO a ring: phone SO
Go through a rough time: tri qua thi k kh khn
- T may get Ss to make sentences with the words
and gives corrective feedback.
WHILE YOU LISTEN
TASK 1
Instruction: You are going to listen to Lan and Long talk
about their best friends. Listen and decide whether the
statements are true or false. Put a tick in the
appropriate box.
- Before Ss listen and do the task, T instructs them to
use some strategies:
+ First, read through the statements to understand
them and underline key words. For example, the key
words in the first statement are: shared, Nguyen Cong
Tru, Residential Area, Hanoi...
+ Listen to the tape and pay attention to the key
words
+ Decide whether the statements are true or false
16
17
10
based on what thay can hear.

- T plays the tape once for Ss to do the task.
- T ask for Ss answers and writes them on the board.
- T plays the tape the second time for Ss to check their
answers.
- T asks Ss to work in groups of 4 to compare their
answers.
- T checks Ss answers by calling on some Ss and asks Ss
to explain their answers. If many Ss cannot answer the
questions, T plays the tape one or two more times and
pause at the answers for them to catch.
+ Lans talk:
1. F (they used to live in the same building there)
2. F(It is what people think)
3. T
4. F (Lan went to Do Son first and then called Ha, so
Ha rode on her motorbike to Do Son to meet Lan)
5. T
6. F (They have been best friends since Lans trip to
Do Son )
+ Longs talk:
1. F (they met in college)
2. F (Minh was a guitarist)
3. T
4. T
5. T
TASK2
Instruction: You are going to listen to the tape again
and fill the table in the book with notes.
Before Ss listen to the tape again to do the task, T may
ask them to try to fill the table with the things they
remember from the previous times of listening.
- T plays the tape again for Ss to compete their notes. T
might also want to remind Ss that while listening they
need to focus on the information indicated in the table
and write the answers down in note forms, not full
sentences.
- After playing the tape, T gets Ss to work in pairs and
check their answers.
- T calls on some Ss to give the answers. T provides
correct answers if necessary. If many Ss cannot complete
18
Individua
work,gro
work
whole cla
the task, T might want to let Ss listen one more time and
pause at the answers for them to catch.
Suggested answers:
How and where did What do they like about
they meet
their friends ?
Lan - They used to live in - Has very friendly and
the same apartment helpful
building in Hanoi.
- Has sociable .Shes got
- Lan went on a many friends in Do Son and
holiday in Do Son she introduced Lan around.
and Ha went there to
help her.
Lon They
met
in - Minh has a sense of
g
college.
humour.
- Ming played the - Minh likes to go to plays
guitar, and Long was and movies.
a singer.
- Minh is a good listener.
They
worked - Minh is friendly and
together
helpful.
Tapescript: ( in Ts book)
Talk A. Lan
My best friend is Ha. We ve been friends for a long time.
We used to live in Nguyen Cong Tru Residential Area in
Hanoi. Her family moved to Hai Phong in 1985. It is said
that Hai Phong people are cold but Ha is really, really
friendly. I first started to get to know her when I was
going on a two day trip to Do Son last year and I didnt
know anybody there. I gave Ha a ring and she was so
friendly, she said, Oh, Ill come to visit you. So she rode
on her motorbike to Do Son and 20 minutes later she
was there. She stayed with me for 2 days. She happened
to know a lot of people there,so she introduced me
around and weve been best friends ever since.
Talk B. Long
My best friend is Minh. We met in college. And I was
there singing ans Minh was a guitarist. So we worked
together a lot. But we also became friends . Minh has a
great sense of humour, hes very, very funny, and thats
one of my favourite things about him. And over the
years, we have been through good times and bad times
with each other, and thats one of the things I like best
19
about him. And we have a lot of the same interests. We

like to go to plays and movies together. But when were
going through a rough time , hes really a good friend,
and hes a very good listener, and he always helped me
through.
AFTER YOU LISTEN

Whole cl
- T gets Ss to work in pairs to talk about how Ha has & pair w
been Lans best friend and how Minh has been Longs
best friend.
- T goes around to offer help and correct Sss mistakes.
- T calls on some pairs to present their answers.
-T elicits feedback from the class and gives final
comments.
Whole cl
- T asks Ss to learn by heart all new words and do the
extra exercises as homework.
Preparing of date:..
Teaching of date
Period
class
in date
11a4
20
Total of sts
11a5
UNIT 1: FRIENDSHIP
PERIOD : 7
lesson 4 : Writing
I. Objectives
By the end of the lesson , Ss will be able to :
Write about a friend, real or irmaginary , using the words and
expresions that they have learned in previous lessons
II. Materials
Textbook , handout .
III . Anticipated problems :
Ss may not have sufficient vocabulary to write about the topic ,
so T should be ready to assist them
IV . Procedure :
Tim
Steps
Work
e
arranngeme
nt
7
Guessing game
- T introduces the game : one student goes to
the board and T give him / her a piece with the
name of a student in the class . Other Ss to ask
Yes / No questions to find out who the student
is . Ss should ask about the appearance ,
personalities , or clothes ...
- Ss may ask questions such as :
+ Is the person a girl ?
+ Is she tall ?
+ Is she short - sighted ?
+ Is she friendly ?
- The game can continue until time is up
13
PREPARING SS TO WRITE
Whole class
- T sets the scene : You are going to write
about a friend , real or imaginary , using the
provided guidelines . T gets Ss to read the task
and the guidelines silently and work out what
they are required to write about . In general ,
Ss writing should include three parts : (1)
general information about their friend,(2) his /
her physical charateristics and personalities,
and(3) what Ss like about the friend .
- T elicits the verb tenses that may be useful
when Ss want to write about when and where
21
15
they met their friend . In this case , Ss may us

the simple past tense and past continuous in
their writing . If needed , T may revise the uses
of these tenses . T make clear that :
+ While the past simple is used to talk about an
event that happened and finished in the past ,
the past continuous is used to talk about an
event that was happening at a specific past
time . We often use the past continuous
together whith the past simple . The past
continuous indicates a longer background
action or situation ; th simple past refers to a
shorter action or situation that happened in the
middle or interruppted it .
- T may also elicit / revise the adjectives and
expressions Ss can use to describe their friends
appearance and personalities .
- T get Ss prepare an outline for their writing
and exchange it with their peer .
- T goes around to offer help and gives
corrective feedback .
WRITING
Individual
- T gets Ss to write about their friend in 15 work
minutes .
- T goes around to observe and offer help .
Sample writing :
Probably my best friend is one of my
classmates . Her name ic Mai . We have known
each other sine we were 8 years old , and we
have studied together since then . However ,
we became best friends when we were at
grade 6 . At that time I was very bad at
English , and it was her who helper me improve
my English . Now Mai lives with their parents in
Hai Ba Trung street .
If I were to describe how she looks , I would say
the very pretty . She has short black hair ,
brown almond- shaped eyes , a small nose and
a small pointed chin . She is not very tall but
not short either and she is quite slim . She
doesnt like to dress up so I usually see her
wearing jeans and T - shirt or sweater . She has
22
very nice presonality an a wonderful sense of

humor , but she can also get a little depressed
from time to time . I can always count on her to
be honest and to give me the best advice .
What I like about Mai is that she has the same
hobbies whith me
. We both enjoy music ,
playing the guitar and singing . We like going
to the cinema but some times cant agree on
which movie to see . Wtatever were doing , its
always fun to be with her . In addition , since I
am better in math and science and she is
better in English and languages , we can
always help each other if me get confused
about a difficult homework assignment . We
are lucky that we complement each other so
well and that we get along so well . I hope that
our friendship will continue and be just as
strong after we graduate from high school . We
would like to study at the same university.
8
Pair work and

FEEDBACK ON SS WRITINGS
- T as Ss to exchange their writing with another whole class
student for peer correction
- T goes around and collects mistakes and
errors .
- T collects some writings for quick feedback
- T writes Ss typical errors on the board and
elicits self and peer correction . T provides
correction only when Ss are not able to able to
correct the errors .
- Finally , T provides general comments on the
writings
Whole class
WRAPPING
- For homework, T asks Ss to improve their
writing,
taking
into
consideration
their
friePPnds and Ts suggestions and correction
and do the extra exercise.
23
Preparing of date: ...

Teaching of date
Period
class
Total of sts
in date
11a4
11A5
Period : 8
uNIT 1: FRIENDSHIP
lesson 5 : Language focus
I. Objectives
- Distinguish the sounds ? /dz/ and /tS/.
- Pronounce the words and sentences containing these sounds
correctly.
-Use some structures containing infinitives with and without to
appropriately.
II. Materials
Textbook, handouts.
Ss may find it difficult to pronounce the 2 sounds, so T should
prepare a lot of practice.
IV. Procedure
Tim
Steps
Work
e
arrang
12
PRONUNCIATION
Whole
Pronouncing the 2 sounds separately
class,in
- T models the 2 sounds / d / and / t / for a few times work &
and explains the differences in producing them.
+ The phonetic sound / d / is a voiced palatal.
Voiced = vocal cords vibrate while making this sound
palatal = put your tongue behind your top teeth, push air
as you drop your tongue away from the roof of your mouth.
+ The phonetic sound / t / is an unvoiced fricative
palatal. Unvoiced = vocal cords do not vibrate while making
this sound. Fricative palatal = touch your tongue to the
back of your upper teeth and pull your tongue away as you
push air out of your mouth.
- T palys the tape( or reads) once for SS to hear the words
containing these 2 sounds. Then T plays the tape (or reads)
again and this time asks Ss to repeat after the tape (or T).
Pronouncing words containing the sounds
24
- T reads the words in each column all at once.

- T read the words once again, each time with a word in
each column to help distinguish the differences between
the sounds in the words.
- T reads the words and asks Ss to repeat them.
- T asks to practise pronouncing the words in pairs.
- T goes around providing help.
- T asks some Ss to pronounce the words and gives
correction if necessary.
Practising sentences containing the target sounds
- T reads the sentences and asks Ss underline the words
with the sounds and write
/ d / and / t / under them.
- T asks Ss providing the sentences in pairs.
- T goes around to provide help.
- T asks some Ss to read the sentences and gives feedback.
10
GRAMMAR
1. To- infinitive
a. Presentation
- T writes some sentences on the board and underline the
to- infinitive:
+ I have letters to write.
+ Does he get anything to eat ?
+ There is plenty to do ?
- T asks Ss to comment on the use of to-infinitives in these
examples. T reviews the form and use of to-infinitives in the
examples. T may give Ss the following handout.
In the examples above the infinitives are used to replace
relative clauses.
1.
The
infinitive
can
be
placed
after
nouns/pronouns to show how they can be used or
what is to be done with them.
+ I have letters to write. = I have letters that I must
write.
+ Does he get anything to eat ? = Does he get anything
that he can eat ?
Similarly with to-infinitives + preposition:
Someome to talk to cushions to sit on a table to write on a
tool to open it with a case to keep my records in
2. Use of passive to-infinitive
+ There is plenty to do =
25
Whole
individ
pair wo
a. plenty of things we can do

b. plenty of work we must do
In the there + be + noun/pronoun + to-infinitive
construction, when there is an idea of duty, as in (b)
above, a passive to-infinitive is possible: There is a lot to
be done. But the active to-infinitive is more usual.
- T continues writing some other sentences on the board:
+ Im sorry to trouble you.
+ It is easy to please that customer.
+ The pie is too hot to eat.
- T asks some Ss to comment on the examples. T might
explain to Ss that we can put to-infinitive after adjectives.
The form is: adj + to-infinitive; adj + too/enough + toinfinitive (too before an adj means excessively; enough
after an adj means to the necessary degree).
- T asks some Ss to give some similar examples.
b) Practise
Exercise 1
- T asks Ss to do Exercise 1 individually and then compare
their answers with another student.
- T calls on some Ss to read out their answers.
- T gives correct answers:
1. Who wants something to eat?
2. I have some letters to write.
3. I am/was delighted to hear the news.
4. My mother has some shopping to do.
5. You always have too much to talk about.
6. It is lovely to see you again.
7. Its/was too cold to go out.
8. Im happy to know that you have passed the exams
2. Infinitive without to (bare infinitive)
a) Presentation
- T calls on some Ss to give out some verbs that are
followed by bare infinitives.
- T may make clear that:
+ We can use a noun or pronoun object + bare infinitive
after
verbs
of
perceptions
such
as
feel,hear,watch,see,notice,observe,perceive,smell ... .The
bare infinitive generally refers to the complete action.
+ We use the bare infinitive after let and make: Let SO
do STH = allow SO to do STH; make SO do STH = force SO
to do STH.
26
b) Practice
Exercise 2
- T asks Ss to do exercise 2 in pairs. Ss have to rewrite the
sentences by using the words given.
- T asks them to compare answers with another pair.
- T calls on some Ss to go to the board to write their
answers.
- T asks other Ss to feedback and give correct answers:
1. The police watched them get out of thr car.
2. They let him write a letter to his wife.
3. I heard them talk in the next room.
4. The customs officer made him open the briefcase.
5. The boy saw the cat jump through the window.
6. Do you think the company will make him pay some
extra money.
7. I felt the animal move toward to me.
8. Do you think her parents will let her go on a picnic.
Production: Story telling
- T prepares a handout with 6 pictures in the right order. T
asks Ss to work in groups of 5 to tell the story about the
crow in the pictures. T gets across to Ss that they shouls
use as many sentences with to-infinitives and bareinfinitives as possible. The group which produces the most
logical story with the most appropriate sentences using
to-infinitives and bare-infinitives will be the winner.
- T calls on some groups to tell their story and elicits
feedback from the class.
- T gives final comments and provides correction if
necessary.
Suggested story
A wise crow
A crow hadnt had anything to drink for a long time. One
day she saw a pitcher. There was a little water in the
pitcher, but it was too low for her to reach. What was she
to do ? She tried to break the pitcher with her beak, and
then to overturn it on the ground, but it was too hard and
heavy to do. Then she thought of a plan. She picked up a
number of little stones and dropped them one by one into
the pitcher. In this way the water was soon raised high
enough for her to easily reach.
Whole
WRAPPING
27

- For homework, Ss review the points that have been
coverd in the lesson and do the extra exercise.
Teaching of date
Period
class
in date
11a4
11A5
Period : 9
Total of sts
UNIT 2 : PERSONAL EXPERIENCE

lessn 1: reading
I. Objectives
ideas, identifying the sequence of events and guessing
meaning in context.
- Use the information they have read to discuss the story.
II. Materials
Textbook, handouts.
Ss may need help with the discussion task, so T should be ready
to help them.
IV. Procedure
28
Tim
e
5
Steps
WARM UP
Vocabulary crossword puzzle
- T divides the class into small groups 0f 3
4 Ss. Then T distributes the following
crossword puzzle handouts for Ss to do in
their own groups. Which group finishes first
and has all the correct answers will be the
winner.
Crossword
1. My dad works in a factory where he
produces cars and tractors. Hes and ...
2. An ........ is something that protects you
from rain or sun.
3. He saved 5 people in the fire. Hes such
a......person.
4. We have a big ...........for our cars and a
lovely garden at home.
5. This is a beautiful song. I like both the
music and the ....... .
6. Tran Hung Dao is a national....... . He
saved the Vietnamese people from
Chinese invaders.
7. He wom several chess championships
at a young age. Actually, he was the
the countrys youngest ........ .
8. In her glorious singing career Celine
Dion has earned various music awards.
She is the most ...........Canadian singer.
9. Only a little boy saw the car hit and
run. He was the only .....of the accident.
10.
Washington DC is the ............city
of the United States.
11.
My flat is quite ..... : its located
right in Hoan Kiem District, the city
centre.
12.
My mother always ..........me to go
ahead and realise my dreams.
Answer:
e
u m
b
g a
y r
n
b
r
r
i
g
r
a
29
a
c
i
e
v
g
s
n e e r
l l a
e
e
Work
arrangemen
t
Group work and
whole class
Teaching of date
Period
in date
class
Total of sts
11a4
11A5
PERIOD : 10

Lesson 2: Speaking
I. Objectives
- Identify structure that are used to talk about past experiences and
their influences on ones life, i.e. present perfect and past simple,
structure with Make.
-Use these structures to talk about a past experience and how it
affects their life.
II. Materials
Textbook, handouts.
Ss may have problem using present perfect and past simple when
talking about the past.
IV. Procedure
Tim
e
10
Steps
-Have you ever - Game

This is game for student to practise making
Have you ever ... questions , and responding to
them . To prepare for it , at home T cuts out and
shuffles the given Tell th Truth or Tell a lie
cards .
- T first divides the class into groups of 3-4 . Then
T places the cards in one pile at the centre of the
table .
- T models Have you ever + past participle for
Ss as well as ways to respond to Have you ever
questions.
E.g
Have you ever sung in public ?
Yes , I have or No , I havent .
If the answer is Yes , no might ask a follow-up
questions , using the past simple , e.g . When was
it ? Where did you sing ? etc .
30
Work
arrangem
ent
10
10
- Now T introduces the game : Within their group

the first student starts and asks anyone else in
his / her groudp a Have you ever questions . .
The student who is asked the questions should
draw a card from the pile of Tell a Lie card and
answer according to the card . The rest of the
student are allowed to ask 3 more follow- up
questions to try and determine if the person
answering is telling the truth or lying . After 3
questions are up , the student answering will
show his / her card for the group to see if its a
Tell the truth or tell a lie card . The groud
continues to play until everyone is asked .
Tell the truth
Tell a lie
Tell the truth
Tell a lie
Tell the truth
Tell a lie
Tell the truth
Tell a lie
Tell the truth
Tell a lie
Tell the truth
Tell a lie
Tell the truth
Tell a lie
TASK 1
T introduces the task and gets Ss to do it
individually , then copare the answers with a peer
.
- T calls on a student to read out his / her answers
.
- T checks with the class and gives corrective
feedback .
- T intriduces or elicits the structures Make some
body do something or Make somebody +
Adjective .
- T writes the structures on the board and elicits
their meaning and uses
- T gets Ss to make sentences with the strutures
or ald more options to Column B .
Note : T should make it clear to Ss that when a
verb is used as a subject , it should take the form
of either an infinnitive with to or ing gerund .
E. g to speak English to a native speaker makes
you more interested in learning English or
Speaking English to a native speaker makes you
more interested in learning English
31
Individual
work , pair
work
&
whole class
Answers :
1. d
2.c
12
3. a
4. d
5. e
TASK 2
- T introduces the task : Ss are going to work
individuallyon the sequence of the conversation
and then find a peer to compare theur answers
with .
- T call on a student to read out his / her
answers .
feedback .
- T draws Ss attention to the questions asked in
the conversation and help them to review the use
of present perfect and past simple when talking
about a past experience and its present effeccts .
Present perfect : used with ever to ask about a
past experience.
E.g: Have you ever been to Egypt ?.
Past simple: used when one keeps asking about
that experience.
E.g: When did you go there ? Who did you go with
? Did you enjoy your visit to Egypt ? etc.
- T gets Ss to ask him/her questions using present
perfect with ever and past simple.
-T checks that Ss asks correct questions and gives
corrective feedback.
-Then T gets Ss to read the sample conversation
in closed and open pairs.
Answers: 3. h
4. a
5. e
6. g
7. c
8. f
TASK 3
Pair work &
- T introduces the task: Ss are going to ask and whole class
answer questions about their past experiences,
using the suggested questions on page 26.
- T gets Ss to work in pairs to have a
conversation. In the meantime, T goes around to
check and offer help.
- T calls on some pairs to perform their
conversations in front of the class.
- T elicits feedback from the class and gives final
comments.
32
WRAPPING
Whole
class
- For homework, Ss write a paragraph about a
past event that has had an influence on him/her.
Teaching of date
Period
in date
class
Total of sts
11a4
11A5
PERIOD : 11

LESSON 3 : Listening
I. Objectives
By the end of the lesson, Ss will be able to develop such listening micro-skills as
listening for specific information and taking notes while listening.
II. Materials
Ss may not have sufficient vocabulary to talk about the topic, so T should be
ready to assist them. Ss may not also be familiar with the note-taking task so T
should provide them some tips to deal with the task.
IV. Procedure
Tim
Steps
Work arrangement
e
5
WARM UP
Group work & whole
A matching game
class
(To teach vocabulary related to fires and lead Ss to
the topic )
- T divides the class into small groups of 3 - 4
students . Then T distributes the following handouts
for Ss to do the matching task in their own groups .
Which group finishes first and has all the correct
answers will be the winner .
- T might want to get Ss to translate the given words
into Vietnamese to check Ss understanding of the
words
Match the words in Column A with their definitions
in Column B
Column A
Column B
1 . Fire fighter
a. A metal stairway
outside to help people
get out of a buiding on
33
2 . Fire alarm
3 . Fire door
4 . Fire escape
5. Fire hydrant
6. Fire extinguisher
7. Smoke
8 . Fire truck
10
fire
b. A pipe that draws
water for putting out a
fire .
c. A person who fights
fires
d. What comes out of a
fires
E . A fine resistant
door that can be closed
to stop the speard of the
fire
f. A large truck that
carries firefighters and
equipment to the site of
a fire
g. A tube that contains
special chemicals for
putting out a fire
h. A bell that tells you a
fire has started
Answer :
1.c
2.h
3.e
4. a
5. b
6. g
7 .c
8. f
BEFORE YOU LISTEN
Pair work and whole
- T gets Ss to work in pairs to describe the picture on work
page 27 of the textbook.
- T calls on some Ss to describe the picture. If Ss
have difficulty doing this task, T may want to elicit
answers from the whole class by asking questions
like What can you see in the picture ? What is
happening ?, Who are these people ? etc. T gives
comments on their answers.
- T gets Ss to guess what they are going to listen
about.
Pre-teaching vocabulary
Memorable (a): ng nh
Terrified (a): s hi
Scream (v): go tht
Replace (v): thay th
Gas stove (n): bp ga
Embrace (v): m
34
10
Escape (v): trn thot

Protect (v): bo v
- Before teaching these words, T helps Ss to
pronounce them correctly. T may want to play the
tape or model first and then ask Ss to repeat after the
tape or after him/her in chorus and individually.
- T presents or elicits the meanings of these words
from the class.
- T gets Ss to make sentences with some important
words, e.g: memorable, scream, protect etc ...
- T gives corrective feedback.
WHILE YOU LISTEN
Individual work,pair
Task 1
work and whole class
Instruction: You are going to listen to a girl telling
about her most unforgetable experience. Listen and
answer True or False questions. Put a tick in the
appropriate box.
- Before Ss listen and do the task, T gets them to read
through the statements to understand them and
underline key words. For example, the key words in
the first statements are Christina and
businesswoman.
- T checks with the whole class and asks them to
guess what the unforgetable experience the girl is
going to tell might be(a fire).
- T plays the tape (or reads the tapescript) once for Ss
to listen and do the rask.
- Then T gets Ss to find a partner to check their
answers with.
-T checks the answers with thw whole class. If many
Ss can not answer the questions, T palys the one or
two more times and pauses at the answers for them to
catch.
Answers: 1. T 2. F (13 years old) 4. F(in the
kitchen) 4. F (she was sleeping) 5. T
TASK 2
Instruction: You are going to listen to the story
again and fill the gap with the information you hear.
- T checks if Ss can do the task without listening one
more time. If they cant , T plays the tape again. But
before doing it, T asks Ss to study the text carefully
for the missing information they need to fill and
35
guess the answers. T might also want to remind Ss

that while listening they need to focus on this
information and write the answers down in note
forms, not full sentences.
- After playing the tape, T gets Ss to give the
answers. T provides correct answers if necessary. If
many Ss cant complete the task , T might want to let
Ss listen one more time and pause at the answers fir
them to catch.
Answers: 1. small 2. everything 3. family 4.
replaced 5. took
6. appreciate
Tapescript: (In Ts book)
Interviewer: This is Radio 3. Inour Unforgetable
Experiences programmme tonight we talk to
Christina, a successfulbusinesswoman. Hello
Christina, welcome to our programme.
Christina: Hello and thank you ! Its nice being with
you tonight.
Interviewer: Christina, could you tell our audience
about the most memorable experience in your life ?
Christina: Well, my most unforgetable experience
happened 13 years ago, when my house burned
down.
Interviewer: Really ? How did it happen ?
Christina: The fire started in the kitchen where I
forgot to turn off the gas stove.
Interviewer: What were you doing at that time ?
Christina: I was sleeping when I was suddenly woken
up by terrible heat.I opened my eyes to find myself
surrounded by wall of fire.
Interviewer: Thats terrible. How did you escape ?
Christina: I was terrified. Then I heard my mothers
voice calling my name. I rushed to her. She carried
me out. Luckily, I got away without even a minor
burn.
Interviewer: Not many people are so lucky. Did the
fire affect you in any way ?
Christina: Oh, yes. Yes, very much, in fact. Although I
lost many things in the fire, the experience helped me
to grow up.
Interviewer: What do you mean ?
36
Christina: Well, before the fire I was selfish. I always

complained to my mother about how small my room
was, or how few clothes I had. Then the fire came
and destroyed everything we owned. But I slowly
began to realise that I didnt really need my old
things. I just needed my family. After all, you van get
new clothes anytime, but a family can never be
replaced.
AFTER YOU LISTEN
Group work & whole
- Before getting Ss to discuss, T teaches them some class
useful expressions of asking for and giving opinions.
E.g:
Asking for opinions
What do you think about ?
Whats your opinion about ?
Whats your feeling about ?
Whats your point of view about ?
How do you feel about ?
Do you have any opinions about ?
Expressing
Expressing
Expressing
opinions
agreements
disagreements
I think ...
I agree
Well, may be, but
Personally,
I think so, too ...
I believe...
Thats
true, That might be
I feel...
and ....
true, but ...
In my opinion, Thats
right, Well, my feeling
From
my and ....
is that ...
point
of
Well,Idont think
view...
so. I think ...
- T gives examples and gets Ss to do some practice
with these structures.
- Now T divides the class into small groups of 3 or 4
and gets them to discuss the question in the textbook.
T might want to appoint a group leader for eacg
group. This person will monitor thr discussion, note
down friends ideas and appoint a representative to
present the outcome of their discussion to the class.
- T goes around to check and offer help.
- After checking that all the groups have finished, T
calls on the representative of each group to report
their peers ideas. T checks if other groups would
37
have the same or different ideas.

- T listens and takes note of their errors. T provides
corrective feedback after that.
WRAPPING
Whole class
- For homework, Ss write a summary of the story
they listened in class.
Teaching of date
Period
in date
class
Total of sts
11a4
11A5
PERIOD : 12
UNIT 2: PERSONAL EXPERIENCE

LESSON 4: Writing
I. Objectives
By the end of the lesson, Ss will be able to write a personal letter telling about a
past experience , using the structures and vocabulary that they have learned in
previous lessons.
II. Materials
Textbook, handouts.
Ss may not have sufficient vocabulary to write about the topic, so T should be
ready to help them.
V. Procedure
38
Time
5
12
Teacheractivities
WARM UP
A quiz about writing personal letters
(To remind Ss of the rules of writing personal letters in
English)
- T asks Ss if they have ever written a personal letter in
English and then announces the Quiz game and the rule.
For example: Im going to divide the class into 2 big
groups . Then Im going to read out some questions
about the rules of writing personal letters in English. You
need to give your responses as quickly as possible. For
each question, if your answer is quicker and correct, you
get one point for your group. Then we will add up the
points for each group. Which one has more points will be
the winner.
- T divides the class into 2 big groups: A and B.
- T reads out the questions and leads the game.
The Quiz
1. How many parts does a personal letter normally
have ?
2. What are these parts ?
3. What do we normally write in the Salutation ?
4. What do we normally write in the Closing ?
5. Where do we normally sign the letter ?
- T gets Ss to add up the points for each group and
announces the winner.
Answers:
1. 5 parts
2. The Heading, the Salutation (Greeting), the Body,
the Closing and the Signature
3. We normally write Dear or Hello/Hi etc. plus
the name of the person we are writing to and a
comma at the end.
4. We normally write something like Sincerely,
yours, Love,Cheer, Best wishes, See
you soon etc. and after that we put a comma.
5. Our signature normally goes under the Closing.
- T sets the scene: You are going to write a friendly letter
to a pen friend telling him/her about one of your most
memorable past experiences.
- T gets Ss to read the task silently and work out what
they are required to write about.
- T calls on a student to answer and elicits more ideas
from the class. T might want to draw a network of ideas
39
on the board for Ss to follow:
What
Sts activities
Whole class
Individual work,
pair work &
whole class
happene
d?
d?
happene
d?
Preparing of date: .. Most

Teaching of date
Period
unforgettablclass
in date
e
experience11a4
Who was
11A5
involved?
PERIOD : 13
Total of sts
How it
happene
d?
UNIT
How
it 2: PERSONAL EXPERIENCE
affectedyo
lesson 5: Language focus
u?
I. Objectives
- Distinguish the sounds / m /, / n / and / /.
- Pronounce the words and sentences containing these sounds
correctly.
- Distinguish the uses of different verb tenses: present simple for indicating
the past, past simple, past continuous and past perfect.
- Use these ver tenses to solve communicative tasks.
II. Materials
Textbook, handouts.
Ss might have difficulty distinguishing and using different ver tenses correctly.
Therefore, T should be ready to assist them.
IV. Procedure
Time
Steps
Work
arrangement
7
Individual wo
PRONUNCIATION
pair work & wh
Distinguishing sounds
class
- T models the 3 sounds / m / n / and / / for a few time and
explains the differences in producing them (i.e. When
producing / m /, Ss close their lips; when producing / n / Ss
tongues touch the roof of their mouths; when producing / /
their tongues touch their soft palates. For all 3 sounds, the air
goes through the nose).
- T plays the tape ( or reads) once for Ss to hear the words
containing these 2 sounds. Then T plays the tape (or reads) again
and this time asks Ss to repeat after the tape (or T).
- T asks Ss to read the words in each column out loud in chorus
for a few more times. Then T calls on some Ss to read the words
out loud. T listens and corrects if Ss pronounce the target words
incorrectly. If many Ss do not pronounce the words correctly, T
may want to get them to repeat after the tape (or himself) again
in chorus and then individually.
40
- T asks Ss to work in pairs and take turn to read aloud the given
sentences (p.29, Practise these sentences).
- T goes around to listen and takes notes of the typical errors.
- T calls on some Ss to read the sentences again and provides
GRAMMAR
Individual
Exercise 1
work,pair work
a) Presentation
whole class
- If necessary, T receives the forms, meanings and uses of the
present simple, present perfect, and present continuous.
Present simple
+ Form:
* bare root for I, you we they
* verb + s/es for he, she, it
+ Meaning: present time
+ Use:
* Use the Simple present to express the idea that an action is
repeated or usual. The action can be a habit, a hobby, a daily
event, a scheduled event or something that often happens. It can
also be something a person often forgets or usually doesnt do.
E.g: The train leaves every morning at 8 a.m
The train doesnt leave at 9 a.m
When does the train usually leave ?
* Speakers sometimes use the Simple present to express the
idea that an action is happening or is not happening now. This
can only be done with Non-Continuous Verbs and certain Mixed
Verbs.
E.g: He needs you right now.
Do you have your passport with you ?
Present continuous
+ Form: am/is/are + V-ing
+ Meaning: Present time
+ Use:
* Use the Present Continuous with Normal Verbs tp express
the idea that something is happening now, at this time. It can also
be used to show that something is not happening now.
E.g: Are you sleeping ?
Present perfect
+ Form: have/has + Past Participle
+ Meaning: Present
+ Use:
* We use the Present Perfect to say that an action happened at
41
an unspecified time before now. The exact time is not important.

So we can use the Present Perfect to describe our experience. It
is like saying, I have the experience of ... We can also use this
tense to say that we have never had a certain experience. The
Present Perfect is NOT used to describe a specific event.
E.g: I have seen that movie 20 times.
I think I have met him once before.
* With Non-Continuous Verbs and non-continuous uses of
Mixed Verbs we use the Present Perfect to show that something
started in the past and has continued up until now. For 5
minutes , For 2 weeks , and since Tuesday are all durations
which can be used with the Present Perfect.
E.g: I have had a cold for 2 weeks.
Mary has loved chocolate since she was a little girl .
Note: * You CANNOT use the Present Perfect with specific
time expressions such as: yesterday, one year ago, last week,
when I was a child, when I lived in Japan, at that moment, that
day, one day, etc. We CAN use the Present Perfect with
unspecific expressions such as: ever, never, once, many times,
several times, before, so far, already, yet, etc.
- T emphasises that we can use all these present tenses in telling
stories (which are often concerned with past events) to make the
stories more interesting.
- If T sees that Ss have already mastered the forms, meanings,
and uses of these verb tenses, T can skip the presentation stage to
save time, and go straight to the practice stage.
b) Practice
- T gets Ss to do Exercise 1 individually and then find a partner
to check their answers with.
- T checks with the whole class and provides corrective
feedback.
Answer: 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
Exercise 2
Individual
a) Presentation
work,pair work
- If necessary, T reviews the forms, meanings, and uses of the whole class
past simple and past continuous.
Past simple
+ Form: V + ed or irregular verbs
+ Meaning: Past time
+ Use:
42
* Use the Simple Past to express the idea that an action

started and finished at a specific time in the past. Sometimes,
the speaker may not actually mention the specific time, but
they do have one specific time in mind.
E.g: I saw a horror film last night
He didnt wash his car.
* We use the Simple Past to list a series of completed actions
in the past. These actons happen to the following order: 1 st, 2 nd,
3rd 4th, and so on .
E.g: He arrived from the airport at 8:00, checked into the hotel at
9:00 , and met the others at 10:00 .
9. The Simple Past can be used with a duration which starts and
stops in the past. Duration is a longer action often indicated by
expressions such as : for two years , for five minutes, all day, all
year, etc .
E.g: I live in Brazil for years
10. The Simple Past can also be used to describe a habit which
stopped in the past. It can have the same meaning as used to .
To make it clear that we are talking about a habit, we often add
expressions such as: always , often, usually, never, when I was a
chid, when I was youger etc.
E.g : They never went to school . They always skipped their
classes
11 . The Simple Past can also be used to describe past facts or
generalizations which are no longer true . As in USE 4 above ,
this use of the Simple Past is quite similar to the expression
used to
E .g : She was shy as a child , but now she is very outgoing
Past continuous :
+ Form : Was / were + V-ing
+ Meaning : Past time
+ Use :
* Use the past Continuous to indicate that a longer actoin in the
past was interrupted . The interrupted is a shorter action in the
Simple Past or a specific time . Remember this can be a real
interruption or just an interruption in time .
E. g : I was watching TV when she called .
Last at 6 PM , I was eating dinner
* When you usethe Past Continuous with two actions in the same
sentence, it expresses the idea that both actions were happening
in the same time. The actions are parallel.
E.g: I was studying while he was making dinner.
43
* In English, we often use a series of parallel actions to describe

the atmosphere at a particular time in the past.
E.g: When I walked into the office, several people were busily
typing, some were talking on the phones, the boss was yelling
directions, and customers were waiting to be helped. One
customer was yelling at a secretary and waving his hands. Others
were complaining to each other about the bad service.
- If T sees that Ss have already mastered the forms, meanings,
and uses of these verb tenses, T can skip the presentation stage to
save time, and go straight to the practice stage.
b) Practice
- T checks the answers with the whole class and provides
Answer:
1. broke/ was playing
2. wrote/was
3. was
working/broke
4. started/were walking
5. told/were having
6. didnt
listen/was thinking
7. phoned/didnt answer
8. didnt wear/didnt notice/was
driving
Exercise 3
a) Presentation
- If necessary, T reviews the form, meaning and use of the past
perfect and compares it with other past tenses
+ Form: Had + Past Participle
+ Meaning: Past time
+ Use:
* The Past Perfect expresses the idea that something occurred
before another action expressed in the Past Simple. It can also
show that something happened before a specific time in the past.
E.g: I had never seen such a beautiful beach before I went to
Hanoi.
* With Non-Continuous Verbs and some non-continuous uses
of Mixed Verbs, we use the Past Perfect to show that something
started in the past and continued up until another action in the
past.
E.g: We had had that car for 10 years before it broke down.
- If T sees that Ss have already mastered the form, meaning, and
uses of this verb tense, T can skip the presentation stage to save
time, and go straight to the practice stage.
44
10
b) Practice
- T checks the answers with the whole class and provides
Answer:
1. had eaten/arrived 2. found/had taken 3. got/ had closed 4.
got/had left
5. got/had arrived 6. paid/had phoned 7. went/said/hadnt
arrived 8. had looked/asked/cost
Communicative practice for all 6 verb tenses covered in the
lesson (production stage)
- T divides the class into small groups of 4. Then T introduces
the task A Celebrity interview: Now you are going to work in
groups of 4. Two of you will act as a celebrity and his/her
manager. The other 2 will act as reporters for a local paper.
Discuss among yourself which celebrity you would like to act
and interview. The celebrity and the manager then will prepare a
short biography for the celebrity, including some outstanding
past and present events, based on the questions in the worksheet.
The reporters will work out the interview questions that they
want to ask about the celebrity, They can use the questions in the
worksheet as guidelines. After 5 minutes you are going to do the
interview in your own group.
- T distributes the worksheets to Ss. Then T guides how to
interview questions ans answer them and reminds Ss to use the
correct verb tenses.
- T gets Ss to work in groups, then goes around and offers help.
- After checking that Ss have finished, T calls on a group to
perform their interview again in front of the class and elicits
feedback from the class.
- T gives final comments and provides correction if necessary.
Worksheet for the celebrity
Name:
Job:
Born: when ? where ?
Childhood and schooling
First debut:
Greatest achievements:
Present projects:
Worksheet for the reporters:
45
Born: when ? where ?

Childhood and schooling:
First debut:
Greatest achievements:
Present projects:
Model questions:
Where were you born ? When were you born ?
Where did you grow up ? What school did you go to ?
When did you first play in a movie ? What was your first
role ?/What was your first album ? What have been your greatest
achievements so far ?
What project are you working on now ?
Etc.
2
WRAPPING
Whole class
- For homework, Ss review the uses of different verb tenses that
have been covered in the lesson.
Teaching of date
Period in class
date
11a4
11A5
Period : 14
Total of sts
UNIT 3: A PARTY
Lesson1: READING
I. Objectives
- Develop such reading-micro skills scanning for specific ideas, and
identifying and correcting false statements.
- Use the information they have read to discuss celebrations in their
culture.
II. Materials
Textbook, handouts.
Ss may need to be provided vocabulary related to celebrations and festivals so
that they can complete various learning task.
IV. Procedure
Time
Steps
Work arrangement
7
WARM UP
Group work and
46
A matching game
whole class
(To teach vocabulary related to celebrations and
festivals)
- T divides the class into small groups of 3-4 Ss. Then T
distributes the following handouts for Ss to do the
matching task in their own groups. Which group finished
it first and has all the correct answers will be the winner.
- T might want to get Ss to tell if there are similar
celebrations and events in Vietnamese culture to check Ss
understanding of the new words.
- T might also give some details about these celebrations.
Matching the celebrations with the correct imagines
below:
Christmas
Easter
Graduation
Halloween
Thanksgiving
Mohers day
Wedding
Valentines day
Birthday
Answer:
Celebrations
Imagines
Christmas
E
Halloween
A
Wedding
D
Easter
C
Thanksgiving
I
Valentines day
H
Graduation
F
Mothers day
G
Birthday
B
About the celebrations:
- T celebrate Christmas day Western families often buy
Christmas trees, which are often real or plastic pine trees
and decorate them with ornaments and gift boxes.
- On Halloween night children often dress in costumes
and go door-to-door to collect sweets and fruits. Houses
are decorated with lights or candles.
- Picture d shows a wedding horseshoe. It is the symbol of
good fortune and ability to have many children. So on
weddind days many weatern brides carry a replica of a
horseshoe for good luck.
- Picture c shows Easter eggs. Its a custom to eat eggs on
47
this day because eggs are symbol of life. Today people

often eat chocolate eggs instead of real eggs.
- Thanksgiving is the celebration that exists only in
America.On this day people pray to God and eat roasted
turkey.
- On Valentines day people often send cards and buy
chocolates for the ones they love.
- Mothers day is the celebration that honors mothers. On
this daypeople often send cards and gifts to their mothers
to show how they love and appreciate their mothers.
BEFORE YOU READ
Pair work & whole
- T gets Ss to work in pairs and try to make sense of the class
pictures on page 32. Then T gets them to answer the
questions on this page.
- T calls on some Ss to answer the questions. T should ask
Ss to give reasons for their answers.
- T checks with the class and asks Ss to guess what they
are going to read about.
Suggested answers:
1. The police in the first picture might belong to a family.
The young woman and the young man might be the
parents and the 3 kids might be their children.
The people in the second picture might belong a family,
too. The old lady and the old man who are standing might
be the parents. The woman and the man who are sitting in
front might be their son and daughter in law. The boy and
the girl might be their grandchildren.
2. The people in the first picture are celebrating a
birthday(the little girl is blowing out the candles). And the
people in the second picture are celebrating a wedding
anniversary(the words on the wall read 50th anniversary).
Mark(v):
Milestone(n): an important event or stage in ones life
Lasting(a): continuing a long time
Golden(a): made of gold
Golden anniversary/jubilee: celebration of the 50th
wedding anniversary
Silver anniversary/jubilee: celebration of the 25th wedding
anniversary
Diamond anniversary/jubilee: celebration of the 60th
wedding anniversary
48
- Before teaching these words, T helps Ss to pronounce

them correctly. T may want to model first and then ask Ss
to repeat after him/her.
- T presents or elicits the meanings of these words from
the class.
- T gets Ss to make sentences with these words.
- T gives corrective feedback .
WHILE YOU READ
Set the scene : You are going to read about how American
people celebrate birthdays and wedding anniversaries .
Then you do the tasks that follow .
TASK 1
- T gets Ss to read the passage silently and then do Task
1 .T may want to give them some tips to do the task .
+ First , Ss should skim the seven statemments to
understand them . As Ss do this they underline the key
words to decide what information they need to find in the
text For erxample , the key word is song for the first
statement and cake for second one .
+ Then they should go back to the passage and locate the
key words in the passge .
+ Then they should read around the key words carefully
to find the answer .
- T get Ss to check their answers with a peer .
- T calls on some Ss to write their answers on the board
and ask them to explain their choices.
- T checks the answers with the whole class.
Answers:
Birthday
Wedding
1. people sing a V
song
2. People eat V
cake
3. people receive V
cards and gifts
from friends and
relatives
4. people joke V
about their ages
5.
people
remember their
wedding days
49
6. people go out
to dinner
7. people blow V
out candles, one
for each year
10
V
V
TASK2
- T checks if Ss can identify and correct the wrong
information in TASK2 after their first reading of the
passage. If they cant, T gets Ss to read through all the 7
questionsin TASK2and identify the key words in each
question. For example, in question 1, these might be
Lisas family and friends, and 8th birthday. In
question 2, these might be make cakes and ice-creams
and birthday etc.
- Now T instructs Ss to go back to the passage and locate
these words. Ss should read around these words carefully
to find the answers to the questions.
- Then T gets Ss to check their answers with a friend.
- T calls on some Ss to present and explain their answers.
- T gives feedback and correct answers.
Answer:
1. eighth >sevenths (line 1, paragraph 1, part A)
2. makes > ears (line 2, para 3,part A)
3. foods > presents (line 3, para 3, part A)
4. anniversaries > ages (line 4, para 4, part A)
5. months > years(line 2, para 1, part B)
6. 5th > 50th (line 2, para 3, part B)
7. silver > golden(line 5, para 3, part B)
AFTER YOU READ
Group work & whole
- T introduces the task: Ss work in small groups of 3 or 4 class
and discuss the questions
- T teaches structures that can be usedfor giving
comparison and contrast. E.g: In the US, people .....but in
Vietnam, people...., Americans....while Vietnamese...,
Americans .... .in contrast, Vietnamese ..., etc.
- T calls on the groups to tell and explain their choices.
WRAPPING UP
Whole class
- For homework, T asks Ss to write a paragraph about
how Vietnamese people celebrate their birthdays or
50
wedding anniversaries, based on the text they read in

class.
Teaching of date
Period
in date
class
Total of sts
11a4
11A5
period : 15
UNIT 3: A PARTY
Speaking
I. Objectives
- Use appropriate language to talk about parties and negotiate how to
plan them.
- Use appropriate language to invite people to come to parties.
II. Materials
Textbook
Ss may have little experience negotiating in English, so T should be ready to
provide them with appropriate language to do so.
IV. Procedure
Time
Steps
Work
arrangement
7
WARM UP
Whole class
Talking about a party
- T asks the class if they like parties and why to lead Ss to the
topic. Then T asks if they have ever been to a party. If Ss say Yes,
T asks follow-up questions like Whose party was it ? , On what
occasion? , Where was it? , Was it fun ? etc. T helps Ss to
answer the questions by providing them appropriate vocabulary
and expressions (if no Ss have ever been to a party, T might want
to get Ss to ask him/her about a party he/she has been to )
- Then T sets the scene: Supposed you have been to a party and
now you want to tell your friends about it.What do you want to tell
them?
- T elicits Ss ideas and writes on the board:
Who ?
Who gave the party ?
What ?
What exactly was it about ? A family gathering ? A
social party? Etc.
Where ? Where did it take place ? was it a nice place ?
When ?
When did it take place ? What time did it start and
end ?
51
Why ?
On what occasion was the party held ? Why was it

held ? For whom ? etc.
How ?
How was it organised ? How did it go ? What
activities did you do there ? Did you have a good time
? How were the people like ? What about music ?
What about foods and drinks ? etc.
- T teaches necessary language for talking about parties.
E.g:
A birthday/housewarming party
A family/social gathering
A potluck dinner (dinner to which people bring foods to be shared)
To party/ to throw/give a party/to celebrate ones birthday/
wedding anniversary/graduation
To enjoy yourself
To have fun
To pick up ones heels (to have a really good time)
To bring your own (B.Y.O) (to bring your own drinks)
To bring a plate (to bring food to share with others)
Snake, pizza, soft drinks, chips, cookies/munchies, finger food
- T gives examples when presenting these words / phrases.
- T gets Ss to make sentences with these words /phrases.
- T introduces the topic: talking about parties.
TASK 1
- T introduces the task and goes over the questions with the class.
T explains new words if necessary.
- T gets Ss to do the task individually. Ss need to choose the details
they want to talk about and plan their stories. T encourages Ss to
take notes while doing so.
- T goes around the class to check and offer help
7
TASK 2
- T puts Ss in pairs and gets them to tell each other about the Individual
parties they have been to , based on the outlines they have made work
for Task 1.
- In the meantime, T goes around to check and offer help.
- T calls on some pairs to perform their conversations in front of
the class.
- T elicits feedback from the class and gives final comments.
52
12
TASK 3
- T introduces the task and asks if Ss have ever planned a party
with someone else. T elicits things they consider when planning a Group work
party. T may want to ask Ss to look at Task 3 for the answers and &whole class
while pooling their ideas, T write them on the boar
When?
(date & time
Dressing
codes(formal/
informal/
Costunes ?
Who to
invite?
(family,
relatives,frien
ds,classmate
s,
teacher ?)
Where?
(home
/restaurant ?
Planning a
party
Decoration
s
(colored
light
bulbs,
flower?)
Entertainmen
t?
(dance/music
/
games)
Budget ?(how
much to
spend /to
contribute?)
Food &
drinks?
(cook our
own or
order?/vegeta
rian foods)
- T elicits or teaches necessary vocabulary items like those in the

above boxes
- T elicits or teaches useful expressions for negotiating, i.e. asking
for and giving opinions, expressing agreements and
disagreements, suggesting and stating preferences.
E.g:
53
Asking for opinions

What do you think about... ?
Whats your opinion about... ?
How do you feel about...?
Do you have any opinions
about..?
Giving opinions
I think maybe...
I feel...
In my opinion, ...
Im considering...(cooking our
own foods)
Im thinking about...(ordering
some pizzas)
Expressing agreements
I agree
I think so,too
Thats true, and ...
Thats right, and...
Expressing disagreements
Well, maybe, but...
That might be true, but ...
Well, my feeling is that...
Well, I dont think so. I think ...
Suggesting
Maybe we could...
Perhaps we can...
Lets ...
Why dont we ...?
How about ...?
What about... ?
Should we ...?
Would it be a good idea if ...?
10
Stating preferences
Perhaps I would prefer...
Id rather ...
Maybe ...(pizzas) could be a
better choice
I would go for ...(ordering
food)
- T gives examples and gets Ss to do some practice with these

expressions.
- Now T divides the class into small groups of 3 or 4 and gets them
to do TASK , which is planning a party in the best way they can
for a party competition. In groups, Ss will negotiate in order to
come up with a plan for their parties.
- T goes around to check and offer help. While doing so, I liestens
and takes note of their errors. T provides corrective feedback when
necessary.
TASK 4
Group work
- After checking that all the groups have finished Task 3, T and
whole
introduces Task 4: Ss informing of their coming parties and class
inviting people to come.
- T elicits the verb tenses and structures Ss might want to use when
informing the class about their coming parties (i.e. future with
going to, plan to do something, intend to do something,
54
expect to do something). T gives examples and gets Ss to do

some practice with the structure. E.g:
Were planning to have a famous students music band play in our
party
Were expecting 200 people to come and have fun with us. Etc.
- I elicits or teaches expressions for inviting and persuading.
E.g:
Would you like to come ...?
We would love to have you ...
We welcome your presence...
Please do come ...
Its our pleasure to invite you ...
You dont know what youll miss out on if you dont come. Etc.
- T gets Ss to do some practice with these structures.
- Then T calls on the representative of each group to report about
the parties that they have planned. T gets other groups to take
notes while listening to their peers and after all groups have
finished, T gets the class to decide which parties would be most
attractive and they would most love to come to.
- While Ss are speaking, T listens and takes note of their errors. T
provides corrective feedback after that.
WRAPPING UP
Whole class
- For homework, Ss write a paragraph about a party they have
been to.
Teaching of date
Period
in date
class
Total of sts
11a4
11A5
PERIOD : 16
UNIT 3 : A PARTY
lesson 3 : Listening
I. Objectives
intensive listening for specific information.
II. Materials
Ss may not have sufficient vocabulary to talk about the topic, so T should be
ready to assist them.
IV. Procedure
Time
Steps
Work
55
10
arrangement
WARM UP
Group work &
- T divides the class into groups of 10 and introduces the whole class
game: The groups should generate as many words related
to birthdays and birthday parties as possible in 5 minutes.
- T divides the board into as many sections as the number
of groups is. When time is up, T calls on the presentative
of each group to come to the board and write their list.
Then T gets the whole class to count. Each correct word
gets one point. Which group has more points wins the
game.
Suggestion words:
Age, balloon, birthday, blow out, cake, candle, cards,
candy, cookies, chocolate, confetti, decorations,
gift/present, icing, flowers, fun, party, song, etc.
BEFORE YOU LISTEN
- T gets Ss to cover their books and shows them the
pictures in the book, then asks them to guess what they
are going to listen about. T gives feedback and gets them
to open their books.
- T gets Ss to work in pairs to answer the questions on
page 36.
- T calls on some Ss to answer the questions and explain
their reasons.
- T checks with the class.
Icing(n): sweet, creamy spread for covering cakes
Clap(v/n): v tay
- T helps Ss to pronounce the words on page 36 correctly.
T may want to play the tape or model first and then ask
Ss to repeat after the tape or after him/ her in chorus and
individually.
- T presents or elicits the meanings of these words from
the class.
WHILE YOU LISTEN
TASK1
Instruction: you are going to listen to a girl telling about
a birthday party that she has been to. Listen and answer
True or False questions. Put a tick in the appropriate box.
- Before Ss listen and do the task, T gets them to read
through the statements to understand them and underline
56
Pair work
whole class
&
Individual work,
pair work &
whole class
key words. For example, the key words in the first

statement are at home and evening.
- T checks with the whole class and aaks them to guess
what the party might have been like (there was a birthday
cake, the party lasted some hours, etc.)
- T plays the tape(or reads the tapescript) once for Ss to
listen and do the task.
- Then T gets Ss to find a partner to check their answers
with.
- T checks the answers with the whole class. If many Ss
cant answer the questions, T plays the tape one or two
more times and pauses at the answers for them to catch.
Answers:
1. F(the party began at about 3 in the afternoon)
2. F(over 20)
3. F(at 4:30 they cut the cake)
4. T(the party ended at about 6)
5. F(other kids left, only one stayed to help)
TASK 2
Instruction: You are going to listen the story again and
answer comprehesion questions.
- T checks if Ss can answer the questions in Task 2
without listening again. If they cant, T plays the tape for
them to listen again but before doing this, T shoud
encourage Ss to read through all the questions, identify
the information they need to look for in each question(by
finding the key words and the question word, e.g
What/why/when/how...) and if possible, predict the
answers.
- Then T plays the tape again for Ss to listen and answer
the questions. While Ss are listening, T should encourage
them to note down the answers. T should remind Ss to
write down only main points in note forms but not full
sentences.
- T gets Ss to check their answers with a partner. Then T
checks with the whole class. T should play the tape again
and pause at difficult points if many Ss cant complete the
task.
Answer:
1. 16
2. Because its noisy and expensive
3. Soft drink and biscuits
57
4. At about 4:30
5. It was beautifully decorated with white and pink
icing and 16 colorful candles in the middle
6. They clapped their hands eagerly and sang
Happy birthday
7. At about 6
Tapescript: (in Teachers book)
AFTER YOU LISTEN
Pair work and
- T puts Ss in pairs and introduces the task: Supposed whole class
that Mai is your common friend. Yesterday was her
birthday but one of you couldnt come. Now you ask the
other person about Mais party.
- T distributes the following handouts for Ss to do the role
play. T reminds them to use the correct verb tense. In the
meantime, T goes around to check and offer help.
- After checking that all Ss have finished, T calls on some
pairs to perform the role play in front of the class. T
elicits feedback from the class and gives final comments.
CARD A
CARD B
Ask your friend about Tell your friend about
Mais birthday. Ask about: Mais birthday party. Use
- Place where the party the following information:
was held
- It was held at Mais
- When it began and place.
ended
- It lasted about 3 hours
- Who came
(3-6 p.m)
- What you did there
- About 20 guests came.
Add more questions if - Mai opened gifts, you
you like
played chess, then Mai cut
cake
Add more information as
you like
WRAPPING UP
Whole class
- For homework, Ss write a paragraph about their own
birthday parties.
Teaching of date
Period
in date
class
11a4
11A5
58
Total of sts
UNIT 3 : A PARTY
Period : 17
lesson 4 : WRITING
I . Objectives
- Define the format and structure of an informal letter of invitation
- Write an informal letter of invitation
II. Materials :
Textbook , handouts .
Ss may not have sufficient vocabulary to write a detailed letter of invitation , so T
should be ready to help them .
IV Procedure
Time
Steps
Work
arrangement
7
WARM UP
Competition game
- T prepares handouts of a jumbled letter in advance and
divides the class into groups of 4 . Then T distributes the
handouts and introduces the task : Ss are going to re- order the
sentences into a letter of invitation
- In their groups Ss discuss to complete tha task. The winner
will be the group which has the quickest and correct answer.
- After the game, T might want to get Ss to read the completed
letter again and elicits the features of an informal invitation
letter. T might want to tell Ss that an invitation letter normally
includes:
+ The event (what you invite your friends to): a wedding
party, a birthday party, etc.
+ The place: my parents place, my school, etc.
+ The time and date: 2:30 p.m, May 20, 2007, etc.
+ The invitation itself (Would you like to come ? How
about ...? etc.)
The jumbled letter
1. This is my address: 150 Au Co Road.
2. Its a beautiful house and it looks over the West Lake
and the Water Park.
3. Dear Patricia,
4. Guess what! Ive just moved to a new house in Tay
Ho district.
5. Would you like to come ?
59
10
6. Please let me know your answer as soon as possible

7. See you
8. MY parents are giving a housewarming party this
Saturday evening , around 6 : 30 p.m
9. Hoa
10. I think Chris and Kim are coming , too.
11.Well have Pho and some special dishes .
Answer :
Dear Patricia ,
Guess what ! Ive moded to a new house in Tay Ho
District . Its a beautiful house and it looks over the West
Lake and the Water Park . My parents are giving a
house- warmung party this Saturday evening , around 6 :
30 p.m . Well have Pho and some other special dishes
. Would you like to come ? I think Chris and Kim are
coming , too . This is my adress : 150A Au Co Road .
Please lest me know your answer soon as posssible .
See you !
Hoa
Individual
TASK 1
work
&
- T sets the scene : you are going to write a friendly letter to whole class
invite your classmates to a party that you hold .
- T gets Ss to work out the content of their letter by answering
the questions in TASK 1 .
- T call on some Ss to answer the questions and elicits more
ideas from the class . T writes them on the board .
E.g :
Occasions
Birthday , graduation , wedding ,
for giving anniversary, moving to a new house , family
parties
gathering Christmas , New Year , etc
Dressing
Formal : dresses , high- heel shoes for
codes
women ; suits and ties for men .
Informal : anything can do : jeans , T shirt ,
skirts , etc
Presents to Anything can do : books , CDs , flowers ,
give
scaves , ties , paperweights , pens bags ,
hats , etc . Sometimes people might want to
bring wine as a gift
TASK 2
- T gets SS to do the task individualy and then compare their
answers with a peer .
60
20
- T calls on Ss to give the answers and write them on the board

.
- T elicts comments from the class and gives correct answers .
- T helps Ss to revise the format of a personal / informal letter
by analyzing the letter that they have just completed for TASK
2 . T might aslo want to get Ss to analyze the letter further by
asking questions about it orgaization and language .
E.g: What is the purpose of the first sentence ? What about the
second sentence ? What exactly did Duc write to express his
invitation .etc.
Answer :
1 at my house
2 to come
3 . refreshments
4 to cook
5 . winners
6 . by Monday
WRITING
Individual
- T gets Ss to reads TASK 2 and work out the questions . Ss work & pair
should note dwon the answers in their notebooks . In the work
meantime , T goes aroud to check and offer help .
- Now T gets Ss to write their letter in 10 minutes , based on
the outlines they have produced .
- T then asks Ss to get in pair , exchage their letter and correct
each other
- T goes around to offer help
A sample letter :
Ha Noi May 19 , 2007
Dear Ha ,
AS the school year is coming to an end , Im giving a
farewell party for people to meet up before they go away for
holiday . Would you like to come ? It will be at my place at 7
p.m this coming Sunday . I intend to invite about 10 people ,
so it will more easily . I will order some pizzas and and buy
snacks and fruit. Howver, you might want to bring some
drinks to be shared. There will be dancing and karaoke
competition . So there will be a lot of fun.
Please let me know if you are keen by Saturday. Just leave
me a message on the phone if you cant catch me at home.
See you.
Long
61
FEEDBACK ON SS WRITING
Whole class
- T chooses one letter and reads it to the class.
- Then T elicits corrective feedback from the class and gives
final comments afterwards. T should draw Ss attention to the
format of the letter, the organisation of ideas and language
use.
WRAPPING UP
Whole class
- For homework, T asks Ss to revise their letters according to
their peers suggestions and submit for marking in the next
lesson.
Teaching of date
Period
class
in date
11a4
11A5
PERIOD : 18
Total of sts
UNIT 3 :
A PARTY
LESSON 5: Language focus
I. Objectives
By the end of the lesson Ss will be able to:
- Distinguish the sounds / l / , / r / and / h /.
-Pronounce the words and sentences containing these sounds correctly.
- Distinguish the uses of infinitive and gerund in active and passive voices.
- Use these structures to solve communicative tasks.
II. Materials
Textbook, handouts.
Ss might have difficulty distinguishing and using infinitives and gerunds.
Therefore, T should be ready to assist them.
IV. Procedure
Time
Steps
Work
arrangement
7
PRONUNCIATION
Individual
,
pair work &
- T models the 3 sounds / l /, / r / and / h / for a few times and whole class
explains the differences in producing them (e.g: when
producing / r / Ss curl the tongues more backward than when
they produce / l /; whrn producing / h / they move their vocal
folds from wide apart to close together).
- T plays the tape (or read ) once for Ss to hear the words
containing these 3 sounds. Then T plays the tape (or reads)
62
10
again and this time asks Ss to repeat after the tape(or T).
- T asks Ss to read the words in each column out loud in
chorus for a few more times. Then T calls on some Ss to read
the words out loud. T listens and corrects if Ss pronounce the
target words incorrectly. If many Ss dont pronounce the words
correctly, T may want to get them to repeat after the tape (or
himself) again in chorus and then individually.
- T asks Ss to work in pairs and take turn to read aloud the
given sentences(p.39, practise these sentences).
- T goes around to listen and takes notes of the typical errors.
- T calls on some Ss to read the sentences again and provides
GRAMMAR
Exercise 1
a.Presentation:
- If necessary, T reviews the verbs that are followed by an
infinitive, a gerund and both.
E.g:
+ Infinitive only
+ Gerund only
+ Both
Agree
Admit
Begin
Arrange
Avoid
Start
Ask
Deny
Continue
Choose
Enjoy
Stop
Decide
Keep
Love
Demand
Verbs that are Like
Deserve
followed
by Hate
expect
prepositions
Remember
Forget
Try
Fail
Hesitate
Hope
Intend
Learn
Manage
Offer
Plan
Refuse
Seem
Wait
Note: T should point out which verbs have different meanings
63
Individual,
pair work &
whole class
Exercise 1
E.g:
stop,
hate,
love,
regret, etc.
10
when are used with an infinitive or a gerund.

E.g: stop, hate, love, regret, etc.
b. Practice:
- T gets Ss to do Exercise 1 individually and then find a
partner to check their answers with.
feedback.
Answer: 1. having 2. getting 3. to tell 4. practising 5. to
see
Exercise 2
a. Presentation:
- If necessary, T reviews the forms of passive infinitive and
gerund and emphasises their uses.
E.g:
+ Form:
* Passive infinitive: to be + Past Participle
* Passive gerund: being + Past Participle
+ Use: to emphasise the action / event rather than the agent.
b.Practice
T gets Ss to do Exercise 2 individually and then find a
feedback.
Answer: 1. b 2. a 3. b 4. b 5. a
Exercise 3
b. Practice:
feedback.
Answer: 1. d 2. c 3. b 4. b 5. c
COMMUNICATIVE PRACTICE( PRODUCTION
STAGE)
- T divides the class into small groups of 4. Then T introduces
the task A Celebrity Interview: Now you are going to work
in groups of 4. Two of you will act as a celebrity and his/her
manager. The other two will act as reporters for a local paper.
Discuss among yourselves which celebrity you would like to
act and interview. The celebrity and the manager then will
prepare some background information about the celebrity,
based on the questions in the worksheet. The reporters will
work out the interview questions that they want to ask about
64
Exercise 2
Answer: 1. b
2. a 3. b 4.
b 5. a
Exercise 3
Answer: 1. d
2. c 3. b 4.
b 5. c
Group work
& whole class
the celebrity. They can use the questions in the worksheet as

guidelines. After 5 minutes, you are going to do the
interviewin your own groups.
- T distributes the worksheets to Ss. Then T guides how to ask
interview questions and answer them and reminds Ss to use
infinitive and gerund when completing the tasks.
- T gets Ss to work in groups, then goes around and offers
help.
- T gives final comments and provides correction if necessary.
Worksheet for the celebrity
Name:
Likes
Dislikes
Future plan
Worksheet for the reporters
Likes
Dislikes
Future plan
Model questions:
What do you like/love doing ?
What do you hate doing ?
What do plan to do in the future ?
What award do you hope to achieve in this years
competition ?
What do you think you need to do to achieve your objectives/
make your dream come true ?
Etc.
WRAPPING UP
Whole class
- For homework, Ss review the uses of different verb tenses
that have been covered in the lesson.
Preparing of date:
Teaching of date
Period
in date
class
Total of sts
11a4
11a5
Period 19:
Review
I. Objectives:
- After the lesson Ss will be able to review all the grammar from unit 1 to unit 3.
II. Teaching methods:
65
- Communicative teaching approach.

III. Preparation:
- Teaching plan
-
Hand outs
IV. Teaching steps

1. Class organization.p
2. Previous lesson checking (7 min)
- Checking up the previous lesson.
3. Presentation.
Teacher s activities
Students activities
1. Past simple
T reviews the use and the form of past
simple
form: S + V(ed)
S + didnt + V
Use: to talk about things that happened
and finished in the past.
Advs: last, yesterday, ago, in + year,
from.to,
2. Past continuous
continuous
form: S + was/were + Ving
Use: to talk about things that was
happening at a certain time in the past or
at the time that another things happened
(when, while are used)
3. Past perfect
T reviews the use and the form of the past
perfect.
form: S+ had PII
Use: to talk about things that had happen
before a certain time in the past or before
the other action happened in the past.
Conjunctions: When, After, Before, By, By
the time
4. Past perfect continuous
perfect continuous.
66
take notes and give

example
eg: We had a
holiday last year.
nice
eg. When we saw him,

he
was
playing
football.
He was watching TV
between 7 and 8 pm.
eg. By the time we

arrived, the train had
left.
After he had finished
his homework, he went
to bed.
form: S + had been+ Ving

Use: to talk about things that had
happened and were happening till a time
in the past
eg. When we came to
EX.: Choose one word whose underlined part or his house yesterday,
stress is pronounced differently.
he had been sleeping
0. A.
B.
C.
D.
for 10 hours.
guitarist
1. A.
Danger
ous
2. A.
children
3. A.
loyalty
4. A.
appreci
ate
passenger village
B.
C.
passenger village
B.
characteri
stic
B.
constancy
B. affect
generous
D. figure
C.
D. which
changea
ble
C.
D.
quality
unselfishn
ess
C.
D.
broaden embrace
GRAMMAR AND VOCABULARY (2 marks)

A. Choose the best answer by circling the letter A,
B, C, or D.
5. They made him ..there for the weekend.
A. to stay B. stay
C. staying
D. stays
6. He saw the thief .. through the
window.
A. jump
B. jumped C. jumping D. jumps
7. It is said that Hai Phong people are cold but she is
really friendly.
A. selfish
B. unfriendly C. ill
D. sick
8. When were going through a rough time, hes
really a good friend.
A. pleased
B. nice
C. easy
D. difficult
9. Friendship is a two-side ________; it lives by
give-and-take.
A. affair
B. event
C. way
D. aspect
10. The children seem to be totally _________of
67
working quietly by themselves.

A. unable B.
C. incapable D. not
impossible
able
11. Suddenly, she recognized the _________of the
situation that made her laugh.
A.
B.
C.
D.
wonder
pleasure
understanding humour
12. They let their children _________up late at
weekends.
A. staying
B. stay
C. to stay D. stayed
B. Choose a letter A, B, C, or D that must be
changed to be correct.
13. Speak English to a native English speaker makes
you more interested in learning English.
A
B
C
D
14. They allowed him write a letter to his wife.
A
B
C D
15. When they got to the station, the train left.
A
B C
D
16.Oh, we were having lunch when we were hearing
that news.
A
B
C
D
17. Travel to other part of the country makes you
love your country more.
A
B
C
D
18. They let him to write a letter to his wife.
A
B
C D
19. When they got to the party, everyone came
home.
A
B C
D
Consolidation: (2min) T sums up the
lesson
Homework: (1min) Ss learn new words
and do some exercises assigned by the
teacher.
68
Teaching of date
Period
class
in date
11a4
11A5
PERIOD : 20
Total of sts
Test yourself A
I.Objectives:
By the end of the lesson , ps will be able to practise 4 skills ,grammar and phonetics by
themself
II. Language Focus:
*Vocabulary: virtually, prominently, grinning,
*Grammar: Infinitive and gerund, passive infinitive and gerund
*skill: 4 skills
III. Method and Tecniques: - Communicative approach ,
- Gap-filling multiple choice
III. teaching aids: text book, handout, poster., real objects
IV. Procedures:
I.Warm up: Sing a song Happy birthday(3ms)
69
II.New lesson:
TACTIVITIES
STSACTIVITIES
1-Listening (10ms)
*Listen and choose the best answer
Ss listen to T or the tape and choose A, B, C
complete the sentences:
or D to complete the sentences
(from 1 to 5 at page 42)

-T checks and gives the feed back
The answers:
1. A. 25 years
2. D. Lived next door to each other
3. B. move to Scotland
4. D.1999
5. C. at James wedding
2. Reading: (11ms)
-T asks some questions
Answer
1. Who are they?
*Vocabulary:
2. What are they doing?
- virtually (adv) :
3. Whose is the party?
- prominently (adv)
-T asks Ss to read the text in silently
- ought (n)
and answer the questions
ss work in pairs
Calls ss to present their answers.
*Answer the questions:

1.Because they had been childless ten years
after they got married
2. To take some photos of the happy family
3. The boy was dressed in a smart ,brand
,new ought and look like a little prince
4. Because he was only interested in the toys
(he had received)
5.He felt it was a delightful and look forward
3. Pronunciation and grammar
to the next day to have the film developed

70
(15ms)
-Ss work in individually and do the exercises
a, Listen and put the tick ( ) in the

right column, paying attention to the
-Ss work in groups and do the exercise
pronunciation of the underlined part of
the party
the world
1. nine *
mine
2. hour*
house
3. matching*
machine
4.yam*
jam
b, Complete the sentences , using the

right form (base, full or passive) of the
infinitive in brackets
(from 1 to 6 at page. 45)
-T checks and gives the feedback
-Ss work in individually the compare the

answers with a partner
Answers:
1 to see
2.to be
3.to phone
4.pay
5.to be met
4.Writing (9ms)
Asks Ss to write about their birthday
party (or one of their friends)
- After they have finished T picks up
some Ss writing and find common
mistakes then asks Ss to correct
6.To be appointed
Write about their birthday party by answering

these questions
+ Whose birthday party was it?
+Where and when was it held?
+What did you do there?
+How did you enjoy it?
5.Home work (2ms)

Do all the exercises in the book in the
text book again
prepare unit 4
71
Ch
S
cu
Tn
K nng v kin thc ngn ng
K nng
K nng
K nng Kin thc g
nghe
c
Vit
Ngn
ng
TN
KQ
Unit 1:
Unit 2:
Unit 3:
S
cu
im
S
cu
im
S
cu
im
T
L
TN
KQ
TL
TN
KQ
TL
TN
KQ
5
11
1
1
1
1,5
11
3,5
10
3,5
0
,5
1
4
T
L
5
2
0,5
Tng s
cu
Tng s
im
2
Matrix ( Ma trn ktr 15 ) :
16
2
72
3,5
32
10
S GIO DC V O TO BC KN
TEST 15 - no 1
ENGLISH 11
TRNG THPT NGN SN
Time allowance: 15 minutes;
Name:..................................................................
Class: 11A.
Question 1: A. village
B. change
C. manager
D. grade
Question 2: A. folk
B. talk
C. holiday
D. calf
Question 3: A. honor
B. vihicle
C. honey
D. honest
Question 4: Teenagers often have their own ________ who they admire and imitate in
different ways.
A. acquaintances
B. experiences
C. idols
D. friends
Question 5: There is something sneaky as he just __________ at me and turned away.
A. talked
B. showed
C. glanced
D. waved
Question 6: Sally to a football match yesterday.
A. goes
B. is going
C. went
D. go
Question 7: I some shopping yesterday when I saw your friend.
A. did
B. was going
C. do
D. am going
th
Question 8: Pasteur ..in the 19 century.
A. has lived
B. lived
C. was living
D. had lived
Question 9: I saw him .. out a minute ago.
A. go
B. goes
C. to go
D. went
Question 10: They let him a letter to his parents.
A. written
B. wrote
C. to write
D. write
Question 11: Dont tell Nam about that because I dont want him .
A. know
B. knowing
C. to know
D. knows
Question 12: She always .. up at 9.00.
A. gets
B. got
C. to get
D. get
Question 13: Her remark was followed by an silence.
A. embarrassing
B. embarrassment C. embarrass
D. embarrassed
Question 14: Its lovely see you again.
A. to
B. in
C. at
D. off
Question 15: David Japanese food before he went to Japan in 2009.
A. eats
B. eat
C. ate
D. had eaten
Question 16: Im happy hearing that you have made much progress in your study.
A
B
C
D
Question 17: I often listen music when I have free time.
A
B
C
D
73
Question 18: Minh saw them to arrive home late.

A B
C
D
Question 19: Im sure he is incapable in running a mile in four minutes.
A
B
C
D
Question 20: When he comes, we were having dinner.
A
B
C
D
74
Teaching of date
Period
class
in date
11a4
11A5
Total of sts
Period : 21
test 45
I.Object
To check studentsknowledge from Unit 1 to Unit 3.
II. II. Teaching aids
handouts.
T can explain the asks of exercises for sts .
IV. Procedure
Matrix ( Ma trn ) :
Ch
S
cu
Tn
K nng
K nng
K nng Kin thc g
nghe
c
Vit
Ngn
ng
TN
KQ
Unit 1:
Unit 2:
S
cu
im
S
cu
im
T
L
TN
KQ
TL
TN
KQ
2
TL
TN
KQ
5
1
1
1
0
,5
2
75
T
L
11
1
1,5
11
3,5
Unit 3:
Tng s
cu
Tng s
im
S
cu
im
5
2
10
3,5
0,5
4
16
2
3,5
32
10
Hng dn chm :
I. Pronunciation :
4 x 0.25 / 1 = 1 point.
II. Vocabulary & Grammar : 16 x 0.25 / 1 = 4 points.
III. Reading :
4 x 0.5 / 1 = 2 points .
IV. Writing :
4 x 0.5 / 1 = 2 point.
V.Listening :
4 x 0.25 / 1 = 1 point.
NGAN SON HIGHT SCHOOL
English TEST - No 1
CLASS : 11A....
Time : 45
NAME :
I.Pronunciation :(1 points ) Chn t c phn gch chn in m
c pht
m khc vi cc t cn li.
1. A. children
B. church
C. chemist
D.cheese
2. A. Picture
B. Country
C. Culture
D. Nature
3. A. long
B. wrong
C. song
D. change
4. A. native
B. autumn
C.know
D. money
II. Chn p n ng nht hon thnh cu (4 points )
1. His father was working during the day.
A.Before
B.after
C.in
D.on
2.Parents rarely let their children.out after 9 p.m.
A. going.
B.went
C. goes
D.go
3. The child is so..that she never lets others touch heer toys.
A. kind
B. sneaky
C. selfish
D. helpful
4. Mary was seem...some fruit at the market.
A. buy
B.buying
C.bought
D.to buy
5. My mother ... this TV last year.
A. buy
B. bought
C. be bought
D. was bought
6.She is busy .for her wedding.
A. shop
B. shoping
C. to shop
D. shopped
7. Twenty years after being built,the house requires ...
A. decoration
B. repair
C. furniture
D. celebrate
8.They have gone out for drinking 2 hours.
76
A.for
B.since
C.in
D.with
9.When I .......her on the street yesterday, she a red skirt.
A. was seeing/wore
B.saw/wore
C.saw/was wearing
D.saw/ wearing
10. She enjoys .computer games.
A. plays
B. to plays
C. playing
D. played
11.I am looking forward to.from you soon.
A.hearing
B. hear
C heard
D be heard
12. We usually ..English on Monday and Friday.
A.learn
B. have learnt
C learnt
D had learnt
13. The police made me...my bag.
A. opening
B.to open
C.opens
D.open
14.My father .in this factory 2 years ago.
A. work
B.works
C. worked
D. working
15.Perhaps you should up earlier in the morning.
A.get
B.to get
C.geting
D.got
16.When I arrived at his house, he ..a phone call.
A.is taking
B. have taken
C. has taken
D. was taking
III.Writing ( 2 points ) :Vit lai cc cu sau s dng t gi maf
ngha khng i.
1. It is ten years since I last met David.
=> I Havent............
2.First He locked the door, then he went out.
=> Before he went out, he........
3. She bought a new car .She wants to make a chip to Canada.
=> She bought a new car to..
4.The weather was so cold that we couldnt swim.
=> The weather wasnt enough warm...
IV.Listening (1 point): Nghe v in t cn thiu vo on vn
sau.(p13)
When I was a (1) a.,I had a summer (2).in an expensive
restaurant in Glasgow. (3)day we were expecting (4)
memerbers of a football team for lunch.
V.Reading ( 2 points ) c on vn sau v tr li cc cu hi sau:
A man stopped at a flower shop t order some flowlers to be wired to his
Mother who lived two hundred miles away. As he got out of his car,he
noticed a young girl sitting on the curb cobbing. He asked her what was
wrong and she replied,I want to buy a red rose for my mother but I only
have seventy- five cents,and a rose costs two dollars.the man smiled and
Said , come in with me.Ill buy you a rose.he bought the little girl her rose and
ordered his own mothers flowers.
77
As they were leaving ,he offered the girl a ride home. She said, Yes,please! You can
take me to my mother.She directed him to a cemetery,where she placed the rose on a
freshly dug grave.the man returned to the flower shop, canceled the wire order, picked
up a bouquet and drove the two hundred miles to his mothershouse.
1. How did the man order the flowers ?
A.By wire
b.By letter C. By e-mail D. By telephone.
2.Why was the girl crying ?
A.She missed her mother B. She didnt have enough money to buy a rose
C. She lost her money D.She wanted to change another rose
3.How was the girls mother ?
A.She was living in the cemetery
B.She looked after the cemetery
C.She was dead
D.She was visiting the cemetery
4.Why did the man change his mind?
A.Because the flower shop could not deliver the flowers on time
B.Because his mothers home was near there.
C.Because he was moved by the girls love for her mother
D.Because the flower shop ran out of flowers.
Preparing of date:
Teaching of date
class in
class
date
11a4
11a5
Period 22
CORRECTING AND PAYING
Total of sts
45- TEST
A-Objectives
-Explaining and correcting tests
-Help ss to master knowledge which they have leant
B- Teaching aids: Chalks and board...
C- Time: 45
PROCEDURE
I- Organization:
-Greeting
?- Who is absent today?
II- Paying the test
Explain difficult questions
p n:
I
Cu
1
C
X
Cu
12
78
A
X
2
X
13
3
X
14
4
X
15
II
16
1
X
V
2
X
1
X
3
X
2
4
X
3
5
X
4
6
X
IV
7
X
1
Student
8
X
2
Job
9
X
3
one
10
X
4
forty
11
X
1. I havent met David for ten years.
2. Before he went out, he had locked the door.
3.She bought a new car to make a chip to Canada.
4.The weather wasnt enough warm to swim.
Preparing of date:
Teaching of date
class in
class
date
11a4
11a5
Period 23
Review( n tp 1 )
X
X
X
X
X
X
X
Total of sts
A-Objectives:
- Check up grammar , vocabulary, structures which Sts had learnt
in unit 1,2,3
B-Content :
1-Knowledge : from unit 1 to unit 3
2-slills: develop doing exercises
3- Attitude: ss do the test strickly
C- Teaching aids: test papers
D-Teaching method: Sts do the test on the papers
E- Procedure :
I- Ogganization:(2)
Who is absent today?
III-New lesson
Teacher guides Ss to discuss in groups
Answer:
Answer:
79
Exercise 1: Choose the most correct answer:

1. He said that he ____ a lot of money on
advertising to expand his business.
A. spends
B. has spent
C. Spending
D. had spent
2. The train _____ when we got to the station.
A. just left
B. just leaves
C. had just left
D. will leave
3. Tom told me he _____ call me at the airport
when I ______.
A. would/ arrived
B. will/ arrive
C. will have/ arriving
D. would be/ arriving
4. At this time tomorrow, we ____ our final
exam.
A. will have taking
B. will be taking
C. will be taken
D. would take
5. -____ before? Yes, I ____ my holidays here
last year.
A. have you ever been / spent
B. have you ever been / spend
C. Did you ever be / spending
D. were you ever / spend
6. _____was working in the garden, John was
repairing the washing machine.
A. as soon as B. because of C.While D. until
7. Peter said he _____ a test the following day.
A. had had B. will have C. has had D. would
have
8. After she _____ at the hospital for 2 years,
she_____ to give up the job yesterday.
A. had been working/ decides
B. had been working/ decided
C. working / had decided
D. is working/ will decide
9. Tom _____ before we arrive there.
A. has left B. had left C. will leave D. leaves
10. In 1970, the Canadian scientist George Kelly
______ that warm water _____ more quickly
than cold water.
A. prove/froze
B. proves / freezed
C. proving / freezing D. proved/freezes
11. After we _____ our work, we ____ for lunch.
80
1. D. had spent
2. C. had just left
3. B. will/ arrive
4. B. will be taking
5. A. have you ever been /
spent
6. C.While
7. D. would have
8.B. had been working/
decided
9. B. had left
10. A. prove/froze
11. C. had finished/
12. D. leaving
13. A. has already begun
14. C. are going to build
15. D. am confused about
16. C. had finished
17. B. had made
19. B. start/ ask
20.D.examining/had broken
A. having finish/ went

B. have finished/ went
C. had finished/went D. having finish/ going
12. After _____ Tom was apprenticed to learn a
trade.
A. leave B. Leaves C. left D. leaving
13. They were in a hurry because they thought
that the class _____.
A. has already begun
B. have already begun
C. was begun
D. will begin
14. - Why have they demolished that old
building?
- They ____ a new supermarket there.
A. had built
B. were building
C. are going to build
D. would be built
15. When Im learning English, sometimes I
____ the accent.
A. will be confused about B. was confused about
C. had be confused about D. am confused about
16. After he _____ his English course, he went to
England to continue his study.
A. will finish
B. has finished
C. had finished
D. will have finished
17. They ____ a lot of preparation before the
match started.
A. has made B. had made C. will be made D. are
making
18. I____ in the US for one year, but I still find it
difficult to communicate with the American.
A. am
B. was
C. have been
D. had been
19.American women may ____ conversations
with men or even ___ them to dance.
A. to start/ to ask
B. start/ ask
C. starting / asking
D. started/ asked
20. After ______ the doctor found that he ____
his arm.
A. to examine/ breaks
B. to examine/ broke
C. examining/ broken D. examining/had broken
VI- Consolidation and Homework (2 )
1. Learn by heart the all tenses
2. Learn by heart Irregular verbs.
81
3. Prepare the next period.
Preparing of date:
Teaching of date
class in
class
date
11a4
11a5
Period 24
Review( n tp 2 )
Total of sts
A-Objectives:
- Check up grammar , vocabulary, structures which Sts had learnt
in unit 1,2,3
B-Content :
1-Knowledge : from unit 1 to unit 3
2-slills: develop doing exercises
3- Attitude: ss do the test strickly
C- Teaching aids: test papers
D-Teaching method: Sts do the test on the papers
E- Procedure :
I- Ogganization:(2)
- Who is absent today?
III-New lesson
Teacher guides Ss to discuss in groups
Exercise : Find ONE mistake in
each of the following sentences:
1. (A)Last year, my son (B)was lost
(C)among the crowd when we (D)have
gone shopping.
2. The problem (A)has turned out
(B)to be more serious (C)than we
(D)will have thought.
3. (A)Almost 300 million people
(B)had visited (C)Americas national
parks (D)every year.
4. They (A)have studied English(A)
before they went (C)to London.
5. They (A)has got married (B)for 30
years (C)by the end of (D)this month.
Answer:
Answer:
1.D
2.B
3.B
4.A
5.A
6.A
7.B
8.C
9.B
10.D
11.D
12.B
13.B
14.A
82
6. They (A)will help you (B)whenever

you (C)will ask (D)them.
7. (A)When Sam (B)will arrive, he
will (C)open (D)the gift.
8. My father (A)has ever told (B)me
honestychn tht (C)was (D)the best policy.
9. Did you say (A)that you (B)will
have a lot of things (C)to do the
(D)following week?
10. (A)When we arrived (B)at (C)the
station, the train (D)has already left.
11. (A)Did your doctor (B)recommend
you that you (C)will stop (D)smoking?
12. (A) Up to now, there (B)had been
(C)no woman (D)being chosen the US
president.
13. The neighbors (A)are having a
party. They (B)are making so much
noise (C)since 6 oclock. I (D)cant
sleep.
14. (A)Dont (B)leave the house
(C)until I (D)will get back.
15. I (A)was walking along the
pavement(B) when I (C)realized that
there (D)has been a man following me.
16. Human (A)had struggled (B)against
weeds (C)since the beginning (D)of
agriculture.
17. Mary (A)said (B)that she (C)do
jogging (D)every morning.
18. (A)At this time (B)next week, Peter
(C)was working (D)in London.
19. Never I (A)have seen (B)such a
(C)good film (D)before.
20. (A)Before the 1920s, (B)no women
(C)will vote (D)in the US.
21. Some students have always
(A)complain that they (B)do not have
(C)enough money (D)to spend.
22. The teacher (A)got (B)angry with
him (C)because he sometimes (D)come
to class late.
15.D
16.A
17.C
18.C
19.A
20.C
21.A
22.D
83
VI-Consolidation and Homework(2 )

1. Learn by hear the new words.
2. How many levels are there in
Vietnam's educationa system? What are
they.
3. Prepare the next period.
84
Preparing of date:
Teaching of date
class in
class
date
11a4
11a5
Period: 25
Total of sts
Unit 4 :
VOLUNTEER WORK
Period 1 : READING
I Objectives
- Develop such reading micro skills as scanning for specific ideas and
skimming for general information .
- Use the information they have read to discuss the topic .
II . Materials
Text book
III . Anticipated problems
Ss may need help with the discussion task , so T should be ready to help them
IV. Procedure
Time
Steps
6
WARM UP
Competition game Hangman
- T divides the class into 2 big groups and draws each of them a
gallows on the board.
Team A
Team B
- T explains to Ss that they are going to play a Hangman game.
The rule is that T gives a secret word and the groups will take
turn to guess it by telling what letters they think there are in this
word. If Ss choose a letter that appears on oe more times in the
secret word, the letters and their positions will be revealed and Ss
can keep on guessing the next letter. On the other hand, if Ss
guess a letter that isnt in the secret word, them a piece of man
being hanged will be added to the gallows and they will lose their
turn to the other groups. Ss will get one point for each letter they
can guess correctly. When the game is over, T will count how
many points each group has collected and the group with more
85
Work
arrangement
Group work
points will win the game.

- T leads the game, and in this lesson, the secret word is
volunteer. T draws the same number of dashes as the number of
letters in this word. For this word, Td need 9 dashes like this:
_________
- The activity will lead to the lesson naturally.
10
BEFORE YOU READ
Discussing the picture and saying
- T asks the whole class to look at the picture on page 46 and asks
them some questions:
+ What is the old woman doing in the picture ?
+ What does this mean by Little Moments Big Magic?
Suggested answers:
+ The old woman is teaching the boy to read
+ The phrase means that your little contribution and help may
lead to significant results/may greatly change a persons life.
+ The picture tells me that everyone, no matter what they are
young or old, can do volunteer work.
- T asks Ss to work in pairs to read the short poem/saying on page
46 and answer the question and discuss its meaning.
- T calls on some Ss to present their opinion. T may give some
comments and her suggestion: The saying means that if you help
somebody by giving them some money, its just a temporary
solution. Its better to instruct them how to make money legally
by teaching then necessary working skills.
- T might elicit or teachthe meanings of the following words.
Volunteer: Ss may have understood the meaning of the word in
the previous activity, so T may introduce its related words
quickly.
+ to volunteer to do sth/volunteer for sth: tnh nguyn, t
nguyn lm g
+ volunteer(n): tnh nguyn vin
+ voluntary(a): done willingly, not because you are forced(t
nguyn); doing a job without wanting to be paid for it(tnh
nguyn)
+ voluntarily(adv)
The aged = the old (ngi gi)
Orphanage(n): a place where children without parents live ( tri
tr m ci)
To overcome: vt qua, khc phc
86
Pair work &

whole class
E.g: Shes overcome the bad habit of talking loufly in public.

To participate in = to take part in (tham gia)
To suffer sth: chu ng ci g
Remote = far away(xa xi)
- If there is some time left, T may ask some Ss to make sentences
with the above words to check their understanding.
WHILE YOU READ
Setting the scene
You are going to read a passage about volunteer work. While you
are reading, do the tasks in the textbook.
TASK 1
Instruction: Fill each blank with one part of speech of the word
volunteer.
- T elicits different parts of speech of the word volunteer and
write these words on the board:
Volunteer(v/n), voluntary, voluntarily
- Then T instructs Ss to read through the sentences provided in
the task to identify the part of speech of the word to fill in each
blank. For example, in sentence 1 the word to fill in should be an
adjective, in sentence 2 an adverb, in sentence 3 a noun, and in
sentence 4 a verb. Ss should also pay attention to the word
preceding the blank to fill in the right form of the word. For
instance, in sentence 3 the word preceding the blank is some, so
a plural noun should be filled in.
- T asks Ss to work individually to do the task and exchange their
answers with other Ss.
- T asks Ss for their answers and gives the correct answers
Answers:
1. voluntary
2. voluntarily
3. volunteers
4. volunteered
TASK 2
Instruction: You are to read the passage and choose the best
answer from A,B,C or D for each of the following sentences.
- T asks Ss how to do this task. If they dont remember, T may
instruct them to use some strategies to do the task:
+ First, skim the 5 sentences to understand them. As Ss do this
they underline the key words. For instance, in sentence 1 Ss can
underline volunteers, help, sick or old, homes ...
+ Ss locate the information in each sentence in the text and read
this part carefully.
+ Next, Ss read the 4 choices given to choose the most suitable
one.
87
Whole class,
individual
work & pair
work
+ To complete sentence 5, Ssread the passage and try giving it a

title. Then Ss search through the list of the titles provided in the
task to find the most suitable one. Ss should make sure the title
chosen covers the entire text and not just one idea within it.
- T asks Ss to work individually to do the task, then discuss their
- T calls on somw Ss to give their answers and asks other Ss to
say whether they agree or disagree.
- T gives feedback and the correct answers:
P1. A(line 1-2, para 2)
2. D(line3-4, para 2)
3. B(line 3-4, para 4)
4. D(last para)
5. B(A: too general; C and D do not cover the whole text)
TASK 3
Instruction: You are required to answer the 3 questions in the
book.
- T asks Ss how to do this task. If they do not remember, T may
+ First, skim the 3 Qs to understand them. As Ss do this they:
* underline the key words. For instance, in Q1 Ss can underline
What, high school, college Ss, hospitals, orphanages, homes for
the aged.
* decide what information they need to find in the text
* look for Qs words like why which indicates Ss should read
for specific thing like a reason.
+ Go back to the first question and locate the information for the
question by finding the key words in the passage and mark the
place.
+ Read the part carefully to find the answer. Ss can use their own
words.
+ Continue with the rest of the Qs.
- T calls on some Ss to write their answers on the board and ask
them to explain their choices.
1. They read books to the people there, play games with them or
listen to their problems. (line 7-10, para 1)
2. They give care and comfort to them and help them to
overcome their difficulties. (line 2-3,para 3)
3. They volunteer to work in remote or mountainous areas. (line
5-6, para 3)
8
Pair
88
AFTER YOU READ

work,group
Instruction: You are required to work in pairs to discuss the work & whole
question in the textbook.
class
- T asks Ss to work in pairs to discuss the question in the book.
- T goes around to help Ss when necessary.
- When all pairs have finished, T asks every 2 pairs to share ideas.
- T calls on some Ss to report their ideas to the class.
- T gives feedback.
Whole class
WRAPPING UP
- T summarises the main points of the lesson .
- T asks Ss to learn by heart all of the new words and do the extra
activity as homework.
Preparing of date:
Teaching of date
class in
class
date
11a4
11a5
PERIOD :26
Total of sts
UNIT 4: VOLUNTEER WORK

lesson 2: Speaking
I. Objectives
By the end of the lesson,Ss will be able to talk about different kinds of activities
related to volunteer work.
II. Materials
Textbook, pictures, handouts.
Ss may not have enough vocabulary to talk about the topic, so T should be ready to
provide help
IV. Procedure
Time
Steps
8
WARM UP
Competition game Describing the pictures
- T divides the class into small groups of 3-4 Ss and gives each
group a set of pictures. Ss are required to describe the activity in
each picture in one sentence only. Which group finishes first and
has the most correct and meaningful sentences will be the winner.
Suggested answers:
1. The student is teaching the poor children.
89
Work
arrangement
Group work
2.
3.
4.
5.
6.
7.
8.
15
The Ss are taking part in directing the traffic.

The medical Ss are examining the old people.
The Ss are taking care of the disadvantaged children.
The Ss are taking part in a Blood Donation activity.
The Ss are collecting the rubbish.
The Ss are helping the soldiers to build the road.
The Ss are helping the examinees during the University
entrance exam period.
TASK 1
Instruction: You are required to decide which of the following
activities are volunteer works.
- T asks Ss to work in pairs to decide which of the activities in the
book are volunteer works. Ss should also explain why a certain
activity is not volunteer work.
- T calls some Ss to give their answers ands for comments from
other Ss.
- T elicits other volunteer activities from Ss.
Suggested answers:
1.The activities which are not volunteer work: taking part in an
excursion and participating in an English speaking club.
+ Reason: You take part in these activities for yourself, not to
help other people.
2. Some other volunteer activities: taking part in environmental
conservation activities, donating blood, directing traffic, guiding
foreign sports teams around when they go to Vietnam to
compete...
TASK 2
Instruction : You are goimg to make conversations based on the
given suggestions.
- Before Ss do the task, T asks them to read the model
conversation onpage 50. Then Ss read the list of volunteer
activities and the exact things related to them.
- T can elicit or explain some words quickly:
War invalid:thng binh
Martyr: lit s
Intersection : ng giao nhau
- T gets across to Ss that one activity in the first column can go
with several activities in the 2nd column. T may require Ss to
match each activity on the left with corresponding activities on
the right.
Suggested answers:
Helping people in
- Teaching the children to read

90
Whole class &

pair work
Whole class &

pair work
mountainous areas
and write
- Give them money
Help old and sick people
- Cleaning up their houses
- Doing their shopping
- Cooking meals
Helping disadvantaged or - Teaching the children to read
handicapped children
and write
- Listening to their problems
- Playing games with them.
- Taking them to places on
interest
Taking care of war invalids - Listening to their problems
and the families of martyrs
- cleaning up their houses.
- Doing their shopping
- Cooking meals
Taking part in directing the - Directing vehicles ar the
traffic
intersections
- Helping old people and
young children to cross the
road
12
- T may design a handout for this activity to help Ss talk more

naturally and to lead to the next task. Ss may choose one or more
activities to talk about , and they change the role after one
activity.
Student A
Student B
You want to take part in the You are participating in a
volunteer work your friend is volunteer work. Answer your
doing .
friends questions about the
Ask
him/her
all
the work.
information you want to know. You can use the information in
You can use suggestions TASK 2 to answer the
below:
questions.
- kind of volunteer work
- exact things to do
- frequency of doing the work
- length of time spent for the
work
- your friends feeling when
doing the work.
- After Ss have finished T calls on some pairs to act out their
conversation.
91

TASK 3
Instruction: Now you work in groups to talk anout a kind of
volunteer work your partner in the previous task do to help other
people.
- Before Ss do the task, T may ask Ss to read through the example
in the book. T encourages Ss to use transition signals such as
also, besides, moreover, etc. to make their talk more coherent.
- Now Ss work in groups to talk about one activity their partner
takes part in. They may say that: Mai usually takes part in
directing the traffic. She directs vehicles at the intersections.
Besides, she helps old people and young children to cross the
road. She enjoys the work very much because she likes helping
people.
- T goes around to observe and collect typical errors.
- T calls on some Ss to talk about the activity they take part in
After that, T writes the errors she has corrected on the board to
elicit correction from Ss and offers correction if necessary.
3
Whole class
WRAPPING UP
- T summarises the main points of the lesson
- T asks Ss to do the EXTRA EXERCISE as homework
Preparing of date:
Teaching of date
class in
class
date
11a4
11a5
Period : 27
Total of sts
UNIT 4 : VOLUNTEER WORK

lesson 3 : Listening
I. Objecitves
intensive listening for specific information and taking notes while listening.
II. Materials
Ss may not be familiar with the note-taking task so T should provide them some tips
to deal with tha task.
IV. Procedure
92
Time
Steps
Work
arrangement
Group work
5
WARM UP
Competition game- Slap the board
- The aim of this activity is to help Ss revise the vocabulary
items Ss learnt in previous lesson.
- T puts the vocabulary items on the board in any order. For
example, T may write the following words and phrases on the
board: war invalid, martyr, intersection, the aged, orphanage,
remote, suffer.
- T calls on some Ss to form 2 teams, and one person from the
team runs to the board, as a representative. T gives Vietnamese
translation for one of the words gets the point. The
representative changes, ready for the next word...
- After 3 minutes, the team with more points will be the winner.
10
BEFORE YOU LISTEN
Discussing the questions
- T asks Ss to read through the Qs and choices on page 51 and
makes sure understand all them.
- T asks Ss to discuss the Qs in pairs.
- T calls on some Ss to report on their partners answers.
Vocabulary Pre-teaching
- Before eliciting/Pre-teaching the new words, T helps Ss to
pronounce the words given in the book. T may read aloud first
or play the tape and ask Ss to repeat in chorus and individually.
- T elicits / teaches some of these words and those taken from
the listening passage:
Fund-raising activies: hot mg gy qu
Donation(n): vt/tin quyn gp
Informal school: trng hc khng chnh thng
Organization for Education Development: t chc pht
trin gio dc
Co-operate(v): hp tc
Disadvantaged children: tr em thit thi
Co-ordinate(v): phi hp
Sponsor(n): nh ti tr
- T may get Ss to make sentences with the words and give
- T sets the scene: Now you are going to listen to a passage
about Spring School, a special school in Ho Chi Minh city.
93
Whole
class,
individual work
& pair work
10
Individual
WHILE YOU LISTEN
work,
group
Instruction: You are going to listen to the passage and fill in work & whole
the missing information in each sentence.
class
- Before Ss listen and do the task, T instructs Ss how to do this
kind of exercise:
+ Firstly, Ss have to read the sentences carefully. As they do this
they should:
* underline the key words. For example, the key words in
sentence 1 are Spring School, Ho Chi Minh city.
* try to work out what they are going to hear.
* decide what they need to listen out for. For example, the
word to fill in the blank in sentence 1 should be an adj, while in
sentence 2 a number + noun/noun phrase may be needed.
+ After that, Ss listen to the tape and take notes of the answers.
Ss should make sure that their sentences are grammatically
correct.
- T asks for Ss answers and writes them on the board.
- T plays the tape the second time for Ss to check their answers.
- T asks Ss to work in groups of 4 to compare their answers.
Individual
- T checks Ss answers by calling on some Ss. If many Ss cant work, pair work
complete the sentences, T plays the tape one or two more times & class work
and pauses at the answers for them to catch.
6. informal 7. 30 street children 8. 250 children 9. 1988 10.
Volunteers, June
TASK 2
Instruction: You are going to listen to the tape again and
answer the Qs;
- Before Ss listen to the tape again to do the task, T may ask
them to try to answer the Qs with the things they remember
from the previous times of listening.
- T plays the tape again for Ss to do the task. T might also want
to remind Ss that while listening they need to focus on the key
words in each question.
- After playung the tape, T gets Ss to work in pairs and check
their answers.
- T calls on some Ss to give the answers and elicits feedback
from others. If many Ss cant complete the task, T might want to
let Ss listen one more time and pause at the answers for them to
catch.
Suggested answers:
1. It provides classes to disadvantaged children in Ho Chi
94
Minh city.
2. Dance, theatre, singing, and circus classes were set uo in
1999.
3. Because they need money to continue their English and
Performance Arts classes.
4. They dance, sing and play music at one of the largest
hotels in Ho Chi Minh city.
5. Because they need help to contact sponsors and expand
the school activities.
Tapescript: (in Ts book)
8
AFTER YOU LISTEN
- T gets Ss to work in groups to summarise the story about
Spring School, using the suggestions. Each group member has
to take notes of the discussion.
- T calls on some Ss to present their summary.
3
Whole class &

group work
Whole class
WRAPPING UP
- T asks Ss to learn by heart all new words and do the extra
exercise as homework
Preparing of date:
Teaching of date
class in
class
date
11a4
11a5
Period: 28
Total of sts
UNIT 4: VOLUNTEER WORK

lesson 4: Writing
I. Objectives
By the end of the lesson, Ss will be able to write a thank-you letter to a donor to
acknowledge the donors contribution.
II. Materials
Textbook, handouts.
Ss may not have sufficient vocabulary to write about the topic, so T should be ready
to assist them.
IV. Procedure
95
Time
6
Steps
Work
arrangement
WARM UP
Quiz -A formal letter
(To remind Ss of some rules of writing formal letters in English)
- T prepares a handout with a quiz about writing formal letters in Group work
E. The quiz consists of several incomplete statements. Ss work in
groups to complete these statements as quickly as possible. The
group with the quickest and most correct answers will be the
winner.
Quiz
1. You write your address in ...................................of the
letter.
2. The address of the receiver should be written
on .................., starting below our address.
3. You can write ................on the right or the left on the
line after the address you are writing to
4. When letter starts Dear Sir/Madam, you end it
with ..................
5. When the letter starts Dear Dr Smith, you end it
with ...............
6. It is not a good idea to use ..........................such as Im
or cant
Answers: 1. the top left - hand corner 2. the left 3. the date
4. Yours sincerely 5. Yours sincerely 6. contractions
13
Preparing Ss to write
- T asks Ss to read the sample letter on page 52 and discuss the
purpose(s) of the letter in pairs.
- T calls on some Ss to give the answer. T gets across to Ss that:
(1) the sample letter is written to thank a donor for donating
money; (2) thank-you letters to donors serve 2 important
perposes: they acknowledge the donors contribution and help
cultivate a relationship, making it more likely for the individual/
organization to donate again, and they serve as proof of the
donation for income tax purposes ( and are a must for donations
over $250 )
- T asks Ss to read the letter again and do Task 1 individually.
When they finish, Ss exchange their answer with another student.
- T checks Ss answers by asking some Ss to read their answers
out loud.
- T elicits corrective feedback from other Ss and gives the correct
answers when necessary.
96
Answers:
* The opening of the letter: sentence 1
* The donated amount: sentence 1
* The way(s) the money is used: sentence 2
* The way the receipt is issued: sentence 3
* The gratitude to the donor: sentence 4
* The closing of the letter: Yours faithfully
- T may introduce some other expressions that can be used in this
kind of letter. For example:
+ On behalf of ...., Id like to thank you for your generous
donation of $ ..... Your contribution makes it possible for us
to ....... .
+ Thank you very much for your generous donation of $ ..........in
support of ........
+ As a result of your gift, we will be able to continue the care for
the new orphans we have taken in since the tragedy.
+ Id like to take this opportunity to thank you for your
generosity in donating..........
16
Writing
- Before Ss write the letter, T asks them to read the instruction
carefully.
- T gets Ss to write the letter in 15 minutes.
- T goes around to observe and offer help
A sample letter:
54 Hang Giay street
Hoan Kiem District
Hanoi
The Director
River Travel
9 Chuong Duong street
Hoan Kiem District
Hanoi 30 May 2007
Dear Sir/ Madam.
On behalf of New Future School, Id like to thank you for your
generous donation of VND 1 million. Your contribution will
make it possible for us to build our school library. A good
library can help the Ss very much in their studying. We will
issue a receipt as soon as possible.
Once again thank you very much for your kindness. We hope to
receive more assistance and cooperation from your company in
the future.
I look forward to hearing from you soon.
97
Individual
work
Yours faithfully,
Le thi Thanh
Principal of New Future School
8
Pair work &

whole class
- T asks Ss to exchange their writing with another student for
peer correction.
- T goes around and collects mistakes and errors.
- T collects some writings for quick feedback.
- T writes Ss typical errors on the board and elicits self and peer
correction. T provides correction only when Ss are not able to
correct the errors.
- Finally, T provides general comments on the letter.
2
Whole class
WRAPPING UP
- For homework, T asks to improve their writing , taking into
consideration their friends and Ts suggestions and correction
and do the extra exercise.
Preparing of date:
Teaching of date
class in
class
date
11a4
11a5
Period: 29
Total of sts
Unit 4 :VOLUNTEER WORK

I. Objectives
By the end of the lesson, Ss will be able to :
- Distinguish the sounds / w / and /j /.
- Pronounce the words and sentences containing these sounds correctly.
- Use gerunds, present participles, perfect gerunds and perfect participles
appropriately.
II. Materials
Textbook, handouts.
Ss may find it difficult to differentiate between gerunds and present participles, so T
should be ready to explain.
IV. Procedure
Time
Steps
Work
98
10
10
arrangement
Whole
class,
PRONUNCIATION
individual work
- T models the 2 sounds /w / and / j / for a few times and explains and pair work
the differences in producing them.
+ The phonetic sound / w / is a voiced labial-velar approximant.
It is articulated with the back part of the tongue(the dorsum)
raised toward the soft palate ( the velum) and the lips rounded.
+ The phonetic sound / j / is a voiced palatal approximant. It is
articulated with the middle or back part of the tongue raised
against the hard palate.
- T plays the tape(or reads) once for Ss to hear the words
containing these 2 sounds. Then T plays the tape(or reads) again
and this time asks Ss to repeat after tha tape(or T).
Pronouncing words containing the sounds
- T reads the words in each column all at once.
- T reads the words once again, each time with a word in each
column to help Ss to distinguishthe differences between the
sounds in the words.
- T reads the words and asks Ss to repeat them.
- T asks Ss to practise pronouncing the words in pairs.
- T asks some Ss to pronounce the words and gives correction if
necessary.
- T reads the sentences and asks Ss to underline the words with
the sounds and write / w / and / j / under them.
- T asks Ss to practise the sentences in pairs .
- T asks some Ss to read the sentences and gives feedback.
Whole
class,
GRAMMAR
individual work
1. Gerund
and pair work
a. presentation:
- If necessary T reviews the form and uses of gerunds. To save
time T may give Ss the handout below:
A gerund is a noun made from a verb by adding -ing. The
gerund always has the same function as a noun (although it
looks like a verb), so it can be used:
a. as the subject of the sentence:
* Reading helps you learn English.
b. as the complement of the verb to be:
* Her favorite hobby is reading.
c. after prepositions. The gerund must be used when a verb
99
comes after a preposition:

* She is good at learning E
* They are keen on windsurfing.
This is also true of certain expressions ending in a preposition,
e.g. in spite of , theres no point in ... :
* Theres no point in typing the assignment.
* In spite of missing the train, we arrived on time.
d. after a number of phrasal verbs which are composed os a
verb + preposition /adverb
Example:
To look forward to, to give up, to be for/ against, to take to, to
put off, to keep on:
* I look forward to hearing from you soon. (at the end of a
letter)
* He kept on asking for a discount.
e. in compound nouns
Example:
* a driving lesson, a swimming pool, bird-watching, trainspotting
It is clear that the meaning is that of a noun, not of a
continuous verb.
Example:
* the pool isnt swimming, it is pool for swimming in .
f. after the expressions
cant help, cant stand, its no use, good, and the adjective
worth:
* I cant stand being stuck in traffic jams.
* Its no use/good trying to persuade him
* It might be worth changing the title of the book.
b.Practice
Exercise 1
- T asks Ss to do Exercise 1 individually and then compare their
answers with another student.
- T calls on some Ss to read out their answers.
- T elicits peer correction and gives correct answers if necessary.
Answers:
1. hearing 2. bending 3. behaving 4. meeting 5. spending
6. waiting 7. starting
2. Present participle
a. Presentation
- If necessary T reviews the form and uses of present participles.
To save time T may give Ss the following handout:
The present participle of most verbs has the form V-ing and is
100
used in the following ways:

a) as part of the continuous form of a verb
Example:
* I am working .
* She was dancing.
b) after verbs of movement / position in the pattern: verb +
present participle
Example:
* My mother used to go shopping everyday.
* He came running towards me.
This construction is particularly useful with the verb to go,
such as go diving, go fishing, go swimming...
c)After verbs of perception in the pattern : verb + O +present
participle
Example:
* I heard someone playing the guitar.
* I can smell something burning!
Note: There is a difference in meaning when such a sentence
contains a bare-infinitive rather than a participle. The infinitive
refers to a complete action, but the participle refers to an
incomplete action, or part of an action.
Compare:
* I heard Mai playing the piano.(= she had started before I heard
her, and probably went on afterwards)
* I heard Mai play the piano. (= I heard her complete
performance)
d) as an adjective
Example:
* It was an interesting film.
* Its a bit worrying when the police stop you.
e) with the verbs spend and waste, in the pattern: verb +
time/money expression + present participle
Example:
* I spend 2 hours a day travelling to work.
* Dont waste time playing computer games !
* Theyve spent $4,000 buying that watch.
f) with the verbs catch and find, in the pattern: verb + O +
present participle:
With catch, the participle always refers to an action which causes
annoyance or anger:
* If I catch you stealing my apples again, Ill tell your parents.
This is not the case with find, which is unemotional:
* We found our dog lying in the bedroom.
* They found their mother sitting in the garden.
101
g) to replace a sentence or part of a sentence:

When 2 actions occur at the same time, and are done by the same
person or thing, we can use a present participle to describe one of
them:
* He sang to himself. He walked down the road.
Singing to himself, he walked down the road.
When one action follows very quickly after another done by the
same person or thing, we can express the first action with a
present participle:
* He put on his coat and left the house. Putting on his coat, he
left the house.
The present participle can be used instead of a phrase starting as,
since, because, and it explains the cause or reason for an action:
* Feeling tired, he went to bed early (= because he felt tired...)
* Knowing that she likes roses, he gave her a bunch of red roses
on her birthday.
b. Practice
Exercise 2
- T asks Ss to do exercise 2 in pairs.
- T asks them to compare answers with another pair.
- T calls on some Ss to go to the board to write their answers.
- T asks other Ss to feedback and gives correct answers:
1. burning/rising 2. reading 3. lying 4. shopping
5. preparing 6. trying 7. modernizing
2
WRAPPING
- For homework , Ss review the points that have
been covered in the lesson and do the extra
exercises
Preparing of date:
Teaching of date
class in
class
102
Total of sts
date
11a4
11a5
Period: 30
Unit 4 :VOLUNTEER WORK

I. Objectives
- Use gerunds, present participles, perfect gerunds and perfect participles
appropriately.
II. Materials
Textbook, handouts.
Ss may find it difficult to differentiate between gerunds and present participles, so T
should be ready to explain.
IV. Procedure
Time
Steps
Work
arrangement
10
Whole
class,
GRAMMAR
individual work
3. Perfect gerund and perfect participle
and pair work
a. Presentation
- T teaches /reviews the form and uses of perfect gerund and
perfect participle. T might give Ss the handout below:
1. Perfect gerund:
- Form: having + p2(having seen, having worked...)
- Use:
+ The perfect gerund can be used instead of the present form of
the gerund when we are referring to a past action.
Example:
He was accused of deserting his ship = He was accused of
having deserted his ship.
However, the perfect gerund is used to emphasize completion
in both the past and the future.
Example:
The retired teacher recalled having taught.
2. Perfect participle:
- Form: having + p2(having done, having read ...)
- Use:
+ The perfect participle can be used instead of the present
participle when one action is immediately followed by another
with the same subject.
Example:
103
Switching off the lights, we went to bed = Having switched off

the lights, we went to bed.
+ The perfect participle emphasizes that the first action is
complete before the second one starts.
Example:
She bought a bike and cycled home. Having bought a bike,
she cycled home.
+ The perfect participle is, however, necessary when there is an
interval of time between the 2 actions.
Example:
Having failed twice , he didnt want to try again
+ It is also used when the frist action covered a period of time
Example :
He had been living trere for such a long time that the didnt
want to move to another town Having lived there for such a
long time , he didnt want to move to another town
B. Practice :
Execise 3 :
- T asks Ss to do Execise 1 individually and then compare their
answers with another student .
- T calls on some Ss to read out their answers .
- T elicits peer correction and gives correts anwers if necessary.
Answers :
1 . having
4 . Having tied
2 . Having been
5 . Having read
3 . having been
6. having taken
2
WRAPPING
been covered in the lesson and do the extra
exercises
104
Teaching of date
Class
class
in date
11a1
11a4
Period : 26
Total of sts
UNIT 5 : ILLITERACY
lesson 1: Reading
I. Objectives
ideas,
identifying main ideas, and identifying meaning in context.
- Use the information they have read to discuss illiteracy
issues.
II. Materials
Textbook.
Ss may need to be provided vocabulary related to illiteracy so that
thay can complete various learning tasks.
IV. Procedure
Time
Steps
WARM UP
- T writes the word ILLITERACY on the board.
- T divides the class into groups of 10 and
introduces the game : The groups should generate
as many words related to this word as possible in 5
minutes.
- T divides the board into as many sections as the
number of groups is. When time is up, T calls on the
representative of each group to come to the board
and write their list. Then T gets the whole class to
count. Each correct word gets one point. Which
group has more points wins the game.
Suggested words:
Illiteracy rate, literacy rate, ethnic minority groups,
poverty, mountainous areas, reading and writing,
eradicate illiteracy, illiterate, volunteer teacher,
drop out, primary education , compulsory education,
low-income families
105
Work
arrangem
ent
Group work
&
whole
class
Pair work
BEFORE YOU READ
&
whole
- T gets Ss to work in pairs and try to make sense of class
the picture on page 56, using the given prompts.
- T calls on some Ss to describe the picture. If Ss
have difficulty talking about the picture, T may elicit
their answers by asking Qs and giving prompts. E.g:
What can you see in the picture? Who is the teacher
?
What about the Ss ? Where do you think the class is
taking place ? etc. Ss should give reasons for their
answers.
- T checks with the class and asks Ss to guess what
they are going to read about.
Suggested answers:
This is a class for ethnic minority children in a
mountainous area. Perhaps the class takes place in
the morning because I can see the sunlight outside.
The children are listening very attentively to their
teacher,who ia wearing a soldiers uniform. May be
hes a border soldier and works as a volunteer
teacher. There is only one textbook for each desk. It
seems that this is a very poor area because the
class is poorly equipped and the children are
wearing old clothes.
- T introduces the topic of the lesson: illiteracy.
Individual
WHILE YOU READ
work,pair
Set the scene: You are going to read about work
&
education in mountainous areas and do the reading whole class
tasks that follow.
TASK 1
- T gets Ss to read the passage silently and then do
Task 1. T may write the given phrases on the board
(i.e family planning, farming techniques, etc.) and
asks Ss to go back to the passage to locate and
read around these phrases so that they can guess
their meanings. For example, the phrase illiteracy
eradication found in lines 3 and 5 may refer to
teaching people to read and to write. Ss can
understand this meaning thanks to the idea that 6
% of the population was able to read and write, so
106
more work needs to be done to solve this problem.

- T checks Ss understanding of the phrases by
calling on some Ss to tell their equivalents in
Vietnamese.
- T checks the answers with the whole class and
gives corrective feedback.
- T might want to get Ss to make sentences with
important vocabulary items such as eradicate
illiteracy, farming techniques.
Answers:
1. Ph cp gio dc tiu hc
2. Hi khuyn hc Vit Nam
3. Xo m ch
4. K thut canh tc
5. K hoch ho gia nh
5
TASK 2
- T gets Ss to read the task requirement and do the
task individually and then find a peer to compare
their answer with. If Ss cant do the task without
reading the passage again, T might want to give
them some time re-read the passage.
- T might also want to give Ss some strategies to
find the main idea of the passage:
+ Ss should read the text carefully and try to
summarise it in the Ss own words.
+ Then Ss search through the list of main ideas
provided in the task to find the most suitable one,
+ Ss should make sure the main idea chosen sums
up the entire text and not just one idea with in it.
- T calls on some Ss to give their answers and asks
other Ss to say whether they agree or disagree.
- T gives feedback and the correct answer:
Answer: D
(Option A is too general; Options B & C are too
specific)
TASK 3
- T checks if Ss can answer the comprehension Qs in
TASK 3 without having to read the passage again. If
Ss cant, T gets them to read the Qs carefully and
reminds them of the tips to do the task:
107
Individual
work, pair
work
&
whole class
+ First, Ss should skim the 5 Qs to understand

them. As Ss do this they:
* underline the key words to decide what
information they need to find in the text.
* look for Qs words like why which indicates Ss
should read for specific thing like a reason.
+ Then they should go back to the passage and
locate the key words in the passage.
+ Then they should read around the key words
carefully to find the answer.
- T gets Ss to check answers with a peer.
- T calls on some Ss to write their answers on the
board and ask them to explain their choices.
Answer:
1. 94 % of the population (line 1, paragraph 1)
2. The campaign for illiteracy eradication (lines 12, para 2)
3. 600 in 2000 (line 3, para 2) and 800 in 2001
(lines 5-6, para 2)
4. They willingly / voluntarily spent their
vocations teaching ethnic minority illiterate
people to read and write (lines 3-4, para 3)
5. illiteracy will soon be eradicated (lines 5-7,
para 4).
10
AFTER YOU READ
- T introduces the task : SS work in small groups of 3
or 4 and discuss the question How to help illiterate
people in the disadvantaged areas to read and write
?
- T reminds Ss of some structures that can be used
for giving suggestions. E.g perhaps we could , we
might want to..., How about..., etc.
- T provides Ss necessary vocabulary such as
poverty-stricken areas, sense of responsibility
and duty, etc.
- T calls on the groups to tell and explain their
answers.
- T gives corrective feed back
Suggested Answer:
108
Whole
class
Mnay people (children and adults) in disadvantaged

areas (e.g remote, poverty stricken areas) do not
have a chance to go to school. To help them
participate in the society , along with other things
(e.g. improvement their knowledge of their rights
and responsibility), we need to teach them how to
read and write. We could do this by:
+ Opening schools/ upgrading schools in these
areas.
+ Sending teachers / volunteer teachers there
+ Buying book for children
+ Providing individual assistance to Ss
+ Give financial rewards to families that send their
children to school
+ Training local people to be teachers who will help
their own people.
3
WRAPPING UP
- T summarises the main ponts of thelesson.
- For homework, T asks Ss to learn by heart the new
vocabulary and make sentences with them.
Teaching of date
Class
class
109
Total of sts
Whole
class
in date
11a1
11a4
PERIOD : 27
UNIT 5: ILLITERACY
Lesson 2: Speaking
I. Objectives
- Talk about schooling and literacy related problems
- Suggest solutions to these problems
II. Materials
Textbook, handouts, ...
Ss may have limited linguistic resources for discussion, so T should
be ready to assist them
IV. Procedure
Time
5
Steps
Work
arrangem
ent
Group
WARM UP
work
&
Matching game: (To teach vocabulary and lead Ss whole
to the tape)
class
- T divides the class into small groups of 3-4 Ss.
Then T distributes the following hanhouts for Ss to
do the matching task in their own groups. Which
group finishes first and has appropriate answers(*)
will be the winner.
(*) The purpose of this task is to get Ss to think
about school problems and there should be no
strictly right or wrong answers.
- T introduces the topic of the lesson: talking about
school problems.
Match the photos with the problems they describe:
List of problems:
1. many ethnic minority children do not speak
fluent Vietnamese, so they have problems when
doing their studies in this language.
2. Many children from low-income families drop
out of school to earn their living.
3. Many children live too far away from school and
110
they walk miles to class and back home everyday.

4. Classesn are large, so Ss are not given enough
individual attention.
5. Some Ss cheat in exams. For example, they sit
next to a friend who knows the subject well and
copy this persons answers.
6. Mnay schools dont have good library facilities
and they rely on book donations from patrons.
7. Many schools dont have spacious playgrounds
for children, so when some groups are playing,
there is little room left for other groups.
Suggested answers: 1. g
5. b
6. e
7. f
7
13
2. a
3. d
4. c
Pair work
TASK 1
&
whole
- T introduces the task and gets Ss to do it in pairs. T class
should encourage Ss to guess the meanings of the
new words, if any.
- T calls on a student to read out the answers.
feedback. T should explain the new words now or
check Ss understanding by getting them to
translate the sentences into Vietnamese. T might
also provide other similar expressions.
E.g:
Enforce a law / a regulation
Offer special tutoring lessons / private lessons
Provide transportation to schools / school buses
Set up an English speaking club / learning centres /
study groups
Answers: 1. b-g 2. a-e 3. d-f 4. c-h 5. i-j
Pair work,
TASK 2
group
- T introduces the task and calls on one or two pairs work
&
of Ss to read aloud the sample dialogue. T corrects whole
errors, if any.
class
- T elicits the structures that are used for asking for
and giving suggestions. T might want to write these
structures on the board and gets Ss to do some
practice before putting them in groups and do the
task. E.g:
Asking for opinion
111
What do you think we need to / could / should /

might want to do ?
What do you think about ...?
Whats your opinion about ...?
What do you have in mind ?
Giving suggestions
May be we can...
We might want to...
Probably we should...
We could ...
- T puts Ss into groups of 3-4 and gets them to
define the problems of their own school and suggest
as many solutions as possible. They can use the
ones given in Task 1 and add as many as they want
to.
- After checking that Ss have finished the task, T
calls on different groups to present the problems
and solutions they have identified.
- T writes these ideas on the board as Ss talk. Then
T elicits comments from the class and provides
feedback.
17
Group
TASK 3
work
- T introduces the task: Ss are going to work whole
together to identify the problems of their own class
classroom and offer solutions. T gets Ss to look at
the given cues, elaborate on them and elicits some
more problems, of possible. T writes the ideas on
the board. E.g:
+ Class size: large class (over 50), so Ss dont get
enough individual attention from teachers. Ss dont
feel close because they often work in their own
groups rather than work with the whole class.
+ Desks: not enough desks, so 3-4 share one and
there is hardly enough space for everyone.
+ Poorly equipped: no electric fan / aircon, lights,
broken windows / doors, so its dark and cold in
winter and hot in summer, no learning facilities such
as TV, Overhead Projector, computers and so on, so
T and Ss rely on textbooks and the blackboard for
the lesson.
- Then T puts Ss into groups of 3-4 and gets them to
112
&
add more problems if they can, and work out the

solutions. T reminds Ss of the structures that can be
used
for
expressing
opinions
and
giving
suggestions.
- T goes around and checks.
- T calls on each group to report their ideas to the
class and elicits comments from the class.
- T gives corrective feedback and final comments.
Suggested answers:
1. Class size: an ideal class size is 10-15 Ss, so
the school should recruit more teachers and
open new classes. T should encourage Ss to
work with different groups, not with the same
group all the time.
2. Desks: buy larger desks or if there are new
classes, the current number of desk is
adequate.
3. Equipment: buy / hire facilities such as
computers and OHPs, upgrade the classroom.
3
WRAPPING UP
- For homework, T asks Ss to write a paragraph
about a school problem and one or two solutions to
it.
Teaching of date
Class
class
in date
11a1
11a4
Period : 28
Whole
class
Total of sts
UNIT 5: ILLITERACY
Lesson 3: Listening
I. Objectives
- Develop extensive listening skills.
- Use the information they have listened to for other
communicative tasks.
113
II. Materials
Textbook, cassette tapes.
Ss may not have sufficient vocabulary to talk about the topic, so T
should be ready to assist them.
IV. Procedure
Tim
e
7
Steps
Work
arrangem
ent
Mingling
WARM UP
activity &
A survey about school
whole
(To teach vocabulary, strutures and leads Ss to the class
topic)
- T prepares a small survey and copies it on the
board. T gets Ss to copy it down in their own
notebooks. T explains new words and how to do the
task.
- T gets Ss to move around and collects their friends
opinions. They should interview at least 3 people.
- Then T teaches expressions of quantifiers (e.g. 6
out of 10 Ss believed..; 10 % of Ss felt....) and calls
on Ss to report the results of their survey.
School survey
Do you agree with the following statements ?
In an effective school:
Yes
No
The teacher treats Ss as individuals
with both their strengths and
weaknesses.
The teacher encourages Ss to set
realistic goals for their own learning.
The teacher encourages Ss to have
positive attitudes towards themselves
and others.
The T is motivating and interested in
what Ss do.
Learning is centred on important life
skills
such
as
communication,
building
self-respect
and
selfconfidence, learning from failure, and
time management.
The social side of the school is
114
considered as important as academic

activities.
Ss are involved in making decisions
which have a direct effect on
themselves.
New words
Treat: i x
Set realistic goals: t ra mc tiu kh thi
Be centred on: tp trung vo
Self-respect: lng t trng
Learning from failure: hc t tht bi
Time management: qunl thi gian
Be involved in : tham gia vo
5
BEFORE YOU LISTEN
- T sets the scene: You are going to listen about the
results of a school survey carried out in Perth,
Western Australia. The school asked its Ss what
makes an effective school.
Whole
class
*Pre-teaching vocabulary :
Maturity(n): s trng thnh

Academic(a): c tnh hc thut
Performance(n): s thc hin
- T helps Ss to pronounce the words in their book
correctly. T may want to play the tape or model first
and then ask Ss to repeat after the tape or after
him /her in chorus and individually.
- T presents or elicits the meanings of these words
from the class.
words, e.g: academic performance, effective , etc .
10
Individual
WHILE YOU LISTEN
work, pair
TASK 1
work,
- T gets Ss to read the Qs carefully and work out whole
what information they need to concentrate on while class
listening. Then T checks with the whole class.
- T gets Ss to read the options in each question
carefully and underline the words that make them
difficult. T checks with the whole class( e.g: in Q1
these are express attitudes, deliver speech,
115
exchange ideas, give opinions; in Q2 they are

develop styles, set goals, develop strategies,
consult teachers, etc.)
- T gets Ss to guess the answer to each question and
then tells them they need to listen attentively to
check if their guesses are confirmed.
- T plays the tape (or reads the tapescript) once for
Ss to listen and do the task.
answers with.
- T checks the answers with the whole class. If many
Ss cant answer the Qs , T plays the tape one or two
more times and pauses at the answers for them to
catch.
Answer: 1. D
2. B
3. B
4. C
TASK 2
- T checks if Ss can answer the Qs in Task 2 without
listening again. If thay cant , T plays the tape for
them to listen again but before doing this , T should
encourage Ss to read through all the Qs, identify the
information they need to look for in each question
(by finding the key words and the question word,
e.g. what/where/when/how, etc.) and if possible ,
predict the answers.
- Then T plays the tape again for Ss to listen and
answer the Qs.
- T gets Ss to check their answers with a partner .
Then T checks with the whole class. T should play
the tape again and pause at difficult points if many
Ss cant complete the task.
Answer:
1. In Perth, Western Australia
2. 80 %
3. They felt that they should be allowed to have a
say in the school decision making.
Tapescript( in Ts book)
10
Group
AFTER YOU LISTEN
work
- Before getting Ss to discuss, T reminds them of whole
some useful expressions for asking for and giving class
opinions.
- T divides the class into small groups of 3 or 4 and
116
&
gets them to discuss the question in the textbook. T

might want to appoint a group leader for each group.
This person will monitor the discussion, note down
friends ideas and appoint a representative to
present the outcome of their discussion to the class.
calls on the representative of each group to report
their peers ideas. T checks if other groups would
have the same or different ideas.
- T lisrens and takes note of their errors. T provides
Suggested Answer:
Textbooks are essential teaching and learning
materials in any program and syllabus. Having good
textbooks is very important . A good textbook
provides Ss with adequate knowledge , skills and
practice and therefore they dont need to look
anywhere for these. A good textbook also guides Ss
how to learn and helps them study effectively on
their own. However, I think having good teachers
may be more important than having good textbooks
because a good teacher can turn a poor quality
textbook into an interesting and stimulation one. In
fact, a good teacher can even replace the textbook,
motivate Ss to learn, and train them to use selfstudy skills so that they can take responsibility for
their own learning.
Consolidation and Home work
Whole
class
- For homework, Ss learn by heart new words and
make sentences with them
Teaching of date
Class
class
in date
11a1
11a4
117
Total of sts
Period : 29
UNIT 5: ILLITERACY
Lesson 4: Writing
I. Objectives
- Interpret information presented in tables
- Identify language to be used for describing tables
- Write description of tables.
II. Materials
Textbook, handouts,
Ss may not have sufficient linguistic resources to write a
description of a table,
so T should be ready to help
them.
IV. Procedure
Time
Steps
5
WARM UP
A matching game
(To teach vocabulary and lead Ss to the topic)
- T divides the class into small groups of 3-4 Ss. Then T
distributes the following handouts for Ss to do the
matching task in their own groups. Which group finishes
first and has the correct answers will be the winner.
- T elicits more expressions, sums up and writes them on
the board. E.g:
Verb
Noun
Increase
slightly
A light /
increase
Rise
gradually
Gradual
rice
Decrease
sharply
Sharp / reduction fall /
Fall/
drop drop
considefably
No/
little
change
fluuctuation
Remain
the
same
fluctuate
- T introduces to the topic of the lesson : Writing a
description of tables .
Match these expressions with the correct graphs . Add
more expressions if you can
118
Work
arrangem
nt
Group
work
whole
class
1 . fluctuate
2 . gradually decrease
3 . slightly increase
4 . remain the same
5 . drop sharply
6 . rice considerably
A
Answer:
6. A
1. D
2. F
3. E
4. B
5. C
10
TASK 1
- T gers Ss to read the task requirements and work on the
task with a peer.
- T calls on some Ss to read out their answers and checks
with the class.
- T can use the writing in TASK 1 as a model of a table
description:
+ T asks one student to read aloud the model writing
+ T elicits the features of a table description, including :
1. The organisation:
119
Pair wor
&
who
class
1.Topic
- tells what the table is about ; and what is

being described in it. E.g: The table describes
the literacy rates of the population in different
parts of the country of Fancy from 1998 to
2007.
2.Supp - a sentence that sums up the general trend.
orting
E.g: The literacy rate of population varied
senten considerably between 1998 and 2007.
ces
- sentences that describe the table in detail.
3.
- summarises the main points of draws a
Conclu relevant conclusion. E.g: These data may help
ding
the researchers or planners make suitable
senten plans for educational development in each
ce
area of the country. However ,this sentence is
optional.
2. The language use:
+ Verb tenses: When the table shows the present
situation, use the present simple tense. When it shows the
past events, use the past simple tense. However, the
simple present verb tense is often used in the topic
sentence. E.g: The table shows that...
The table describes...
The table presents....
+ Describing trends and changes: T might want to remind
Ss of the expressions of changes that they covered in the
Warm-up activity. T should explain the difference between
decrease and fall/drop. E.g: fall/drop describes a
strong reduction so they dont go with such adverbs as
slightly and gradually.
Answer to Task 1:
1. varied
2. rise
4. different
5. went up
6.
dramatically
20
Individua
WRITING
work,pair
TASK 2
work an
- T gets across to Ss that before they describe a table, they whole
always need to spend time analysing it and organizing the class
information in the most logical order. T gives Ss some tips
to tackle a table:
+ To understand a table, it is important to firstly
understand its topic . The topic of a table can generally be
found by looking at its title. Pay attention to the time
reported in it as well. Is it the past, the present, or the
120
future ?
+ Then, it is important to look for the general trend that
the table describes . What patterns are shown ? Is there an
overall trend ? How are the different pieces of information
related ? Look for the exceptions to the general trend, if
there are any. Finally, look for the differences in detail.
- Then T tells Ss to study the table in Task 2 and analyses it
with a friend by asking these Qs:
1. What is the topic of the table ? Does it describe the past,
the present, or the future ?
2. What patterns are shown ? How are the pieces of
information related ?
a. Which region had the highest rate of literacy in 1998 ?
2002 ? 2004 ? 2007 ?
b. Which region had the lowest rate in each year ?
c. Did the rate of literacy in the Lowlands increase or
decrease between 1998 and 2007 ?
d. What about that rate for Midlands and Highlands ?
- T checks the answers with the whole class.
- Based on their analysis of the table, Ss now write up a
description individually.
- T asks Ss to work in pairs and correct each others
writing.
Sample writing:
The table describes the literacy rates in different regions of
the Sunshine country from 1998 to 2007. Generally, except
for Highlands, where the rates slightly decreased between
these years, Lowlands and Midlands both witnessed a rise.
In lowlands, for example, the rates were 50 %, 53 % and
56 % in 1998, 2002 and 2004. In 2007, the rate sharply
rose to 95 %, which was a remarkable progress. Midlands
saw a less dramatic change, however. The rate went up
gradually from 70 % and 75 % in 1998 and 2002 to 80 %
and 85 % in 2004 and 2007. Unlike these 2 regions,
Highlands witnessed a gradual decrease in the rate of
literacy of its population. In 1997 the rate was 50 %;
however, it decreased by 5 % in 2002 and continued to go
down in the following years, reaching only 30 % in 2007.
Obviously, this region needs to improve its literacy rate.
7
- T choose one description and reads it to the class.
121
Whole
class
- Then T elicits corrective feedback from the class and

gives final comments afterwards . T should draw Ss
attention to the organisation of the description and the
language use, especially the verb tenses and expressions
of changes.
3
- T summarises the main points of the class.
- For homework, Ss need to rewrite their descriptions
based on Ts and other Ss suggestions and corrections.
Whole
class
*
TO
DRAW
EXPERIENCE:
Teaching of date
Class
class
in date
11a1
11a4
Period : 29
Total of sts
UNIT 5: ILLITERACY
Lesson 5: Language Focus
I. Objectives
- Distinguishing the clusters / pl /, / bl /, / pr /, / br / and
pronounce the words and sentences containing them
correctly
- Understanding reported speech with infinitives and use
these structures to solve communicative tasks
II. Materials
Textbook, handouts.
Ss might have difficulty with the clusters because they dont exist
in Vietnamese.
IV. Procedure
122
Tim
e
7
10
Steps
Work
arrangem
ent
Individual
PRONUNCIATION
work, pair
work
and
- T models the 3 clusters / pl /, / bl /, / pr /, / br / for a whole class
few times and explains how to produce them. E.g:
When producing / pl /, Ss should produce / p / first
and then quickly switch to / l /, and so on.
- T plays the tape (or reads) once for Ss to hear the
words containing these clusters. Then T plays the
tape (or reads) again and this time asks Ss to repeat
after the tape (or T).
- T asks Ss to read the words in each column out
loud in chorus for a few more times . Then T calls on
some Ss to read the words out loud. T listens and
corrects if Ss pronounce the target words incorrectly.
If many Ss dont pronounce the words correctly, T
may want to get them to repeat after the tape (or
him/herself) again in chorus and then individually.
- T asks Ss to work in pairs and take turn to read
aloud the given sentences.
- T goes around to listen and takes notes of the
typical errors.
- T calls on some Ss to read the sentences again
and provides corrective feedback.
Individual
GRAMMAR
work, pair
a. Presentation
work
and
- If necessary, T reviews reported speech with whole class
infinitives:
+ Form: Verb + O + bare-infinitive
+ meaning and use: We usually use an infinitive
structure to report orders, requests, advice,
suggestions,
threats,
warning,
promises,
(dis)agreements, and so on. We dont use say in
this structure.
E.g: I told the kids to be quite. The policeman told
me not to park here.
Note: T might want to remind Ss that time and place
references often have to change in reported speech.
123
E.g:
Now
Today
Here
This
This week
Tomorrow
Next week
Yesterday
Last week
Ago
Tonight
Last
Saturday
2 weeks ago
Next
Saturday
10
Then
That day
There
That
That week
The
following
week/the
next
week/the day after
The
following
week/the
next
week/the week after
The previous day/the day before
The previous week/the week before
Previously/before
That night
The previous Saturday/the Saturday
before
2 weeks previously/2 weeks before
The following Saturday/the next
Saturday/the Saturday after/that
Saturday
b. Practice
Exercies 1:
- T gets Ss to do Exercise 1 individually and then
find a partner to check their answers with
- T checks with the whole class and provides
Anwer:
1. They promise to come back again.
2. The lifeguard advised us not to swim too 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:
Individual
- T gets Ss to do Exrcrice 2 individually and then find work, pair
a partner to check their answers with .
work
&
124
15
- T checks with the whole class and provides

corrective feedback .
Answer :
1 . He advised me not to drink too much beer .
2 . She invited me to come and see her whenver I
want .
3 . Jonh wanted me not to smoke in his car .
4 . He told Sue to give him her phone number .
5 . He reminded me to give the book back to Joe .
6 . He promised not to do it again
7 . He agreed to wait for me .
8 . Jonh asked me to lend him some money
Communicative (production )
- T prepares the following sentences and gives one
sentence to each student.
- Student A reads out his/her sentence to the whole
class, others write it down.
- Student b reads out his/her sentence to the whole
class, others write it down and this continues until
all of the sentences have been read out.
- T picks a student at random to report what one
student said. T corrects the response as
appropriate, presenting/ eliciting the form.
- T repeats with another student.
whole class
Individual
work
&
whole class
You should go to see Paris; thats a beautiful city.

Were having a party tonight; would you like to
come ?
We have a class this Monday, dont forget
I can buy you a drink, if you like.
Please see me at 6 oclock
Dont leave your bag unattended; it might be
stolen
Lets play tennis this week
I will email you as soon as I get there
3
- T summarises the main ponts of the lesson.
- For homework, T asks Ss to revise reported speech
with infinitives and do exercises in the workbook.
125
Whole
class
Teaching of date
Class
class
in date
11a4
11a5
Period : 31
Total of sts
UNIT 6: COMPETITIONS
lesson 1 : READING
I. Objectives
ideas and
identifying meaning in context.
- Use the information they have read to discuss the related
topic
II. Materials
Textbook
Ss may need to be provided appropriate linguistic resources so
that
they can complete various learning tasks.
IV. Procedure
1.Organiration:( 1)
whos absent today ?
2.New lesson :
Time
Steps
Work
arrangem
ent
Pair work
5
WARM UP
&
whole
- T gets Ss to work in pairs, matching the 4 given class
competitions with the correct pictures on page 66.
- T checks the answer with the whole class.
- T might want to get Ss to tell which of these
competitions they like most and why. T gets Ss to
name some other competitions that they know or
have ever participated in and elicits their
comments on the events.
a. Quiz: Road to Mount Olympia
b. London Marathon
c. Sao Mai Television Singing contest
d. Olympic Games
126
Pair work
BEFORE YOU READ
&
whole
- T introduces the topic of the lesson and gets Ss class
to work in pairs and answer the questions on page
67 .
- T calls on some Ss to answer the questions . T
should ask Ss to give reasons for their answers . T
helps Ss to express their ideas .
- T elicits comments from the class asks Ss to
guess what they are going to read about
WHILE YOU READ
Set the scene: You are going to read about a
schools competition. Then you do the tasks that
follow
TASK 1
- T gets Ss to read thye passage silently and then
do Task 1. T may want to remind Ss of the
strategies for guessing the meaning of new words.
For eample, Ss should look for the instances of the
new words in the text and read around them. Ss
use the context in which the words occur and their
knowledge of word formation to understand the
meanings . E.g the word representative found in
line 1 may refer someone who representative a
group . Ss can undersand this meaning thanks to
the phrase the representatives of three classes
and their knowledge that representative derives
from represent
- T checks the answers wihth the whole class
- T might want to check that Ss understand all
these words correctly by calling one some Ss to
tell the meanigng of the words in Vietnamese
Answer :
1 . d 2 .f 3 . e 4 . c 5 . b 6 .a
WRAPPING UP
- For homework , Ss write a paragraph to explain
whether and why they would agree or disagree
with the statenment that It is not important
127
Individual
work , pair
work &
whole
class
Whole
class
whether we win or lose a competition . The

important thing is our participation in it and the
enjoyment we have from it
Teaching of date
Class
class
in date
11a4
11a5
Period : 32
Total of sts
lesson 2 : READING
I. Objectives
ideas and
identifying meaning in context.
- Use the information they have read to discuss the related
topic
II. Materials
Textbook
Ss may need to be provided appropriate linguistic resources so
that
they can complete various learning tasks.
IV. Procedure
1.Organiration:( 1)
whos absent today ?
2.New lesson :
Time
Steps
Work
arrangem
ent
WARM UP
Pair work
5
- T gets Ss to work in pairs, matching the 4 given &
whole
competitions with the correct pictures on page 66. class
- T checks the answer with the whole class.
- T might want to get Ss to tell which of these
competitions they like most and why. T gets Ss to
name some other competitions that they know or
have ever participated in and elicits their
comments on the events.
a. Quiz: Road to Mount Olympia
b. London Marathon
c. Sao Mai Television Singing contest
d. Olympic Games
128
TASK 2
- T checks if Ss can answer the comprehension
questions in Task 2 without having to read the
passage again . If Ss cannot , T gets them to read
the questions carefully . T might want to give
them some tips to do the task :
+ first , Ss should skim the 6 questions to
understand them . As Ss do this they :
* underline the key words to decice what
information they need for find in the text . E.g the
keywords in Question 1 are the 5th annual
English Competition .
* look for question word like why which
indicates Ss shold read for specific thing like a
reason .
locate the key words in the passage .
+ then tey should read aroud the key words
carefully to find the answer .
- T gets Ss to check their answers with s peer
- T call on some Ss to read aloud their answers
and ask them to explain their chioces
- T gives the correct answers
Answer :
1 . The representatives of three classes of the
speakers school (line 1 , paragraph 1 )
2 . The aim was to stimulate the spirit of learning
English among students (lines 3 4 , paragraph
1)
3 . The students Parents Soc iety (line 4 ,
paragraph 1 )
4 . They had to complete 5 activites in all . On
completion of each activity , they had to answer
the questions in the worksheets within 2 minutes
(lines 1 4 , paragraph 2 )
5 . They had to obsevre and score the students
performance . A maximum score for each activity
was 15 . At the end of the competition they would
annouce the total score will be the winner (lines 4
7 , paragraph 2 )
6 . A set of CDs for studying English and an
Oxfoxd Advanced Learners Dictionnary (lines 8
129
Individual
work , pair
work &
whole
class
9 , paragraph 2 )
TASK 3
questions in Task 3 without having to read the
passage again . If Ss cannot , T gets them to read
the question carefully . T might want to remind Ss
of the tips to do the task :
+ First , Ss should skim the 4 questions to
understand them . As Ss do this they underline the
key words to decide what information they need to
find in the text
locate the key words un the passage .
+ Then they should read around the key words
carefully to find the answer
- T gets Ss to check their answers with a peer .
- T call on some Ss to write their answers on the
board and ask them to explain their choices .
- T gives the correct answers :
Answer
1.... to recite / complete the poem because he
could not remember the last sentence
2 ..... became the winner of the competition .
3...... 60 points
4 .... For me the important thing was our
participation in the competition and the
enjoyment we had from it
Individual
pair work
& whole
class
Group
AFTER YOU READ
work
- T reads the the poem aloud once or twice and whole
gets Ss to repeat each line after him / her . T shold class
draw Ss attention to the rhythm and intonation
when recting the poem .
- T lest Ss practise recting the poem in their own
groups T goes aroud and offters help .
- T calls on different groups to read the poem and
asks the class to decide who the best performers
are .
- T teaches new words (e.g patter window
pane ) and then gets Ss to translate the poem
into Vietnamese .
- T calls on different groups read their translations
130
&
to the class . T asks the class to decide whose

translation is the best
3
WRAPPING UP
- For homework , Ss write a paragraph to explain
whether and why they would agree or disagree
with the statenment that It is not important
whether we win or lose a competition . The
important thing is our participation in it and the
enjoyment we have from it
Teaching of date
Class
class
in date
11a1
11a4
Period: 32
Whole
class
Total of sts
lesson 2: SPEAKING
I. Objectives
- Ask for and give information about types of competitions.
- Talk about a competition or contest.
II. Materials
Textbook, handouts.
Ss may have limited linguistic resources for discussion, so T should
be ready to assist them.
IV. Procedure
1.Organization (1):Whos absent today ?
2.New lesson:
Time
Steps
Work
arrangement
7
Whole class
WRAM UP
- T prepares pictures of the 3 famous TV game
shows Who wants to be a millionaire ?, 1 vs
100 and talent show Pop Idol.
131
- T shows the pictures to Ss and gets them to

say the names of the games in Vietnamese.
- T elicits what Ss know about these games
and if there are similar ones in Vietnam.
- T introduces the topic of the lesson: Talking
about competitions and contests.
Pop Idol (Thn tng m nhc)
Who wants to be the millionaire ( Ai l
triu ph)
1. vs. 100 (u trng 100)
About the games:
1. Pop Idol is a British television series
which debuted on ITV1 on October 5,
2001; the show is a talent contest to
decide the best new young popular music
singer, or pop idol, in the UK, based on
viewer voting and participation. The Idol
series has become an international
franchise; it has spun off many successful
shows such as Idol, American Idol, Idols,
Canadian Idol, Australian Idol, Idols West
Africa, Indian Idol, Indonesian Idol, New
Zealand Idol, Philippine Idol, Nouvelle
Star, Deutchland sucht den Super Star,
Singapore Idol, Malaysian Idol, Music Idol,
Idolos Brazil, Idolos Portugal, and Super
Star.
In Vietnam we are going to have Vietnam
Idol, the Vietnamese version of Pop Idol. It is
to be aired in summer of 2007 on HTV9, the
official channel of Ho Chi Minh city.
2. Who wants to be the millionaire ? In
the UK, who wants to be a millionaire ? is
a television game show which offers a
maximum cash prize of one million
pounds
for
correctly
answering
successive
multiple-choice
Qs
of
increasing difficulty. The show was
exported to many other countries, all of
which follow the same general format. In
Vietnam we have Ai l triu ph?, the
132
Vietnamese version of the British gane

show. The maximum cash prize is one
hundred and 20 million VND.
3. 1. vs. 100 is a game show created by a
Dutch TV production company that is
aired in several countries. In the game
one person competes again 100 others
for a chance to win a large cash prize.
The game first aired in the Netherlands.
This version in Vietnam is named Arena 100
(u trng 100) and listed in the vietnam
Record Book as the biggest show with the
highest number of players, 100.
10
10
Individual work,
TASK 1
pair work &
- T introduces the task and gets Ss to do it whole class
individually and then compare their answers
with a peer. T should encourage Ss to guess
the meanings of the new words, if any.
- T explains or elicits the meanings of the new
words, T might also want to get Ss to name
some contests under each category. E.g:
General knowledge quiz includes Hnh trnh
vn ho, Ai l triu ph, etc. Singing
contests include Sao Mai, Sao Mai im
hn, etc.
- T calls on different pairs to report their
answers. T should encourage Ss to explain
why they like or dislike a game/contest. T
helps Ss to express their ideas when
necessary.
Pair
work
&
TASK 2
whole work
- T introduces the task and calls on one or two
pairs of Ss to read aloud the sample dialogue.
T corrects errors, if any.
- T goes over the table of useful expressions
on page 69 and explains new words to Ss
when necessary. T might also want to elicit the
structures that are used for asking for and
giving opinions about contests. T might want
to write these structures on the board and
gets Ss to do some practice before putting
133
them in groups and do the task.

E.g:
Asking for opinions:
What do you think about ...?
Whats your opinion about ...?
How do you feel about ...?
Do you like ...?
Giving opinions:
I think ....is/are boring/silly/dull
- T puts Ss into pairs and gets them to make
similar conversations to the sample dialogue,
using the structures and vocabulary they have
learned.
- After checking that Ss have finished the task,
T calls on different pairs to perform their
conversations.
- T elicits comments from the class and
provides feedback.
15
TASK 3
- T puts Ss into groups of 3-4. T tells each
group to choose a famous TV game/talent
show or competition/contest and work out
details about it. They should not let other
groups know what game/contest it is.
- T goes around to offer help.
- After Ss have finished, T calls on each group
to come to the front. The whole class will ask
Qs about the game/contest and guess what
game/contest it is.
3
Group work
whole class
Whole class
WRAPPING UP
- For homework, Ss write a paragraph about a
game show/contest they like, using TASK 3 as
guiding Qs.
134
&
Teaching of date
Class
class
in date
11a4
11a5
Period: 33
Total of sts
lesson 3: LISTENING
I. Objectives
- Develop extensive listening skills.
- Use the information they have listened to for other
communicative tasks.
II. Materials
Ss may not have sufficient vocabulary to talk about the topic, so T
should be
ready to assist them.
IV. Procedure
Time
Steps
5
WARM UP
Jumbled words
(To teach vocabulary and leads Ss to the topic )
- T divides the class into groups of 3 or 4
- T gives each group one card containing 10 words
whose letter are jumbled and asks Ss rearrange
the letter to make good words . The group which
finishes the task first with the most correct words
will be the winner
The card
135
Work
arrangeme
nt
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
tohamarn
sifihn
renurn
chiatelt
crae
conpahim
nurning
centadis
storp
. cirang
Answer :
1 . tohamarn --- marathon
champion
2 . sifihn ---- finish
running
3 . renurn ---- runner
distance
4 . chiatelt ---- athletic
sport
5 . crae ------ race
racing
6 . conpahim --7 . nurning -- --8 . centadis ----9 . storp ----10 . cirang ----
10
Whole class
BEFORE YOU LISTEN
- T uses the picture in the textbook to introduce
the topic of the lesson
E.g: T might want to ask Ss questions like What
do you see in the picture ? , What events is it ? ,
Where do you think the Boston Marathon might
take place ? , Who can participate in it ?
- T listens and helps Ss express their ideaas. T
might want to give very brief information about the
game , like is it one of the oldest races in the US
and held every year in mid April
Listen and repeat
- T helps Ss to pronounce the words in their book
correctly . T may o want to play tape or model first
and then ask Ss to repeat after the tape or after
him / her in chorus and invidually . T corrects
errors , if any
- T check that Ss know the meaning of these words
.
words , e.g .race , athletic , association , etc .
136
10
Individual
WHILE YOU LISTEN
work , pair
TASK 1
work
&
Instruction : you are going to listen about the whole class
Boston Marathon . Listen and answer True or False
questios . Put a tick () in the appropriate box .
- Before Ss listen and do the task , T gets them to
read through the statememts to understand them
and underline key words . For example , the key
words in the first statement are every year and
USA , etc .
- T plays the tape (or reads the tapesript ) once for
Ss to listen and do the task .
- Then T gets Ss to find a parter to check their
answers whith .
- T checks the answers with the whole class . If
many Ss cannot answer the questions , T plays the
tape one or two more times and pause at the
answers for them to each
Answers :
1.T
2.T
3 . F (2 hours 50 minutes and seconds )
4 . F (1967 )
5.T
6 . F (pass thorgh 13 towns and ends is centre of
Boston )
TASK 2
- T checks if Ss can answer the Qs in task 2 without
listening again. If they cannot, T plays the tape for
them to listen again but beforedoing this, T should
encourage Ss to read through all the questions ,
identify the information they need to look for in
each question (by finding the key words and the
question word, e.g .what, where, when, how, etc)
and if possible, predict the answers .
answer the questions . While Ss are listening , T
should encourage them to note down the answers .
T should remind Ss to write down only the main
points in note forms but not full sentences .
Then T checks with the whole class . T should play
Ss cannot complete the task .
137
Answer :
1 . New York
2. In 1972
3.8
4 . 6164
Tapescript
Trang : What are you reading , Paul ?
Paul : The history of Boston Marathon . This is one
of the oldest road
races in the United States .
Trang : It sounds interesting . How often is it held ?
Paul : Every year , in the middle of April .
Trang : When did the Boston Marathon begin ?
Paul : It began in 1897 . and the same year Mc
John Dermott won the first Boston Athletic
Association Marathon .
Trang : Who was John Dermott ? Where did he
come from ?
Paul : He was the first man who won the first
Boston Marathon in the USA . He came from New
York .
Trang : How long did it take him to reach the
finish ?
Paul : he was engaged from 15 runners , and he
clocked 2 hours 50 minutes and 10 seconds .
Trang : That was a great man ! And what about
female runners , Paul ? I mean did women have
right to participate in long distance running Paul :
Yes . but not unitl 1967 women were formally
accepted to take part in the Boston races . And a
few years later Kuscsik , the first woman , became
the first official champion as a female runner .
Trang : Really ? when did she win the race ?
Paul : In 1972 . At that time there were 8 women
starting the race and
all 8 finished
Trang : How wonderful they were . Paul , Im
wondering if the eace
is held for only American people .
Paul : No , In fact , each year more runners from
every part of the world join the Boston Marathon .
For example , in 1984 there were 6164 runners
from 34 different countries running is the
marathon
Trang : Can you tell me more about the ruless of
138
the Boston Marathon ?

Paul : Yes , of couse . According to its rules , the
Boston race is about 26 miles , or 42 kilometres .
Runners have to go through 13 towns during the
race . It ends in the centre of Boston .
Trang: Oh ... ! Its a quite long distance . But its an
intesting sport for all people .
10
Group work
BEFORE YOU LISTEN
- T introduces the task: Ss talk about a famous
Vietnamese runner or sportsman / sportswoman
that they like.
- T puts Ss in small groups of 3 or 4. Each group
will prepare a short biography of a famous
Vietnamese ruuner (or sportsman/ sportcwoman)
that they like but they should not let other groups
know who this person is. T might want to appoint a
group leader for each group. This person will
monitor the discussion, note down friends ideas
and appoint a representative to present the
groups work to the class.
calls on the representative of each group to talk
about their favourite sportsman / sportswoman,
without telling the class the name of this person.
Other groups will try to guess who this person is.
- T listens and takes note of Sss errors. T provides
Whole class
WRAPPING UP
- For homework, Ss learn by heart new words and
make sentences with them.
139
Teaching of date
Class
class
in date
11a4
11a5
Period:35
Total of sts
lesson 4: WRITING
I. Objectives
By the end of the lesson,Ss will able to: Write a letter to reply to
the request of information.
II. Materials
Textbooks, handouts.
Ss may have little experience writing such letter type, so T should
be ready to help them.
IV. Procedure
Tim
e
Steps
5
WARM UP
A hang-man game
(To revise the vocabulary Ss learned in previous
lessons)
- T divides the class into 2 big groups and draws each of
them a gallows on the board.
Group A
Group B
- T explains to Ss that they are going to play a
Hangman game which has to do with the names of
Vietnams popular TV game/talent shows and contests.
140
Work
arrangem
ent
The rule is each time T gives a secret word and the

groups will take turn to guess it by telling what lettes
they think there are in this word. If Ss choose a letter
that appears one or more times in the secret word, the
letters and their positions will be revealed and Ss can
keep on guessing the next letter. On the other hand, if
Ss guess a letter that is not in the secret word, then a
piece of the man being hanged will be added to the
gallows and they will lose their turn to the other group.
Ss will get one point for each secret word they can
guess correctly and get a minus point for each
complete hangman they have got. When the game is
over, T will count how many points each group has
collected and the group with more points will win the
game.
- T leads the game, using the names of such TV shows
as The Magic Conical Hat (The Wheel of Fortune), One
hundred Arena (One versus One hundred), Vietnam Idol,
who wants to be the millionaire, The price is right, etc.
(T may want to add more to suit his/her classroom). For
each show, T draws the same number of dashes as the
number of letters in its name. For example, for the
show Vietnam Idol, T would need 11 dashes like this:
10
TASK 1
- T asks Ss if they want to participate in a competition /
contest, what information about the competition /
contest they would like to know and would look for. T
writes the answers on the board. E.g:
When ?(the date and time)
Where ? (the venue)
Who ?
(who can participate, who are the host/judges, who to
contact, etc.)
How ? (how to apply to participate, how the contest
proceeds, how the candidates performance is
assesses , etc.)
What ? (what is expected of the candidates, what the
award is)
- Then T gets Ss to read the letter in TASK 1 individually.
T asks Ss to identify who wrote the letter, for what
purpose, what information she requested and compare
141
Individual
work
their answers with the ideas on the board.

20
Individual
WRITING
work
&
- T gets Ss to read the requirements of TASK 2 and work pair work
out with a peer what they need to include in the reply
letter and what kind of language(formal ? informal ?)
they need to use.
- T checks the answers with the class and gives
feedback. If necessary, T reminds Ss of the format and
language of a formal letter (e.g. it normally includes the
senders address, it begins with Dear..., not Hello/Hi
and is closed with Yours sincerely / faithfully / truly or
Best/kind/warm regards not Bye or Cheers.
- Now T gets Ss to write their own letters in 10 minutes.
- T then asks Ss to get in pairs, exchange their letters
and correct each other.
A sample letter:
English for the world
106 Tran Hung Dao St, Hoan Kiem District, Hanoi
Octob
er 18, 2007
Dear Thu Trang,
Thank you for your interest in our English Speaking
Competition. Here is the information that you request.
Date and time: 8:30p.m, October 25, 2006
Venue: 106 Tran Hung Dao
Number of participants: 25
Entry procedure: Candidates fill an application form to
participate.
We encourage you to apply to participate by 4 p.m,
October 20. Because this year we limit the number of
participants to only 25, applications submitted late
will not be considered. For further information, please
contact me on 9838188 or email me at
Englishclub06@yahoo.com.
We wish you good luck at the contest and look
forward to seeing you there.
Best regards
Kate johnson
Secretary
142
7
- T chooses one or two letters and reads it / them to the
class.
- Then T elicits corrective feedback from the class and
gives final comments afterwards. T should draw Ss
attention to the format of the letter, the organisation of
ideas and language use.
3
- For homework, T asks Ss to revise their letters
according to their peers suggestions and submit for
marking in the next lesson.
Whole
class
Whole
class
XC NHN CA T TRng.
Ngy thng nm 2011.
DNG TH THU
Teaching of date
Class
class
in date
11a4
11a5
Total of sts
Period: 36
UNIT 6: LANGUAGE FOCUS
I. Objectives
- Distinguish the clusters / tr /, / dr /, / tw / and pronounce the words and
sentences containing them correctly.
II. Materials
Textbook, handouts.
Ss might have difficulty with the clusters because they dont exist in Vietnamese.
IV. Procedure
143
T
7
Teachers Activities
Sts Activities
Individual work,
work, whole class
pair
PRONUNCIATION
- T models the 3 clusters / tr /, / dr /, / tw / for a few times
and explains how to produce them. E.g: When producing / tr
/, Ss should produce / t / first and then quickly switch to / r /
, and so on.
- T plays the tape( or reads) once for Ss to hear the words
containing these clusters. Then T calls on some Ss to read
the words out loud. T listens and corrects if Ss prononce the
target words incorrectly. If may want to get them to repeat
after the tape (or himself) again in chorus and then
individually.
Practicing sentences containing the target sounds
- T asks Ss to work in pairs and take turn to read aloud the
given sentences.
- T goes around to listen and takes notes of the typical
errors.
- T calls on some Ss to read the sentences again and
provides corrective feedback.
10
GRAMMAR
Individual work, pair
a. Presentation
work, whole class
- If necessary, T reviews reported speech with gerund
+ Form: Verb + (O) + Preposition +(NOT) V-ing(*)
+ Meaning and use: We usually use a gerund structure to
report thanking, apologies, accusations, and so on. We dont
use say in this structure.
E.g: I apologised the teacher for submitting my assignment
late. We thank you for having helped us generously.
Answer:
Note:
1. John congratulated
- Some verbs dont need a preposition, e.g. stop,
us on passing our
deny,admit,suggest,and so on.
exam.
- T might want to remind Ss that time and place references
2. Mary apologised
often have to change in reported speech.
for not phoning me
E.g:
earlier.
3. Peter insisted on
driving Linda to
the station.
4. The
teacher
accused the boy of
not
paying
144
Now
Today
Here
This
This week
Tomorrow
Next week
Then
That day
There
That
That week
The following week/the next week/the day
after
The following week/the next week/the week
after
The previous day/the day before
The previous week/the week before
Previously/before
That night
The previous Saturday/the Saturday before
Yesterday
Last week
Ago
Tonight
Last
Saturday
2
weeks 2 weeks previously/2 weeks before
ago
Next
The
following
Saturday/the
next
Saturday
Saturday/the Saturday after/that Saturday
b. Practice
Exercise 1:
feedback.
Exercise 2:
feedback.
WRAPPING UP
145
5.
6.
7.
8.
attention to what
he had said.
Bod has always
dreamed of being
rich.
I warned Ann
against staying at
the hotel near the
airport.
Her
mother
prevented
Jane
from going out
that night.
Miss
White
thanked Jack for
visiting her.
Answer:
1. Tom insisted on
paying for the
meal.
2. Mr and Mrs Smith
looked forward to
meeting
their
chidren soon.
3. The boy denied
breaking
the
window of the
womans house.
4. The
policeman
stopped
the
customer
from
leaving the shop.
5. The thief admitted
stealing
Mrs
Browns car.
6. Ann
suggested
having a party the
next Saturday.
John and his wife were
thinking of buying the
house.
Whole class
- For homework, T asks Ss to revise reported speech with

infinitives and do exercises in the workbook.
XC NHN CA T TRng.
Ngy thng nm 2011.
DNG TH THU
Teaching of date
Class
class
in date
11a4
11a5
Total of sts
Period: 37
TEST YOURSELF B
I. Objectives
By the end of the lesson, Ss will be able toreview four skills and grammer in unit 6.
II. Materials
Textbook, handouts.
Ss might have difficulty with the clusters because they dont exist in Vietnamese.
IV. Procedure
Time
Teachers Activities
146
Sts Activities
I.TEST 15.
- asks sts to do the test.
II. Listening
- asks sts listen and choose the best answear.
1.A 2.B 3.D 4.C 5.B
III. Reading
1.D 2.B 3.B
4.C
- Sts listen and choose

the best answear.work
in dividually.
- Sts read in dividually
and choose the best
answear.
5.C
IV. Pronunciation & grammar

a) Pronunciation: 1.play 2.drive
3.twice
4.proud
Sts
do
exercises
in
b) 1.talking
2.to go
3.smoking
4.saying dividually and tick the word.
5.do 6.going
V. Sample writing
Road to Mount Olympia is a very popular
competition for secondary Ss in Vietnam. It is a
general knowledge quiz, which debuted on VTV3
in 1999 and since then has been aired at 10:30 a.m
every Sunday on the same channel. The show is
sponsored by LG Corp and hosted by several
popular speakers such as Ta Bich Loan, Luu Minh
Vu, and Tung Chi.
The competition lasts one year and consists
of 52 qualifying sessions and a final. There are 4
competitors in each session. These are the
representatives of different schools around the
country. They are asked Qs about sciences and
arts. The winner of each weekly session can go to
the monthly session and compete with other Ss to
win a place at the quarterly session. The winners
of the quarterly session can go to the final. The
winner of the final will receive a large cash prize.
I like the show very much because I can
learn a lot from the Qs asked in iy.
V.CONSOLIDATION & HOME WORK.
- For homework, T asks Ss to revise reported
speech with infinitives and do exercises in the
workbook.
Matrix
147
Ch
S
cu
Tn
K nng
K nng
K nng
Kin thc g
nghe
c
Vit
Ngn ng
TN
KQ
Unit 4:
Unit 5:
Unit 6:
T
L
TN
KQ
TL
S
cu
im
S
cu
im
S
cu
im
TN
KQ
TL
2
TN
KQ
TL
6
2
1
1
6
0,
5
7
3
3,5
7
3
0,5
4
Tng s
cu
Tng s
im
3,5
16
20
8
10
Hng dn chm :( mi 0,5 im )

22 x 0.5 / 1 = 10 points.
S GIO DC V O TO BC KN
TEST 15 - no 2
ENGLISH 11
TRNG THPT NGN SN
Time allowance: 15 minutes
Name:.................................................................. Class: 11A.

1. A uniform
B.useful
C.under
2. A. game
B.organize
C.angry
3. a.children
B.kitchen
C.beach
4. A. twinkle
B. twelve
C. twice
5. A.answer
B.world
C. write
6. Each nation has many people who voluntarily take care of others.
A. bring along
B. get on with
C. keep up with
7. Some high school students take part in helping the handicapped.
a. participate
b. complete
c. experience
8. She had never imagined being able to visit such remote countries.
a. foreign
b. faraway
c. friendly
9. He volunteered his ______ as a driver.
148
D.university
D.college
D.chemistry
D. two
D. jewellery
D. look after
d. support
d. desolate
a. job
b. work
c. service
d. help
10. Johnny will have completed his five- year course at university next month.
a. finished
b. found
c. tried
d. enjoyed
11. A. is a person that officially decides who is the winner of a competition.
a. judge
b. poet
c. participant
d. sponsor
12. Carlos was _______ the first prize in the essay competition.
a. disappointed
b. completed
c. excited
d. awarded
13. How many contestants were there in all?
a. as a total
d. as usual
c. as respected
b. as a result
14. Ive heard a lot of about Peter, and Im looking forward ______ his talk tomorrow.
a. hear
b. hearing
c. to hear
d. to hearing
15. Would you like _______ me some tea?
a. make
b. to make
c. making
d. made
16.They now reget ______ their son by providing too many material possessions.
a. having spoiled
b. to have spoiled c. having been spoiled
d. to have been spoiled
17. Jane is busy ______ for the school concert.
a. to practice
b. practice
c. practicing
d. having practiced
18. Are you the new manager, Daisy? Congratulation! said Billy.
a.Billy looked forward to being the new manager. b. Billy dreamed of being the new manager.
c. Billy prevented Daisy from being the new manager.
d. Billy congratulated Daisy on being the new manager.
19. You cant use the mobile phone. Teacher said me.
Teacher prevented ____________ from _____________________________________
20. Teacher: Stand up, Lan!
Peter: Im sorry I dont learn lesson.
Peter apologised for not___________________________________________
XC NHN CA T TRng.
Ngy thng nm 2011.
DNG TH THU
Teaching of date
Period
class
149
Total of sts
in date
11a4
11A5
Period : 39
test 45
I.Object
To check studentsknowledge from Unit 1 to Unit 3.
II. II. Teaching aids
handouts.
T can explain the asks of exercises for sts .
IV. Procedure
Matrix ( Ma trn ) :
Ch
S
cu
Tn
K nng
K nng
K nng Kin thc g
nghe
c
Vit
Ngn
ng
TN
KQ
Unit 4:
Unit 6:
Tng s
cu
Tng s
im
S
cu
im
S
cu
im
T
L
TN
KQ
TL
TN
KQ
TL
TN
KQ
TL
10
0.5
2,5
15
5,0
10
1.5
2,5
17
5,0
2
4
1
4
16
2
Hng dn chm :
I. Pronunciation :
4 x 0.25 / 1 = 1 point.
II. Vocabulary & Grammar : 16 x 0.25 / 1 = 4 points.
III. Reading :
4 x 0.5 / 1 = 2 points .
IV. Writing :
4 x 0.5 / 1 = 2 point.
V.Listening :
4 x 0.25 / 1 = 1 point.
150
3,5
32
10
NGAN SON HIGHT SCHOOL

CLASS : 11A....
NAME : ..
English TEST - No 2
Time : 45
I. Pronunciation: (1M) Pick out the word whose underlined part

in pronounced differently from that of the other words:
1. A. who
B. wheel
C. whether
D. whale
2. A. handicapped
B. visited
C. decided
D. wanted
3. A. university
B. use
C. understand
D. building
4. A. while
B. write
C. west
D. wear
II. Grammar and vocabulary: (2M) Choose the best answer for
each sentence:
1. The doctor advised him ......................... and to take up some sport.
a. stop smoke
b. stop smoking
c. to stop smoking
d. to stop to smoke
2. Jack admitted ....................... the money.
a. steal
b. to steal
c. stealing
d. stolen
3. Thank you very much ........................ lending me your bike.
a. about
b. in
c. for
d. of
4. The instructor warned the students ............ sailing alone on the lake.
a. on
b. for
c. of
d. against
5. A person who has been chosen to speak or vote for someone else on behalf of a group.
a. contestant
b. competitor
c. examinee
d. representative
6. Some high school students take part in helping the handicapped.
a. play a role of
b. take a place of
c. participate in
d. are a part
of
7. To make something develop or become more active.
a. to encourage
b. to enhance
c. to stimulate
d. to strike
8. Family is the process of controlling the number of children you have.
a. building
b. controlling
c. housing
d. planning
9. A bank has promised a donation of $ 24 million towards the disaster fund.
a. connection
b. addition
c. contribution
d. provision
10.Teachers have been asked to concentrate on literacy and numeracy.
a. the ability to read and write
b. basic skillss in mathematics
c. good knowledge of literature
d. the bility to write books
11.We hope that students themselves will enjoy taking part _____ the projects.
a. in
b. on
c. at
d. for
12. He volunteered his ______ as a driver.
a. job
b. work
c. service
d. help
13. May I go out, Mum? No, I wont let you go out.
a. The mother prevented her child from going out.
b. The mother suggested going out
151
c. The mother thanked her child for going out

d. The mother insisted her child on going out
14. Dont touch that flower! the old lady said to the boy.
a. The old lady wanted the boy not touching that flower.
b. The old lady insisted the boy on touching that flower.
c. The old lady warned the boy against touching that flower.
d. The old lady congratulated the boy on not touching that flower.
15. Peter should have apologized being late this morning, but he did not.
a. about
b. at
c. for
d. up
16. Many supporters were _______ at the lack of first-team opportunities.
a. quick
b. disappointed
c. difficult
d. important
III. Read the passage and choose one correct answer for each question: (1 M)
PARENTS DREAMS
Parents often have dreams for their childrens future. They hope their children will have
a better life than they had. They dream that their children will do things that they couldnt
do. Parents who come to the U.S from foreign countries hope their children will have
better education here. They think their children will have more career choices and more
successful lives. They make many sacrifices so that their children will have more
opportunities. They think their children will remain close to them because of this. Some
children understand and appreciate these sacrifices and remain close to their parents.
However, other children feel ashamed that their parents are so different from other
Americans.
1) Parents often dream of ......................................
A. their childrens making a lot of money in the future.
C. one day living on their childrens money.
B. one day seeing their children become famous people.
D. a bright future for their children.
2) Parents who come home from U.S from foreign countries hope that .....
A. their children will have a lot of careers.
C. their children will have more opportunities for good education.
B. their children become successful directors.
D. their children will make a lot of sacrifices.
3) Parents think their children will remain close to them because...........
A. they give their children a lot of money.
C. they know their children will be successful in the future.
B. of the sacrifices
D. they are living in a foreign country
4) The word career in line 5 is closest in meaning to ............................
A. education B. travel
C. subject
D. profession
IV. Rewrite the sentences below, beginning with the words given: (1 point)
1. No, its not true. I didnt cheat in the exam!
-> Tom denied .............................................................................................................................
2. Congratulation! You won the singing contest
-> My teacher congratulated .......................................................................................................
152
3. You dont buy this car They said.

They warned .. against not
4. He had spent all his money. He decided to go home and ask his father for a job.
-> Having....
V. Listen to the second paragraph and fill in the blanks: (1M)
In an informal survey carried out in Perth, western of Australia, students were asked
to give their views on what makes an (1).. school. 80 per cent of the students felt
that (2) in the classroom was essential learning to take place. This implied that
students should be treated as individuals with both their (3).. and their weaknesses.
60 per cent of the students felt they should be (4).. to set realistic goals for their
learning, and to have positive attitudes towards themselves and others.
One hundred per cent of the students felt that the social side of school was as
important as academic activities. The older students felt that they should be allowed to give
some input school decision making a direct effect on students.
1.
2.
3.
4.
XC NHN CA T TRng.
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DNG TH THU
153
Preparing of date:
Teaching of date
class in
class
date
11a4
11a5
Period: 40
CORRECTING AND PAYING
Total of sts
45- TEST- no2
A-Objectives
-Explaining and correcting tests
-Help ss to master knowledge which they have leant
B- Teaching aids: Chalks and board...
C- Time: 45
PROCEDURE
I- Organization:
-Greeting
?- Who is absent today?
II- Paying the test
Explain difficult questions
p n:
I
Cu
1
2
3
4
II
1
2
3
4
5
6
7
8
9
10
11
A
X
X
Cu
12
13
14
15
16
X
X
X
X
X
X
X
X
X
X
X
X
X
154
A
X
X
C
X
X
III.Reading:
1.D. a bright future for their children.
2. C. their children will have more opportunities for good education
3. B. of the sacrifices
4. D. profession
IV. Rewrite the sentences below, beginning with the words given
1. Tom denied cheating in the exam
2. My teacher congratulated winning the singing contest.
3. They warned me against buying this car.
4. Having spent all his money, He decided to go home and ask his father for a job.
V. LISTENING:
1. effective
2. mutual
3. their
4. encouraged
school
respect
strengths
LISTENING 11-2:
In an informal survey carried out in Perth, western of Australia,
students were asked to give their views on what makes an effective
school. 80 per cent of the students felt that mutual respect in the
classroom was essential learning to take place. This implied that
students should be treated as individuals with both their strengths
and their weaknesses. 60 per cent of the students felt they should be
encouraged to set realistic goals for their learning, and to have
positive attitudes towards themselves and others.
About 55 per cent of the students expected their teachers to be
motivated and interested in what they were doing; this would then
reflect in their performance of the students. Nearly all the students
believed that learning should be centered on important life skills such as
communication, building self-respect and self-confidence, the ability to
learn from failure, and time management, suited to the maturity of the
students concerned.
One hundred per cent of the students felt that the social side of school
was as important as academic activities. The older students felt that
they should be allowed to give some input school decision making a
direct effect on students.
XC NHN CA T TRng.
Ngy thng nm 2011.
DNG TH THU
155
Teaching of date
Class
class
in date
11a4
11a5
Period: 41
Total of sts
UNIT 7: POPULATION
leson 1 : READING
I. Objecitves
- Develop such reading micro-skills as scanning for specific ideas and
guessing meaning in context
II. Materials
Textbook, handouts.
Ss may not have enough vocabulary to talk about the topic, so T should be ready to
help them.
IV. Procedure
Time
6
Steps
WARM UP
Competition game Crossword puzzle
- T divides the class into small groups of 3-4 Ss. Then T distributes
the following crossword puzzle handouts for Ss to do in their own
groups. Which group finishes first and has all the correct answers
will be the winner.
Crossword
1. an area of public land in a town or a city where people go
to walk, play and relax.
2. the noun of poor
3. attractive without being very beautiful
4. without a job although able to work
5. a group of Ss who are taught together
156
Work
arrngement
Group work
6. (of man) attractive

7. feeling that youd like to sleep or rest
8. not knowing how to read or write
9. not young
10.the synonym of country
Can you find out the key word hidden in the crossword ?
1
2
3
4
5
6
7
8
9
10
Answer:
P
A
R
K
P
O
V
E
R
T
Y
P
R
E
T
T
Y
U
N
E
M
P
L
O
Y
E
D
C
L
A
S
S
H
A
N
D
S
O
M
E
T
I
R
E
D
I
L
L
I
T
E
R
A
T
E
O
L
D
N
A
T
I
O
N
10
- T introduces the topic of the lesson.

BEFORE YOU READ
Discussing the pictures
- T gets Ss to word in pair to look at the rwo pictures on page 80
and discuss the questions on page 81
- T call on some Ss to give the answers to the questions and elicits
commoents from other Ss . T may give some suggested answers .
1 . The scene in the first picture can be seen in a family with too
many children . As can be seen in this picture , this couple has 6
children , and they live in an old mud and draw cottage with
nothing valuable .
2 . The scene in the second picture can be seen in a poor town . As
can be seen in the picture , the people in this town seem to have a
hard life and live very old houses . The people tend to do manual
work and some are unemployed .
157
Pair work &

whole class
3 . The first picture tells us that if we have a big family , we may

not support our children properly and give them a good life and
education . The second picture indicates that population explosion
can lead to poverty and unemployment .
4 . It is not always true that the larger in population a coutry is ,
the stronger it is . The reason is that a large population can result
in poverty , environmental pollution unemploy and social evils ,
which will easily weaken a coutry .
Pre teaching Vocabulary
Note : T should only teach the words which dont apear in task 1 .
To double : to become or cause sth to become twice as much or as
many (tng gp i / lm ci g tng gp i )
Average (adj ) : of the ordinary or usual standard (bnh thng ,
trung bnh )
Birth control methods : Cc bin php hn ch sinh
Family planning : K hoch ho gia nh
It is time sb did sth : n lc ai phi lm g
To continue to do sth : tip tc lm g
- If there is some time left , T may ask some Ss to make sentences
with the above words / phrases to check their understanding
WHILE YOU READ
Setting the scene
You are going to read a passage about the world population . While
you are reading , do the tasks in the textbook .
TASK 1
Instruction : Fill each blank with one of the words in the box
- T asks Ss to read through the words in the box . Most of the
words are quite familiar with Ss so T may just ask them to work out
the meaning of resources . Ss may locate based on the reading
passage and guess its meaning based on the surrounding words
such as land , water , iron , silver ... in paragraph 2
Wites these words on the board :
- Next , T might remind Ss of some strategies to do Task 1 :
First , Ss should read through the sentences provied in the task to
identify the part of speech of the word to fill in each blank . For
example , in sentence 4 the two words should be nouns
- Read th first sentence carefully to understand the meaning
roughly . Read the words in the box to choose the most suitable one
to fill in the blank , paying attention to their right form
+ Continue with the rest of the sentences .
- T asks Ss work individual to do the task
- T goes aroud to help Ss when answers with other Ss
- T asks Ss exchange their answere with other Ss
- T asks Ss for their answers and tells them to explain their choise
158
Whole clas ,
individual
work & pair
work

1 . Although
5 . figures
2 . method
6 . limit
3 . increases
7. international
4 . resources
8 . control
TASK 2
Instruction: You are required to read the passage and answer the 5
Qs in the book.
- T asks Ss how to do this task. If they dont remember, T may
+ First, skim the 6 Qs to understand them. As Ss do this they:
* underline the key words. For instance, in question 1, Ss can
underline what, population, 10,000 B.C, 1750, 1850, 1950, 1985,
2000...
* look for Qs words like why which indicates Ss should read for
specific thing like a reason.
+ Go back to the first question and locate the information for the
question by finding the key words in the passage and mark the
place.
+ Read the part carefully to find the answer. Ss can use their own
words.
+ Continue with the rest of the Qs.
- T calls on some Ss to give their answers and ask them to explain
their choices. T elicits feedback from other Ss and gives the correct
answers:
1. The population of the world in 10,000 B.C was 10 million; in
1750 it was 625 million; in 1850 it was 1300 million; in 1950 it
was 2510 million; in 1985 it was 4760 million; in 2000 it was 6.6
billion. (para 1)
2. By the year 2015, the population of the world is expected to be
over 7 billion. (last line, para 1)
3. Some scientists say it can, but others say it cant (line 2-4, para
2)
4. No, they dont. (line 2-3, para 3)
5. Because they know of no safe way to have fewer children. (line
4-5, para 3)
159
Whole class,
individual
work & pair
work
10
AFTER YOU READ

- T may want to redesign the activity. T writes the name of 10
countries on the board and asks Ss to work in pairs to order these
countries according to their population. Number 1 is the most
populated country. Then Ss work out where these countries are and
which is the richest, which is the poorest of them.
Put the list in order by entering the numbers 1 through 10 in the
boxes provided.
O- Indonesia
O- Russia
O- China
O- Japan
O- Pakistan
O- Nigeria
O- Brazil
O- Bangladesh
O- United states
O- India
Answers:
1. China 2. India 3. US 4. Indonesia 5. Brazil 6. Pakistan
7. Bangladesh 8. Russia 9. Nigeria 10. Japan
+ China, India, Japan, Indonesia, Pakistan and Bangladesh are in
Asia.
+ The US is in North America.
+ Brazil is in South America
+ Russia is in Europe
+ Nigeria is in Africa
+ The richest country is the US; the poorest country is Nigeria
(according to the CIA World Factbook data update of March 2007)
Pair work
and whole
class
WRAPPING UP
- T summarises the main points.
- T asks Ss to learn by heart all of the new words and
do the extra exercises as homework.
Whole
class
XC NHN CA T TRng.
Ngy thng nm 2011.
DNG TH THU
160
Teaching of date
Class
in date
class
Total of sts
11a4
11a5
Period: 42
UNIT 7: Speaking
I. Objectives
By the end of the lesson, Ss will be able to talk about the causes of
population explosion, problems of population booms and solutions
to these problems.
II. Materials
Textbook, handouts.
Ss may not have enough vocabulary to talk about the topic, so T
should be ready to provide help.
IV. Procedure
Time
Steps
6
WARM UP
10
Work
arrangem
ent
Whole
class
Picture description
- T shows Ss the following picture and asks them 2
Qs:
+ What can you see in the picture ?
- T elicits answers from Ss and comments.
- T introduces the topic of the speaking lesson:
overpopulation/population explosion.
Suggested answers:
1. In the picture, the Earth looks like an old, tired
man with too many people on his head,
shoulders and arms.
2. The picture tells us that the Earth may not
properly accommodate too many people. We are Whole
facing overpopulation.
class &
TASK 1
pair work
Instruction: You are going to put the following causes
to overpopulation in order of importance and explain
your decision.
- Before letting Ss do the task, T asks them to read
through the causes provided on page 83. T makes
161
10
sure that Ss understand these statements.

- T gets Ss to work in pairs to order the causes and
reminds them to explain their order.
- T goes around to observe and provides help.
- T calls on some pairs to present their order and asks
other pairs if they agree or disagree with their
friends answers.
- T should bear in mind that the answer, provided
that Ss can explain their answers.
TASK 2
Instruction: You are going to work in pairs to list the
problems facing poor and overpopulated countries.
- T asks Ss to read the useful language on page 83. T
reminds Ss that they should match the words/phrases
on the left with the words/phrases on the right.
- Now Ss work in pairs to list the problems of poor
and overpopulated countries. T may ask them to
think of other problems not mentioned in the book.
- T calls on some Ss to report their answers and asks
other Ss to feedback. T comments and gives
Suggested answers:
+ poor living condition
+ low living standard
+ not enough/expensive food
+ lack / shortage of schools/
hospitals/teachers/doctors and nurses
+ unemployment
+ social evils
+ illiteracy
TASK 3
Instruction: Now you work in groups to find out the
solutions to the problems of overpopulation.
- T gets Ss to read Useful language. T may elicit / preteach some words / phrases:
Reward and punishment policy: chnh sch thng
pht
To exercise: thc thi, p dng
To carry out: tin hnh
- T asks Ss to work in groups to do the task. Ss may
work out other solutions.
- T calls on some Ss to present their groups ideas.
162
Whole
class &
group
work

comments.
Suggested answers:
+ raise an awareness of the problems of
overpopulation
+ raise the peoples living standard
+ exercise / implement reward and punishment
policy
+ carry out population education program / family
planning program
+ use birth control methods
TASK 4
Instruction: Now you are going to work in groups to
talk about the problems of overpopulation and offer
solutions, using the results of TASK 2 and TASK 3
- T reminds Ss that now they are going to give a short
presentation of the problems of population explosion
and the solutions to them.
- T encourages Ss to use transition signals to make
their presentation coherent. T can elicit the list of
signals from Ss:
+ first / firstly, second, next
+ also, besides, moreover, in addition, furthermore,
+ the first problem is that ...../ the next solution is
that ....
+ on the one hand, on the other hand, however,
but ...
- When Ss work in group to perform the task, T goes
around to observe and provide help when necessary.
T may also collect Ss typical mistakes and errors.
- T calls on some group representatives to present
and asks others to comment. Finally, T gives
feedback on Ss presentations and corrects the
mistakes and errors he/she has collected
WRAPPING
Whole
- T summarises the main points.
class
- T asks Ss to do the extra activity as homework.
XC NHN CA T TRng.
Ngy thng nm 2011.
163
DNG TH THU
Teaching of date
Class
class
in date
11a4
11a5
PERIOD :43
Total of sts
UNIT 7: Listening
I. Objectives
listening for specific information and listening for general information.
II. Materials
Ss may not also be familiar with the note-taking task so T should provide them some
tips to deal with the task.
IV. Procedure
Time
Steps
Work
arrangement
Group work
7
WARM UP
Competition game Word Search
- T divides the class into small groups of 3-4 Ss. Then T distributes
the following puzzle handout for Ss to do in their own groups.
Which group finishes first and has all the correct answers will be
the winner.
- A variant of this activity: T draws or prepares 2 or 3 big copies of
the word search and hang them on the board. T calls 3 pairs of Ss
to go to the board and ask them find all the adjectives as quickly as
possible. The pair with the quickest and most correct answers will
be the winner.
Find the words hidden in this puzzle. The words go across, up,
down, backward and diagonally.
Overpopulation
P
A
164
O
T
S
N
O
I
T
U
L
O
S
N
U
N
I
S
H
M
E
N
T
L
R
O
P
E
E
X
I
P
T
E
Y
N
M
L
Illiteracy
Exercise
Implement
Problem
L
M
E
X
P
L
O
S
I
O
N
R
O
Y
C
A
R
E
T
I
L
L
I
R
I
O
O
W
L
M
D
C
Y
B
L
R
Y
L
P
A
R
E
L
R
M
D
R
L
I
P
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R
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N
L
E
A
S
N
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O
M
L
E
O
T
E
X
L
W
T
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I
E
S
N
U
B
X
E
T
M
E
R
I
N
N
E
W
I
L
E
O
S
O
R
Unemployment
Reward
Explosion
Awareness Solution
M
U
E
S
P
L
L
E
E
B
T
I
W
S
E
S
I
R
E
L
M
E
Y
N
Punishment
Answers:
P
O
T
S
N
O
I
T
U
L
O
S
N
10
P
U
N
I
S
H
M
E
N
T
L
R
O
C
P
E
E
X
I
P
T
E
Y
N
M
L
P
L
M
E
X
P
L
O
S
I
O
N
R
R
O
Y
C
A
R
E
T
I
L
L
I
R
L
I
O
O
W
L
M
D
C
Y
B
L
R
E
Y
L
P
A
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E
L
R
M
D
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L
A
I
P
E
R
N
N
L
E
A
S
N
M
E
O
M
L
E
O
T
E
X
L
W
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N
I
E
S
N
U
B
X
E
T
M
E
R
E
I
N
N
E
W
I
L
E
O
S
O
R
E
M
U
E
S
P
L
L
E
E
B
T
I
P
W
S
E
S
I
R
E
L
M
E
Y
N
BEFORE YOU LISTEN

Discussing the Qs
- T asks Ss to discuss the Qs on page 17 in pairs.
- T calls on some Ss to give their answers and comments on the
answers.
- T gets Ss to guess what they are going to listen about.
Suggested answers:
4. Yes, our world is overpopulated because it has more than 6
165
Whole
class
10
billion people.
5. Asia has the largest population with China the most populated
country in the world and India the second.
Vocabulary Pre-teaching
- Before eliciting / Pre-teaching the new words , T hepls Ss to
pronounce the words given the book . T may read aloud first or
play the tape and ask Ss to repeay in chorus and individually .
- T elicits / teachers some of these words or / and these taken from
the listening passage .
Latin America : Chu M Latinh
Rate of population growth : T l tng dn s
Developing coutries : Cc nc ang pht trin
To rank : to have a posotion on a scale according to
quality , importance , success , etc :Xp hng
Rank (n) : the position , especially a high postion ,
that sb has in a particular organzation , society , etc :
th hng
Fall (n) : decrease : s gim
Generation (n ) : all the people who were born at
about the same time : th h
- T may get Ss to make sentences with the words and gives
corrective feedback
WHILE YOU LISTEN
TASK 1
Instruction : You are going to listen to Dr Brown talk
about the world population . While listening , choose
the best answer A , B or C , D to complete the
statements or answer the questions .
- T gets Ss to read the statements and questions
carefully and underline the words that make them
different . T checks with the whole class ( e.g in
question 1 these are over 6 .7 , about 6 .7 . 6 .7
6 . 6 , in questions 2 they are 66 million , 76
billion about 66 million , about 76 billion , etc )
- T gets Ss to guess the answer to each question and
then tells them they need to listen attentively to
check if their guesses are cofirmed .
T plays the tape (or reads the tapescipt ) once for Ss
to listen and do the task .
answers with
- T checks the answers with the whole class . If many
Ss cannot answer the questions , T plays the tape
166
Individual
work ,
group work
& whole
class
one or two more times and pause at the answers for

them to catch
Answers
1 . A 2 D 3 . C 4 . D 5. A
6.C
TASK 2
Intruction : You are going to listen to the tape again
and answer the five questions .
- T check if Ss can answer the questions in TASK 2
without listening again . If they cannot , T plays the
tape for them to listen again but before doing this , T
should encourage Ss to read through all the
questions , identily the information they need to look
for i each question (by finding the key words and the
question word , e.g what , where , when ,
how , etc ) and if possible predict the answers
answer the questions .
Then T checks with the whole class . T should play
Ss cannot complete the task .
Answers :
6 . It will be over 7 bollion .
7 . The population growth rates un some parts of the
world are not the same .
8 . The reason is the improvement of public heath
services and medical care .
9 . They are shortage of foods , lack of hospitals and
shools , illiteracy , and poor living conditions
10 . The experts offered four solutions . They are (1)
to educate people and make them aware of the
danger of having more children , (2) to provide safe ,
inexplement a family planning policy , and (4) to
exercise strict and fair reward and punishment
policies .
AFTER YOU LISTEN
Whole
- T gets Ss to work in groups to orally summaruse the class &
main ideas of the listening passage , T might give Ss group work
some cues to base their summary on :
+ world population today
+wold population by 2010
+ main cause of population explosion
+ problems cause by population explosion
167
+ solutions to the problems

- T may also encourage Ss to use transition signals to
make their summary more coherent .
- T goes aroud to offter help and collect Ss mistakes
- T call on some groups to prewsent their summary
- T elicts feedback from the class and gives final
comments
WRAPPING UP
- T asks Ss to learn by heart all new wirds and do the
Extra exercise as homework: write a summary of the
listening passage.
Whole
class
XC NHN CA T TRng.
Ngy thng nm 2011.
DNG TH THU
Teaching of date
Class
class
in date
11a4
11a5
Total of sts
Peiod 44 :
unit 7: WRITING
I . objectives
Write descriptions of pie charts , using appropriate language
II . Materals
Textbook , handouts
Ss may not have sufficient vocabulary to write about the topic , so T
should be ready to assits them .
IV . Procedure
Time
Steps
Work
arrangem
ent
7
WARM UP
Group
Competition - Pie chart drawing
work
- T prepares a handout with a table of information . T
168
divides the class into small groups of 4 students and

asks Ss to work in groups to tranfer the table into a
pie chart . The group with the quickest and most
correct answer will be the winner
The table shows the number of Ss in a class who
achieved each grade
Grade
Number of students
Distinction
5
Merit
8
Pass
9
Fail
2
Suggested Answer
Student
Grades
Fail 8 %
Distinction 21 %
Pass 38 %
Merit 33 %
13
- T prepares a handout with a description of a pie
chart . T asks to work in pairs to discuss the
organization and other characteristics of the
description . T writes the following questions on the
board :
1 . How many parts are there in the description ?
What are they ?
2 . What does the first part tell you ?
3 . What information does the second part give you ?
4 . What language items should you pay attention to
in the second part ? Underline them .
5 . What does the last part tell you ?
Uses of
Dried Other 5 %
Apples,USA
3%
Frozen
2%
Canned
12 %
Juice
18 %
Fresh Fruit
60 %
169
Pair work
& whole
class
The graph shows the chief of the apple crop in the

US . Overall , the bulk of the harvest in either eaten
fresh or made into juice .
The biggest sline of the pie chart is taken up by
fresh fruit . About 60% of the crop is eaten fresh .
This is three time as much as the next use , which is
for juice . Less than 20% of apples in the US are
turned into apple juice . A further 12% is canned ,
and a total of 5 % is either frozen or dried . Other
remaining uses , such as apple vinegar , accout for
just 5% of the crop .
Its clear that although a small amount of apple are
processed onto frozen , dried or canned products
most of the crop is sold straight from the tree
- T elicists the answers from the whole class , focusing
on the remarkable characteristics of the decription . T
can base his / her explanation on the following notes :
1 . There are three parts in the description of a chart
introduction , body and conclusion .
- Introduction should desribe what the chart ia about
, its date location , abd say what overall trends you
see .
- Body should describe the most important trends ,
while all information is summarized to avoid
unecessary details . Notice how many distinctive
features diagram has .
Important ! You need to write about all the periods of
time and all the subjects of graph . Remember ,
summarizing doesnt mean throwing away
information . The sesret here is to select whats
important , organize it , compare and contrst .
- Conclusion shoud sum up the global trens show on
the figure and compare them if possible
2 . Language use :
- The language and tructures are given in the book .
- Other language items :
+ make up less than ... percent ,
+ the most up + adj , the second most + adj ,
170
15
+ ... substantially / somewhat / slightly more + adl

than ....
+ is about twice as + adj + as ... , ... three times as
+ adj + as ...
WRITING
- Before Ss descibe the pie chart on page 86 , T asks
them to work in pairs to analyse the chart , focusing
on the following questions :
+ What does the pie chart show ?
+ What is the general trend of the chart ?
+ Which region has the smallest population ?
+ Where does most of the wold population live ?
- T checks the answers with the whole class .
- Then Ss work individual to wtite the description of
the pie chart , using the sentence given in the book to
bigin their description .
- T goes aroud to observe and offer help .
Sample writing
The pie chart shows the distribution of the wold
population by rebion . Overall , more than half of the
worlds population lives in South and East Asia .
Sputh Asia is the biggest region , making up 32% of
the world population . The second largest area is
East Asia with 6% less than South Asia . Europe
ranks third with 15% . Coming next is Africa with
11% . Together , Latin America and North America
have 14% of the wold population . Finally , Oceania
is the least populated region with the smallest
percentage of 2%.
As can be seen , the greatest concentration of the
worlds population is in Asia , with Europe far behind
.
- T asks Ss to exchange their writing with another
student for peer correctionb.
- T goes aroud and collects mistakes and errors .
- T collects some writing for quick feedback
- T writes Ss typical erronrs on the board and elicits
self and peer correction . T provides cirrection only
when Ss are not able to correct the errors
- Finally , T provides general comments on the
writings
171
Whole
class ,
pair work
&
induvidua
l work
Pair work
& whole
class
WRAPPING UP
Whole
- T summarises the main points
class
- For homework , T asks Ss to improve their writing ,
taking into consideration their friends and Ts
suggestions and correction and do the extra exercuse
XC NHN CA T TRng.
Ngy thng nm 2011.
DNG TH THU
Teaching of date
Class
class
in date
11a4
11a5
Total of sts
Period 45
unit 7: LANGUAGE FOCUS
I . Objectives
By the end of the lesson , Ss will be able to
- Distinguish the clusters / kl / , /gl / , /kr/ , /gr / and /kw /
- Pronouce the words and dialogue cotaining these clusters correctly
- Use coditional sentences (types 1 , 2 and 3 ) and conditional senteces
in reported speech appropriately .
II . Materials :
Textbook , handouts pictures
Ss may find it difficult pronouce the clusters , so T should prepare a lot
of practice
IV . Procedure
Time
Teachers activities
Stsactivities
12
PRONUNCIATION
- T models the clusters / kl/, /gl/ ,/gr/ ,and /kw/ for a
few times and explains how to produre /k/ first and
then quickly switch to /l/ and so on
- T plays the tape (or reads ) once for Ss to hear the
172
Whole
class ,
individual
work &
pair work
words containign these clusters . Then T plays the

tape (or reads ) again and this time asks Ss to
repeat after the tape (or T).
- T asks Ss to read the words in each column out
loud in chorus for a few more times. Then T calls on
some Ss to read the words out loud. T listens and
corrects if Ss pronounce the target words incorrectly.
If many Ss do not pronounce the words correctly, T
may want to get them to repeat after the tape (or
him/herself) again in chorus and then individually.
Practising the dialogue containing the target sounds
- T asks Ss to work in pairs and take turn to read
aloud the given dialogue on page 87.
- T goes around to listen and takes notes of the
typical errors
- T calls on some Ss to read the dialogue again and
provides corrective feedback.
15
GRAMMAR
1 . Revision of condotional sentences (type 1 , 2 and
3)
a. Presentation
- T elicits the from and use of coditional sentences
(type 1, 2 and 3 ) from Ss . If necessary T may give
Ss the following handout
Typ Form
Use
e
1
If +
In these sentences , the times is
simplepres the present or future and the
ent will
situation is real . They refer to a
future
possible condition and its
probable result
Example :
+ If find her address , Ill send
her an invitation
+If I run , Ill get there in time
2
If + simple Like type 1 , type 2 refers to the
past ,
present of future , and the past
would +
tense in the if clause is not a
infinitive
true past but a subjuntive ,
which indicates unreality or
improbability .
Example :
173
Whole
class ,
individual
work &
pair work
Ig +pat
prefect ,
would
have + P2
+ If I were 18 again I would go

on a round the world tour .
(Im not 18 , in fact Im 45 )
+ If I studied , I would pass the
exams
The time is past , and the
condition cannot be fulfilled
because the action in the if
clause didnt happen .
Exmple :
+ If I had found her address last
week , I would have sent her an
invitation .
+ If I had studied , I would have
passed the exams
Group
work
B . Practice
Execise 1
- T asks Ss to do exercise 1 individual and then
compare their answers with another student .
- T calls on some Ss to read out their answers .
- T give correct answers :
1 . would drive
4 . will take
2 . could
5 . closed
3 , is
6. willcome
WRAPPING
- T summarises the main of the lesson
been covered in the lesson and do the EXTRA
EXERCISE
XC NHN CA T TRng.
Ngy thng nm 2011.
Teaching of date
Class
class
in date
11a4
11a5
Total of sts
Period: 46
unit 7: LANGUAGE FOCUS
I . Objectives
By the end of the lesson , Ss will be able to
- Distinguish the clusters / kl / , /gl / , /kr/ , /gr / and /kw /
- Pronouce the words and dialogue cotaining these clusters correctly
174
- Use coditional sentences (types 1 , 2 and 3 ) and conditional senteces

in reported speech appropriately .
II . Materials :
Textbook , handouts pictures
Ss may find it difficult pronouce the clusters , so T should prepare a lot
of practice
IV . Procedure
Time Steps
Work
arrangem
ent
15
Exercise 2
Whole
- T asks Ss to do exercise 2 in pair and then compare class ,
answers with another pair .
individual
- T calls on some Ss to go the board to write their
work &
answers .
pair work
- T asks other Ss to feedbak and gives correct
answers :
1 . had been told
2 . hard realised
3 . wouldnt have been
Would have bought
5 . had studied
2 . Condititional sentences in reported speech
A . Presentation
- T writes some conditional sentences in reported
speech on the board and asks Ss to comment on the
changes of the verbs , pronouns and adverbs of time
and places
+ If I had a permit , I could get a jobs , he said .
He said that if he had a permit , ha could get a job
+ If you had followed my advice , oyu would have
been the winners , said her mother .
He mother said if she had followed her advice , she
would have been the winner .
- T elicits the comments from Ss and makes clear
that
+ Coditional type 1 : we apple all the necssary
changes as usual (changes of verb tenses
,pronouns , adverbs of time and place ...)
+ Cpnditional type 2 and 3 : we do not change the
verb tenses , but we follow the rules to change
pronouns , adverbs of time and place ...
175
b . Practice
Exercise 3
- T asks Ss to do exrcise 3 individual . Ss have to
change the conditional sentences into reported
speech .
- T asks them to compare answers with another
student .
- T calls on some Ss to go to the boad to write their
sentences
- T asks other Ss to feedback and gives correct
answers :
1 . The man said to to her (that ) he would come to
see her if he had time
2 . He asked her what she would say if someone
stepped on er feet .
3 . They said to me (that ) if it didnt rain they would
go out with me .
4 . The man asked the woman what she would do if
she were billionaire .
5 . The man said to me (that ) if I had asked him he
would have lent me his motorbike .
6 . The man said to his daughter (that ) they would
be very disappointed if she did not come .
7 The boy said to the girl (that ) ha was sure they
would understand if she explained the situation to
them .
Production : Picture prompts
Group
- T prepares a set of 10 pictures and divides the class work
into two big teams . T tells Ss the rule of the game :
each time a representaive from a team will choose
randomly a pucture from the set . He / she has to
make a coditional sentence (type 1 , 2 or 3 ) with
that picture . If he /she cannot do that or the
sentence is not correct , the team will get no point
;otherwise , the team gets one point . At the end the
team with more poitns will be the winner
WRAPPING
Whole
- T summarises the main of the lesson
class
- For homework , Ss review the points that have been
covered in the lesson and do the EXTRA EXERCISE
XC NHN CA T TRng.
Ngy thng nm 2011.
176
DNG TH THU
Teaching of date
Class
class
in date
11a4
11a5
Period : 47
Total of sts
Unit 8 : CELEBRATIONS
READING
I . Objectives
- Develop such reading micro-skills as scanning for specific ideas and
guessing meaning in context .
- Use the information they have read to discuss the topic
II . Materials
Textbook , handouts
Ss may not have enough vocabulary to talk about the topic , so should
be ready to help them .
IV . Procedure
Tim
TS ACTIVITIES
STS
e
ACTIVITIE
S
6
WARM UP
Group
Competition game Network
work
- T prepares a handout with a crossword puzzle of
some festivals and celebrations in Vietnam and the
world .
- T divides the class into small groups of 3-4 students .
Then T gives each group a handout to do their own
groups . Which group finishes first and has all the
correct answers will be the winner .
- A variant of this activity : T draws or prepares two
big copies of the crossword and hangs them on the
board . T calls two pairs of Ss to go to the board and
ask them to do the crossword as quickly as possible .
The pair with the quickest and most correct answers
will be the winner
ACROSS
DOWN
2 . This festival is the
1. The purpose of this
177
10
Vietnameses fesrival most important

is to celberate the
celebration of the year
largest full moon in
and makes the beginning
the year
of spring
3 . It si the day when
4 . It is a holiday
Christians celebrate
celebrated on the night
the birth of Christ
of October 31 , usually
5 .In this festival ,men costumes and going
give their mohers
door-to door collecting
wives , girlfriends ...
candy .
flowers and gifts
6 . It is a Sunday in March
7 . It is day in each
or April when Chirstians
year which is the same remember the death of
dates as the one on
Christ and his return to
which you were born . life
8 . a public holiday in
the US (on the fourth
Thursday in
Novenmber ) and in
Canada (on the second
Monday in October )
orginally to give
thanks to God for the
harvest and for health
- T introduces the topic of the Unit
BEFORE YOU READ
Pair work
Discussing Tet holiday
& whole
- T asks the whole class to look at the picture on page class
90 and discuss the three questions in pairs .
- T goes around to offer help
- T calls on some Ss to present their answers and
eclicts commemts from other Ss . T gives feedback if
necessary .
Suggested answers :
1 . It is Spring and it should be Tet holiday because we
can see the apricot blossom and a kumquat tree full of
ripe fruits
2 . The people in the picture may be a family . The
grandmother is giving her nieceand nephew some
lucky money . The girl , the boy and their parents may
be wishing their grandparents good health and
happiness .
3 . In the picture we can aslo see a five fruit tray on
178
the ancestral altar(mn ng qu trn bn th t tin )

and a dish of fruits , a tray of candied fruits and a
banh chung on the table .
- now Ss work in pairs to tell which of the activities in
the book they enjoy doing most at Tet . Ss may also
list other activities they like doing at Tet . T reminds Ss
to give reasons for their answers .
- T calls on some Ss to present their answers and
other Ss comment .
Pre teaching Vocabulary
Note : T should only teach the words which do not
appear in Task 1 .
Lunar New Year : Tt m lch
To fall between ... and ...:ri vo khong thi gian
t ... n
To spread : ko di
To be full of : having or containing a large number or
amount of sth : y nhiu
Candied fruit :mt
Posttive comments : nhng li ni tt p
- If there is some time left , T may ask some Ss to
make sentebces with the above words to check their
understanding
WHILE YOU READ
Setting the scene
You are going to read a passage about Tet holiday in
Vietnam . While you are reading , do the tasks in the
textbook
TASK 1
Instruction : Find the meanings of the words . You can
also use your dictionary .
- T writes these words on the board :
Grand , banner , sugared apples , agrarian , pray ,
excitement
- Then T instructs Ss to read the passage quickly and
stop at the lines that contain these words to guess
their meanings .
- Ss guess the meaning of the words based on the
contexts in the sentences . For example , to guess the
meaning of grand (line 1 , first paragraph ) Ss may
base their guessing on other words such as main
holiday , important . To guess the meaning of pray
(line 6 , last paragraph ) they pay attention to
179
Whole
class ,
individual
work &
pair work
pagoda , happy year ...

- T checks that Ss undertanding by asking them to
provide the Vietnamese equivalents to the words . If
Ss find it difficult to guess the meaning of any word , T
should elitict and give suggestions
Suggested answers :
1 . grand : impressive and larger : trng i , honh
trng
2 . Banner : a long piece of cloth with a message on it
that is carried between two poles or hung in a public
place to show support for sth : biu ng , bng rn
3 . sugered apples : to dm ng
4 . Agrarian : connected with farming and the use of
land for farming : thuc v nng nghip
5 . Pray : to speak to God .especially to gove thanks or
ask for help : cu nguyn
6 . Excitement : the state of feeling excited : nim vui
thch , s n nc nhn nhp
TASK 2
Instruction : You are to read the passage and decide
whether the statements are True (T) or Fasle (F)
- T instructs Ss to use some strategies to do task :
+ first , quickly read through the statements to get an
idea about the topic
+ Read the first statement more careffly . Underline
the key words to understand the main point . for
expamle , in statement 1 , Ss can underline Tet , 20 th
February , Western calendar .
+ Search for the section of the text which deals with
the idea or fact.
+ Once finding the relevant section , read it careffly .
If the statements is smililar to the imformation in the
text , then select True . If the statement is the
opposite to the imformation in the text , then seclect
Fasle
+ Continue with the rest to the statements
- T asks Ss to work invidually to do the task and
discuss their answers with their peers .
- T calls one some Ss to give their answers and asks
them to explain their choices .
1 . F (it falls between 19th January and 20th February )
2 . F (its just for agraian people )
180
3.T
4 . F (according to the passage , lucky money tends to
be given to children )
5.T
6 .T
TASK 3
Instruction : You are requored to answer the seven
questions in the book .
questions in TASK 3 wtithout to read the passage
again . If Ss cannot , t gets them read the questions
careffly and gives them some tips to do the task :
+ First , skim the six questions to undertand them . As
Ss do this they :
* underline the key words . For instance , in questions
1 Ss can underline when , Tet , vietnam
* look for questions words like why which indicates
Ss should read for specific thing like a reason .
+ Go back to the first question and locateds the
information for the question by finding the key words
in the passage and mark the place .
+ Read the part carefully to find the answer . Ss can
use their own words .
+ Continue with the rest of the questions
- T asks Ss to word individually to do the task , then
discuss their answers with their peers
- T calls on some Ss to write their answers on the
board and ask them to expain their choise
- T gives the correct answers
1 . It sometime between 19th January and 20th
February (line 2-3 , paragraph 1 )
2 tets preparations and celebrations used to be
speard over months (line 1-2 ,paragraph 2 )
3 . They are decirated with coloured lights and red
banners (line 3-4 .paragraph 2)
4 . They buy gifts , clean and decorate their houses
and cook traditional foods (line 4-5 ,paragraph 2 )
5 . It is made from sticky rice ,green beans and fatty
pork (line 5-6 .paragraph 3)
6 . must is candied fruit (line 6-7 ,paragraph 3)
7 . Visiting friends and other family members ,
exchangeing whises , going to the padoda , playing
181
10
games ...(last paragraph )

AFTER YOU READ
- T asks Ss to work in groups tp tell each other about
their last Tet holiday .T asks Ss what verb tense (past
simple ) they should use .
- T goes around to help Ss when necessary .
- When all groups have finished , T calls on some Ss to
report their ideas to the class .
- T elicits corrective feedback from other Ss and gives
her own commets
WRAPPING UP
- T summarises the main point
- T asks Ss to learn by heart all of the new words and
do the extra exercise as homework
Group
work &
whole
class
Whole
class
XC NHN CA T TRng.
Ngy thng nm 2011.
DNG TH THU
Teaching of date
Class
class
in date
11a4
11a5
Period: 48
Total of sts
Unit 8 : CELEBRATIONS
B -SPEAKING
I . Objectives
By the end of the lesson , ss will be able to :
Talk about the celebrations of Tet and other festivals activites
Materials
Textbook , handouts
III.Anticipated problems
Ss may not have enough vocabulary to talk about the topic , so should
be ready to provide help
IV . Procedure
Tim
e
TS ACTIVITIES
182
STS
ACTIVITIE
WARM UP
Competition game Word Search
- T divides the class into small groups of 3-4 students .
Then T distributes the following handout for Ss do in
their own groups . Ss have to match pictures on the
left with the words on the right . which group finishes
first and has all the correct answers will be the winner
TASK 1
Instruction : You are going to practice the dialogue on page 93 in
pairs .
- T asks the whole class to read the dialogue silently and asks them
what points are mentioed in the dialogue
- T checks with the whole class and makes clear that : in the
dialogue the two friends talk about Tet holiday , Its time and
activities .
- Ss then practice the dialogue in pairs . T encourages Ss to
remember the dialogue so that they can act it uot more naturally .
- T goes around to onsere
- When Ss have finished , T calls on some pairs to act out the
dialogue and goves commnets
TASK 2
Instruction : You are going match the holidays with its description
and activities
- Before Ss do the task , T asks them to look at the three pictures on
page 93 and work out the name of each holiday . Ss may be asked to
give the Vietnamese equivalent to each holiday .
- T checks with the whole class and gives out correct answer :
+ Picture 1 : mid Autunm festival : tt trung thu
+ Picture 2 : Thanksgiving : L t n
+ Picture 3 : Valentines Day : ngy l tnh yu
- T may ask Ss to list the activities people usually do in these
jolidays and write quicky on the board so that Ss can compare these
with the information they will dael with later .
- Now Ss turn to the next page and do the task in pairs . they match
the holiday with its main purpose and activities .
- T calls on some Ss to give the answer and ashs other Ss to
feedback . T may aslo ask Ss to cmpare their answers with the
14
183
S
Group
work
Whhole
class &
pair work
Whole
class &
pair work
13
information written on the board earlier .

Answers :
1.cC
2.aA
3.bB
TASK 3
Instruction : You are going to ask and answer about the holidays in
Task 2 , using the dialogue in Task 1 as the model .
- T gets Ss to work in pairs to ask and answer about the holidays in
Task 2 . T asks Ss to add any information about the holiday thye
know to make the dialogue more intersting . For example , they can
tell about the origin of the holiday...
- T goes around to observe and offter help . T may give Ss some
background knowlegge (see the cultural notes ) of the holidays or
provide Ss with some vocabulary items .
- T calls on some pairs to act out the conversation and asks other Ss
to comment . T corrects some typical errors in the end .
Cultural notes :
1 . Thanksgiving
Thanksgiving or thankgiving Day , is an annual one day
holiday to give thanks for the things one has at the end of the
harvest season . In the united States , thanksgiving is celebrated on
the fouth Thursday of November . In the United States , certain
kinds of food are traditionally , served at Thanksgiving meals .
First and foremost , turkey is ussully the fuatures item on any
Thanksgiving feast table (so much so that Thanksgiving is
sometimes referred to as Turkey day . Stuffing , mashed
potatoes with gravy , sweet potatoes , cranberry sauce , corn ,
other fall vegetalbes , yams and pumpkin pie are commonly
associated with Thanksgiving dinner . All of these primary dishes
are actually native to the Americas and werw introduced as a new
food source to the Europeans when they arrived .
The first American Tanhskgiving was celebrated in 1621 , to
commemorate the harvest reaped by the plymouth Colony affter a
harsh winter . In that year Governor William Braford proclaimed a
day of tahksgiving . The coloniists celebared it as a traditional
English harvest feast , to which they invited the local Wampanoag
Indians . Days of thanksgivig werw celebrated throughout the
coloies after fall harvests . All thirteen colonies did not howere ,
celebrated Thanksgiving at the same time until October 1777 .
George Washington was the first president to declare the holiday ,
in 1789
2 Valentines Day
Saint Valentines Day or Valentines day is a holiday on
184
February 14 . It is the traditional day on which lovers express their

lve for each other , sending Valentines cards or candy , It is very
common to present flowers on Valentines Day .
The history of Valentines Day and its patron siant is shroded
in mystery. One legend contends that Valentine was a priest who
served during the third century in Rome. When Emperor Claudius
II decided that single men made better soldiers than those with
wives and families, he outlawed marriage for young men his
crop of potential soldiers. Claudius and continued to perform
marriage for young lovers in secret. When Valentines actions
were discovered, Claudius ordered that he be put to death.
Other stories suggest that Valentine may have been killed for
attempting to help Christians escape harsh Roman prisons where
they were often beaten and tortured.
According to one legend, Valentine actually sent the first
valentine greeting himself. While in prison, it is believed that
Valentine fell in love with a young girl who may have been his
jailors daughter who visited him during his confinement. Before
his death, it is alleged that he wrote her a letter, which he signed
From your Valentine, an expression that is still in use today.
Although the truth behind the Valentine legends is murky, the
stories certainly emphasize his appeal as a sympathetic, heroic,
and, most, importantly, romantic figure. Its no surprise that by the
Middle Ages, Valentine was one of the most popular saints in
England and France.
Wrapping
Whole
class
- T asks Ss to do the extra exercise as home work.
XC NHN CA T TRng.
Ngy thng nm 2011.
DNG TH THU
185
Teaching of date
Class
class
in date
11a4
11a5
Total of sts
Period: 49
UNIT 8: LISTENING
I. Objectives
By the end of the lesson, Ss will be able to develop the listening micro-skill of
intensive listening for specific information.
II. Materials
Ss may not have difficulty doing the first task, so T should be ready to give them
some strategies
IV. Procedure
Time
7
10
Steps
Work
arrangement
Whole
class &
group
work
WARM UP
Competition game - Guessing game
- The aim of the activity is to revise the vocabulary related to
festivals and celebrations that Ss have learnt.
- T divides Ss into 2 groups : A & B.
- T tells Ss the rule of the game: One member from each group will
go and stand in the front of the class with their back facing the
board. T will write a word/phrase which was learnt from the
previous lesson on the board. Other Ss from each group have to
explain the word without mentioning it or translating it into
Vietnamese so that their representative can guess the word. The
student with the quickest and correct answer will get 1 point for
their group. Ss take turn to be the representative. After some turns,
the group with more points will be the winner.
- The words/phrase T may write on the board are: Thanksgiving,
Mid-autumn festival, grand, pray, agrarian, lucky money...
Whole
BEFORE YOU LISTEN
Guessing
class &
- T introduces the listening passage: Today you are going to listen
pair work
to 2 people talking about how the New Year is celebrated in Japan .
Before you listen, do the task on page 94.
- T asks Ss work in pairs to guess which of the activities on page 94
186
10
the Japanese often do on their New Years Day.

- T calls on some Ss to give their answers and write them on the
boards. T also asks Ss to add any other activities that they think the
Japanese do at the New Years Day.
- Before eliciting/ Pre-teaching the new words, T helps Ss to
pronounce the words given in the book. T may read aloud first or
play the tape and ask Ss to repeat in chorus and individually.
- T elicits/teaches some of these words or /and those taken from the
listening passage:
Shrine: a place where people come to worship because it is
connected with a holy person or event(n th)
Longevity: long life(tui th)
Pine trees: (cy thng)
Constancy: (bn lng, kin nh))
To represent: to be a symbol of sth (tng trng cho)
- T may get Ss to make sentences with the words and
gives corrective feedback.
WHILE YOU LISTEN
TASK 1
Instruction: You are going to listen to 2 people talking about how
the New Year is celebrated in Japan. Listen and tick the things you
hear.
- Before Ss listen and do the task, T asks them to read through the
statements. Then T instructs them to use some strategies to do the
task:
+ First, read through the statements to understand them and
underline key words. For example, the key words in the first
statement are : put on, special, clothes
+ Listen to the tape and pay attention to the key words
+ Tick the things they hear in the appropriate boxes.
- T asks for Ss answers and writes them on the board.
- T plays the tape the second time for Ss to check their answers.
- T asks Ss to work in groups of 4 to compare their answers.
- T checks Ss answers by calling on some Ss. T may play the tape
one more time for Ss to catch the difficult phrases.
+ They put on special clothes.
+ Housewives prepare special foods
+ They go to a shrine.
+ They drink rice wine.
+ They watch television.
+ They eat a special meal.
187
Individual
work,
group
work &
whole
class
TASK 2
Instruction: You are going to listen to the tape again and answer the
Qs.
- Before Ss listen to the tape again to do the task, T may ask them to
try to answer the Qs with the things they remember from the
previous times of listening.
- T plays the tape again for Ss to do the task. T might also want to
remind Ss that while listening they need to focus on the key words
in each question.
- After playing the tape, T gets Ss to work in pairs and check their
answers.
- T calls on some Ss to give the answers and elicits feedback from
other Ss. If many Ss cant complete the task, T might want to let Ss
to listen one more time and pause at the answers for them to catch.
Suggested answers:
1. Because they want to get rid of the dirt of the old year and
welcome the new year.
2. From television or the radio.
3. Kimonos or special dress.
4. No, New Year is mostly celebrated among family only.
Tapesript : ( in Ts book)
AFTER YOU LISTEN
Whole
- T gets Ss to work in pairs to compare the aspects of class and
the Vietnamese New Year with those of the Japanese
pair work
one.
- Before Ss take part in the activity, T elicits the
transition signals/phrases to talk about the similarities
and differences between 2 things. T may give Ss the
following handout:
1. To show similarities:
Similarly, likewise, whereas, like
2.To show differences:
A different view is nevertheless
However in contrast
Alternatively but
On the contrary unlike
Conversely on the other hand
Yet differ from
- T goes around to offer help and collect Ss mistakes.
- T calls on some pairs to present their answers.
comments. T may also correct the mistakes he/she
has collected
188
WRAPPING
- T asks Ss to learn by heart all new words and do the
extra exercise as homework.
Whole
class
XC NHN CA T TRng.
Ngy thng nm 2011.
DNG TH THU
Teaching of date
Class
class
in date
11a4
11a5
Period: 50
Total of sts
UNIT 8:Writing
I. Objectives
By the end of the lesson, Ss will be able to write a description of a popular
celebration
II Materials
Textbook, handouts.
Ss may not have sufficient vocabulary to write about the topic, so T should be ready to
assist them.
IV. Procedure
Time
Steps
Work
arrangem
ent
7
WARM UP
Group work
Competition game Christmas Cloze
- T divides the class into small groups of 3 4 Ss. Then T
distributes the following handouts for Ss to do in their own groups.
Ss have to fill each blank in the passage with one suitable word
from the box. Which group finishes first and has all the correct
answers will bw the winner.
Followed marks cards lights turkey merry followed holiday
sing baked family spirit peaceful presents decorate
189
13
Christmas is an annual holiday that (1) the birth of Jesus of

Nazareth. Christmas Day falls on December 25. It is preceded by
Christmas Eve on December 24, and in some countries it is (2)
by Boxing Day on December 26, when many people go shopping
for sales. It is a (3) when people get together with (4) . People
give (5) to each other or send (6) wishing each other a (7)
Christmas. At Christmas, people (8) carols to get into the
Christmas (9) . As well, people (10) Christmas trees and put up
(11) around the house. A common Christmas dinner is (12) .
There are also lots of (13) goodies for the kids. People love
Christmas because it is the time when they can share (14)
moments with their family.
Answers:
1. marks 2. followed 3. holiday 4. family 5. presents 6. cards
7. merry 8. sing 9 . spirit 10 . decorate 11 . lights 12 . turkey
13. baked 14 . peaceful
PREPARING SS WRITE
Whole
- T sets the scene : you are going to write a
class &
description of one of the popular celebrations in
pair work
Vietnam .
- T prepare Ss for the writing task , T uses the
passage in the Warm up as a model .
- T gets Ss to read the passage again and discuss the
main points included in the passage in pairs . At the
same times , Ss should write down which sentence(s)
belong (s) to which main point .
- After 5 minutes , T calls on two Ss to go to the board
to write their answers
T asks other Ss to comment on their friends
ansswers and gives his / her own feedback .
Suggested answers :
The description includes 6 main points :
+ Name of the festival (sentence 1)
+ purpose of the festival (sentence 1)
+ Time of the festival (sentence 2-3 )
+ Main activities of the festival / what people do in
the festival (sentence4-7 )
+ Foods eaten (sentence 8-9 )
+ Peoples feeding about the festival (like / dislike ?
reason(s) ? (sentence 10 )
- Now T gets Ss to work invidually to write an outline
for their description , using the nain points set in the
190
15
previons activity . Ss should choose one of the

popular celebrations in Vietnam to describe ( Mid
autumn Festival , Teachers Day , Womens Day ,
Independence Day ...)
- Ss work with each other to comment on each
others outline . T goes around and provides help
when necessary
WRITING
- T gets Ss to describe the fastival they have chosen
in 15 minutes
- T goes around to observe and offer help with
vocabulary or structures
Sample writing
In Viet Nam the Mid Autumn festival , also referred
as Tet Trung Thu , is one of the two most celebrated
festivals to current date . The Mid Autumn Festival
dates back over 15,000 years ago , and is
traditionlly held on the 15th day of the 8th lunar
month . A Vietnamese folkore indicates that the
festival came about as a way for parets to make up
lost time , showing love and appropriatelyto their
chilred after the harvest season . Appropriately ,
The Mid Autumn Festival is also called the Chilrens
Festival . Trung thu activites are offer centred
around children and education . Parents buy
lanterns fot their children so that they can
participate in a candlelit lantern procession at dawn
. Lantersn represent brightness while the
procession symboziles success in school .
Vietnamese markerts sell a variety of lantern .
Other childrens activites include arts and crafts
which children make face masks and lanterns .
Children also perform traditional Vietnamese danse
and participate in contests for prizes and
scholarships . Unicorn dancers are also very popular
in Trung Thu festivites . In addition , Vietnamese
parents tell their childrens fairy tales and serve
mooncakes and other special treats treats uneder
the opportunity for me to gather with my family and
friends to enjoy the moonlight and many special
refreshments
- T asks Ss to exchange their writing with another
191
Invidually
work
Pair work
& whole
student for peer correction .

class
- T goes around and collects mistakes and errors
- T choose one or two descriptions and reads it / them
to the class .
- Then T elicist corrective feedback from the class
and gives final into consideration their friends and
Ts suggestions and correction and do the EXTRA
EXERCISE
Teaching of date
Class
class
in date
11a4
11a5
Total of sts
PERIOD 51
UNIT 8 : LANGUAGE FOCUS
I . Objectives
- Distinguish the clusters /fl/ , /fr / and / 0r/
- pronounce the words and sentences cotaining these clusters correctly
- use one(s) , someone , np one , anyone , and everyone appropriately
- Use vocabulary about holidays and celebrations appropriately
II . Materials
Textbook , handouts , picture
III . Anticipated promblems
Ss may find it difficult to pronounce the three clusters , so should prepare a lot of
practice
V . Procedure
Time
Steps
Work
arrangement
12
PRONUNCIATION
Whole class
Distingguishing sounds
individual
- T models the clusters /if /,/fr/ and/Or/ for a few times and
work & pair
explains how to produce them . E.g : when produing/fl/ , Ss should work
produre /f/ first and then quickly switch to /l/ , and so on
- T play the tape (or reads ) once for Ss hear the words containing
these cluters . then T plays the tape (or reads ) again and this time
asks Ss to repeat after the tape (or T )
- T asks Ss to read the words in each column out loud in chorus for
a few more time . Then T calls on some Ss to read the words out
loud . T listens and correct if Ss do not pronounce the target words
incorrectly . T may want to get them to repeat after the tape (or
him / herself ) again in chorus and then invidually .
Practising the dialogue containing the target sounds
192
10
- T asks Ss to work in pairs and take turn to read alound the given
dialogue on page 97 .
- T goes around to listen and takes notes of the typical errors
T calls on some Ss read the dialogue again and providew
corrective feedback
GRAMMAR
Whole class
a. Presentation
& pair work
- T writes some sentences on the board and asks Ss to comment on
the use of one(s) , someone , no one , anyone and everyone
+ I dont like the red shirt ; I prefer the blue one
+ Dont buy the sour oranges . Buy the sweet ones
+ Theres someone waiting for the director in the office
+ Did someone call me last night ?
+ Have you met anyone like him ?
+ Dont tell anyone my secret
+ No one likes her story
+ Everyone laughs at him
- Ss work in pairs to work out the use of the pronouns
- T checks with the whole class , making clear that
+ One and ones are used to replace a previously mentioned noun
when we do not want to repeat that noun . One replace a singular
noun , and ones replace a plural noun
+ Someone = somebody . It used with singular verb in (1) an
affirmative statement or (2) a question when the speaker / write
expects the yes answer
+ Anyone = anybody . It used with a singular verb in (1) a
negative statement or (2) a question
+ No one usually takes a singular affirmative verb .
+Everyone = everybody . It usually goes with a singular verb . It
is used to refer to very presin or all people
Note : These expressions have a singular meaning and take a
singular verb , so presonal pronouns and possesive adjectiives
shound logically he /she . Him /her , his/her . However , in
modern English plural forms are more common :
+ Everyone has come in , havent they ?
+ No one should leaver their luggage on the bus
- T asks several Ss to give similar examples and gives feedback
b. Pracctice
Exercise 1
- T asks Ss to do Execrise 1 individually and then compare their
answers with another student
- T calls on some Ss to read out their answers
- T gives correct answers
1 . anyone
5 . no one
193
10
2 . Someone
6 . everyone
3 . anyone
7. no one
4 . someone
Exercise 2
- T asks ss to do exercise 2 in pairs .Ss have to rewrite the
sentences , using the pronoun one / ones
- T asks them to compare answers with another pair
- T calls on some Ss to go to the board to write heir answers
- T asks oher Ss to feedback and gives correct answers
Answers :
1 . Of the three bags , I like the blue one .
2 . Mai is making a fruit cake . Huong is making one too .
3 . I like reading books , especially the ones about the natural
world
4 . I dont have a computer , and my father doesnt want me to
have one
5 . They let me choose a pencil , and I took the red one
6 . There are several national celebrations in Vietnam but perhapd
the most meaningful one is Tet holiday .
7 . We told each other both happy stories and sad ones about our
lives
C . Production : role play
- T asks Ss to work in pairs and gives each student a role card . T
gets Ss the coversation , using as many one(s) someone , no one ,
anyone and everyone as possible
Card A
You are a student and living in a rented flat near the university .
Last night you came home from the library and found out that
your flat had been broken in . All of the money you put under
your cushion was stolen . You kept the flat in that situation and
took a picture of it this morning . Now you are at the police
station to report the theft . You show th police officer the
picture . Answer any questions from him
Card B :
You are police officer . Student A comes to the police station to
report a theft . Ask him / her questions to find out more
information that helps out the thief
- T goes aroud to observe Ss work and provides help when
necessary
- T calls on some pairs to act the conversation and elicits
corrective feedback if neede
Suggested conversation
Officer : good morning . How can I help you ?
194
Student A : good morning . I come here to report a theft

Officer : Well . where and when did it happen ?
Student A : It happened in my flat , but I dont know exactly when
because when I came back to my flat at 9 p.m . I found that
someone hard broken in my flat
Officer : Did you see anyone around you flat at that moment ?
Student A : I walked out to have a look , but I saw no one .
Officer : Was anything valuable stolen ?
Student A : Actually , I dont have any valuable things in my flat
because its a rented one . Howere , all of the money I put under
mu cushion was stolen
Officer : Do you live with anyone ?
Student A : No , I live alone . But there are some students living
around in other flats . When I went to the apartment buiding
everyone was absent . I think they all went to the library as its the
exam time . When I opened the door , I was really shocked . This
is picture I took this morning
Officer : Alright . Its better that well go to your flat to investigate
and find other evidence I hope that you havent cleaned up the flat
.
Student A : sure , its still in a mess like this
Officer : please tell me your name and address . Well go to your
place this afternoon and interview everyone living near you
Student A : My names is Le Hoa . my address is Room 301 ,
Nguyen A Living Quarter , Tran Hung Dao Street . Ill wait fo
you . Thank you .
Officer :see you this afternoon . Goodbye
VOCABULARY
Instruction : you are to complete the sentences by filling each
blank with one word from the box
- T asks Ss how to do this exerise . T may given them some tips to
do the exercise:
+ First, read the statements decide the part of speech of the word
to fill in each blank. For example, the word to fill in the first blank
is an adjective; the word to fill in the third blank is a noun...
+ Then read each sentence carefully to understand its meaning.
Next, look that box of words to find out the word which has the
most appropriate in meaning to complete the sentence.
+ Continue with the other sentences.
- Ss work individually to finish the exercise and then compare
their answers with the person sitting next to them.
- T calls on some Ss to give the answers and give feedback.
Answers: 1.traditional 2.grand 3.gifts 4.celebrating
5.polite
6.good luck
7.excitement
195
Whole class
individual
work & pair
work
WRAPPING
- For homework, Ss review the points that have been covered in
the lesson and do the Extra exercise.
Teaching of date
Class
class
in date
11a4
11a5
Whole class
Total of sts
Period: 58
Unit 9: The post office

A - reading
I. Objects: By the end of the lesson, student will be able to
- deduce the meaning of some words in certain context
- scan for specifice details
II-Teaching methods: integrated and mainly communicative.
III-Teaching aids: pictures, book, posters ,lesson plan, board.
IV- Language content :
1.Knowledge: +Vocabulary : Words describe services in the post office.
+ Grammar : the tenes and passive voice
2. Skills : devolop reading
IV. PROCEDURE:
Teachers Activities
1.Warm-up (4 m)
Chatting:
- Raise some questions:
+ Show Ss a letter and ask: What's this ?( A letter)
196
Stuendents Activities
Ss
+ Where can you post letter ? ( At the post office)

+ How far is it from your house to the nearest post
office ? ( ...kilometer(s) )
+ How often do you go to the post office? What for?
(One/twice a week. To post letter / to make a phone
call/ to buy phone cards ...)
+ What services do you think the post call ...)
Leand in : We're going to read a text about postal
service of Thanh Ba post office
2. Pre- reading (10 m)
Pre-teaching vocabulary:
- equip(v) (explanation): trang b
Explanation: supply with what is needed in a
company or an office, etc.
- express (a) (synonym) = very fast: rt nhanh,
ho tc
- transfer (v) (explanation) : chuyn
Explanation: to hand over from one person or one
place to another
- notify (v) (translation) : thng bo, cho bit
- recipient(n) (situation) : ngi nhn
Situation: My friend sent me a letter. She was the
sender. I received the letter. I was the ... (recipient )
- subscribe to ( new papers or magazines, etc) (v)
(explanation): t mua (bo) di hn
Explanation: arrange to receive(nespaper/
magazines...) regularly
3. While- reading (20 m )
Checking: What and Where
Guessing: What services do Thanh Ba post office
offer to custimers ?
- Ask Ss to read list out as many services as they
know
Activity 1: Checking prediction
- Ask Ss to read the text and check their prediction
Ask some Ss to repeat
Activity 2: Wh-questions
- Ask Ss to read the text again and find the answers
to the following questions:
1. What is Thanh Ba post office equipped with ?
2. According to the text, what are the three ways of
sending a letter ?
3. What is the Messenger Call Service used for ?
197
Ss
Answers keys:
* Mail and parcel service.
* Express money transfer
* Phone call and faxes
* Press distribution
Expected answers:
1. it is equipped with advanced
technology and a spacious and
pleasant front office.
2. They are sending letters by air,
surface mail or express mail.
3. Is it used for notifying the
recipient of the time and place to
receive the call ?
4. I'll have to subcribe to my
favorite newspapers or
magazines.
4. What will you have to do if you want to get your

newspapers and magazines delivered to your house ?
- Give feedback.
-Get Ss to practise asking and answering these
questions in open pairs, then in closed pairs.
Activity 3: Finding evidence in the text support
these statements:
- Ask Ss to work in pairs again and find evidence in
the text that support these statements.
1. You cannot make a phone call at Thanh Ba post
office until 10 a.m
2. You can save some money if you send a parcel that
is less than 15 kilos in weight.
3. The post office offers a special mail service that is
particularly fast.
4. Your relatives do not have to wait until tomorrow
to get the money you send them today.
- Get Ss to report their answers chorally.
- Give feedback.
4.Post-reading (10 m)
Ss
S
S
Expected answers:
1. It opens daily from 7 a.m to 9
p.m
2. They offer a very competitive
rate for parcels under 15 kilos.
3. They have Express Mail
Service and your EMS mail will
be delivered in the shortest
Activity 4: Guessing meaning from context.
possible time.
- Ask Ss to read the text individually, try to guess the 4. The money will sent in less
meaning of some words (spacious, courteous, speedy than 24 hours.
and original) from the context and do exercise 1 ( p.
102).
- Get them to compare their answers with their
partners.
Answer keys:
The antonym of "spacious" is "cramped".
The antonym of "courteous" is "rude".
T
Ss
The antonym of "speedy" is "slow"
Cue 1: advanced technology.
The antonym of "original" is "changed"
S: Thanh Ba post office is
Speak-it-up
equipped with advanced
Give Ss some cues and ask them to make sentences
technology.
about Thanh Ba post office .
Cue 2: staff
- Write the cues on the board.
S: Their staff is well trained,
- Ask some Ss to repeat after each answer.
thoughtful and courteous.
- Tell the rest of the class what they know about
Cue 3: mail and parcel service
Thanh Ba post office using the cues on the board.
S: They provide good mail and
- Encourage Ss by giving them good marks.
parcel service.
Write-It-Up
Cue 4: Express money transfer
- Ask Ss to write about Thanh Ba post office using
S1: They will send your money
the cues above or their own words.
in less than 24 hours.
198
Cue 5: phone call and faxes

S: They have ordinary telephone
call service and messenger call
service as well as fax
transmission.
S2, S3 ............ : repeat
Cue 6: press distribution
S1: They have newspaper or
magazine delivery service.
S2,S3 ....... : repeat
5.Consolidation & Homework (1m)
Teaching of date
Class
class
in date
11a4
11a5
Total of sts
Period: 59
UNIT 9: THE POST OFFICE

SPEAKING
I. Aim: By the end of the lesson, students will be able to make requests
and talk about
different postal services.
III-Teaching aids: poster, textbook, CD player,lesson plan, board.
2. Skills : devolop speaking
V. PROCEDURE
Activities
Stagestiming
1.Warm Jumbled words:
up
- Give out a list of jumbled words (prepared
(7 m)
before hand on a poster)
- Give Ss 2 minutes to prepare individually, and
then ask them to go to the board to write down
199
Interacti
ons
T
Ss
2. prespeakin
g
(10 m)
3.
Whilespeakin
g
(20 m)
the correct words.

1. mali
2. nomey trerfans
3. xaf
4. repss deervyli
- Give feedback.
Answer keys:
1. mail
2. money transfer
3. fax
4.
press delivery
- Ask: What are these ? (
postal services)
Introduce the lesson: Today we are going to talk
about some postal services.
Listening task
- Give instruction:
A man is at the post office and he's taking a
postal service. Listen for the first time and
answer the following questions:
1. What service is the man taking ? (
fax
transmission)
- Ask Ss to listen to again and answer some more
questions:
2. What does he want to fax ? (
a
document )
3. What's his fax number ? (
04.7223898)
4. How much is this service ? (
5.000 dongs)
5. What exactly did the man say to make the
request ? ( Could you help me to send this
document to my office by fax ?)
- Ask Ss to give answers.
- Give feedback.
Activity 1: controlled speaking
- As Ss to open their book (p.103) and practice
the dialogue between the man and the clerk in
open pairs, then in closed pairs
Activity 2: Mapped Dialogue
- Draw on the board two haces and introduce the
scene
This is Mr. Minh
This is the clerk at a post office
Mr. Minh wants to have a telephone line installed
at his home.
- Elicit the dialogue from Ss:
200
T
Ss
S
S
S
Ss
Good morning
Good ... Can I ..........?
I'd ... telephone line Installed...

...address...?
234 Tran Hung Dao st .....
When ...?
..one week .....

Friday ?
... have.... telephone...?
....how much ...?
fill in the form?
...here you are
thanks
- Get Ss to practice the dialogue in open pairs,
then in closed pairs
Example dialogue:
B. Good morning
A. Good morning. Can I help you ?
B. Yes, I'd like to have a telephone line installed at
home, please
A. Yes, sir. What's you address, please?
B. 243 Tran Hung Dao street. When will it be
installed, please?
A. We'll make it ready one week after registration
B. Can you make it on Friday ?
A. Certainly. Do you have a telephone?
B. Yes. How much is that?
A. It's 200.000 dongs. You can see the rates on
S
the desk. Would you please fill in this form?
S
B. Yes... here you are
A. Thank you
Activity 3:
201
4. Postspeakin
g 10
mins
5.
Homework 1
min
- Ask Ss to work in pairs and make a similar

dialogue using one of the two situations given in
their books (p.104)
- Go around the class and give help when needed
- Call on some pairs and ask Ss to act out the
conversation
Role- play
- Ask Ss to think of situations that they
themselves need to go to the post office
- Get Ss act out the conversation thta may
happen there
- Caal some pairs to the front of the class to act
out the conversation
- Ask Ss to find some more expression to make
request
Ss
S
S
XC NHN CA T TRNG.
Ngy thng nm 2011.
D
NG TH THU
Teaching of date
Class
class
in date
11a4
11a5
Period: 60
Total of sts
Unit 9 :The post office

listening
202
I-Aim: By the end of the lesson, students will be able to listen to a

monologue about the
development of Vietnam's telephone
system for detail
III-Teaching aids: textbook, CD player, small boxes( for"lucky boxes
game") handouts,lesson plan, board.
2. Skills : devolop listening.
Stages
timing
1.
Warmup 7
mins
Procedure
Activites
Guessing game: What is it?

- T gives cues and Ss guess what the thing is by
raising. Yes/ No questions
Cues:
1. It was invented in the 1870
2. It was invented by Alexander Graham
3. IT Is used to transmit in along distance
Example exchange:
T: It was invented in the 1870s
Ss: Is it the telegraph?
T: No, it isn't
Chatting:
1. Is you family on the phone?
2. What is your phone number?
3. When did your family have the telephone line
installed?
4. Did many families have it at that time?
5. How about now?
6. Does any member of you family have a cell
phone?
Lead in: You can see the telephone system has
developed quickly in the last few yeaes. Today we
are going to listen to a monologue about such a
2. Pre- development
listeni Pre-teach vocabulary:
ng
1. Commune(n) (explanation):
13min Explanation:
s
Country
Province
Village
Ward
203
Interacti
on
T
Ss
communal(a): cng cng, chung

2. rural network(n) ( explanation + picture ): mng
li (in thoi) nng thn
Explanation:
- Show a picture of the coutryside and asks Ss
where it is.
- Ask: The telephone network in the countryside is
called... ? ( rural network)
3. capacity(n) (translation): cng sut, nng sut
4. subseriber(n) (definition ): thu bao
Definition: What do you call a person who pays a
fixed sum of money every month for the telephone
service?
Checking: R.O. R
Prediction( handouts)
- Ask Ss to read through the statements in the
Multiple Choise section and predict the answers .
- Ask to compare their prediction with their
partners
- Write Ss' prediction on the Bb
Statements
3.
Whilelisteni
ng 15
mins
predict
1. According to the
passage, Vietnam ranks...
for growth in telephone
numbers
2. Vietnam is among the ...
coutries in the world that
have more than 2 milion
telephones
3. In 1996, Vietnam began
upgrading. Its ... networks
4. According to the
interview, at presnt,...% of
communes across Vietnam
have telephone services
5. Which aspect of
development in Vietnam's
telecommunications is not
mentioned in the listening
passage ?
204
S
S
S
Chec
k
T
Ss
S
S
S
4.
Postlisteni
ng 10
mins
Activity 1: Checking prediction

- Ask Ss to listen to the monologue and check their
prediction
- Let Ss listen for three times
- For the first listening, ask Ss to do nothing but
listening
- For the second and third listening, get Ss to take
notes and compare their answers with their
partners
- Ask Ss to report the results
- Give feedback
Answer keys :
1. second
2. 30
3. fixed telephone
4. 93
5. The change of international telephone system
Activity2: Comprehesion questions
- Run through the questions on page 106 to make
sure Ss understand all of them .
- Ask Ss to listen to the tape again( one, twice or
three times depending on their abities) and find
the answers to the questions given
- Get Ss to compare their answers with their
partners
- Tell Ss to ask and answer these questions in open
pairs, then in closes pairs
- Give feeback where needed
Expected answers:
1. China has the best growth in telephone
numbers
2. In the early 1990s, there were only 140.000
telephone in Viet Nam.
3. In 1996, the fixed telephone numbers were
changed from six to seven digist in Ha Noi and Ho
Chi Minh City as well as five to six digist in other
provinces
4. In 2001
5. There are 6.014 communal post offices in Viet
Nam
Game: Lucky boxes
1
3
205
T
Ss
S
S
S
T
Ss
Ss
Ss
- Prepare 7 small boxes, in which there are small

pieces of papers with questions on them (these
questions are about the content if the listening
task above). Not all boxes have questions. There
are some lucky boxes. (Mark these boes with red
pieces of papers inside)
- Get Ss to play this game in 2 teams
- Let Ss choose a box
- Open it and give 5 marks for a correct answer
5.
If Ss choose a lucky box, they get 10 marks and
Home- have the right to choose another box
work The game goes on until all boxes aee opened
(1 m) The team with more marks wins the game .
Box 1: Lucky box !
Box 2: How many telephones were there in
Vietnam in 1996?
Box 3: Which coutry has the highest growth in
telephone numbers ?
Box 4: Lucky box !
Box 5 : Lucky box !
Box 6: How many percent of communes in vietnam
have telephone services ?
Box 7: What is the rank of Vietnam for growth in
telephone numbers?
Ask Ss to write the summary of the listening
passage using the hints given page 106
XC NHN CA T TRNG.
Ngy thng nm 2011.
D
NG TH THU
Teaching of date
Class
class
in date
11a4
11a5
206
Total of sts
Period:61
Unit 9 : The post office

writing
I-Aim: By the end of the lesson, students will be to write a letter to
express satisfaction
III-Teaching aids: textbook, poster, handouts,lesson plan, board.
2. Skills : devolop writing
StagesTiming
1.
Warmup 5
mins
2. Prewriting
9 mins
Procedure
Activites
Interacti
ons
T
Ss
Game: Shark attack( the word to find: Post

office)
- Draw 10 dashes on the board
- Give Ss the clue: This is place
- Ask Ss to guess each letter of the whole woord
- Give 1 mark for each correct letter
For each wrong guess, the boy has to move down
1 step. If the boy is at the last step, the shark will
attack him
The game goes on till the word in uncovered
Ss will loose if the shark reaches the boy before
the word is found
T
Lead in: - Do you often go to the post office ?
Ss
-What do you go to the office for?
Class discussion
- Set the scene and give out the topic for the
discussion:
T: tell me some services at Thanh Ba post office?
Ss: mail and parcel serces, phone call, press
distribution, etc.
T: Now, imagine you have been using some of
these services. Tell me what you are satisfied
with and what you are dissatisfied with
- Act as instructor and write shortly Ss' ideas on
the board
Satisfied
Dissatisfie
207
d
(close too
early)
(no one
looks
after the
motorbike
s)
The opening hours?

The security
condition ?
The attitude of the

(polite
staff?
though )
The prices ?
The punctuality of
delivery of letter and
newpapers?
The position of the
post office ?
The quality of the
equipment
Example board lay - out
3.
Whilewriting
(20 m)
- Clarify the writing task :

The director of Thanh Ba post office invited you
to write a letter to him describing the quality of
thr services
Revision of writing a letter showing satisfaction or
dissatisfaction:
- Elicit the outline from Ss
The letter may have the following points:
* Dear Mr. director
* State the reason for writing ( I am writing
about the quality of the servies your post office
offers)
* Say whether you are satisfied or dissatisfied
with these services, or both
* List out some evidences to support your idea
* (Firstly ... secondly... thirdly ... finally )
* You suggestion
*End the letter politely( sincerely yours, yours
faithfully. Etc)
- Ask Ss to write the letter on a sheet of paper
- Go around the class and gives help when
needed
Example writing :
208
T
Ss
Dear Mr. Director,

I am writing about the quality of the sercices of
your post office .
However, there is still something that I am
dissaitisfied with
Firstly, the post office is closed too early.
Sometimes I need to make an emergent phone
call after 9 and this service is not available
Secondly, the prices for sending oversea mails
are far too expensive compared with other post
office In the disstict
Finally, there is no one to look affter the
motobikes of the customers outside
I would suggest that the post office should open
until 10 p.m and that there should be someone to
keep an eye on the motorbikes of customers. I'm
looking forward to hearing from you
Yours sincerely
Nguyen Thanh Nhan
4. Post- Peer correction
writing - Ask Ss to swap their papers and do the
10 mins correction
5.
- Collect all the papers and do the correction at
Homew home
ork 1
min
- Ask Ss to rewrite their letters at home
XC NHN CA T TRNG.
Ngy thng nm 2011.
D
NG TH THU
Teaching of date
Class
class
in date
11a4
11a5
Period:62
Total of sts
Unit 9:THE POST OFFICE

Language focus
I-Objectives: By the end of the lesson, the studets will be able to:
- distinguish the sounds / sp/, /st/ and /sk/
- use defining and non- defining relative clauses
appropriately
209
III-Teaching aids: handouts,lesson plan, board, picture .

Skills : devolop language focus.
StagesTiming
1. Warm up
Procedure
Activities
Interactions
- Divide the class into two groupa and ask Ss to close their Ss
books .
- Ask each group to write on the board:
+ four words containing the sound /sp/ like speak
+ four words containing the sound/st/ like street
+ four words cotaining the sound /sk/ like ask or skim
- Set the time limited in 2 minutes
- The group who first finishes wins
2.
Presentation
1
Pronunciation
T
Activity 1: Listen and Pepeat
- Read the words and ask Ss to listen
- Read the words again and ask Ss to repeat
- Call on some Ss to read alound the words
Activity 2: Role-play Drilling
- Ask Ss to work in pairs to practice reading the dialogue
S
- Call on some pairs to act out the dialogue in front of the
class
- Make corrections
Game: Who is the quickest ?
- Divide the class into two groups and ask Ss to close their Ss
books ,
- Read the questions and ask Ss to give the answers
- Each of the quickest and correct answer gets one point
- The group having more points wins the game
1. What do you call a person who designs buildings?
2. What do you call a person who buys things from a shop
?
3. What do you call a person who flies a plane?
4. What do you call a person that takes photographs?
5. What do you call a thing which opens a lock ?
6. What do you call a thing which opens a bottle ?
Expected answers :
1. an architect
2. a customer
3. a pilot
210
Ss
Ss
Ss
4. a photographer
6. bottle- opener
3. Presentation 2
5. a key
- Ask Ss to explain the words using the phrases from the

box (execise 1.p.109 )
- Have Ss write the answers on the board
- Ask Ss the Vietnamese equivalent of the words
- Check with the class
+ a burglar: tn trm
+ a customer : khch hng, ngi mua hng
+ a shoplifiter : ngi n trm ca hng
+ a coward : ngi hn nht
+ a tenant : ngi thu nh
- Ask Ss to work in pairs to ask and answer the questions
based on the nouns and the expanations given
- Example exchange:
+ A. What do you call a person who designs buildings?
+ B. An architect
Expected answers :
1. a burglar is someone who breaks into the house to steal
things
2. a customer is someone who buys things from a shop
3. a shoplifter is someone who staels things from a shop
4. a coward is someone who is not brave
5. a tenant is someone who pays rent to live in a house or
a flat
Gramar
Defining relative clauses and non-defining relative
clauses (Revision)
Presentation
Error recognition
- Divide the class into 2 groups
- Deliver handouts with correct and incorret relative
clauses to Ss. (see appendix )
- Read the sentences alound one by one and gets Ss to
raise their hands if the sentence is wrong and not to raise
their hands if the sentence is correct
* For the wrong sentence, ask Ss to give explanation and
correct the mistake
* If all of the group have a correct answer, they are given
1 point
* Any group having more correct answers will be the
winner
211
Ss
Ss
- Checking intructions :
1. If the sentence is right, do you raise you hands? (No)
2. If the sentence is wrong, what do you do ? (Raise the
hands nad correct the mistake )
- Let SS start the game
Hand out :
Right or wrong?
1. The pills I took have no effect at all
2. Something happened yesterday has been worrying me
3. None of the poeple whom I talk to could give me any
useful information
4. There was a bad accident closed the motorway
5. The man which saved a boy from drowing got an award
6. They lived in Pens ford, that lies just South of Bristol
7. They are the generation who's fathers fought in the Viet
Nam War
8. People who live in glass houses shouldn't throw stones
9. Marian Evans who wrote under the name of George
Eliot was a great novelist
10. We saw many soldiers and tanks which were moving
to the front
Expected answers :
- Correct sentences: 1, 3, 8
- Incorrect sentences and their
corrections :
2 . Something which/ that happened yesterday has been
worrying me
4 There was a bad accident which/ that closed the
motorway
5. The man who saved a boy from drowning got an
anward
6. They lived in Pensford, which lies just South of Bristol
7 They are the generation whose fathers fought in Viet
Nam War
9 . Marian Evans, who wrte under the name of George
Eliot, was a great novelist
10. We saw many soldiers and tanks that were moving to T
the front
Questions:
1. What is the posittions and functions of "who, whom,
which, that and whose "
2. Which sentences having defining relative clauses and
which ones have no-defining relaitive clauses?
( sentence 6, 9 have non-defining relative clauses, the rest
212
Ss
have defining relaitive clauses)

3. Which relaitive clause can be omitted without making
nonsense of the main information? ( non- defining relative
clause)
4. What is the position of a non-defining relaitive
pronoun? ( after a defining pronoun. Ex: Lan, this book,
my father, .... and between 2 commas )
5. Can we omit"whom" or "which" and "that" when they
function as objects ? ( Yes)
relative pronouns:
Non-definite relative
clause
N/Pro
(Person)
who
(S)
N/Pro
whom
(object)
(O)
- Defining relative clause.

.....
( Lan, this book, my
father..)
- Definite N.
non-defining relative
clause.
N/Pro
which
(Object)
(S,O)
N/Pro
that
(Person/Object)
(S,O)
N
N
whose
+
S
213
( Possessive)
4.
Ask Ss to do again ex 1,2.
Homewor
k
XC NHN CA T TRNG.
Ngy thng nm 2011.
D
NG TH THU
Teaching of date
Class
class
in date
11a4
11a5
Total of sts
Period:63
Unit 9:THE POST OFFICE

Language focus
I-Objectives: By the end of the lesson, the studets will be able to:
- distinguish the sounds / sp/, /st/ and /sk/
- use defining and non- defining relative clauses
appropriately
III-Teaching aids: handouts,lesson plan, board, picture .
Skills : devolop language focus.
Procedure
Activities
StagesTiming
Review
function as objects ? ( Yes)

relative pronouns:
N/Pro
(Person)
who
(S)
214
Interactions
Ss
Non-definite relative
clause
- Defining relative clause.
.....
Ss
N/Pro
whom
(object)
(O)
N/Pro
which
(Object)
(S,O)
( Lan, this book, my

father..)
- Definite N.
non-defining relative
clause.
Ss
Ss
Ss
N/Pro
that
(Person/Object)
(S,O)
N
N
whose
( Possessive)
3. Presentation 2
Activity 1 : Sentence completion (execise 2, textbook, p

109)
- Get Ss to do execise 2 individually
- Ask them to find a partner to check their answers with
- Go over the answers with the class
Keys : 1. who 2. whose 3. whom 4. whose 5. whom
Activity 2: The use of commas with relative clause
- Ask Ss to do the following exerise individually
Decide if there are any commas missing from these
sentences. If the sentence is correct, put a tick () after it. If S
there are commas missing, put them in
Ex: - Students who get below-average exam results do nat
have the best prospects
- Only about 70 people live on Lundy Island lies off the
215
coast of Devon
1. I'm having a visit from my favorite aunt who lies
London
2. This is the room that we're just decorated
3. The people who invested in the company have all lost
their money
4. The match will be played at Lord's which is the home
of English cricket
5. Accidents that happen at night usually involve fewer
peole
6. Marian Evans who wrote under the name of George
Eliot was a great novelist
7 . The newcollege which cost 80 million to build open
this week
8. people who live in glass house shouldn't throw stones
- Ask Ss to compare their answers with their partners
- Go over the answers with the Ss
Expected answers:
1. I'm having a visit from my favorite aunt, who lives in
London
2
3
4. The match will be plaled at Lord's, which is the home
of English cricket
5
6. Marian Evans, who wrote under the name of George
Eliot, was a great novelist
7. The new college, which cost 80 million to build, opens
this week
Activity 3 : Sentence combination (handouts)
- Tell Ss to do the following exesices individually
1. I was sitting in a chair. It suddenly collapsed
2. Mary and Margaret are twins. You met them yesterday
3. The student is from China. He sits next to me
4. The professor is excellent. I'm taking his course
5. I saw a lot of people and horses. They went to market
6. This doctor is famous. You visited him yesterday
7. Shakespeare was born at Stratford on Avon. He is the
world's greatest dramatist and poet
- Call on 7 Ss to write their answers on the board
- Give corrections if necessary
Expected answers
1. I was siting in a chair which suddenly collapsed
2. Mary and Margaret, whom you met them yesterday, are
216
Ss
Ss
twins
3. The student who sits next to me is from China
4. The professor whose couse. I'm taking is excellent
5. T saw a lot of people and horses that went to market
6. This dortor, whom you visit yesterday, is famous
7 . Shakespeare, who is the world's greatest dramatist and
poet, was born at Stratford on Avon
4.
Ask Ss to do exesice 3 and 4 (textbook, p.109,
Homewor 110)
k
XC NHN CA T TRNG.
Ngy thng nm 2011.
D
NG TH THU
Teaching of date
Class
class
in date
11a4
11a5
Period :65
Total of sts
Unit 10 : NATURE IN DANGER

READING
I-Objectives: By the end of the lesson, Ss will be able to :
- understand the passage
217
- identify the main idea

- guess the meaning in context
- express their own ideas about nature in danger and the endangerd animals
III-Teaching aids: Picture, poster, CD, CD player,lesson plan, board, picture .
Skills : devolop reading.
PROCEDURE
Stages/
Activities
Interactions
Timing
1. Warm- Game: Kim's game:
T
Ss
up: 5
- Ss are going to work in two groups. ( books closed)
mins
- Show some pictures of wild animals in font of the class in 30
seconds, then put them away .
Ask Ss to write down the names of the animals
- The group that shows the right answers the most quicky will
win the game
- Check Ss' understanding of intructions
- Show the pictures again to check Ss' answers
Teacher declares the winer
Answer Key: 1. Polar bear 2. elephant 3. panda
4. lion 5. cheetah 6. tiger
Lead- in:
Ask Ss :
- Where do these wild animals live?
Expected answer: in the jungle
- Have the numbers of these wild animals become larger?
Expected answer: They have become smaller
- Why have they become smaller ?
- What makes them become smaller?
Ss work in pairs to discuss the answers
Let Ss say them out
Notedown Ss' ideas
2. Pre- To answer the questions,today we are going to learn unit tenreading : lesson 1.
10 mins Pre- teaching Vocabulary:
1. pollutant(n): cht nhim
(example)
Eliciting question: What do you call something like: chemical
waste, exhaust fumes, smoke from factories ?
2. decrease(v) : gim xung
(antonym)
218
Ss
Ss
Ss
Ss
Eliciting question: What is the oposite word of increase?

3. extinct (adj): tuyt chng
(definition)
Eliciting question: find a word that means no longer in
existence
3. interference (n): s can thip
( translation)
Eliciting question: How do you say in English
4. endangered(ajd): c nguy c tuyt chng
(definition)
Eliciting question: What is another word for danger of
disppearing?
- Elicit the new words by asking questions using the techniques
suggested above
- Ask Ss to give the Vietnamses equivalent ( if necessary)
3. While Checking: Gap- fill
Reading: - Use task 1 (page 116) to check Ss' understanding of the new
20 mins words
- Ask Ss to compare their answers
Answer Key: 1- extinct
2- protect
3. decrease 4. pollutants
5. endangered 6. interferences
* Activity 1: Main idea
- Ask Ss to read the text silently then work in pairs to find the
main of each paragraph
- Move around to helps Ss
- Go over the answer with the class
Answer Key: 1.C 2. B 3.A 4.C
* Activity 2: Matching
- Copy the wods on the board or prepare a poster beforehand
then hang on the BB
- Ask Ss to work in pairs and match a word in A with a word or
a phrase in B to find out the meaning of the words in A
- Teacher moves around class to help SS
A.
B.
1. species(n)
a. ban
2. consequences(n)
b. collect
3. influence (n)
c. kind
4. prohibit (v)
d. result
5. raise (v)
e. effect
6. off-spring (n)
f. the young of an animat
Feedback:
Ask Ss to come to the board and match theirs answer
Answer key
1.c
2. d
3. e
4. a
5. b
6f
* Activity 3 : Questions and answers
219
Ss
Ss
Ss
Ss
Ss
- Ask Ss to read the text again then work in groups of four or

five to ask and answer the questions in task 3 page 117
- Go over the answer with the class
Suggested answers:
1. The four ways that human beings are changing the world
are :
Ss
- They are changing the environment by building cities and
Ss
villages
- They are affecting the water supply by using water for
industry and agriculture
- They are changing weather conditions by cutting down trees
in the forests.
- They are destroying the air by adding pollutants like smoke
from factories and fumer from automobiles motors
2. The serious consequences of people's interference with the
Ss
4. Post- environment are:
Ss
reading: - many kinds of rare animals are killed
9 mins - the environment where these animals are living is badly
destroyed
3. Many efforts have been done to protect endangered nature,
such as:
- Many organizations have been set up and funds have been
raised
- Thousands of national parks have been established to protect
Ss
endangered animals
Ss
5. Home- - Laws have been introduced to prohibit the killing of
work: 1 endangered animals
mins
Reporting the video:
Lest Ss work in two teams. Tell them they are going to watch a
video of the song" The earch Song" by Michael Jackson
Ask Ss to try remember the events happening in the scenes of
Ss
the video then talk about them when the video finishes
Ss
Feedback :
Ask Ss : How many events from the video can you remember ?
Each group takes turns saying them out
The group which has more ideas will win the game
- Lern the new words by heart
- Prepare the next part
XC NHN CA T TRNG.
Ngy thng nm 2011.
D
NG TH THU
220
Teaching of date
Class
class
in date
11a4
11a5
Total of sts
Period : 66

SPEAKING
I-Objectives: By the end of the lesson, Ss will able to:
- talk about endangered nature
- express their own ideas about measures of protecting endangered nature
III-Teaching aids: poster, markers,lesson plan, board, picture .
2. Skills : devolop speaking...
PROCEDURE
Activities
Stages
Timing
1. Warm-up: Game: Hot seat
5 mins
- Divide the class into two groups
- One person from each group comes to the front of the
class, facing their back to the board. Teacher writes word by
word on the board. The rest Ss of the grouo explain the word
without saying the exact word on the board
The group that can say out the right word first will win the
game
List of words: environment, industry, pollutants, cutting
trees, building cites
Lead- in:
2. Pre- Have Ss look at the list of wods on the board
speaking: 10 - Ask Ss: From the words given above, who can guess the
mins
topic we are going to discuss today?
- To focus on this topic, we are going to study the lesson:
NATURE IN DANGER
Pre teaching Vocabulary:
1. Cultivation (n): s cy cy, s trng trt
Elicting question: Which word describes the preparation and
use of land for growing plants or crops ?
2. to discharge:thi ra (synonym)
Elicting question: What is the other word of to release?
221
Interactions
T
Ss
Ss
T
s
S
S
3. to discourage(v): thuyt phc ai khng lm g

(antonym)
Elicting question:What is the opposite word of to
encourage?
Ss
Ss
Ss
* Activity 1: Brainstorming ( books closed)

- Let Ss say out their ideas about some reasons why nature is
threatened in their group first
- Call on some Ss to say out their answers
- Teacher notes down Ss' ideas on the board
Ask Ss : What do you thinhk is the most important reason ?
Suggested rideas:
In my opinion, the most important thing is ...
Key: no fixed answers
Ss
( The answers will depend on their own ideas because the
aim of this activity is only to encouage Ss to speaking as
much as possible)
* Activity 2: Matching
- Hang on a chart with possible measure for protecting
endangered nature which are prepared boferehand on each
slice
Example:
Killing endangered animals for fur, skin and food should
be banned
Ss
3. WhileElicting question: A verb means to each a person or an

speaking: 15 animl and keep them as a prisoner
mins
4. to capture (v) : bt giam
- Elicit the new words by asking questions, using the
techniques suggested above
- Ask Ss to give the Vietnamses equivalent (if necessary)
Checking Checking Vocabulary: slap the boarb
Planting trees should be encouraged
4. Postspeaking: 10
- Ask Ss to work in groups and in turn come to the board,

matching the reasons in activity 1 with possible measure for
protecting andangered nature
- Teacher checks the matching if they are suitable
Answer Key:
There can be more measures for one reason
Example:
Reason: Killing endangered anomals for fur, skin and food
222
mins
Measures:
1. Killing endangered animal for fur, skin and food should
be banned
2. All kinds of animal and plants should be protected
In pair, one student says the reason, one says the suitable
measures. Ask Ss to look at their parter when they speak
Feedback: Call on sonme pairs to say them out
* Activity 3: Making conversations
- Teacher asks Ss to make a coversation, using the passive
voice of should to combine the ideas in activity 1 with
activity 2
Sample conversation
S1: Do you know these days people are cutting down a lot
of trees in the forrest for wood?
S2: Yes, I do / Oh, relly? I thinhk laws should be
introduced to stop people from cutting trees for wood
S1: You're right. And planting trees should be encouraged
S2: Yeah..
- Model the coversation with a good student
- Have two studets do the same, looking at their parter when
they speak
- Ask Ss to work in pairs simultaneously
- Move around if there is time
Exhibition:
- Divide the class into 4 groups
- Deviver 4 big pieces of paper and some markers, color
pencils to each group
- Ask Ss to make a poster which aims at appealing to
everybody for not destroying nature and trying to look after
our environment more carefully
Feedback:
- Have SS stick their posters on the board one representative
5.Homework of each group will present their group's ideas
- Teacher and Ss give comments and the choose the besdesigned poster and the best presentation to praise
Ss
Ss
Ss
- Search the internet to find out some more information

about endangered animals
XC NHN CA T TRNG.
Ngy thng nm 2011.
223
D
NG TH THU
Teaching of date
Class
class
in date
11a4
11a5
Period : 67
Total of sts

LISTENING
I-Objectives: By the end of the lesson, Ss will be able to:
- Listen and understand the general ideas.
- pick up the specific ideas.
III-Teaching aids: Pictures, hand-outs ,lesson plan, board, picture .
2. Skills : devolop listening...
PROCEDURE
Stages/Time
Activities
Interactions
1. Warm- Game: Guessing word
T
Ss
up: 5 mins - Divide the class into two groups
- Tell Ss: I have two words. The first word cosists of 8 letters.
The second word conssits of 4 letters. I'll give you some
hints. If you can guess the word at the first hint, you'll get 10
sweets. If you guess it at the second hint, you'll have 5 sweets
and at the third- only one sweet
- - - - - - - - - - - 1 2 3 4 5 6 7 8 12 3 4
1- It is place where many visitors who are interested in
nature like to visit
2- It is a place where are a lot of forests, caves, rivers, plants,
wild, animals
3- It is known Cuc Phuong, Cat Ba...
Key: NATIONL PARK
Declare the winer
Lead- in:
T
Ss
What nationnal parks in Vietnam and in the world do you
know?
Expected answer: Ba Be National Park, Bach Ma National
Park ..
Why have many national parks in the world been founded?
224
Can you tell me some danger these national parks can face
2. Prewith?
listening 15 - notes down Ss' ideas on the board
mins
To know the answer, today you're going to listen to a text
about national parks in the United States
3- Whilelistening: 12
mins
UNIT 10: NATURE IN DANGER

Preteaching Vocabulary:
1- scenic features(n): (translation)
Eliciting question: How do you say c trng v thin
nhin xinh p English ?
2- devastating (adj): tn ph (definition)
Eliciting question: An adjective that means causing a lot of
damage
3- approximately (adv) : xp x ( synonym)
Eliciting question: another word of nearly or about
4- vehicles(n): xe c (example)
Eliciting question: something like cars, bicycles, lorries,
buses ..
5- maitenance (n): s duy tr
Eliciting question: Find a word that means keeping
something in good condition
Checking Vocabulary : ROR
Here are some statements about national parks in the United
States. Read and guess if they are true or false
- Copy the True- false Statement Predictions ( Task 1 page
119) on the board and draw the table
- Ask Ss to guess if the sentences are true or false then note
down Ss' predictions on the table
1
Predict
Correct
* Activity 1: True or False Statements:
- Have Ss listen to the text twice and check their predictions
- Ask Ss to compare their answers then call them out. If it is
false, say why
Key: 1- National parks protect and preserve the natural
beauty of the land, T
2- They usually contain a variety of scenic fetures, T
3- All national parks are in danger of being destroyed
F. Many national parks, not all national parks
225
Ss
T
Ss
Ss
4- Large areas of national parks can be destroyed by fire . T

5- Visitors do not help to preserve and protect national parks,
T
* Activity 2: Multiple Choice
- Prepare the multiple choice beforehand for Ss to choose
4. Post(see the Appendix)
T
Ss
listening: 12 - Deviver the handouts
Ss
Ss
mins
- Ask Ss to read the questions and guess the answers before
listening
- Play the recording. Have Ss listen and choose the correct
answers
- Compare their answers togetther
- Check the answer key:
1-b 2-c 3-d 4-c
- Ask Ss to work in pairs, using the questions in task 2
Discussion:
- Ask Ss to work in groups of 5 to discuss these questions. A
secretary from each group will note down Ss' ideas
5.
Have you ever visited a national park in our coutry? Or Have
Homework you ever seen a national park in Vietnam on TV?
1 min
- What is there in the National park?
- Does it have the same problems as the other national parks?
What should we do to protect as the other national parks an
What should't we do to destroy them?
Feedback: One representative of each group comes to the
front of the class and presents their ideas
- Ask other Ss to share ideas
give comments on each group
- Based on the information in task 1 and task 2, Ss write
summary of the text
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APPENDIX 3 : Unit 10- Listening -- Task 2
Task 2: Multiple Choice:
1. How many national parks are there the United States?
a. 50
b. 52
c. 53
d. 55
2. How many people visit national parks every year?
a. five thousand
b. three thousand
226
c. millions of visitors
d. bollios of visitors
3. can you name some of the problems which national parks are currently facing?
a. Rare animals are killed or hunted for fur, skin or other parts
b. Trees are cut down of wood
c. Devastating fires are caused by careless people
d. All are correct
4. What should be done to protect national parks?
a. Icrease the number of visitors to earn more money for the parks
b. These problems should be solved gradually
c. Money should be raised for the park's staff and maintenance of their resources
d. if there is not enough money, some national parks should be destroyed
Teaching of date
Class
class
in date
11a4
11a5
Period : 68
Total of sts

WRITING
- understand the information about Cat Ba National park
- Write a description of a location
III-Teaching aids: hand outs, pictures,lesson plan, board, picture .
2. Skills : devolop writing...
PROCEDURE
Stages/
Activities
Interactions
Timing
1. Warm- Game; Guessing game
T
Ss
up: 5 mins Show the back of a picture of a National Pak to the Ss.
Teacher gives some information about the piture
- Ask Ss to guess what the national park is
+ It has a lot of tropical forests, beautiful landscapes rare
animals
+ It is in the North- East of Vietnam
+ it is on an island 20 km east of Hai phong
Expectect answer: It is Cat Ba National Park
Lead in:
Have you ever been to Cat Ba?
227
If Ss say yes, ask Ss: When did you go? What is Cat Ba like?
If Ss say No: Would you like to know some information
about Cat Ba ?
To day I would like to introduce to you some more
2. Preinformation about Cat Ba national park
writng: 12 Unit 10: NATURE IN DANGER
mins
Pre teaching Vocabulary:
1. coastal waters(n): vng nc ven bin( drawing)
2. abundant:(adj) = plentiful, more than enough: nhiu,
phong ph (synonym)
e.g: Vietnam has a lot of abundant natural resources
3. Ha = hectare
4. stone tool(n): (picture):
5. human bone(n) (picture):
Checking Vocabulary: What and where
Write 5 words in cirles on the board, ask Ss repeat and then
erase words. Ss try to remember what and where each word
is then write them again on their correct positions
Questions and answers: Pair work
- Ask Ss to work in pair, taking turns asking answer about
Cat Ba National Park, using the information in the text book
1- Where is Cat Ba Nationl park /
- Where is it located?
- What are the special features of Cat Ba National Park?
- How large is it?
- What do you know about the animals and plants in Cat Ba
National Park ?- What are some of the historic features of
the Park?
Teacher moves around to give help or do correction
Elicit from Ss what they would include in a description of a
location :
* Outlining:
1. Location
2. Total area
3. Special features
4. Animals and plants
5. Historic
* Useful language:
3. While- Use simple present
writing: 15 Writing a description of a location
mins
- Ask Ss to write a short desciption of Cat Ba National Park,
using following prompts:
Cat Ba national Park/ situated/ Cat Ba island. 120 km/ Ha
Noi/ 20 km east/ Hai Phong
228
Ss
Ss
Ss
S
Ss
Cat Ba/ The only site/ Vietnam/ endowed/ tropical forests/

coastal waters with sand beaches/ / abundant natural
resources/ landscapes/ rare animals/ plants./ It/ cover/ 15,200
ha.
Cat Ba/ preserve / 300 species of fish / 40 kinds of animals /
150 birds / 620 plants.
Stone tools / human bones / found / island's limestone cave /
reveal / people / inhabit / 6,000 years ago.
(Teachers can use the writing in the teacher's book on page
103 as a sample. )
- Go round to give help.
Feedback: Peer Correction
4. Post- When Ss have finished, ask them to exchange their
writing
writings and give corrections.
(12 m)
Group writing:
Divide the class into four teams. Give each team a large
piece of paper and a marker. Each team chooses one of the
two national parks, using the information below to write a
description of Ba Be National Park or Cuc Phuong National
Park.
5.
Feedback:
Homework Ask Ss to hang them on the board. Teacher gives comments
(1 m)
and correction if necessary.
Write the description of one of the two national parks into
their notebooks.
APPENDIX
(Here is the picture)
Ba Be National Park
Basic facts:
Location: Bac Kan Province, Northeast Vietnam
Distance from Hanoi: about 250 km, 6 - 7 hours drive
Year established 1977, as a national park in 1992
Area: 10,048 ha
Lake area: 500 ha
Typical habitats: Freshwater lake, limestone forest, and
lowland evergreen forest
(Here is the picture)
Cuc Phuong National Park
Basic facts:
Location: Ninh Binh Province, North of Vietnam
Distance from Hanoi: about 100 km South of Hanoi
Year established as a national park in 1992, the first National
Park in Vietnam.
229
Ss
Ss
S
Ss
Ss
Area: 25,000 ha, the country's largest nature reserve.

Typical habitats: limestone mountain numerous caves,
valleys
Animals and plants: 97 species of mammals: 300 species of
birds...; a number of species are listed in Vietnam Red Book
of endangered species.
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Teaching of date
Class
class
in date
11a4
11a5
Total of sts
Period : 69

LANGUAGE FOCUS
- distinguish the differences between the consonant clusters / sl /, /
sm /, / sn /, / sw/.
- understand the use of Relative Pronouns with prepositions.
- write the sentences with Relative Pronouns with
prepositions.
2. Skills : devolop doing exercises.
Stages/ti
me
1. Warmup
(5 m)
PROCEDURE
Activities
Game: Finding words
- Divide the class into 2 groups and B and ask
Ss to close their books.
230
Interacti
ons
T
Ss
Presenta
tion
1( 10 m)
3.
presenta
tion
2 ( 9 m)
- Write the phonemic sounds / sl /, / sm /, / sn /, /

sw / on the board.
- Ask Ss in each group to write on the board as
many words containing these sounds as
possible.
Example: /sl/ like sleep, /sm/ like small, /sn/ like
snack, /sw/ like swim
- Set the time limited in two minutes.
- The group with more correct words wins the
game.
Feedback: T checks the words if they contain
the sound or not.
Lead-in: Ask Ss to pronounce the words they
have just found .
Pronunciation:
- Hang on a flipchart of the sounds on the board
and introduce the sounds to the Ss. T reads the
sounds three times.
/ sl /
/ sm /
/ sn /
/ sw /
slave
smart
sneeze
swing
slim
smell
snookers
switch
slice
smoke
snow
swear
slow
smile
snap
swallow
Repetition:
- Ask the whole class to repeat the sounds after
the T.
- Ask some Ss to repeat the words. The others
listen and give remarks if they are pronounced
correctly.
- Move around to give help.
2- Practise reading aloud the sentences.
- Practise reading aloud the dialogue.
- Ask Ss to make 5 new sentences which contain
as many sounds above as possible.
- The group that can write more sounds will win
the game.
GRAMMAR
Relative Pronouns with prepostitions
Show this picture about the talk between a pupil
and a teacher on the board.
Point to the boy and tell Ss: This is Tom. This
231
Ss
Ss
T
S
Ss
Ss
Ss
T
S
Ss
4Practice:
(19 m)
man is his teacher.Then ask Ss:

- Who is Tom talking to ? - He is talking to the
teacher.
Write on the board:
The man is Tom's teacher. Tom is talking to him
- Ask Ss: Who can combine these 2
sentences into 1 ?
The man to whom Tom is talking is his
teacher.
- Write some other examples on the board.
e.g: I'll introduce you to the man. I share a flat
with him.
This is the magazine. I talked about it yesterday.
- Ask Ss to combine the sentences into one.
- Copy these sentences on the board.
a - Formal:
* The man to whom Tom is talking is his teacher.
* I'll introduce you to the man with whom I
share a flat.
* This is the magazine about which I talked
yesterday.
b - Informal:
* The man whom/who/that Tom is talking to is
his teacher.
* I'll introduce you to the man whom/who/that T
I share a flat with.
S
* This is the magazine about which/that I
talked yesterday.
- Elicit the use of relative pronouns with
prepositions from Ss.
Notes:
- A relative pronoun can be the object of a
preposition.
- In formal English we can put the preposition
before whom or which. We cannot leave out
whom or which here, and we cannot use who or
that
- In informal English the preposition can come
after the verb or the object of the verb. We can
also leave out the relative pronoun. (Whom is
formal and rather old-fashioned. In everyday
speech we often use who )
Checking:
232
Ss
- Checking if Ss are sure of the use of Relative

Pronouns with prepositions.
* Exercise 1:
- Ask Ss to work in pairs to do exercise 1.
- Give enough time for Ss to do it.
- Move around to help if necessary.
Feedback:
- Call on Ss to read the sentences aloud . Others
listen and give comments.
Key:
1. whom
2. which
3. whom 4.
who 5. that
6. whom
7. which
* Exercise 2:
- Copy the example on the board, explain how
to the exercise and make a model.
Example;
a- She is the woman. I told you about her.
She is the woman about whom I told you.
b- The song was interesting . We listen to it last
5.
night.
homewor
The song to which we listened last night
k: (1m)
was interesting.
- Ask Ss to do exercise 2 individually.
- Move around to help if necessary.
- Ss compare their answers together.
Feedback:
- Call on Ss to read the sentences aloud. Others
listen and give comments.
Key:
1. The man to whom I talked yesterday was
very kind.
2. The man about whom I told you works in the
hospital
3. The woman about whom I am telling you
teaches me English
4. The movie about which they are talking is
fantasic
5. The picture at which she was looking was
beautiful
6. I'll give you the address to which you should
write
* Exercise 3: Ask Ss to complete the sentences,
using who, whom, which, that
233
Ss
Ss
T
Ss
Key:
1. That 2. Which 3. Who 4. Whom 5. Which/
that 6. Which 7. Who 8. whom
Feedback:
- Ask ss to say out their answers
- give correction if necessary
- Exercise 3 can be used at homework if there
isn't enough time in class
- Make 5 true sentences about things around Ss,
using relative pronouns with preposition
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Teaching of date
Class
class
in date
11a4
11a5
Total of sts
UNIT 11: SOURCES OF ENERGY

READING
- identify the main idea
- express their own ideas about sources of energy
1.Knowledge: +Vocabulary : Words describe sources of energy
+ Grammar : the tenes and relative clauses
2. Skills : devolop reading.
PROCEDURE
Period : 70
234
Stages/t
Activities
ime
1. Warm Game:
World Grid
up
- Prepare a poster of a word grid with 6 rows.
(5 m)
( see Appendix)
- Ask Ss to work in 2 groups and take turn to
choose a numbered row . T gives the hints.
- If Ss guess the word correctly , they 'll get one
mark. If not, another group can give the answer
and score the point.
- The group that has more points will win the
game.
- Check Ss' understanding of the instruction.
- Ss find out the vertical word.
Key: ENERGY
- Declare the winner.
Lead-in:
Discussion:
- What sources of energy do you know ?
Interactio
ns
T
Ss
Ss
Ss
coal
wind
oil
Source
of
natural
2. Prereading
(10 m)
nuclear
Expected answer:
- Look at the pictures of the sources of energy
on page 124 and name them.
Expected answer:
The sources of energy in the pictures are:
wind turbine
wind power, solar panel
solar energy,
dam
water power ( hydroelectric power)
Pre-questions:
1- What is our major source of energy ?
2- Is this major source limited ? why ?
3- How many sources of energy are mentioned
in the text ?
4- Which one do you think is the alternative
source of energy ?
235
Ss
Ss
- To know the answers to the questions, we'll

study
Pre-teaching vocabulary:
1- alternative (adj): that can be used instead of
T
something else: thay th. ( definition)
S
2- reserve (n): supply of something that is
available to be used in the future or when it is
needed: s d tr
3- to exhaust (v): to run out of, to weaken, to
empty: lm kit qu, (synonym)
exhausted
4- released (adj): be free: thi, phng ra
5- limited (adj): (situation)
eg: We have only 45 minutes for this lesson.
We have .................................time for it.
Checking vocabulary: Gap - Fill:
Prepare a poster beforehand then hang on
the board.
Ask Ss to work in pairs and fill in each blank with
a suitable word from the vocabulary.
T
Ss
3. While Gap - fill:
reading 1- Six hundred balloons were ..............at the
(15 m)
ceremony.
2- We are looking for ..............methods of
making it.
3- Fuel supplies are
nearly ...................................... .
4- The food in the restaurant is cheap but the
rather.................. .
5- Our company doesn't have a
great .................of capital.
Key: 1-released 2-alternative 3-exhausted
limited 5-reserve
4- S
S
* Activity 1: Answer the Pre questions

Ask Ss to read the text silently and answer the
pre-questions with a partner.
1- What is our major source of energy ?
Our major source of energy is fossil fuels (oil,
236
Ss
coal, natural gas)

2- Is this major source limited ? Why ?
Yes, It is limited. Because our demand is
increasing very quickly and fossil fuels will be
exhausted within a relative short time.
3- How many sources of energy are mentioned
in the text ?
The sources of energy mentioned in the text
are : Fossil fuels, nuclear energy, geothermal
heat, solar energy, wind power, water power .
4- Which one do you think is the most potential
energy of all the alternative sources of energy ?
I think solar energy is the most potential
energy of all the alternative sources of energy.
* Activity 2: Table Completion
- Divide the class into 5 groups.
- Copy the table below on the board.
- Ask Ss to scan the passage to find out the
advantages and disadvantages of each
alternative source.
Feedback: each group chooses one source of
energy and writes down its advantages and
disadvantages of nuclear energy
Answer key:
Sources of
energy
Nuclear
energy
Geothermal
heat
Solar energy
Wind power
Water power
Advantages
Disadvantages
unlimited
very
dangerous
Possible
available
Not only
plentiful and
infinite but
also clean and
safe
Clean and
unlimited
Clean and
unlimited
Possible in the
day time
No wind
no
wind energy
Expensive
4. Post- Discussion:
Reading Which of these alternative energy sources is the
237
Ss
Ss
Ss
Ss
(9 m)
most feasible in Vietnam ? Say why ?

- Ask Ss to work in groups and take notes their
group's ideas.
- Mix the group to share ideas.
- Ask a representative of each group to come to
5.
the front of the class and present their group's
Homewo ideas.
rk
- Give comments on their ideas.
(1 m)
Revise the reading lesson and prepare the next
part.
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Teaching of date
Class
class
in date
11a4
11a5
Total of sts

SPEAKING
- talk about advantages and disadvantages of energy
sources.
- express their own ideas about alternative source of
energy.
III-Teaching aids: pictures,lesson plan, board, picture .
1.Knowledge: +Vocabulary : Words describe sources of energy
2. Skills : devolop speaking.
PROCEDURE
Stages/ti
Activities
Interacti
me
ons
1. Warp Game: Right or wrong chair
up and
- Ask Ss to work in 2 groups. Five people
Ss
lead in from each group stand in two lines.
Ss
(5 m)
- Put 2 chairs in front of the class. Stick the
Period : 71
238
word: limited or unlimited on each chair.

T says out some sources of energy randomly.
(Oil, wind power, natural gas, nuclear
power, solar energy, coal, water power )
- As Ss to listen and decide which energy is
limited and which is unlimited.
- Ss takes turns running to the right chair and
sit down.
- The group that scores more points will win
the game,
Check Ss' understanding of the instruction.
Key:
Limited
Unlimited
Oil
wind power
Coal
T
natural gas
Ss
nuclear power
solar energy
water power
Lead - in:
- Who can tell me again about the advantages
and disadvantages of these sources of energy ?
- Call on some Ss to answer the questions. T
says: - Today, we are going to talk some more
about the advantages and disadvantages of the
sources of energy. Let's begin our lesson:
UNIT 11:
SOURCES OF ENERGY
Pre -teaching Vocabulary ( books closed)
- Renewable: (adj) that is replaced naturally ><
nonrenewable. (explanation)
- Reactor: (n) (translation)
- Radiation: (n) ( example)
- Hydroelectricity: (n) using the power of water to
produce electricity. (picture)
* Checking vocabulary: ROR
1. Activity 1: In pairs, Ss decide which
statement is about the advantage (A) and which
is about the disadvantage (D) of various sources
239
T
S
S
S
Ss
of energy. ( Task 1- page 127)

Feedback; Teacher writes the words:
Advantages and disadvantages on the board.
Ask 7 Ss from each group to make 2 lines. T
reads a statement randomly aloud. Ss run to the
board to slap on the word they choose.
Key:
1. D
2. D
3. D
4. A
5. D
6. A
7. D
2. Activity 2: Introducing the Dialogue
(books closed)
Hang a flipchart of an open dialogue on the
board.
A: I think/believe that ...(1)...can be an
alternative source of energy.
B. Why do you think/ believe so?
A. because our major source of energy is ...
2.... while the wind is...3 ... and ....4
B. I know it is also ...5 ... to the environment.
However, it is not .. 6.. when there is no wind
3- While- Ask Ss to gues the missing words. Work in pairs
speaking ti fill in the gaps with the words in the box below:
: 18
available abundant clean and safe wind
mins
power running out unlimted wind
Key: 1- wind power 2- running out 3. abundant
4- unlimited 5. clean and safe
6. available
3- Useful language : - Expressing ideas
- I thinhk ...
- I believe ...
- In my opinion
- Personally...
- I don't thinhk ...
* Activity 1: Repetition
- Have Ss repeat the dialogue after the teacher
- model the coversation with one student.
- Have Ss role play the conversation in pairs
simultaneously
- Call some pairs to the front of the c;ass to act
out the coversation
* Activity 2: Substitution
Ask Ss to work in pairs to subtitute the
underlined words with suitable words or the
240
S
S
T
S
S
S
Ss
words suggested in the Useful language ( task 2

on page 128) to make new conversations
A: I think/ believe that wind power can be an
alternative soure of energy
B: Why do you think / believe so?
4- Post- A: Because our major source of energy is running
speaking out while the wind is abundant and unlimited
: 12
B: I know it is also clean and safe to the
mins
environment. However, it is not available when
there is no wind
Feedback:
Have Ss act out their new conversations in front
of the class
Give comments
Activity 3:
Ask Ss to work in groups of four or five to
express their belief on the increasing use of
alternative sources in the future, using the ideas
5.
in task 1 and 2
Homewo A: I believe that the use of solar energy should
rk: 1 min be the alternative soure of energy in our country
B: I agree with you. It is the most feasible way to
have solar energy in our coutry because Vietnam
is a tropical country
Group discussion
Work in group of five to make a list of things the
family should do to save energy
Share ideas with the others by changing groups
Feedback:
Each group suggests the way their family often
do to save enery
Suggested ideas :
- try to redure the amount of water bill or
electricity bill by cutting power such as lights,
conditioner, when unneecessary
- Do not cook with electricty
- make sure there are no cracks in the pipes ...
Ss
Ss
Ss
Ss
Write a composition to talk about the alternative

source of energy that you think is the most
feasible one for our coutry
Prepare the next part
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Teaching of date
Class
class
in date
11a4
11a5
Total of sts
Unit 11: SOURCES OF ENERGY

LISTENING
- listen to specific information
- express their own ideas about how to protect
environment.
III-Teaching aids: paper, markers ,lesson plan, board, picture .
1.Knowledge: + Vocabulary : Words describe protect environment
2. Skills : devolop listening.
PROCEDURE
Stages/
Activities
Timing
1.
Game: Pictionary
Warm- Ask Ss to work in four groups
up 5
- Prepare some pieces of paper on which there is one
mins
word: ocean/ sun/ land/ grass/ air/ coal
Period : 72
OCEAN
Interacti
ons
T
Ss
S
SUN
- Give a piece of paper to one person in each group.

This person doesn't show it to the other in his or her
group, then explains the word by drawing. When the
others in his group can recongzine what the word is,
they will say it aloud
- Teh group that gets more right words will the game
- check Ss understanding of the instruction
- Declare the winning group
Lead- in: Have Ss show the pictures they have just
242
2. Prelistenin
g:5
mins
3Whilelistenin
g 20
mins
drawn and ask: What do these pictures refer to?

- Expected answer: They are about natural resources
Ask Ss: Which of them are nenewble and which of
them are non renewable ? Why ?
Have Ss to work in pairs and guess the answers
Natural
Renewabl Nonrenewa Reaso
Resources
e
ble
ns
To know the answer. We're going to listen to a text
about natural resouces and natural environment
- Pre- teaching Vocabulary:
1. ecologist (n) person who studies ecology: nh sinh
thi hc
2. to coserve(v): to avoid wasting something : gi
gn, bo tn covervation (n)
Checking Vocablary: - Teacher says out the definition,
Ss give Vietnamses meaning. Ss make a sentence
with the word
* Activity 1: table Completion
Ask Ss to listen and check their guessing
- Have Ss listen to the recording twice. At the first
time, ask Ss to list all the resouces they hear. At the
second time, Ss tick which resource is renewable and
which is nonrenewable
- Let them compare their answers
- check the answers with the class
Natural
Renewabl Non
Reasons
Resourese
e
renewable
Grass
It will
Coal
grow
quickly.It
Fossil
takes m
fuels
of year to
Solar
coal
energy
unlimied
Air
unlimited
unlimited
Water
* Avtivity 2 : Multiple Choice
- Ask Ss to read task 1 ( page 129) carefly, guess the
answer. Listen to the tape and cirle the word they
243
Ss
S
S
T
S
S
S
Ss
choose
Key: 1-d 2-C
3-D 4- A 5-B
* Activity 3 : Gap - Fill
- Give Ss three minutes to read the paragraph carefly
and guess the missing words
- Ask Ss to listen to the tape again and fill in the gaps
with the words they have heard
- Let them call out their answers
4. Post- Key:
listenin 1- unlimted 2- atmostphere 3. may
g : 12
4. gases 5. amounts
mins
Disscussion
Ask Ss to work in groups of the five to discuss the
questions
- What can we do to keep the resources renewable ?
- What should we do to protect our environment ?
Feedback:
One studenr from each group comes to the front of
5the ideas
homewo Other give comments
rk: 1
min
- learn the new words by heart
- prepare the next part
Ss
Ss
XC NHN CA T TRNG.
Ngy thng nm 2011.
D
NG TH THU
Teaching of date
Class
class
in date
11a4
11a5
Total of sts
Unit 11: SOURCES OF ENERGY

WRITING
- read the information from the chart
- Write a description from a chart.
244
Period : 73
III-Teaching aids: hand outs, posters,lesson plan, board, .

1.Knowledge: + Vocabulary : Words describe protect environment
2. Skills : devolop writing.
Stages/ti
me
1. Warm
up
(5 m)
2. Prewriting
(10 m)
PROCEDURE
Activities
Game: Hot Seat
- Put 2 chairs in front of the class.
- Ask Ss to work in 2 groups. One person from
each group sits on each chair.
- Write a word on the board. The others in their
group explain the word without using the exact
word on the board.
- When the person on the chair can say out the
word correctly, their group will get one mark.
It's time to change another Ss to continue the
game.
The words chosen for the game: petro, coal,
energy, proportion, nuclear, hydroelectricity.
- The group that scores more points will win the
game.
- Declare the winning group.
Interacti
ons
Ss
Ss
T
Ss
Lead-in: Are you interested in the energy

consumption in your family ? your city ? your
country ?
Do you know how much energy your country
consume in a year ?
To know how to read and write a chart of energy
consumption, we will study the lesson today.
SOURCES OF ENERGY
* - Hang the chart on the board and explain the
information in the chart.
In pairs, Ss look at the chart carefully and read
the passage, contrasting the chart with the
passage to find out the missing information.
- Compare the answer with other pairs ...
- Call on some Ss to read out their answers.
Key:
245
S
S
T
Ss
1- 100 million tons

Hydroelectricity
3- 18 million tons
3. Whilewriting
(20 m)
2. Nuclear and
* Elicit the tense and the language which is

used in the passage from Ss.
+) Useful Languages:
- use Simple Past tense.
- to be under / over / + figure.
- to make up the largest ...
- to account for / to take the smallest ...
a small amount of ........
a large proportion of ......
a large percentage of ......
- There was / were + noun / noun phrase.
e.g: There were 10 million tons of coal used in
2000.
- as much as .....
- as + noun / noun phrase + as
+) Outlining:
1. Give out the topic sentence.
2. Write some detaild sentences / supporting
ideas for the topic sentence.
* Activity 1:
- Based on the chart in the textbook on page
130, Ss write a description of the trends in
energy consumption in the year 2005 in
Highland.
- Set the time limited in 5 minutes.
- When Ss have finished , ask them to exchange
their writings, comparing and give corrections.
Sample writing:
The total energy consumption in 2005 was over
140 million tons/ under 160 million tons.
Nuclear and Hyroelectricity made up the largest
amount of this figure. There was nearly as much
petroleum used as coal which only made up the
smallest proportion of the total about 41 million
tons.
* Activity 2:
- Have Ss work in pairs to describe the chart,
246
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S
Ss
Ss
Ss
S
S
Ss
using similar function of language. Give

4. Post- correction if necessary.
writing
* Activity 3:
(9 m)
- Divide the class into 4 groups.s
- Deliver a large piece of paper for each group.
- Ask Ss to compare the amount of energy
consumption in the two years 2000 and 2005.
- Set the time limited in 10 minutes.
- Move around to give help if necessary.
5.Homew - Ask Ss to stick their posters on the board.
ork
Correction
(1 m)
- Give correction and comments on their writing
Suggested writing;
There was an upward trend in the
consumption of coal and nuclear &
hydroelectricity but there was a sharp decrease
in the use of petroleum. The amount of coal
used increased by 20 million tons and the
consumption of nuclear & hydroelectricity went
up dramatically by 54 million tons . However,
the amount of petroleum consumed in 2005 fell
by 15 million tons.
- Rewrite the comparison of the chart into Ss'
books.
Ss
T
Ss
XC NHN CA T TRNG.
Ngy thng nm 2011.
D
NG TH THU
UNIT 11
SOURCES OF ENERGY
LANGUAGE FOCUS
Aims:
By the end of the lesson, the studets will be able to:

- distinguish the sounds / r/, /spl/ and /spr/
- understand the use of Relative clauses replaced by
participles and toinfinitives
- write the sentences with relative clauses replaced by
participles and toinfinitives
247
Teaching aids:
Stages/ti
me
1.
Warmer
lead-in
( 1 m)
Realia, picture, flipchart, handout

Procedure
ativities
Game:
Show a picture or a realia of a shrimp, a split
ring, spring onion then ask:
- What are these ?
Expected answer: They are : a shrimp, a split
ring and a piece of spring onion.
- Ask Ss to listen to the teacher and repeat.
- shrimp / rimp /:
- split ring / 'split 'rin /:
- spring onion / sprin ' ni n/:
Elicit the consonant clusters / r/, / spl /, / spr /.
Pronunciation
2.
Hang on the chart with the sounds: / r /, /
Presentat spl /, / spr /
ion 1
/ r/
/ spl /
/ spr /
( 8m)
shred
split
spray
shrill
splash
spread
shrug
spleen
sprain
shrink
splutter
sprat
Point to each sound and read it aloud three
times.
Ask Ss to repeat the sounds
Call on some Ss to pronounce them.
Practice:
* Listen and repeat
- Read out some examples of the sounds.
- Ask Ss to add some more words that contain
the sounds.
* Give each sound a number: 1- / r /
2- /
spl / 3- / spr /
T reads the words randomly, Ss listen and shout
31 or 2, 3 depending on the sound Ss hear.
Presentat Example: T: spring
Ss: three
ion 2 ( 15
T: shrug
Ss: one
m)
* Practice reading aloud the sentences on page
131
Grammar
Relative clauses replaced by participles
and to infinitives
248
Interacti
ons
T
Ss
T
S
T
Ss
T
Ss
Ss
3Practice:
15 mins
1- Active participles:
- Show a picture of a girl playing with a dog and
tell Ss:
She is Lan's sister. What is she doing ?-She is
playing with her dog
Eliciting question: who can combine these
sentences into one ?
Write on the board:
* The girl who is playing with the dog is
Lan's sister.
The girl playing with the dog is Lan's sister
- The man who spoke to Jonh is my brother
The Man speaking to Jonh is my brother
- Ask Ss to look at the examples carefully. Elicit
the rules from a Ss
Write the notes on the board
Note:
- We can use a prentenr participle to replace a
relative clause which has an active meaning
2. Passive participles:
Show the second picture and tell Ss: The
picture has won the first prize. It was drawn by
a blind
Ask Ss to combine the two sentences into one
* The picture which was draw by a blind has
won the first prize
The picture drawn by a blind has won the first
prize
- Elicit the rules from Ss
Write the notes on the board
Note:
- We can use a past particple to replace a
relative clause which has a passive meaning
3- Infinitive relative clauses:
Ask Ss:
a. Which was the first country which won the
world cup?
Have Ss ask that question in another way
Which was the first coutry to win the
world cup ?
b. The last person who leaves will have to
turn out the lights
The last person to leave will have to turn
249
T
Ss
T
Ss
T
Ss
Ss
Ss
out the lights

- Ask Ss to look at the examples careflly
- Elicit the rules from Ss
- Write the notes on the board
Notes:
- We can use a to- infinitive to replace a relative
clause
- We often use a to - infinitive after an ordinal
number ( first, second ...) after next and last,
after, only, and after superlative adjectives
1- Exercise 1:
- Ask ss to rewrite the sentences in exercise 1,
Ss
using present particple phrase
Ss
- Move around to give help
- Have them exchange their exercise to check
4.
Key:
Productio 1- The boy playing the piano is Bend
n:5 mins 2- Do you know the woman coming toward us?
3- The people waiting for the bus in the rain are
getting wet
4- The scietists searching the case of cancer
are making progress
5- The fence surrounding hose is made of wood
6- We have an aoartment overlooking the park
2- Execise 2:
- Ask Ss to rewrite the sentences in execise 2,
usung past participle phrase
- Move around to give help
- Have them exchange their execise to check
Key:
31- the ideas presented in that book are
Homewor interesting
k: 1min 2- I come from a city located on in the southern
part of the coutry
3- They live in a house built in 1890
4- the photographs published in the new
extraordinary
5- The experiment conducted at the University
of Chicago was succesful
6- They wok in a hospital sponsored by the
government
3- Exercise 3
250
- Ask Ss to rewrite the sentences in exercise 3,

usung infinitive phrase
- Ask Ss to come to the board and write them
down
- Check Ss' tasks and give corrections
Key:
1- Jonh was the last man to reach the mountain
2- The last personh to leave the room must
turn off the lights
3- The first person to see is Mr Smith
4- This is the second person to be killed in that
way
5- The first person to catch the ball will be the
winner
Show some pictures and ask Ss to work in pairs,
making the sentences with Relative clause
replaced by participles or to infinitives
- Make 5 sentences relative clauses replaced by
participles and to infinitives
- Teacher delivers the handouts to the Ss
(Appendix
Unit 12 :
THE ASIAN GAMES

READING
Aims:
- scan for specifis information
- remember some events about Asian games
Teaching Aids:
Pictures, hand outs
PROCEDURE
Stages/
Activities
Timing
1- Warm- Game: Chatting
up: 5
- Show some pictures of Ly Duc and Van Mach
mins
then ask some questions about them
- Who are they?
- What do they do ?
- What do they have in common ?
Expected answer:
251
Interacti
ons
T
Ss
- They are Ly Duc and Van Mach

- They are athletes
- They have won gold and silver medasl in
bodybuilding in the Asian Games
Lead- in :
- Who else has won gold medals in the Asian
Games ?
2- Pre- Which sports do you think are the strongest of
reading : Vietnam ?
15 mins You are going to read a text about the Asian
Games. Look at the pictures on page 136. What
do they tell you about the Asian Games ?
- Ask Ss to work in groups. On their notebooks,
ask them to add to the charts
What I know
Questions I'd
What I learn
about Asian
like to ask
from the text
Games
about Asian
Games
- A lot of
- How often
sports are
are the Asian
introduced in
Games held ?
the Games
Pre- teaching Vocabulary
1- effort/ / (n) = attempt = struggle (synonym)
2- aquatic/ / (adj) e.g : aquatic sport (sport
connected with water) ( picture) :mn th thao
di nc
3- to appreciate / / (v) to understand the value
of sb/ sth : nh gi cao (difinition )
4- to advance : to make progress (synonym)
5- facillity (n) equipment that is provided for a
particular purpose (explanation) : trang thit b
6- enthusiasm / / ( situation): nhit tnh
e.g: She is interested in teachung never lost ....
for teaching
3- While- Checking Vocabulary : Gap - fill (book open)
reading : - Use the gap fill in task 1 (page 138) to check
19 mins vocabulary
- Ask Ss to call out their answers
Key: 1- facility 2- aquatic 3 - enthusiasm 4effort 5- advancing 6- appreciated
* Activity 1: Answer Ss' questions
- Ask Ss to read the next silently and answer
252
T
Ss
T
Ss
their questions
- Ask ss to compare their answers with a partner
- Feedback: Call on some Ss to read their
answers
- Key: ( depending on Ss' questions )
- Have Ss work in apairs, asking and answering
the questions
- Ask Ss to search the internet to find out the
information that isn't mentioned in the text
* Activity 2: Grid / Table Completion
- Let ss read the passage again and complete
the tble in task 2 ( page 138 )
- In pairs, have Ss fill the tble with the year and
the events. Compare the answers with other
pairs
4- Post- - Ask Ss to come to the board and copy their
reading : answers on the table
10 mins Key :
Year
Evevts
(1) 1951
(2) The 2 nd Asian
Games in Manila
(3) 1958
(4) Squash, rugby,
5.Homew
fencing, and
ork (1m)
mountaim biking
(5) 2002
Lucky Number
- Ask Ss to close their books
- Divide the class into two groups
- Draw a tabke with 12 numbers on the
board( see Appendix)
- Tell Ss come of them are lucjy number. If Ss
call and they have the right to choose another
number. One mark will be for each other
question. The group that can score more points
will win the game
- Search the internet to find some more
information about the Asian Games
253
Ss
Ss
Ss
Ss
T
Ss
UNIT 12 :
THE ASIAN GAMES

SPEAKING
Aims:
- ask for and give some information about Asian Games
- express their own ideas own ideas about sport results and
about their favorite
games or athletes
Teaching Aids: picture, posters, makers, sticky tape
PROCEDURE
Stages/
Activities
Interactio
Timing
ns
1.Warm Games: Stop the bus
T
up
- Put Ss in teams.
Ss
( 5 m)
- Draw two lines on the board and label them
with 2 categories.
Group A
Group B
Country: .........................................
..
..............................
Sports:
.........................................
.
...............................
2. Prespeakin
- Give Ss a letter from the alphabet, for example

letter M. As quickly as possible, they should
think of a word connected with each category
beginning with letter M and write them down.
For example:
Country:
Malaysia
Sport:
mountain climbing
- The first team to write down one word for each
category should shout: "Stop the bus". If the
words are correct, give the team one point then
choose another letter.
- Check Ss' understand the instructions
- Suggested ideas:
- T , P, V ;
-B,C,MT: Thailand - Table tennis/ Tennis.
P: Philippines/ Pakistan - Ping pong
V: Vietnam - Volleyball
B: Brunei - Basketball / Boxing / Bodybuilding /
Billiards
Ss
254
g
(15 m)
3.
Whilespeakin
g
( 19 m)
C: Cambodia - Chess
M: Malaysia / Myanmar - Mountain biking/
climbing
S: Singapore - snookers/ Squash
Declare the winning group.
Lead-in: What Asian countries have taken part
in the Asian Games?
What sports have been introduced in the Asian
Games ?
- Ask Ss to work in 4 groups to find out the
answers.
( 2 groups find the countries / 2 groups find the
sports)
Feedback: Ask Ss to copy them on the board:
Asian countries
Sports
- Check Ss' answer then practise speaking.
Ask Ss to open their books and look at the
information about the Asian Games in the table
to check which countries have been the host
countries in the Asian games until now.
Ask Ss to look at the dialogue on page 139.
Elicit the language from Ss.
Useful Language:
- Use simple past tense to talk about the events
in the past.
- Passive Voice can be used to talk about the
year the Asian games took place.
E.g: The first Asian Games were held in 1951 in
New Delhi, India.
Ss
T
Ss
T
Ss
Ss
Ss
* Activity 1 : Repetition and substitution:

- Ask Ss to look at the dialogue on page 139 and
repeat the conversation
- Ask Ss to use the information in the table to
Ss
substitute for the suitable information
Ss
- Teacher moves around to give help
Example:
A: When and where were the 2nd Asian Games
255
4- Postspeakin
g: 10
mins
5Homew
ork 1
min
held?
B: They were held in 1954 in the Philipines
A:How many coutries took part in the Games/
B: 18
A: How many sports were there at the games?
B: 8..,
Feedback: Ask some pairs to come to the front
of the class and act out their coversation
*Activity 2: Reporting
Ask Ss to take turns to talk about the sports
results of the Vietnamses athletes at 14th Asian
games, using the information from the table on
page 140- task 2
Teacher moves around to give help
Example:
At the 14th Asian Games held in Busan, Korea,
in bodybuilding, the Vietnamses athletes won
one gold medal and one bronze medal . In
billiars, they won one gold medal and one silver
medal
Feedback:
Some Ss come to the board to do the report
Find SO who
Deliver the handouts to each student. Ask Ss to
move aroud, asking the qoestion in the Find SO
who table . If Someone say yes, ask some more
details and write his or her name
Tell Ss not to write the same name for different
questions
(See appendix)
Ss
Ss
Prepare the next part
UNIT 12
THE ASIAN GAMES

LISTENING
Aims:
By the end of the lesson, Ss will be able to
- listen to specific information
- express their own ideas about
Teaching Aids: paper, markers
PROCEDURE
Stages/
Activities
256
Interacti
Timing
1warmup: 5
mins
2- Prelistenin
g: 8
mins
3Whilelistenin
g : 20
mins
ons
Game: Bingo game
- Ask Ss to write down nice words of sports on a
square
- Teacher says out words of sports randomly. Ss
listen and tick the word they have on their list.
When they make a straight line with all the words
ticked, they shout BINGO to win the game
Lead- in:
Which sport from your list do you like best? Why?
- Ask Ss to look at the pictures in the text bookpage 141- and anser the question :
1- What are the names of these sports?
2- Have you ever watched sports like these on
television
Pre-teaching vocabulary;
1- to come live: to be sent out while the event is
actually happening, not recorded first and
broadcasting later (explanation)
2- freestyle(n):(picture)
3- gymnasium:=gym(example)
Example: Our school has just built a new... so we
often go there to do execrise
a gymnast(n): a preson who performs gymnastics
in a competition
4- bar(n): (picture)
5- to land: ( gesture)
Checking vocabulary: Slap the board
- Elicit the new words by asking questions, using
the techniques suggested above
- Ask Ss to reapeat some difficutl names: Lee
Bong- Ju Vichai
* Activity 1: Multiple Choise
- Give Ss 2 minutes to read task 1 carefully
- Ask Ss to listen to the tape twice and circle the
best answer
- Ask Ss to compare their answers
- Feedback: have Ss read out their answers
- Let Ss listen again to check the answers
- Answer key:
1-C 2-A 3-B 4-B 5- D
*Activity 2: Question and answer
- Ask Ss to read the questions carefully before
257
T
Ss
T
Ss
T
S
T
Ss
S
S
Ss
they listen to the recording again(twice)

- Tell them to listen and take notes the answers
to the questions
- Ss exchange their answers
S
- Check Ss to listen to the recording for the last
S
time and check their answers
- Ask Ss to listen to the recording for the last time
and check their answers.
Suggested answer:
1- If was at 10. 15 pm
4- Post- 2- They have won six gold medals
listenin 3- he took part in the long jump twice
g : 11
4- High- jump
mins
5- He looked very disappointed
Role- play
Ss play the role of an interviewer and an athlete
who has just taken part in the Asian Games. He
or she has just set a new record or has just failed
the competition
5Interview him/ her to ask about his her
Homew preparations for the Asian Games, his or her
ork 1m experience, the feeling after the moment
Feedback: call on some pairs to act out their
conversations in font of the class
Give comment on their conversations
Write a report on a game of football in your
school
UNIT 12 :
THE ASIAN GAMES

WRITING
Aims:
- read the information from a chart
- write a desciption from a chart
Teaching Aids: hand outs, posters
PROCEDURE
Stages/
Activities
Timing
258
Interacti
ons
1- Warm
- up : 5
mins
Game: Hangman Game

Divide the class into two groups. Tell Ss they are
going to guess a word in the teacher's mind.
This word has 8 letters. Write on the board
Ss can say out any letter in the alphabet. If they
guess it correctly, the teacher will put it on its
postion, but if Ss guess a wrong letter, teacher
starts to draw a hangman
If Ss can guess the word before the teacher
finishes the hangman, they will win the game. If
the teacher finishes the hangman before Ss
guess the word, they lose the game
Check Ss urderstanding of instructions
Key: FACILITY
Lead- in :
Ask Ss: What facilities do you think we need to
have for the Asian Games ?
Brainstorm Ss' ideas and copy them on the
board
T
Ss
T
Ss
The
facilities of
the Asian
Games
2- Prewriting :
12 mins
Expected answer
- National stadium/ local stadium
- National sport centre
- Sport buildings and roads to sport building
- Car parks
- Hotels
- Guest house
- Facilities for disabled athletes
Ask Ss:
Suppose Vietnam is going to told the coming
Asian Games. What facilities does our country
need to have ?
To go to the details, today we are going to write
a paragraph to describe the preparations for the
259
T
Ss
Games
Unit 12: THE ASIAN GAMES
Pre- teaching Vocabulary:
In pairs ,ask Ss to match a word in A with a line
in B to find out the meaning of the new words
1. To upgrade (v)
a. to advertise sth in
order to make it
2. To promote (v)
popular
b. to find new people
to join an organization
3. To recruit (v)
c. to change
something so that it is
of a higher standard
Checking vocabulary : Vietnamses equivalents
Key: 1-c 2- a 3- b
3- While - Ask Ss to look at some activities suggested in
- Writing the box, the saple writing and elicit some useful
: 17 mins languages from Ss
Copy on the board:
* useful languages: Sequence adverbs
First / Firstly/ First of all...
Then ...
Next....
After that ...
Finally
* Structure: - need to be + pp = need + Ving
- have to + inf
Example: The national stadium needs to be
upgraded
4- Postwriting:
12 mins
* Activity 1: Writing sentences

Ask Ss to use information in the box and write a
meaningful sentences, combining the verb in
column 1 with the phrases in column 2 ( page
143)
Teacher moves around the class to give help
Ask ss to compare their answers.
Some suggested sentences:
a. One more national Stadium needs to be built
b. National sports centers and local stadium
need to be upgraded because they are not in
good conditions
c. We have to built more hotels and guest house
260
T
Ss
Ss
Ss
T
Ss
T
S
Ss
Ss
with modern facilities to welcome foreign

Ss
athletes and visitors
Ss
5Ask Ss to write them on the board. Teacher gives
homewor Ss comments or corrections
k 1 min
* Activity 2: Writing a composition
- Ask Ss to work in groups of four to write a
paragraph of about 120 words to describe the
preparations for the coming Asian Games in
Vietnam
Ss Ss
- Teacher moves around to give Ss help
necessary
- Give Ss the limited time
- Exchange their writings to correct the writings
- Ask Ss to give comments on the other's writing
Discussion:
Imagine Vietnam is going to hold the coming
Asian Games. What should we do to meet the
need of modern facilities for the Games
Ask Ss to work in groups to talk about the
preparations for the next Asian Games
mix the groups to share ideas
Feedback: Ask Ss to give their group's ideas in
front of the class
Write the paragraph into their notebooks
UNIT 12 :
THE ASIAN GAMES

LANGUAGE FOCUS
Aims:
- distinguish the difference between the consonnant clusters /
str/ /skr/, / skw/
- revise the use of Relative clause
261
- understand and write sentences with omission of relative

pronouns
Teaching Aids: pictures, handouts
PROCEDURE
Stages/ Activities
Timing
1- Wram- Game: sentence completion
up: 5
Hang a flipchart of some words on the board
mins
square
squeezed
screamed
scratch
street
strange
Interacti
ons
T
Ss
strong
screen
- copy the following sentences on the board and

ask Ss to find words beginning with str- to
complete the 1 st sentence, scr- for the 2nd and
skw- for the 3rd
- Set the time limited in 1 minute
1- The... man stading in the ... looks very ...
2- In the ... a litle girl ....aloud when she saw a
deep .. on her leg
3- My mother ..an orange and put it on the..
table in front of my face
Key:
1- Strange/ street/ strong
2- Screen / screamed / scratch
3- Squeezed / square.
Lead-in:
Ask Ss to read the sentences aloud.
Ask Ss:
2.
The first three words has the same sound. Which
Presentat sound is it ? - / str /
ion
Which is the same sound for the second three
1( 7 m)
words ? - / skr /
How about the last two words ? / skw /
Today we are going to distinguish the difference
between the consonant clusters / str /, / skr /, /
skw /
Pronunciation:
262
Ss
Ss
T
Ss
T
S
Ss
- Hang on a flipchart with these sounds on the

board and introduce the sounds to the Ss:
- T reads the sounds three times.
- Ask Ss to listen carefully and repeat after the T.
/ str /
/ skr /
/ skw /
street
scream
square
strong
screen
squeeze
strange
screw
squash
strength
scratch
squeak
Practice:
* Repetition:
- Ask the whole class to repeat after the teacher.
- Ask some Ss to repeat the words. The others
3.
listen and give remarks if they are pronounced
Presentat correctly.
ion 2( 12 - Move around to give help.
m)
* Practice reading aloud the sentences in the
book. ( page 144)
* Ask Ss to work in groups to make sentences
that contain the sounds. The group that can
make a meaningful sentence which has more
sounds above will win the game.
Grammar
Relative clauses and the omission of
relative pronouns.
- Ask Ss to recall the use of Relative Clause.
- Copy the sentences below on the board . Ask Ss
to read it carefully. Elicit the use of relative
pronouns as subject.
- Elicit when we can leave out the relative
pronouns.
a- Relative Pronouns as subject:
The woman who/that lives next door is a doctor.
Where is the cheese which/that was in the
fridge ?
* The pronouns who/which/that can be the
subject of a relative clause.
b- Relative Pronouns as object:
The woman who/whom/that I wanted to see
was away. You can get back the tax which/that
4.
you've paid.
263
T
Ss
T
Ss
S
S
T
S
S
S
Practice:
( 15 m)
Note: the pronouns which /that can be the

object of a relative clause.
c. Omission of relative pronouns:
We can leave out the pronoun when it is not the
subject of the relative clause. Clauses without
pronouns are very common in informal English.
e.g: The woman Gary met knows your sister.
The dress Ann bought doesn't fit her very well.
Sometimes we can use a participle without a
relative pronoun or an auxiliary .
e.g: That man who was sitting next to Angela
never said a word.
Checking Ss' understanding:
Exercise 1:
Give an example:
Ss
I like the diamond
Ss
ring ..........................................................
I like the diamond ring Mary is wearing.
Ask Ss to complete each of the sentences in
exercise 1 ( page 144) to make a relative clause
without a pronoun, using a suitable sentence in
the box on page 144. Ask Ss to read out their
answers. T gives correction if necessary.
Answer key;
1- Have you found the bike you lost ?
2- Most of the classmates he invited to the
birthday party couldn't come.
3- The short stories John told were very funny.
4- The dictionary I bought yesterday is
expensive, but very interesting .
5- I didn't like the man we met this morning.
6- The beef we had for lunch was really delicious.
Exercise 2:
d- Write an example on the board:
The flight .............................................was fully
booked.
The flight I wanted to travel on was fully booked.
e- As Ss to complete each of the sentences in
exercise 2, using a suitable sentence in the box (
page 145) to make a relative clause with a
3.Product preposition.
264
ion
( 10 m)
f- Ask Ss to read out their answers . T gives

correction if necessary.
Answer key:
1. I enjoy my job because I like the people I work
with
2. The dinner party we went to wasn't very
enjoyable.
3. The house we are living in is not in good
condition.
4. I wasn't interested in the things they were
talking about.
5. He didn't get the job he applied for.
6. The bed I slept in was very modern.
4.Homew Exercise 3:
ork
g- Write an example on the board:
(1 m)
a) Are these the keys that you are looking for ?
b) The young man that lives on the corner rides
a motorbike.
c) Ask Ss to look at the two sentences and tick
the sentences in which the relative pronoun can
be omitted.
Key: a)
Ask Ss to do the same with the rest.
Answer key:
1- The girl who we are going to see is from
Britain.
2- He works for a company that's makes
cars.
3- What was the name of the man who you
met yesterday.
4- The table that was broken has now been
repaired.
5- Do you know the girl who he is talking
to ?
6- This is the novel that I've been expecting
Ask Ss to work in groups and write five
sentences with relative pronoun about a person /
people / a thing / things around the class on a
poster.
Ask Ss to stick their poster on the board.
Give comments on the posters and correction if
necessary.
265
Make five sentences about their family, using the

relative pronouns.
UNIT 13:
HOBBIES
READING
Aims:
By the end of the lesson, student will be able to:
- read about hobbies
- scan read for specific ideas
- skim red for general ideas
Teaching aids: pictures, handouts, cards
PROCEDURE
Stages/
Activities
Interacti
timing
ons
1- Warm- Hangman game
up:
T
5mins
T tells whole class that he has a 7 letter word in Ss
his mind. He will give some clues about the word Ss
and Ss have to guess the letter forming that
Ss
word. Ss will have to give letter by letter, if they
give the correct one, T will write it down in the
corret position, if they give the wrong answer, T
will draw the head( the arms, the body, the
legs). If they are able to tell what the word is
before the hanged man is draw, they win the
game
Clues:
- It is a noun
- It is way to relax ourselves
- It is related to free time
- Collecting stamps, reading books, going fishing
3 mins
are examples for this noun
Key : HOBBY
Lead- in :
T
What do you often do your free time?
Ss
Expected answer: I like collecting old coins
That's good. Now you are going to read a very
2- Preinteresting piece of writing about hobbies. First
reading of all, I going to help you with some new words
7m
266
Vocabulary
1. guitarist(n) (question)
What do you call a person who plays the guitar?
Expected answer: guitarist
2. glass fish tank: (picture)
T shows a picture of a glass fist tank
What is this, the whole class?
Expected answer: glass fish tank?
3. asmire (gap- fill)
My Tam is my favorite singer, I .... her a lot
Expected answer: admire
4. throw away ( miming )
Checking
Gap -fill
Give Ss handouts and ask them to work in pairs
to complete the sentences, using the words/
phrases they have just learned
1. My uncle is a good ... He often accompanies
his wife singing with his guitar
2. Almost everyone in my class ... Hoa becase
she is very goos at maths
3. While- 3. We keep fish in a ...
reading 4. Their car is old and out of fashion. They
7mins
intend to ... it...
T
Ss
T
Ss
Activity 1: Matching test

S
T ask Ss to skim read the text and do the
S
matching test in pairs
A 1. accomplished
2.
accompanying
3. madest
4. avid
5. discarded
6. indulge in
7. keep me occupied
B. a keep me busy
b. well-trained
c. allow oneself the pleasure of
d. thrown
e. going with a singer, using a musical
instrument
f. eager
T
Suggested answer: 1b 2e 3 g 4 f 5 d 6 c 7 Ss
a
Ss
Call on some pairs to read aloud their choices
Ss
Go over the answer with the class
Activity 2 :
267
7 mins
6 mins
4. Posreading
8 mins
True - False Statements

T gives handouts
T ask Ss to read the text individually to decide if
these statemets are true or false
1. the witer is an accomplishes giutarist
2. the writer didn't collect fish from the rice field
3. The writer has more local stamps than foreign
ones
4. The writer is an avid stamp collector
Expected answer
1F ( his uncle is) 2F ( he did) 3T 4T
Activity 3
Questions - Answers
T divides the class into groups of four
T ask each group to read the text again and
write down the answers to the following
questions
1. What's the writer's first hobby?
2. Why does the writer admire his uncle ?
3. What's the writer's second hobby?
4. Where does he collect stamps ?
5. What does the writer di which the less
common stamps and with the common ones?
Tasks representative of each group to go to the
BB to write down their answer ( one question for
each group)
Suggested answers
1. It is playing his guitar
2. Because he is an accomplished guitarist and
he is good a accompanying people by his guitar
3. It is keeping fish
4. He collects stamps from discarded envelopes,
his relatuves and his friends
5. He keeps the less common one inside a small
album. The common ones he usually gives away
to others or throws them away
Pair work
T asks Ss to work in pairs to talk about their
hobbies, mentioning the following things
- What your parner's hobby is
- How much time he/ she spends on it
- Ask whether he/ she collects anything as a
268
T
Ss
S
S
5.
Homewo
rk 2 mins
hobby
- Ask if he/ she shares the same hobby with any
menber of his/ her family/ class
- How much money he/ she spends on his/ her
hobby
In about 80 words, write about your favorite
hobby
UNIT 13
HOBBIES
SPEAKING
Aims:
By the end of the lesson, student will be able to :
- talk about a hobby
- talk about collections
Teaching aids:
handouts, colored chalk
PROCEDURE
Stages/
Activities
Interacti
timing
ons
1.
Miming game
T
Warm- Divide the class into two groups
Ss
up 5
Each group nominates one representative
Ss
mins
Write these activities ib piece of paper
Ss
* Swimming
* Fishing
* Stamp- collecting
* Mountain- climbing
* Playing computer games
* Reading books
* Watching TV
* Chatting with friend on the phone
Ask each representative to mime some activities,
and the members of his/ her groups, will have to
guess what the activity is. The two representative
take turns to do the miming four times> The
group which has more correct answers will win
the game
Declare the winner
3mins Lead- in :
T
Do you ofter watch TV in your free times? ( Yes)
Ss
How much time do you spend on it every day? ( 1
269
or 2 hours )
What are your hobbies? Do you spend much
money on them? ( Reading/ Yes)
Today we are going to talk more about hobbies. In
2. Pre- the firdt place, I'd like to help you with some new
speakin words
g7
Vocabulary
mins
1. second- hand book stall: ( explanation)
It is a shop which sells old books
2. pen- friend: (question)
What do you call a friend you know through
letters or newpapers ?
3. classify (v) (gap- fill)
They ... stamps into different kinds
4. landscape (n) ( guessing meaning )
3 mins Hue is a very famous city with lots of beatiful ...
such as the Huong river, Ngu Binh mountian ...
Checking
Slap the board game
T draws two faces two girls and leads in the
coversation
Now, what are their names ?
Lan and Huong. Right. They are talking about
3.
their hobbies
While- T delivers the handouts ( questions )
speakin Now work in pairs to read a coversation between
g8
them, then one asks the questions that follow
mins
and the other answers them
Activity 1
Questions- Answers
1. What does Huong say to ask what Lan's hobby
is ?
2. What question does Huong make to ask about
Lan's ways to collect books ?
3. What does Huong say to ask about the place
Lan bought her books ?
4. What question does Hoa put to ask about Lan's
way of organizing books ?
5. What does Huong say to ask about Huong's
plan for the future
Expected answers
10 mins 1. What's your hobby ?
270
T
Ss
T
Ss
S
S
T
Ss
S
S
2.
3.
4.
5.
Could you tell me how to collect your books ?

Where do you byu your books ?
How do you organize your collection ?
What do you plan to do next ?
Activity 2 : Role- play

Now that you have five questions. This time you
are going to play the roles of Nam and Nga, who
are talking about stamps collections. You can use
those five questions to ask about your friend's
hobby and you can use the following information
as help
Hobby: stamps
How to collect stamps: buy from post office, get
4. Post- stamps from oversea pen- frieds
speakin How to organize stamps: classify stamps into
g 10
categories: animals, landcapes, birds
mins
Where to keep stamps: in album
Plan for the future: collect more stamps
T goes around to ofter help if need be
T listens to Ss and collects their mistakes for
indirect correction
Find someone who
T ask Ss to work in groups of five to talk about
their hobbies, using the following questionnaire
help
( T gives handouts to Ss )
1. What is your hobby?
2. How much time/ money do you spend on your
hobby ?
3. Do you collect anything as a hobby?
Where do you get them and where do you keep
them ?
4. Do you think anyone who keeps animals as a
hobby ?
5. Do you think good friends should have the
same hobbies ?
T ask Ss to make a report on their friend's
hobbies, usung the result of the questionnaire in
activity 3. Examples
271
T
Ss
Ss
Ss
T
S
S
Ss
T
Ss
5.
Homew
ork 2
mins
Everyone in our group has different hobbies. Two

out of five spend much time on their hobby every
day
UNIT 13 :
HOBBIES
LISTENING
Aims:
By the end of the lesson, students will be able
- listen about collections
- listen for specific in formation
- listen for general ideas
Teaching aids:
handouts, pictures
PROCEDURE
Stages /
Activites
Timing
1.
What is it ?
up 5
T says that he has a word in his mind and he is
mins
going to give some information about the word.
Members of each groups will listen and may stop
at any information they hear to guees what the
words is. Each group has only two chances to
guess the word. The first group to tell exactly
what the word is wins the game
T gives information about the word
1. It is a noun with four letters
2. It can be your friend or even your teacher
3. It gives you knowleged about the world
4/ It can be found in a library
Answer key : BOOK
3 MINS Lead- in
T asks :
Do you read books? ( Yes, I do )
How ofter do you read them ? ( Every day)
Do people collect books as a hobby ? ( Yes)
Now, in our lesson today, you are going to listen
to someone talking abouts his hobby of reading
book. In the firts place I'm going to help you
2. Pre- know some new words
listening
7 mins Vocabulary
1. gigantic (adj)~huge ~ very big
272
to :
Interacti
ons
T
Ss
Ss
Ss
T
Ss
T
Ss
2. fairy tale(n) ( gap fill)

My grandmother used to tell ... to me before I
went o sleep
3. profitably (adv) ( translation)
4. bygone days ( question)
What do you call the days which have passed ?
Checking
Slap the board
3. While
listening Activity 1 : T- F test
8 mins T draws a boy reading a book
T asks :
What is he doing? ( He is reading )
Yes, he is very absorbed in reading, eh? Do you
think reading is his hobby? ( Yes)
Right, now listen to the boy talking about his
hobby of reading books and decide if the
following statements are true or false. The tape
will be played twice
T gives Ss handouts of T- F test
T palys the tape twice
T calls on some Ss to give the answers
10 mins T goes over the answers with the class
Suggested answers : 1T 2F 3 F 4 F 5 T 6T
7T 8F
Activity 2 : Gap- fill
T gives Ss handouts of activity 2
Intructions: Now listen to rest of the listening
text again and work in pairs to write the missing
words. You will listen to the tape twice
T plays the tape twice
T calls on some pairs to give the answers
T goes over the answers with the class
4. Post- Suggested answers :
listening 1. wonderfurl
2. disease
3. jungle 4.
10 mins certainly
5. ignorantly
6. profitably
Writing
Your friend Lan is crazy about reading. She reads
so much that she doesn't have time for study or
other social activities. At present, she spends a
lot of money and energy on books every day. At
273
Ss
Ss
T
Ss
S
S
T
S
S
S
T
Ss
this rate, she is going to be short- sighted and

very lazy
Imagine that you are Lan's friend and write her a
letter to point out the disadvantages of overreading
5.
At home, you have to correct and then write your T
Homewo letter in your exercise notebook
Ss
rk: 2
mins
UINT 13: HOBBIES

WRITING
Aims:
By the end of the lesson, students will be able
- write about a collection
- work in pairs/ groups effectively
- do the tasks set by T correctly
Teaching aids:
PROCEDURE
Stages/
Activities
Timing
1.
Treasure hunt
up: 5
Write these hidden words on the BB
mins
1..............(cook)
2. ...........(leg)
3............(orange)
4. ...........(eel)
5. ............(tea)
6...........(ink)
7..........(candy)
8.........(oil)
9........(nest)
10........(lend)
T asks Ss of each group take turns to choose
numbers, for each number there is a clue about
the corresponding word. If each group tells the
right word, they will get I mark. Ss can guess the
key word( the word formed by the first letter of
those ten words) at any time. They will get 3
marks if they tell the correct key word, and the
274
to:
Interacti
ons
T
Ss
Ss
Ss
group with more marks wins the game

Key word: COLLECTION
Declare the winner
3 mins Lead- in
Do people collect something as a hobby?
(Yes)
Can you tell me something that they often
collect?
( books, magazines, old, coins, stamps...)
In today's lesson, you are going to write about a
collection. First I will provide you with some new
phrases
1. be crazy about (exp) ~ very interested in
Hong Nhung is my favorites singer. Iam crazy
about her
2. provide s.o with st( context)
Forests provide us with wood
What does the underlined phrase mean?
3. enable s. o to do st (exp)
Her good English enabled her to get a good job
at a foreign company. What does the underlined
2- Pre- phase mean?
writing 4. feel like doing st~ fancy doing st ( synonym)
7 mins Checking
Rub out and remember
Vocabulary
Activity 1: Brain- storming
So, when you are interested in someone's
collection, what would you like to know ?
T elicits ideas from Ss
- name of the collection
( collection of books, coins, stamps, clothes...)
- how he collects them ( buy them, ask some one
to give them, exchage them..)
- how he keeps them
( in album, on shelves, in boxes, in a safe...)
- when he start his collection
( last year, 6 years ago, long ago )
- how he classifies them
( into categories, countries, ages, colors..
3- While - why he collects them
(to rela, to kill tim, to entertain oneself)
writing His plan for future
275
T
Ss
T
Ss
Ss
Ss
18 mins (continue to collect ...)

Activity 2: writing
T asks Ss to look at all the ideas suggested on the
Bb
T asks Ss to write about their collection, real or
imaginary, using the ideas mentioned in activity
1
Ss write their work on their notebooks
T goes aroud to ofter help
T takes note of Sis's mistakes for indirect
4- Post- correction
writing T call on two Ss to go to the BB to write down
10 mins their work. T together with Ss, finds out the
mistakes and corrects them
T gives feedback on Ss' work
T points out some common mistakes made by Ss
when doing this writing task
Correcting mistakes
T gives handouts to SS
T asks Ss to work in groups of four to find out the
mistakes in the essay given, adding that there is
only one mistakes in each paragraph
One of my hobbies is watching TV. My hobby
starts when I was a boy of five. I would always
ask my parents to turn on the TV set so that I
could enjoy the cartoon films or advertisements
Now I find that watching TV enables me learn
amny things. I learn a lot about how people lived
in the old times. I learn about the wonders of the
world, space travel, tiny viruses and other
fascinating things
TV programs provide me with so many
information and facts. I can stay at home and
watch almost everything happen around me
I think I will continue to watch TV although TV
programs are always useful to me. Watching TV is
actually a good hobby
Suggested answer:
P1: starts
started
P2: learn to learn
276
T
Ss
Ss
Ss
5.
homew
ork 2
mins
P3: many
much
P4: although because
T asks Ss to answer the following questions about
the reading text given in the activity above,
reminding them to write their work on their
exercise notebooks
Questions
Read the text in the activity above again and
answer these questions
1. What's the write hobby ?
2. When did he start it?
3. How useful is the TV set to the write ?
4. do you share the ideas about watching TV with
the write? Why (not)
UINT 13:
HOBBIES
LANGUAGE FOCUS
Aims:
By the and of the lesson, students will be able:
* distinguish the 4 sounds /pt/, /bd/, /bz/
* know how to use clleft sentences- subiect focus
- object focus
- adverbial focus
Teaching aids:
PROCEDURE
Stage
Activities
Interacti
s/
ons
Timin
g
1.
Simon says Game
T
Warm T tells Ss that he will ask Ss to do something, but Ss Ss
-up 5 only follow his order if his command begins with
Ss
mins "please". When T doesn't say" please" at the
Ss
beginning of the request, Ss don't have to follow it.
Now, will you follw my request if it begins with"
please"?
( Yes)
And if I don't say "please"?
( We won't take your order)
Good
277
now, "please" stand up

'please" sit down, raise your left hand, OK, stand up
again, "please" raise you both hands
"please" say stopped
"please" say robbed
"please" say stops
"please" say robs
T declares the losers
Lead - in
T write these 4 words on the board
Stopped/ robbed/ stops/ robs
Pt
bd
ps
bz
How can we pronounce the ending souds in these
words?
( Ss give answers)
2.
OK, in our lesson today, we'll practice these sounds
Prese T asks Ss open their books to page 151
ntT hangs this chart on the BB
ation
1
15
Pronunciation
mins /pt/
/bd/
/ps/
stopped
robbed
stops
jumped
stabbed
steps
stepped
grabbed
maps
traped
bribed
shops
/ps/
/bz/
Stops
robs
Maps
bribes
Maps
rubs
Shops
clubs
T reads the words aloud, then asks Ss to listen and
repeat after him
T call on some Ss to read the words aloud,
correcting their if necessary
T hangs this chart
1.She was robbed
2. he stopped smoking
278
T
Ss
T
Ss
3. Lan dropped the teapot

3.
4. The boy jumped out into the road and bumped
Prese into an old man
nt5. S she's been to a number of shops and clubs
ation 6. he rubs his hands because he wants to interrupt
2
their talk
7
T reads the sentences aloud, then asks Ss to listen
mins and repeat after him
T calls on some Ss to read the sentences aloud,
correcting their mistakes if necessary
Grammar
Lead- in
T draws a boy who gave a rose to a girl
T asks:
What are their names?
(Tom and Mary )
What did Tom do ?
( He gave a rose to Mary )
Now, who can rewrite that sentence, beginning as
shown?
Y writes on the BB
It was Tom..
Expected answer
It was Tom who gave a rose to Mary
T explains: Tom in the above sentence is subject of
the sentence. To emphasize, we can begin the
sentence with It was Tom who...
Tom gave a rose to Mary
Subject
It was Tom who gave a rose to Mary
T draws a girl who saw a cat
T asks:
What did the girl see? ( A cat )
Yes, good, T write :
The girl saw a cat
Is the here the subject or object of the sentence?
(object)
Who can rewrite the sentence as shown ?
It was the cat...
Expected answer
It was the cat that the girl saw
279
T
Ss
7
mins
7
mins
8
mins
T explains how write cleft sentences with object

focus
The girl saw the cat
object
It was the can that the girl saw
T expands the second sentence
T writes
The girl saw the cat in the garden
Now, who can rewrite my sentence as shown?
It was in the garden ...
Expected answer:
It was in the garden that the girl saw the cat
T explains how to write cleft sentence in case you
pay attention to adverbial modifier of the sentence
The girl saw the cat in the garden
adverbial modifier
It was in the garden that the girl saw the cat
T writes the form
It(is/ was)+ N/ adverbial modifier + who/ that
+V
Practice
Execise 1
T asks Ss to do execise 1/ page 152 in pairs
T goes around to ofter help
T calls on some Ss to read their answers alound
T corrects their mistakes if necessary
Suggested answers
1. It was the boy who visited his uncle last month
2. It was my mother who bought me a present on
my birthday
3. It was Huong and Sanda who sang together at
the party
4. It was Nam's father who got angry with him
5. It was the boys who played fooball all day long
6. It was the girl who received a letter from his
friend yesterday
7. It was his presence at the meeting that frighened
the boy
Exercise 2
T asks Ss to do exercise 2/ pages 152- 153 in pairs
T goes around to offer help
T calls on some Ss to read their answers aloud
280
S
S
T
Ss
S
S
T
S
S
S

Suggested answers
1. It is english that the man is learning
2. It was the book that the woman gave him
3. It was the postcard that she sent her friend
4. It was the book that Hoa borrowed from Long
5. It was his grandfather who(m) the little boy
greeted in a strange language
6. it was the policeman who (m) the pedestrian
asked a lot of questions
7. It was the stranger who(m) the dog barked at
T
Ss
Exercise 3
T asks Ss to do exercise 3/ page 153 in pairs
Suggested answers
1. It was in the garden that the boy hit the dog
2. It was for tea that she made some cakes
3. It was for him that his father repaired the bike
4. it was on his birthday that she presented him a
book
5. It was in britian that he met his wife
6. It was from the shop that she bought that present
7. It was at 8.00 am that the meeting started
4.
Make four cleft sentences about yourself
home- Suggested answers
work 1. It is my mother who helps me with English
3 min 2. It was on May 12 that I was born
3. It was at the party that I first met my close friend
4. It is my Mun and dad who (m) I admire a lot
UNIT 14
RECREATION
READING
Aims :
By the end of the lesson, students will be able to
- read about friendship
- skim read for general ideas
Teaching aids:
picture, handouts
281
PROCEDURE
stages/
timing
1.
Warmup
Activities
Guessing the picture

Divide the class into two groups
T hangs picture hidden by six pieces of paper
1
2
3
4
5
6
1 Something that you and your family do together
after dinner
( watch TV)
2. something you do to keep fit (play sports)
3. something you do at a libraly (read books)
4. something most women like doing at weekends
(shoping)
5. something you are aeger to do after summer
holidays ( meet friends)
6. something that only people and birds can do
(sing)
The pieces are numbered from 1 to 6
Each group takes turns to choose the number, T
will give the question, corresponding to it. If they
give the correct answer, they get one mark, and
one piece of the picture will be uncovered.
Members of the two groups can guess what the
p[icture is about at any time. If they get it right,
they get three marks. The groupwhich has more
marks wins the game
declare the winner
Lead- in
Do you often listen to music in your free time?
How much time do you spend on it every day?
(Yes, a lot). How often do you meet friends? What
do you often do you when you meet together ?
( Sometimes, play football, go out ...)
now, have a look at the activites from 1 to 6 and
tell me which activities most british people often
do in their free time
T writes down the Ss' guesses on the BB after Ss
2. Pre- have made their guesses
reading Ex:
7 mins - Watch TV
- Shopping
282
Interacti
ons
T
Ss
Ss
Ss
T
Ss
Ss
Ss
Meeting friend
Playing sports
Singing
Reading books
In today's lesson, you are going to read someting

about recrestion in britain
In the first place, I'd like to help you with some
new words
Vocabulary
1. pastime(n):( explanation)
I often entertain myself by reading. So, I say
reading books is my pastime. Pastime, pastime,
3.
what does that mean?
While- 2. household (n) (translation)
reading There are 40 households in my neighbourhood
4 mins 3. course(n) (gap fill)
My brother is following a computer
programming.....
4. apart from ~ except
Checking
Slap the board game
T say's: Now let's back to your guesses about
British people's recreation. Open your books to
page 155 and read the reading text
8 mins
8 mins
Activity 1 : Having a quick check

T says: Let's read the text in 3 minutes nad tell me
which of your giesses are right
T calls on some Ss to give answers
T makes a tck at the right guesses, and a cross at
wrong ones
Watch TV
Shopping
meeting friend
Playing sports
listen to music
Reading books
Activity 2:
Multiple choise test
T asks Ss to read the reading text and then work
283
T
Ss
Ss
Ss
T
Ss
T
Ss
S
S
4. Post- in pairs to do the multiple choise test ( task 1/

reading page 156)
Suggested answers: 1A 2B 3B 4A 5B 6A
Activity 3: Questions- Answers
Divide the class into groups of four
Give handout( questions) to each group
Ask Ss to read the text again and work in groups
of four to write their answers on the handouts
Ask the groups to exchage the handouts for
correction
Call on some groups to give the answers, asking
each group to correct the answers on the handout
Ask if the groups did good work
Ask each groups to take its handout back after
correction
Group discussion
T asks Ss to work in groups of four to discuss one
of the following topics
- should students play computer games to relax ?
- The bad effects of watching TV.
- Among the most common leisure activities in
Britian, which do you like best. Give specific
reasons to support your choise
5.
Homew
ork
2mins
T
Ss
Ss
Ss
T
Ss
Ss
Ss
T
Ss
In no more than 100 words, write a paragraph

about one of the three topics given in the activity
above
UNIT 14
RECREATION
SPEAKING
Aims:
By the end of the lesson, students will be able to:
- express agreements and dissagreements about
entertainment activities and stating
the reasons
Teaching aids: handouts
PROCEDURE
Stages
Activities
Interacti
/
ons
Timing
1.
Game: Nodding and shaking chairs
T
284
Warm- Prepare these phrases/ sentences beforehand

up 5
1. yes, let's do that
mins 2. I quite agree with you
3. I don't think so
4. I respect you opinion, but...
5. For sure
6. I don't see that way
7. You could be right, but don't you think that ...?
8. You are exactly right
T puts two chairs in the front of the class. One is
the nodding chair, the other is the shaking one
T will say some phrases or sentences. If the
phrase/ sentence expresses agreement, one
menber of each group tries to run towards the
nodding chair and sit on it. If the T says something
expressing disagreement, one menber of each
group tries to run towards and sit on the shaking
chair. If the member does it properly, he will score
one mark for his group. The group with more
marks wins the game
Declare the winner
T writes on the board
Agreeing
1. Yes, let's do that
2. I quite agree with you
3. for sure
4. you are exactly right
Disagreeing
1. I don't think so
2. I respect your opinion, but...
3. I don't see it that way
4. you could be right, but don't you think that...?
Lead- in : We are going to learn how to express
your agreement or disagreement today, but I am
going to provide you with some new words first
2. Prespeaki Vocabulary
ng
1. ten ( n) (explanation)
7 mins What do you call something we put up when we go
camping ?
2. equipment(n)(explanation)
It is something you take along when you go
camping, such as
285
Ss
Ss
Ss
T
Ss
Ss
Ss
a hammer, rope, a spade...

3. scenery(n) (translation)
4. effective (adj) (gap- fill)
This sort of medicine is very .....you can cure your
headache very quickly with it
Checking
Gap- fill
Ask Ss to complete the following sentences with
the words they have just learnt
1. We have ti bring lots of ..... and supplies when
we go on a camping trip
2. Have the boys put up the ......... yet?
3. We enjoyedthe spectacular... there, especially
the waterfalls and the hills
4. thanks to ...production methods, they have been
able to production methods, they have been able
to produce better and cheaper products
Expected answers
1. equipment 2. tent 3. scenery
4. effective
T draws a girl whose hairstyle is very fashionable
T asks: I think that her hairstyle is very
fashionable. What do you think?
3.
Expected answer: I quite agree with you
While- T says: Now, let's practice more with the following
speaki topics
T
ng 8
Ss
mins
S
Activity 1:
S
Expressing (dis) agreement
T hangs this chart on the BB
Agreeing or Disareeing
0) I think Hoa looks more beautiful with that new
hairstyle
- Agree: I could't agree more
- Disagree:Do you? I don't think so. I think she
looks terrible
1. You: In my opinion, the weather in Hue is getting
better and better
You friend :...
2. You: It seems to me that studying late at night is
more effective than in the daytime
Your friend:....
3. You: In my opinion, the music for the young
286
today is not worth listening to

Your friend:...
T asks Ss to work in apirs to express their
agreement or disagreement in the situations given,
10
explaining that they can use the example shown in
mins the chart
T
T asks some pairs to act out the conversation
Ss
T takes notes and gives feedback
S
S
Activity 2 Role-play
Instructions:
The stidents of class 11A2 will have a two- day
holiday. They are discussing whether they should
go on a camping trip or not. Now you have to work
in groups of four to act out the conversation, using
the following suggestions as help
4.
Reasons for agreeing:
Post- 1. Can enjoy spectacular scenery
speaki 2. Can have lots of outdoors activities
ng 10 3. Can get close to nature (see trees, flowers,
mins wildlife)
4. Can become active
Reason for disagreeing
1. Have to bring lots of heavy equipment and
supplies
2. Have to eat bread for two days
3. have to hire a car, which is rather expensive
4. have to sleep in the tent, the weather might be
T
bad
Ss
T goes around to offers help if need be
S
T listens to Ss and collect their mistakes for
Ss
indirect correction
T gives feedback
Questions- Answers
Instructions :
In this activity you have to work in pairs to discuss
one of the following questions. In your discussion,
one student has to express his/her agreement on
the opinion in the question, the other expresses.
By the end of the conversation Ss have to
withdraw a conclusion.
287
5.
Home
work 2
mins
1 What do you think about the TV program "Viet

Idol"?
2. Some people prefer buying second- hand
clothes because they suit everyone's pocket and
do not look worse than brand- new ones. What do
you think?
3. Some people support the idea of wearing
uniform at school, others do not. What's you
opinion?
T comes to encourage Ss to talk and offer help if
need be
T listens to Ss and collect their mistakes for
indirect correction
T gives feedback
Write a short paragraph expressing your ideas
about one of the topics given in activity 3
UNIT 14:
T
Ss
RECREATION
LISTENING
Aims:
By the end of the lesson, students will be able to :
* listen for specific information
* listen for general ideas
Teaching aids:
handouts, pictures
PROCEDURE
Stages/
activities
interacti
Timing
ons
1.
Let's decode
T
Warm- T asks: do you know the order of the letters in the Ss
up 5
alphabet?
S
mins
(Expected answer: Yes)
Ss
Well, supposing that we have 26 numbers, from 1
to 26 and number 1 is relevant to letter A, 2 to B,
3 to C ...and 26 to Z
Now I am writing a word with numbers
2. 5.5 : bee
T divides the class into two groups, asking them
to find what this word is
8. 15. 12. 9. 4. 1. 23
288
2. Prelistenin
g7
mins
3.
Whilelistenin
g8
mins
The first group to find out the correct answer wins

the game
Key: HOLIDAY
Lead- in
Where do you ofter spend your holiday?(Nha
Trang, Da Lat...)
Who do you usually go on holiday with? ( friends,
relaitives...)
How do you usually go on holiday ?(very much...)
Now, today you are going to listen to someone
T
talking about his/ her holiday. First I am going to
Ss
help you know some new words
Vocabulary
1. desert(n) (gap-fill)
Shahara is a very well- know ...in the world
2. solitude(n) (translation)
She likes the solitude of the wildlife
3. waterfalls(n) (picture)
Cam Ly waterfall is one of the most beautiful
sights in Da Lat city
4. depressed ( adj) (drawing)
T draws a very depressed face, asking Ss to find
and adj to describe the face
Expected answer: depressed
Checking
Slap the board
T
Ss
S
Ss
T
Ss
Activity 1: T-F test

Instructions
As I have said, this time you are going to listen to
three people, Anna, Terry, and Mary talking about
their holiday. Listen to them and decide if the
statements are true or false
T says that the tape will be played twice
T gives Ss handouts of T - F test
10 mins T goes over the answers with the class
Suggested: 1T 2T 3F 4F 5 F 6F 7F 8F
Activity 2 gap- fill
289
T
Ss
S

Instructions: now listen to the listening text again
and answer the questions in the handout. You will
listen to the tape twice
T gives Ss 1 minute to read the questions
T calls on some students to give the answes
Suggested answers
1. Riding their dirt bike in the desery, taking
showers in waterfalls and swimming in lekes and
rives
2. In sleeping bags or tents
3. Because more and more people are coming to
these places and leave trash in the forests and
4. Post- take rocks and plants with them
listeing 4. He thinks nature is a also imporyant in the
10 mins world
5. In cities
6. because she can't put up an umbrella tent in
the wind oe make a fire in the rain or carry a
heavy backpack
T
Ss
S
S
Role - play
Maria has just been back from a camping holiday
on the beach and she really had a very good time
there. Her friend Cindy is asking her about the
trip and she is willing to tell all the good things
that the camping holiday brought her
Now work in pairs, one student plays the role of
Maria and the other of Cindy to act out the
conversation
T takes notes for indirect correction
T gives feedback
5.
Homew
ork 2
mins
UNIT 14
Aims:
Write a short paragraph ( about 100 wods) about

the advantages of a camping holiday
RECREATION
WRITING
By the end of the lesson, students will be able to :
290
T
Ss
Teaching aids:
Stages/
timing
1. Warmup 5 mins
2.Prewritin
g
( 7 m)
3.Whilewri
ting
( 8 m)
* write about a collection

* work in pairs/ gropus effectively
handouts, pictures
PROCEDURE
Activities
Guessing words
Divide the class into two groups
Tell Ss that T is thinking about a word. T will give some clues
about the word and members of each group can make a guess
of the word at any time. Each group has only two chances to
guess the word. The first group to give the correct answer
wins the game.
1. This word is a noun with five letters.
2. This noun tells you about something that happened in the
past.
3. This noun can be combined with such adjectives as funny,
love, detective ...
4. Grandmothers often tell this to their grandchildren before
they go to bed.
Key word: STORY
Declare the winner.
Interaction
s
T
Ss
Ss
Ss
Ss
Ss
T
Ss
Ss
Ss
T
Ss
Ss
Ss
Lead -in:
In today's lesson, you are going to write a story. First I will
provide you with some new words.
Vocabulary
1. forest (n): (picture)
He was lost in the forest for three days.
2. camp-fire (n) (definition) - something you build up at night
near the camp, and you often sing and dance around it.
3. umbrella tent (n) (drawing)
T draws an umbrella tent on the B.B, and asks what it is.
4. be up early (translation)
Checking:
T asks Ss to work in pairs to complete the following sentences
with the words that they have just learnt.
a. We can see lots of old trees and animals in the .............
b. This morning Bob was ............early because he had to
prepare his new lessons.
c. The boys have just put up a (n) .......... in their campsite.
d. They danced and sang around the ....... all night last night.
Expected answers:
a. forest
b. up
c. umbrella tent
d. camp-fire
Activity 1: Matching test ( task 2 / page 160)
T divides the class into groups of four, asking them to match
the events ( from 1 to 6) with the appropriate pictures. After
two minutes, T calls on four representatives of 4 groups
( chosen at random) to go to the BB to write down their
answer will be praised in front of the class.
Suggested answers:
1. G
2. A
3. B
4. C
5. F
6. D
7. H
8. I
9. E
291
(10 m)
4.Postwriti
ng
( 10 m)
5.Homewo
rk
UNIT 14
Aims:
Activity 2: Writing
T asks Ss to look at all the picture in their order and write a
story about camping holiday.
Ss write their work on their notebooks.
T goes around to offer help.
T takes notes of Ss's mistakes for indirect correction .
T calls on 2 Ss to go to the BB to write down their work. T,
together with Ss, finds out the mistakes and corrects them.
T gives feedback on Ss' work.
T points out some common mistakes made by Ss when doing
this writing task.
Reserved activity:
Imagine that you have just been back from a camping trip and
your friends will ask you any thing about the trip. Work in
groups of 4 to act out this conversation.
T comes to groups to encourage them to talk.
T collects some mistakes made by Ss for indirect correction.
T gives feedback.
T
Ss
Ss
Ss
T
S
Ss
Ss
Ss
Write a short paragraph to answer this question:

Why do Ss like camping holiday ?
RECREATION
LANGUAGE FOCUS
- distinguish the 4 sounds / ts /, / dz /, / /, / /
- know how to use the conjunction
both ..... and, not only ....... but
also,
either .......or, neither ...........nor
- know how to use cleft sentences in the passive
Teaching aids:
handouts, pictures
PROCEDURE
Stages/tim
Activities
Interaction
e
s
1.Warm up Riddles
T
Ss
( 5 m)
1. What is a word which means child. It also means a young
Ss
animal. (expected answer: kid)
Ss
2. Can you fill in this sentence
I can .............like a horse. ( expected answer: eat)
292
3. What's the end of the word ? ( expected answer: letter D)

4. what will happen if you drop a hat to the Black Sea ?
(expected answer: It will get wet)
2.
Presentati
on 1( 10
m)
3.Gramma
r
( 10 m)
Lead-in:
Now look at the words kid and eat
T writes on the BB: kid, eat
When we put s after the 2 words, do you think they have the
same ending sounds ? ( expected answer: No)
Good, now let's open your books to page 162 to learn about
such cases.
T writes these 4 words on the board eats / kids / marched /
bridged
Who can pronounce these words ?(Ss stand up to pronounce
the words)
T corrects their mistakes if need be.
Pronunciation
T writes
eats / kids / marched / bridged
/ ts /, / dz /, / tst/, / dzd/
T hangs this chart on the BB.
/ ts /
/ dz /
sits
reads
eats
friends
meets
kinds
/ tst/
/ dzd /
marched
bridged
watched
raged
reached
managed
T reads the words aloud, then asks Ss to listen and repeat after
him.
T calls on some Ss to read the words aloud, correcting their
mistakes if necessary.
T hangs this chart
1. He usually sits at the back of the class.
2. She has lots of friends
3. When he was young, he watched television three hours a
day.
4. We managed to get three tickets for the match.
5. They bridged the river, then pitched their tent on the bank.
T reads the sentences aloud, then asks Ss to listen and repeat
after him.
T calls on some Ss to read the sentences aloud, correcting
their mistakes if necessary.
Lead-in:
T draws two boys going to school.
T writes their names: Nam, Huy
T asks; Are they boys or girls ? ( boys)
What are their names ? ( Nam and Huy )
What do they do ? ( They are students)
T remarks
Nam is a student, and huy is also a student. T writes
Both Nam and Huy are students.
T elicits and writes this form
Both + N1 ( adj ...) + and + N2 ( adj ...)
293
Ss
Ss
(8 m)
(10 m)
4.Homewo
rk 2min
Now look at Nam and Huy again. Are they doctors ? ( No)
So, we write
Neither Nam nor Huy are doctors.
Neither + N1 ( adj ...) + nor + N2 ( adj ...)
Now, you see Nam is 16 years old, and Huy is 17 years old. So,
we can say
Either Nam or Huy is 16 years old.
Either + N1 ( adj...) + or + N2 ( adj ...)
Example 1:
T asks Ss to open their books to page 161/ 162
T asks Ss to work in pairs to combine the sentences, using
both ... and, (n) either ...(n) or
Suggested answers
1. both Jim and Carol are on holiday
2. george neither smokers nor drinks
3. Neither Jim nor Carol has got a car
4. The film was both long and boring
5. That man's name is either Richard or robert
6. I've got neither the time nor the money to go on holiday
7. We can leave early today or tomorrow
8. Helen lost both her passport and wallet at the airport
9. They are both clean and easy to park
10. On Friday evening I either go to the cinema or stay home
and watch
Execise 2
T revises the previous lesson about cleft sentences, explaining
that this time the passive voice is used
It was the cat that was seen by the girl
It was in the garden that the cat was seen. From
It (is/ was ) + N/ adverbial modifier+ who/ that+(be)
+pp
T asks Ss to do execise 2/ page 162 in pairs
Suggested answers
1. It was Christina who was given a lot of flowers by fans
2. It was the polieman who was asked for direction to the P.O
3. It was his house that we talked about
4. It was a bike that was bought for him for his birthday
5. It was his hometown that was descibed in his novel
6. It was the children who were frightened
7. It was her glasses that were broken
8. It was this story book that was given to me for a party by
the Prince
9. It was this story book that was given to me for a birhday
present by my father
10. It is Tet that is celebrated as the grandest occasion in a
year by Vietnamses people
Mistake correction
Correct the mistake in each sentence below
1. It was in this house where he born 17 years ago
2. neither Pete or his youger has finished the assignment
3. It were her pair of shoes that wre stolen last night
294
T
S
S
Ss
T
S
S
Ss
Ss
4. Both Minh and his classmates is going on a camping trip this

weeken
Suggested answes:
1 where
that
2. or
nor
3. were
was 4. is
are
UNIT 15 :
SPACE CONQUEST
READING
Aims:
By the end of the lesson, students will be able to:
Teaching aids: pictures, handouts
PROCEDURE
stages/
Activies
Timing
Warmer
Quiz
5 mins
divide the class into two groups
prepare 6 questions beforehand to ask the two groups
Each goups takes turns to give answer to the questions they hear. It
they give the correct answer, they get one mark. There will be a
special question, and the group giving the correct answer to this
question gets three marks . The group with more marks wins the
game.
Questions:
1. What do we call someone invited to our house to have a party?
(guest)
2. What is the popular website enabling you to search for any
information you need ? ( Google)
3. A kind of fruit related to the discovery of gravity. (apple)
4. A small animal told in a fable to kill an elephant. ( ant)
5. An adj to describe the earth ( round)
6. What is the word to fill in this sentence ?
A friend in ......... is a friend indeed. ( need)
7. What is a small thing we need for making clothes ? (needle)
Special question:
Can you use the first letter of 7 words above to make a meaningful
word ?
Key: GAGARIN
Declare the winner
Prereading
( 7 m)
Lead-in:
Are you the first Vietnamese person who set foot on the moon ?
(Pham Tuan)
And Who was the first person in the world to set foot on the moon ?
( Gagarin)
Yes, Gagarin, and today we are going to read about this interesting
person. In the first place, I'd like to help you with some new words
Vocabulary
1. gravity ( n) - the pull of the earth.
2. cosmonaut ( n): translation
3. last (v): gap-filling
How long does this film ...........?
Expected answer: last
4. name after (v): context
295
Interacti
ons
T
Ss
Ss
Ss
T
Ss
T
Ss
This street was named after a Vietnamese writer.

What does named after mean ?
Expected answer: c t tn theo
Checking
T asks Ss to work in pairs to complete the following sentences with
the words just learnt.
1. Pham Tuan was a very well-known ................in Vietnam.
2. Water runs downhill because of ................ .
3. My school was ..................a national hero.
4. Our summer holiday often ...............about 3 months.
Ecpected answers:
1.cosmonaut
2.gravity
3.named after
4.lasts
T says: Now let's get back to Gagarin, the first person to come to
the moon. Let's open your books to page 167 and read the reading
text about him.
Whilereading
( 8 m)
Activity 1: Matching Test

Instructions:
How many paragraphs are there in this reading text ?
( Five )
Good, and you see, each paragraph has a heading. Now you read
the text and then work in pairs to match the headings to the
paragraphs.
Suggested answers:
P1 - B (the lift-off)
P2 - E (Uncertainties)
P3 - D (A view of earth)
P4 - C (Congratulations)
P5 - A (The tragic accident)
T calls on some Ss to give answers.
T gives feedback.
T
Ss
Ss
Ss
T
Ss
S
S
(10 m)
Postreading
Activity 2: Questions - Answers

Divide the class into groups of four.
Give handout (questions) to each group.
Asks Ss to read the text again and work in groups of four to write
their answers on the handouts.
Asks the groups to exchange the handouts for correction
Calls on some groups to give the answers, asking each group to
correct the answers on the handout.
Ask each group to take its handout back after correction.
Suggested answers
1. He became the first human being in space when he was 27.
2. He was in space for 108 minutes.
3. Before his flight, these questions were raised
- What would happen to a human being in space ?
- How would the body react to the extreme changes in
temperature ?
- How would the mind deal with the psychological tension ?
4. It was more than 17.000 miles per hour.
5. Because of a tragic accident.
6. After his death, his hometown of Gzhatsk was renamed Gagarin,
and the Cosmonaut Training Center at Star City, Russia, was given
the name to honour this national hero.
296
T
S
S
S
T
S
S
S
( 10 m)
Homewor
k
(2 m)
Gap-fill
T asks Ss to read the reading text and then work in pairs to do the
gap-fill test (task 3/page 169)
T calls on some pairs to give the answers.
T gives feedback.
Suggested answers:
1.cosmonaut 2.lasted 3.uncertainies 4.gravity 5.view
6.chapter
7.impossible 8.symbol
Build the following sentences
1. Gagarin / not / get / home / if / there / technical failure.
2. Although / flight/ last / no more / 2 hours / Gagarin / become /
greatest cosmonaut / all times.
3. U.S president John F.Kennedy / send / telegram / congratulate /
Gagarin / his feat.
4. Tragic accident / prevent / Gagarin / make / another flight
Suggested answers
1. Gagarin would not have got home if there had been a technical
failure.
2. Although the flight lasted no more than 2 hours, Gagarin became
the greatest cosmonaut of all times.
3. U.S president John F. Kennedy sent a telegram to congratulate
Gagarin on his feat.
4. A tragic accident prevented Gagarin from making another flight.
UNIT 15
Aims:
Teaching aids:
Stages/Ti
me
Warm-up
( 5 m)
SPACE CONQUEST
SPEAKING
By the end of this lesson, Ss will be able to:
- ask and answer questions on given information
- talk about historical events in the space conquest
pictures, handouts
PROCEDURE
Activities
What is it in the picture ?

T shows a picture of a space-craft hidden by 4 numbered pieces
of paper.
T prepares these four questions beforehand.
1. What is the missing word in this sentence ?
It only takes me about 1 hour to ..... from Hue to HCM city.(fly)
2. Complete this sentence with a noun
Gagarin was a well-known .................. .( cosmonaut)
3. Spacemen in the world have made progress in .........
( conquest).
4. What is the missing word in this sentence ?
Spacemen travel into space at great ...........( speed)
T divides the class into 2 groups, asking them to take turns to
choose the number on the piece of paper. For each number,
there is a question for them to answer. If the members of the
group give the correct answer, that group has one mark and T
takes off one piece of paper from the hidden picture . Ss can
stop at any time to tell what the picture is about, and if they get
297
T
Ss
Interactio
ns
T
Ss
Ss
Ss
it right, they score three marks for their group.

The group with more marks wins the game.
Hidden picture: SPACECRAFT
T declares the winner
T
Ss
Lead-in: Today, we are going to talk about space exploration.

First of all , I am going to provide you with some new words.
Prespeaking
( 7 m)
Vocabulary
1.launch ( v) (gap-fill)
The first spacecraft was ............ into space in 1957
Expected answer: launched
2. mark (v) (translation)
3. human (n) (gap-fill)
Only h .............can use languageb to communicate.
4. orbit (n) (translation)
T
Ss
T
Ss
Ss
Ss
Checking:
Whilespeaking
( 8 m)
Activity 1: Questions-Answers
Intructions:
You are going to read a piece of news about manned spacecaft
of China, then work in pairs to ask and answer questions about
the text.
Example:
Student A: When did China launch its first spacecraft into
space ?
Student B: On Oct 15, 2003.
T asks some pairs to act out the aonversation.
T takes notes and gives feedback.
T
Ss
Ss
Ss
(10 m)
Activty 2: Group-work
Instructions:
Open your books on page 171 and have a look at the events in
space exploration of 8 different countries.
Now you have to work in groups of four. One member of each
group has to read about the space exploration of one country
carefully and then answer any questions that the other 3
members may ask.
You have to choose the country by using a very small paper
ball . All you have to do is to drop the ball onto page 171, and
the ball falls on a country, you have to talk about that country.
When you finish talking about the space exploration of one
country, move on with another one by dropping the paper ball.
T takes notes of Ss' mistakes for indirect correction.
After 7 minutes, T asks them to stop and gives feedback on their
work.
Postspeaking
( 10 m)
Writing
Using the information given in box / page 171, write a short
paragraph about Pham Tuan, the first Vietnamese person to set
foot on the moon.
298
T
Ss
S
Homework
Copy your finished passage about Pham Tuan on your exercise

notebook.
T
Ss
UNIT 15
Aims:
Teaching aids:
Stages/Tim
e
Warm-up
Prelistening
( 7 m)
Whilelistening
( 8 m)
SPACE CONQUEST
LISTENING
- listen for specific information
- listen for general ideals
handouts, pictures
PROCEDURE
Activities
Matching Game
T photocopies page 172 to make handouts for Ss.
T gives handouts to Ss and asks them to face them down.
When all Ss already have the handouts, T asks them to match
the pictures with the descriptions at the bottom of the
handout. The first student who gives the exact answers wins
the game.
Key:
Picture A: 2
Picture B: 5
Picture C: 3
Picture D: 1
Picture E: 4
Declare the winner
Lead-in:
What do you know about Apollo crew ?
(They first set foot on the moon)
Now look at picture A, how many people were there in the
crew ?
(There were 3)
Now today we are going to listen about this crew. First I am
going to help you know some new words.
Vocabulary
1. surface(n) ( drawing)
T draws the surface of the road, and elicits the word surface
2. experiment(n) ( question)
What do scientists often do in laboratories ?
expected answer: experiment
3. astronaut (n): spaceman
4. challenge (n): (translation)
Checking
T asks Ss to complete the following sentences with the words
just learnt
a. They couldn't walk on the moon's ...... unless they wore
spacesuit
b. Putting a man on the moon was a great ........... at that time.
c. Mr Smith is doing his ............. in the chemistry lab .
d. He was the first ............ to reach the moon.
299
Interaction
s
T
Ss
Ss
Ss
Ss
T
Ss
Ss
Ss
T
S
Ss
S
S
Activity 1:
Instructions:
As I have said, this time you are going to listen about the
Apollo crew, who first reached the moon. Listen and work in
pairs to decide if the statements are true or false. Remember
that the tape will be played twice.
T gives Ss handouts of T-F test
T calls on some Ss to give the answers.
T goes over the answers with the class.
suggested answers: 1.F 2.F 3.F 4.F 5.T
Postlistening
(10 m)
Homework
( 2 m)
Activyty 2: Gap-fill
Instructions: Now listen to the listening text again and answer
the questions in the handout. You will listen to the tape twice.
T gives Ss 1 minute to read the questions.
T goes over the answers with the class.
Suggested answers:
1. NASA's Apollo program wa developed to meet President
Kennedy's challenge.
2. The Apollo 11 was launched on July 16, 1969.
3. The portable life support system was used for controlling
the oxygen temperature and pressure inside the spacesuit.
4. The astronauts stayed on the surface of the moon they
performed
a variety of experiments and collected soil and rock samples
to return to Earth.
6. They returned to Earth on July 24th, 1969.
Discussion
Choose one of the following topics and discuss it in pairs
1. If you knew you had only one more week to live on Earth
because you would go to the moon and stayed there forever,
what would you do on those 7 days ?
2. If you had a chance to go to the moon and could take only 3
things with you, what would you choose and why ?
Writing
Write a short paragraph about this topic:
In your opinion, why do people take interest in other planets in
the solar system ?
UNIT 15
Aims:
SPACE CONQUEST
WRITING
- write a biography
300
T
S
S
S
Ss
Teaching aids:
Stages/Ti
me
Warm-up
( 5 m)
Pre-writing
( 7 m)
- work in pairs / groups effectively

handouts, pictures
PROCEDURE
Activities
Lucky Number
Divide the class into 2 groups
T draws a flower with 9 petals and writes a number on each
petal.
T T asks each group to take turns to choose a number and
answer the following questions. The group with more marks
win the game.
1. Something we give our friend on their birthday ( gift)
2. A popular kind of drink in Japan, China and Vietnam. ( tea)
3. Something that gives energy to the earth everyday. ( sun)
4. A synonym of crazy. ( mad)
5. name of an animal which has 2 letters. ( ox)
6. LUCKY NUMBER
7. a small, black animal living in the field ( rat)
8. The opposite of shake ( your head) ( nod)
9. Fill in this gap " Don't cry over spilled ........ " ( milk)
T asks who can use all the first letters of those 8 words to write
the name of a famous man.
Key:
AMSTRONG
Lead-in:
In today's lesson, you are going to write the biography of
AMSTRONG. First i will provide you with some new words.
Vocabulary
1. disaster ( explanation)
Flood, storm, earthquake ... are disasters. What does disaster
mean?
Quote (n) ( elicitation)
What do you call a section of an application form in which you
write important events in your life ? ( quote)
3. investigate ( v) ( gap-fill)
The police are i.........the case of bank robbery in our village.
(investigate)
4. biography (n) ( translation)
Checking:
Interaction
s
T
Ss
Ss
Ss
Ss
Ss
T
Ss
Ss
Ss
Ss
Activity 1: Close-test
Instructions:
You are going to read about Amstrong's biography. After
reading it, you have to work in groups of four to put each of
the headings in the box in the appropriate blank.
T calls on five representatives of five groups ( chosen at
random) to go to the BB to write down their answer.
Suggested answers:
1. birth
2. place of birth
3. known as
4. career 5.
quote
301
Homework
2m
Activity 2: Writing
T asks Ss to read Amstrong's biography again and work
individually to write a paragraph of Neil Amstrong.
Ss write their work on their notebooks.
T calls on 2 Ss to go to the BB to write down their work. T,
together with Ss, finds out the mistakes and corrects them.
T gives feedback on Ss' work.
this writing task.
sample development
Neil Amstrong is an American astronaut. He is known as the
first person to walk on the moon. He was born on August 5th,
1930 in Ohio. From 1949 to 1952, he worked as a pilot in the
United States Navy. Amstrong received his BS from Purdue
University in 1955. In 1962 , he joined the Nasa astronaut
program. On july 20th 1969 Neil Amstrong beame the first
human to step on the's moon's surface. Amstrong received his
M.S from the University of Southern California. He resigned
from nasa a year later and from 1971 to 1979, he taught at the
university of Cincinnati. In 1986, Amstrong was pointed vice
chairman of the committee that investigated the Challenger
shuttle disaster. Amstrong is aslo well- known for what he said
when he stepped on the moon's surface. There's one small
step for man, one giant leap for mankind
T comes to Ss to encourage them to write
T collects some mistakes made by Ss for indirect correction
T asks two Ss to go to the BBto write down their work
T gives
Wtite your own biography, the quote should include ;
- time to go to elementary school ( where/ when to go / name
of the school)
- time to go to secondary school ( where/ when to go / name of
the school)
UNIT 15 : SPACE CONQUEST

LANGUAGE FOCUS
Aims: By the of the end, students will be able to :
* diatingguish the 4 sounds / nt/, /nd/,/nO/, /ns/, /nz/
* know how to use the conjunctions both... and, not only.. but also either ...or, neither ...nor
* know how to use cleft sentences in the passive
Teaching aids: handouts, pictures
PROCEDURE
Stages/
Activities
Interaction
Timing
s
Warm- up
Find the other part of your life
T asks two students to volunteer to play the game. The should
be a boy and a girl
The boy will look at the board and the girl stands behind the boy.
They have to stand back to back
T explains that the boy will be asked five questions and all he
has to do is to nod or shake his head to express his agreement or
disagreement
302
T will write his answer on the board

Then T will ask the girl the same five questions, the girl can say
yes or no to answer. If the boy and the girl have more than three
same answers they will become couple of the day
Questions
1. Can you swim?
2. Can you sleep 10 hours a day?
3. Can you play a sport?
4. Can you eat chocolate/
5. Can you sing very well?
T declares if they are a couple or not
Lead- in
Can you tell me another way to ask the above questions?
(expected answers
Are you to swim/... sing well?)
Now, let's open your books to page 175. Today, we are going to
practice more about this grammar point
Presentation 1 10
mins
Prent-tion 2
mins
Pronunciation
T write on theBb
went end mnth chance phone
T asks:
Who can pronounce these words?
(Ss stand up to say the words )
T asks Ss to play attention to ending sounds of the five words
Went end month chance phones
/nt/ /nd/ /n0/ /chnce /nz/
T hangs this chart
/nt/ rent, tenant, dind't
/nd/ remind, warned, friend
/n0/ seventh, tenth fifth
/ns/ tense, glance, Florence
/nz/ learns, tones, Barnes
T reads the words aloud and asks Ss to repeat
- T ahngs this chart
A: Florence, Mr.Barns went on the tenth last month
B: Oh, I have warned you, haven't ? Did you pay the rent ?
A: Only to the seventh
B: Only to the seventh?
A: Yes, and we have no chance to see him again. Is he your
friend ?
B: No, Mr.Barns is not my fiend and if he phones, remind him that
he must pay the rent to the end of the month
A: Don't be so tense. We'll have a new tenant on the thirteenth of
this month
after him
T calls on some Ss to read the sentences aloud, correcting their
mistakes if necessary
Lead- in
T shows a picture of a man running
T asks :
Could he run fast five years ago ? (Yes)
303
Homework
2m
T writes on the BB
He could run fast 5 years ago
T shows a picture of a man whose leg was hurt but he was
running fast
T asks: Did his hurt ?(Yes)
T writes
His leg hurt but he wa able to run fast
T explains
Could: exprees and ability was/ were able to: express an effort to
do st
Ex 1
T asks Ss to open their books to page 176
T asks Ss to work in pairs to complete the sentences, using
could, could't or was/ were ( not) able to
1. was able
2. was able to
3. could
4. was able to
5. could
6. couldn't
Ex 2
T revises how to make tag questions
It is a nice day, isn't it ?
They are hungry, are they?
You live here, don't you?
You don't speak English, do you?
T asks Ss to do exercise 2/ page 176/ 177 in pairs
Suggested answers
1. It's a very expensive restanrant, isn't it ?
2. The film was great, wasn't it ?
3. She has a lovely voice, doecn't she?
4. It doesn't look good on me, does it?
5. You have had your cut, haven't you ?
Ex 3
T asks Ss to do exercise 3/ page 177 in apirs
Suggested answers
1.... doesn't she?
2. .... haven't you ?
3.... wasn't it?
4. ... didn't we?
5. ...won't we?
6. ...can't you
7. ... musn't it ?
Mistake Correction
Correct the mistake in each sentence below
1. The bus was crowed with people but finally I could find a seat
2. She didn't able to find him although she had gone everywhere
3. Iam not a fool, am nit I ?
4. It seems to me that she is very good at maths doesn't it /
1. could
was able to
2. didn't
wasn't
3. am not aren't
4. deosn't it isn't she
304
UNIT 16 :
THE WONDERS OF THE WORLD

READING
Aims: By the end of the lesson, students will be able to :
- read about one wonder of the world ( The Pyramind )
Teaching aids: picture, handouts
PROCEDURE
Stages/
Activities
Timing
warmup 5
Word hunting
mins
T divides the class into two groups
T prepares the song " Top Of The World" from the tape
T asks Ss listen to the song ( T can choose any ohter
intersting song). After listening to it, group I has to wriye down
any words consiting letters n, e w whereas group 2 has to find
any words cosisting letters r,d o from the song they listen to
T asks representatives of two groups to go to the BB to write
down their answers. The group with more correct words wins
the game
Now, one more question, who can use the letter N, E, W, R, D
and O to make a meaning ful word? There are 3 marks for this
question
Expected answer : WONDER
Lead - in
Can you tell me some wonders in the world ? ( The Pyramids,
The Great Wall, The Lighthouse... )
Pre- reading
Good, now today you are going to read about one of the
7 mins
wonders in the world. First, let's get to know some new words
Vocabulary
1. tomb(v) (denfinition)
What do you call a place where the dead rest?
2. pyramind(n) ( picture)
T shows the picture of the Pyramind and asks Ss what it is
3. contruction ( gap- fill)
he builds houses and bridges. He works for a famous...
company
4.Treasure (n) ( translation)
Checking
T asks Ss to complete these sentences with the words in the
world
a. The Great.... is one of the 7 wonders in the world
B. The.... of this building took them three moths
c. They found a ... in an isolated island
d. Excuse me, can you tell me where King Tu Duc ... is ?
Suggested answers
a. pyramind
construction
c. treasure
d. tomb
WhileT says : Now let's get back to the wonders of the world, the
reading 6
Great pyramind. Open your books to page 179 and read the
mins
reading text about it, then do task 1 on page 180
Activity 1: Gap - fill
Instructions: The words in the box all appaer in the passage.
305
Interactions
Post- reading
8m
Homework
2m
Read the text and work in pair to do the gap- fill test
Suggested answers: 1 tomb, 2 wonder, 3 ramp 4
chamber 5 mysitrious, 6 spiral
Activity 2 : Questions- Answers
T divides the class into groups of 4
T gives handouts of the questions to each group
T asks each group to read the text again and answer the
questions tgiven
T asks the grouos to exchange the handouts for correction
T calls on some groups to give the answers, asking each
group to correct the answers on the handout
T asks each group to take its handout back after correction
Suggested answers
1. On the west bank of the river Nile
2. About 147 m high and on a base of 230m square
3. To sere as a tomb when the Egyptian the burial chamber
from the weather and from the thieves who might try to steal
the treasures and belongings there
4. It is thought that ancient Egyptians used straight or apiral
ramps or huge weight arms to lift and place the block's of
stone
5. The boat it's belived to have been used to carry the body of
Khufu in his last journey on each before being buiried inside
the Pyramind
Activity 3 : Scanning for information
T asks Ss to scan read the passage again and work in apirs to
say what the following words refer to
1. who (line 4)
2. it ( line 8)
3. It (line)
4. each(line 12)
T goes around to encourage Ss to read
T givens feedback
Suggested feedkack
1. who(line 4)(the thieves)
2. it (line 8) ( the Great Pyramid )
3. It ( line 9)(the Great Pyramid)
4. each(line 12) a block of stone
Discussion
Work in apairs to discuss this question:
Which of the wonders of world do you like best? Why?
T calls on some pairs to act out the conversation
T gives feedback
Write a passage about your favorite wonder of the world
UNIT 16 :
THE WONDER OF THE WORLD

SPEAKING
Aims : By the end of the lesson, students be able to:
- distinguish facts and opinions
306
- use facts and opinions to talk about features of man- made places
Teaching aids: pictures, handouts
PROCEDURE
Stages/
Timing
Warm- up 5
mins
Prespeaking 4
mins
Activies
Little Things
T prepares a picture of the Great Pyramind and sticks it on the
wall at the back of the class
Instructions
Now our class is divided into two groups. A and B. I am going to
ask you to give me somw "little" things and members\ of the two
groups have to try to give me the thing I need as quickly as
possible. The student who first gives me the thing I need gets a
mark for his/ her group. There will be 8 things for you to find and
the group with more marks wins the game
1. I need a pen
( T gets one pen from the quickest student to give the pen to T )
2. I need a ruler(...)
3. I need a book (...)
4. I need a watch (...)
5. I need a hair (...)
6. I need a shoe(...)
7. I need some money (...)
8. I need a picture on the wall at the back of the class(...)
Lead- in
T sticks the picture of the Pyramid on the BB and asks SS: What
is this ? ( The Pyramid ). Good, now, tell me, is the pyramid
high ? (yes)
T writes on the BB
The Pyramid is high.
What do you think of this wonder ? ( I think it is great)
Very good.
T writes on the BB
I think this wonder is great.
Now, look at the two sentences on the BB, which sentence
describes fact and which one describes opinion ?
Expected answer: The first describes fact and the second
describes opinion.
Right, open your books to page 181 and do the same task.
Activity 1: Distinguishing facts and opinions
Instructions: This time you have some statements about the
Pyramid. Read them and work in pairs to decide if each one
describes fact or opinion.
Suggested answers:
Facts: 2, 3, 4,
Opinions: 1, 5, 6, 7
T asks some pairs to give their answers.
T gives feedback.
307
Interaction
s
T
Ss
Ss
Ss
T
Ss
Postspeaking
Homework
3 min
Activity 2 Group-work
Let's move to task 2. Before you do it, I am going to give you
some useful language.
Now when you express your opinions, what phrases or sentence
patterns do you use ?
T elicits and introduces ways to express ideas.
- I think / I am sure ...
- It is said / believed / thought that ....
- They might / may / can have ....
- Probably / May be they ....
Examples:
- I think the Pyramid was built by an enormous giant.
- Probably an enormous giant built the Pyramid.
- A giant might have built the pyramid.
Instructions:
Work in pairs: This time you discuss possible answers to the
following questions, using the suggested questions below
1. Who built the Great Pyramid ?
2. How long did it take to build it ?
3. Where did the builders find the stones?
4. how did they transport them?
5. How could they build the Pyramid so high ?
T takes notes of Sis's mistakes for indirect correction
After 7 minutes, T ask them to stop and gives feedback on their
work
Role- play
Work in groups of four. Supposing that one of you were one of
those who contributed to build the Pyramid in the old time and
tell your friends what happened with the construction of the
wonder. Your friends akss you questions and you answer. You can
use the information in activity 2 as help
T goes around to offer help if need be
T listens to Ss and collects their mistakes for indiretc correction
T gives feedback
Wtite a report on what your friend told you about how the
pyramid was built in the activity above
UNIT 16: THE WONDER OF THE WORLD

LISTENING
Aims: By the end of the lesson, students will be able to :
* listen to a listening text about The Great Wall
* listen for specific information
* listen for general ideas
Teaching aids: handouts, colored chalk, pictures
PROCEDURE
Stages/
Activities
Timing
Warm - up 5 Quiz
mins
T divieds the class into two groups
T tells them that there is a word in the T's mind. T will give
them 4 pieces of information about the word, one by one, and
308
Iteractions
Pre- listening
7 mins
While listening 8
mins
10 mins
menbers of each group can raise their hands at any time to

guess what the word is. Each groups has only two chances to
make a guess
1. This word is a noun and it is very well- known in the world
2. You can see this from the moon
3. It was enlisted in The world Heritage by UNESCO
4. It is one of the wonders in the world and the syn\mbol of
China
Key: The great Wall
Lead- in
Have you ever seen the Great Wall on TV? (yes)
How old do you think it is ? (Ss make a guess)
Would you like to visiy it some day ? (Yes)
Now, you are going to listen to a passage about it. First, I am
going to help you with some new words
Vocabulary
1. ancient 9 adj) ~ very, very old
2. ming Dynasty (n) ( translation)
3. significance (n) (synonym)
Can you tell me a synonym of inportance?
Expected answer: significance
4. Beijing( proper noun ) : the capital of China Checking
T asks to coplete the following sentences with the words just
learnt
a. Was this wonder built during Ming...?
b. Hoi An is an interesting ... town in Viet Nam
c. I went to China last moth and I stayed in ... for a week
d. He has realized the ... of learning computer science
Suggested answers
a. Dynasty
b. ancient c. Beijing
d. significance
Activity 1:
Instructions
Now you are going listen about The Great Wall, one of the
wonder. Listen and work in pairs to fill in the missing
information. Remenber that the tape will be played twice
T gives handouts of gap- fill test
Suggested answers
(1) the moon (2) 1987 (3) the Ming Dynasty (4) 200 (5)
200 BC (6) 6000 km (7) 11 m (8) stone
Activity 2 Gap - fill
Instructions: Now listen to the listening text again and answer
the questions in the handout. You will listen to the tape twice
T gives Ss 1 minute to read the questions
T calls on some students to give the answers
T goes over answes with the class
Suggested answers
1. In 1368
2. Five provinces
3. Thanks to its
309
Poslistening 10
mins
magnificence and significance

4. The part in the northwest of Beijing is the best choice for
visiy because it is still in its original state
Work in groups of four. One member play the role of a
mandarin in the Ming Dynasty who was leader of a building
group of the Great Wall, and tell his grandchildren how the
Great Wall was built. The other member paly the roles of his
grandchirldren to act out the conversation
Sentence building
Build these sentences
1. The Great Wall/ said / visible / the moon
2. it/ believe/ The great Wall/ built /defense purpose
3. The Greta Wall/ symbol / the Chinese nation/ history
4. A visit/ The Great wall/ bring tourists great excitement /
each step / the wall
Suggested answers
1. The Greta Wall is said to be visible from the moon
2. It is believed that The great Wall was built for defense
purpose
3. The Great Wall is a symbol of the Chinese nation throughout
history
4. A visiy to The greta wall will bring tourists great excitement
in each step of the wall
Write a short paragraph about this topic
In your opinion, why do people take interest in other planets in
the solar system ?
UNIT 16

WRITING
Aims:
- write a report on a man-made place
- work in pairs / groups effectively
Teaching aids:
handouts, cards, pictures
PROCEDURE
Stages/Tim
Activities
e
Warm-up
Lucky Number
( 5 m)
T divides the class into 2 groups.
T draws a flower with 9 petals and writes a number on each
petal.
T asks each group to take turns to choose a number, and for
each number there is a question for them. If they give the
correct answer, they have one mark. T explains that there is
one lucky number. If they choose it, they will have one mark
without answering any questions. The group with more marks
wins the game.
1. something coming out of your eyes when you are sad.
(Tear)
2. Fill in the gap with a suitable word to make a meaningful
proverb
310
Interaction
s
T
Ss
Ss
Ss
Pre-writing
( 7 m)
Whilewriting
( 16 m)
" ............... or west, home is best"

( East)
3. LUCKY NUMBER
4. A portable device getting people close together.
( Cell phone)
5. Part of the body that moves repeatedly when you speak
( Mouth)
7. When you burn a piece of paper, it will turn to ......
( Ash)
8. Something sweet we take from the bees.
( Honey)
9. Part of a car protecting you from the wind.
(windscreen)
10. A cute white animal in the forest which runs very fast.
(rabbit)
T asks who can use all the first letters of those 9 words to
write the name of a beautiful man-made place in Nha Trang.
Key: CHAM TOWER
Lead-in
In today's lesson, you are going to write about man-made
place. First I will provide you with some new words.
Vocabulary
1. consist of ( context)
Water consists of two elements: hydrogen and oxygen
2. in honor of (exp) (translation)
They built the temple in honor of the national hero.
3. statue (n) (context)
There is a statue of uncle Ho in the middle of our school yard.
What does statue mean ?
4. Buddha ( n) ( picture)
Checking:
Activity 1: Writing about a place
Instructions:
Open your books to page 184 and have a careful look at the
notes made by a visitor to the Panagar Cham Towers in Nha
Trang.
Work in groups of 4 to use the notes to write a report on the
visit.
T calls on five representatives of 5 groups ( chosen at random)
to go to the BB to write down their reports.
T gives feedback
Suggested key:
My visit to Nha Trang last year included a brief tour to Ponagar
Cham Towers. This town complex is one of the most beautiful
examples of Cham architecture in central Vietnam.
The Ponagar Cham Towers consists of 4 towers. They are
located on Cu Lao Marble Hill Two kilometers north of Nha
Trang. They were built between the 8th and 13th centuries.
Each town was decided to different god. The largest tower was
built in honor of Lady Thien Y. The 22.5 m high tower contains
her sandstone statue sitting on Buddha's throne. The 26 m
311
Ss
Ss
T
Ss
Ss
Ss
Post-writing
(12 m)
Homework
( 2 m)
high statue has 10 hands, holding specific objects illustrating

the power of Buddha.
The tour to Ponagar Cham Towers lasted 5 hours. I felt tired
but the visit was enjoyable, memorable and informative.
Role-play ( Speaking on the phone)
T asks Ss to read the tourist's report again and work in pairs to
play the role of the tourist's friend, who are talking about the
tour to Ponagar Cham Towers. This time, the two friends talk
on the phone. The conversation should be opened like this.
A: Hello, may I speak to B please ?
B: B here.Who's speaking ?
A: It's me, A.
B: Oh, A. Long time no see. Where have you been ?
A: I have just come back from Ponagar Cham Towers in Nha
Trang.
B: Oh, how nice. Please tell me about it. Ss to go to the BB to
write
A: ........
B: ........
T calls on 2 pairs to go to the front of the class to act out the
conversation.
T gives feedback
this task.
T
S
Ss
S
Ss
Write a short report on your favourite tour, real or imaginary.
UNIT 16

LANGUAGE FOCUS
Aims: By the end of the lesson, Ss will be able to:
- distinguish the 4 soumds: / ft /, / vd /, / fs /, / vz /
- know how to use the structures: It is said that ......: People say that .......
Teaching aids: handouts, cards, pictures
PROCEDURE
Stages/Tim
Acitvities
Interactions
e
Warm-up
Noughts And Crosses Game
T
Ss
( 5 m)
T draws 9 numbered squares ( as below) and asks Ss to play
Ss
the Noughts and Crosses Game.
Ss
1
2
3
4
5
6
7
8
9
T divides the class into Nought Group and Cross Group
T asks each group to take turns to choose a number, for each
number there is a question for them to answer. If they get it
right, they have 1 cross/nought. The winner will be the group
which forms three successive noughts/crosses in a straight line.
1. something the missing we give and take at parties (gift)
312
2. something we use to cut things with (knife)

3. Find the missing word
She was ... to tears (moved)
4. find the missing word
Who.. first will laught last
5. the highest mountain in the world. (Everest)
6. the longest river in the world (The Nile)
7. Which letter can you drink ?(letter T)
8. Which letter can be a verb?( letter C)
9. Which letter can fly?(letter B)
Lead- in
T writes on the BB: gift, moved, laughs, knives
Can you pronounce these words?
T asks some Ss to have a try correct their mistakes if necessary
Do you think that those words have the same ending soulds?
(Expected answer: No )
Good, now let's open your books to page 162 to learn about
such cases
Pronunciation
T writes the pronunciation of the ending soulds of these 4
words on the board
gift/ moved/ laughed/ knives
/ft/ /vd/
/fs/
/vz/
t hangs this chart on the BB
/ft/
/vd/
/fs/
/vz/
gift
arrived
coughs
behaves
lift
loved
laughs
loves
soft
moved
Roofs
knives
T reads the words aloud and asks Ss to repeat
T calls on some Ss to say the words
T corrects their mistakes
- T hangs this chart
1. They are not on the roof now. They've been moved to the
ground
Use the lift. I'll ring to say you've arrived
2. I think he's improved. Still coughs but laughs a lot, of couse
3. We have plenty of laughs. We miss him when he leaves
4. he loves a nurse. Her name's Soft. He want me to bring her
this gift
5. He brought me a gitf when he arrived
after him
T calls on some Ss to read the sentences aloud, correcting their
mistakes if necessary
Lead- in
T draws a boy who is praised by his teacher
T asks: Is the boy good? (Yes)
T asks : Does the teacher praise him every week ? (yes)
T writes :
The teacher praises Tom every week
Who can rewrite my sentence, beginning as shown?
Peolpe say that ... / It is said that
Tom is said ...
Expected answers:
313
People say that / It is said Tom is praised by the teacher every

week
Tom is said to be praised by the teacher every week
T writes and explains
It is siad that ? People say that+ S + V
T draws another picture who was praised by the teacher last
week
T leads to this sentence
The teacher prased Tom last week
T asks Ss to rewrite this sentence, beginning as shown. Tom is
said...
( Expected answer: Tom is said to have been prased by the
teacher last week .)
Form: S + is / was ( said...) + to have +pp
Ex 1:
T asks Ss to do execise 1/ page 185 - 186 in pairs
Suggested answers
1. Many people are said to be homeless after the floods
2. The prisonee is thought to have escaped by climbing over
the wall
3. He is believed to have driven throught the town at 90 km
per hour
4. Two people are reported to have been seriously injured in
the accident
5. Three men are said to have been arrested after the
explosion
6. The strike is expected to begin tomorrow
7. He is said to speak English very well
Ex 2
T asks Ss to do exercise 2/ page 186 in apairs
Suggested answers
1. He is thought to be very clever
2. The wanted man is believed to be living in New York
3. He is known to be very rich
4. The film is supposed to be very good
5. Many people are thought to have been killed in the accident
6. About a million puppies are thought to be born each year
7. The factories are said to be much worse
8. those dogs are said to be dangerous
Choose the best answer
1. It was in this village that Mr. John ... 17 years ago
A. were born
B. was born
C. born
D. has been born
2. Nam is said to ... aboad three times before
A. be
B been
C. has been
D. have been
3. His wife is said to ... a big company in Ho Chi Minh city now
314
A. be running
B. run
C. will be running
D. to have run
The woman was said to .. for her husband ten years before she
remarried
A. wait
B. waited
C. has waited
D. have waited
Suggested answers : 1B
2D
3A
4D
315

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Preparing of date:

- T divides the class into 8 groups

Pair work and whole class

Whole class, individual work

* underline the key words. For

answer the six questions in

can be no suspicions between

Tall, medium, short

Oval, round, large, square,

- T asks Ss to work in pairs to describe the

pair of glasses. She has shoulder-length

Before you listen

based on what thay can hear.

about him. And we have a lot of the same interests. We

AFTER YOU LISTEN

they met their friend . In this case , Ss may us

very nice presonality an a wonderful sense of

Pair work and

Preparing of date: ...

- T reads the words in each column all at once.

a. plenty of things we can do

- T summarises the main points of the lesson.

UNIT 2 : PERSONAL EXPERIENCE

UNIT 2 : PERSONAL EXPERIENCE

-Have you ever - Game

- Now T introduces the game : Within their group

UNIT 2 : PERSONAL EXPERIENCE

Escape (v): trn thot

guess the answers. T might also want to remind Ss

Christina: Well, before the fire I was selfish. I always

have the same or different ideas.

UNIT 2: PERSONAL EXPERIENCE

Preparing of date: .. Most

an unspecified time before now. The exact time is not important.

* Use the Simple Past to express the idea that an action

* In English, we often use a series of parallel actions to describe

Born: when ? where ?

this day because eggs are symbol of life. Today people

- Before teaching these words, T helps Ss to pronounce

wedding anniversaries, based on the text they read in

On what occasion was the party held ? Why was it

- T elicits or teaches necessary vocabulary items like those in the

Asking for opinions

- T gives examples and gets Ss to do some practice with these

expect to do something). T gives examples and gets Ss to do

key words. For example, the key words in the first

6. Please let me know your answer as soon as possible

- T calls on Ss to give the answers and write them on the board

when are used with an infinitive or a gerund.

the celebrity. They can use the questions in the worksheet as

- Communicative teaching approach.

IV. Teaching steps

take notes and give

eg. When we saw him,

eg. By the time we

form: S + had been+ Ving

GRAMMAR AND VOCABULARY (2 marks)

working quietly by themselves.

Ss listen to T or the tape and choose A, B, C

complete the sentences:

or D to complete the sentences

(from 1 to 5 at page 42)

1. Who are they?