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GIÁO ÁN TIẾNG ANH LỚP 11 CHƯƠNG TRÌNH CŨ
TRỌN BỘ NĂM 2021 - 2022
PERIOD 01
Introduction – Revision
Class Date of Signed date: ………………….
Date of teaching
planning
A. Objectives
1. Knowledge : By the end of the lesson, Ps will be able to
 Know how to learn English 11 effectively
 Have some supporting sources
2. Skill
 Ss know the requirement of different tests within English 11. Students know how to
learn English 11 effectively. Students can find some useful sources to learn English 11
3. Attitudes
 Help Ss to be aware of importance of learning English and self - study
B. Teaching aids
 English books 11
 Referent books
C. Teaching procedures
I. Class organization: (1 minute)
II. New lesson
Teacher’s activities Students’ activities
1. Warm up:
Introduces herself to the students - Work individual
Asks some students to introduce themselves: - Answer the teacher’s
What’s your name? questions
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Do you like English?

Do you find English easy or difficult?
Which is the easiest, the most difficult? reading, speaking,
listening, or writing?
Why do you learn English?
How long have you learned
English? Are you good or bad at
English?
2. The textbook English 11
1. Guiding student’s book and workbook: - Listen and take notes in
* Introduce to students how to use their book and workbook their notebooks.
* Introduce to students how to learn reading, speaking,
listening, writing, language focus in their books and how to
do the exercises in their books
2. Guiding English tests in grade 11:
* Introduce to students about oral tests, 15 minute tests, 45 - Listen and take notes in
minute tests, etc. and how to do them their notebooks.
* The tests in grade 11include:
reading : 25%
listening: 25%
writing: 25%
language focus: 25%
3. Guiding other books and tape, disc, etc.
3. Teacher’s demand
Books
* Text - book English 11
* Work - book
English At home:
* Prepare for the new lessons: content, structures, words
and phrases, pronunciation
* Revise the old lessons + do all the

homework At class:
* Participate in all activities
* Keep the discipline
4. Students’ assessment
(5mins) What do you find your
English? Very good
Excellent: Do as appointed
Good:
Average:
Bad:
Very bad:
Follow –up:
PERIOD 02
Revision
Class Signed
Date of planning Date of teaching
date………………….
……. …………………. …………………………..
……. ………………… ………………………… Nguyen Thi Minh Duc
I. Put the verbs in brackets into correct tense.

1. Mr Winston (go) ............. ....to the dentist every six months.
2. The boys (study) ................ their lessons every afternoon.
3. She often (get) ................. up early but yesterday she (get) ................. up late.
4. Peter (want) .....................................(read) .............. books after dinner.
5. What time you (get) ...................... up this morning?
6. My father (watch) ............. every football match on TV. He (like) ............. football very
much.
7. David (come) ....................... from America. He (come) ................... to London 2 months

ago.
8. My mother always (go) .............. to work by bicycle but yesterday she (go) ......... on foot.
9. We (visit) ....................... our grandparents once a year.
10. They have a car but they (not /use) ................................ very often.
11. Be quiet ! The pupils (learn) ...........................
12. Look ! The boy (run) ........................... to catch the bus.
13. Where's Linda ? -She (do) .................... shopping at the moment.
14. The Browns (go) ......................... to the cinema now.
15. Where you (put) .......................... this new bookcase?
16. Listen ! They (sing) ......................... an English song.
17. She (cook) .......... some food in the kitchen at the moment. She always (cook) ............ in the
morning.
18. Listen ! Someone (knock) .............. the door.
19. What you (do) ............... this evening?
20. Peter (go) .................... on holiday next month.
21. I (see) ....................... the doctor this afternoon.
22. She (go) ........... out with friends to night.
23.They (move) ..................... to the new house next week.
24. Richard (have) ............................ lunch at twelve o'clock.
25. Kate (phone) .................................... her mother soon.
26. I (just /finish) ...................... my homework.
27. I (not / meet) ...................... my sister for a long time.
28. I (see) ................ Mary a few days ago.
29. She says that she (just /see ) ..... ..................... her uncle.
30. They (not /meet) ..... ............... their friends yet.
II. Choose the best answer:
1. I -------------- this film twice.
A. see B. saw C. will see D. have seen
2. After -------------- her performance, she invited the audience to ask questions.
A. she finishes B. finished C. finishing D. she will finish
3. His father -------------- of cancer last year. A. will die B. has died C. died D. had
died
4. The train -------------- when we got to the station.
A. just left B. just leaves C. has just left D. had just
left
5. As soon as Martina saw the fire, she -------------- the fire department.
A. was telephoning B. telephoned C. had telephoned D. has
telephoned
6. Before Jennifer won the lottery, she -------------- any kind of contest.
A. hasn’t entered B. doesn’t enter C. wasn’t entering D. hadn’t
entered
7. Every time Parkas sees a movie made in India, he -------------- homesick.
A. will have left B. felt C. feels D. is feeling
8. Since I left Venezuela six years ago, I -------------- to visit friends and family several
times.
A. return B. will have returned C. am returning D. have returned
9. Yesterday while I was attending a sales meeting, Mathew -------------- on the company
annual report. A. was working B. had been working C. has
worked D. works
10. When my parents -------------- for a visit tomorrow, they will see our new baby for the
first time. A. will arrive B. arrived C. arrive D. will have
arrived
11. The last time I -------------- in Athens, the weather was hot and humid.
A. had been B. was C. am D. will have been
12. After the race --------------, the celebration began
A. had been won B. is won C. will be won D. has been won
13. Andy -------------- out of the restaurant when he -------------- Jenny
A. came/saw B. is coming /saw C. came/was seeing D. was coming/had seen
14. While he was washing his car, Mr. Brown -------------- a small dint in the rear fender.
A. has discovered B. was discovering C. is discovering D.
discovered
15. Linda has lost her passport again. It’s the second time this --------------.
A. has happened B. happens C. happened D. had happened
16. At this time tomorrow, we -------------- our final exam.
A. will have taking B. will be taken C. would take D. will be taking
17. The baby --------------. Don’t make so much noise.
A. sleep B. sleeps C. is sleeping D. slept
18. Peter said he -------------- a test the following day.
A. had had B. will have C. has had D. would
have
19. It is not so hot today as it -------------- yesterday.
A. is B. was C. would be D. had been
20. -------------- a party next Saturday. We have sent out the invitation.
A. we had B. we have C. we’ll have D. we have had
21. I’m very tired -------------- over four hundred miles to day.
A. I drive B. I’ve driven C. I’m driving D. I’ve been driving
22. I’m busy at the moment . -------------- on the computer.
A. I work B. I’m worked C. I’m working D. I worked
23. Our friends -------------- meet us at the airport tonight.
A. are B. are going to C. go to D. will be to
24. I will tell Anna all the news when -------------- her
A. I’ll see B. I’m going to see C. I see D. I’m seeing
25. Don’t worry, I -------------- here to help you
A. be B. will be C. am going to be D. won’t be
26. When I entered the room, everyone --------------.
A. has been dancing B. was dancing C. had danced D. danced
27. Before the invention of the steamboat there -------------- no way to cross the ocean.
A. has been B. could have been C. had been D. would be
28. He said that he -------------- his homework since 7 o’clock.

A. had done B. did C. has done D. was doing
29. Tom said everything -------------- ready when the match --------------.
A. will be/starts B. would be/started C. is/started D. will be/started
30. How long -------------- able to drive? - Since 1990.
A. could you B. have you been C. were you D. are you
Follow –up:
……………………………………………………………………………………………………
………………………………………………………………………………………………….
……………
………………………………………………………………………………………..…………
……
Period: 03 UNIT 1: FRIENDSHIP

A- Reading
Class Signed
date………………….
……. …………………. …………………………..
A. Objectives
1. Knowledge: By the end of the lesson, Ps will be able to

- Read the passage about “Friendship” and do reading comprehension tasks
- Use the information they have read to discuss related topic
2. Skill:
- 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 topic.
3. Attitudes
- Help Ps to know about qualities of lasting friendship

- To encourage Ss work in pairs and groups
4. Competences
- Develop collaborative, problem-solving and communicative competences
B. Preparation
1. Teacher:
- Teaching aids: Lesson plan, text book, pieces of paper with words
- Teaching method: Communicative language teaching
2. Students: Read Unit 1 at home
C. Anticipated problems
- Ss may not have enough sufficient vocabulary to talk about the topic, so T. should be ready
to provide them.
D. Procedures
I. Class organization (1 minute)
II. New lesson (38 minutes)
ACTIVITY 1: Competition game - Network

- Time: 10 minutes
- Technique: Brainstorming Working ways: Group work
- Procedure
Teacher (T) Pupils (Ps)
1. Giving tasks
- T prepares a handout with a network of the Listen to the teacher

word “Friendship”.
Trust
Friendship  Answer T’s questions if called

Distrube the task among all group
members and be ready for the task
- T divides the class into 8 groups and gives

each group a handout.
- T asks Ss to complete the network with some
nouns related the word “friendship” . The
winner will be the group completing the
network in the shortest period of time.
2. Completing task
- Observes and gives help if necessary - Do the task in groups
3. Report the result

 Asks Ps to exchange their papers to mark Expected answer
Group 1  Group 3 Trust, loyalty, unselfishness,
Group 2  Group 4 constancy, sympathy…….
 Gives Ps the key exchange the answer to mark

Group 1  Group 3
Group 2  Group 4
- 10 points for a correct answer
4. Assess the performance

 Invites Ps to give comments on other’s comment on other’s performance
performance -Result + handwriting
 Comments on Ps’ performance -The working style of the group
 listen to T’s comment
ACTIVITY 2: Discussing the picture and poem
- Time: 15 minutes
- Working ways: Pair work and whole class
- Procedure
1. Giving tasks
- T ask the whole class to look at the picture - Ss work in pair to answer the questions
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 to work in pair to read the short
poem on page 13 and answer the question:
“What do you think of friend in the poem ?”
2. Completing task

T calls on some Ss to answer the Suggested answers :
question. T may give some comments + One boy is playing the guitar, and the other girls
and her suggestion: The friend in the and boys are singing.
poem is very dedicated and thoughtful. + They seem very happy because I can see their
He / she is willing to help his / her smile.
friend in any circumstances + The picture tells me that friends can happily do
many things together. / Friendship is a nice thing
that brings happiness to us.

 Invites Ps to give comments on comment on other’s performance
other’s performance -Result
 Lead-in:  listen to T’s comment
Now you are going to read a passage
about the qualities of a long lasting
friendship. While you are reading,
find what qualities of lasting
friendship are mentioned in the
reading text.
ACTIVITY 3: Gap - filling
Time: 13 minutes
Techniques: Table cloth Working ways: group of 4
Procedures
1. Giving task
 Divide Ps into groups of 4  Form new groups

 Asks Ps to read the rule in slide Read the rule in slide
 Checks the rule
(?) What to do now?
(?) How much time? Answer T’s questions if called
(2) Who mark your group?  Expected answer:
(3) How many points for a correct - We have to read the statements and fill each blank
answer? with one of the words in the box
- Each of us has to write the answer on the given
space.
- discuss the answers among group member
- The secretary in the group has to write the best
ideas on the biggest part in the middle of the poster.
- We have to exchange the answer to mark
Group 1  Group 2 Group 3  Group 4
 Draw their small tables or boxes in front of
them so that a student has one part on the
poster. There is the biggest odd part in the
middle of the poster
2. Completing task
 Observes and gives help if  Each member has to write the answer on the
necessary given space.
 discuss the answers among group members
 The secretary in the group has to write the best

ideas on the biggest part in the middle of the
poster.
 Ask Ps to exchange their papers *Keys:
to mark 1.mutual
Group 1  Group 3 5. give and take
Group 2  Group 4 2.incapable of
 Give Ps the key (in slide) 6. loyal to

3.unselfish
7. suspicious
4. acquaintance/friend
exchange the answer to mark
Group 1  Group 3
Group 2  Group 4

 invites Ps to give comments on comment on other’s performance
 comments on Ps’ performance -The working style of the group
listen to T’s comment
ACTIVITY 4: Choose the best answer A, B, C or D to sum up the ideas of the whole
passage (Task 2)
Time: 3 minutes
Working ways: Pair work
Procedures
1. Giving task
- T gets Ss do the task individually and - Listen to the teacher carefully and do the task
then find a peer to compare their individually and in pair
answer with.
T might want to give them some time
to re-read the passage.
2. Completing task
- Observes and gives help if necessary - Do the task individually and then find a peer to
- T might also want to give Ss some compare their answer with.
strategies to find the main idea
of the passage

- T calls on some Ss to give their *Keys:
answers and asks other Ss to B
say whether they agree or
disagree.
- T gives feedback and the correct
answer

III. Consolidation (2’)
- Asks Ps some questions - Answer T’s questions

-What have you learned today? - Expected answer
-What have you gained today? - We have learned about qualities of lasting
friendship and do such reading comprehension
exercises as scanning for specific ideas,
skimming for general information, and guessing
meaning in context gap-filling...
- Our group work skill and interpersonal skill
are developed
IV. Homework (2’)

 Asks Ps to study the lesson  Listen to T and take note

again and prepare for the next
lesson (Unit 1- B. Speaking)
Follow –up:
……………………………………………………………………………………………………
………………………………………………………………………………………………
…………………………………………………………………………………………

B-Speaking
Class Signed
date………………….
……. …………………. …………………………..
A.Objectives
1. Knowledge: By the end of the lesson, Ps will be able to describe the physical
characteristics and personalities of their friends, using appropriate adjectives.
2. Skill:
- To help Ss develop their skill of describing the appearance and personality
3. Attitudes
- Help Ps to know about qualities of lasting friendship
4. Competences
B. Preparation
1. Teacher:
to provide them.
D. Procedures
II. Check – up (5 minutes) - Some Ss go to the board to – write down new words
- make a list of some qualities for a true friendship
ACTIVITY 1: Warm – up: Competition game - Word search

Time: 5 minutes
Technique: Game Working ways: group of 4
Procedure
1. Giving task
- T divides the class into small groups - Read the rule in slide
of 4 Ss. Then T distributes the - Choose the secretary of the group
following puzzle handout for Ss to do - Work in group in five minutes, find all the
in their own groups. Which group adjectives as quickly as possible.
finishes first and has all the correct -The secretary note down all adjectives -
answers will be the winner. Exchange the answer to mark
Group 1  Group 4
Group 2  Group 5
Group 3  Group 6
2. Completing task
The pair with the quickest and most
correct answers will be the winner. - Work in group in five minutes, find all the
The adjectives in the box below are adjectives as quickly as possible.
hidden in the puzzle. Find them as - The secretary in the group has to write the answer
quickly as possible. on A0 paper
Tall medium
handsome
Beautiful honest
sincere
Caring
understanding humorous

 Ask Ps to exchange their papers exchange the answer to mark
to mark Group 1  Group 4
Group 3  Group 6
 Give Ps the key (in slide) - 10 points for a correct answer

other’s performance -Result + handwriting
ACTIVITY 2: Describing people’s appearance (task 1)

Time: 1 0 minutes
Procedure
1. Giving task
Instruction: You are going to look at

the picture of 4 people on page 15 and
describe them in pairs. - Listen to T
- 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) trán
Crooked (adj): an adjective you can
use to describe one’s nose ( mũi
khoằm) - Take note
-T may ask Ss to provide some
adjectives/expressions used to describe
people’s appearance. She may also
give Ss a handout of these adjectives
and expressions.
2. Completing task
- Do the task in pair

- T asks Ss to work in pairs to describe Suggested answers:
the people in the picture, and then calls 1. The boy is about 16 years old. He may short-
on some Ss to present their answers. 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 pair of
glasses. She has shoulder-length black hair, and
she’ wearing a ribbon. She has an oval face with a
straight nose, 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.
4. 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

- Ask some pairs to practice in front - Ss present in front of the class
of the class

 Ask Ps to choose the pair Ps comment on other’s performance
like most by raising their hand -Fluency Grammar
 comments on Ps’ performance -Pronunciation Lexical item
 Emphasize on questions used to listen to T’s comment
ask about family life
ACTIVITY 3: Discussing and report (task 2)

Time: 5 minutes
Technique: Make questions and answer them Working ways: pairs
Procedures
1. giving task
Instruction: You are going to discuss and

number the personalities in order of importance - Listen to T
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 - Answer T’s questions if called
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 đáo)
Hospitable(adj): please to welcome guests;
generous and friendly to visitors(hiếu khách)
Modest(adj): not talking much about your own - Note down the new words
abilities or possessions(khiêm tốn)
Sincere(adj): saying only what you really think or
feel (chân thành)
Understanding(adj): showing sympathy for other
people’ problems and being willing to forgive
them when they do sth wrong(thông cảm)
-T divides the class into groups of 6 with a group
leader.
2. Completing task
Ss discuss and the leader will take
- T goes round to offer help when Ss discuss. notes of the ideas, and then one
- T reminds Ss that they have to explain their representative will report the result to
choice as well. the whole class.
- T calls on some Ss to report the results of their -The answer will vary
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 …..
- The others listens to them

 Ask Ps to choose the pair Ps like most by comment on other’s performance
raising their hand -Fluency Grammar
 invites Ps to give comments on other’s -Pronunciation Lexical item
performance listen to T’s comment
 comments on Ps’ performance
ACTIVITY 4: Interview your friends

Time: 20 minutes
Technique: Role - play Working ways: Pair work
Procedure
2. Giving task
Instruction: Imagine that you have a - Listen to T’s rule
friend who has just won the first prize in
Mathematics. A journalist is going to
interview you about your friend . Act out
the interview in pairs.
3. Completing task
- Before Ss perform the interview in pairs, The interview will vary
T gets Ss have a look at their roles on page - Ss to work in pairs to perform the
16 and the suggestions on page 17. interview in 7 minutes
- T may elicit the questions they may ask,
for 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 (thông minh, nhanh trí)
Good-natured (adj): kind, friendly and
patient when dealing with people (tốt
bụng,đôn hậu)
- Goes around to offer help.

- T calls on some pairs to perform the Some pupils present in front of the class
interview. I’ve just had a talk with ………... His
friend is ….
 The others listens to them
 Ask Ps to choose the pair Ps like comment on other’s performance

most by raising their hand -Fluency Grammar
 invites Ps to give comments on -Pronunciation Lexical item
other’s performance listen to T’s comment

III. Consolidation
 Asks Ps some questions  Answer T’s questions

-What have you learned today? Expected answer
-What have you gained today? - We have asked and answered questions about
one’s physical characteristics and his/her
personalities
-Our group work skill and interpersonal skill are
developed
IV. Homework

lesson (Unit 1- C. Listening)
Follow –
up: ………………………………………………………………………………………
…………………………………………………………………………………………………
APPENDIX
Activity 1:
H O N E S T S I G N S A D
U I U H R N O I N U B O C
M T N G G F T E R U E G A
O U H D E A N H B T A E R
R T A L L D M E D I U M I
O O N G R A B H O L T N N
U N D E R S T A N D I N G
S H S I N C E R E S F M U
S M O U G E N E R O U S O
R I M F A U D A A R L I D
E E E U U N O U H R H M H
I A M A S A U L R B L M A
N E C U N T E N S E D M S

C- Listening
Class Signed
date………………….
……. …………………. …………………………..
A. Objectives
 Listen to two people talking about their best friends.
2. Skill
 Develop speaking and listening skill
3. Attitudes
 Help Ps to be aware of the important role of friends in everyone’s life.
4. Competences
 Develop collaborative, problem-solving and communicative competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
 Ps may need to be provided appropriate linguistic resources so that they can complete
various learning tasks.
D. Teaching procedures
II. New lesson
ACTIVITY 1: Talking about your best friend
Time: 7 minutes
Procedure
1. Giving task
T. introduces the topic of the listening Work in pairs, ask and answer the questions
passage: In this lesson, you’ll listen to about their best friends, using the questions in the
people talk about their best friends. But textbook:
now, please talk about your best friends 1. Who is your best friend?
first. Work in pairs, ask and answer the 2. How long have you known each other?
questions in the textbook. 3. How did you happen to meet him / her?
Or: When did you first met him / her?
Vocabulary pre-teaching 4.What qualities do you admire in your best
- Before eliciting / Pre-teaching the new friend?
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 Ss repeat in chorus and individually.
repeat in chorus and individually.
- T elicits/teaches some of these words
or/ and those taken from the listening

passage:
+ Apartment building: toà nhà có
nhiều căn hộ
+ Sence of humour: khiếu hài hước
+ Give SO a ring: phone SO
+ Go through a rough time: trải qua
thời kỳ khó khăn
2. Completing task
- While Ss are working, T. goes around Some Ss give their answers and comments on the
to observe and offer help when answers.
necessary.

- Call some pairs to ask and answer in Perform the dialogue in front of the class
front of the class.

ACTIVITY 2: Listen and decide whether the statements are true or false
Time: 13 minutes
Technique: Table cloth Working ways: Individual - group
Procedure

1. giving task

 Checks the rule
(?) What to do now?
(3) How many points for a correct - We have to read the statements and decide
answer? whether they are true of false
Before Ss listen and do the task, T - Each of us has to write the answer on the given
instructs them to use some strategies: space.
+ First, read through the statements - discuss the answers among group member
to understand them and underline key - The secretary in the group has to write the best
words. For example, the key words in ideas on the biggest part in the middle of the poster.
the first statement are: shared, Nguyen - We have to exchange the answer to mark
Cong Tru, Residential Area, Hanoi... Group 1  Group 2 Group 3  Group 4
+ Listen to the tape and pay attention Group 5  Group 6 Group 7  Group 8
to the key words - 10 points for a correct answer
+ Decide whether the statements are
true or false  Draw their small tables or boxes in front of
2. Completing task

poster.

 Ask Ps to exchange their papers + Lan’s talk:
to mark 1. F (they used to live in the same building
Group 1  Group 3 there)
Group 2  Group 4 2. F(It is what people think)
 Give Ps the key (in slide) 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 Lan’s
trip to Do Son )
+ Long’s talk:
1. F (they met in college)
2. F (Minh was a guitarist)
3. T
4. T
5. T

ACTIVITY 3: Listen and note down details

Time: 15 minutes
Technique: Listen for specific information Working ways: Individual - group
Procedure
1. giving task
Instruction: You are going to listen to

the tape again and fill the table in the
book with notes.  Answer T’s questions if called
- Before Ss listen to the tape again to - listen to the tape again and note down the idea in
do the task, T may ask them to try to the given table
fill the table with the things they - compare the answer with your partner in one
remember from the previous times of minutes to find the best answer
listening
2. Completing task
- Read the requirement of the task and be sure how
- Play the tape again for Ss to do. to do this kind of exercise: Listen and take note the
When they have finished, tell them to main information only, do not need to write full
compare the answers with a friend. sentences.
- After Ss have discussed the answers - Listen to the tape and do the task individually
in groups, T. gives each group a sheet before comparing the answers with a friend.
of A4 paper and then tell them to write - Work in groups to discuss the answers and then
down their answers on that paper. write them down on the A4 paper given by the
These pares will be pasted on the teacher.
board and the whole class will have - Paste the paper on the board for the whole class
comments. check and correct.

- After playing the tape, T gets Ss to How / Where What they like
work in pairs and check their answers. they met about their friends
- T calls on some Ss to give the - They used to - Ha’s very friendly
answers. T provides correct answers if live in the same and helpful.
necessary. If many Ss cannot complete residential area - Ha’s sociable.
the task, T might want to let Ss listen LAN in Hanoi She’s got many
one more time and pause at the - Lan went on a friends in Do Son
answers for them to catch. holiday in Doson and she introduced
and Ha went Lan around.
there to visit her.
- They met in - Minh has a sense
college. of humor,
- Minh played - Minh likes to go to
LONG the guitar, Long plays and movies.
was a singer. - Minh is a good
- They worked listener.
together. - Minh is friendly
and helpful.
4. Assess the performance 1.
 comments on Ps’ performance -The working style
ACTIVITY 4: Take turns to talk
Time: 10 minutes

Procedure
1. Giving task
- Ask Ss to work in pairs, take turns to  Answer T’s questions if called

talk about how Ha has been Lan’s best Work in group in 5 minutes
friend and how Minh has been Long’s - Note down two different things about Andrea’s
best friend. and Paul’s families on A1 paper
-After 5 minutes, each group choose 2 people stay
in their group as presenters, the others will visit
other groups
-Give comment after that
2. Completing task
- Note down two different things about Andrea’s
- T. goes around to observe and offer and Paul’s families on A1 paper
help when necessary.

- Call some Ss to perform their  Expected answer
talk in front of the class. Paul Andrea
1. His family members Her is a close-knit
are not very close family
2.The family often eat The family often go
the meal the mother out to eat when they
cooks at home get together

III. Consolidation

-What have you gained today? - We have listened to two people talking about
their family and do listening comprehension such
as True or False, Gap-filling
developed
IV. Homework

lesson (Unit 1- D. Writing)
Follow –up:
……………………………………………………………………………………………………
………………………………………………………………………………………………
…………………………………………………………………………………………………

D- Writing
Class Signed
date………………….
……. …………………. …………………………..
A. Objectives
 Write about doing household chores in their families
2. Skill
 Develop writing skill
3. Attitudes
 Help Ps to be aware of the importance of friendship
4. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
Ss may not have sufficient vocabulary to write about the topic, so T should be ready to
assist them
II. New lesson
ACTIVITY 1: Warm-up: Guessing game

Time: 7 minutes
Technique: Game and brainstorming Working ways: Individual -
group
Procedure
1. Giving task
- T introduces the game : one student goes - Ss have to ask Yes / No questions to find out
to the board and T give him / her a piece who the student is. Ss should ask about the
with the name of a student in the class . appearance, personalities, or clothes ...
Other Ss have to ask Yes / No questions to - Ss may ask questions such as :
find out who the student is. Ss should ask + Is the person a girl ?
about the appearance, personalities, or + Is she tall ?
clothes ... + Is she short - sighted ?
- The game can continue until time is up + Is she friendly?
2. Completing task
- Observes and gives help if necessary - Ss play game

 Ask Ps to report the result The answer will vary

ACTIVITY 2: Preparing Ss to write

Time: 13 minutes
Working ways: Whole class
Procedure
1. Giving task
- T sets the scene : You are going to write - Listen to the teacher
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 characteristics
and personalities, and(3) what Ss like about
the friend .
2. Completing task
- T elicits the verb tenses that may be
useful when Ss want to write about when - Ss prepare an outline for their writing and
and where they met their friend . In this exchange it with their peer.
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 goes around to offer help and gives
corrective feedback .

- Ask Ps to exchange their papers to mark - Ss exchange the outline for their writing


ACTIVITY 3: Write a paragraph about a friend, real or imaginary

Time: 20minutes
Procedure
1. Giving task
 Tell Ps the rule - Listen to Ts’ rule

- Work individually in 10 minute
- Write a paragraph about a - Answer T’s questions if called
friend, real or imaginary - Work individually in 10 minute
- Exchange your paper with your - Write a paragraph about a friend, real or
partner, sitting next to you to imaginary
mark - Exchange your paper with your partner, sitting
 Checks the rule next to you to mark
(?) What to do now?
2. Completing task
 Observes and gives help if The answer will vary

necessary


III. Consolidation

-What have you gained today? - We have listened to two people talking about a
friend, real or imaginary
developed
IV. Homework

lesson (Unit 1- E. Language
focus)
Follow –up:
………………………………………………………………………………………………
APPENDIX
Sample writing :
Probably my best friend is one of my classmates. Her name is Mai . We have known
each other since 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 helped 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 doesn’t like to dress up so I usually see her
wearing jeans and T - shirt or sweater. She has very nice personality 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 with me . We both enjoy music , playing the guitar and singing . We like going to the
cinema but sometimes can’t agree on which movie to see. Whatever we’re doing , it’s 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.
Period: 09 UNIT 2: PERSONAL EXPERIENCES

B- Reading
Class Signed
date………………….
……. …………………. …………………………..
B. Objectives
- Read the passage about an embarrassing moment and do reading comprehension tasks
2. Skill:
3. Attitudes
- Help Ps to know how to deal with embarrassment

4. Competences
B. Preparation
1. Teacher:
- Teaching aids: Lesson plan, text book, handouts
to provide them.
D. Procedures
ACTIVITY 1: Competition game: Middle Riddle
- Time: 8 minutes
- Procedure
1. Giving tasks
- T prepares a handout with 10 pictures Listen to the teacher
on (see appendix)
- T divides the class into 8 groups and
gives each group a handout.
- T asks Ss to write the middle letter of
each word in the space beneath each
picture. When finished, the middle  Answer T’s questions if called

Riddle will reveal a word. The group Distribute the task among all group members and
who first finds out the word wins. be ready for the task
5. Completing task
- Observes and gives help if - Do the task in groups

necessary

 Asks Ps to exchange their Expected answer
papers to mark (apple) (key) (carrot) (knife)
Group 1  Group 3 (trees) (one) (ice) (bed)
Group 2  Group 4 The key word: EXPERIENCE
Group 5  Group 7 exchange the answer to mark
 Gives Ps the key Group 2  Group 4

Group 5  Group 7
Group 6  Group 8

Lead- in: what is “experience”? (an  listen to T’s comment
event or activity that affects you in
some ways)
- Have you ever been in an

embarrassing situation?
- What did you do then?
Today, our reading lesson is about the
embarrassing experience of a girl on
the bus.
ACTIVITY 2: Putting the pictures in the most appropriate order

- Time: 7 minutes
- Procedure
5. Giving tasks
- T ask the whole class to look at the - Ss work in pair to answer the questions
six pictures on page 22 an ask them
some question :
+ What can you see in picture A?
+ What do you think might be
relationship between the girl and the
man?
+ What do you see on the table?
Whose money do you think it is?
- T asks Ss to work in pairs and try to
make sense of the pictures on page 22.
Then T gets them to put the pictures in
the order that they think is most
appropriate.
6. Completing task

necessary

question. T may give some comments + I can see a man and a girl. They look like father
and suggestion and daughter
+ I see some money on the table and I think it
belongs to the girl

 Lead-in:
You’re going to read a story in which
a girl’s telling about her most
embarrassing situation. Then you do
the tasks that follow.

Time: 8 minutes
Procedures
1. Giving task

 Checks the rule
(?) What to do now?
space.

2. Completing task
poster.

to mark 1. glanced
Group 1  Group 3 2. making a fuss
Group 2  Group 4 3. embarrassing
 Give Ps the key (in slide) 4. idols

5. sneaky
Group 1  Group 3
Group 2  Group 4

ACTIVITY 4: Multi-choice exercise

Time: 8 minutes
Technique: Effective reading Working ways:Pair work
Procedure:

1/ Giving tasks:
- tells Ps to read over the reading and choose - listen to the task
the best answer for each question
2/ Completing task - read individually and do the task in pairs
∙ Observes and gives help if necessary
- (each person) goes to present the answer.
3/ Report the result
- asks any student to present the answer.
Possible answer:
1/ A
2/ C
3/ C
4/ B
4/ Assess the performance

- asks Ps to give comment on other Ps’work - give the comment
- compares the answers and gives the - listen to T’s comment
comment
ACTIVITY 5: Discussing the question: “What do you think the girl had to do after she
discovered that the money she had taken from the boy’s bag was not hers?”
Time: 10 minutes
Working ways: group of 6
Procedure
1. Giving task

 Tell Ps the rule Read the rule in slide

-work in group of 6 in five Choose the secretary of the group
minutes
- each P reports 2 suggestions
for the girl in the story  Answer T’s questions if called
-The secretary note down all  Expected answer:
the suggestions on A0 paper - We have to work in group of 6 in five minutes
-Exchange the answer to mark - Each P reports 2 suggestions for the girl in
Group 1  Group 4 the story
Group 2  Group 5 -The secretary note down all the suggestions on
Group 3  Group 6 A0 paper
- 10 points for a correct answer -Exchange the answer to mark
Group 1  Group 4
 Checks the rule Group 2  Group 5
(?) What to do now? Group 3  Group 6
(?) How much time? - 10 points for a correct answer
(2) Who mark your group?
(3) How many points for a correct
answer?
2. Completing task
 Observes and gives help if - Each member has to tell 2 suggestions for the girl
necessary in the story
- The secretary in the group has to write the answer
on A0 paper

 Ask Ps to exchange their papers - Exchange the answer to mark

Group 3  Group 6 - Expected answer: .
 Give Ps the key (in slide) 1. Perhaps the girl might want to tell her father the
truth and ask him for help.
2. Perhaps the girl could come to the police
station, tell the police the truth and ask them for
help.
3.May be the girl could get on the same bus the
next day and look for the boy to return him the
money.


-What have you gained today? - We have learned how to deal with
embarrassment and do such reading
comprehension exercises as scanning for
specific ideas, skimming for general information,
and guessing meaning in context, gap-filling...

developed
IV. Homework (1’)


lesson - Speaking
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………..
APPENDIX
ACTIVITY 1:
BEE TAXIS …P…
…E… …R… …I…
…E… …N… …C…
…E…
ACTIVITY 4:
Choose the best answer for each question:

1. When the girl was in grade 9, she wished to have:
A. a floppy cotton hat B. a wad of dollar notes C. her own bag
2. What did she see in the boy’s bag?
A. a pretty hat B. a CD player C. a notes exactly like
hers
3. She decided to take the money from the boy’s bag without saying a word because:
A. She’s scared that everyone in the bus would see that

B. She wanted to have more money to buy her dream hat
C. She didn’t want to make a fuss
4. What did she do with the money?
A. she bought a birthday cake B. she bought a pretty hat of her dream
C. she went to the shop to buy a CD of her pop star idol

B-Speaking
Class Signed
date………………….
……. …………………. …………………………..
C. Objectives
1. Knowledge: By the end of the lesson, Ps will be able to talk about their personal
experiences and how they affect their life
2. Skill:
- To help Ss develop their skill of telling story
3. Attitudes
4. Competences
B. Preparation
1. Teacher:
- Teaching aids: Lesson plan, text book

to provide them.
D. Procedures
ACTIVITY 1: Warm – up: Competition game – Mime your past
Time: 5 minutes
Procedure
1. Giving task
- T divides the class into 4 groups and - Listen the rule

asks them to think of an incident from - Choose the secretary of the group
the past that T can briefly mime in - Work in group in five minutes
class. Write the vocabulary generated -The secretary note down all adjectives -
by the mime on the board if necessary. Exchange the answer to mark
After each action, T asks Ss in each Group 1  Group 3
group to say what T did. Group 2  Group 4
- Each correct answer earns one point. - 10 points for a cor bn rect answer
The group with more points wins.
Example:
* One morning I got up late. It was
half past six and school began at
seven.
* I quickly washed, brushed my teeth,
dressed, jumped on my motorbike and

drove to school.
* I went straight into the class and
greeted the students.
* After two or three minutes, the
student began laughing.
* I couldn’t understand why.
* Suddenly, I looked down and
realized I had put on own brown shoe
and one yellow shoe!
5. Completing task
The pair with the quickest and most - Work in group in five minutes; find all the
correct answers will be the winner. adjectives as quickly as possible.
- The secretary in the group has to write the answer
on A0 paper

Group 3  Group 6

ACTIVITY 2: Matching exercise (task 1)

Time: 10 minutes
Procedure
1. Giving task
Instruction: You are going to match

the things you might have done or - Listen to T
experienced in box A with how the
experience might have affected you in
box B, then compare your answer with
a peer.
- T introduces the structures: - Take note
make + O + V-inf.
make + O + Adj
 appreciate /əˈpriːʃieɪt/ (v):
 to change your attitude to Sb/St
- T should make it clear to Ss that
when a verb is used as a subject, it
should take the form of either an
infinitive with “to” or –ing gerund
2. Completing task
- T asks Ss to work in pairs to match - Do the task in pair

the things in box A with how the Expected answer:
experience might have affected in box 1.d 2.c 3.a 4.d 5.e
B, and then calls on some Ss to present

their answers.

- Asks some Ss to present in front of - Ss present in front of the class
the class

 comments on Ps’ performance comment on other’s performance
-Fluency Grammar
-Pronunciation Lexical item
ACTIVITY 3: Rearrange the dialogue and practice it (task 2)

Time: 5 minutes
Technique: Make questions and answer those Working ways: pairs
Procedures
1. Giving task
Instruction: You are going to work individually

on the sequence of the conversation and then find
a peer to compare their answer with - Listen to T
- Notice some Ss about how to use past simple
and present perfect simple.
+ Present perfect: used with “ever” to ask about - Answer T’s questions if called
past experience: Have you ever been to
England?
+ Past simple: used when one keeps asking
about that experience: When did you go there?
Who did you go with? …
- After finishing, T gets Ss to read the sample
conversation in pairs.
- Open dialogue:
A – Have you ever ………….?
B – Yes, …………. English girl ………….
A – How …………. meet ………….?
B – …………. walking along …………. asked
the way …………. started talking ………….
A – What …………. talk ………….?
B – Everything …………. name, ………….
turtles ………….
A – How …………. affect ………….?
B – Well,………. more interested ………….
- T calls on some pairs to practice the dialogue
then give marks.
5. Completing task
Ss work individually on the sequence

- T goes round to offer help when Ss do the task. of the conversation and then find a
- T reminds Ss that they have to explain their peer to compare their answer with, and
choice as well. then one representative will report the
result to the whole class.

- T calls on some Ss to report the results. Expected answer:
3.h 4.a 5.e 6.g 7.c 8.f

 invites Ps to give comments on other’s comment on other’s performance
ACTIVITY 4: Interview your friends

Time: 20 minutes
Technique: Role - play Working ways: Pair work
Procedure
1. Giving task
Instruction: You are going to ask and - Listen to T’s rule
answer questions about your past
experiences, using the suggestions on page
26
2. Completing task
- Asks students to do task 3 in pairs.
- Asks some pairs to perform their - Ss to work in pairs to perform their
dialogues in front of the class. conversation in 7 minutes

- Gives students useful structures:
+ Have you ever ………….?
+ How did it happen?
+ When/Where did it happen?
+ How did the experience affect you?
+ How did you feel?
- Goes around to offer help.

- T calls on some pairs to perform their Some pupils present in front of the class
conversation Suggested answers:
1.
A. Have you ever felt an exam?
- Yes, I have.
B. How did it happen?
- I didn’t study well enough for exam.
C. When did it happen?
- Last year.
D. How did you feel/ How did it affect you?
- I felt disappointed/ sad/ depressed.
2.
A. Have you ever traveled to other parts of
the country?
- Yes, I have.
B. When did you travel?
- In 2002.
C. How did it affect you?
- It makes me love our country more/ I
learned more about different places in our
country.
3.
A. Have you ever talked to a famous pop
star?
- Yes, I have.
B. Where did you meet him/her?
- At a party.
C. How did it affect you?
- It was interesting to talk to famous pop
stars.
- It changed my attitude to/ towards famous
pop stars.
The others listens to them


III. Consolidation

-What have you gained today? - We have learnt some useful structures that are
used to talk about past experiences and their
influences in one’s life

developed
IV. Homework

Follow –up:
……………………………………………………………………………………………………
…………………………………………………………………………………………
Period: 10 UNIT 2- PERSONAL EXPERIENCES

C. Listening
Class Signed
date………………….
……. …………………. …………………………..
A. Objectives
 Listen to two a girl talking about her most unforgettable experience
2. Skill
3. Attitudes
 Help Ps to be aware of the important role of family in everyone’s life.
4. Competences

B. Teaching aids
 Handouts
 A0 paper
II. New lesson
ACTIVITY 1: A Matching Game

Time: 7 minutes
Procedure
1. Giving task
- T asks Ps to match the words in Work in group, match the words in Column A
Column A with their definitions in with their definitions in Column B
Column B (see appendix).
- T divides the class into small groups of
3 or 4 and asks them to do the task in
their own group. Which group finishes
first and has all the correct answers will
be the winner.
2. Completing task
necessary.

- Call some groups to report the answer - report the answer in front of the class
in front of the class. Expected answer:
1.c 2.h 3.e 4.a 5.b 7.c 6.g 8.f

ACTIVITY 2: Guessing what they are going to listen about

Time: 7 minutes
Procedure
1. Giving task
T. introduces the topic of the listening Work in pairs, ask and answer the questions
passage: In this lesson, you’ll listen to a about their best friends, using the questions in the
girl telling about her most unforgettable textbook:
experience . But now, please describe
the picture on page 27 of the textbook + What can you see in the picture?
first. Work in pairs, ask and answer the + What is happening?
questions: + Who are these people?

+ What can you see in the picture? + Can you guess what we are going to listen
+ What is happening? about?
+ Who are these people?
+ Can you guess what we are going to
listen about?
Vocabulary pre-teaching
- Before eliciting / Pre-teaching the new
words given in the book. T may read Ss repeat in chorus and individually.
aloud first or play the tape and ask Ss to
passage:
 memorable /ˈmemərəbl/ (adj):
đáng nhớ
 terrified /ˈterɪfaɪd/ (adj): kinh
hoàng
 scream /skriːm/ (v): gào thét
 replace /rɪˈpleɪs/ (v): thay thế
 gas stove /ɡæs stəʊv/ (n):bếp ga
 unforgettable /ˌʌnfəˈɡetəbl/
(adj): không thể quên được
 escape /ɪˈskeɪp/ (v): trốn thoát
 protect /prəˈtekt/ (v):bảo vệ
2. Completing task
necessary.

- Call some pairs to ask and answer in Expected answer:
front of the class. + I see a house burning and some people are
running in panic. I also see some firemen
climbing onto the roof of the house and a fire-
truck parking over there.
+ I guess we are going to listen about a house fire

Time: 10 minutes
Procedure
1. giving task

 Checks the rule
(?) What to do now?
the first statement are: - We have to exchange the answer to mark
businesswoman... Group 1  Group 2 Group 3  Group 4
2. Completing task

poster.

 Ask Ps to exchange their papers 6. T
to mark 7. F (13 years ago)
Group 1  Group 3 8. F (in the kitchen)
Group 2  Group 4 9. F (she was sleeping)

ACTIVITY 4: Listen again and fill in the missing information:
Time: 7 minutes
Technique: Listening for specific information Working ways: Individual - group
Procedure:
1/ Giving tasks:
 Tell Ps the rule  Answer T’s questions if called
- listen to the tape again and fill in the - listen to the tape again and fill in the
blanks individually first blanks individually first
- compare the answer with your partner in - compare the answer with your partner in
one minutes to find the best answer one minutes to find the best answer
 Checks the rule
(?) What to do now?
2/ Completing task - listen to the tape again and fill in the

∙ Observes and gives help if necessary blanks individually first
3/ Report the result - compare the answer with a partner in one

- Calls on some Ps for their answer minutes to find the best answer
- - checks the answer with other Ps Suggested answers:

1. small
2. everything
3. family
4. replaced
5. took
6. appreciate
- give comment on other’s performance
4/ Assess the performance - listen to T’s comment
- invites Ps to give comments on other’s

performance - comment on other’s performance
- comments on Ps’ performance -Result

-The working style
- listen to T’s comment
ACTIVITY 5: Discuss the question: “Do you agree that family is more important than
things?”
Time: 10 minutes
Working ways: Group work
Procedure
1. Giving task
- Before getting Ss to discuss, T teaches them
some useful expression of asking for and  Answer T’s questions if called
giving opinions: Work in group in 5 minutes
- Asking for opinions: - Note down your own opinion about the
+ What do you think about…? importance of family on A1 paper
+ What’s your opinion about…? -After 5 minutes, each group choose 2
+ What’s your feeling about…? people stay in their group as presenters,
+ What’s your point of view about…? the others will visit other groups
+ How do you feel about…? -Give comment after that
+ Do you have any opinion about…?
Expressing Expressing Expressing

opinions agreement disagreement
I think… I agree Well, maybe,
Personally,… I think so, but…
I believe… too That might be
I feel… That’s true true, but…
In my and… Well, my
opinion… That’s feeling is
From my right, that…
point of and… Well, I don’t
view… think so. I
think…
2. Completing task
- T. goes around to observe and offer help when - Note down your own opinion about the
necessary. importance of family on A1 paper

- Call some Ss to perform their talk in  Expected answer:
front of the class. From my point of view, I agree with
Christina that family is more
important than things. They teach us
wisdom far beyond what we learn in
school. Parents teach us right from
wrong and how to forgive and forget.
What we learn at home can be more
powerful than any other type of
learning.



-What have you gained today? - We have listened to a girl telling about her most
unforgettable experience and do listening
comprehension such as True or False, Gap-
filling
developed
IV. Homework (1’)


Follow –up:
……………………………………………………………………………………………………
………………………………………………………………………………………
APPENDIX
Handout for the warm-up
Column A Column B
1. Fire fighter a. A metal stair way outside to help people get out of a building on
2. Fire alarm fire.
3. Fire door b. A pipe that draws water for putting out a fire.
4. Fire escape c. A person who fights fires.
5. Fire hydrant d. What comes out of a fire.
6.Fire e. A fire-resistant door that can be closed to stop the spread of a fire.
extinguisher f. A large truck that carries firefighters and equipment to the side of a
7. Smoke fire.
8. Fire struck g. A tube that contains special chemicals for putting out fire.
h. A bell that tells you a fire has started.
Period 11: UNIT 2: PERSONAL EXPERIENCES

D. Writing
Class Signed
date………………….
……. …………………. …………………………..
A. Objectives
1. Knowledge: By the end of the lesson, Ps will be able to write a personal letter telling
about a past experience
2. Skill
3. Attitudes
 Help Ps to be aware of the importance of friendship
4. Competences
B. Teaching aids
 Handouts
 A0 paper
assist them
II. New lesson
ACTIVITY 1: Warm-up: Brain-storming
Time: 7 minutes
group
Procedure
1. Giving task
- T divides the class into 2 teams: A and B
- T introduces the game: You are going to - Listen to T’s introduction
talk about your unforgettable past
experience and the others make questions
about it. Which team makes more questions
will be the winner
2. Completing task
- Observes and gives help if necessary - Ss play game

Past experiences:
- Failing an exam
- Getting a reward
……………………….

Time: 13 minutes
Procedure
1. Giving task
- T sets the scene: You are going to write - Listen to the teacher
a friendly letter to a pen friend telling him
or 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.
- Calls on a St to answer and to elicit more
ideas about “most unforgettable
experience”.
OUTLINE
1. Heading: Address + Date of letter
2. Greeting: - Dear Lan,
- Hello / Hi Lan,
3. Body:
+ What happened?
+ When did it happen?
+ Where did it happen?
+ How did it happen?
+ Who was involved?
+ How did it affect you?
4. Closing:
- Sincerely, Yours, Love, Best wishes, See
you soon …
5. Signature
* Notes: Simple past, Past continuous, Past
perfect can be used for describing a past
event.
- T gets Ss to plan their stories according
to the questions.
5. Completing task
- T elicits the verb tenses that may be used - Ss prepare an outline for their writing and
for describing a past event. In this case, Ss exchange it with their peer.
may use the Simple past, Past continuous,
Past perfect
corrective feedback.

- Ask Ps to exchange their papers to mark Suggested answers:
- I nearly drowned.
- A year ago, my last summer vacation.
- A river near my grandparent’s house.
- When I was swimming, I suddenly caught a
cold, I felt dizzy and I was too weak to swim.
- Some of my friends were also swimming at
that time, one tried to save me.
- I learned that life is so important./ It
changed my outlook on life./ It taught me a
lesson …


ACTIVITY 3: Write a friendly letter telling about a past experience
Time: 20minutes
Procedure
1. Giving task

- Write a friendly letter telling - Answer T’s questions if called
about a past experience
- Exchange your paper with your
partner sitting next to you to
mark
 Checks the rule
(?) What to do now?
2. Completing task

necessary



-What have you gained today? - We have learnt how to write a personal letter
telling about a past experience
developed
IV. Homework (1’)

focus)
Follow –up:
……………………………………………………………………………………………………
…………………………………………………………………………………………
APPENDIX
Sample writing:
Hanoi 15 May 2007
Dear Peter,
How have you been doing? Have you got any plan for the coming school break? Perhaps I will
go to see my grandparents in the countryside. I haven’t seen them since my last school holiday.
Let me tell you about my last summer vacation at my grandparents’. It was almost a year ago
and was one of my most unforgettable experiences.
My grandparents live in a small village, which is about 70 kilometers southeast of Hanoi.

There is a large river at the back of their house where I often do swimming every afternoon
when I spend my vacation with them.
One day when I was swimming with some of my friends, I suddenly caught a cold. I felt so
dizzy and was too weak to continue swimming, so I started to sink. I thought I was going to
drown but I couldn’t call out for help because I was too tired and terrified. Luckily, one of my
friends saw that and shouted for help. Immediately, another friend who swims the best among
us swam towards me and tried to pull me up. Then other friends swam towards us to help him
push me in. My life was finally saved.
Now recalling the moment I thought I was going to die, I understand how precious life is. This
event definitely taught me to appreciate my life.
What about you? Have you got any unforgettable holiday that you would like to share with me?
See you soon.
Nam

E- Language focus
Class Signed
date………………….
……. …………………. …………………………..
A. Objectives
1. Knowledge: By the end of the lesson, Ss will be able to:
- Distinguish the sounds /m/, /n/ and / ŋ /.
- 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 progressive and past perfect.
- Use these verb tenses to solve communicate task.
2. Attitudes
 Help Ps to learn how to cooperate with others in a team
3. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson
ACTIVITY 1: Warm-up:
Time: 7 minutes
Ways of working: group work
Procedure
1. Giving task
Divide class into 2 groups A & B Listen to Ts’ rule

-T. reads the words & Ss repeat them
in chorus.
-Call some Ss to pronounce the words.
2. Completing task
Observes and gives help if necessary - SS write on the board as many words having the
sounds /m…/, /n…/ and / ŋ…/ as possible in 3
minutes.

 Ask Ps to report the result Group A Group B
/m/ /n/ / ŋ/ /m/ /n/ / ŋ/
Mammal Danger Long Memory Sun Thin

 Invites Ps to give comments on  Comment on other’s performance
performance  Listen to T’s comment
 Comments on Ps’ performance
ACTIVITY 2: Pronouncing the three sounds

Time: 10 minutes
Working: Group
Procedure:

1. Giving task
- Model the two sounds /m/, /n/ and Students listen to the tape and repeat after the tape.
/ŋ/ for a few times, explain the
differences in producing them.
- /m/: close the lips when
pronouncing.
- /n/: Ss’ tongues touch the roof of
their mouth.
- /ŋ/: their tongues touch their soft
palates.
For all three sounds, the air goes
through the nose
- Play the tape once for Ss to hear the

words containing these sounds. Then
play the tape again and the Ss repeat
after the tape.
2. Completing task
Pronouncing the words
- Read the words in each column all at Students practice pronouncing the words in pairs.
once.
- Read and ask the Ss to repeat them.
- Ask the Ss to pronounce the words.
*Practicing sentences containing the
sounds.
-Read the sentence and ask the Ss to
underline the words with the sounds Students read the sentences
and write /m/, /n/ and /ŋ/ under them.
- Ask some Ss to read the sentences.
Give correction if necessary Ss to pronounce the words and read the sentence
ACTIVITY 3: Usage of the present simple, present continuous and present perfect
Time: 13 minutes
Working ways: 4 groups
Procedure
1. Giving task
- T calls on some Ss to give out the forms, Listen to the teacher
meanings and the uses of the present simple,

present perfect and present continuous.
2. Completing task
- T may make clear that: - The answer will vary
+ We use the simple present tense to express
the idea that an action is repeated or usual.
The action can be a habit, a hobby, a daily
event, a scheduled event or something that
often happens. It can also be something a
person often forgets or usually does not do.
+ We use the Present Continuous with
Normal Verbs to express the idea that
something is happening now, at this very
moment. It can also be used to show that
something is not happening now.
+ We use the present perfect to say that an
action happened at an unspecified time
before now. The exact time is not important.
So we can use the present Perfect to describe
our experience. 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
 Observes The answer will vary

ACTIVITY 4: Use the correct present tense forms of the verbs in brackets (Exercise 1)
Time: 10 minutes
Working ways: Individual - group
Procedure
1. Giving task
- T asks Ss to do Exercise 1 Listen to the teacher and do the task
individually and then compare their
answers with another student.
2. Completing task
- T calls on some Ss to read out their Do Exercise 1 individually and then compare their
answers. answers with another student.
- Ask Ps to exchange their papers Expected answer
to mark 1. invites 2. sets 3. gets 4. waves
5. promises 6. carries 7. contains
- T gives correct answers: 8. has baked 9. is 10. is shining
11. are singing 12. is

- 1 point for a correct answer

 comments on Ps’ performance -The working style of individual and pairs

- Summarizes the main points of - Listen to the teacher
the lesson - Answer T’s questions
- Asks Ps some questions + We have learnt how to pronounce the three
-What have you learned today? sounds /m/, /n/ and /ŋ/ and distinguish the uses of
-What have you gained today? different present tenses
IV. Homework (1’)


again and prepare for the rest of
this lesson (Unit 2- E. Language
focus (period 2))
Follow –up:
……………………………………………………………………………………………………
…………………………………………………………………

E- Language focus (cont.)
Class Signed
date………………….
……. …………………. …………………………..
A. Objectives
- Distinguish the uses of different verb tenses: past simple, past progressive and past perfect.
- Use these verb tenses to solve communicate task.
2. Attitudes
3. Competences
B. Teaching aids
 Handouts
II. Checking up (5 minutes)
- T calls on some Sts to check their - Listen to Ts’ rule
pronunciation:
Pick out the word whose underlined - Expected answer:
part is pronounced differently from 1. A
that of the other words. 2. C
1. A. change B. hungry 3. A
C. stronger D. single 4. D
2. A. name B. news 5. D
C. drink D. nose
3. A. happen B. finger
C. thankful D. tongue
4. A. name B. need
C. nine D. sing
5. A. complain B. experience
C. interested D. autumn
- T calls some Sts to give their
comment
- Gives corrective feedback
II. New lesson

ACTIVITY 1: Review the past simple and past progressive
Time: 8 minutes
Procedure
1. Giving task
meanings and the uses of the past simple and
past progressive.
2. Completing task
- Past simple
+ The usage:
We use Simple Past to talk about actions
and situations in the past.
+ Form: (+) S + V-ed or irregular verbs
(-) S + didn’t + V-infi
(?) Did + S + V- infi?
Adverbs: yesterday, ago, last …
- Past progressive
+ The usage:
We use Past Continuous to talk about
something which was in progress at a past
time.
The action or situation had started but it

had not finished-at that time.
+ Form: (+) S + was/were + V- ing
(-) S + was/were + not + V- ing
(?) Was/were + S + V- ing?
Adverbs: at six, nine o'clock, during,
while, when


ACTIVITY 2: Putting the verbs into the past simple or past progressive (Exercise 2)
Time: 10 minutes
Working ways: Individual – pair
Procedure
1. Giving task
2. Completing task

to mark 1. broke/was playing
2. wrote/was
- T gives correct answers: 3. was working/broke
4. started/were walking
5. told/were having
6. didn’t listen/was thinking
7. phoned/didn’t answer/were doing
8. didn’t wear/didn’t notice/was driving


 comments on Ps’ performance -The working style of individual and pairs
ACTIVITY 1: Review the past perfect

Time: 7 minutes
Procedure
1. Giving task
meanings and the uses of the past perfect
2. Completing task

+ The usage:
- The past perfect expresses the idea that
something occurred before another action
expressed in the past simple. It can also
show that something happened before a
specific time in the past.
- Past perfect also to show that something
started in the past and continued up until
another action in the past.
+ Form: (+) S + had + Past participle
(-) S + hadn’t + Past participle
(?) Had + S + Past participle?
Adverbs: After/ because PP, SP
Before, as, when, by the time SP, PP
Note: Hai hành động xảy ra trong quá
khứ:
Trước: QKHT Sau: QKĐ
Đang: QKTD, Xen vào: QKĐ
While, When (time): QKTD, QKD


ACTIVITY 2: Putting the verbs into the past simple or past perfect (Exercise 3)
Time: 10 minutes
Procedure
1. Giving task
2. Completing task
to mark 1. had eaten/arrived
2. found/had taken
- T gives correct answers: 3. got/had closed
4. got/had left
5. got/had arrived
6. paid/had phoned
7. went/said/hadn’t arrived
8. had looked/asked/cost


-The working style of individual and pairs
 comments on Ps’ performance listen to T’s comment

- Summarizes the main points of - Listen to the teacher
- Asks Ps some questions + We have learnt how to distinguish the uses of
-What have you learned today? different past tenses
-What have you gained today?
IV. Homework (1’)

- Asks Ps to study the lesson  Listen to T and take note

again and prepare for the rest of
this lesson (Unit 3- A.Reading)
Follow –up:
……………………………………………………………………………………………………
…………………………………………………………………………………………
Period: 14 UNIT 3: A PARTY

A- Reading
Class Signed
date………………….
……. …………………. …………………………..
A. Objectives
- Talk about a party.
- Be better their reading comprehension skill by doing comprehension exercises.
2. Skill:
3. Attitudes
- Help Ps to know about the organization of a party
- To encourage Ss work in pairs andgroups
4. Competences
B. Preparation
1. Teacher:
- Teaching aids: Lesson plan, text book, pieces of paper withwords
2. Students: Read Unit 3 A party
to provide them.
D. Procedures
- Time: 10 minutes
- Procedure
1. Giving tasks
word “A  Answer T’s questions if called
party”. Distrube the task among all group

Sing asong
A birthday party
Eat cakes

nouns related the word “A party” . The winner
will be the group completing the network in the
shortest period of time.
2. Completing task

Group 1  Group 3 Sing a song, eat cakes, blow out
Group 2  Group 4 candles, receive gifts,.....

Group 1  Group 3
Group 2  Group 4

ACTIVITY 2: Decide which activities …..
- Time: 15 minutes
- Procedure
1. Giving tasks
- Ss work in pair to choose the activities ……
- Ask Ps to scan the passages to find specific
information individually
- Ask Ps to decide which of the activities
below take place at a birthday party or at a
wedding anniversary party or at both
2. Completing task

T calls on some Ss to give the answers. Suggested answers :
T may give some comments. Birthday Wedding
party anniversary
1. People sing a song 
2. People eat cake  
3. People receive cards  

and gifts from friends
and relatives
4. People joke about 
their age
5. People remember 
their wedding day
6. People go out to 
dinner
7. People blow out 
candles, one for each
year.

ACTIVITY 3: Information correcting

Time: 15 minutes
Procedures
1. Giving task
 Divide Ps into groups of 4 Form new groups

 Checks the rule Answer T’s questions if called

(?) What to do now?  Expected answer:
(?) How much time? - We have to read the statements and find which is
(2) Who mark your group? not true
(3) How many points for a correct - Each of us has to write the answer on the given
answer? space.
Draw their small tables or boxes in front of
2. Completing task
poster.
to mark 1. eighth  seventh
Group 1  Group 3 2. makes  eats

Group 2  Group 4 3. food  presents
 Give Ps the key (in slide) 4. anniversaries  age

5. months  years
6. 5th 50th
7. silver  golden
Group 1  Group 3
Group 2  Group 4

 Asks Ps some questions Answer T’s questions

-What have you gained today? - We have learned about the party and do such
reading comprehension exercises as scanning
for specific ideas, skimming for general
information, and guessing meaning in context,
information correcting...
developed
IV. Homework (2’)
 Asks Ps to study the lesson Listen to T and take note

lesson
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Period: 15 UNIT 3: A PARTY

B-Speaking
Class Signed
date………………….
……. …………………. …………………………..
A.Objectives
 Use appropriate language to talk about parities and negotiate how to plan them
 Use appropriate language to invite people to come to parties
2. Skill:
- To help Ss develop their skill of describing theappearanceand personality
3. Attitudes
- Help Ps to know about the organization of a party
4. Competences
B. Preparation
1. Teacher:
2. Students: Read Unit 3 A party

to provide them.
D. Procedures
ACTIVITY 1: Warm – up: Talking about a party
Time: 10 minutes
Procedure
1. Giving task
1. Have you ever been to a party? Group 1  Group 4
2. Whose party was it? Group 2  Group 5
3. On what occasion? Group 3  Group 6
4. Where was it? - 10 points for a correct answer
5. Was it fun?
- Elicit Ps’ ideas and write on the
board
2. Completing task

The adjectives in the box below are answers as quickly as possible.
hidden in the puzzle. Find them as - The secretary in the group has to write the answer
quickly as possible. on A0 paper
- 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 one’s birthday/ wedding
anniversary / graduation
- to enjoy oneself / to have fun
- to kick up one’s heels (to have a really good
time)
- to bring your own (to bring your own drinks)
- to bring a plate (to bring food to share with
others)
- snack ; pizza; soft drinks; chips; cookies;
munchies;

Group 3  Group 6

ACTIVITY 2: Talking about the party. (task 1 + 2)
Time: 15 minutes
Procedure
1. Giving task
- Introduce the task and go over the

questions with the class - Listen to T
- Explain new words if necessary
- Get people to do the task individually - Take note
2. Completing task
Suggested answers:
- Encourage Ps to take notes while Last night I went to Lan’s party with my friends.
choosing the details that they want to The party was held at her house with 20 guesses.
talk about and plan their stories The party started at 7 pm, ……

of the class

ACTIVITY 3: Organizing a party
Time: 15 minutes
Procedures
1. giving task
Instruction: You are going to take part in a

competition to organize the best party … - Listen to T
- Introduce the task and ask if Ps have ever
planned a party with someone else - Answer T’s questions if called
- Elicit things they consider when planning a
party
- Elicit or teach useful expressions for negotiating
(asking for and giving opinions, expressing
agreement and disagreements, suggesting and
stating preferences)
- divide the class into 6 groups and get them to do
Task 3. In groups, Ps will negotiate in order to
come up with a plan for their parties.
2. Completing task
Ss discuss and the leader will take notes
- T goes round to offer help when Ss discuss. of the ideas, and then one representative
- T reminds Ss that they have to explain their will report the result to the whole class.
choice as well.

discussion. - I’m going to have a birthday party on
next Sunday with ….

III. Consolidation

-What have you gained today? - We have known how to organise a party
developed
IV. Homework

Follow –
up: ………………………………………………………………………………………………
…………………………………………………………………………………….
Period …… Unit 3: A Party

Part D: Writing
Preparation date: ……………………………
Teaching date: 11B1 - …………………….
11B8……………………..
I . Objectives
By the end of the lesson , Ss will be able to :
- Define the format and structure of an informal letter of invitation
- Write an informal letter of invitation
II. Materials :
Textbook , handouts .
III. Anticipated problems
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. It’s a beautiful house and it looks over the West Lake
and the Water Park.
3. Dear Patricia,
4. Guess what! I’ve just moved to a new house in Tay Ho
district.
5. Would you like to come ?
6. Please let me know your answer as soon as possible
7. See you
8. MY parents are giving a housewarming party this
Saturday evening , around 6 : 30 p.m
9. Hoa
10. I think Chris and Kim are coming , too.
11. We’ll have “Pho ” and some special dishes .
Answer :
Dear Patricia ,
Guess what ! I”ve moded to a new house in Tay Ho
District . It’s 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 .
We’ll 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
10’ PREPARING SS TO WRITE 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 , anniversary,
for giving moving to a new house , family gathering
parties 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 .
- 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
20’ 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 , I’m 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 can’t catch me at home.
See you.
Long
5’ 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.
3’ WRAPPING UP Whole class
- T summarises the main points of the lesson.
- For homework, T asks Ss to revise their letters according to
their peer’s suggestions and submit for marking in the next
lesson.
V. Reflexion
Signed date: …………………………...
Nguyen Thi Minh Duc

Period ……. Unit 3: A party
Part E: Language focus
Preparation date: ……………………………
11B8……………………..
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 ,
Distinguishing sounds 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)
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 don’t pronounce the
words correctly, T may want to get them to repeat after the
tape (or himself) again in chorus and then individually.
Practising sentences containing the target sounds
- 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
10’ GRAMMAR Individual,
Exercise 1 pair work &
a.Presentation: whole class
- 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
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.
- T checks with the whole class and provides corrective
feedback.
Answer: 1. having 2. getting 3. to tell 4. practising 5. to
see
8’ 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
7’ Exercise 3
b. Practice:
feedback.
Answer: 1. d 2. c 3. b 4. b 5. c
- For homework, Ss review the uses of different verb tenses
that have been covered in the lesson.
V. Reflexion Signed date: …………………………...
Nguyen Thi Minh Duc
Period ………. REVISION 1, 2

Date of preparing:…………………………..
11B8……………………..
I. Put the verbs in brackets into the correct form :
1. He tried (explain) ………………… but she refused (listen)…………………………….
2. She annoyed me by (smoke) …………………………… between the courses.
3. You are expected (know) ……………………… the safety regulations of the college.
4. He decided (disguise) ……………………… himself by (dress) ……………………… as a
woman
5. I want (ask) ........................... you some questions.
6. It was very kind of you (show)................................. the way.
7. The teacher let him (stay) ..................... at home to finish the assignment.
8. It was quite a surprise (see) .............................. him again.
9. I overheard him (say) ..................... that he didn’t want to learn Math.
10. It was very difficult for her (drive)............................ the motorbike.
11. How long have you been able (swim) ------------, John?
12. You must promise (not/be) ---------- late again.
13. The traffic was very heavy this morning, but I managed (get) ----------- to school on time.
14. Could you please stop (make) ------------ so much noise?
15. I hope(run) ------------ in the marathon next month.
16. He made me (work) ----------- hard all day.
17. They asked him (not/smoke) ------------- three years ago.
18. We got him (repaint) ----------- our house.
19. He’s allowed (use) ---------- his father’s laptop.
20. They don’t allow (park) ---------- here.
II. Give the correct verb form :
1. She ( work ) ………….quietly at her desk when suddenly the door opened and her daughter
rushed in.
2. As soon as I ( walk ) ………into the room, he handed me a letter.
3. Why ……….they ( not visit ) ………me while I ( stay )……….in that hotel?
4. I asked him (explain) .................. but he refused (say) ..................... any thing.
5. It is pleasant (sit) ........................ by the fire at night.
6. There was no way of (get) ............ out of the building except by (climb) ................down a
rope.
7. It’s no good (write) ............. to him; he never answers letters.
8. We watched the children (jump) ........from a window and (fall) ....... into a blanket held by
people below.
1) The headmaster doesn’t permit (smoke)………….. during the meetings.
2) Come over here ! I’d like you (see)……….. this.
3) After (hear)………….. the condition I decide (not, enter)………… for the competition.
4) The film was so terrifying that she could hardly bear (watch)……….. it.
5) He’d prefer you (go)……….. to his place if that’s convenient.
6) Try (forget)………… it, it isn’t worth (worry)………… about.
7) I prefer (drive)………. to (be driven)……………….
8) He postponed (make)……….. a decision till it was too late (do)……… anything.
1) When I (look)……………… for my passport I (find)………. this old photograph.
2) I suddenly remembered that I (forget)…………. my keys.
3) I (make)……………. a cake when the light went out. I had to finish it in the dark.
4) By the time Sally (get)……… back, Tom (go)……….. home.
5) David (eat)……….. Japanese food before, so he (know)………… what to order.
6) It (snow)……… heavily when he (wake)……….. up.
7) I was late. The teacher (give, already)………………… a quiz when I (get)……….. to class.
8) As soon as I (walk)………… into the room, he (hand)………… me a letter.
III. Rewrite sentences
1. They arrived home late. (He saw)
2. She didn’t want to stay there for the weekend. (They made her).
3. The teacher allowed me to stay at home to finish the assignment. (The teacher let)
4. The boy ran away from the house. (She noticed)
5. The policeman told the thief to empty his pockets. (The policeman made)
1) How long have the got engaged ?

When……………………………………………………………
2) I started working in this hotel six month ago.
I have been………………………………………………………………
3) Before going out, we had turned off all the lights.
Before we……………………………………………………………………
4) I met her during my stay in Paris last summer.
While I…………………………………………………………………
5) She has studied Japanese for 5 years.
She began………………………………………………………………….
2) He was very sorry that he didn’t see Ann on her trip to London.
He greatly regretted……………………………………………………
3) He worked very hard for the exam. Then he passed it.
Before………………………………………………………………
IV. Rewrite the sentences with the given words
1.What do you fancy doing this evening?
 What do you want ................................................................................................................
2.Why don’t we ask him for help?
 I suggest ...............................................................................................................................
3.Helen said she would go to the party with us
 Helen agreed ........................................................................................................................
4.I met you somewhere, I clearly remember that
 I clearly remember ............................................................................................................
5.My mother said I had better go on a vacation
 My mother advised me ……...............................................................................................
6.It’s not a good idea to travel during rush hour.
 It’s best to avoid .............................................................................................................
7.He said that it was true that he didn’t have a license.
 He admitted ................................................................................................................
8.The teacher said that we mustn’t use dictionary during the test.
The teacher didn’t allow ..................................................................................................

9. I don’t usually drink beer.
 I am not used ..................................................................................................................
10. John smoked a lot when he was young.
 John used to ..................................................................................................................
11. I don't find it difficult to get up early in the morning.
I am used ....................................................................................................................
12. Let's go camping tomorrow.
 I suggested ...............................................................................................................
13. I would like you to help me to put the chairs away.
 Do you mind..............................................................................................................
14. My sister expects to meet my aunt next summer in Hanoi.
 My sister is looking ...............................................................................................
Signed date: …………………………...
Nguyen Thi Minh Duc
Period …………… 45 – MINUTE – TEST

11B8……………………..
YEN KHANH B HIGH SCHOOL 45 – MINUTE – TEST (Unit 1 – 3)

GRADE: 11
CODE: 111
NAME: ………………………………………..
GROUP: 11B10
I. Pick out the word whose underlined part is pronounced differently from that of the
other words
1. A. bank B. any C. now D. money
2. A. nature B. station C. culture D. picture
3. A. dangerous B. joy C. gain D. village
4. A. finger B. English C. solemn D. thing
5. A. hair B. holiday C. house D. honesty
II. Choose the best answer A, B, C or D to complete the following sentences

1. Please forgive me! I didn’t mean …………… you
A. upsetting B. being upset C. to be upset D. to upset
2. Please don’t ever let me ………………… I want to stay here with you
A. go B. to go C. going D. being going
3. Jim can’t afford ………………. to the cinema twice a week
4. Her new trainer ……………… an Olympic athlete of her
A. promises making B. promises to make C. promises to D. promises to have
making made
5. I remember ………………… when I went to school for the first time
A. crying B. being cried C. to cry D. to be cried
6. Did you advise Mai …………………… the singing contest
A. participate B. being participated C. to participate D. to be participated
III. Complete each sentence with a suitable word in the box
anniversary golden
presents celebrate
1. People pf all ages …………………. their birthdays every year

2. They celebrated their 25th wedding ……………………… last week
3. Lisa received lots of …………………….. on her 18th birthday

4. People call the 50th wedding anniversary the “…………… anniversary”
IV. Put the verbs in brackets into the correct tenses

1. I (not / see)……………………….. the film last night because I (see)……………….. it
several times before
2. While Diana (watch)…………………… her favorite television program, there
(be)……….. a power cut
3. Who (drive)……………………… the car at the time of the accident?
4. My father expects me (get)…………….. high marks in school
5. Joan is considering (change)………………… her major from American studies to
psychology
V. Rewrite the sentences, using the words given in brackets

1. He drove away (She stood there and watched)
…..…………………………………………………………………………………
2. The robber came from the back door (I could feel)
..….……………………………………………………………………………………
3. Maybe the school will ask me to pay some extra money. (Do you think the school
will make)
…... …………………………………………………………………………………
4. I think it would be a good idea to take the train (I suggest)
…..……………………………………………………………………………………
5. We were not allowed to drink too much Coke when we were children (Our parents
didn’t let)
…..……………………………………………………………………………………
VI. Read the passage and then answer the questions that follow
The Day Everything Went Wrong
Have you ever had a day in your life when everything can go wrong and you can get into
trouble at every move? Unfortunately, I had one such day a few weeks ago.
It was a Friday. When I woke up it was 7.00 a.m. The sun was already shining brightly. I
had to be at the bus stop at the latest 7.15 a.m. to reach school by 7.30 a.m. I rushed to the
bathroom for a quick wash and turned on the tap. There was no water, it was dry! However,
I managed with a bucket of water, which my mother had left there the previous night. I
quickly dressed myself up and slipped out of my house without mother’s knowledge. She
would be angry if she knew I got up late.
I reached the bus stop within five minutes only to find out the bus had gone a few seconds
before. I concluded as there were no students at the bus stop. I had no choice but to call a
passing taxi. I was lucky to get one and jumped into it. I cheered up a little bit thinking that
I would reach school on time. When I put my hand in my pocket to pay for the taxi fare, I
was horrified to find the pocket empty. I had no money! “What shall I do?” As the taxi
stopped at the gate of my school, I met my form teacher. I explained to him my situation
and he was kind enough to help me pay the fare. I was much relieved and ran to the class. I
regained my spirit when I found that I had reached school before the bell. I hurried up the
stairs to my class which was on the third floor. When I was on the top of the last staircase, I
slipped and fell down, breaking my arm.
I was always remember to set my alarm clock before going to bed since then
1. What type of day did the schoolboy have?

……………………………………………………………………………………………
2. What time did he get up on that day?
……………………………………………………………………………………………
3. How did he know that the bus had gone when he got to the bus stop?
……………………………………………………………………………………………
4. How did he get to school?
……………………………………………………………………………………………
5. Why was he horrified when he found his pocket empty?
……………………………………………………………………………………………
Signed date: ………………………………
Nguyen Thi Minh Duc
Period:……….. UNIT 4: VOLUNTEER WORK

Reading
A.Objectives

- Read the passage about “volunteer work” and do reading comprehension tasks
2. Skill:
3. Attitudes
- Help Ps to know about importance of taking part in voluntary work.
4. Competences
B. Preparation
1. Teacher:

to provide them.
D. Procedures

- Time: 10 minutes
- Procedure
1. Giving tasks
word “volunteer work”.
Helping old or sick people

oldhelphelping
Volunteer work  Answer T’s questions if called

Distrube the task among all group

nouns related the word “volunteer work” . The
5. Completing task

Group 1  Group 3 Helping people in moutainous
Group 2  Group 4 areas,providing education for
 Gives Ps the key disadvantaged children,.........

Group 1  Group 3
Group 2  Group 4

ACTIVITY 2: Discussing the picture and saying.
- Time: 15 minutes
- Procedure
5. Giving tasks
Ask Ss to look the picture on page 46 and - Ss work in pair to answer the questions
ask them some Qs
+What is the old woman doing in the
picture?
+What does this mean by “Little Moments
Big Magic?”
+What does the picture tell you?
-Ask Ss to work in pairs to read the short

poem
-Ask some Ss to give their opinions
6. Completing task

question. T may give some comments She is teaching the boy to read
and her suggestion: The old woman is -It means that your little contribution and help may
a helpful person. She is willing to help lead to significant results/ may greatly change a
the children. person’s life
- It tells me that everybody, no matter what they are
young or old, can do volunteer work
+ The saying means that if you help sb by giving
some money, it’s just a temporary solution. It’s
better to instruct them how to make money legally

by teaching them necessary working skills

Now you are going to read a passage
about the volunteer work. While you
are reading, find what volunteer
works are mentioned in the reading
text.
ACTIVITY 3: Read and decide whether the statements are true or false(Task 3-adapt)
Time: 15 minutes
Procedures
1. Giving task
 Checks the rule
(?) What to do now? Answer T’s questions if called
(?) How much time?  Expected answer:
(2) Who mark your group? - We have to read the statements and decide
(3) How many points for a correct whether they are true of false
answer? - Each of us has to write the answer on the given
space.

2. Completing task
poster.

 Ask Ps to exchange their papers Expected answer
to mark 1- D
Group 1  Group 3 2- A
Group 2  Group 4 3- B
 Give Ps the key (in slide) 4- C

Group 1  Group 3
Group 2  Group 4

Time: 15 minutes
Procedures
1. Giving task
 Checks the rule
(?) What to do now?
space.

2. Completing task
poster.
to mark 1. voluntary 2. voluntarily
Group 1  Group 3 3. volunteers 4. volunteered
Group 2  Group 4
 Give Ps the key (in slide)

Group 1  Group 3
Group 2  Group 4



-What have you gained today? - We have learned about volunteer work ,we have
known about importance of taking part in
voluntary work and do such reading
specific ideas, skimming for general information,
and guessing meaning in context, gap-filling...
developed
IV. Homework (2’)

lesson
Follow –up:
……………………………………………………………………………………………………
………………………………………………………………………………………………
Period: ………. UNIT 4: Volunteer work

B-Speaking
Class Signed
date………………….
……. …………………. …………………………..
A. Objectives
1. Knowledge: By the end of the lesson, Ps will be able to talk about different kinds of
activities related to volunteer work
2. Skill:
- To help Ss develop their skill of talking about volunteer activities.
3. Attitudes
- Help Ps to know about different kinds of activities related to volunteer work
4. Competences
B. Preparation
1. Teacher:
to provide them.
D. Procedures
- make a list of some activities related volunteer work.
ACTIVITY 1: Warm – up: Competition game – jumbled word
Time: 5 minutes
Procedure
1. Giving task
Group 1  Group 2
Group 3 Group 4
5. Completing task
The letters below are jumbled . Find adjectives as quickly as possible.
them as quickly as possible. - The secretary in the group has to write the answer
on A0 paper
TREEUNLVO , VITICAT ESI

Group 3  Group 4
Give Ps the key (in slide) - 10 points for a correct answer

ACTIVITY 2:Find out which activities are volunteer work(task 1)
Time: 5 minutes
Procedure
1. Giving task
Instruction:
There are some activities,some of
which are normal activities and some - Listen to T
of which are volunteer activities .
Decide which of the activities are
volunteer works.
-Ask Ss to work in pairs to decide

which of the activities in the book are
volunteer works. - Take note
-Call some Ss to give their answers
and asks for comments from other
students
2. Completing task
- T asks Ss to work in pairs to find out Suggested answers:
which of the activities are volunteer 1. The activities are not volunteer work:
works. , and then calls on some Ss to Taking part in an excursion and participating in an
present their answers. English speaking club
2. some volunteer activities: taking part in
environmental conservation activities, donating
blood, directing traffic, guiding foreign sports
teams around when they go to Viet Nam to compete

of the class

 Emphasize on activities are listen to T’s comment
volunteer works
ACTIVITY 3: Make a similar conversation (task 2)
Time: 10 minutes
Procedures
1. giving task
Instruction: You are going to practice the

dialogue and then make a similar conversation. - Listen to T
- Before Ss do the task, T asks them to read the
model conversation on page 50. Then Ss read the
list of volunteer activities and the exact things - Answer T’s questions if called
related to them
- T can elicit or explain some words quickly
- T requires Ss to match each activities on the left

with corresponding activities on the right
Suggested answers:
Helping people in - Teaching the children - Note down the new words
mountainous areas to read and write
- Giving them money + War invalid ['invəli:d]: thương binh
- Cleaning up their + Martyr(n) ['mɑ:tə] liệt sĩ
Helping old or sick houses + Intersection: đường giao nhau, ngã
people - Doing their shopping ba, ngã tư
- Cooking meals + direct the traffic:hướng đẫn giao
Helpingdisadvantaged - Teaching the children thông
or handicapped to read and write + vehicles ['viəkl; 'vi:hikl]: Xe cộ
children - Listening to their
problems
- Playing games with
them
- Taking them to
places of interest
Taking care of - Listening to their
invalids and the problems
families of martyrs - Clean up their houses

- Doing their shopping
- Cooking meals
Taking part in - Directing vehicles at
directing the traffic the intersection
- Helping old people
and young children to
cross the road
- Ask Ss to use the suggestions to make similar
dialogues
5. Completing task
Ss discuss and the leader will take
- T goes round to offer help when Ss discuss. notes of the ideas, and then one
- T reminds Ss that they have to explain their representative will report the result to
choice as well. the whole class.

discussion. Example:
-What kind of volunteer work are you
participating in?
- We are helping old or sick people.
-What exactly are you doing?
- We are cleaning up their houses.
- Do you enjoy the work?
-Yes, I like helping people.

ACTIVITY 4: Talk about a kind of volunteer work your friends and you usually do to
help people.(task 3)
Time: 20 minutes
Working ways: group work
Procedure
2. Giving task
Instruction: May be you have ever take - Listen to T’s rule
part in volunteer works.Talk about the
kind of volunteer work you usually do to
help people.
3. Completing task
- T asks Ss to work in group to make a The paragraph will vary
paragraph about the topic. Ex: We usually take part in directing the
- T goes round to offer help when Ss write traffic. We direct vehicles at the
down. intersections. Besides, we help old people
- T reminds Ss that they have to write their and young children to cross the road. We
ideas as well. enjoy the work very much because we like
helping people
- T calls on a student in each to perform Some students present in front of the

their paragraph. class
We’ve just completed a paragraph.
The volunteer work we usually ………...
 The others listens to them

III. Consolidation

-What have you gained today? - We have known about some kinds of volunteer
works.
developed
IV. Homework
Follow –
up: ………………………………………………………………………………………
…………………………………………………………………………………………………
Period: …………… UNIT 4: Volunteer work

C-Listening
Class Signed
date………………….
……. …………………. …………………………..
A. Objectives
 Listen to a paragraph talking about information of a school.
2. Skill
3. Attitudes
 Help Ps to know about information.
4. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson
ACTIVITY 1: Tick the best answer
Time: 7 minutes Procedure

1. Giving task
T. introduces the topic of the listening Work individually and tick the answer that suit
passage: In this lesson, you’ll listen to them.
people talk about an informal school in
HCM city. But now, please do the The answer depends on each student.
question 1,2,3( part :before you listen)
individually.
- Before eliciting / Pre-teaching the new Ss repeat in chorus and individually.
aloud first or play the tape and ask Ss to
passage:
+ Fund-raising activities: Các hoạt
động gây quỹ.
Donation: Vật quyên góp, tiền quyên
góp.
Informal school: Trường học không
chính thống.
Organization for Educational
Development: Tổ chức phát triển giáo
dục.
Co-operate(v): phối hợp
Disadvantaged children: trẻ em thiêt thòi
Co-ordinate(v) [kou'ɔ:dineit]: Hợp tác
Sponsor(n)[ 'spɔnsə]: nhà tài trợ
2. Completing task
necessary.

- Call some pairs to ask and answer in Perform the dialogue in front of the class
front of the class.

ACTIVITY 2: Listen and fill in the missing information
Time: 13 minutes

Procedure
1. giving task

 Checks the rule
(?) What to do now?
(3) How many points for a correct - We have to listen the missing words and decide
answer? which word can be filled in the blanks.
to understand them and decide part of - The secretary in the group has to write the best
in each sentence . For example, the word on the biggest part in the middle of the poster.
word in the first statement is an - We have to exchange the answer to mark
adjective. Group 1  Group 2 Group 3  Group 4
to the missing words - 10 points for a correct answer
+ Decide the word can be filled in
the blanks.  Draw their small tables or boxes in front of
2. Completing task
poster.

 Ask Ps to exchange their papers 11. Informal
to mark 12. 30 street children
Group 1  Group 3 13. 250
Group 2  Group 4 14. 1998
 Give Ps the key (in slide) 15. Volunteers/ June

ACTIVITY 3: Listen and decide whether the statements are true or false.(adapt)
Time: 15 minutes
Procedure

 Checks the rule
(?) What to do now?
the first statement are: aim,Spring - We have to exchange the answer to mark
School Group 1  Group 2 Group 3  Group 4
2. Completing task

poster.

 Ask Ps to exchange their papers Expected answer:
to mark 1. T
Group 1  Group 3 2. F(1998___1999)
Group 2  Group 4 3. F(start_____continue)
 Give Ps the key (in slide) 4. F(HN capital____HCM city)

5. T

ACTIVITY 4: Summarize the story.

Time: 10 minutes
Working ways: group work
Procedure

1. Giving task
- Ask Ss to work in group, take turns  Answer T’s questions if called

to talk about Spring School ,using the Work in group in 5 minutes
suggestions in the text book. Ss work in groups to summarise the story about
Spring School, using the suggestions. Each group
member has to take notes of the discussion
-After 5 minutes, each group choose 1student to go
in front of the class to present their summarization.
-Give comment after that
2. Completing task
- Note down two information about Spring School.
- T. goes around to observe and offer
help when necessary.

- Call some Ss to perform their  Expected answer
talk in front of the class. Depend on each group.
III. Consolidation

-What have you gained today? - We have listened to know about an informal
school in HCM city and do listening
filling
developed
IV. Homework

Follow –up:
……………………………………………………………………………………………………
………………………………………………………………………………………………
APPENDIX
ACTIVITY 3: Listen and decide whether the statements are true or false.(adapt)
1.The aim of Spring School is providing classes to disadvantaged children.
2.Dance, theater, singing, and folk music classes were set up in 1998.
3.Children participate in fundraising performances because they need money to start their
English and Performance Art classes.
4.They dance, sing and play music at one of the largest hotels in HN capital.
5.They need foreign volunteers to contact sponsors and help to expand the school activities.
Tapescript:
Spring School is an informal school. It provides classes to disadvantaged children in HCM

City. Around 30 street children live and study at the school and about 250 children with
special difficulties from District 1 regularly attend classes
The Organisation for Education Development co-operated with Spring School to set up
English classes in 1998. Dance, theatre, singing and folk music classes were set up a year later.
Children from these classes participate in fundraising performances. They raise money to
continue their English and Performance Arts classes.
Spring School requires volunteers to help organize their fundraising dinner held annually in
June. This is an exciting night in which children dance, sing and play music at one of the
largest hotels in HCM City. They also need foreign volunteers to contact sponsors and help to
expand the school activities. Volunteers are required from February until July to help organise
these events.
It is hoped that more schools like Spring School will soon be found in other cities in VN
Period: ………… UNIT 4: Volunteer work

D.Writing
Class Signed
date………………….
……. …………………. …………………………..
A. Objectives
 Write a completed letter.
2. Skill
3. Attitudes
 Help Ps to express their gratitude when they get help from others.
4. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
assist them
II. New lesson
ACTIVITY 1: Warm-up: Quiz- a formal letter
Time: 7 minutes
group
Procedure
Teacher (T) Students (Ss)
1. Giving task
Teacher gives Ss 6 sentences and asks them Group work
to fill the word or phrase in the blank
1. You write your address in……..of the 1. the top left- hand corner
letter 2. the left
2. The addresss of the receiver should be 3. the date
written on…………….starting below our 4. Yours sincerely,
address 5. Yours sincerely,
3. We can write…….on the right or the left 6. contractions
on the line after the address you are writing
to
4. When the letter starts Dear Sir/Madam,
you end it with……….

5. When the letter starts Dear Dr Smith,
you end it with……….
6. It is not a good idea to use……such as
I’m or can’t.
2. Completing task
- Observes and gives help if necessary - Ss think and fill in the blank

 Ask Ss to report the result The answer will vary

 invites Ss to give comments on comment on other’s performance
 comments on Ss’ performance
ACTIVITY 2: Preparing Ss to write (Task 1)
Time: 13 minutes
Procedure
1. Giving task
about a letter to acknowledge the receipt of Expected answers:
the donation and express your gratitude. T - The opening of the letter: sentence 1
gets Ss to read the letter silently and do the - The donated amount: sentence 1
requests of task 1 - The way the money is used:sentence 2

- T checks Ss’ answer by asking some Ss to The way the receipt is issued: sentence 3
read their answer out loud -The gratitude on the donor:sentence 4
- Elicit corrective feedback from other Ss -The closing of the letter:yours faithfully
and give the correct answers when
necessary
8. Completing task
- T elicits some sentences which are often
used in the letter: - Ss write down in the notebook
I am very happy to………….
We will certainly issue a receipt as soon as
possible .
I would like to express our thanks
for………
I look forward to…………….

- Ask Ss to report the result - The answer will vary

ACTIVITY 3: Write a letter to acknowledge the receipt of the donation and express your
gratitude. (Task 2)
Time: 20minutes

Procedure
1. Giving task

-Write a letter to acknowledge the - Answer T’s questions if called
receipt of the donation and express - Work individually in 10 minute
your gratitude Write a letter to acknowledge the receipt of the
- Exchange your paper with your donation and express your gratitude.
partner, sitting next to you to -Exchange your paper with your partner, sitting
mark next to you to mark
 Checks the rule
(?) What to do now?
2. Completing task
necessary

 Ask Ss to report the result The answer will vary

 comments on Ss’ performance
III. Consolidation

 Asks Ss some questions  Answer T’s questions
-What have you gained today? - We have learned how to write a letter to
acknowledge the receipt of the donation and
express our gratitude
developed
IV. Homework
 Asks Ss to study the lesson  Listen to T and take note

focus)
Follow –up:
………………………………………………………………………………………………
APPENDIX
Sample writing :
19 DTH Street,Bich Dao ward, Ninh Binh
15 October,2010
Dear Sir,
On behalf of New Future School, I would like to thank you for your generous donation of
VND 1 million. Your contribution will make it possible for us to build our school library. A
good library can help the students very much in their studying. We will issue a receipt as soon
as possible
Once again thank you very much for your kindness. We hope to receive more assistance and
cooperation from your company in the future.
I look forward to hearing from you soon.
Yours faithfully
Le Thi Huong
Principal of New Future School
Period: ……………. UNIT 4: Volunteer work

E. Language focus
Class Signed
date………………….
……. …………………. …………………………..
A. Objectives
 Distinguish the sounds / w / and / j /
 Pronounce the words and sentences containing these sounds correctly
 Distinguish the uses of gerund, present participle, perfect gerund and perfect participle
 Use these structures to solve communicative tasks
2. Attitudes
3. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
 Ps may have difficulty distinguishing and using perfect gerund and perfect participle.
Therefore, T should be ready to help them.

II. New lesson
ACTIVITY 1: Warm-up: Jumbled words
Time: 10 minutes
Ways of working: group work
Procedure
1. Giving task
- Give Ps two jumbled words an ask Listen to Ts’ rule

them to rearrange to make meaningful
ones. 1. We/warm clothes/warm/
- Ask Ps to read these sentences and walked/wore/to/and/keep/quickly
make them pay attention to the 2. She/woman/wore/waited/a/
underlined words white/for/dress/a/and
- Ask them to read these words 3. you/Did/New York/in/live/to /use ?
Divide class into 2 groups A & B

2. Completing task
Observes and gives help if necessary Answer:
1- We wore warm clothes and walked quickly to
keep warm.
2-She wore a white dress and waited for a woman.
3-Did you use to live in New York ?
 Ask Ps to report the result Present the answers
 Invites Ps to give comments on  Comment on other’s performance
performance  Listen to T’s comment
 Comments on Ps’ performance
ACTIVITY 2: Pronouncing the two sounds

Time: 10 minutes
Working: Group
Procedure:
1. Giving task
- Model the two sounds /w/ and /j/ for Students listen to the tape and repeat after the tape.
a few times, explain the differences in
producing them.
- Play the tape once for Ss to hear the
words containing these sounds. Then
play the tape again and the Ss repeat
after the tape.
2. Completing task
- Read the words in each column all at Students practice pronouncing the words in pairs.
once.
sounds.
underline the words with the sounds Students read the sentences
and write / w/and / j/ under them.
Give correction if necessary Ss to pronounce the words and read the sentence

ACTIVITY 3: Using gerund and present participle
Time: 10 minutes
Procedure
1. Giving task
- T writes some sentences on the board Listen to the teacher and write down in the
and underline the gerund and the notebook.
present participle
- Reading helps you learn English Task1
- Her favorite hobby is reading 1. listening 2. bending 3. behaving
- She is good at learning English 4. meeting 5. spending 6. waiting
I look forward to hearing from you 7. starting
soon
- He kept on asking for a Task 2:1.burning/rising; 2.reading; 3.lying; 4.
discount(giam gia) shopping;
- He spent all the money buying book 5.preparing; 6. trying; 7. modernizing.
- Teacher elicits the form of the gerund
and the present participle:
V+ing
- T asks Ss to do the task 1,2
2. Completing task
Asks Ss to comment on the examples Work in groups to do the task.
T reviews the form and use of the - Comment on the use of gerund and the present
gerund and the present participle:. participle

ACTIVITY 4: Using perfect gerund and perfect participle
Time: 10 minutes
Procedure
1. Giving task
- T writes some sentences on the board Listen to the teacher

and underline the perfect gerund and
the perfect participle.
Having switched off the light, we
went to bed.
Having bought a bike, she cycled
home
He admitted having stolen the car.
She denied having broken the vase.
T elicits the form of perfect gerund Task 3:
and perfect participle :
Having + V(PII) 1. having made 2. having been 3.having been
- T asks Ss to do the task 3 4. having tied 5. having read 6.having taken
2. Completing task
Asks Ss to comment on the examples Work in groups to do the task.
T reviews the form and use of the - Comment on the use of the perfect gerund and the
perfect gerund and the perfect perfect participle.
participle.

- Summarises the main points of - Listen to the teacher
- Asks Ps some questions
-What have you learned today?
IV. Homework (1’)
lesson
Follow –up:
……………………………………………………………………………………………………
………………………………………………………………………………………………
…………………………………………………………………………………………………
Period …………… TEST CORECTION

11B8……………………..
YEN KHANH B HIGH SCHOOL 45 – MINUTE – TEST (Unit 1 – 3)

GRADE: 11
CODE: 111
NAME: ………………………………………..
GROUP: 11B10
VII. Pick out the word whose underlined part is pronounced differently from that of the
other words
1. A. bank B. any C. now D. money
2. A. nature B. station C. culture D. picture
3. A. dangerous B. joy C. gain D. village
4. A. finger B. English C. solemn D. thing
5. A. hair B. holiday C. house D. honesty
VIII. Choose the best answer A, B, C or D to complete the following sentences

7. Please forgive me! I didn’t mean …………… you
A. upsetting B. being upset C. to be upset D. to upset
8. Please don’t ever let me ………………… I want to stay here with you
9. Jim can’t afford ………………. to the cinema twice a week
10. Her new trainer ……………… an Olympic athlete of her
A. promises making B. promises to make C. promises to D. promises to have
making made
11. I remember ………………… when I went to school for the first time
A. crying B. being cried C. to cry D. to be cried

12. Did you advise Mai …………………… the singing contest
A. participate B. being participated C. to participate D. to be participated
IX. Complete each sentence with a suitable word in the box
anniversary golden
presents celebrate
1. People of all ages ……celebrate……………. their birthdays every year

2. They celebrated their 25th wedding ………anniversary……………… last week
3. Lisa received lots of ………presents…………….. on her 18th birthday
4. People call the 50th wedding anniversary the “……golden……… anniversary”
X. Put the verbs in brackets into the correct tenses

1. I (not / see)………didn’t see……………….. the film last night because I (see)…had
seen…………….. it several times before
2. While Diana (watch)……was watching……………… her favorite television program,
there (be)……was….. a power cut
3. Who (drive)……was driving………………… the car at the time of the accident?
4. My father expects me (get)…to get………….. high marks in school
5. Joan is considering (change)………changing………… her major from American
studies to psychology
XI. Rewrite the sentences, using the words given in brackets

1. He drove away (She stood there and watched)
…..…She stood there and watched him drive away………………
2. The robber came from the back door (I could feel)
..….……I could feel the robber come from the back door………………
3. Maybe the school will ask me to pay some extra money. (Do you think the school
will make)
…... ……Do you think the school will make me pay some extra money……………
4. I think it would be a good idea to take the train (I suggest)
…..……I suggest taking the train………
5. We were not allowed to drink too much Coke when we were children (Our parents
didn’t let)
…..……Our parents didn’t let us drink too much Coke when we were
children …………………
XII. Read the passage and then answer the questions that follow
The Day Everything Went Wrong
Have you ever had a day in your life when everything can go wrong and you can get into
trouble at every move? Unfortunately, I had one such day a few weeks ago.
It was a Friday. When I woke up it was 7.00 a.m. The sun was already shining brightly. I
had to be at the bus stop at the latest 7.15 a.m. to reach school by 7.30 a.m. I rushed to the
bathroom for a quick wash and turned on the tap. There was no water, it was dry! However,
I managed with a bucket of water, which my mother had left there the previous night. I
quickly dressed myself up and slipped out of my house without mother’s knowledge. She
would be angry if she knew I got up late.
I reached the bus stop within five minutes only to find out the bus had gone a few seconds
before. I concluded as there were no students at the bus stop. I had no choice but to call a
passing taxi. I was lucky to get one and jumped into it. I cheered up a little bit thinking that
I would reach school on time. When I put my hand in my pocket to pay for the taxi fare, I
was horrified to find the pocket empty. I had no money! “What shall I do?” As the taxi
stopped at the gate of my school, I met my form teacher. I explained to him my situation
and he was kind enough to help me pay the fare. I was much relieved and ran to the class. I
regained my spirit when I found that I had reached school before the bell. I hurried up the
stairs to my class which was on the third floor. When I was on the top of the last staircase, I
slipped and fell down, breaking my arm.
I was always remember to set my alarm clock before going to bed since then
6. What type of day did the schoolboy have?

…………He had a bad day………………………
7. What time did he get up on that day?
………………7 a.m…………………………………………
8. How did he know that the bus had gone when he got to the bus stop?
…………… There were no students at the bus stop when he got to the bus
stop ……………………
9. How did he get to school?
…………………… by taxi …………………………………………………
10. Why was he horrified when he found his pocket empty?
…………Because he had no money to pay for the taxi fare……………………
Signed date: ………………………………
Nguyen Thi Minh Duc
Period: ………… UNIT 6: Competitions

A-Reading
Class Signed
date………………….
……. …………………. …………………………..
A. Objectives
1/ Knowledge : By the end of the lesson, Ps will be able to

- express their opinions about the competitions.
- Reading for gist and for specific information.
2/ Skill:
- Develop such reading micro-skills as scanning for specific ideas, and identifying and
correcting
false statement.
- Use the information they have read to discuss the topics.
3/ Attitudes: - To encourage Ps work in pairs and groups
4/ Competences: Develop collaborative, problem-solving and communicative competences
B. Teaching aids: English books 11, Handouts, Projector, A0 paper
C. Anticipated problems: Ps may have difficulties getting the right information since the text
is long and difficult to understand.
I. Class organization: (2 minutes)
II. New lesson: (40 minutes)
ACTIVITY 1: Warm-up: Answering questions
- Time: 5 minutes
- Technique: Question-answer Working ways: Pair work
- Procedure
1/ Giving tasks:
Asks Ss some questions: - Listen to the teacher
1, Do you like taking part in some
competitions? Why? Why not? - Work in pairs to ask and answer the
2, Do you hope to win a competition? If so, questions
which competition do you like to win?
3, Is winning the most important thing in
competition? Why? Why not?
4/ Match the words in the box with the
pictures in text book page 66.

2/ Completing task
3/ Report the result - Ask the Tc if necessary
- Asks some pairs to go to the black board to
present the answer. Possible answer:
4/ a/ Quiz: “ Road to Mount Olympia”
b/ London Marathon
4/ Assess the performance c/ Sao Mai Television Singing Contest.
- asks Ps to give comment on other work d/ Olympic games
- compares the answers and gives the
comment - Give the comments
- presents the content of the new lesson: - Listen to T’s comment
“ Today we will study about the
competitions”
ACTIVITY 2: Sudy new words
Time: 10 minutes
Technique: brainstorming Working ways: individually
Procedure:
1/ Giving tasks:
- presents some new words on the - Listen to the teacher and do as the
black board and asks Ps to guess the requirement
meaning.
- Asks Ps to read after the teacher’s
model
2/ Completing task - Ask the teacher if necessary
3/ Report the result - Read over the text and guess the meaning
- Calls on some Ps to guess the meaning - Listen and read after to Tc.
- Read in model and ask them to repeat in
chorus - Give the comment
4/ Assess the performance - Listen to T’s comment
- Comments on Ps’ performance
ACTIVITY 3: Filling in the blank with the most suitable answer

Time: 10 minutes
Technique: Giving task Working ways: group work
Procedures
1/ Giving tasks:
+ Divide Ps into 4 groups + Form new groups
+ Tell Ps the rule + Read the rule in slide
-work in group in 4 minutes
- Each group has to discuss to choose the
best answer for the blank in each sentence
-The secretary note down on the paper
-Exchange the answer to mark
Group 1  Group 4
Group 2  Group 3
2/ Completing task + Answer T’s questions if necessary
Observes and gives help if necessary - Each group has to discuss to choose the
3/ Report the result -The secretary note down on the paper
Ask Ps to exchange their papers to mark -Exchange the answer to mark

Give Ps the key (in slide) Possible answer:

1. C 2.A 3.A 4. D 5A 6A
4/ Assess the performance - comment on other’s performance

performance listen to T’s comment
- omments on Ps’ performance
ACTIVITY 4: Choose the best answers
Time: 15 minutes
Technique: Table cloth Working ways: Group work
Procedures
1/ Giving tasks:
- Each group has to choose the best answer
for the each question without looking back
the textbook
Group 1  Group 4
Group 2  Group 3
- 10 points for a correct answer + Answer T’s questions if necessary
2/ Completing task - Each group has to choose the best answer
Observes and gives help if necessary for the each question without looking back
the textbook
3/ Report the result -Exchange the answer to mark
Ask Ps to exchange their papers to mark Group 1  Group 4

Group 2  Group 3 - 10 points for a correct answer
1. B 2.A 3.B 4. D 5D
6D
- invites Ps to give comments on other’s - comment on other’s performance
performance
- omments on Ps’ performance listen to T’s comment
III. Consolidation ( 2 minutes)
Asks Ps some questions Answer T’s questions
-What have you learned today? Expected answer
-What have you gained today? - We have learned about competitions
developed
IV. Homework (1 minute)
Asks Ps to study the lesson again and Listen to T and take note
prepare for the next lesson : B-
Speaking
Follow –
up:……………………………………………………………………………………………
APPENDIX:
Activity 2:
Teaching Vocabulary:
-annual (a)=x¶y ra hµng n¨m -announce (v)=th«ng b¸o
-athletics meeting (n)=cuéc thi ®iÒn kinh -disappointed (a)=thÊt väng
-general knowledge =kiÕn thøc phæ th«ng -maximum (a)=tèi ®a
-representative (n)=®¹i diÖn
Activity 3: Choose the best answer

1.. She is the ………………….of our group?
A. represent B. represented C. representative D. representation
2. How many contestants were there in all?
A. as a total B. as a result C. as respected D. as usual
3. The aim of this competition is to……………the spirit of leaning English.
A. stimulate B. stimulation C. stimulus D. stimulative
4. This is an annual competition.
A. eveyday B. every week C. every month D. every year
5. The Pope is the ________ of many Christians.
A. spirit B. spiritual C. spirits D. high-spirit
6. The transition from school to work doesn’t happen smoothly to everybody.
A. without difficulties B. full of troubles
C. with problems D. plenty of challenges
Activity 4: Choose the best answer:

1/ Who took part in the annual final English Competition last Saturday?
a/ The English teachers b/ The representatives of three classes
c/ The students’ paresnts d/ All students
2/ What is the aim of the competition?
a/ To stimulate the spirit of learing English among students
b/ To make students get high scores in competition.
c/ To get the enjoyment
d/ To get the awards
3/ Who sponsored the competition?
a/ The teachers b/ The students’ parents Society. c/ The students’ Society d/ the
principal
4/ What did each group of students have to do during the contest?
a/ Have to work in group of three.

b/ Have to complete five activities in all.
c/ Have to answer the questions on the worksheets within two minutes.
d/ All these previous things.
5/ What did the judges have to do to choose the winner of the competition?
a/ Observing and scoring the performance.
b/ Announcing the total score of each group.
c/ Awarding the set of CDs for the winner
d/ A & B are correct.
6/ What would be awarded to the winner?
a/ A CD b/ A set of CDS c/ An English dictionary d/ Both (b) and (c)
Period: ………… UNIT 6: Competitions

B-Speaking
Class Signed
date………………….
……. …………………. …………………………..
A. Objectives
- Students should know how to practice speaking skill of expressing feeling about
competitions
- Speaking for gist and for specific information.
2/ Skill: By the end of this lesson, Students will able to:
- Ask for and give information about types of competitions.
- Talk about a competition or contest
3/ Attitudes: - Help Ss to understand about their friend’s attitudes on competitions.
 C. Anticipated problems: Ps may need to be provided appropriate linguistic resources

so that they can complete various learning tasks.
ACTIVITY 1: Warm up : Work in pairs to ask and aswer the following questions
Time: 10 minutes
Technique: Questions –Answers Working way: Pair work
Procedure:
1/ Giving tasks:
- Gives requirement - Listen to the Tc’s requirement.
+ Ss work in pairs to ask and answer - Work in pairs.
2/ Completing task - Do as required.
∙ Observes and gives help if necessary - Ask the Tc’s help if necessary
- Explain or elicits the meanings of the new - Practice carefully then discuss, compare
word.if neccesary
3/ Report the result - present before the class.
- asks some pairs to present their work
( Should encourage Ss to explain why they
like or dislike a game/ contest.)
-Help Ss to express their ideas when - give comments
necessary
4/ Assess the performance - listen to the Tc’s comment
performance
- comments on Ps’ performance
ACTIVITY 2: Which of the competitions/ contests below do you like or dislike?
Put a tick in the righ column. Then compare your answers with your partner’s.
Time: 10 minutes
Technique: Question –Answer Working way: Pair work

Procedure:
1/ Giving tasks:
- Introduces the task and calls on one or two - Listen to the Tc’s requirement.
pairs of Ss to read aloud the sample
dialogue. T corrects errors.
- Puts Ss into pairs and gets them to make - Listen to teacher.
similar conversations to the sample dialogue, - Work in pairs.
using the structures and vocabulary they
have learnt.
3/ Report the result -Practice carefully then discuss, compare and
- After checking that Ss have finished the then present before the class.
task, T calls on different pairs to perform
their conversations.
4/ Assess the performance -Give comments on other’s performance
-Elicits comments from the class and -Result + handwriting
provides feedback. -The working style of the group
listen to T’s comment
ACTIVITY 3: Talk about the competition and contest you have recently joined or seen.
(Use the suggestions below)
Time: 20 minutes
Technique: One minute presentation Working way: Group work
Procedure:
1/ Giving tasks:  Listen to T’s rule
 tells Ps the rule of the games
- ask Ss to work in 4 groups - Do the work individually and present
- asks Ss to talk about a competion they have individually infront of the other group
recently attended individually in front of members
other group members ( 2 minutes to prepare
and 1 minute to present for each student)
2/ Completing task
∙ Observes and gives help if necessary - Ask the Tc if necessary
 Asks one S in a group to present in - present individually
front of the class
 invites Ps to give comments on  comment on other’s performance
-What have you gained today? - We have learned to talk about competitions
- Our group work skill and interpersonal skill are
developed
prepare for the next lesson : C-
Listening
Follow –
up:……………………………………………………………………………………………
……………………………………………………………………………………………………
……
APPENDIX:
Activity 1: Work in pairs to ask and aswer the following questions
1, Do you like taking part in some competitions? Why? Why not?
2, Do you hope to win a competition? If so, which competition do you like to win?
3, Is winning the most important thing in competition? Why? Why not?
-General Knowledge Quiz : KiÕn thøc tæng qu¸t -Athletics Meeting: Cuéc thi ®iÒn
kinh.
-Opportunity (v): C¬ héi -Art competition : Thi héi ho¹.
-Sculpture: §iªu kh¾c -Singing Contest
Period ……………….. UNIT 6: Competitions

C-Listening
Signed
Class Date of planning Date of teaching
date………………….
……. …………………. …………………………..
A. Objectives
- understand more about the competitions and practice listening skill.
- Listen for gist and for specific information.
- Develop extensive listening skills.
- Use the information they have listened to for other communicative tasks.
3/ Attitudes: - Help Ss to understand about the Boston Marathon .
B. Teaching aids: English books 11, Handouts, Projector, A0 paper, Radio and Disc
C. Anticipated problems: Ps may need to be provided appropriate linguistic resources so that

they can complete various learning tasks.
ACTIVITY 1: Warm up : Ask and aswer the following questions
Time: 15 minutes
Procedure:
1/ Giving tasks:
- Gives requirement: - Listen to the Tc’s requirement.
+ Asks Ss to look at the pictures in the book - Work in pairs.
then ask and answer in pairs these questions: - Do as required.
1, What do you see in the picture?
2, What event is it?
3, Where do you think the Boston Marathon
might take place?
4, Who can participate in?
+ Ss work in pairs to ask and answer
2/ Completing task - Ask the Tc’s help if necessary
∙ Observes and gives help if necessary - Practice carefully then discuss, compare
- Explain or elicits the meanings of the new
word.if neccesary
- asks some pairs to present their work - present before the class.
- invites Ps to give comments on other’s - give comments
performance - listen to the Tc’s comment
ACTIVITY 2: Listen to the dialogue about the Boston Marathon and decide whether
statements are True (T) or False (F).
Time: 15 minutes
Technique: Table cloth Working way: Individual work
Procedure:
1/ Giving tasks:
- Divide the class into 4 groups - Listen to the Tc’s requirement.
- Instruct Ss how to do this kind of exercise:
+ Play the tape once for Ss to do the task.
+ Ask for Ss’ individual answers and writes
them on the A0 paper
+ Ask for their group answer
- Give mark for other group after checking.
10 points for the correct answer
. G1 → G3
G2 → G4
G3 → G2
G4 → G1
2/ Completing task
∙ Observes and gives help if necessary - Ask t5he Tc if necessary
- Listen to teacher.
- Work in pairs.
+ Play the tape the second time for Ss to - Listen and check other group answers
check their answers . G1 → G3
- Check Ss’ answers by calling on some Ss . G2 → G4
If many Ss cannot complete the sentences, T G3 → G2
plays the tape one or two times and pauses at G4 → G1
the answers for them to catch. - Give mark for groups
-Give the correct answers: Expected answers:
1, T 2, T 3, F
4, F 5, T 6, F
- Compare and then present the points of

groups before the class.
-Elicits comments from the class and -Give comments on other’s performance
provides feedback. -Result + handwriting
-The working style of the group
ACTIVITY 3: Listen again and choose the best answer
Time: 10 minutes
Technique: Table coth Working way: Group work
Procedure:
1/ Giving tasks:
 tells Ps the rule of the games - Form the new group
- ask Ss to work in 4 groups ( New group)
- asks Ss to listen again one more time and
choose the best answer
- Asks groups to give mark for other group
after checking. 10 points for the correct
answer
. G1 → G3
G2 → G4
G3 → G2
G4 → G1
2/ Completing task - Ask the Tc if necessary
3/ Report the result - Compare and then present the points of
Asks one S in a group to present in front of groups before the class
the class
4/ Assess the performance  comment on other’s performance

 invites Ps to give comments on -Result + handwriting
other’s performance -The working style of the group
 comments on Ps’ performance  listen to T’s comment

Asks Ps some questions
-What have you learned today? Answer T’s questions
-What have you gained today? Expected answer
- We have learned to talk about competitions
developed
Listening
Follow –
up:……………………………………………………………………………………………
……………………………………………………………………………………………………
……
APPENDIX:
Activity 1: Work in pairs to ask and aswer the following questions
1, What do you see in the picture?
2, What event is it?
3, Where do you think the Boston Marathon might take place?
4, Who can participate in?
-race (n) -clock :
-formally : -association (n)
-female (n) -allow (v)
-athletic (n) -joint (v)
Period …………
UNIT 6: Period 4: WRITING
Date of preparing: 11B1……………………
11B8…………………..
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 Steps Work
e arrangement
5’ WARM UP Whole class
- T revises the vocabulary Ss learned in previous lessons
marathon champion
finish racing
runner distance
athletic sport
race running
10’ PREPARING SS TO WRITE Individual
TASK 1 work
- 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 their answers with the ideas on the board.
20’ WRITING Individual
- T gets Ss to read the requirements of TASK 2 and work out with a work & pair
peer what they need to include in the reply letter and what kind of work
language(formal ? informal ?) they need to use.
- T checks the answers with the class and gives feedback.
- 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.
- T goes around to offer help.
A sample letter:
English for the world

106 Tran Hung Dao St, Hoan Kiem District, Hanoi
October 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
7’ FEEDBACK ON SS’ WRITING Whole class

- 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.
- For homework, T asks Ss to revise their letters according to their
peer’s suggestions and submit for marking in the next lesson.
V. Reflexion
Signed date: …………………………...
Nguyen Thi Minh Duc
Period ………
UNIT 6: Period 5: LANGUAGE FOCUS
11B8…………………..
I. Objectives
By the end of the lesson, Ss will be able to:
- 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 don’t exist in Vietnamese.
IV. Procedure
Time Steps Work
arrangement
7’ PRONUNCIATION Individual
Distinguishing sounds work, pair
- T plays the tape( or reads) once for Ss to hear the words work, whole
containing these clusters. Then T calls on some Ss to read the class
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
10’ GRAMMAR Individual
a. Presentation work, pair
- If necessary, T reviews reported speech with gerund work, whole
+ Form: Verb + (O) + Preposition +(NOT) V-ing(*) class
+ Meaning and use: We usually use a gerund structure to
report thanking, apologies, accusations, and so on. We don’t
use “say” in this structure.
E.g: I apologised the teacher for submitting my assignment
late. We thank you for having helped us generously.
Note:
- Some verbs don’t need a preposition, e.g. stop,
deny,admit,suggest,and so on.
- T might want to remind Ss that time and place references
often have to change in reported speech.
b. Practice
Exercise 1:
feedback.
Answer:
1. John congratulated us on passing our exam.
2. Mary apologised for not phoning me earlier.
3. Peter insisted on driving Linda to the station.
4. The teacher accused the boy of not paying attention to
what he had said.
5. Bod has always dreamed of being rich.
6. I warned Ann against staying at the hotel near the
airport.
7. Her mother prevented Jane from going out that night.

8. Miss White thanked Jack for visiting her.
Exercise 2:
feedback.
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 woman’s
house.
4. The policeman stopped the customer from leaving the
shop.
5. The thief admitted stealing Mrs Brown’s car.
6. Ann suggested having a party the next Saturday.
7. John and his wife were thinking of buying the house.
15’ COMMUNICATIVE PRACRICE ( Production stage) Pair work &
- T puts Ss in pairs and introduces the role play. whole class
Student A: Yesterday you ran the red light and crashed into
another vehicle. The vehicle owner called the police. When
the police came, they intrrogated the 2 about the accident.
The other person accused you of running the red light and
breaking the traffic law, but you denied doing so. But some
witnesses approached the police and insisted on seeing you
run the red light, so finally you had to admit your fault. The
police gave you a ticket and you had to apologise them and
the other person for telling a lie.
Now tell your friend about the incident. Remember to use
reported speech with gerund (accuse, deny, insist, admit,

apologise,etc...)
Student B: Listen to your friend’s story. Ask him/her Qs as
appropriate.
- T goes around to check and offer help.
- T calls on some pairs to the front to perform their
conversation again. T elicits comments from the class and
gives corrective feedback as appropriate.
3’ Whole class
WRAPPING UP
- 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.
V. Reflexion
Signed date: …………………………...
Nguyen Thi Minh Duc
Period ………
REVISION 1
11B8…………………..
I. Choose the word whose underlined part is pronounced differently from the rest.
1) A. who B. wheel C. whether D. whale
2) A. summer B. educate C. club D. public
3) A. handicapped B. visited C. decided D. wanted
III. Give the correct word form :
1. Volunteer work is very …………..to teenagers. ( BENEFIT )
2. The United Nations is an international ……………. . ( ORGANIZE )

3. College students spend their free time as volunteers in hospitals, ………or homes for the
aged. (ORPHAN)
4. They went hiking in a ……………region. ( MOUNTAIN )
5. In Vietnam there are laws protecting the rights of ethnic ………… ( MINOR )
6. The accident left him physically ……… ( HANDICAP)
7. I didn’t ask them to help me. They did everything ………… ( VOLUNTEER )
IV. Give the correct verb form :
1. She ( work ) ………….quietly at her desk when suddenly the door opened and her daughter
rushed in.
2. As soon as I ( walk ) ………into the room, he handed me a letter.
3. Why ……….they ( not visit ) ………me while I ( stay )……….in that hotel?
4. I asked him (explain) .................. but he refused (say) ..................... any thing.
5. It is pleasant (sit) ........................ by the fire at night.
6. There was no way of (get) ............ out of the building except by (climb) ................down a
rope.
7. It’s no good (write) ............. to him; he never answers letters.
8. We watched the children (jump) ........from a window and (fall) ....... into a blanket held by
people below.
VI. Rewrite , beginning with the words given :
1. ."You stole the money, Joe, didn't you!" said the inspector.
- The inspector accused......................................................................................
2.My responsibility is to take out the garbage every day.
- I am ..........................................................................................................
3.The misunderstanding was my fault., so I apologize.
- I apologized ..................................................................................................
4.She won the tournament, so I congratulated her.
-I congratulated her ...........................................................................................
5. I have to write letters , but I hate it.
- I hate................................................................................................................
6. He tried to escape but the police stopped him.

The police prevented him …………………………. ..............................................
7. John began playing the piano ten years ago.
John has…………………………………………. ..................................................
8. I can’t possibly work in all this noise!
It is impossible………………………………………….........................................
9. Susan regrets not buying that house.
Susan wishes…………………………………………….. ......................................
10. Smoking is not allowed on the public buses.
They don’t …………………………………………………. ...................................
V. Reflexion
Signed date: …………………………...
Nguyen Thi Minh Duc
Period ……. REVISION 2

(Reported speech)
11B8…………………..
Exercise 1:Rewrite following sentences so that the meaning stay the same.
1.”If I were you,I wouldn’t buy this car”
He advised..................................................................................................................
2.”Shall I carry your suicase,Lan?”said Nam.
Nam offered..............................................................................................................
3.”Yes,all right,I’ll share the food with you,Dave.”
Ann agreed...................................................................................................................
4.”Sue,can you remember to buy some bread?”
Paul reminded.....................................................................................................................
5.”Don’t touch anything in this room”,the man said to the children.
The man ordered..................................................................................................................
6.”I must go home to make the dinner”,said Mary.
Mary....................................................................................................................................
7.”Are you going to Ho Chi Minh City next week?”Tom asked me.
Tom asked..............................................................................................................................
8.”Have you finished your homework?”Mom asked.
Mom asked if........................................................................................................................
9.She said to me:”I can’t do it by myself”
She told me that....................................................................................................................
10.”Does your brother live in London,Nam?”Lan asked.
Lan wanted to know if........................................................................................................
11.”Don’t repeat this mistake again.”his father warned him.
His father warned him.......................................................................................................
12.”Give me a smile,”The photographer said to me.
The.....................................................................................................................................
13.”Don’t leave these book on the table” ,the librarian said to the students
The librarian told the students.................................................................................................
14.”Have you travelled abroad much?”he asked me.
He.......................................................................................................................................
15.”Who has written this note?” the boss asked the secretary.
The boss asked.....................................................................................................................
16.”I have just received a postcard from my sister,”my friend said to me.
My friend told me...............................................................................................................
17.”This story happened long ago”he said.
He said...................................................................................................................................
Exercise 2
1 "Don't repeat this mistake again!" the instructor warned the sports¬man.
.............................................................................................................................................
2 "Leave your address with the secretary," the assistant said to me.
............................................................................................................................................
3 "Phone to me for an answer tomorrow” the manager said to the client.
...........................................................................................................................................
4 "Don't be so silly," the father said to the kid.
...........................................................................................................................................
5 "Give a smile," the photographer said to me.
........................................................................................................................................
6 "Please, help me to make a decision," Ann asked her friend.
............................................................................................................................................
7 "Don't leave these books on the table, put them back on the shelf," the librarian said to the
student.
..........................................................................................................................................
8 "Be a good girl and sit quietly for five minutes," the nurse said to the child.
.............................................................................................................................................
9 "Leave your things here," my companion advised me.
.............................................................................................................................................
10 "Don't discuss this question now," said the chairman to the participants.
..........................................................................................................................................
V. Reflexion
Signed date: …………………………...
Nguyen Thi Minh Duc
Period ……. 45 – MINUTE – TEST

11B8…………………..
YEN KHANH B HIGH SCHOOL 45 - MINUTE - TEST (Unit 4 - 6)

ENGLISH 11
Code: 111
NAME: ……………………………………..
GROUP: 11B…….
I. Choose the word whose underlined part is pronounced differently. Identify your
answer by circling the corresponding letter A, B, C, or D
1. A. who B. when C. what D. why
2. A. forward B. toward C. knowledge D. award
3. A. which B. teacher C. each D. characteristic
4. A. competition B. question C. participation D. competition
II. Choose the word or phrase that best fits each gap of the sentence
1. A __________ is a person who represents for someone or a group.
A. teacher B. student C. representative D. worker
2. ……………… the rules of the game, I refused to take part in it
A. After know B. After have C. After knowing D. After know
known about
3. Jimmy has dreamed of …………….. overseas
A. to study B. to be studied C. studying D. being studying
4. The lifeguard __________ them not to swim too far from the shore.
A .warned B. said C. suggested D. proposed
5. The aim of English Competition is __________ the spirit of learning English among
students.
A. to stimulate B. to improve C. to prevent D. to persuade
6. Each nation has many people who voluntarily take care of others.
A. look at B. get on with C. keep up with D. look after

7. Mrs Hoa warned her daughter __________ touching the electric wines.
A. against B. for C. on D. at
8. "We hope to hear another lecture by Professor Brown in the near future"
We ……………….. another lecture by Professor Brown in the near future
A. looked to B. looked forward to C. looked forward to D. looked forward
hear hearing hear hearing
9. "Yes, I did take the necklace. But…" she said
She admitted ……………….. the necklace
A. have taken B. having taken C. having taking D. having been
taken
10. "If only I hadn't bought the second-hand car" Tom said to me
Tom regretted ………………. the second-hand car
A. buying B. having buy C. to buy D. about buying
III. Identify the underlined part that needs correcting
1. For some strange reasons, I keep think that today is her
birthday
A B C D
2. Yo’s teacher congratulated her for winning the English
Quiz
A B C D
3. “You stole Tim’s watch, didn’t you, John”
-> Tim’s mother accused him of stealing Tim’s watch
A B C D
4. David apologized for not coming this afternoon
A B C D
IV. Give the correct form of the verbs in brackets
1. He spends most of his time ___________ (play) computer games.
2. She warned the little boy _________ (not play) with matches
3. I asked him __________ (explain) but he refused _________ (say) anything.
V. Change the following sentences into reported speech, using given words as
suggestions
1. “It’s a good idea to send the application before June” his teacher said
His teacher suggested ………………………………………………………………………
2. “All right. I’ll send you my present address” Linda said
Linda promised ……………………………………………………………………………..
3. “You copied your friend’s paper, Jack” the teacher said
The teacher accused …………….. of ………………………………………………………
4. “Tom, you can't smoke cigarettes” his father said to Tom
Tom's father prevented …………. from ……………………………………………………
5. "No, I didn't steal your handbag!" the boy said to the old woman
The boy denied ……….……………………………………………………………………
6. “ Don’t cross the river.”
They warned...........................................................................................................................
VI. Read the passage and then do the exercises that follow
Over one billion people lack adequate housing. These people are found in every country of
the world and, indeed, in almost every community. They live in huts made of sticks, mud
and metal; in some cases, they don’t even have a roof over their heads. The problem is
huge. Does this mean there is nothing that can be done?
According to the people at Habitat for Humanity International (HFHI), there’s plenty that
can be done. HFHI was founded in 1976 by Millard and Linda Fuller, millionaires who
decided their money could best be spent helping people. Since then, HFHI has helped fix
and build homes for tens of thousands of people in the United States and over 30 other
countries
A look at who builds these homes reveals a lot about HFHI. Jimmy Carter, former US
president, and his wife, Rosalyn, spend a week each year helping to build houses. Evinor
Mira, a 16-year-old high school student, recently helped to build houses for his family and
others in his community in Tepetitan, El Salvador.
HFHI believes that the homes should not be given as charity; instead, the organization
follows a system known as partnership housing: The people who will live in the homes,
like Evinor, work together with volunteers on the construction and then gradually pay off
the basic cost of the homes. These payments, together with contributions, enable HFHI to
help other people.
By tacking the problem of inadequate housing, HFHI tackles other important social
problems as well. People who have decent homes are better able to manage in life and to be
productive members of society. And when homes are improved, neighborhoods and
communities can be improved, too.
T/F statements
1. HFHI was founded in 1976 ……..
2. Jimmy Carter and Evinor Mira founded HFHI ……..
3. Tens of millions of people in the US have been helped build their homes ……..
Answer the questions:
1. How do Jimmy and Rosalyn help to build houses?
………………………………………………………………………………………………
2. Does HFHI give people house as charity?
……………………………………………………………………………………………….
V. Reflexion
Signed date: …………………………...
Nguyen Thi Minh Duc
Period: ……………… UNIT 7: WORLD POPULATION

B- Reading
Class Date of planning Date of teaching Signed
date………………….
……. …………………. …………………………..
B. Objectives
- Read the passage about the world population and do reading comprehension tasks
2. Skill:
3. Attitudes
- Help Ps to know about the world population
4. Competences
B. Preparation
1. Teacher:
- Ss may not have enough vocabulary to talk about the topic, so T. should be ready to help
them.
D. Procedures
ACTIVITY 1: Competition game – Crossword puzzle
- Time: 6 minutes
- Procedure
Teacher (T)
Pupils (Ps)
1. Giving tasks
- T divides the class into small groups Listen to the teacher
of 3-4 Ss. Then T distributes the
following crossword puzzle handouts
for Ss to do in their own groups.  Answer T’s questions if called
Which group finishes first and has all Distrube the task among all group members and be
the correct answers will be the winner. ready for the task
Crossword Can you find out the key word hidden in the
1. an area of public land in a town crossword ?
or a city where people go to 1
walk, play and relax. 2
2. the noun of ‘poor’ 3
3. attractive without being very 4
beautiful 5
4. without a job although able to 6
work 7
5. a group of Ss who are taught 8
together 9
6. (of man) attractive
10
7. feeling that you’d like to sleep
or rest
8. not knowing how to read or
write
9. not young
10. the synonym of ‘country’
1. Completing task
necessary

papers to mark P A R K
Group 1  Group 3 P O V E R T Y
Group 2  Group 4 P R E T T Y
 Gives Ps the key 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
Group 1  Group 3
Group 2  Group 4
Assess the performance
ACTIVITY 2: Discussing the picture and Pre – teaching Vocabulary
- Time: 10 minutes
- Procedure
1. Giving tasks
- T gets Ss to word in pair to look at the two - Ss work in pair to answer the questions
pictures on page 80 and discuss the questions
on page 81
2. Completing task

- T call on some Ss to give the answers Suggested answers :
to the questions and elicits comments 1. The scene in the first picture can be seen in a
from other Ss. T may give some family with too many children. As can be seen in
suggested answers. this picture, this couple has 6 children, and they
live in an old mud – and – draw cottage with
nothing valuable.
- 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.
2. 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.
3. It is not always true that the larger in population
a country is, the stronger it is. The reason is that a
large population can result in poverty,
environmental pollution unemployed and social
evils, which will easily weaken a country.


 teach the words which don’t  Write down the new words
appear in task 1 .
To double : to become or cause sth to become
twice as much or as many (tăng gấp đôi / làm cái gì
tăng gấp đôi
Average (adj ) : of the ordinary or usual standard
(bình thường , trung bình )
Birth control methods : Các biện pháp hạn chế sinh
đẻ
Family planning : Kế hoạch hoá gia đình
It is time sb did sth : đã đến lúc ai đó phải làm gì
To continue to do sth : tiếp tục làm gì
Time: 15 minutes
Procedures
1. Giving task

 Checks the rule
(?) What to do now?

answer?  Expected answer:
- We have to read the statements and fill each blank
with one of the words in the box
space.
2. Completing task
 Observes and gives help if - Ss should read through the sentences provied in
necessary 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 the 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
 Each member has to write the answer on the
given space.

poster.
to mark 1 . Although 5 . figures
Group 1  Group 3 2 . method 6 . limit
Group 2  Group 4 3 . increases 7. international
 Give Ps the key (in slide) 4 . resources 8 . control

Group 1  Group 3
Group 2  Group 4

ACTIVITY 4: Read and decide whether the statements are true or false
Time: 8 minutes
Procedures
1. Giving task

 Checks the rule
(?) What to do now?
space.
2. Completing task
poster.

to mark 1- T
Group 1  Group 3 2- F (over 7 billion).
Group 2  Group 4 3- F (Some scientists say it can, but others say it
 Give Ps the key (in slide) can’t)

4- T
5- F (fewer children.)
Group 1  Group 3
Group 2  Group 4
ACTIVITY 5: Discussing
Time: 20 minutes
Techniques: Brainstorm Working ways: group of 6
Procedure
1. Giving task
- T may want to redesign the activity. Read the rule in slide

T writes the name of 10 countries on Choose the secretary of the group
the board and asks Ss to work in  Work in group of 6 in five minutes to do the
groups to order these countries tast
according to their population. Number  The secretary note down all the features on A4
1 is the most populated country. Then paper
Ss work out where these countries are  Exchange the answer to mark
and which is the richest, which is the Group 1  Group 4
poorest of them. Group 2  Group 5
Put the list in order by entering the Group 3  Group 6
numbers 1 through 10 in the boxes - 10 points for a correct answer
provided.
O- Indonesia O- Russia
O- China O- Japan
O- Pakistan O- Nigeria
O- Brazil O-
Bangladesh
O- United states O- India
2. Completing task
 Observes and gives help if Work in group of 6 in five minutes to do the tast
necessary  The secretary note down all the features on A4
paper
 Exchange the answer to mark

Group 3  Group 6 - Expected answer: 1. China 2. India 3. US 4.
 Give Ps the key (in slide) 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 Fact book
data update of March 2007)
-What have you gained today? - We have learned about qualities of lasting
friendship and do such reading comprehension
exercises as scanning for specific ideas,
skimming for general information, and guessing
meaning in context gap-filling...
are developed
IV. Homework (3’)
prepare for the next lesson (Unit 7- B.
Speaking)
Follow-
up:………………………………………………………………………………………………
……………………………………………………………………………………………………
………
APPENDIX
Activity 3: True or False
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.
2. By the year 2015, the population of the world is expected to be over 7 billion.
3. The Earth have enough resources to support its populations.
4. Most Third World women don’t want to have a lot of children?
5. Women in the world limit the size of their families because they know of no safe way to
have more children.
Period: ……. UNIT 7: WORLD POPULATION

C- Speaking
Signed
date………………….
……. …………………. …………………………..
A.Objectives
1. Knowledge: By the end of the lesson, Ps will be able to talk about the causes of
population explosion, problems of population booms and solutions to these problems
2. Skill:
- Develop speaking and listening skill
3. Attitudes

4. Competences
B. Preparation
1. Teacher:
them.
D. Procedures
ACTIVITY 1: Warm – up: Picture description
Time: 6 minutes
Technique: Brainstorming Working ways: Whole class
Procedure
1. Giving task
- T shows Ss the following picture and - Listen to the teacher and answer 2 questions
asks them 2 Qs:
+ What can you see in the picture ?
+ What does the picture tell you ?
8. Completing task
- T goes round to offer help when Ss - Discuss and answer the questions
discuss.

Listen the SS 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 facing overpopulation.

- T elicits answers from Ss and comment on other’s performance
comments. -Result + handwriting
- T introduces the topic of the speaking -The working style of the group
lesson: overpopulation/population listen to T’s comment
explosion.
ACTIVITY 2: Ordering (task 1)
Time: 1 0 minutes
Working ways: Whole class and pair work
Procedure
1. Giving task
Instruction: You are going to put the
following causes to overpopulation in
order of importance and explain your - Listen to T
decision.
- Before letting Ss do the task, T asks - Take note
them to read through the causes
provided on page 83. T makes sure
that Ss understand these statements.
2. Completing task
- T gets Ss to work in pairs to order the - Do the task in pair
causes and reminds them to explain
their order.
- T goes around to observe and
provides help.
- T calls on some pairs to present their - Ss present in front of the class
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.
ACTIVITY 3: Listing the problems and report (task 2)
Time: 7 minutes
Technique: Brainstorming Working ways: Whole class and pair work
Procedures
1. Giving task
Instruction: You are going to work in pairs to - Listen to T
list the problems facing poor and overpopulated - Answer T’s questions if called
countries. - Note down the new words
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.
8. Completing task
- T goes round to offer help when Ss discuss. - Ss work in pairs to list the problems
- T reminds Ss that they have to explain their of poor and overpopulated countries. T
choice as well. may ask them to think of other
problems not mentioned in the book.

- T calls on some Ss to report their answers and Suggested answers:
asks other Ss to feedback. T comments and gives + poor living condition
corrective feedback. + low living standard
+ not enough/expensive food
+ lack / shortage of schools/
hospitals/teachers/doctors and nurses
+ unemployment
+ social evils
+ illiteracy

ACTIVITY 4: Finding out the solutions
Time: 10 minutes

Procedure
1. Giving task
Instruction: Now you work in groups to - Listen to T’s rule
find out the solutions to the problems of
overpopulation.
- T gets Ss to read useful language.
- T may elicit / pre-teach some words /
phrases:
+ reward and punishment policy: chính
sách thưởng phạt
+ to exercise: thực thi, áp dụng
+ to carry out: tiến hành
2. Completing task
- T calls on some Ss to present their Suggested answers:
group’s ideas. + raise an awareness of the problems of
overpopulation
+ raise the people’s living standard
+ exercise / implement reward and
punishment policy
+ carry out population education program /
family planning program
+ use birth control methods
- T elicits feedback from the class and Some pupils present in front of the class
gives final comments. The others listens to them


ACTIVITY 5: Talking about the problems and offering solutions
Time: 10 minutes
Working ways: Whole class and group work
Procedure
1. Giving task
Instruction: Now you are going to work in - Listen to T’s rule
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 ...
2. Completing task
- When Ss work in group to perform the Ss work in group to perform the task
task, T goes around to observe and provide Ss can use transition signals to make their
help when necessary. T may also collect presentation coherent
Ss’ typical mistakes and errors.
- T calls on some group representatives to Some pupils present in front of the class
present and asks others to comment. The others listens to them
- T gives feedback on Ss’ presentations comment on other’s performance
and corrects the mistakes and errors -Fluency Grammar
he/she has collected -Pronunciation Lexical item
III. Consolidation
- Answer T’s questions
 Asks Ps some questions - Expected answer
-What have you learned today? - We have asked and answered questions about
-What have you gained today? one’s physical characteristics and his/her
personalities
developed
IV. Homework
prepare for the next lesson (Unit 1- C.
Listening)
Follow –
up: ………………………………………………………………………………………
…………………………………………………………………………………………………
Period: ………… UNIT 7: WORLD POPULATION

D- Listening
Class Signed
date………………….
……. …………………. …………………………..
A.Objectives
1. Knowledge: By the end of the lesson, Ps will be able to listen to talk about the world
population.
2. Skill:
- Ss will be able to develop such listening micro-skills as listening for specific information and
listening for general information.
3. Attitudes
4. Competences
B. Preparation
1. Teacher:
- Teaching aids: Lesson plan, text book, cassette tapes, handouts, …
- Ss may not also be familiar with the note-taking task, so T. should be ready to provide
them some tips to deal with the task.
D. Procedures
ACTIVITY 1: WARM UP - Competition game
Time: 7 minutes
Technique: Word Search Working ways: Group work
Procedure
1. Giving task
- T divides the class into small groups of - Listen to the teacher
3-4 Ss. Then T distributes the following Find the words hidden in the puzzle. The words
puzzle handout for Ss to do in their own go across, up, down, backward and diagonally
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.
2. Completing task
- While Ss are working, T. goes around - Work in group to find the words hidden in the
to observe and offer help when puzzle.
necessary.
- Call on some Ss present in front of the Ss give their answers and comments on the
class. answers.
ACTIVITY 2: Discussing the Qs and Vocabulary – Pre-teaching
Time: 10 minutes
Procedure
1. Giving task
Discussing the Qs - Listen to the teacher
- T asks Ss to discuss the Qs on page 17 in pairs.
- T elicits / teachers some of these words or / and these
taken from the listening passage .
Latin America : Châu Mỹ Latinh
Rate of population growth : Tỷ lệ tăng dân số
Developing coutries : Các nước đang phát triển
To rank : to have a posotion on a scale according to
quality , importance , success , etc :Xếp hạng
Rank (n) : the position , especially a high postion , that
sb has in a particular organzation , society , etc : thứ
hạng
Fall (n) : decrease : sự giảm
Generation (n ) : all the people who were born at about
the same time : thế hệ
2. Completing task
- While Ss are working, T. goes around to observe and - Work in pair to discuss the Qs on
offer help when necessary. page 17.
- T calls on some Ss to give their answers and Ss give their answers and
comments on the answers. comments on the answers.
 invites Ps to give comments on other’s comment on other’s
performance performance
 comments on Ps’ performance -Result + handwriting

ACTIVITY 3: MCQS
Time: 10 minutes
Technique: Table cloth Working ways: Individual – group work
Procedure:
1. Giving task
 Checks the rule
(?) What to do now?
(3) How many points for a correct - We have to choose the correct answer A, B, C
answer? or D in 5 minutes
- We have to exchange the answer to mark in
turn
Group 1 gives their paper to G2 to mark
Group 2 G3
Group 3 G4
Group 4 G1
After the 1 marking
G2 give the G1’s paper for G3 to mark and
likewise until all groups receives result of 3
markers
2. Completing task
 The secretary in the group has to write the
best ideas on the biggest part in the middle
of the poster.
to mark 1-A 2-D 3-C 4-D 5-A
6-C
 Give Ps the key (in slide) exchange the answer to mark

Time: 13 minutes
Procedure
1. Giving task
 Checks the rule
(?) What to do now?

words. ideas on the biggest part in the middle of the poster.
+ Listen to the tape and pay - We have to exchange the answer to mark
attention to the key words Group 1  Group 2 Group 3  Group 4
+ Decide whether the statements are Group 5  Group 6 Group 7  Group 8
true or false - 10 points for a correct answer
2. Completing task
poster.
 Ask Ps to exchange their Suggested answers
papers to mark 1. F (over 7 billion)
Group 1  Group 3 2. F (in some parts)
Group 2  Group 4 3. T

5. T
 invites Ps to give comments comment on other’s performance
on other’s performance listen to T’s comment
ACTIVITY 5: Summary
Time: 15 minutes
Procedure
1. Giving task
- T gets Ss to work in groups to orally - Listen to the teacher
summarize the main ideas of the - Ss can use transition signals to make their
listening passage, T might give Ss summary more coherent.
some cues to base their summary on :
+ world population today
+ world population by 2010
+ main cause of population explosion
+ problems cause by population
explosion
+ solutions to the problems
- T may also encourage Ss to use
transition signals to make their
summary more coherent.
2. Completing task
- T goes around to offer help and - Work in groups to orally summarize the main
collect Ss’ mistakes ideas of the listening passage
- T call on some groups to present their Some groups present their summary
summary - Ss can use transition signals to make their
summary more coherent.
III. Consolidation
developed
IV. Homework

Follow –up:
……………………………………………………………………………………………………
………………………………………………………………………………………………
APPENDIX
ACTIVITY 1: WARM UP- Competition game (Word Search)
Find the words hidden in this puzzle. The words go across, up, down, backward and
diagonally
Overpopulation
P P C P R L E A E N E E P
O U P L O I Y I O I I M W
T N E M Y O L P M E N U S
S I E E C O P E L S N E E
N S X X A W A R E N E S S
O H I P R L R N O U W P I
I M P L E M E N T B I L R
T E T O T D L L E X L L E
U N E S I C R E X E E E L
L T Y I L Y M A L T O E M
O L N O L B D S W M S B E
S R M N I L R N T E O T Y
N O L R R R L M E R R I N
Illiteracy Unemployment Reward Punishment Exercise

Implement Explosion Awareness Solution Problem
Answers:
P P C P R L E A E N E E P
O U P L O I Y I O I I M W
T N E M Y O L P M E N U S
S I E E C O P E L S N E E
N S X X A W A R E N E S S
O H I P R L R N O U W P I
I M P L E M E N T B I L R
T E T O T D L L E X L L E
U N E S I C R E X E E E L
L T Y I L Y M A L T O E M
O L N O L B D S W M S B E
S R M N I L R N T E O T Y
N O L R R R L M E R R I N
ACTIVITY 4: True (T) or false(F) statements
1 . It will be 7 billion.
2 . The population growth rates in all parts of the world are not the same .
3. The reason for a fall in the death rates is the improvement of public health services and
medical care.
4. Population explosion causes some problems to the world, particularly to developing
countries. They are shortage of foods, lack of hospitals and schools , illiteracy , and poor
living conditions
5. 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 , implement a family planning policy ,
and (4) to exercise strict and fair reward and punishment policies .

D. Writing
Class Signed
date………………….
……. …………………. …………………………..
A. Objectives
 Write about the causes/effects and solutions to overpopulation problems
2. Skill
3. Attitudes
 Help Ps to be aware of the overpopulation problems
4. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
assist them
II. New lesson
ACTIVITY 1: Warm-up: Game
Time: 7 minutes
group
Procedure
1. Giving task - Ss have to give some problems facing poor
- T introduces the game : one student gives and overpopulated countries and find out the
the problem facing poor and overpopulated solutions to these problems
countries and the others find out the
solutions to this problem
- The game can continue until time is up
2. Completing task - Ss play game

3. Report the result The answer will vary
 Ask Ps to report the result
4. Assess the performance comment on other’s performance
 invites Ps to give comments on listen to T’s comment

performance
Time: 13 minutes
Procedure
1. Giving task
the causes/effects and solutions to
overpopulation problems.
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)
causes,(2) effects and(3) solutions to
overpopulation problems.
2. Completing task
T elicits the verb tenses and some - Ss prepare an outline for their writing and
structures that may be useful when Ss write exchange it with their peer.
3. Report the result - Ss exchange the outline for their writing
- Ask Ps to exchange their papers to mark
ACTIVITY 3: Write a paragraph about a friend, real or imaginary
Time: 20minutes
Procedure
1. Giving task
- Write a paragraph about the - Answer T’s questions if called
causes/effects and solutions to - Work individually in 10 minute
overpopulation problems - Write a paragraph about the causes/effects and
Exchange your paper with your solutions to overpopulation problems
partner, sitting next to you to - Exchange your paper with your partner, sitting
mark next to you to mark
 Checks the rule
(?) What to do now?
2. Completing task
necessary
performance
III. Consolidation
-What have you gained today? -Our group work skill and interpersonal skill are
developed
IV. Homework

focus)
Follow –
up:….……………………………………………………………………………………………
……………………………………………………………………………………………………
……….

Language focus (Part 1)
Signed
date………………….
……. …………………. …………………………..
A. Objectives
- Distinguish the clusters / kl / , /gl / , /kr/ , /gr / and /kw /
- Pronounce the words and dialogue containing these clusters correctly
- Use conditional sentences (types 1 , 2 and 3 ) and conditional sentences in reported speech
appropriately .
2. Attitudes
Help Ps to learn how to cooperate with others in a team
3. Competences
Develop collaborative, problem-solving and communicative competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
Ps may need to be provided appropriate linguistic resources so that they can complete
II. New lesson
ACTIVITY 1: Pronunciation - Distinguishing sounds
Time: 15 minutes
Working ways: Whole class and individual work
Procedure
1. Giving task
- T models the clusters / kl/, /gl/ ,/gr/ ,and /kw/ for a Listen to the teacher
few times and explains how to produce them. E.g:
When producing /kl/, Ss should produce /k/ 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).
2. Completing task - Listen to the teacher
- T asks Ss to read the words in each column out – Read the words in front of the
loud in chorus for a few more times. Then T calls on class.
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
3. Report the result - Some students read in front of
- T calls on some Ss to read the dialogue again and the class.
provides corrective feedback. - Listen to the teacher
- Call some students to read the sentences in front of
the class.
4. Assess the performance - comment on other’s

- Comment and read the sentences once to the whole performance
class.
ACTIVITY 2: Grammar presentation
Time: 10 minutes
Procedure
1. Giving task - Listen to the teacher and note down
1 . Revision of conditional sentences (type 1 , 2 in the notebook
and 3 )
- T elicits the form and use of conditional
sentences (type 1, 2 and 3 ) from Ss . If
necessary T may give Ss the following handout
2. Completing task - Practice doing the exercise
- T asks Ss to do exercise 1 individual and then
compare their answers with another student.
3. Report the result - Practice doing and speaking out
- Let students practice doing exercise and each the answers they’ve done .
of them stands and speak out the answers
4. Assess the performance - comment on other’s performance

- invites Ps to give comments on performance - Listen to the teacher’s correction
- comments on Ps’ performance and write down their notebooks.
ACTIVITY 2: MCQS
Time: 15 minutes
Working: Group
Procedure:
1. Giving task
 Checks the rule
(?) What to do now?
turn
Group 2 G3
Group 3 G4
Group 4 G1
After the 1 marking
markers
2. Completing task
of the poster.
3. Report the result Expected answer
 Ask Ps to exchange their papers 1-A 2-B 3-D 4-A 5-B
to mark 6-C 7-A 8-A 9-B 10-C
11-B 12-A 13-D 14-A 15-D
III. Consolidation
-What have you gained today
IV. Homework
prepare for the next lesson
Follow –up:
……………………………………………………………………………………………………
…
APPENDIX- ACTIVITY 2: MCQS
1. “Would you mind if we ___you by your first name?” -“Not at all. Please call me Tom.”
A. called B. call C. calling D. want to call
2. She can’t get home ___ she has no money.
A. unless B. if C. until D. without
3. If I had known your new address, we ___to see you.
A. came B. will come C. would come D. would have come
4. If we took the 10:30 train, ___ too early.
A. we would arrive B. we should arrive
C. we will arrive D. we may arrive
5. It’s very crowded here. I wish there ___ so many people.
A. aren’t B. weren’t C. haven’t been D. isn’t
6. I wouldn’t go there at night if I ___ you.
A. am B. was C. were D. had been
7. If he ___ a thorough knowledge of English, he could have applied for this post.
A. had had B. had C. has D. has had
8. If you ___ time, please write to me.
A. have B. had C. have had D. has
9. If you ___ a choice, which country would you visit?
A. have B. had C. have had D. will have
10. Trees won’t grow ___ there is enough water.
A. if B. when C. unless D. as
11. ___ she agreed, you would have done it.
A. If B. Had C. Should D. Would
12. If you ___ to be chosen for the job, you’ll have to be experienced in the field.
A. want B. wanted C. had wanted D. wants
13. If the doctor had arrived sooner, the boy ___ saved.
A. might be B. have been C. was D. might have been
14. If there ___ enough water, the rice fields could have been more productive.
A. had been B. were C. would be D. are
15. If she ___ him, she would be very happy.
A. would meet B. will meet C. is meeting D. should meet
Period: …………… UNIT 7: WORLD POPULATION

E. Language focus (Part 2)
Class Signed
date………………….
……. …………………. …………………………..
A. Objectives
- Use conditional sentences (types 1 , 2 and 3 ) and conditional sentences in reported speech
appropriately .
2. Attitudes
3. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson
ACTIVITY 1: Grammar presentation (Conditional sentences in reported speech)
Time: 10 minutes

Procedure
- T writes some conditional sentences in in the notebook
reported speech on the board and asks Ss to
comment on the changes of the verbs , pronouns
and adverbs of time and places
+ If I had a permit , I could get a job’s , he said .
He said that if he had a permit , ha could get a
job
+ If you had followed my advice , you would
have been the winner’s , 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
- T elicits the comments from Ss and makes the answers they’ve done .
clear that
+ Conditional type 1 : we apple all the necessary
changes as usual (changes of verb
tenses ,pronouns , adverbs of time and place ...)
+ Conditional type 2 and 3 : we do not change
the verb tenses , but we follow the rules to
change pronouns , adverbs of time and place ...
ACTIVITY 2: MCQS
Time: 15 minutes
Working: Group
Procedure:
1. Giving task
 Checks the rule
(2) Who mark your group? - We have to choose the correct answer A, B, C
(3) How many points for a correct or D in 5 minutes
answer? - We have to exchange the answer to mark in
turn
Group 2 G3
Group 3 G4
Group 4 G1
After the 1 marking
markers
2. Completing task  Each member has to write the answer on
 Observes and gives help if the given space.
necessary  discuss the answers among group members
of the poster.

 Ask Ps to exchange their papers 1-D 2-D 3-A 4-B 5-D
to mark 6-C 7-C 8-D 9-D 10-C
ACTIVITY 3: Choose the underlined part among A, B, C, or D that must be changed in
order to make the sentence correct
Time: 10 minutes
Procedure
1. Giving task
 Checks the rule
(?) What to do now?
- Each of us has to write the answer on the
given space.
- The secretary in the group has to write the

best ideas on the biggest part in the middle of
the poster.
2. Completing task  Each member has to write the answer on the
 Observes and gives help if given space.
necessary  discuss the answers among group members
of the poster.
 Ask Ps to exchange their papers 1-A 2-D 3-A 4-A 5-C
to mark 6-B 7-C 8-C 9- B 10-C
Group 1  Group 2 Group 3 
Group 4 exchange the answer to mark
Group 5  Group 6 Group 7 
Group 8 Group 1  Group 2 Group 3  Group 4

III. Consolidation

IV. Homework

lesson
Follow –
up:………………………………………………………………………………………………
……
APPENDIX
ACTIVITY 2: MCQs
Choose the sentence (A, B, C or D) which has the closest meaning with the original one.
1. If he wrote to her, she would be happy.
A. She isn't happy because he hasn't written to her.
B. May be he'll write to her, and then she'll be happy. C. When he wrote to her, she wasn't
happy.
D. He didn't write to her, so she wasn't happy.
2. Most students won't do homework unless they know the teacher will check it.
A. Most students won't study their lessons at home.
B. If the students don't know the teacher, they won't work at home.
C. Students usually do their homework only if they are sure the teacher will look at it.
D. Most teachers give students grades for written assignments.

3. Should you see Harry, give him a copy of this telex.
A. You ought to see Harry, so that you can give him a copy of this telex.
B. If you happen to see Harry, give him a copy of this telex.
C. It would be best if you gave Harry a copy of this telex. D. You ought to give Harry a copy
of this telex.
4. I'd rather you didn't go out tonight.
A. I'd rather you went out tonight. B. I wish you went out tonight.
C. I'd rather go out with you tonight. D. I'd prefer you not to go out tonight.
5. Unless someone brings a pack of cards, we can't start a game.
A. We couldn't start a game without a pack of cards.
B. We can only start a game if someone brings a pack of cards.
C. A pack of cards helps us have a good time. D. We start a game of cards without a pack of
cards.
6. If I were a millionaire, I would buy my house near the sea.
A. Only a millionaire can buy a house near the sea.
B. Were I a millionaire, I would buy my house near the sea.
C. You should buy a house near the sea if you are a millionaire.
D. Buying a house near the sea is any millionaire’s dream.
7. We won't get there on time without taking a taxi.
A. Unless we take a taxi, we won't get there on time. B. We won't get there on time even if
we take a taxi.
C. Taking a taxi won't help us get there on time. D. We will get there on time if we don't take
a taxi.
8. Without skilful surgery he would not have survived the operation.
A. Had it been for skilful surgery he would not have survived the operation.
B. He wouldn't have survived the operation if he hadn't had skilful surgery.
C. But for skilful surgery he would not have survived the operation.
D. With skilful surgery he would have survived the operation.
9. We couldn't have managed without my father's money.
A. Hadn't it been for my father's money, we couldn't have managed.

B. We could have managed with my father's money.
C. If we could managed, my father's money would be there.
D. If we couldn't have managed, we would have had my father's money.
10. I don’t have enough money with me now; otherwise I would buy that coat.
A. If I didn’t have enough money with me now, I would buy that coat.
B. If I had enough money with me now, I would buy that coat.
C. If I had enough money with me now, I wouldn’t buy that coat.
D. If I didn’t have enough money now, I wouldn’t buy that coat.
ACTIVITY 3: Choose the underlined part among A, B, C, or D that must be changed in
order to make the sentence correct
1. What do you do if you won the first prize of the lottery?
A B C D
2. We would have arrived earlier if we not missed the bus.
A B C D
3. If we knew about your problem, we would have helped you.
A B C D
4. If I am you, I would not buy that dress.
A B C D
45. Would people be able to fly, if they have feathers instead of hair?
A B C D
46. George now wishes he hasn’t broken his encouragement with Marian
A B C D
47. I would do it if I could, but I can’t so I wouldn’t even try
A B C D
48. If a drop of oil is placed in a glass of water, it would float to the top
A B C D
49. If only we knew all this information about the market many weeks ago
A B C D
50. My father gave me a watch for my birthday, but I wish he has given me laptop instead
A B C D
Period: ……….. TEST CORRECTION

Class Signed
date……………….
…….. …………………. ……………………….
…… …………………… ……………………… Nguyen Thi Minh Duc
YEN KHANH B HIGH SCHOOL 45 - MINUTE - TEST (Unit 4 - 6)

ENGLISH 11
Code: 111
NAME: ……………………………………..
GROUP: 11B…….
I. Choose the word whose underlined part is pronounced differently. Identify your
answer by circling the corresponding letter A, B, C, or D
1. A. who B. when C. what D. why
2. A. forward B. toward C. knowledge D. award
3. A. which B. teacher C. each D. characteristic
4. A. competition B. question C. participation D. competition
II. Choose the word or phrase that best fits each gap of the sentence
1. A __________ is a person who represents for someone or a group.
A. teacher B. student C. representative D. worker
2. ……………… the rules of the game, I refused to take part in it
A. After know B. After have C. After knowing D. After know
known about
3. Jimmy has dreamed of …………….. overseas
A. to study B. to be studied C. studying D. being studying
4. The lifeguard __________ them not to swim too far from the shore.
A .warned B. said C. suggested D. proposed
5. The aim of English Competition is __________ the spirit of learning English among
students.
A. to stimulate B. to improve C. to prevent D. to persuade
6. Each nation has many people who voluntarily take care of others.
A. look at B. get on with C. keep up with D. look after
7. Mrs Hoa warned her daughter __________ touching the electric wines.
A. against B. for C. on D. at
8. "We hope to hear another lecture by Professor Brown in the near future"
We ……………….. another lecture by Professor Brown in the near future
A. looked to B. looked forward to C. looked forward to D. looked forward
hear hearing hear hearing
9. "Yes, I did take the necklace. But…" she said
She admitted ……………….. the necklace
A. have taken B. having taken C. having taking D. having been
taken
10. "If only I hadn't bought the second-hand car" Tom said to me
Tom regretted ………………. the second-hand car
A. buying B. having buy C. to buy D. about buying
III. Identify the underlined part that needs correcting

5. For some strange reasons, I keep think that today is her
birthday
A B C D
6. Yo’s teacher congratulated her for winning the English
Quiz
A B C D
7. “You stole Tim’s watch, didn’t you, John”
-> Tim’s mother accused him of stealing Tim’s watch
A B C D
8. David apologized for not coming this afternoon
A B C D
IV. Give the correct form of the verbs in brackets
1. He spends most of his time ____playing__ (play) computer games.
2. She warned the little boy ___not to play____ (not play) with matches
3. I asked him __to explain_____ (explain) but he refused ___to say___ (say) anything.
V. Change the following sentences into reported speech, using given words as
suggestions
4. “It’s a good idea to send the application before June” his teacher said
His teacher suggested …………sending the application before June……………………
5. “All right. I’ll send you my present address” Linda said
Linda promised ………………to send me her present
address…………………………………..
6. “You copied your friend’s paper, Jack” the teacher said
The teacher accused ……Jack….. of ………copying his friend’s paper………
4. “Tom, you can't smoke cigarettes” his father said to Tom
Tom's father prevented …him…. from …smoking cigarettes…………………
5. "No, I didn't steal your handbag!" the boy said to the old woman
The boy denied ……….……stealing the old woman’s
handbag………………………………
6. “ Don’t cross the river.”
They warned..................me not to cross the river / me against crossing the
rive ..........................
VI. Read the passage and then do the exercises that follow
Over one billion people lack adequate housing. These people are found in every country of
the world and, indeed, in almost every community. They live in huts made of sticks, mud
and metal; in some cases, they don’t even have a roof over their heads. The problem is
huge. Does this mean there is nothing that can be done?
According to the people at Habitat for Humanity International (HFHI), there’s plenty that
can be done. HFHI was founded in 1976 by Millard and Linda Fuller, millionaires who
decided their money could best be spent helping people. Since then, HFHI has helped fix
and build homes for tens of thousands of people in the United States and over 30 other
countries
A look at who builds these homes reveals a lot about HFHI. Jimmy Carter, former US
president, and his wife, Rosalyn, spend a week each year helping to build houses. Evinor
Mira, a 16-year-old high school student, recently helped to build houses for his family and
others in his community in Tepetitan, El Salvador.
HFHI believes that the homes should not be given as charity; instead, the organization
follows a system known as partnership housing: The people who will live in the homes,
like Evinor, work together with volunteers on the construction and then gradually pay off
the basic cost of the homes. These payments, together with contributions, enable HFHI to
help other people.
By tacking the problem of inadequate housing, HFHI tackles other important social
problems as well. People who have decent homes are better able to manage in life and to be
productive members of society. And when homes are improved, neighborhoods and
communities can be improved, too.
T/F statements
4. HFHI was founded in 1976 …T…..
5. Jimmy Carter and Evinor Mira founded HFHI ……F..
6. Tens of millions of people in the US have been helped build their homes …F…..
Answer the questions:
3. How do Jimmy and Rosalyn help to build houses?
………………… They spend a week each year helping to build
houses ……………………
4. Does HFHI give people house as charity?
…………………No it doesn’t……………………………………….
Period: ………….. UNIT 8: CELEBRATIONS

A- Reading
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
- Understand how Vietnamese people celebrate their Lunar New year (Tết) and the new words
in context
2. Skill:
3. Attitudes
- Help Ps to be aware of the traditional value of Tết
- To encourage Ss to work in pairs and groups
4. Competences
B. Preparation
1. Teacher:
them.
D. Procedures
ACTIVITY 1: Competition game – Network
- Time: 6 minutes
- Procedure

3. Giving tasks
- T divides the class into Listen to the teacher
small groups of 3-4 Ss. Then
T distributes the following
crossword puzzle handouts  Answer T’s questions if called
for Ss to do in their own Distrube the task among all group members and be ready for
groups. Which group the task
finishes first and has all the
correct answers will be the
winner. M I D - A U T U M N
E
Crossword C H R I S T M A S
Across: A
1. The purpose of this L W O M E N ‘ S D A Y
Vietnamese festivals is to L A
celebrate the largest full O S
moon in the year W T
3. It is the day when E E
Christians celebrate the
birth of Christ E R
5. In this festival, men give N
their mothers, wives, T H A N K S G I V I N G
girlfriends…flowers and gifts
7. It is the day in each year
which is the same date as the
one on which you were born
8. A public holiday in the US
and in Canada, originally to
give thanks to God for the
harvest and for health
Down:
2. This festival is the most
important celebration of the
year and marks the
beginning of spring
4. It is a holiday celebrated
on the night of October 31,
usually by children dressing
costumes and going door-to-
door collecting candy
6. It is a Sunday in March or
April when Christians
remember the death of Christ
and his return to life
1. Completing task
- Observes and gives - Do the task in groups
help if necessary
 Asks Ps to exchange Expected answer

their papers to mark M I D - A U T U M N
Group 1  Group 3 E
Group 2  Group 4 C H R I S T M A S
 Gives Ps the key A
L W O M E N ‘ S D A Y
L A
O S
W T
E E
E R
N
T H A N K S G I V I N G
Group 1  Group 3
Group 2  Group 4
 Invites Ps to give comment on other’s performance
comments on other’s -Result + handwriting
performance -The working style of the group
 Comments on Ps’  listen to T’s comment
performance
ACTIVITY 2: Discussing Tet holiday and Pre – teaching Vocabulary

- Time: 10 minutes
- Procedure
1. Giving tasks
- T gets Ss to word in pair to look at the two - Ss work in pair to answer the questions
pictures and discuss the questions on page 90
2. Completing task

to the questions and elicits comments 1. It is Spring and it should be Tet holiday because
from other Ss. T may give some we can see the apricot blossom and a kumquat tree
suggested answers. full of ripe fruits
2. The people in the picture may be a family. The
grandmother is giving her niece and 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 also see five-fruit tray on
the ancestral altar (mâm ngũ quả trên bàn thờ tổ
tiên), and a dish of fruits, a tray of candied fruits
and a Banh Chung on the table

 teach the words which don’t  Write down the new words:
appear in task 1 . Lunar New Year: Tết Âm Lịch
To fall between ... and ...: Rơi vào khoảng thời gian
từ ... đến ...
To spread: Kéo dài
To be full of: đầy, nhiều
Candied fruit: Mứt
Positive comments: Những lời nói tốt đẹp
ACTIVITY 3: Finding the meanings of the words (Task 1)
Time: 15 minutes
Procedures
1. Giving task
 Checks the rule Answer T’s questions if called
(?) How much time? - We have to find the meanings of the words
(2) Who mark your group? - Each of us has to write the answer on the given
(3) How many points for a correct space.
answer? - discuss the answers among group member
2. Completing task
- Ss should read the passage quickly and stop at the
 Observes and gives help if lines that contain these words to guess their
necessary meaning
- Ss guess the meanings of the words based on the
contexts in the sentences
given space.
poster.
to mark 1. Grand: trọng đại, hoành tráng
Group 1  Group 3 2. Banner: bẳng rôn, biểu ngữ
Group 2  Group 4 3. Sugared apple: mứt táo
 Give Ps the key (in slide) 4. Agrarian: thuộc về nông nghiệp

5. Pray: cầu nguyện
6. Excitement: sự vui thích, hào hứng
Group 1  Group 3
Group 2  Group 4


Time: 9 minutes
Procedures
1. Giving task
 Checks the rule
(2) Who mark your group? - We have to read the statements and decide
(3) How many points for a correct whether they are true of false
space.

2. Completing task
poster.
to mark 1- F (it falls between 19th January and 20th
Group 1  Group 3 February)
Group 2  Group 4 2- F (it’s just for agrarian people)
 Give Ps the key (in slide) 3- T

4- F (lucky money tends to be given to children)
5- T
6- T
Group 1  Group 3
Group 2  Group 4

-What have you gained today? - We have learned about Tet holiday and do such
reading comprehension exercises as scanning
for specific ideas, skimming for general
information, and guessing meaning in context
gap-filling...
are developed
IV. Homework (1’)
Speaking)
Follow-
up:…………………………………………………………………………………………
……………………………………………………………………………………………………
…
APPENDIX
Handouts for activity 1:
1 2
3 4
5 6
7
Period: ……… UNIT 8: CELEBRATIONS

B- Speaking
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
1. Knowledge: By the end of the lesson, Ps will be able to talk about the celebrations of
Tet and other festivals’ activities
2. Skill:
3. Attitudes
- Help Ps to know about Tet and other festivals’ activities
4. Competences
B. Preparation
1. Teacher:
them.
D. Procedures
ACTIVITY 1: Warm – up: Noughts and crosses
Time: 6 minutes
Procedure
1. Giving task
- Ask Ss to make sentences from the - Listen to the teacher and answer if necessary
words in the table:
Peach Kumquat Candied

blossom tree fruits
Lucky Exchange Banh
money wishes Chung
Relatives Special pray
and Tet foods
friends
2. Completing task
- T goes round to offer help when Ss - Make sentences
discuss.

Listen the SS The answer may vary

explosion.
ACTIVITY 2: Practicing the dialogue on page 93 in pairs (Task 1)
Time: 1 0 minutes
Procedure
1. Giving task
Instruction: You are going to practice the
dialogue on page 93 in pairs
- T asks the whole class to read the dialogue - Listen to T
silently and ask them what points are mentioned
in the dialogue - Take note
2. Completing task
- T gets Ss to work in pairs to practice the - Do the task in pair
dialogue on page 94.
- T goes around to observe and provides help.
- T calls on some pairs to act out the dialogue and - Ss act outt in front of the class
asks other pairs to listen and give comment
ACTIVITY 3: Matching exercise (task 2)
Time: 7 minutes

Procedures
1. Giving task
Instruction: You are going to match the holidays - Listen to T
with its description and activities. - Answer T’s questions if called
- Ask Ss to look at the 3 pictures on page 93 and
work out the name of each holiday.
- T checks with whole class and gives out the
correct answer.
- Ask Ss to list the activities people usually do in
these holidays and write them quickly on the
board so that Ss can compare these with the
information they will deal with.
11. Completing task

- T goes round to offer help when Ss discuss. - Ss work in pairs to match the
- T reminds Ss that they have to explain their holidays with its description and
choice as well. activities.

asks other Ss to feedback. T comments and gives Pic1: Mid - Autumn festival
corrective feedback. Pic 2: Thanksgiving
Pic 3: Valentine’s Day
1. c C
2. a A
3. b B

ACTIVITY 4: Ask and answer about the holidays in Task 2
Time: 10 minutes
Procedure
1. Giving task
Instruction: You are going to ask and - Listen to T’s rule
answer about the holidays in Task 2, using
the dialogue in Task 1 as the model
- Get Ss to work in pairs to ask and answer
about the holiday in task 2. T asks Ss to
add any information about holiday they
know to make the D more interesting.
2. Completing task
- T calls on some Ss to present their Sample:
group’s ideas. A: Do you know Thanksgiving is next
month?
B: What is Thanksgiving?
A: It is the time when American and
Canadian people celebrate all the things
that they are grateful for.
B: When is it exactly?
A: It’s on the 4th Thursday in Nov in U.S
and the 2nd Monday in Oct in Canada

…
- T elicits feedback from the class and Some pairs act out the conversation in
gives final comments. front of the class
The others listens to them and give
comments

III. Consolidation
-What have you learned today? - We have asked and answered questions about
-What have you gained today? Tet holiday and other festivals’ activities
developed
IV. Homework
Listening)
Follow –
up: ………………………………………………………………………………………
…………………………………………………………………………………………………
Period:……….. UNIT 8: CELEBRATIONS

C- Listening
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
1. Knowledge: By the end of the lesson, Ps will be able to listen to 2 people talking
about how the New Year is celebrated in Japan
2. Skill:
3. Attitudes
- Help Ps to know about the celebrations in the world
4. Competences
B. Preparation
1. Teacher:
D. Procedures
ACTIVITY 1: WARM UP - Competition game - Guessing game

Time: 7 minutes
Technique: Working ways: Group work
Procedure
1. Giving task
- T divides Ss into 2 groups: A and B - Listen to the teacher
- T tells Ss the rule of the game: One
member from each group will go and
stand in the front of the class with their
back facing the board. T will write the
word/phrase which was learnt from the
previous lesson on the board. Other Ss
from each group have to explain the
word without mentioning it or translating
it into Vietnamese so 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.
2. Completing task
- While Ss are working, T. goes around - Work in group
to observe and offer help when
necessary.
class. answers
Suggested answers:
Thanksgiving, Mid-Autumn festival, grand, pray,

agrarian, lucky money, peach blossom
apricot blossom, ….
ACTIVITY 2: Guessing and Vocabulary – Pre-teaching
Time: 10 minutes
Procedure
1. Giving task
Discussing the Qs - Listen to the teacher
- T asks Ss to work in pairs to guess which of the
activities on page 94 the Japanese often do on their
New Year’s Day
- T elicits / teachers some of these words or / and these
taken from the listening passage .
shrine (n) /∫rain/: điện thờ, miếu thờ
longevity (n) [lɔn'dʒeviti]: tuổi thọ
pine trees: cây thông
constancy (n): sự bền lòng
to represent: to be symbol of ST: biểu tượng cho, tượng
trưng cho
2. Completing task
- While Ss are working, T. goes around to observe and - Work in pair to discuss the Qs on
offer help when necessary. page 94.
- T calls on some Ss to give their answers and Ss give their answers and
comments on the answers. comments on the answers.
ACTIVITY 3: Listen and tick the things you hear (Task 1)
Time: 10 minutes
Procedure:
1. Giving task

 Checks the rule
(2) Who mark your group? - We have to listen and tick the things we hear
(3) How many points for a correct in 5 minutes
turn
Group 2 G3
Group 3 G4
Group 4 G1
After the 1 marking

markers
2. Completing task
of the poster.
 Ask Ps to exchange their papers Expected answer:
to mark  They put on special clothes
 Housewives prepare special foods
 Give Ps the key (in slide)  They go to a shrine
 They drink rice wine
 They watch television
They eat a special meal

ACTIVITY 4: Listen again and answer the questions (Task 2)
Time: 13 minutes

Procedure
1. Giving task
 Checks the rule
(?) What to do now?

2. Completing task

poster.
papers to mark 1. Because they want to get rid of the dirt of the old
Group 1  Group 3 year and welcome the new year.
Group 2  Group 4 2. From the television and radio.
 Give Ps the key (in slide) 3. Kimonos or special dress.

4. No, New Year is mostly celebrated among family
only.

ACTIVITY 5: Post-listening
Time: 15 minutes
Procedure
1. Giving task
- T gets Ss to work in pairs to compare - Listen to the teacher
the aspects of the Vietnamese New
Year with those of the Japanese one.
Before Ss take part in the activity, T
elicits of the transition signal/phrases
to talk about the similarities and

differences between two things
2. Completing task
- T goes around to offer help and
collect Ss’ mistakes
- T call on some groups to present their Some groups present their summary
summary
III. Consolidation
developed
IV. Homework
Follow –up:
……………………………………………………………………………………………………
………………………………………………………………………………………………
Period: ………….. UNIT 8: CELEBRATIONS

D - WRITING
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
 Write a description of a popular celebration
2. Skill
3. Attitudes
 Help Ps to understand the value of some popular celebrations
4. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
assist them
II. New lesson
ACTIVITY 1: Warm-up: Competition game – Christmas Cloze
Time: 7 minutes
group
Procedure
1. Giving task
- T divides the class into small groups of - Group work
3-4 Sts. Then give handout for Ss to do in
their own groups (see appendix). Ss have
to fill each blank in the passage with one
suitable word from the box. Which group
finishes first and has all the correct
answers will be the winner.
2. Completing task - Ss play game

3. Report the result Suggested answers:
 Ask Ps to report the result 1. marks 6. cards 11. lights
2. followed 7. merry 12. turkey
3. holiday 8. sing 13. baked
4. family 9. spirit 14. peaceful
5. presents 10. decorate
performance
ACTIVITY 2: Preparing Ss to write (Task 1)
Time: 13 minutes
Procedure
1. Giving task
the description of one of the popular
celebrations in Vietnam
- To 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 pair. .
2. Completing task
B. Report the result - Ss exchange the outline for their writing
- Ask Ps to exchange their papers to mark The description includes 6 main points:
+ Name of the festival (sentence 1)
+ Purpose of the festival (sentence 1)
+ Time of the festival (sentence 2-3)
+ Main activities of the festival/what people do
in the festival (sentence 4-7)
+ Foods eaten (sentence 8-9)
+ People’s feeling about the festival
(like/dislike? Reason(s)?) (sentence 10)
C. Assess the performance comment on other’s performance
ACTIVITY 3: Write a description of one of the popular celebrations in Vietnam

Time: 20minutes
Procedure
1. Giving task
- Write a description of one of the - Answer T’s questions if called
popular celebrations in - Work individually in 10 minute
Vietnam Exchange your paper - Write a description of one of the popular
with your partner, sitting next celebrations in Vietnam
to you to mark - Exchange your paper with your partner, sitting
 Checks the rule next to you to mark
(?) What to do now?
2. Completing task
 Observes and gives help if
necessary
3. Report the result Sample:
 Ask Ps to report the result Mid-Autumn Festival is of my most favorite
festival. It is held on the 15th day of the 8th lunar
month every year. It’s the time when Vietnamese
people celebrate the largest full moon in the year.
The children have parties with special cakes and
grapefruits. They also parade in the street with
their beautiful lanterns, which come in all shapes
and sizes. Adults buy moon cakes for their relatives
and friends. It is a great time for not only children
but also adults.
performance

III. Consolidation
-What have you gained today? - We have learnt how to write a description of
celebration
developed
IV. Homework

focus)
Follow –up:
……………………………………………………………………………………………………
…
……………………………………………………………………………………………………
…
APPENDIX
Handouts for activity 1:
Followed marks cards lights turkey

merry holiday sing baked spirit
Family peaceful presents decorate
Christmas is an annual holiday that (1)……. the birthday of Jesus of Nazareth. Christmas
Day falls on December 25. It is preceded by Christmas Eve on December 24, and in some
countries it is (2)…… by Boxing Day on December 26, when many people go shopping for
sales. It is a (3)…… when people get together with (4)…… People give (5)…… to each other
or send (6)…… wishing each other a (7)…… Christmas
At Christmas, people (8)…… carols to get into the Christmas (9)…… As well, people
(10) …… Christmas trees and put up (11)…… around the house. A common Christmas dinner
is (12)…… There are also lots of (13)…… goodies for the kids. People love Christmas
because it is the time when they can share (14)…… moments with their family.
Period: ………… UNIT 8: CELEBRATIONS

E. Language focus
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
- Distinguish the clusters /fl/, /fr/, and /θr/
- Pronounce the words and dialogue containing these clusters correctly
- Use one(s), someone, no one, anyone, and everyone appropriately.
- Use vocabulary about holidays and celebrations appropriately.
2. Attitudes
3. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson
ACTIVITY 1: Pronunciation - Distinguishing sounds
Time: 10 minutes
Procedure
1. Giving task
- T models the clusters /fl/, /fr/, and /θr/ for a few Listen to the teacher
times and explains how to produce them.
- 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).
4. Completing task - Listen to the teacher
- T asks Ss to read the words in each column out – Read the words in front of the
loud in chorus for a few more times. Then T calls on class.
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 97.

- T goes around to listen and takes notes of the
typical errors
3. Report the result - Some students read in front of
- T calls on some Ss to read the dialogue again and the class.
provides corrective feedback. - Listen to the teacher
- Call some students to read the sentences in front of
the class.
4. Assess the performance - comment on other’s

- Comment and read the sentences once to the whole performance
class.
ACTIVITY 2: Grammar presentation (Exercise 1)
Time: 10 minutes
Procedure
1. Giving task
- T writes some sentences on the board and asks - Listen to the teacher and note down
Ss to comment on the word: one(s), someone, in the notebook
no one, anyone, and everyone.
- If necessary T may give Ss the following
handout
One and one(s) are used to replace a

previously mentioned noun when we do not
want to repeat that noun. One replaces a
singular N and ones replaces a plural N.
Someone=somebody. It used with a singular
verb in an affirmative statement or a question
when speaker expects the ‘yes’ answer.
Anyone= anybody. It used with a singular
verb in a negative statement or a question.
No one usually takes a singular affirmative
verb.
EveryoneTrang
= chủ: https://vndoc.com/
everybody. | Email
It usually goes withhỗ trợ: hotro@vndoc.com | Hotline: 024 2242 6188
a singular verb in an affirmative statement or
a question. It is used to refer to every person
or all people.

- T asks Ss to do exercise 1 individual and then
compare their answers with another student.
- Let students practice doing exercise and each the answers they’ve done
of them stands and speak out the answers Suggested answers:
1. anyone 2. someone 3. anyone
4. someone 5. no one 6. everyone
7. no one
ACTIVITY 3: Rewrite the sentences, using the pronoun one(s) – Exercise 2

Time: 10 minutes
Working way: pair work
Procedure
- T asks Ss to do exercise 2 in pairs. Ss have to in the notebook

rewrite the sentences, using the pronoun
one/ones.
- Ask them to compare answer with another
pair.
2. Completing task
- T goes around to offer help if necessary - Practice doing the exercise
3. Report the result Suggested answers:
- Ask other Ss to feedback and gives correct 1. Of the 3 bags, I like the blue one.
answers. 2. Mai is making a fruit cake. Huong
is making one, too.
3. I like reading books, especially the
ones about the natural world.
4. I don’t have a computer, and my
father doesn’t want me to have one.
5. They let me choose a pencil, and I
took the red one.
6. There are several national
celebrations in Vietnam but perhaps
the most meaningful one is Tet
holiday.
7. We told each other both happy
stories and sad ones about our lives.
ACTIVITY 4: Using the words from the box to complete the sentences (Exercise 3)
Time: 10 minutes
Working: Group
Procedure:
1. Giving task
 Checks the rule
(2) Who mark your group? - We have to use the words from the box to
(3) How many points for a correct complete the sentences in 5 minutes
turn
Group 2 G3
Group 3 G4
Group 4 G1
After the 1 marking
markers
2. Completing task
 Observes and gives help if  Each member has to write the answer on
necessary the given space.
of the poster.
3. Report the result Expected answer:
 Ask Ps to exchange their papers 1. traditional 4. celebrating

to mark 2. grand 5. polite
3. gifts 6. good luck
 Give Ps the key (in slide) 7. excitement


-What have you learned today? - We have learnt how to use one(s), someone,
-What have you gained today? no one, anyone and everyone appropriately
as well as the vocabulary about holidays and
celebrations
IV. Homework (1’)
lesson
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………
Period: 55 UNIT 9: THE POST OFFICE

A. Reading
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
 Use a number of words related to the issue of conservation
 Guess the meaning of words based on contexts and components of the words
2. Skill:
 Develop such reading micro-skills as scanning for specific ideas, skimming for general
 Use the information they have read to discuss the topic.
3. Attitudes
- Help Ps to know about the services of the post office
4. Competences
B. Preparation
1. Teacher:
2. Students: Read Unit 9 The post office
to provide them.
D. Procedures
I. Class organization
II. New lesson
ACTIVITY 1: Picture discussion

- Time: 10 minutes
- Procedure

1. Giving tasks
- Ask Ps to look at the pictures and Listen to the teacher

guess what they are going to learn
about
 Lead to the lesson: The post office
Answer T’s questions if called
2. Completing task
necessary

papers to mark exchange the answer to mark

 Gives Ps the key - 10 points for a correct answer

ACTIVITY 2: Guessing meaning
- Time: 15 minutes
- Procedure
1. Giving tasks
- Ask Ps to read the passage and find the

italicised words in the passage Ps guess the meaning of the words in the
- Encourage Ps to guess the meaning of the context
words in the context
- Ask Ps to circle the letter (A, B, or D) that
has the opposite meaning to the italicized
word
- Have Ps compare their answer with a friend
- Call on some Ps to explain their answer in
front of the class
- Make necessary corrections
2.Completing task
3.Report the result

Suggested answers :
1- C (spacious >< cramped)
2- B (courteous >< rude)
3- D (speedy >< slow)
4- C (original >< changed)
4.Assess the performance

ACTIVITY 3: Multiple choice questions
Time: 15 minutes
Procedures
1. Giving task
(?) How much time? - We have to read the statements and fill each
(2) Who mark your group? blank with one of the words in the box
answer? space.
poster.
2. Completing task
the poster.
to mark 1. a. advanced technology
Group 1  Group 3 b. spacious
Group 2  Group 4 c. pleasant
 Give Ps the key (in slide) d. all are correct
2. a. Mail and Parcel Service

b. Express Money Transfer
c. Phone calls and faxes and Press
Distribution.
d. all are correct
4. a. for notifying the recipient of the time
b. place to receive the call
c. a&b
Group 1  Group 3
Group 2  Group 4

-What have you gained today? - We have learned about the services at Thanh
Ba post office and do such reading
specific ideas, skimming for general
gap-filling...
-Our group work skill and interpersonal skill
are developed
IV. Homework (2’)

lesson
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………

B. Speaking
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
 Act out the dialogue that takes place at the post office between a clerk and a customer
who want to use one of the post office’s services.
2. Skill:
3. Attitudes
- Help Ps to know about some services of the post office

4. Competences
B. Preparation
1. Teacher:
to provide them.
D. Procedures
ACTIVITY 1: Warm-up:
Time: 3 minutes
Procedures
1. Giving task
- Ask Ps to look at the pictures and say
something about the picture: (?)
- How many people are there in the
picture?
- Who are they?
- Where are they?
- What are they doing?
2. Completing task
- Observes and gives help if necessary

answers and asks other Ss to 1. There are two people in the picture. They
say whether they agree or are a clerk and a customer.
disagree. 2. They are at a post office
- T gives feedback and the correct 3. The man wants to use one of the services
answer provided by the post office

ACTIVITY 2: Make a conversation from the suggestions
Time: 15 minutes
Techniques: pair work
Procedures
1. Giving task
- Elicit some structures that are used in
the conversation. Read the rule in slide
- Ask Ps to work in pairs to make their Answer T’s questions if called
conversation
2. Completing task
the poster.

- Call on some Ps to act out their exchange the answer to mark
conversation and ask Ps to add more A: Good morning. Can I help you/ What can I
do for you?
B: Yes. I’d like to have a telephone line installed
at my house.
A: Ok. Can you tell me your address/ What’s
your address?
B: At 99 Tran Hung Dao Street, Van Giang
District. When can you install it?
A: Usually the installation takes place one week
after the registration.
B: Can you do it this Friday?
A: I think we can. Have you had a phone yet?

B: Yes. I’ve already had one. Can you tell me
the charge of the installation and the monthly
fee?
A: The installation fee is free during this period
and the monthly fee is 27 thousand dong.
B: Will you fill in this form?
A: Yes. Here you are.
B: Thank you.

ACTIVITY 3: Make a dialogue for the given situation
Time: 20 minutes
Working ways: group of 6
Procedure
1. Giving task
- Elicit some structures that are used in
the conversation. Form new groups
- Divide the class into 4 groups and Read the rule in slide
ask Choose the secretary of the group
Group 1 & 3: Situation 1  Answer T’s questions if called
Group 2 & 4: situation 2  Expected answer:
 Checks the rule - We have to work in group of 6 in five minutes
(?) What to do now?
(?) How much time? - Each Ps report two qualities of lasting

(2) Who mark your group? friendship mentioned in the passage
(3) How many points for a correct -The secretary note down all the features on
answer? A0 paper
Group 1  Group 4
Group 2  Group 5
Group 3  Group 6
2. Completing task
 Observes and gives help if - Each member has to tell two qualities of lasting
necessary friendship mentioned in the passage
- The secretary in the group has to write the
answer on A0 paper

 Ask Ps to exchange their papers Situation 1:
to mark A: Good morning. Can I help you?
Group 1  Group 4 B: Yes. I’d like to subscribe to the Lao Dong
Group 2  Group 5 Daily newspaper, please.
Group 3  Group 6 A: Yes, certainly. How long would you like to
 Give Ps the key (in slide) subscribe to it?

B: A year, please
A: Where would you like to get your paper?
B: Can you send it to my house: 55 Le Loi
street? And can I have my paper before 6:30 in
the morning?
A: It’s Ok. Can you fill in this form?
B: Here you are
Situation 2
A: Good morning. Can I help you?
B: Yes. I’d like to send a greeting card and some
flowers
to my friend on her birthday.
A: Yes, certainly. You can use the Flower
Telegram Service. It’s fast and convenient.
When is your friend’s birthday?
B: On January 20th
A: Ok. What kind of flowers would you like?
B: Roses, please. A bunch of 17 red roses.
A: When would you like them to be delivered?
B: on her birthday, January 20th. And it’s the
best to deliver them in the morning.
A: Ok. And you should write a note for that.
B: That’s right. Here it is.
A: Please fill in this form. Be sure to write the
address clearly.
-What have you gained today? - We have learned how to make a dialogue
and do such reading comprehension exercises
as scanning for specific ideas, skimming for
general information, and guessing meaning in

context gap-filling...
are developed
IV. Homework (3’)
lesson
Follow- up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………
Period: 73
Date: 25/ 12/ 2020
UNIT 9: THE POST OFFICE
C. Listening
A.Objectives
 Develop such listening micro-skills as listening for specific information and listening
for general information
2. Skill:
 improve listening skill by doing “Multiple-choice” and “Q & a” exercises
3. Attitudes
4. Competences
B. Preparation
1. Teacher:
to provide them.
D. Procedures
II. Check – up (5 minutes)
ACTIVITY 1: Warm – up: What are they called?
Time: 5 minutes
Procedure
1. Giving task
Group 1  Group 4
Group 2  Group 5
Group 3  Group 6
2.Completing task
correct answers will be the winner.
3.Report the result
 Ask Ps to exchange their exchange the answer to mark

papers to mark Group 1  Group 4
Group 3  Group 6
4.Assess the performance


ACTIVITY 2: : Multiple choice
Time: 1 0 minutes
Procedure
1. Giving task
- Get Ps to read the statements and
questions carefully and work out what
information they need to concentrate - Listen to T
on while listening
- Read the option and underline the - Take note
words that make them different You are going to hear some information about the
- Get Ps to guess the answer to each development of Vietnam’s telephone system over
question and then tells them they need the past few years. While listening, choose the
to listen attentively to check if their best answer A, B, C or D to complete the
guesses are conformed statements
- Read the tapescript
2. Completing task
- T asks Ss to work in pairs to describe Suggested answers:
the people in the picture, and then calls 1- B
on some Ss to present their answers. 2- D
3- C
4- D
5- C

of the class

ACTIVITY 3: True/ False
Time: 5 minutes
Procedures
1. giving task
- Encourage Ps to read through the questions,
identify the information they need to look for in - Listen to T
each questions (by finding the key words and the
question word) - Answer T’s questions if called
- Check if Ps can answer the questions in Task 2
without listening again. If they cannot, play the
tape for them to listen again
14. Completing task

- T goes round to offer help when Ss discuss.
- T reminds Ss that they have to explain their

choice as well.

discussion. 1. T 2. F 3. F
4.T 5. T

III. Consolidation

-What have you gained today? - We have learned about the development of
Vietnam’s telephone system
are developed
IV. Homework

lesson
Follow –
up: ………………………………………………………………………………………
…………………………………………………………………………………………………….
Date: 26/ 12/ 2020

D.Writing
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
 Write a formal letter to express satisfaction or dissatisfaction
2. Skill
3. Attitudes
 Help Ps know how to express satisfaction or dissatisfaction
4. Competences
B. Teaching aids
 English books 11, Handouts
II. New lesson

ACTIVITY 1: Warm-up: Quiz
Time: 7 minutes
Procedure
1. Giving task
Quiz – a formal letter
- Prepare a handout with a quiz about
writing formal letters in English. The
quiz consists of several incomplete
Quiz
statements
1. You write your address in ………. of the
- Ask Ps to work in groups to complete
letter
these statements as quickly as possible
2. The address of the receiver should be
- The group with the quickest and most
written on …….., starting below our address
correct answers will be the winner
3. You can write …….. on the right or the
left on the line after the address you are
writing to.
4. When the letter starts Dear Sir / Madam,
you end it with …
5. When the letter stars with Dear Dr Smith,
you end it with ...
6. It is not a good idea to use ….. such as
I’m or
can’t
2. Completing task
- While Ss are working, T. goes around SomeSs give their answers and comments on
to observe and offer help when the answers.
necessary.

- Call some pairs to ask and answer in 1- the top left-hand corner
front of the class. 2- the left
3- the date
4- Yours sincerely,
5- Yours sincerely,
6- Contractions

ACTIVITY 2: Discussing
Time: 13 minutes
Procedure
1. giving task
(?) How much time? - We have to read the statements and decide
(2) Who mark your group? whether they are true of false
answer? space.
- Ask Ps to work in pairs discussing - discuss the answers among group member
the things that may make the customer - The secretary in the group has to write the best
satisfied or dissatisfied with the ideas on the biggest part in the middle of the
services provided by Thanh Ba Post poster.
Office - We have to exchange the answer to mark
2. Completing task
the poster.

 Ask Ps to exchange their papers A: Do you have any complaints about Thanh Ba
to mark Post Office’s services?
Group 1  Group 3 B: Any complaints? In my opinion, there is
Group 2  Group 4 none.
 Give Ps the key (in slide) A: You mean all services are good? People are
satisfied with its services? If so, which of them
do you think is best?
B: The quality of the equipment, the security

condition of the post office and the prices of the
services are the best of all.
A: What about the attitude of the staff?
B: In my opinion, some of them have changed
the way of working specially they have changed
their attitude. They become more friendly and
polite.
B: Well, that’s my idea, too.

ACTIVITY 3: Writing letters
Time: 15 minutes Working ways: Individual - group
Procedure
1. giving task
- Divide the class into three groups:
+ group 1: Write a letter to express
satisfaction  Answer T’s questions if called
dissatisfaction
satisfaction and dissatisfaction
2. Completing task
-Ask Ps to write a letter in 15 minutes - Paste the paper on the board for the whole
class check and correct.

One S write the letter on the board Dear Mr. Director,
I have been using the services of your Post
Office for nearly five years. Now I am writing
this letter in response to your request to express
my consideration.
Like many other customers, I find your office
well-equipped and reliable for our post and
telecommunications needs.
First, I am impressed by your spacious hall and
clean seats. Next the quality of your services has
really improved a lot. The fax machines and
phones are always working in good condition.
And the security condition at your office must be
counted.
(However, there are still some minor
inconveniences that need correcting. It would be
better if your office opened until 10 p.m for some
late customers in need. And the last point I
would like to suggest is the attitude of some
clerks isn’t polite enough: they sometimes seem
to be unhelpful and a bit arrogant.
In sum, what your office has done so far is very
encouraging. I hope that your office will be a
much better place for the community.
Yours faithfully,
An Thi Le

III. Consolidation
their family and do listening comprehension
such as True or False, Gap-filling
are developed
IV. Homework
lesson
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………
Date: 27/ 12/ 2020

E. Language focus
date……………….
…….. …………………. ……………………….
A. Objectives
1. Knowledge: By the end of the lesson,
- Be more confident in pronouncing the consonant clusters /sp / - / st/ - / sk/
- Better at relative clause
2. Skill:
3. Attitudes: Help Ps to know more about the ways to pronounce some sounds
4. Competences
B. Teaching aids: English book 11, Handouts, A0 paper
Ps may not forget how to relative clauses
ACTIVITY 1: Pronouncing the four sounds: /sp / - / st/ - / sk/
Time: 10 minutes
Technique: Working way: Whole class
Procedure
Jumbled sentences (5’)
- Give Ps two jumbled sentences an ask them Students listen to the tape and repeat after
to rearrange to make meaningful ones. the tape
- Ask Ps to read these sentences and make
them pay attention to the underlined words
- Ask them to read these words
 lead to the Pronunciation
1/ Giving tasks:
- Model the four sounds /sp / - / st/ - / sk//for Students practice pronouncing the words in
a few times, explain the differences in pairs.
producing them.
- Play the tape once for Ss to hear the words Listen and repeat
containing these sounds. Then play the tape / sp / / st / / sk /
again and the Ss repeat after the tape. Speak Stanley Ask
2/ Completing task Speech Stand Disk
Pronouncing the words Speedy Stop Dusk
- Read the words in each column all at once. Crisp Best Skill
- Read and ask the Ss to repeat them. Spacious Text School
*Practicing sentences containing the Students read the sentences
sounds. Ss to pronounce the words and read the
-Read the sentence and ask the Ss to sentence
underline the words with the sounds and comment on other’s performance
write /sp / - / st/ - / sk/ under them. listen to T’s comment
Give correction if necessary
- asks Ps to give comment on other Ps’work
comment
ACTIVITY 2: Relative clauses
Time: 10 minutes
Working ways: individuals Teachnique: Questions and answer
Procedure
1/ Giving tasks: - Listen to the teacher and do as the Tc
a. Relative clauses required
- Give Ps two examples and ask Ps to

combine these sentences by using relative - Ask the Tc if necessary
clauses. - Ss give their knowledge about the reported
. speech learnt in grade 10
2/ Completing task Possible answer:
-Observes and gives help if necessary Relative clause after a preposition
1. Study the following examples
3/ Report the result a, The man is Mr. Pike. Mary is talking
- Asks Ps to present their work about him
 The man whom Mary is talking about is
Mr. Pike.
b, I’ll give you the address. You should write
to it.
 I’ll give you the address which you
should write to.
2. Conclusion
 Kh«ngdïng“that” theo sau 1 giíitõ
 Khi giíitõ ®øngcuèimÖnh ®Ò quan hÖ
4/ Assess the performance lµ thµnhphÇncña ®éngtõkÐpth× ta
- asks Ps to give comment on other Ps’work kh«ng ®em ra tr-íc“whom” hay “which”
- gives the comment  Riªnggiíitõ“without”th× ph¶i ¸p dông çch 2
E.g: This is the man without whom we’ll get
los
ACTIVITY 3: Exercise 1
Time: 10 minutes
Working ways: Individual work and pair work Teachnique: Giving task
Procedures
1/ Giving tasks:
-Get Ss to do ex1 individually and then find - Listen to the teacher.
a partner to check their answer with. - Do as required.

2/ Completing task - Ask if necessary
Observes and gives help if necessary
Expected answer:
3/ Report the result 1- A burglar is someone who break into a
-Asks Ps to present their work individually house to steal things.
2- A customer is someone who buys
something from a shop.
3- A shoplifter is someone who steals from a
shop.
4/ Assess the performance 4- A coward is someone who is not brave.
- asks Ps to give comment on other Ps’work 5- A tenant is someone who pays rent to live
in a house or flat.
- compares the answers and gives the + Comment on other’s performance
comment -Result + handwriting
+ Listen to T’s comment
III. Consolidation (2 mins)
-What have you learned today? Expected answers:
-What have you gained today? - We have known how to practice the clusters / tr
/ , / dr /, / and / tw / and understand reported
speech with infinitives and use these structures
to solve communicative tasks
developed
IV. Homework (1 min)
- AsksSs to do the tasks again and Listen to T and take note
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………
Date: 28/ 12/ 2020

Period: 76 TC19- Conversation 19 : THE POST OFFICE
A. Objectives
- Better at relative clause
2. Skill:
4. Competences
Ps may not forget how to relative clauses
ACTIVITY 1: Exercise 2 ( P109)
Time: 10 minutes
Procedures
1/ Giving tasks:
Observes and gives help if necessary Expected answer:

1- who
3/ Report the result 2- whose
-Asks Ps to present their work individually 3- whom
4- whose
4/ Assess the performance 5- whom
- asks Ps to give comment on other Ps’work + Comment on other’s performance
-Result + handwriting
- compares the answers and gives the + Listen to T’s comment
comment
Time: 10 minutes
Procedures
1/ Giving tasks: - Listen to the teacher.
-Get Ss to do ex1 individually and then find - Do as required.
a partner to check their answer with. - Ask if necessary
2/ Completing task Expected answer:
Observes and gives help if necessary 1- The man who answered the phone told
3/ Report the result me you were away.
-Asks Ps to present their work individually 2- A waitress who served us was very
impolite and impatient.
3- A building which was destroyed in the
fire has now been rebuilt.
4- Some people who were arrested have
now been released.
5- A bus which goes to the airport runs
every half an hour.
+ Comment on other’s performance
4/ Assess the performance -Result + handwriting

- asks Ps to give comment on other Ps’work + Listen to T’s comment
comment
Time: 10 minutes
Procedures
1/ Giving tasks:
1- Peter, who has never been abroad, is
3/ Report the result studying French and German.
-Asks Ps to present their work individually 2- You’ve met Michael Wood, who is
visiting us for a couple of days.
3- We are moving to Manchester, which is in
4/ Assess the performance the north-west.
- asks Ps to give comment on other Ps’work 4- I’ll be staying with Adrian, whose brother
- compares the answers and gives the is one of my closest friends.
comment 6- JohnBridge, who has just gone to live in
Canada, is one of my oldest friends.

-What have you gained today? - We have known how to practice the clusters / tr
/ , / dr /, / and / tw / and understand reported
developed
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Date: 04/ 1/ 2021
Period: 77 TC20-Conversation 20: THE POST OFFICE
A. Objectives
 Be more confident in pronouncing the consonant clusters / / - / spl/ - / spr /
 Better at relative clause: relative clauses replaced by participles and to-infinitives
2. Skill:
4. Competences
 Ps may not forget how to relative clauses

ACTIVITY 1: Pronouncing the four sounds: / / - / spl/ - / spr /

Time: 10 minutes
Procedure
Jumbled sentences (5’) Jumbled sentences (5’)
- Give Ps two jumbled sentences and ask 1. day / What / splendid / spring / a / ! /
them to rearrange to make meaningful ones. 2. dad / My / shrimp / paste / hates /
them pay attention to the underlined words Students read the sentences
- Ask them to read these words Ss to pronounce the words and read the
 lead to the Pronunciation sentence
1/ Giving tasks: comment on other’s performance
- Model the four sounds/ / - / spl/ - / spr / listen to T’s comment
for a few times, explain the differences in 1. What a splendid spring day!
producing them. 2. My dad hates shrimp paste.
- Play the tape once for Ss to hear the words
containing these sounds. Then play the tape
again and the Ss repeat after the tape. Listen and repeat
2/ Completing task / / / spl / / spr /
Pronouncing the words Shred Splash Spring
- Read the words in each column all at once. Shrill Split Spray
- Read and ask the Ss to repeat them. Shrimp Spleen Spread
- Ask the Ss to pronounce the words. shrine splutter sprightly
sounds.
underline the words with the sounds and

write/ / - / spl/ - / spr /under them.
comment
ACTIVITY 2: Relative clause replaced by present participle phrases

Time: 10 minutes
Procedure
1/ Giving tasks:
Relative clause replaced by present Listen to the teacher and do as the Tc required
participle phrases
- Give Ps two examples and ask Ps to Relative clause replaced by present
combine these sentences by using participle phrases
relative clauses. a. Study the examples
- Introduce other ways to combine these - The girl who is wearing a raincoat is her
sentences by using relative clause after a sister.
preposition  The girl wearing a raincoat is her sister.
- The boy who sits next to me is very clever.
.  The boy sitting next to me is very clever.
2/ Completing task b. Conclusion
-Observes and gives help if necessary + NÕu ®éngtõ ë mÖnh ®Ò quan hÖ ë d¹ng chñ
®éngth× rót gänb»ngçch sau:
3/ Report the result - Bá ®¹i tõ quan hÖ vµ trî ®éngtõ
- Asks Ps to present their work - §-a ®éngtõchÝnhvÒ d¹ng nguyªnthÓråithªm ING

E.g:Do you know the boy who broke the window last
night?
4/ Assess the performance  Do you know the boy breaking the window
- asks Ps to give comment on other last night
Ps’work
- gives the comment
Time: 10 minutes
Procedures
1/ Giving tasks:
-Get Ss to do ex1 individually and then - Listen to the teacher.
find a partner to check their answer with. - Do as required.
Expected answer:
3/ Report the result 1- The boy playing the piano is Ben.
-Asks Ps to present their work 2- Do you know the woman coming toward
individually us?
3- The people waiting for the bus in the rain
are getting wet.
4- The scientists researching our house is
made of wood.
4/ Assess the performance 5- The fence surrounding our house is made of
- asks Ps to give comment on other wood.
Ps’work 6- We have an overlooking the park.

Time: 10 minutes
Procedures
1/ Giving tasks:
-Get Ss to do ex1 individually and - Listen to the teacher.
then find a partner to check their - Do as required.
answer with. - Ask if necessary
Observes and gives help if necessary 1- John was the last man to reach the top of the
mountain.
3/ Report the result 2- The last person to leave the room must turn
-Asks Ps to present their work off the light.
individually 3- The first person to see is Mr. Smith.
4- This is the second person to be killed in that
4/ Assess the performance way.
- asks Ps to give comment on other 5- The first person to catch the ball will be the
Ps’work winner.

-What have you gained today? - We have known how to practice the clusters / /
- / spl/ - / spr /and understand reported speech
with infinitives and use these structures to solve
communicative tasks
developed
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Date: 05/ 1/ 2021
Period: 78 TC 21- Converation 21: THE POST OFFICE
I. Objectives
By the end of the lesson Ss will be able to:
- Talk about about nature in danger and about measures for protecting endangered nature
II. Teaching aids
Textbook, handouts, ………….
Ss may have limited linguistic resources for discussion, so T should be ready to assist them
IV. Procedure
Teacher Students
Warmup(3m)
T introduces new lesson by asking some questions: Individual work

- Why do we call some animals such as tigers, - Because they are hunted or killed in
bears, elephants, whales endangered animals? large number that they are in danger
- What should we do to protect and save them? of becoming extinct
Activity 1(12m) - As a student we should stop eating
Ask Ss to work in pairs to put the reasons why and using products which made
nature is threatened in order of importance from animals
Example:
T : In your opinion which reason is the most Pairs work
important? A: I think burning the forests is the
T goes around the class and offer help if necessary most important. Because animal and
Call some Ss to speak out their opinion and explain plants will die, which causes the air
the reason why polluted
B: I think using fertilizers and
pesticides for cultivation is the most
important. Because these chemicals that
causes the air polluted and effects the
Activity 2 water supply and people’s health
Ask Ss to work in pairs to match the reasons in task C: As for me, I think cutting down trees
1 with possible measures for protecting endangered for wood is the most importanct
nature in the box below because without trees and plants, most
Suggested answer water would run off and cause not only
Task 1: Reasons Task 2: measures erosion [i'rouʒn]
1. killing animals for fur, skin and food (sự xói mòn) but also floods
2. keeping animals as pets Pair work
3. hunting or capturing animals for recreation and A: It is said that people are killing
entertainment animals for fur,skin and food
4. cutting down trees for wood and burning the B: I think killing amimals for fur, skin
forests and food should be banned
5. using fertilizers and pesticides for cultivation
6. discharging chemicals pollutants into the

environment - killing animals for fur, skin and food Pair work
should be banned
- keeping animals as pets should be discouraged
- animals should not be captured for recreation and
entertainment
- cutting down trees for wood and burning the
forests should be banned and planting trees should
be encouraged
- decreasing the use of fertilizers and pesticides for
farming cultivation
- discharging chemicals pollutants into the
environment should be prohibited
Activity 3(12m)
State the negative impacks made by people on the
environment and suggest measures to protect it A: It is said in the newspaper that
Ask Ss to work in pair to discuss about environment people are burning forests and cutting
Go around the class and offer help down trees for wood
Call some pairs to practice B: That’s why the forests are destroyed
Listen and give feedback A: What should we do to protect
Consolidation and homework (3m) forests?
- T summarises the main points of the lesson B: I think burning forests and cutting
- Learn by heart the new words down trees should be banned and
- For homework T asks Ss to find out 3 reasons why planting trees should be encouraged
nature is threatened and 3 measures to protect it
Whole class
Note:.............................................................................................................................................
.......................................................................................................................................................
....................... Date: 06/ 1/ 2021
Period: 79
test YOURSELF C
I. Objectives:
1. Educational aim: - According to the TEST students can revise all the language skills
and grammatical points which they have studied and used in the three units: 7, 8 and 9.
- Students can improve their techniques of doing the simple tests.
2. Knowledge: After this lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening, writing
- Improve their knowledge through the test yourself
- Language: Students can improve their techniques of doing the simple tests
3. Skill: After this lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening, writing
- Improve their knowledge through the test yourself
II. Method: Integrated, mainly communicative
III. Teaching aids: Textbook, board, hand-outs, cassette tape and player.
IV. Procedures:
Warm-up: (5 minutes)
- Greeting - Greeting
- Ask students something about the test - Answer teacher’s questions
yourself C
* Have you prepared it at home?
* Have you got any difficulties?
Test yourself
I. Listening(2.5 points) (10 minutes) - Look at the book and listen to the task
- Ask students to read all the sentences - understand the task
first - Read the questions
- Ask students to listen to the tape once. - Listen to the tape
- Ask students to listen again and speak - Listen again and say the statements are true or
out the statements are true or false . false.

- Ask students to listen in the third time, - Listen and discuss in groups to find the
the work in groups to compare and correct answers:
discuss the answers with each others to 1.g, 2.b, 3.e, 4.f, 5.d, 6.j, 7.h, 8.k, 9.c, 10.a, 11.i
find the correct answers.
II. Reading (2.5 points) (10 minutes) - Look at the textbook and listen to the teacher
- Present the task: - Work in groups to discuss about the passage
- Ask pupils to work in groups to - Finish the task
compare the answers they have already - Compare their results with the other groups,
done to find the correct ones. and then with the keys
- Give the correct answers to the class: - Write the answers on the board
- Keys: - Listen to the teacher and correct the answers
1. They gather before midnight and select
12 grapes from a large bunch.
2. Because the 12 grapes are symbols of the
12 months of the year.
3. In Iran.
4. It lasts for 13 days. - Listen to the teacher
They read from the Koran, then all - Work in groups
embrace each other and say, “May you - Compare the results with the other groups
live 100 years - Show the answers in front of the class.
III. Grammar(2.5 points) (8 minutes) - Observe the keys and correct their answers.
- Present the task:
a/ Ask students to listen and put a tick in
the right box.
- Keys: 1. glean, 2. fry, 3. thrive,
4. overthrow.
b/ Join the sentences, using who or
which
1. Earth is a planet which can support life.

2. The book is about a girl who runs away
from home.
3. A dictionary is a book which gives you - Students work in groups and practise writing.
the meaning of words. - Two students go to the board and write.
c. 1.b, 2.c, 3.a. - Give the writings by reading aloud.
IV. Writing (7 minutes) - Read the writing carefully.
- Present the task: - In groups or in pairs.
- Call the students to read the suggested - Compare the results with the other groups
sentences in front of the class. - Correct mistakes
- Check their writings and help them
correct the mistakes if they’ve made. - Study all the lessons again
Homework (5 minutes) - Write down homework to prepare at home
- Ask students:
+ to study all the lessons again
+ to prepare Unit 10: nature in danger,
Part A. Reading
Experiences
……………………………………………………………………………………………
……………………………………………………………………………………………
………………...
ASSESSMENT FOR LEARNING No 4

Fill in the blanks with WHO, WHOM, WHOSE, WHICH or THAT
1. The car ______ the robbers escaped in was a BMW.
2. The dictionary _______ you gave me is very good.
3. The towns people, ______ pride in their community is well- known, raised enough money
to build a new
town hall.
4. The woman ______ daughter was crying tried to calm her down.
5. Do you know the girls _______ are standing outside the church?
6. The police are looking for the thieves _______ got into my house last night.
7. The chocolate _______ you like comes from the United States.
8. I have lost the necklace _______ my mother gave me on my birthday.
9. A burglar is someone _______ breaks into a house and steals things.
10. Buses _______ go to the airport run every half hour.
11. I can’t find the key _______ opens this door.
12. The family ______ car was stolen last week is the Smiths.
13. I gave you a book _______ had many pictures.
14. I don’t like the boy _______ Sue is going out with.
15. The volunteers, ______ enthusiasm was obvious, finished the work quickly.
16. Did you see the beautiful dress _______ she wore yesterday.
17. The man _______ she is going to marry is very rich.
18. This is the bank _______ was robbed yesterday.
19. He wore a mask _______ made him look like Mickey Mouse.
20. The man ______ mobile was ringing did not know what to do.
Keys:
1. which/ that 2. which/ that 3. whose 4. whose 5. who/ that
6. who/ that 7. which/ that 8. which/ that 9. who/ that 10. which/ that
11. which/ that 12. whose 13. which/ that 14. who/whom/ 15. whose
that
16. which/ that 17. who/whom/ 18. which/ that 19. which/ that 20. whose
that
Date : 9/ 01/ 2021

The 80th period
UNIT 10: NATURE IN DANGER

a. Reading 1
A.Objectives
- Read the passage about the nature in danger and do reading comprehension tasks
2. Skill:
3. Attitudes
- Help Ps to know about the nature in danger.
4. Competences
B. Preparation
1. Teacher:
them.
D. Procedures
I. Class organization (3 minutes)
ACTIVITY 1: Competition game –jumbled words
- Time: 6 minutes
- Procedure

5. Giving tasks
- T divides the class into small groups Listen to the teacher
of 3-4 Ss. Then T distributes the
following handouts for Ss to do in
their own groups. Which group  Answer T’s questions if called
finishes first and has all the correct Distribute the task among all group members and
answers will be the winner. be ready for the task
Rearrange these letters to make the
animal’s name.
1. REGIT
2.NOIL
3.RAEB
4.TNAHEELP
5.ADNAP
6.HATEECH
1. Completing task
necessary

papers to mark Tiger
Group 1  Group 3 lion
Group 2  Group 4 bear
 Gives Ps the key elephant

panda
cheetah

Group 1  Group 3
Group 2  Group 4
ACTIVITY 2: Discussing the questions and Pre – teaching Vocabulary
- Time: 10 minutes
- Procedure

1. Giving tasks
- T asks Ss to open their book and asks them - Ss work in pair to answer the questions
to read the fact about endangered species
and answer the questions
1. What do you understand from the fact
above? Pair work
2. Can you explain why the numbers of these
animal become small?
3. What causes danger to environment?
Vocabulary pre-teach
Cheetah(n) ['t∫i:tə] loài báo gêpa
To scatter ['skætə] rải, răc
Species(n) ['spi:∫i:z] loài
Danger(n) dangerous(a)
To endanger [in'deindʒə(r)] gây nguy hiểm
Pollutant(n) [pə'lu:tənt] chât gây ô nhiêm (do
xe cộ, động cơ.. thải ra) – pollution(n)-
polluted(a) – pollute(v)
Consequence(n) ['kɔnsikwəns] hậu quả, kết
quả
Extinct(a)[iks'tiηkt] tuyệt chung
To prohibit [prə'hibit]= ban
( to prohibit somebody / something from
doing something) câm; ngăn câm
Interference(n) [,intə'fiərəns] ( interference
in / with something) sự can thiệp- to interfere
[,intə'fiə]
Offspring(n) ['ɔ:fspriη] con (cua một con vật)
- to have a great influence on
- result in
- as the result
- in danger of becoming extinct
2. Completing task
- Observes and gives help if necessary - Do the task in pairs
to the questions and elicits comments 1. The facts above show that the numbers of some
from other Ss. T may give some wild or rare animals such as cheetahs, pandas and
suggested answers. Siberian tigers become small or extinct
2. The numbers of these animals become small
because they are killed for food, medicines, fur or
skin
3. - wastes from factories and hospitals
- smoke from vehicles

- oil spills from ships
- forest fires
- people’s carelessness

Time: 9 minutes
Procedures
1. Giving task
 Checks the rule
(?) What to do now?
with one of the words in the box
space.

2. Completing task
- Ss should read through the sentences provided in
 Observes and gives help if the task to identify the part of speech of the word to
necessary fill in each blank. For example , in sentence 4 the
word should be noun.
- Read the 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

given space.
poster.
to mark 1. extinct 3. decreasing 5. endanger
Group 1  Group 3 2. protect 4. pollutants 6.interference

Group 2  Group 4
Group 1  Group 3
Group 2  Group 4

ACTIVITY 4:Choose the best answer.(TASK 2)
Time: 8 minutes Working ways: group of 6
Procedures
1. Giving task
Teacher asks sts to read task 2 and
choose the best answers Read the rule in slide
Choose the secretary of the group
 Work in group of 6 in five minutes to do the
task
 The secretary note down all the features on A4
paper
Group 1  Group 4
Group 2  Group 5
Group 3  Group 6
2. Completing task
 Observes and gives help if Work in group of 6 in five minutes to do the
necessary task
paper

Group 3  Group 6 - Expected answer: 1.C;2.B;3.A;4.C
Procedures
1. Giving task

 Checks the rule
(?) What to do now?
space.

2. Completing task
poster.

to mark 1- F( four ways)
Group 1  Group 3 2- T
Group 2  Group 4 3- F(efforts have been made to protect the
 Give Ps the key (in slide) environment)

Group 1  Group 3
Group 2  Group 4
-What have you gained today? - We have learned about the nature in danger.
developed
IV. Homework (3’)

Speaking)
Follow- up:……………………………………………………………………………………
……………………………………………………………………………………..
Date : 12/ 01/ 2021

The 81st period
Unit 10 : nature in danger
Reading – P2
A.Objectives
- Read the passage about the nature in danger and do reading comprehension tasks
2. Skill:
3. Attitudes
- Help Ps to know about the nature in danger.
4. Competences
B. Preparation
1. Teacher:
them.
D. Procedures
ACTIVITY 1: Competition game –jumbled words
- Time: 6 minutes

- Procedure

Warm-up: (5 minutes)
- Ask students to look at the pictures and - Open the book
answer the questions : - Listen to the teacher
1, What animals can you see in these - Give the answers
pictures? 1. a tiger ,an elephant , a bear , a lion
2, where do these animal often live? 2, they often live in the forests ,zoos or National
3,What would happen if their habitats were parks
destroyed? 3. if their habitats were destroyed ,animal s
- Let students understand more about would die, the environment would be polluted.
nature in danger, today we learn Unit Nature would be in danger
10- part A: Reading - Listen to the teacher and open the book – Unit
10, part A: reading
Checking up : (7 minutes) - Look at the book, listen to the teacher and work in
- Ask students to look at the pictures and pairs:
match the names of the pictures in their
books to work in pairs - Look at the picture
- Ask and answer questions about - Answer the questions
endangered species
- Listen to students and correct - Listen to the teacher then read the passages
pronunciation and grammar if necessary - Ask some new words if necessary
While you read : (15 minutes)
- Ask students to look through the
passage and read in silence
- Help students read the passage - Try to answer the questions
- Explain pronunciation and meaning of - Practice with a partner then write them down in
new words which appear in the passage the note books

Task 3: - Ask the teacher if necessary
- Ask students to answer the following
questions
- Ask students look through the passages
then try to answer the questions in right - Listen to the teacher
way -Discuss and give reason why .
- Let them work in pairs - The students who are called to stand up to talk
- Help students if necessary loudly are intelligent ones
(the answers in the passage)
After you read : (15 minutes)
- Ask students to close their books
- Ask them to find out why some
animals have become extinct
-Call on the groups to tell and explain
their choice
- Listen to students and correct mistakes
Home work: (3 minutes)
- Ask students to write a passage about
environment (80 words)
- Ask students to do Reading exercise of
Unit 10 in workbook and prepare Part - Listen to the teacher and write down homework
B : Speaking at home
Experiences
……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………
Date : 15/ 01/ 2021
The 82nd Period

b. Speaking
A.Objectives
1. Knowledge: By the end of the lesson, Ps will be able to talk about some reasons why
nature is threatened.
2. Skill:
3. Attitudes
- Help Ps to know about the dangers of nature.
4. Competences
B. Preparation
1. Teacher:
them.
D. Procedures
ACTIVITY 1: Warm – up: Giving the questions
Time: 9 minutes
Procedure
1. Giving task
- Listen to the teacher and answer 2 questions

Introduce the lesson by giving the The answers depend on each student.
questions
1.Why do we call some animals such
as tigers, bears, elephants, whales
endangered animals ?
2. What should we do to protect and
save them ?
5. Completing task
discuss.

1 .We call these animals endangered animals
because they are hunted or killed in large number
so that they are in danger of becoming extinct.
2. We should stop eating and killing wild animals

explosion.
ACTIVITY 2: Name the reasons which make the nature is threatened (task 1)
Time: 7 minutes
Procedure

1. Giving task
Instruction: You are going to ask
and answer the reasons which
make the nature is threatened - - Listen to T
Before doing the task, T asks them
to read through the reasons - Take note
provided on page 118. T makes
sure that Ss understand these
statements.
2. Completing task
- T gets Ss to work in pairs to ask - Do the task in pair
and answer.
provides help.
- T calls on some pairs to speak - Ss speak out in front of the class
out. - Suggested answer:
- Could you tell me some reasons why nature is
threatened?
- First people are killing animals for fur, skin and
food.
- ………………………………………………………
like most by raising their -Fluency Grammar
hand -Pronunciation Lexical item
 comments on Ps’ listen to T’s comment
performance
 Emphasize on questions
used to ask about family life
ACTIVITY 3: Matching (task 2)

Time: 9 minutes
Procedures
1. Giving task
Instruction: You are going to work in pairs to - Listen to T
match the reasons why nature is threatened(task - Answer T’s questions if called
1) with possible measures for protecting the - Note down the new words
environment(task 2)
B. Completing task
- T goes round to offer help when Ss discuss. - Ss work in pairs to match the
- T reminds Ss that they have to explain their reasons why nature is threatened(task
choice as well. 1) with possible measures for
protecting the environment(task 2)
C. Report the result

asks other Ss to feedback. T comments and gives Task 1: Task 2
corrective feedback. Reasons Measures
1. killing animals -. killing animals
for fur, skin and for fur, skin and
food. food should be
2.keeping banned
animals as pets - keeping

animals as pets
3.Hunting or should be
capturing discouraged
animals for - animals should
recreation and not be captured
entertainment. for recreation
4.cutting down and
trees for wood entertainment.
and burning the - all of kinds of
forests animals and
5.using fertilizers plants should be
pesticides for protected
cultivation - decreasing the
use of fertilizers
and pesticides
6. discharge for farming
chemicals should be
pollutants into encouraged
the environment - discharge
chemicals
pollutants into
the environment
should be
prohibited
D. Assess the performance


ACTIVITY 4: Finding out the solutions

Time: 15 minutes
Procedure
1. Giving task
Instruction: Now you work in groups to - Listen to T’s request.
find out the solutions to protect
environment.
- T gets Ss to read example.
2. Completing task
- T calls on some Ss to present their Suggested answers:
group’s ideas. A : It is said in the newspaper that people
are burning forests and cutting down trees
for wood.
B : That’s why the forests are destroyed.
C : What should we do to protect forests ?
B : I think burning forests and cutting
down trees for wood should be banned and
planting trees should be encouraged
- T elicits feedback from the class and Some pupils present in front of the class
gives final comments. The others listens to them

III. Consolidation (3 minutes0
-What have you learned today? - We have known some solutions to protect our
-What have you gained today? environment.
developed
Listening)
Follow –
up: ………………………………………………………………………………………
…………………………………………………………………………………………………
Date : 15/ 01/ 2021

The 83rd Period
C. Listening
A.Objectives
1. Knowledge: By the end of the lesson, Ps will be able to listen to talk about some
national parks in USA.
2. Skill:
3. Attitudes
- Help Ps to know about national parks in USA.
4. Competences
B. Preparation
1. Teacher:
D. Procedures
ACTIVITY 1: WARM UP – Ask and answer the question
Time: 7 minutes
Technique: Brainstorming Working ways: Pair work
Procedure
1. Giving task
Can you name some national park in - Listen to the teacher
VN ?
2. Completing task
- While Ss are working, T. goes around - Work in group to name some national park in
to observe and offer help when VN .
necessary.

class. answers.
Suggested answers
1. Cat Ba National Park- hai phong
2. Cat Tien National Park –lam dong
3. Bach Ma National Park-hue
4. Phong Nha National Park –quang binh
5. Cuc Phuong National Park- ninh binh
ACTIVITY 2: Presenting vocabulary – Pre-teaching
Time: 10 minutes
Procedure
1. Giving task
Asks sts to listen and repeat these words - Listen to the teacher and take
Scenic features ['si:nik 'fi:t∫ə] đặc trưng phong cảnh note.
Approximately [ə'prɔksimitli] khoảng chừng
Devasting(a) /'devəsteitiη/ tàn phá, phá huy
Vehicles ['viəkl; 'vi:hikl]
Maintenance ['meintinəns] sự giữ gìn; sự duy trì
Completely(adv) [kəm'pli:tli]
- T explains the meaning and read the words as model
and then asks Ss to practice reading these words
T introduces the tapecript: You are going to hear a
passage about nationals parks in US.
2. Completing task
- While Ss are working, T. goes around to observe and
offer help when necessary.
- T calls on some Ss to read the new words.
Time: 13 minutes
Procedure
1. Giving task
 Checks the rule
(?) What to do now?
2. Completing task
poster.
papers to mark 1. T
Group 1  Group 3 2. T
Group 2  Group 4 3. F(all______many)

5. T
ACTIVITY 4: MCQS
Time: 10 minutes
Procedure:
1. Giving task
 Checks the rule
(?) What to do now?
turn
Group 2 G3
Group 3 G4
Group 4 G1
After the 1 marking
markers
2. Completing task

of the poster.

to mark 1-A 2-D 3-C 4-D
 Give Ps the key (in slide) - 1 point for a correct answer

III. Consolidation (2 minutes)
-What have you gained today? - We have known some infomation about some
national in USA
developed
IV. Homework (2 minutes)
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………
APPENDIX
Activity
1.There are………………….national parks in USA.
A. 52 B. 50 C. 55 D. 62
2.How many people visit national parks every year?
A. Thousands of people C. Billions of people
B. Many people D.Millions of people
3.There are ……….problems which national parks are currently facing.
A.2 B.3 C.4 D.5
4. Many national parks are in danger of being…………
A. extinct B. disappeared C.visited D.destroyed
Date : 15/ 01/ 2021

The 85 Period

D. Writing
A. Objectives
 Write a description of Cat Ba National Park.
2. Skill
3. Attitudes
 Help Ps to take care of some National Parks.
4. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
assist them
II. New lesson: (40minutes)
ACTIVITY 1: Warm-up: Fill in the blanks

Time: 7 minutes
Technique: brainstorming Working ways: Pair work
Procedure
1. Giving task
- T asks sts to choose the suitable words to - Ss work in pair to find out the suitable words.
fill in the blanks.
Handout
Read the passage carefully and fill in each
blank with one suitable word or phrase
Cuc Phuong National Park is located 160
km(1)…..of Hanoi. It is the first of
Vietnam’s nine national parks to be
(2)……and it contains over 200 km2
of(3)….. . Tourist go there to study
butterflies, visit(4)……, hike mountains
and look at (5)…….tree. According to
scientists, there are about(6)……different
species of flora and 450 species of (7)….. .
Many visitors come to Cuc Phuong to see
the work being done to protect(8)…..
2. Completing task
3. Report the result Suggested answer
 Ask Ps to report the result 1. south west 2. established
3. rain forest 4. caves
5. 1000 year old 6. 2000
7. fauna 8. endangered species
4. Assess the performance comment on other’s answers
 invites sts to give comments on listen to T’s comment
other students’answers
 comments on students’answers
ACTIVITY 2: Before you write
Time: 13minutes
Procedure
1. Giving task
- T sets the scene : You are going to - Answer the teacher’s questions.
read information in textbook on page
120 and write about Cat Ba National
Park.
Ask Ss some questions Cat Ba
National Park - Take notes
1. Where is Cat Ba National Park
located?
2. What are the features of Cat Ba
National Park?
3. How large is it?
4. What do you know about the
animals and plants in Cat Ba National
Park?
5. What are some of historic features

of the parks?
Useful language
It’s located in/on…………..
It’s famouas for………
It covers/contains…….
Its total area is……………
There are…….species of/kinds of/sorts
of……
We can find………
Something is found in…………..
2. Completing task
necessary
performance
Time: 20 minutes
Procedure
1. Giving task
- T sets the scene : You have just read and - Listen to the teacher
answered information about Cat Ba
National Park. Now you are going to write
about it ,use suggestions above.
2. Completing task
F. Report the result - Ss exchange their writing
G. Assess the performance comment on other’s performance
-What have you gained today? -Our group work skill and interpersonal skill are
developed
lesson (Unit 11- A. Reading)
Follow –up:
………………………………………………………………………………………………
Period………… UNIT 10: NATURE IN DANGER

E. Language focus
Class Signed
date……………….
…….. …………………. ……………………….

A. Objectives
 Be more confident in pronouncing the consonant clusters /sl / - / sm/ - / sn / - /sw/
 Better at relative clause: relative pronouns with prepositions
2. Skill:
4. Competences
ACTIVITY 1: Pronouncing the four sounds: /sl / - / sm/ - / sn / - /sw/
Time: 10 minutes
Procedure
- Give Ps two jumbled sentences and ask 1. at / Is / Snowy / home /? /
them to rearrange to make meaningful ones. 2. is / He / sleeping.
- Ask Ps to read these sentences and make 3. do / Why / you / smile / ? /
them pay attention to the underlined words 4. he / I / is / swear / sleeping.
 lead to the Pronunciation
1/ Giving tasks:
- Model the four sounds/sl / - / sm/ - / sn / - Students read the sentences
/sw/ for a few times, explain the differences Ss to pronounce the words and read the
in producing them. sentence
- Play the tape once for Ss to hear the words comment on other’s performance
containing these sounds. Then play the tape listen to T’s comment
again and the Ss repeat after the tape.
2/ Completing task 1. Is Snowy at home?
Pronouncing the words 2. He is sleeping.
- Read the words in each column all at once. 3. Why do you smile?
- Read and ask the Ss to repeat them. 4. I swear he is sleeping.
*Practicing sentences containing the Listen and repeat
sounds. / sl / / sm / / sn/ / sw /
-Read the sentence and ask the Ss to Slave Small Snack Swallow
underline the words with the sounds and Sleep Smart Sneeze Swim
write /sp / - / st/ - / sk/ under them. Slim Smell Snooker Swing
- Ask some Ss to read the sentences. Slowly Smoke Snowy Switch
comment
ACTIVITY 2: Relative clause after a preposition
Time: 10 minutes
Procedure
1/ Giving tasks:
Relative clause after a preposition Listen to the teacher and do as the Tc
- Give Ps two examples and ask Ps to required
combine these sentences by using relative

clauses. - Ask the Tc if necessary
- Introduce other ways to combine these - Ss give their knowledge about the reported
sentences by using relative clause after a speech learnt in grade 10
preposition Possible answer:
Relative clause after a preposition
. 1. Study the following examples
2/ Completing task a, The man is Mr. Pike. Mary is talking
-Observes and gives help if necessary about him
 The man whom Mary is talking about is
3/ Report the result Mr. Pike.
- Asks Ps to present their work b, I’ll give you the address. You should write
to it.
 I’ll give you the address which you
should write to.
2. Conclusion
 Kh«ngdïng“that” theo sau 1 giíitõ
 Khi giíitõ ®øngcuèimÖnh ®Ò quan hÖ
lµ thµnhphÇncña ®éngtõkÐpth× ta
kh«ng ®em ra tr-íc“whom” hay “which”
 Riªnggiíitõ“without”th× ph¶i ¸p dông çch 2
4/ Assess the performance E.g: This is the man without whom we’ll get
- asks Ps to give comment on other Ps’work lost
- gives the comment
Time: 10 minutes
Procedures
1/ Giving tasks:

Expected answer:
3/ Report the result 1- whom (after the preposition “to”, don’t
-Asks Ps to present their work individually use “who”)
2- which (after the preposition “for”, don’t
use “that”)
3- whom (after the preposition “on”, don’t
use “who”)
4/ Assess the performance 4- who (as a subject)
- asks Ps to give comment on other Ps’work 5- which (after the preposition “at”, don’t
use “that”)
- compares the answers and gives the 6- whom (after the preposition “to”, don’t
comment use “who”)
7- which (after the preposition “for”, don’t
use “that”)
Time: 10 minutes
Procedures
1/ Giving tasks:

1- that ( after “is the one”)
3/ Report the result 2- which (after “computer” & the
-Asks Ps to present their work individually preposition “with”)
3- who (as a subject )
4- whom (after the “man” & the preposition
“from”)
5- which
4/ Assess the performance 6- which (after the “meeting” & the
- asks Ps to give comment on other Ps’work preposition “to”)
7- who (as a subject)
- compares the answers and gives the 8. whom (after the “woman & the
comment preposition “to”)
-What have you gained today? - We have known how to practice the clusters /sl
/ - / sm/ - / sn / - /sw/ and understand reported
developed
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………
Period …… UNIT 11: Sources of energy

A- READING
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
- Students can express their opinion about sources of energy.
- Reading for gist and for specific information.
2/ Skill:
correcting
false statement.
- Time: 5 minutes
- Technique: brain storming Working ways: Pair work
- Procedure
1/ Giving tasks:
*Ask Ss some questions: -Listen carefully then answers in pairs
1, What is our major source of energy?
2, What do you need energy for?
2/ Completing task
∙ Observes and gives help if necessary -Ask the teacher if necessary
3/ Report the result Expected answer:
- Asks some pairs to go to the black board to 1, Our major source of energy comes from
present the answer. fossil fuels.
2, We need energy to live and work, to cook
meals, to light, heat or cool the house, to run
machines....
- asks Ps to give comment on other work - Give the comment
- compares the answers and gives the - Listen to T’s comment
comment
- presents the content of the new lesson:
“ Today we will study about “Sources of
energy”
ACTIVITY 2: Study new words
Time: 7 minutes
Procedure:
1/ Giving tasks: Finding new words in the
reading -Listen and read after to T
-To provide Ss’s with some language to help
them understand the text.
-To help enrich Ss knowledge of vocabulary
- Asks Ps to read after the teacher’s model

repeat)
Teaching vocabulary:
-fossil (n)= ho¸ th¹ch
-fossil fuel (n)=nhiªn liÖu ho¸ th¹ch
-reserve (n)=vËt dù tr÷, sau dù tr÷
-strictly (adv)=çch nghiªm kh¾c
-demand (n)=sù yªu cÇu, sù cÇn
-exhausted (adj)=cËn kiÖt
-alternative (adj)=thay thÕ
-nuclear (adj)=thuéc h¹t nh©n
-geothermal (adj)=thuéc ®Þa nhiÖt
-solar panel (n)=tÊm thu n¨ng l-îng mÆt trêi
-potential (n)=tiÒm n¨ng
-run out of (v)=use all of =c¹n, sµi hÕt
-renewable (adj)=cã thÓ thay thÕ
-non-renewable (adj)=kh«ng thÓ thay thÕ
*Give some practice on pronunciation
(Read-Ss -Read the text carefully then discuss in pairs.
2/ Completing task
3/ Report the result -Work in groups and know how to use them
- Calls on some Ps to guess the meaning in a new context.
- Read in model and ask them to repeat in -Using new words to make sentences.
chorus -Write on note book carefully.
- Listen and read after to Tc.
- Give the comment
- Listen to T’s comment

Time: 7 minutes
Procedures
1/ Giving tasks:
Group 1  Group 4
Group 2  Group 3
Group 2  Group 3 - 10 points for a correct answer:
Give Ps the key (in slide) -Expected answers:
1, released
2, alternative
3, energy
4, limited
5, exhausted
performance
- comments on Ps’ performance - listen to T’s comment
Time: 15 minutes
Technique: Kỹ thuật mảnh ghep Working ways: Group work
Procedures
1/ Giving tasks:
- Each group has to scan the passage and
write down the Ads and Disads of each of
alternative sources of energy.
G1: Nuclear energy
G2: Solar energy
G3: Water Power
G4: Wind power
G5: Geothermal heat
Group 1 → Group 2
Group 2 → Group 3
Group 3 → Group 4
Group 4 → Group 5
Group 5 → Group 1

2/ Completing task
Observes and gives help if necessary - Do as the requirement
Ask Ps to exchange their papers to mark - Exchange the answer to mark
Group 1  Group 4 Group 1 → Group 2
Group 2  Group 3 Group 2 → Group 3
Give Ps the key (in slide) Group 3 → Group 4
Group 4 → Group 5
Group 5 → Group 1
Possible answer:
Expected answers
Source. Advan.. Disadvan....
Nuclear.. Unlimited.. Dangerous...
Solar.. Available.. During sunny
day
Water.. Clean... Expensive
Wind.... Clean, No wind, no
limited energy
4/ Assess the performance Geothermal. Available.. Only in a few
- invites Ps to give comments on other’s place
- comments on Ps’ performance listen to T’s comment
ACTIVITY 5: Choose the True or False sentences
Time: 6 minutes
Technique: Brain storming Working ways: individually
Procedures
1/ Giving tasks:
*Ask Ss to read these sentences and - Read the sentences carefully then decide
decide which sentence is True or False: the best answer.
1, Fossil fuels are unlimited.
2, Geothermal heat is plentiful on many
places in the world.
3. Solar power is clean and safe.
4. Nuclear power is safe.
5. Wind can’t give energy if the wind
doesn’t blow.
2/ Completing task -Ask the teacher if necessary
- Asks some pairs to go to the black board to 1. F
present the answer. 2. F
3. T
4. F
5. T
- asks Ps to give comment on other work - Give the comment
- compares the answers and gives the - Listen to T’s comment
comment
developed

Speaking
Follow –
up:……………………………………………………………………………………………
APPENDIX:
Activity 5:
Read these sentences and decide which sentence is True or False:
1, Fossil fuels are unlimited.
2, Geothermal heat is plentiful on many places in the world.
3. Solar power is clean and safe.
4. Nuclear power is safe.
5. Wind can’t give energy if the wind doesn’t blow.
Period ……….. UNIT 11: Sources of energy

B- SPEAKING
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
- Students should know how to practice speaking skill.
- Speaking for gist and for specific information.
- Ask and answer about the ads and disads of sources of energy.
- Talk about a belief on the inc increasing use of alternative sources in the future.
3/ Attitudes: - Help Ss to understand about the sources of energy.
ACTIVITY 1: Warm up : Work in pairs to ask and aswer the following questions
Time: 7 minutes
Procedure:
1/ Giving tasks:
*Ask Ss to work in pairs and answer some - Listen to the Tc’s requirement.
questions:
2, How many sources of energy are - Work in pairs.
mentioned in the text and which one do you - Do as required.
think has the most potential? - Ask the Tc’s help if necessary
2/ Completing task
∙ Observes and gives help if necessary - Practice carefully then discuss, compare
- Explain or elicits the meanings of the new Expected answer:
word.if neccesary 1, Our major source of energy comes from
3/ Report the result fossil fuels.
- asks some pairs to present their work 2, Five sources of energy are mentioned in
- Help Ss to express their ideas when the handout, I think solar energy is the most
necessary potential.
- invites Ps to give comments on other’s - give comments
Time: 7 minutes
Procedure:
1/ Giving tasks: Finding new words in part
B -Listen and read after to T
-To provide Ss’s with some language to help
them understand the text.
-To help enrich Ss knowledge of vocabulary
- Asks Ps to read after the teacher’s model
repeat)
Teaching vocabulary:
-enormous: to lín, ®å sé
-plentiful: phong phó, dåi dµo
-available: s½n cã
-simple devices: thiÕt bÞ ®¬n gi¶n
-demand (n)=sù yªu cÇu, sù cÇn
-exhausted (adj)=cËn kiÖt
-alternative (adj)=thay thÕ
-nuclear (adj)=thuéc h¹t nh©n
-geothermal (adj)=thuéc ®Þa nhiÖt
*Give some practice on pronunciation -Work in groups and know how to use them
(Read-Ss in a new context.
2/ Completing task
∙ Observes and gives help if necessary -Using new words to make sentences.
3/ Report the result -Write on note book carefully.
- Calls on some Ps to guess the meaning - Listen and read after to Tc.
- Read in model and ask them to repeat in - Give the comment
chorus - Listen to T’s comment

ACTIVITY 3: Choosing advantage and disadvantage characteristics of each source of

energy.
Time: 8 minutes
Technique: Brain storming Working way: Individually
Procedure:
1/ Giving tasks: - Listen to the Tc’s requirement.
-Ask Ss to read through the causes provided - Do as required.
on page 128. T makes sure that Ss
understand these statements.

-Get Ss to work in pairs to order the causes
and reminds them to explain their order. - Ask the Tc if neccesary
2/ Completing task
∙ Observes and gives help if necessary -Practice carefully then discuss, compare and
3/ Report the result then present before the class.
- Call on some pairs to present their order *Expected answers:
and asks other pairs if they agree or disagree 1, D 2, D 3, D 4, A
with their friends’ answers. 5, D 6, A 7, D
-Should bear in mind that the answers are Give comments on other’s performance
open -Result + handwriting
4/ Assess the performance -The working style of the group
-Elicits comments from the class and listen to T’s comment
provides feedback.
ACTIVITY 4: Practise the dialogue
Time: 8 minutes
Technique: One minute presentation Working way: Pair work
Procedure:
1/ Giving tasks:
-Introduce the task and calls on one or two - Listen to teacher.
pairs of Ss to read aloud the sample
dialogue. T corrects errors.
-Put Ss into pairs and gets them to make
similar conversations to the sample dialogue,
using the structures and vocabulary they
have learnt.
feedback. -Work in pairs.
2/ Completing task -Do as required.
3/ Report the result -Practice carefully then discuss, compare and

-After checking that Ss have finished the then present before the class in one minute
task, T calls on different pairs to perform
their conversations.
-Elicit comments from the class and provides  comment on other’s performance
- invites Ps to give comments on other’s -The working style of the group
performance  listen to T’s comment
ACTIVITY 5: Discussion
Time: 10 minutes
Technique: Table cloth Working way: group work
Procedure:
1/ Giving tasks:
-Ask Ss to work in 4 groups to discuss abou - Listen to the Tc’s requirement.
the increasing use of alternative sources in - Do as required.
the future.
2/ Completing task
∙ Observes and gives help if necessary - Ask the Tc if neccesary

- Call on some pairs to present their order - The group leader present their group’s
and asks other pairs if they agree or disagree discussion
with their friends’ answers. Example: We think in the future, solar
-Should bear in mind that the answers are energy is used widely all over the world
open because it is not only infite and plentiful but
also clean and safe…
Give comments on other’s performance

-Elicits comments from the class and -The working style of the group
provides feedback. listen to T’s comment

- We have learned to talk about advantage
and disadvantage characteristics of each
source of energy.
are developed
prepare for the next lesson : C -
Listening
Follow –
up:……………………………………………………………………………………………
……………………………………………………………………………………………………
……
Period ………… UNIT 11: Sources of energy

C- LISTENING
Class Signed
date……………….
…….. …………………. ……………………….

A. Objectives
- Students should understand more about nature in danger and practice listening skill.
- Listening for gist and for specific information.
3/ Attitudes: - Help Ss to understand about the Boston Marathon .

ACTIVITY 1: Warm up : Ask and aswer the following questions
Time: 10 minutes
Procedure:
1/ Giving tasks:
*Give Ss a handout and ask Ss answer the - Listen to the Tc’s requirement.
questions: - Do as required.
2, How many sources of energy are
mentioned in the handout, and which one do
you think has the most potential?
+ Ss work in pairs to ask and answer
2/ Completing task
- Explain or elicits the meanings of the new - Practice carefully then discuss, compare
word.if neccesary
3/ Report the result - present before the class.
- asks some pairs to present their work Expected answer:
1, Our major source of energy comes from
fossil fuels (oil, coal, and natural gas.)
2, Five sources of energy are mentioned in
the handout, I think solar energy is the most
potential.
4/ Assess the performance - give comments
- invites Ps to give comments on other’s - listen to the Tc’s comment
performance
ACTIVITY 2: Listen and complete the sentences by circling the letter A,B,C or D
Time: 15 minutes
Procedure:
1/ Giving tasks:
. G1 → G3
G2 → G4
G3 → G2
G4 → G1
2/ Completing task - Ask t5he Tc if necessary
∙ Observes and gives help if necessary - Listen to teacher.
- Work in pairs.
3/ Report the result - Listen and check other group answers

+ Play the tape the second time for Ss to . G1 → G3
check their answers G2 → G4
- Check Ss’ answers by calling on some Ss . G3 → G2
If many Ss cannot complete the sentences, T G4 → G1
plays the tape one or two times and pauses at - Give mark for groups
the answers for them to catch. Expected answers:
-Give the correct answers: 1, D 2, C
3, D 4, A 5, B
ACTIVITY 3: Listen again to the last part of the talk and write in the missing words.
Time: 15 minutes
Procedure:
1/ Giving tasks:

answer
. G1 → G3
G2 → G4
G3 → G2
G4 → G1
the class 1, unlimited 2, atmosphere
3, may 4, gases
5, amounts
 comment on other’s performance

 invites Ps to give comments on -The working style of the group
other’s performance  listen to T’s comment
-What have you gained today? - We have learned the listening about the sources
of energy.
developed

prepare for the next lesson : D-Writing
Follow –
up:……………………………………………………………………………………………
……………………………………………………………………………………………………
……
Period ……… UNIT 11: Sources of energy

D- WRITING
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
1/ Knowledge : By the end of the lesson,
- Students should know how to practice writing skill, how to write a paragraph about
the topic: “Saving energy”
- Writing for gist and for specific information.
2/ Skill: -Write a paragraph
4/ Competences: Integrated, mainly communicative
B. Teaching aids: English textbook 11, Handouts, Projector, A0 paper
C. Anticipated problems: Ps may have difficulties getting new words to complete the letter.
ACTIVITY 1: Questions and answers
- Time: 10 minutes
-Working ways: group work Technique: Giving task
- Procedure
1/ Giving tasks:
- Devide the class into four groups - Listen to the teacher and do the task
- Gives Ps some questions to discuss in
group about the saving of energy. (Appendix
1)
-Asks Ss to express their answer in group
( Devide the class into 4 groups.
Each group finish their answer in three
mins - Do the task
on the A0 paper) - Ask the Tc if necessary
2/ Completing task
∙ Observes and gives help if necessary - ( the leader) presents the answer
Possible answer:
3/ Report the result 1, Because our daily activities need energy.
- Asks The leader of each group presents 2, There are many ways to save energy:
the answers in front of the class) + Raising people awareness
+ Finding and using alternative sources of
energy
+ Saving the energy that we use everyday
such as : Water, electricity, gas, petrol…
….
4/ Assess the performance - Give the comments
- asks Ps to give comment on other work - Listen to T’s comment
comment
ACTIVITY 2: Practise writing a paragraph about the ways to save energy
Time: 30 minutes
Techniques: Giving task Working ways: group work
Procedures
1/ Giving tasks:
-Ask Ss to use the ideas in activity 1 to write -Listen to teacher.
a paragraph about the topic: “What should
we do to save energy?”
- Ss work in group and present their writing
on Ao Paper - Do as required.
2/ Completing task
∙ Observes and gives help if necessary - Ask the TC if necessary
Suggestion:
Para 1: Reason for saving energy
Para 2: Ways to save energy:
Way 1: - Supporting idea 1
- Supporting idea 2
….
- Supporting idea 2
….
- Supporting idea 2
….
Para 3: Conclusion
3/ Report the result Expected answers:
Ask Ps to present their answer ( Depend on Ss’ answer)
- invites Ps to give comments on other’s comment on other’s performance

- comments on Ps’ performance. -The working style of the group
III. Consolidation: (2 minutes)
-What have you learned today?  Expected answer
-What have you gained today? - We have learned to write a a paragraph about the
ways of saving energy
developed
- Asks Ps to study the lesson again and - Listen to T and take note
prepare for the 45 minute test
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
APPENDIX
Activity 1: Give the answers to these following questions
1, Why do we have to save energy?
2, What can we do to save energy?
Period: ….. UNIT 11: SOURCES OF ENERGY

E. Language focus
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives

 Be more confident in pronouncing the consonant clusters / / - / spl/ - / spr /
 Better at relative clause: relative clauses replaced by participles and to-infinitives
2. Skill:
4. Competences
ACTIVITY 1: Pronouncing the four sounds: / / - / spl/ - / spr /
Time: 10 minutes
Procedure
- Give Ps two jumbled sentences and ask 3. day / What / splendid / spring / a / ! /
them to rearrange to make meaningful ones. 4. dad / My / shrimp / paste / hates /
them pay attention to the underlined words Students read the sentences
- Ask them to read these words Ss to pronounce the words and read the
 lead to the Pronunciation sentence
1/ Giving tasks: comment on other’s performance
- Model the four sounds/ / - / spl/ - / spr / listen to T’s comment
for a few times, explain the differences in 3. What a splendid spring day!
producing them. 4. My dad hates shrimp paste.

again and the Ss repeat after the tape. Listen and repeat
2/ Completing task / / / spl / / spr /
Pronouncing the words Shred Splash Spring
- Read the words in each column all at once. Shrill Split Spray
- Read and ask the Ss to repeat them. Shrimp Spleen Spread
- Ask the Ss to pronounce the words. shrine splutter sprightly
sounds.
underline the words with the sounds and
write/ / - / spl/ - / spr /under them.
comment
ACTIVITY 2: Relative clause replaced by present participle phrases
Time: 10 minutes
Procedure
1/ Giving tasks:
Relative clause replaced by present Listen to the teacher and do as the Tc required
participle phrases
- Give Ps two examples and ask Ps to Relative clause replaced by present
combine these sentences by using participle phrases
relative clauses. a. Study the examples
- Introduce other ways to combine these - The girl who is wearing a raincoat is her
sentences by using relative clause after a sister.
preposition  The girl wearing a raincoat is her sister.
- The boy who sits next to me is very clever.
.  The boy sitting next to me is very clever.
2/ Completing task b. Conclusion
-Observes and gives help if necessary + NÕu ®éngtõ ë mÖnh ®Ò quan hÖ ë d¹ng chñ
®éngth× rót gänb»ngçch sau:
3/ Report the result - Bá ®¹i tõ quan hÖ vµ trî ®éngtõ
- Asks Ps to present their work - §-a ®éngtõchÝnhvÒ d¹ng nguyªnthÓråithªm ING
E.g:Do you know the boy who broke the window last
4/ Assess the performance night?
- asks Ps to give comment on other  Do you know the boy breaking the window
Ps’work last night
- gives the comment
Time: 10 minutes
Procedures
1/ Giving tasks:
Expected answer:
3/ Report the result 1- The boy playing the piano is Ben.
-Asks Ps to present their work 2- Do you know the woman coming toward
individually us?
3- The people waiting for the bus in the rain
are getting wet.

4- The scientists researching our house is
made of wood.
4/ Assess the performance 5- The fence surrounding our house is made of
- asks Ps to give comment on other wood.
Ps’work 6- We have an overlooking the park.
Time: 10 minutes
Procedures
1/ Giving tasks:
Observes and gives help if necessary 1- John was the last man to reach the top of the
mountain.
3/ Report the result 2- The last person to leave the room must turn
-Asks Ps to present their work off the light.
individually 3- The first person to see is Mr. Smith.
4- This is the second person to be killed in that
4/ Assess the performance way.
- asks Ps to give comment on other 5- The first person to catch the ball will be the
Ps’work winner.

-What have you gained today? - We have known how to practice the clusters / /
- / spl/ - / spr /and understand reported speech
communicative tasks
developed
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………
Period: ….. REVISION
Class Signed
date……………….
…….. …………………. ……………………….
A. PHONETICS
I. Circle the word whose underlined part is pronounced differently from that of the other
words.
1) A. facsimile B. transfer C. spacious D. fax
2) A. equipped B. delivered C. transferred D. received

3) A. helps B. provides C. documents D. texts
4. A . decided B. stopped C. washed D. laughed
5. A. summers B. exams C. countries D. houses
6) A. supply B. dirty C. energy D. happy
7) A. decreased B. influenced C. endangered D. established
8) A. answer B. sweater C. swim D. switch
9. A. hopes B. takes C. tastes D. arrives
10. A. worked B. forced C. caused D. matched
II. Circle the word whose underlined part is pronounced differently from that of the other
words.
1. A. talked B. passed C. washed D. lived
2. A. worked B. stopped C. booked D. wanted
3. A. cooked B. beloved C. helped D. stamped
4. A. regarded B. punched C. missed D. pushed
5. A. decided B. released C. rained D. followed
6. A. talked B. called C. robbed D. enjoyed
7. A. jumped B. picked C. relaxed D. suited
8. A. repaired B. wished C. touched D. looked
III. Circle the word whose underlined part is pronounced differently from that of the other
words.
1. A. cats B. tapes C. lives D. cooks
2. A. walks B. begins C. helps D. cuts
3. A. biscuits B. magazines C. newspapers D. vegetables
4. A. tells B. talks C. stays D. steals
5. A. chemists B. laughs C. days D. books
B. VOCABULARY AND GRAMMAR
I. Circle the best answer for each sentence.
7) The hotel staff is friendly and ____. A. unhelpful B. courteous C. discourteous D.
impolite
8) We are proud our ____ staff, who are always friendly and efficient.
A. well-done B. well-appointed C. well-behaved D. well-trained
9) EMS stand for ____. A. Electronic Mail Service B. Express
Mail Service
C. Economic Mail Service D. Environment
management Service
10) If someone want to send a document and does not want to lose its ____, facsimile service
will help you.
A. beginning B. last C. original D. recent
11) People can buy daily ____ in many local post offices in early morning.
A. newspapers B. books C. postcards D. letters
12) All post offices in Viet Nam are equipped with advanced ____.
A. knowledge B. machines C. science D. technology
13) Fax transmission has now become a cheap and ____ way to transmit texts and graphics
over distance.
A. inconvenient B. convenient C. uncomfortable D. comfortable
14) If you ____ to your favourite newspapers and magazines, they will be delivered to your
house early in the morning.
A. buy B. book C. pay D. subscribe
15) Post offices offer a special mail service which is called ____.
A. ESM B. EMS C. SEM D. MES
16) Your EMS mail will be ____ in the shortest possible time.
A. provided B. delivered C. taken D. caught
17) The message introduces the ____ provided by the National Post Office.
A. parcels B. messengers C. expresses D. services
18) I cannot tell you all ____ I heard. A. which B. that C. as D.
because
19) I can answer the question ____ you say is very difficult.
A. which B. whom C. who D. whose
20) This is Mr. Jones, ____ invention has helped hundreds of deaf people.
A. which B. that C. whose D. whom

21) Tom, ____ sits next to me, is from Canada. A. that B. whom C. who
D. whose
22) The volunteers, ____ enthusiasm was obvious, finished the work quickly.
A. who B. whom C. whose D. that
23) Many scientists have claimed that ____ like music are often good at mathematics.
A. children B. children who C. children whom D. whose children
24) My friend, ____ I visited last week, is taking a holiday soon.
A. that B. whom C. which D. whose
25) The doctor re examining a patient ____ was taken to hospital last night.
A. which B. who C. whom D. whose
26) A pacifist is a person ____ believes that all wars are wrong.
A. who B. whose C. whom D. which
27) My friend, ____ hated horror film, refused to go to the cinema with me.
A. whom B. which C. whose D. who
II. Circle the best answer for each sentence.
7) Many rare ____ of animals are in danger of extinction.
A. species B. classes C. beings D. pairs
8) People are destroying the environment by adding ____ to it.
A. pollutes B. pollutions C. pollutives D. pollutants
9) Many efforts have been made to protect ____ nature.
A. danger B. dangerous C. endanger D. endangered
10) Many species of animals are threatened and could easily become ____.
A. disappeared B. vanished C. empty D. extinct
11) Many animals are ____ for their fur and other valuable parts of their bodies.
A. hunted B. chased C. run after D. followed
12) They started a campaign to ____ smoking among teenagers.
A. encourage B. decrease C. discourage D. prohibit
13) Dinosaurs became ____ millions of years go.
A. disappear B. extinct C. lost D. endangered
14) The chemical ____ from cars and factories make the air, water and soil dangerously dirty.
A. pollution B. polluted C. pollutants D. pollute
15) Human beings are ____ for the changes in the environment.
A. account B. faulty C. blame D. responsible
16) By cutting down trees, we ____ the natural habitat of birds and animals.
A. hurt B. would C. damage D. injure
17) ____ aren’t effective anymore because insects have become resistant to them.
A. Fertilizer B. Pesticides C. Herbicides D. Composts
18) They started a campaign to ____ smoking among teenagers.
A. encourage B. decrease C. discourage D. prohibit
19) He is the singer about ____ I often tell you. A. that B. who C. whom
D. him
20) The concert ____ I listened last weekend was boring.
A. to that B. to which C. for what D. for which
21) That’s the girl to ____ my brother got engaged. A. which B. who C. whom
D. her
22) I like the village ____ I used to live. A. in that B. in where C. which D. in
which
23) I don’t know the reason ____ she hasn’t talked to me recently.
A. on which B. for which C. of which D. about which
24) The little girl ____ I borrowed this pen has gone.
A. whose B. from who C. from that D. from whom
25) The speech ___ we listened last night was information.
A. to which B. which to C. to that D. that
26) The boy to ____ I lent my money is poor. A. that B. who C. whom
D. B and C
27) The knife ____ we cut bread is very sharp. A. with that B. which C. with
which D. that
28) The authority gathered those villagers ____ they explained the importance of forests.
A. who B. whom C. to whom D. to that
III. Circle the best answer for each sentence.

7) Non-renewable energy sources are running ____. A. up B. on C. to D.
out
8) In some countries people use wind or sea ____ as the environment friendly energy sources.
A. waves B. water C. products D. weeds
9) People have used coal and oil to ____ electricity for a long time.
A. generation B. generated C. generate D. generates
10) Coal and oil are non-renewable ____ sources. A. engineer B. energy C.
engineering D. energetic
11) People on earth are ____ need of more nuclear energy. A. on B. at C.
in D. for
12) ____ energy uses natural sources of energy such as the sun, wind, or water for power and
fuel, rather than oil, coal, or nuclear power.
A. Alternative B. Solar C. Hydropower D. Electricity
13) Oil, coal and natural gas are ____ fuels made from decayed material.
A. unleaded B. smokeless C. solid D. fossil
14) All fossil fuels are ____ resources that cannot be replaced after use.
A. unlimited B. renewable C. available D. non-renewable
15) We should develop such ____ sources of energy as solar energy and nuclear energy.
A. tradition B. alternative C. revolutionary D. surprising
16) Increased consumption will lead to faster ____ of our natural resources.
A. exhaust B. exhausting C. exhaustion D. exhaustive
17) ____ heat comes from deep inside the earth. A. Geothermal B. Solar C. Nuclear D.
Hydro
18) “Have you ever met the man ____ over there?” “No. Who is he?”
A. stands B. is standing C. standing D. who he is
standing
19) The boy ____ the piano is my son. A. who is playing B. that is playing
C. playing D. All are correct
20) ____ by his parent, this boy was very sad.
A. Punished B. Punishing C. To be punished D. Be punished

21) We have apartment ____ the park. A. overlooking B. overlooks C. to
overlook D. overlooked
22) He was the last person ____ in this way. A. to kill B. who killed C.
being killed D. to be killed
23) Nellie Ross of Wyoming was the first woman _____ governor in the United State.
A. who elected B. to be elected C. was elected D. her election as
24) ____ in large quantities in the Middle East, oil became known as black gold because of the
large profit it brought.
A. Discovering B. Discovered C. Which was discovered D. That when
discovered
25) She is the only in the discussion ____ to using nuclear power.
A. objects B. objected C. to object D. whom objects
26) Johnny was the last applicant ____ for a position in that energy station.
A. to interview B. interviewing C. to be interviewed D. which is
interviewed
27) The instructions ____ by Professor Johnson helped us know more about the danger of
energy pollution.
A. that explained B. explained C. explaining D. which
explained.
WRITING
I. Combine the two sentences, using a relative pronoun. Decide whether the relative clause
needs commas.
1 The girl is sitting by Jack. She is Mary.
2. Can you understand the question? He asked you the question last time.
3. Is that the girl? We saw her on T.V last night.
4. The farm produces milk. We visited it last Sunday.
5. At last he married the girl. He loved her.
II. Combine the following sentences, using preposition + suitable relative pronoun.
1. The day was very nice. I arrived on that day.
 ……………………………………………………………………………………...
2. Bill has a pen pal. He has been writing to her for two years.
 ……………………………………………………………………………………...
3. Air is an element. We cannot live without it.
 …………………………………………………………………………………………...
4. The book “Gone with the wind” was one of the best-sellers. Margaret Mitchell was famous
for it.
 ………………………………………………………………………………...
5. I’m looking forward to seeing the new girl in our office. My friends have told me many
things about her.
 …………………………………………………………………………………...
III. Reduce relative clauses using participles and to – infinitives
I. Rewrite the following sentences, using participles or infinitive phrases
1. The couple who lives next to us have 16 children.
…………………………………………………………………………………...
2. The amount of money which was taken by the robbers was found by the police.
…………………………………………………………………………………...
3. He was the second man who was killed in this way
…………………………………………………………………………………...
4. You were the last person who saw her alive
…………………………………………………………………………………...
5. She was the first woman who left the burning building
…………………………………………………………………………………...
IV.Replace the relative clauses by an infinitive or infinitive phrase.
1. He was the first man who left the burning building.
_____________________________________________________
2. The last person who leaves the room must turn out the lights.
_____________________________________________________
3. The child is lonely; he would be happier if he had someone that he could play with.
_____________________________________________________
4. Here are some accounts that you must check.

_____________________________________________________
5. My brother is the only one who realized the danger.
_____________________________________________________
6. The Queen Elizabeth is the largest ship which has been built on the Clyde.
_____________________________________________________
7. We had a river in which we could swim.
_____________________________________________________
8. She said that she wasn't going to buy any cards; she hadn't anyone to whom she could send
cards.
_____________________________________________________
9. Neil Armstrong was the first man who walked on the moon.
_____________________________________________________
10. The fifth man who was interviewed was entirely unsuitable.
_____________________________________________________
11. I wish we had a garden that my children could play in.
_____________________________________________________
12. I have some homework that I must do tonight.
_____________________________________________________
13. Have you brought a book that Kevin can read?
_____________________________________________________
14. She is the only woman who was appointed to the board.
_____________________________________________________
15. The floor is dusty but I haven't got a brush that I can sweep it with.
_____________________________________________________
V. Change all of the adjective clauses to adjective phrases. Use the participles.
1. Only a few of the movie that are shown at the Gray Theater are suitable for children.
_____________________________________________________
2. The couples who live in the house next door are both college professors.
_____________________________________________________
3. A knuckle is a point that connects a finger to the rest of the hand.

_____________________________________________________
4. Antarctica is covered by a huge ice cap that contains 70 percent of the earth's fresh water.
_____________________________________________________
5. Only a small fraction of the eggs that are' laid by a fish actually hatch and survive to
adulthood.
_____________________________________________________
6. Our solar system is in a galaxy that is called the Milky Way.
_____________________________________________________
7. None of the pedestrians who were walking up and down the busy street stopped to help the
elderly man who was slumped in the door way.
_____________________________________________________
8. Food that passes from the mouth to the stomach goes through a tube which is called the
esophagus.
_____________________________________________________
9. Animals that are born in a zoo generally adjust to captivity better than those that are
captured in the wild.
_____________________________________________________
10. The children attended a special movie program that consisted of cartoons that featured
Donald Duck and Mickey Mouse.
_____________________________________________________
11. The Indians who lived in Peru before the discovery of the New World by Europeans
belonged to the Incan culture.
_____________________________________________________
12. I was awakened by the sound of laughter which came from the room which was next to
mine at the motel.
_____________________________________________________
Follow up: ………………………suitable time

management …………………………………………..
Period: ….. UNIT 12: THE ASIAN GAMES

A.Reading
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
- Read the passage about “Asian Games” and do reading comprehension tasks
2. Skill:
3. Attitudes
- Through this unit, students know the history of the Asian Games
4. Competences
B. Preparation
1. Teacher:
to provide them.
D. Procedures
- Time: 10 minutes
- Procedure
1. Giving tasks
word “Friendship”.
football
 Answer T’s questions if called

kinds of sports Distrube the task among all group

words related the word “kinds of sports” . The
2. Completing task
Group 1  Group 3 Boxing, table tennis, swimming,
Group 2  Group 4 volleyball, wrestling........

Group 1  Group 3
Group 2  Group 4
ACTIVITY 2: Discussing the picture
- Time: 15 minutes
- Procedure
o Giving tasks
- T shows some pictures about Asian games - Ss work in pair to answer the questions
and asks questions:
1. What sports do you see in the photos?
2. Which one do you like to play? Why?
3. In which sporting events are these sports
competed?
o Completing task
o Report the result

question. T may give some comments 1. They are football, table tennis, high jumping, and
and her suggestion bodybuilding
2. I like to play…because it makes me healthy
3. In SEA Games and Asian Games
o Assess the performance
There are many things about Asian
Games that we want to say. Today, we’ll
study a new lesson Unit 12- Reading
Time: 15 minutes
Procedures
1. Giving task
 Checks the rule
(2) Who mark your group? - We have to read the statements and fill each blank
(3) How many points for a correct with one of the words in the box
space.

2. Completing task
poster.
to mark 1. facilities 2. aquatic 3. enthusiasm
Group 1  Group 3 4. effort 5. advancing 6. appreciated
Group 2  Group 4 exchange the answer to mark
 Give Ps the key (in slide) Group 1  Group 3

Group 2  Group 4

ACTIVITY 4: Complete the table (Task 2)
Time: 3 minutes
Procedures
1. Giving task
- T gets Ss do the task individually and - Listen to the teacher carefully and do the task
then find a peer to compare their individually and in pair
answer with.
T might want to give them some time
to re-read the passage.
2. Completing task
- Observes and gives help if necessary - Do the task individually and then find a peer to
- T might also want to give Ss some compare their answer with.
strategies to find the main idea
of the passage
answers and asks other Ss to 1. 1951
say whether they agree or 2. the 2nd Asian Games in Manila, the Philippines
disagree. 3. 1958
- T gives feedback and the correct 4. Squash, rugby, fencing and mountain biking
answer 5. 2002

Time: 15 minutes
Procedures
1. Giving task
 Checks the rule
(?) What to do now?
space.
2. Completing task
poster.
to mark 1- T
Group 1  Group 3 2- T
Group 2  Group 4 3- F

Group 1  Group 3
Group 2  Group 4
* Asks Ps some questions  Answer T’s questions
-What have you gained today? - We have learned about the Asian Games and
do such reading comprehension exercises as
scanning for specific ideas, skimming for general
gap-filling...

developed
IV. Homework (2’)

Follow –up:
……………………………………………………………………………………………………
…
APPENDIX
Activity 5: True or False
1. The purpose of the Asian Games is to develop intercultural knowledge and friendship within
Asia
2. More than 9.000 participants took part in the 14 Asian Games
3. Vietnamese athletes won gold medals in body building, billiard and wushu at the Busan
Games
Period: ……….. UNIT 12: THE ASIAN GAMES

B. Speaking
Class Signed
date……………….
…….. …………………. ……………………….
A.Objectives
1. Knowledge: By the end of the lesson, Ps will be able to talk about sports results
- Through this unit, students can ask and answer about the Asian Games and sports
2. Skill:
Ask and answer questions about the Asian Games and sports
3. Attitudes
- Through this unit, students know the history of the Asian Games
4. Competences
B. Preparation
1. Teacher:
to provide them.
D. Procedures
- make a list of some qualities for a true friendship
ACTIVITY 1: Warm – up: Competition game – Word’s arrangement
Time: 5 minutes
Procedure
1. Giving task
Ask Ss to arrange these jumbled words - Read the rule in slide

to make the complete questions by - Choose the secretary of the group
putting the words given in the correct - Work in group in five minutes, find all the
orders adjectives as quickly as possible.
1. 14th, were, the, where, Asian, held, -The secretary note down all adjectives -
Games, when, and? Exchange the answer to mark
2. countries, in, how, the, part, many, Group 1  Group 4
complete, how, the? Group 2  Group 5
3. were, at, Games, sports, many, Group 3  Group 6
completed, how, the? - 10 points for a correct answer
11. Completing task

The pair with the quickest and most - Work in group in five minutes
correct answers will be the winner. - The secretary in the group has to write the answer
on A0 paper
1. When and where were the 14th Asian Games
held?
In Bussan, Korea
2. How many countries took part in the Games?
42 countries
3. How many sports were completed at the Games?
38 sports

Group 3  Group 6

ACTIVITY 2: Ask and answer the Asian Games
Time: 1 0 minutes
Procedure
1. Giving task
T reviews how to read cardinal number - Listen to T
and ordinal number
T gives Ss handouts to practice
speaking
Ask Ss to work in pairs to practice
asking for and giving information
about the Asian Games and talking
about sport results
2. Completing task
- T asks Ss to work in pairs to ask and Suggested answers:
answer about the Asian Games and A: When and where were the 1st Asian Games
talk about sport results, and then calls held?

on some Ss to present their answers. B: in 1951 in India
A: How many countries took part in the Games?
B:11
A: How many sports were competed at the Games?
B: 6

of the class

ACTIVITY 3: Discussing and report (task 2)
Time: 5 minutes
Procedures
1. giving task
Ask Ss to take turns talking about the Asian - Listen to T
Games and the sports results of the Vietnamese
athlete at 14th Asian Games, using the
information from the table in your books - Answer T’s questions if called
Ask Ss to work in pairs to practice talking about
sport results - Note down the new words
17. Completing task

- T goes round to offer help when Ss discuss. Ss discuss and the leader will take
- T reminds Ss that they have to explain their notes of the ideas, and then one
choice as well. representative will report the result to
the whole class

- T calls on some Ss to report the results of their Suggested answers:
discussion. A: In which sport did Vietnamese
athletes won medals?
B: Body building, Billiards, Karatedo,
Shooting, Wushu
A: How many medals did they win?
B: 10
A: In which sport did Vietnamese
athletes win 2 gold and 1 bronze
medals?
B: Karatedo

III. Consolidation

IV. Homework
Follow –
up: ………………………………………………………………………………………
…………………………………………………………………………………………………
APPENDIX Activity 1:
Handout A
Game Host year Number Number
No country of of sports
countries
1 1951 6
2 Philippines 18
3 20
4 Indonesia 1962 13
5 17
6 Thailand 18
7 Iran 16
8 1978 25
9 India 21
10 1986 27
Handout B
Game Host year Number Number
No country of of sports
countries
1 India 11
2 1954 8
3 Japan 20
4 1962 13
5 Thailand 18
6 1970 13
7 1974 25
8 Thailand 19
9 1982
10 Korea 25
Period: …. UNIT 12: THE ASIAN GAMES
C.Listening
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
- Develop such listening micro-skills as listening for specific information and listening for
general information.
- Do multiple-choice questions, comprehension questions exercises well.
2. Skill
3. Attitudes
 Help Ps to know about the Asian Games
4. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson
ACTIVITY 1: WARM - UP
Time: 7 minutes
Procedure
1. Giving task
Ask and answer the following questions: Work in pairs, ask and answer the
1. What are name of these sports?
a. b.
c. d.
2. Have you ever watched sports like

these on television?
- Before eliciting / Pre-teaching the new

aloud first or play the tape and ask Ss to Ss repeat in chorus and individually.
passage
2. Completing task
necessary. a. long jump
b. high jump
c. gymnastics
d. weightlifting

- Call some pairs to ask and answer in Perform in front of the class
front of the class.


ACTIVITY 3: Multiple choice questions
Time: 15 minutes
Procedures
1. Giving task

(?) How much time? - We have to read the statements and fill each
(2) Who mark your group? blank with one of the words in the box
answer? space.
poster.

2. Completing task
the poster.
to mark 1. C 2. A 3. B
Group 1  Group 3 4. B 5. D
Group 2  Group 4
Group 1  Group 3
Group 2  Group 4

Time: 13 minutes
Procedure
1. giving task
 Checks the rule
(?) What to do now?
+ Listen to the tape and pay attention - We have to exchange the answer to mark
to the key words Group 1  Group 2 Group 3  Group 4
2. Completing task
poster.

 Ask Ps to exchange their papers  Ps exchange their papers to mark
Group 2  Group 4

III. Consolidation
the ASIAN GAMES and do listening
filling

developed
IV. Homework
Follow –up:
……………………………………………………………………………………………………
………………………………………………………………………………………………
Period: …………… UNIT 12: THE ASIAN GAMES

D. Writing
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
Describe the preparations for the coming Asian Games
2. Skill
3. Attitudes
 Help Ps to know about the Asian Games
4. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
II. New lesson
ACTIVITY 1: Warm-up: Matching
Time: 7 minutes
group
Procedure
1. Giving task
Ask Ss to match the verbs in column A with the Ss work in group to do the task
noun phrases in column B
A B
1. build a. the training areas
2. upgrade b. one more National Stadium
3. widen c. people to serve the Games
4. equip d. the national Sports Centres
5. e. hotels with modern facilities
advertise
6. recruit f. a competition to choose and
official song
7. hold g. sports- places-dates and time
2. Completing task
Observes and gives help if necessary Ss do the task in group

 Ask Ps to report the result 1. b 2. d 3. a 4. e 5. g 6. c 7. f
ACTIVITY 2: Setting the scene
Time: 13 minutes
Procedure
1. Giving task
- T sets the scene : Suppose Vietnam is
going to hold the Asian Games. What will - Listen to the teacher
we have to do to prepare for the Games?
2. Completing task
- T gives some questions: * Ss prepare an outline for their writing and
1. What will your country do first? exchange it with their peer.
2. Why will we have to upgrade the 1. We’ll have to build one more National
National Sports Centres and stadiums? Stadium and some sports buildings and car
3. What about the training areas and the parks
roads? 2. Because they are not in good condition
4. What will we have to equip the hotels 3. We will widen the training areas the roads
and guest houses with? What for? and the sports building
5. Which form of mass media will be used 4. We will have to equip all the hotels and
to advertise all the preparations for the guest houses with modern facilities- to
Games? welcome foreign athletes and visitors
6. Who will you recruit to serve the 5. The radio and television will be used for
Games? advertising
7. What competition will we have to hold? 6. We should recruit university teachers and
- T goes around to offer help and gives students with good English
corrective feedback . 7. We should hold a competition to choose an
official song for the coming Asian Games
- Ask Ps to exchange their papers to mark - Ss exchange the outline for their writing

ACTIVITY 3: Ask Ss to write a short paragraph about 100-120 words to describe the
preparations for the Games
Time: 20minutes
Procedure
1. Giving task
 Tell Ps the rule  Listen to Ts’ rule
- Work individually in 10 minute  Answer T’s questions if called
- Write a paragraph about 100- - Work individually in 10 minute
120 words to describe the - Write a paragraph about 100-120 words to
preparations for the Games describe the preparations for the Games
- Exchange your paper with your - Exchange your paper with your partner, sitting
partner, sitting next to you to next to you to mark
mark
 Checks the rule
(?) What to do now?
2. Completing task
 Observes and gives help if
necessary The answer will vary
 Useful language
Conjunctions: First, next, then, finally
Because, so,
moreover…..
Tense: simple present and future
Ask Ps to report the result The answer will vary

invites Ps to give comments on comment on other’s performance
comments on Ps’ performance
III. Consolidation
5. Asks Ps some questions  Answer T’s questions
-What have you gained today? - We have listened to two people talking about a
friend, real or imaginary
developed
IV. Homework

6. Asks Ps to study the lesson  Listen to T and take note
focus)
Follow –up:
………………………………………………………………………………………………
APPENDIX
Sample writing :
To prepare for the coming Asian Games, we will have a lot of things to do. First of all, we will
build one more National Stadium, some sports buildings and car parks. The National Sports
Centres and local stadiums are not good condition so they need upgrading. And we will widen
the training areas the roads and the sports buildings. Then we will have to equip all the hotels
and guest houses with modern facilities to welcome foreign athletes and visitors. The hotels
should also have special service for disable athletes. It is necessary to promote and advertise
all the preparations for the Asian Games on the radio and television. Finally we need to recruit
volunteers to serve the Games- These people should be university teachers and students with
good English. One more important thing is that we will have to hold a completion to choose
and official music for welcoming the Asian Games
Period: ………….. UNIT 12: The Asian Games

E. Language focus
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
 Be more confident in pronouncing the consonant clusters /str / - / skr/ - / skw /
 Better at relative clause: omission of relative pronouns
2. Skill:
4. Competences
ACTIVITY 1: Pronouncing the four sounds: /str / - / skr/ - / skw /
Time: 10 minutes
Procedure
- Give Ps two jumbled sentences and ask 1. at / night / There / a / strong / was / man /
them to rearrange to make meaningful ones. street / the / on.
- Ask Ps to read these sentences and make 2- man / The / was / screaming / while / to /
them pay attention to the underlined words square / walking / the.
 lead to the Pronunciation Students read the sentences
1/ Giving tasks: Ss to pronounce the words and read the
- Model the four sounds/ / - / spl/ - / spr / sentence
for a few times, explain the differences in comment on other’s performance
producing them. listen to T’s comment
- Play the tape once for Ss to hear the words 1- There was a strong man on the street last
containing these sounds. Then play the tape night.
again and the Ss repeat after the tape. 2- The man was screaming while walking
2/ Completing task to the square.

- Read the words in each column all at once.
- Read and ask the Ss to repeat them. Listen and repeat
- Ask the Ss to pronounce the words. / / / skr / / skw /
*Practicing sentences containing the Street Scream Square
sounds. Strong Screen Squeeze
-Read the sentence and ask the Ss to Strange Screw Squeak
underline the words with the sounds and Strength Scratch Squeal
write/str / - / skr/ - / skw /
under them.
comment
ACTIVITY 2: Omission of relative clause
Time: 10 minutes
Procedure
1/ Giving tasks:
Omission of relative clause 1. Omission of relative pronouns
- Give Ps two examples and ask Ps to a. Example
combine these sentences by using 1- The man is Mr. Pike. Mary is talking about
relative clauses. him
- Introduce other ways to combine these  The man whom Mary is talking about is
sentences by using relative clause after a Mr. Pike.
preposition  The man Mary is talking about is Mr. Pike.
b, I’ll give you the address. You should write

. to it.
2/ Completing task  I’ll give you the address which you should
-Observes and gives help if necessary write to.
 I’ll give you the address you should write
3/ Report the result to.
- Asks Ps to present their work c. The man is clever. He sits next to me.
 The man who sits next to me is clever.
b. Conclusion
4/ Assess the performance - When relative pronouns are used as objects
- asks Ps to give comment on other in the relative clause, they can be omitted.
Ps’work - When relative pronouns are used as subjects
- gives the comment in the relative clause, they cannot be omitted.
Time: 10 minutes
Procedures
1/ Giving tasks:
Expected answer:
1- Have you found the bike you lost?
3/ Report the result 2- Most of the classmates he invited to the
-Asks Ps to present their work birthday party couldn’t come.
individually 3- The short stories John told were very funny.
4- The dictionary I bought is very expensive
4/ Assess the performance but very interesting.
- asks Ps to give comment on other 5- I didn’t like the man we met this morning.
Ps’work 6- The beef we had for dinner was very
delicious.
comment + Comment on other’s performance
Time: 10 minutes
Procedures
1/ Giving tasks:
Observes and gives help if necessary 1- I wok with
2- We went to
3/ Report the result 3- We’re living in
-Asks Ps to present their work 4- They were talking about
individually 5- He applied for
6- I slept in
4/ Assess the performance + Comment on other’s performance
- asks Ps to give comment on other -Result + handwriting
Ps’work + Listen to T’s comment
comment

-What have you gained today? - We have known how to practice the clusters /str
/ - / skr/ - / skw /and understand reported speech
communicative tasks
developed
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………
Period :…….. UNIT 13 - HOBBIES

A-Reading
Class Signed
date……………….
…….. …………………. ……………………….
A. Objectives
- Find out the benefits of habit
- Improve their reading skills (skimming, scanning, deducing, time reading…)
- Vocabulary: accompany, modest, fish tank, avid, discarded, indulge,…
2/ Skill:
correcting
false statement.
- Ss will be aware of the importance of hobbies and getting to collect something
C. Anticipated problems: Ss may not know much vocabularies about hobbies, so teacher
should be ready to help them
ACTIVITY 1: Warm-up: Word Square
- Time: 10 minutes
- Technique: Table cloth Working ways: Group work
- Procedure
1/ Giving tasks:
+ Divide Ps into 4 groups - Listen to the teacher
+ Tell Ps the rule
-work in group in 4 minutes - Work in pairs to ask and answer the
- Each group has to find the words which show questions
hobbies
-Exchange the answer to mark - Ask the Tc if necessary
Group 1  Group 4
Group 2  Group 3
S H O P P I N G Z T
Y B E F S O Z W R A
Z Q K U I L U A Q O
W T T W N S G L H B
L Z Y H G N H K Z O
D A N C I N G I R K
U T Q K N E T N N Y
U B O W G U M G Q G
Y O P L T A Y B P P
C O S W I M M I N G
2/ Completing task
Expected answers:
- Swimming
- Shopping
- Singing
- Dancing
- Cooking
4/ Assess the performance - Walking
- asks Ps to give comment on other work - Fishing
- compares the answers and gives the comment

 Lead to the new lesson. Unit 13: - Give the comments
Hobbies and we learn A.Reading - Listen to T’s comment

Time: 10 minutes
Procedure:
1/ Giving tasks:
meaning. (Read over the text and guess the meaning)
New words:
 accomplished /ə’kʌm.plɪʃt/ (adj):
skilled
 accompany /ə’kʌm.pə.ni/ (v): to
sing or play an instrument with
another musician or singer
 modest /’mɒd.ɪst/ (adj): humble or
not large in size
 fish tank /fɪʃ tæŋk/ (n): a glass
container used for keeping fish in
 avid /’æv.ɪd/ (adj): extremely eager
or interested
 discarded /dɪs’kɑ:dɪd/ (adj): to throw - Ask the teacher if necessary
something away or get rid of
- Present the meaning:
 Indulge (in) / ɪn’dʌldʒ/ (v):
- Listen and read after to Tc.
enjoyable
Ex: I always indulge in music
 occupied /‘ɒk.jʊ.paɪd/ (adj): busy
model after guessing the meaning
2/ Completing task
- Give the comment
- Calls on some Ps to guess the meaning
- Read in model and ask them to repeat in
chorus
ACTIVITY 3: Matching
Time: 10 minutes
Technique: Ask and answer Working ways: group work
Procedures
1/ Giving tasks:
-work in group in 4 minutes + Answer T’s questions if necessary
- Each group has to discuss to match the - Each group has to discuss to choose the
phrase in column A with their definitions or best answer for the blank in each sentence
synonyms in column B -The secretary note down on the paper
-The secretary note down on the paper -Exchange the answer to mark
-Exchange the answer to mark Group 1  Group 4
2/ Completing task
3/ Report the result Answers:
Ask Ps to exchange their papers to mark 1–c
Group 1  Group 4 2–d
Group 2  Group 3 3–f
Give Ps the key (in slide) 4–a
5–e
6–b
7–g

performance - listen to T’s comment
ACTIVITY 4: Game – Lucky number
Time: 10 minutes
Procedures
1/ Giving tasks:
- T divides the class into two groups. Then T + Form new groups
draws a table with 12 numbers on the board. + Read the rule in slide
Some of the numbers are lucky. If Ss call out
one of them, they will get 2 marks 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
1 2 3 4
5 6 7 8 + Answer T’s questions if necessary
9 10 11 12
2/Completing task
* Suggested Questions: Possible answer:
1. What is the writer’s first hobby? * Suggested Answers:
2. Lucky number 1. His first hobbies is playing the guitar.
3. Is the writer an accomplished 2. Lucky number
guitarist? 3. No, he isn’t.
4. Why does the writer admire his 4. Because he ‘s an accomplished

uncle? guitarist and he is good at accompanying
5. Lucky number people singing by his guitar.
6. What is the writer’s second hobby? 5. Lucky number
7. How did he collect his fish? 6. His second hobby is keeping fish.
8. What kind of stamp collector is the 7. He bought some from the shop and
writer? collected some from the rice field near
9. Lucky number his house.
10. Where does he collect stamp? 8. He is an avid stamp collector.
11. Which does the writer get more of, 9. Lucky number
local stamps or foreign stamps? 10.He collects them from discarded
12. What does the writer do with the less envelopes; his relatives and friends give
common stamps and with the him.
common ones? 11. Local stamps.
12. He keeps the less common ones
3/ Report the result inside a small album. The common ones
Ask Ps to exchange their papers to mark he usually gives away to others or if no
Group 1  Group 4 one wants them he simply throws them
Group 2  Group 3 away.
Give Ps the key (in slide)

developed

Speaking
Follow –
up:……………………………………………………………………………………………
APPENDIX:
Activity 3: Matching the following words, phrases in column A with their definitions or
synonyms in column B.
A B
1. accomplished a. eager
2. accompanying b. allow oneself
3. modest the pleasure of
4. avid c. well trained,
5. discarded skilled
6. indulge in d. going with a
7. keep me occupied singer or using a
musical
instrument
e. thrown away
f. humble, not
large
g. keep me busy
Period ………. UNIT 13: SPEAKING

B-Speaking
Class Date of planning Date of teaching Signed date……………….
…….. …………………. ……………………….
A. Objectives
- Talk about their favors activities in daily life.
2/ Skill:
- Practice the speaking skill: to ask and answer questions about hobbies.
- Learn some new vocabulary items relating to the topic (Hobbies).
3/ Attitudes: - Help Ss to understand about favors activities in daily life
ACTIVITY 1: Warm up : Guessing Game
Time: 7 minutes
Procedure:
1/ Giving tasks:
divide the whole class into 8 groups. - Listen to the Tc’s requirement.
-show 8 pictures about the activities in black - Work in groups
board. - Do as required.
-ask Ss to look at the pictures and to
remember the names of the pictures in 30
seconds. - Ask the Tc’s help if necessary

-Each group will write down as many names
as possible on the sub-board.
-After 2 minutes, the group who has more
correct names will be the winner.
2/ Completing task
∙ Observes and gives help if necessary Expected answer:
- Explain or elicits the meanings of the new - Dancing
word.if neccesary - Watching Tv
- Fishing
3/ Report the result - Reading book
- asks some pairs to present their work - Swimming
( Should encourage Ss to explain why they - Playing piano
like or dislike a game/ contest.) - Listening to music
-Help Ss to express their ideas when - Chatting
necessary
performance
ACTIVITY 2: Practice the dialogue.
Time: 8 minutes
Procedure:
1/ Giving tasks:
- ask Ss work in pairs in 3 minutes, practice - Listen to the Tc’s requirement.
the dialogue in the textbook
2/ Completing task - Listen to teacher.
∙ Observes and gives help if necessary - Work in pairs.

-Call some pairs to practice. - Present the answers:
-Present the vocabulary items which are
necessary for speaking task. -Give comments on other’s performance
ACTIVITY 3: Fill the suitable phrases in the blanks in the dialogue
Time: 5 minutes
Procedure:
1/ Giving tasks:
- give the handout for Ss and let them to do Listen to the requirement
it.
2/ Completing task
- Asks one S in a group to present in front of
the class - Do the work in pairs
- invites Ps to give comments on other’s - present in front of the class
performance
- comments on Ps’ performance Suggested answers:
1.Collecting books
2.how you collect
3.Where do you buy
4.How do you organize
5.What do you plan to do next
-T asks Ss some question about Lan’s hobby.
1. What is Lan’s hobby?

2. Where does she buy the book?
3. What does she plan to do next?
ACTIVITY 4: Make a similar dialogue about collecting stamps
Time: 20 minutes
Technique: One minute presentation Working way: Pairwork
Procedure:
1/ Giving tasks:
- tells Ps the requirement - Listen to the requirement
- get Ss to work in pairs to do the role-play.
- use the suggestion given on the handout.
2/ Completing task
∙ Observes and gives help if necessary - Do the work in pairs using the
3/ Report the result suggestionsers and vice verse)
- Asks one S in a group to present in front of - present in pairs in front of the class
the class
- invites Ps to give comments on other’s -Result + handwriting
- comments on Ps’ performance  listen to T’s comment


developed
Listening
Follow –
up:……………………………………………………………………………………………
APPENDIX
Handout for activity 3
Fill in the blank with suitable words or phrases
Huong: What is your hobby, Lan?
Lan: Well, I like (1)………………………..........
H: Could you tell me (2) ……………………………….your books?
L: Well, this must be done regularly. Whenever I find a book which is interesting I buy it
immediately.
H: ……………...................... (3) your book?
L: I buy some from the bookshop near my house and some others from second-hand book
stalls. Sometimes my friends, my Mum and Dad give me some.
H: …………................................(4) your collection?
L: I classify them into different categories and put each category in one corner of my
bookshelf with a name tag on it.
H: …………………………………………(5), Lan?
L: I think I’ll continue to make my collection richer and richer.
Handout for activity 4:

Student A Student B
Your friend is an avid You are an avid stamps
stamps collector. Now, collector. Your friend
you ask her experience, asks your experience.
using the suggestion Your answers are might:
below. - Buy from post office.
-how to collect stamps Ask members of family,
-how to organize stamps friends, relatives,
-where to keep stamps postmen
-why to collect stamps Make pen friends with
-plan for future people overseas
exchange stamps with
others
- Classify stamps into
categories: animals,
plants, birds, landscapes,
and people.
-in album
-Broaden your
knowledge and know
more about landscapes,
people, animals, plants
and trees.
-Collect more stamps
Period :…….. UNIT 13 – HOBBIES

C-Listening
date……………….
…….. …………………. ……………………….
A. Objectives
+ Develop Ss’ listening skills of filling in missing information and answering the questions.
3/ Attitudes: Ss will be aware of the importance of hobbies and getting to collect something.

ACTIVITY 1: Warm up – Cross words
Time: 5 minutes
Technique: Brain storming Working way: Pair work
Procedure:
1/ Giving tasks
- T prepares a handout with a crossword puzzle of - Listen to the Tc’s requirement.
some hobbies
- T divides the class into small groups of 3-4
students. Then T gives each group a handout to do in
their own groups. Which group finishes first and has
all the correct answers will be the winner
2/ Completing task - Work in groups

- asks some pairs to present their work 1. It is the topic of Unit 13 ( Hobbies).
2. This is my stamp _______( collection).
3. My hobby is ______ ( cooking).
4. _______ fish is my hobby (Keeping).
 Key word: Book.

- invites Ps to give comments on other’s - listen to the Tc’s comment
performance
Lead in:
Today, we will listen to a boy talk about his hobby:
reading books.
ACTIVITY 2: Listen and decide which sentence is True (T) and which sentence is False
(F)
Time: 10 minutes
Procedure:
1/ Giving tasks:
You will hear a student talk about his - Form the new group
hobby. Listen to his talk and decide whether
the statements are true (T) or false (F).
- Tells Ps the rule of the games

answer
. G1 → G3
G2 → G4 - Ask the Tc if necessary
G3 → G2
G4 → G1 - Compare and then present the points of
2/ Completing task groups before the class
∙ Observes and gives help if necessary Answers:
3/ Report the result 1. T 5. T
Asks one S in a group to present in front of 2. F 6. T
the class 3. F 7. T
4. F 8. F
4/ Assess the performance -The working style of the group
- invites Ps to give comments on other’s  listen to T’s comment
performance
ACTIVITY 3: Listen again and choose the correct answers to fill in the blanks
Time: 10 minutes
Procedure:
1/ Giving tasks:

. G1 → G3
G2 → G4
G3 → G2
G4 → G1
2/ Completing task - Work in pairs.
+ Play the tape the second time for Ss to 1. A
check their answers 2. B
- Check Ss’ answers by calling on some Ss . 3. D
If many Ss cannot complete the sentences, T 4. C
plays the tape one or two times and pauses at 5. A
the answers for them to catch. - Compare and then present the points of
-Give the correct answers: groups before the class.
ACTIVITY 4: Talk about the disadvantages of over-reading ( reading too much)
Time: 10 minutes
Technique: Q-A Working way: Individual work
Procedure:
1/ Giving tasks:
- T asks Ss to work in pairs and talk about - Listen to the Tc’s requirement.
the disadvantages of over-reading

3/ Report the result Example:
- Check Ss’ answers A: What do you think about over reading?
- Help Ss to practise the words in P183 B: Well, reading too much will have some
disadvantages. It may make you become
shortsighted.
A: Yes. I think it can also make us not have
enough physical exercise.
developed
prepare for the next lesson : D-Writing
Follow –
up:……………………………………………………………………………………………
APPENDIX:
Activity 1:
Cross words.
1. It is the topic of Unit 13

2. This is my stamp _______
3. My hobby is ______
4. _______ fish is my hobby
Period ………. UNIT 13 - HOBBIES

D-Writing
…….. …………………. ……………………….
A. Objectives
1/ Knowledge : By the end of the lesson, Ss will be able to:
- write a paragraph about hobbies.
2/ Skill: - To enable the students to write a paragraph telling about their hobbies
- To help the sts understand the importance and pleasure of collecting something
C. Anticipated problems:
ACTIVITY 1: Warm-up: Ask and answer questions

- Time: 5 minutes
- Procedure
1/ Giving tasks:
- asks the sts some questions: - Listen to the teacher and do the task
+ What do you collect?
+ Do you spend much time for it?
+ Do you feel happy when doing this?
2/ Completing task - Do the task
∙ Observes and gives help if necessary - Ask the Tc if necessary
3/ Report the result - ( the leader) presents the answer
- Asks The leader of each group presents Expected answers:
the answers in front of the class) * I collect books.
4/ Assess the performance I just spend time for it in the summer.
- asks Ps to give comment on other work Yes, I do.
comment
Lead-in: “In today’s lesson, we will write
about a collection”
ACTIVITY 2: Making outline of the writing
Time: 10 minutes
Techniques: Giving task Working ways: pair work
Procedures
1/ Giving tasks:
- elicits and then provides the sts with the -Listen to teacher.
outline of the writing
+ name of the collection
+ how you collect them (buy them, ask

someone to give them, exchange them,…)
+ how you keep them
+ when you started your collection
+ how you classify them
+ why you collect them (to relax, to kill
time, to entertain oneself) - Do as required in pairs
+ what you plan for the future - Ask the TC if necessar
- asks the sts to look at some activities Outline
suggested in the box, the sample writing + name of the collection
- elicits the tense and the language used in + how you collect them (buy them, ask
the passage someone to give them, exchange them,…)
- provides some useful language for + how you keep them
description + when you started your collection
+ use a variety of tenses + how you classify them
+ firstly/ first of all + why you collect them (to relax, to kill
+ then/ next time, to entertain oneself)
2/ Completing task + what you plan for the future
∙ Observes and gives help if necessary - present the answers in pairs
3/ Report the result  comment on other’s performance
Ask Ps to present their answer -Result + handwriting
4/ Assess the performance listen to T’s comment
performance
- comments on Ps’ performance.
ACTIVITY 3: Write-it-up
Time: 25 minutes
Technique: Effective writing Working ways: pair work
Procedure:

1/ Giving tasks:
- asks the sts to write a paragraph of telling - Listen to the task
about their hobbies in 10’
2/ Completing task
3/ Report the result - stick the posters on the board (3 posters)

T corrects by eliciting from the whole class - Ss prepare and then talk about their visit in
(correct the most important points such as front of the class.
tenses, forms of verbs, prepositions...), using Suggested writing
a red pen or colored chalk.
One of my hobbies is watching TV. My
4/ Assess the performance hobby starts when I was a girl of five. I
- asks Ps to give comment on some other would always ask my parents to turn on the
Ps’work TV set so that I could enjoy the cartoon films
- compares the answers and gives the or advertisements.
comment Now I find that watching TV enables me
- Choose one or two letters and reads it/ learn many things. I learn a lot about how
them to the class. people lived in the old times. I learn about
the wonders of the world, space travel,
animals and plants 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 athough
Tv programs are always useful to me.
Watching TV is actually a good hobby.
- give the comment

 Asks Ss some questions  Answer T’s questions
-What have you gained today? - We have learned to write a respond letter to reply
to the request of information.
developed
prepare for the next lesson (Unit 5- E.
Language Focus)
Follow –
up:………………………………………………………………………………………………
…
Period ….. UNIT 13: HOBBIES

E- Language Focus
…….. …………………. ……………………….
- Pronunciation: // pt/, / bd, / ps/, /bz/
- Grammar and vocabulary:
+ To introduce to the sts how to use cleft sentence (subject focus, object focus, adverbial focus)
2. Skills:
* By the end of this lesson, Students will able to:
- Distinguish the clusters // pt/, / bd, / ps/, /bz/
and pronounce the words and sentences containing them correctly.
3. Attitudes: To make the students aware of the importance of using correct grammar
4. Competences
Ps may not forget how to change tenses, person, words and phrases related to time and place.
ACTIVITY 1: Game: Simon says
Time: 10 minutes
Procedure
1/ Giving tasks:
T will ask the 5 sts to do something, but sts - Listen to the T
only follow his order if his command begins
with “please”. When the teacher doesn’t say
“please” at the beginning of the request, Ss
don’t have to follow it. The student who has
most right answers will be the winner. ( The
words are: stopped, robbed, stops, robs)]
2/ Completing task - 5 sts join tha game “Simon says”. Others
3/ Report the result listen

comment
- introduces the lesson: “Today we’ll
practise some sounds / pt/, /bd/, / ps/, / bz/”
ACTIVITY 2: Pronunciation
Time: 10 minutes
Working ways: Brainstorming Teachnique: Individually
Procedure
1/ Giving tasks:
- asks the sts to read the words in the - Listen to the teacher and do as the Tc
textbook after the teacher required
2/ Completing task
-Observes and gives help if necessary
- Asks Ps to present their work
- gives the comment - Listen to teacher, understand how to
practice.
ACTIVITY 3: Present the grammar and do exercise 1

Time: 10 minutes
Working ways: pair work Teachnique: Giving
task
Procedures
1/ Giving tasks:
Cleft sentence: subject of the sentence - Listen to the teacher.
+ Her mother is giving her daughter a book
+ It was her mother who is giving a book
to her. - Do as required.
Cleft sentence: object of the sentence - Ask if necessary
+ It was the cat that the girl saw.
Cleft sentence: adverbial modifier of the Expected answer:
sentence 1. It was the boy who visited his uncle last
The girl saw the cat in the garden. month.
- Asks the sts to do exercise 1 in pairs 2. It was my mother who bought me a
2/ Completing task present on my birthday.
Observes and gives help if necessary 3. It was Huong and Sandra who sang
3/ Report the result together at the party.
-Asks Ps to present their work individually 4. It was nam’s father who got angry with
him.
5. It was the boys who played football 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
frieghtened the

4/ Assess the performance + Listen to T’s comment
comment
Time: 10 minutes
Procedures
1/ Giving tasks:
- asks the sts to do the task individually - Listen to the teacher.
2/ Completing task
-Asks Ps to present their work individually - Do as required.
- Ask if necessary
Expected answer:
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 garden whom the little boy
4/ Assess the performance greeted in a strange language.
- asks Ps to give comment on other Ps’work 6. It was the policeman whom the pedestrian
- compares the answers and gives the asked a lot of questions.
comment 7. It was the stranger whom the dog barked
at
.
. + Comment on other’s performance

-What have you gained today? - We have known how to practice the clusters / tr / ,
/ dr /, / and / tw / and understand reported speech
communicative tasks
developed
- Asks Ss to do the tasks again and Listen to T and take note
prepare for the next lesson (Unit 14-
A. Reading)
Follow –
up:………………………………………………………………………………………………
……
Period: ….. REVISION
Class Signed
date……………….
…….. …………………. ……………………….
I. VOCABULARY AND GRAMMAR * Circle the best answer for each sentence.
7) The Vietnamese participants took ____ in the 14th Asian Games with great enthusiasm.
A. notice B. notes C. part D. role
8) ____ from several countries competed in many Asian Game.
A. Spectators B. Athletes C. Audience D. Viewers
9) How many sports are there ____ the 14th Asian Games?
A. in B. on C. at D. to
10) The quiet country roads are ideal for cycling. The word “cycling” is closest in meaning to
“____”.
A. driving a car B. riding a bicycle C. kicking a ball D. playing football
11) The Olympic Games is one of the biggest sporting ____ all over the world.
A. problems B. athletes C. cultures D. events
12) Swimming is one of the ____ sports.
A. mountainous B. aquatic C. racing D. running
13) ____ can help n athlete to improve the strength of muscles and the appearance of the body.
A. Shooting B. Table tennis C. Weightlifting D. Playing chess
14) On some special occasions, people often march and demonstrate to show their ____.
A. nation B. event C. culture D. solidarity
15) Vietnam won 3 gold ____ in the 15th Asian Games.
A. degrees B. medals C. awards D. boards
16) Nearly 500 ____ from 11 nations took part in the first Asian Games in New Delhi, Indian.
A. viewers B. spectators C. athletes D. passers-by
17) There were many scientists at the meeting, several of ____ were very young.
A. That B. whom C. who D. which
18) This is the novel ____ I’ve been expecting.
A. that B. which C. x (nothing) D. All are correct
19) I’m not the man ____ you are looking for?
A. that B. x (nothing) C. whom D. A, B or C
20) Fencing was first introduced at the 13th Asian Games, ____ in Bangkok, Thailand in 1998.
A. to be held B. holing C. when was held D. which was held
21) Each country sends its best athletes ____ participation expresses the friendship and
solidarity.
A. who B. which C. that D. whose
22) He rang James, ____ a good friend as well as his trainer.
A. who was B. that was C. being D. to be
23) ____ came from France were really more friendly than any others.
A. The athletes, that B. The athletes whom C. The athletes who D. The athletes
which
24) That is Mr. Pike, a referee, ____ I told you about.
A. that B. which C. whom D. whose
25) This is a picture in the newspaper of a high jumper ____ leg was seriously hurt.
A. who B. who C. whose D. that
26) I like the book ____ you lent me last week.
A. who B. when C. where D. Þ
27) I know the man ____ Miss White is talking to.
A. him B. which C. whose D. Þ
II. Underline any relative pronouns that can be left out in these sentences.
1. I think that my teacher of English is the person whom I admire most.
2. We're taking the train that leaves at 6.00.
3. Have you seen the book that I left here on the desk?
4. My watch, which I have just bought, has suddenly stopped working.
5. Last week I ran into an old friend whom I hadn't seen for ages.
6. The couple who met me at the station took me out to dinner.
7. The bag in which the robbers put the money was found later.
8. I really liked the tea which you made me this morning.
III Complete the sentences. Choose the most appropriate ending from the list and make it into
a relative clause.
he invented the telephone it had no effect at all
they were on the wall it won the race
she runs away from home it can support life
we borrowed his tent
1. What was the name of the friend...............................................................................?
2. Alexander Graham Bell was the man......................................................................
3. The doctor gave me the medicine...............................................................................
4. The book is about a girl...............................................................................................
5. What was the name of the horse................................................................................?

6. It seems that Earth is the only planet........................................................................
7. What happened to the pictures....................................................................................?
IV. Rewrite eaeh pair of sentences as one sentence, and include the word in bold. Begin as
shown, and make any necessary changes.
1. We want to visit a museum. It opens at 12.00. that
The museum......................................................................................
2. A boy's bike was taken. He visited the police station. whose
The.....................................................................................................
3. A friend met me at the airport. He carried my suitcase. who
The....................................................................................................
4. Tom cooked a meal. It was delicious. that
The.......................................................................................................
5. The friend is staying with me. She comes from Paris. who
The.......................................................................................................
6. I found a man's wallet. He gave me a reward. whose
The.......................................................................................................
7. I go to a shop in the centre. It is cheaper. that
The.......................................................................................................
8. I go to a girl's party. She phoned me. whose
The.......................................................................................................
A. PHONETICS
I. Circle the word whose underlined part is pronounced differently from that of the other words.
1) A. admired B. looked C. missed D. hoped
2) A. admire B. avid C. variety D. while
3) A. engrave B. pastime C. undertake D. spectator
B. VOCABULARY AND GRAMMAR
I. Circle the best answer for each sentence.
1. My father is an ____ guitarist.
A. accomplishing B. accomplished C. accomplish D. accomplishment
2. He is very good at ____ people singing with his guitar.

A. making B. getting C. accompanying D. having
3. My uncle is interested in ____ stamps.
A. collect B. collecting C. collected D. to collect
4. She is a very accomplished pianist.
A. skilled B. beautiful C. interesting D. admired
5. A ____ is a series of musical notes that is pleasant and easy to remember.
A. musical instrument B. guitar C. practice D. tune
6. If you ____ a singer or a musician, you play one part of a piece of music while they sing or
play the main tune. A. accomplish B. accompany C. collect D.
admire
7. My ____ for my mother is infinite.
A. admire B. admirer C. admiration D. admirable
8. I am quite keen on my father’s valuable stamp ____.
A. collect B. collecting C. collection D. collector
9. I had forgotten all about it about it because I had been so ____ with other things.
A. occupied B. interested C. accomplished D. successful
10. You should not indulge yourself ____ anything that can form a bad habit.
A. in B. on C. for D. at
11. He keeps a lot of pictures and paintings. He is at art ____.
A. keeper B. collector C. guitarist D. relative
12. I really admire him, for his ____.
A. succeed B. success C. successful D. successfully
13. I don’t know the title but I recognize the ____ of this song.
A. sound B. rhyme C. tune D. theme
14. I don’t have much money, so I bought the camera ____.
A. newly B. second-hand C. immediately D. profitably
15. She is the only student who is good …………both maths and literature in my class.
A. in B. on C. at D. with
16. ____ I bought the golden fish.
A. It was from this shop that B. I was from this

shop where
C. It was this shop which D. It was this shop
that
17. It was Tom ____ to help us.
A. comes B. that comes C. to come D. who came
18. ____ the police had rescued from the fire.
A. The baby B. The baby that C. It was the baby whom D. The baby whom
19. ____ my parents gave me the fish tank. A. It was on my birthday when B. It was my birthday
on that
C. It was my birthday that D. It was on my
birthday that
20. ____ I first met my girlfriend. A. It was in London that B. It was in London
where
C. It was London that D. It was London which
21. ____ on the phone. A. It is his mother whom is B. It was his mother whom is
C. It was his mother who is D. It is his mother who is
22. ____ a high level of blood cholesterol. A. It is eggs that contain B. Those are eggs it contains
C. It is eggs that contains D. It is eggs contain
23. It is the library ____. A. that I often borrow books B. that I often
borrow books from
C. where I often borrow books from D. from that I often borrow books
24. ____ England won the World Cup.
A. It was in 1966 that B. It was on 1966 that C. It was in 1966 when D. It was 1966 in
that
25. ____ took my car.
A. It was you B. It were you C. It was you that D. It was you whom
26. ………………we all look for.
A. It is happiness that B. That happiness C. Happiness it is that D. Happiness it is
27. ……………..me how to play the drum. A. It was my uncle who taught B. My uncle who
taught
C. It was my uncle taught D. It is my uncle
teaching
28. …………gave me that picture book.
A. Mary B. It was Mary C. It was Mary whom D. It was Mary
whose
29. It is …………….we will leave for Paris.
A. April B. in April that C. April in that D. in April when
30. ………….on my part that I could not manage to deliver the goods on time.
A. An error B. That is an error C. It was an error D. An error it was
31. ……………………took my document ?
A. It is Peter that B. It was Peter that C. Was it Peter that D. Was that Peter
32. It is …………..I get emotional satisfaction.
A. collecting stamps that B. from collecting
stamps that
C. collecting stamps from that D. collecting stamps that from
33………………taught me how to collect butterflies.
A. It was my father B. It is my father C. It was my father whom D. My father
34. It was the woman that ………..us English last year.
A. taught B. teaches C. has taught D. had taught
35. It was the boy ………. I told you about.
A. that B. whose C. who’s D. None is correct
36. …………was Nam who wanted to buy my old guitar.
A. There B. Which C. It D. Who
37. …….who was elected the first woman mayor of Chicago in 1979.
A. It was Jane Bayrne B. Jane Bayrne C. That Jane Bayrne D. When Jane
Bayrne
38. …………that the Capital of south Carolina was moved from Charleston to Columbia.
A. In 1790 was B. There was in 1790 C. In 1790 D. It was in 1790
39. It was Mr. Harding ………..the bill to yesterday.

A. who sent my secretary B. to whom my
secretary sent
C. that my secretary sent D. my secretary sent
40. It was a question that had …………him since he was a boy
A. fascinate B. fascination C. fascinating D. fascinated
II. Circle the underlined part among A, B, C or D that needs correcting.
41. It was at this shop where I bought a T-shirt three days ago.
A B C D
42. It is my closest friend goes abroad to study next month.
A B C D
43. It was the dog who the boy hit
A B C D
44. Mark’s known for ages that his parents are coming to stay with us this weekend, but it was only
yesterday
A B
did he told me
C D
45. Collect stamps is my hobby
A B C D
D. WRITING:
* Rewrite each sentence, paying attention to the SUBJECT, OBJECT and ADVERBIAL .
1. I met Mr. Smith on the train to Hanoi two weeks ago
→ …………………………………………………………………………………………………
…………..
2. I met the same boy yesterday.
→ …………………………………………………………………………………………………
…………..
3. His appearance frightened the children.
→ …………………………………………………………………………………………………
…………..
4. We met each other at this tower.
→ …………………………………………………………………………………………………
…………..
5. My neighbours made a lot of noise.
→ …………………………………………………………………………………………………
…………..
6. Reading book keep me occupied.
→ …………………………………………………………………………………………………
…………..
7. The secretary sent Jack the photo last week.
→ …………………………………………………………………………………………………
…………..
8. She bought him a computer at this shop.
→ …………………………………………………………………………………………………
…………..
9. I have been waiting for John.
→ …………………………………………………………………………………………………
…………..
10. Mary sent me the present by post
→ …………………………………………………………………………………………………
…………..
Follow up: No
Period: ….. 45- minute – test

…….. …………………. ……………………….
Name: ……………………………………
Group: 11B…..
I. Choose the best option whose underlined part is pronounced differently from the rest
3. A. parcel B. spacious C. part D. large
4. A. switch B. sweet C. swim D. answer
II. Choose the best option that complete the following sentences or that best replaced the
underlined words
5. EMS stand for ____.
A. Electronic Mail Service B. Express Mail Service
C. Economic Mail Service D. Environment management Service
7. All fossil fuels are ____ resources that cannot be replaced after use.
8. The quiet country roads are ideal for cycling. The word “cycling” is closest in meaning to
“____”.
9. My friend, ____ I visited last week, is taking a holiday soon.
10. I like the village ____ I used to live.
A. in that B. in where C. which D. in which
11. Johnny was the last applicant ____ for a position in that energy station.
A. to interview B. interviewing C. to be interviewed D. which is interviewed
12. “Have you ever met the man ____ over there?” “No. Who is he?”
A. stands B. standing C. stood D. who standing
13. This is the novel ____ I’ve been expecting.

14. There were many scientists at the meeting, several of ____ were very young.
15. Peter: How often do you go to school? Harry: _________
A. I go there early. B. Every day except weekends.
C. I don’t think so. D. I go there by bus.
16. “Is it far to the international airport from here?” “_________”.
A. No, it’s near here. B. By taxi.
C. None at all. D. Sure, no problem.
III. Find the underlined parts that need correcting
17. He is moving to Lang Son city, that is in the north-east of Viet Nam.
A B C D
18. The old theatre which is locating next to the supermarket is being pulled down.
A B C D
19. The song to that we listened last night was beautiful.
A B C D
20. The first man finishing the exercise will receive a big present from the teacher
A B C D
IV. Give the correct form of the words in brackets

1. Thanh Ba Post Office is ………………….with advanced technology (equip)
2. ............. energy is not only plentiful and infinite but also clean and safe. (Sun)
3. The...................... in the Asian Games come from all over Asia. (participate)
4. I think I’ll continue to make my ……………of book richer and richer (collect)
V. Rewrite the following sentences as suggestion

1. The company has a lot of employees. I work for that company. (preposition + whom /
which) ……………………….…………………………………………………………………
…
2. I visited Paris for many times. (cleft sentence – object focus)

……………………………………………………………………………………………
3. The buildings which were hit by bombs are still burning. (reduce relative clause)
……………………………………………………………………………………………
4. He was the second man who was taken to hospital at that time (reduce relative clause)
……………………………………..………….…………………………….……………
VI. Read the passage and then answer the questions below
In many parts of the United States, large areas of land have been made into national parks
to protect and preserve the natural beauty of land. National parks usually contain a variety of
scenic features, such as mountains, caves, lakes, rare animals, and plants. Today, there are 52
national parks in the United States, covering approximately 3 percent of the total land area of
the country. National parks are all open to the public and have millions of visitors each year.
Many national parks, however, are in danger of being destroyed. Rare animals in national
parks are killed for fur, skin, or other parts. Trees are cut down for wood. Large areas of
national parks also experience devastating fires caused by careless people. The increasing
number of visitors is harming the parks due to the pollution from their vehicles.
If these problems are not solved immediately, and if there is not enough money for the
park’s staff and maintenance of their resources, many national parks will be completely
destroyed.
1. Do national parks usually contain a variety of scenic features?
………………………………………………………………………………………………..
2. How many national parks are there in the United States?
……………………………………………………………………………………..………….
3. Why are many rare animals killed?
………………………………………………………………………………………………..
4. What will happen if there is not enough money for the park’s staff and maintenance of
their resources?
………………………………………………………..………………………………………
Follow up: suitable
Period: ….. UNIT 15: Space conquest

A. Reading
…….. …………………. ……………………….
A.Objectives
1.Knowledge: By the end of the lesson, Ps will be able to :
develop such reading micro-skills as scanning for specific ideas, matching and choosing the
best options.
2. Skill:
3. Attitudes
- Help Ps to know about the space conquest.
4. Competences
B. Preparation
1. Teacher:
them.
D. Procedures

ACTIVITY 1: Warm-up: asking and answering
- Time: 6 minutes
- Technique: Brainstorming Working ways: Pair work
- Procedure

6. Giving tasks
- T gives 2 questions and asks them to Listen to the teacher
answer.
1. What do you call a person who flies
a plane/ a spaceship?  Answer T’s questions if called
2. Between them which job do you Distribute the task among all members and be
prefer? ready for the task
Give a reason for your answer. Why
do you like it?
Go around to help and give feedback
1. Completing task
- Observes and gives help if - Do the task in pairs
necessary

 Asks Ps to ask and answer Expected answer
 Gives Ps the key 1. A person who flies a plane is called a pilot and a
person who flies a spacecraft is called an astronaut.
2. I like pilot because I want to travel everywhere.
I like to be an astronaut because I want to go to the
moon/ fly in to the space
other’s performance The working style of each group

 Comments on Ps’ performance  listen to T’s comment
ACTIVITY 2: Discussing the questions and Pre – teaching Vocabulary
- Time: 10 minutes
- Working ways: whole class
- Procedure

1. Giving tasks
- T asks Ss to open their book and answer the - Ss answer the questions
questions on page 166.
Answer the question
1. Who is the first human to fly into space?
2. Can you name the first humans to set foot
on the moon?
3. Who is the first Vietnamese to fly in to
space?
Vocabulary pre-teach:
1.Lift off into space = fly in to space
2.cosmonaut(n) = astronaut (n)
3. gravity(n)
4. psychological tension (n)
5.plane crash(n)
6 orbit (n)
7. weightlessness(n)
8.uncertainty (n)
2. Completing task
- Observes and gives help if necessary


to the questions and elicits comments 1.The first human to fly in to space is Yuri
from other Ss. T may give some Alekseyevich Gagarin
suggested answers. 2. … to set foot on the moon are Neil Amstrong
and Buzz Aldrin.
3. ….. is Pham Tuan

 Comments on Ps’ performance  listen to T’s comment
ACTIVITY 3: Matching (Task 1)
Time: 9 minutes
Procedures
1. Giving task

 Checks the rule
(?) What to do now?
Task 1 with one of the words in the box
Match the headings to the paragraphs - Each of us has to write the answer on the given
A B space.
Paragraph 1 A. The tragic accident - discuss the answers among group member
Paragraph 2 B. The lift off - The secretary in the group has to write the best
Paragraph 3 C. Congratulations ideas on the biggest part in the middle of the poster.
Paragraph 4 D. A view on Earth - We have to exchange the answer to mark
Paragraph 5 E: Uncertainties. Group 1  Group 2 Group 3  Group 4
2. Completing task
- Ss should read through the paragraphs provided
 Observes and gives help if to identify which heading is suitable for each
necessary paragraph.
Each member has to write the answer on the given
space.
poster.
to mark
Group 1  Group 3 A B
Group 2  Group 4 Paragraph 1 B. The lift off

Paragraph 2 E: Uncertainties.
Paragraph 3 D. A view on Earth
Paragraph 4 C. Congratulations
Paragraph 5 A. The tragic accident
Group 1  Group 3
Group 2  Group 4
10 points for a correct answer

ACTIVITY 4:Choose the best answer.(based on task 2)
Procedures
1. Giving task
Teacher asks sts to read task 2 and
choose the best answers Read the rule in slide
Choose the secretary of the group
 Work in group of 6 in five minutes to do the
task
paper
Group 1  Group 4
Group 2  Group 5
Group 3  Group 6
2. Completing task
 Observes and gives help if Work in group of 6 in five minutes to do the

necessary task
paper

Group 3  Group 6 - Expected answer: 1.B;2.A;3C;4.B;5.D;6.D
ACTIVITY 5: Fill in the blank (After you read)
Time: 8 minutes
Procedures
1. Giving task

 Checks the rule
(?) What to do now?

(3) How many points for a correct - We have to read the passage and decide which
answer? word to fill in blank.
space.

2. Completing task
poster.
to mark 1. Cosmonaut 2. in space
Group 1  Group 3 3. lasted 4. Success

Group 2  Group 4 5. gravity 6. view
 Give Ps the key (in slide) 7. Impossible 8. named after
Group 1  Group 3
Group 2  Group 4
-What have you gained today? - We have learned about Gagarin,the first human to
fly into space and space conquest.
developed
IV. Homework (3’)
Speaking)
Follow- up:……………………………………………………………………………………
APPENDIX
Activity 4.
Task 2: Choose the best answer.

1.Gagarin became the first human being in space when he was…………….
A.37 years old. B. 27 years old. C. 29 years old. D. 28 years old.
2.He was in space…………..
A.108 minutes B.106 minutes C.118 minutes D.109 minutes
3. There were………..questions which were raised before Gagarin’s space flight.
A. 3 B. 4 C. 2 D. many
4. The speed of Gagarin’s spacecraft was…………………..
A. 17,000 miles per hour. B.more than 17,000 miles per hour.
C.more than 18,000 miles per hour. D. 18,000 miles per hour.
5. Gagarin couldn’t make a new space flight because……………………….
A.he didn’t want to continue to lift off into space B.he felt there were enormous uncertainties.
C.he didn’t want to another space flight . D.he died in a plane crash on a routine training flight
in March 1968.
6.After Gagarin’s death…………………………………
A. his hometown of Gzhatsk was renamed Gagarin. C. he became a famous person.
B. the Cosmonaut Training Centre at Star City was renamed Gagarin. D. A&B are correct.
Period: …… UNIT 15: Space conquest

B. Speaking
…….. …………………. ……………………….
A.Objectives
1. Knowledge: By the end of the lesson, Ps will be able to talk about some important
events in space exploration.
2. Skill:
3. Attitudes
- Help Ps to know about some important events in space exploration.

4. Competences
B. Preparation
1. Teacher:
them.
D. Procedures
ACTIVITY 1: Warm – up: Giving the questions
Time: 9 minutes
Procedure
1. Giving task
- Listen to the teacher and answer 2 questions
Introduce the lesson by giving the The answers depend on each student.
questions
Can you name some events in space
exploration?
8. Completing task
discuss.

-first artificial satellite.
-first living being in space
-first human in space
-first Chinese in space
………………………………

lesson: events in space exploration listen to T’s comment
ACTIVITY 2: Asking and answering (task 1)

Time: 11 minutes
Procedure
1. Giving task
Instruction: You are going to ask
and answer the questions based on
the piece of news. - Listen to T
- Take note
2. Completing task
- T gets Ss to work in pairs to ask - Do the task in pair
and answer.

provides help.
- T calls on some pairs to speak - Ss speak out in front of the class
out. - Suggested answer:
Call one read the title read the 1. What is the name of China’s first manned
content the passage to answer spacecraft?
Go round to help give example - It’s name’s Shenzhou 5
A: When did china Launch its first 2. What is the name’ of the astronaut?
manned spacecraft into space? - His name’s Yang Liwei
B: On October 15, 2003 3. How old was he when he flew in to space?
Give feedback - He was 38 years old
- ………………………………………………………
like most by raising their -Fluency Grammar
hand -Pronunciation Lexical item
 comments on Ps’ listen to T’s comment
performance
Emphasize on questions used to
ask about events in space
exploration.
ACTIVITY 3: Talking about the important events in space exploration. (task 2)
Time: 19 minutes
Technique: Brainstorming Working ways: Group work
Procedures
1. Giving task
Instruction: You are going to work in group to - Listen to T

talk about the important events in space - Answer T’s questions if called
exploration in task 2. - Note down the new words
-devide the class into 4 groups. Each group will
talk about two events.
F. Completing task
- T goes round to offer help when Ss discuss. - Ss work in group to write about the
important events in space exploration
in task 2
G. Report the result

asks other Ss to feedback. T comments and gives
corrective feedback. The first woman to fly in to space was
Valentina Tereshkova, a Russian .She
flew into space On June 16, 1963
………………………………………
H. Assess the performance


-What have you learned today? - We have known some important events in space
-What have you gained today? exploration
developed
Listening)
Follow –
up: ………………………………………………………………………………………
…………………………………………………………………………………………………
Period: ………… UNIT 15: Space conquest

C.Listening
…….. …………………. ……………………….
A.Objectives
1. Knowledge: By the end of the lesson, Ps will be able to listen to talk about the first human
moon landing,one of the most important historical events in the 20th century.
2. Skill:
3. Attitudes
- Help Ps to know about the first human moon landing,one of the most important historical
events in the 20th century.
4. Competences
B. Preparation
1. Teacher:
D. Procedures
ACTIVITY 1: WARM UP – Ask and answer the question
Time: 7 minutes
Technique: Brainstorming Working ways: Pair work

Procedure
1. Giving task
- Listen to the teacher
Answer the question
Call one to read the question and other
answer
1. Can you name the first men to set
foot on the moon?
2. What are their nationalities?
3. When did they set foot on the moon?
2. Completing task
- While Ss are working, T. goes around - Work in pairs to discuss the questions.
to observe and offer help when
necessary.
class. answers.
Suggested answers
1. They are…..
2. They are American
3. On July 20 1969
ACTIVITY 2: Matching( before you listen)
Time: 5 minutes

Procedure
1. Giving task
Asks sts to look at the pictures in the notebooks to - Listen to the teacher and take
match with the heading provided. note.
2. Completing task
- While Ss are working, T. goes around to observe and
offer help when necessary.
- T calls on some Ss to read their options. Picture a -2. The Apollo crew
Picture b – 5. The first foot print
on the moon.
Picture c – 3. Walking on the
moon.
Picture d – 1. Orbiting
Picture e – 4. The moon landing
Time: 13 minutes
Procedure
1. Giving task

 Checks the rule
(?) What to do now?

2. Completing task
poster.

papers to mark 1. F(asked -> challenged)
Group 1  Group 3 2. F (11-> 3)
Group 2  Group 4 3. F(at the same time-> not at the same time)
 Give Ps the key (in slide) 4. F( carry a suitcase-> wear a spacesuit)

5. T
ACTIVITY 4: MCQS
Time: 13 minutes
Procedure:
1. Giving task
 Checks the rule
(?) What to do now?
turn
Group 2 G3
Group 3 G4
Group 4 G1
After the 1 marking
markers
2. Completing task
of the poster.
to mark 1-B 2-A 3-D 4-A
 Give Ps the key (in slide) - 1 point for a correct answer

-What have you gained today? - We have known some infomation about the first
human moon landing,one of the most important
historical events in the 20th century.
developed
Follow –
up:………………………………………………………………………………………………
……
APPENDIX
Activity 4
1.The Apolo 11 was launched on………………...
B. June 16th ,1969 B. July 16th ,1969 C. June 26th ,1969 D. July
26th ,1969
2.The astronauts stayed on the moon…………….
A. A total of two and a half hours B. A total of three and a half hours
C. A total of four and a half hours D. A total of five and a half hours
3.The portable life support system was used for……………………..
A.controlling the oxygen inside the spacesuit.
B. controlling the oxygen,temperature inside the spacesuit.
C. controlling the oxygen,temperature inside the spacesuit.
D. controlling the oxygen,temperature and pressure inside the spacesuit.
4. They returned to Earth on………….…………

A. July 24th ,1969 B. July 26th ,1969 C. June 16th ,1969 D. June 26th ,1969
Period: …………. UNIT 15: Space conquest

D.Writing
…….. …………………. ……………………….
A. Objectives
1. Knowledge: By the end of the lesson, Ps will be able to write about the biography of one
identified person, based on the given information.
2. Skill
Develop writing skill
3. Attitudes
- Help Ps to know about the first human moon landing,one of the most important historical
events in the 20th century.
4. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist
them
ACTIVITY 1: Warm-up: Asking and answering

Time: 7 minutes
Technique: brainstorming Working ways: Pair work
Procedure
1. Giving task
- Give picture and ask - Ss work in pair to answer these questions.
1. Who he is ?
2. Is he a Russian or an American
Astronaut?
3. Who did he set foot on the moon
with?
- Go round and offer to help
- Give feed back
2. Completing task
3. Report the result Suggested answer

 Ask Ps to report the result 1. He is Neil Amstrong.
2. He is an American astronaut
3. He set foot on the moon with Buzz Aldrin.
4. Assess the performance comment on other’s answers
 invites sts to give comments on listen to T’s comment
other students’answers
 comments on students’answers
ACTIVITY 2: Before you write
Time: 11minutes
Technique: brainstorming Working ways: individual work
Procedure
Giving task
- T sets the scene : You are going to - Answer the teacher’s questions.
read information in textbook on page
174 and put the suitable headings in
the blanks. - Take notes
2. Completing task
necessary
3. Report the result 1.birth 2.place of birth 3.Known as
4. career 5.Quote.
performance
Time: 20 minutes
Technique: brainstorming Working ways: Whole class
Procedure
1. Giving task
- T sets the scene : You have just read - Listen to the teacher
information about Neil Amstrong, an
American astronaut.
. Now you are going to write about
him ,use suggestions above.
2. Completing task
I. Report the result - Ss exchange their writing

J. Assess the performance comment on other’s performance
-What have you gained today? - We know clearly about famous astronaut.
developed
focus)
Follow –up:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Period: ………….. UNIT 15: Space conquest

E.Language focus
…….. …………………. ……………………….

A. Objectives
- Distinguish the sounds /nt/, /nd/ /n/, /ns/, /nz/
- Pronounce the words and sentences containing these sounds correctly
- How to use could/be able to and tag questions
2. Skill:
Develop reading and writing skill
4. Competences
Ps may not to find the auxiliary verb in some sentences.
ACTIVITY 1: Warm up
Time: 5 minutes
Procedures
1/ Giving tasks:
- Give 2 sentences with some sounds /nt/, - Listen to the teacher.
/nd/ /n/, /ns/, /nz/ - Do as required.
1. Kent is my friend, he learns very hard and - Ask if necessary
ranks tenth in my class.
2. He went away yesterday so we had no - Look at these sentences to choose the
chance to see him again. sounds
-Get Ss to do the task individually and then nt/, /nd/ /n/, /ns/, /nz/
find a partner to check their answer with.
2/ Completing task
-Asks Ps to present their work individually
comment
ACTIVITY 2: Pronunciation
Time: 8 minutes
Procedures
1/ Giving tasks:
-Get Ss to do read the part listen and repeat - Listen to the teacher.
individually .
And then asks sts to practice reading aloud
the dialogue. - Do as required.
3/ Report the result Work in pair
-Asks Ps to read individually and in pair.
4/ Assess the performance A: Floren, Mr . Barnes went on the tenth of
- asks Ps to give comment on other Ps’work last month
- compares the answers and gives the B: Oh. I have warned you , haven I? Did he
comment pay the rent?
A: Only to the seventh
B: Only to the seventh?
………………………………….
ACTIVITY 3: Do exercise 1 (176)
Time: 9 minutes
Working ways: group work Teachnique: Giving task
Procedures
1/ Giving tasks:
-Get Ss to do ex1 to find out the answers - Listen to the teacher.
Observes and gives help if necessary - Ask if necessary
-Asks Ps in each group to go to the board to Expected answer:
present their answer. 1. couldn’t/ wasn’t able to.
2. was able to
3. was able to / could
4. was able to
4/ Assess the performance 5. could/ was able to
- asks Ps to give comment on other Ps’work 6. couldn’t/ wasn’t able to
comment + Listen to T’s comment
ACTIVITY 4: Do exercise 2 (176)
Time: 9 minutes
Working ways: Pair work Teachnique: Giving task
Procedures
1/ Giving tasks:
-Asks Ps in to do the exercise in pair. Expected answer:
4/ Assess the performance 1.It is ( very) expensive , isn’t it?

- asks Ps to give comment on other Ps’work 2. The film was great, wasn’t it?
- compares the answers and gives the 3. She has(has got) a lovely voice, doesn’t
comment she?
4. It doesn’t look very good, does it?
5. You‘ve had your hair cut, haven’t you?
ACTIVITY 5: Do exercise 3 ( 177 )
Time: 9 minutes
Working ways: group work Teachnique: Giving task
Procedures
1/ Giving tasks:
-Asks Ps in each group to go to the board to Expected answer:
present their answer.
1. …………………… doesn’t she
2………………… haven’t you?
3. …………………. wasn’t it?
4/ Assess the performance 4. …………………..didn’t we?
- asks Ps to give comment on other Ps’work 5…………………….. won’t we?
- compares the answers and gives the 6. …………………….can’t you?
comment 7. ………………………..mustn’t it?

-What have you gained today? - We have known how to practice the sounds
nt/, /nd/ /n/, /ns/, /nz/
-We know how to use could/be able to and tag
questions
developed
prepare for the next lesson (Unit 16-
A. Reading)
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………
Period: ….. TEST CORRECTION

…….. …………………. ……………………….
Name: ……………………………………
Group: 11B…..
I. Choose the best option whose underlined part is pronounced differently from the rest
3. A. parcel B. spacious C. part D. large

4. A. switch B. sweet C. swim D. answer
II. Choose the best option that complete the following sentences or that best replaced the
underlined words
5. EMS stand for ____.
A. Electronic Mail Service B. Express Mail Service
C. Economic Mail Service D. Environment management Service
7. All fossil fuels are ____ resources that cannot be replaced after use.
8. The quiet country roads are ideal for cycling. The word “cycling” is closest in meaning to
“____”.
9. My friend, ____ I visited last week, is taking a holiday soon.
10. I like the village ____ I used to live.
A. in that B. in where C. which D. in which
11. Johnny was the last applicant ____ for a position in that energy station.
A. to interview B. interviewing C. to be interviewed D. which is
interviewed
12. “Have you ever met the man ____ over there?” “No. Who is he?”
A. stands B. standing C. stood D. who standing
13. This is the novel ____ I’ve been expecting.
14. There were many scientists at the meeting, several of ____ were very young.
15. Peter: How often do you go to school? Harry: _________
A. I go there early. B. Every day except weekends.
C. I don’t think so. D. I go there by bus.
16. “Is it far to the international airport from here?” “_________”.

A. No, it’s near here. B. By taxi.
C. None at all. D. Sure, no problem.
III. Find the underlined parts that need correcting
17. He is moving to Lang Son city, that is in the north-east of Viet Nam.
A B C D
18. The old theatre which is locating next to the supermarket is being pulled down.
A B C D
19. The song to that we listened last night was beautiful.
A B C D
20. The first man finishing the exercise will receive a big present from the teacher
A B C D
IV. Give the correct form of the words in brackets

1. Thanh Ba Post Office is ………………….with advanced technology (equip)
2. ............. energy is not only plentiful and infinite but also clean and safe. (Sun)
3. The...................... in the Asian Games come from all over Asia. (participate)
4. I think I’ll continue to make my ……………of book richer and richer (collect)
V. Rewrite the following sentences as suggestion

1. The company has a lot of employees. I work for that company. (preposition + whom / which)
…… The company for which I work has a lot of employees ……………………
2. I visited Paris for many times. (cleft sentence – object focus)
……It was Paris that I visited for many time………………
3. The buildings which were hit by bombs are still burning. (reduce relative clause)
……………The buildings hit by bombs are still burning…………………………
4. He was the second man who was taken to hospital at that time (reduce relative clause)
…………… He was the second man to be taken to hospital at that time ………
VI. Read the passage and then answer the questions below
In many parts of the United States, large areas of land have been made into national parks
to protect and preserve the natural beauty of land. National parks usually contain a variety of
scenic features, such as mountains, caves, lakes, rare animals, and plants. Today, there are 52
national parks in the United States, covering approximately 3 percent of the total land area of
the country. National parks are all open to the public and have millions of visitors each year.
Many national parks, however, are in danger of being destroyed. Rare animals in national
parks are killed for fur, skin, or other parts. Trees are cut down for wood. Large areas of
national parks also experience devastating fires caused by careless people. The increasing
number of visitors is harming the parks due to the pollution from their vehicles.
If these problems are not solved immediately, and if there is not enough money for the
park’s staff and maintenance of their resources, many national parks will be completely
destroyed.
5. Do national parks usually contain a variety of scenic features?
………………………………………………………………………………………………..
6. How many national parks are there in the United States?
……………………………………………………………………………………..………….
7. Why are many rare animals killed?
………………………………………………………………………………………………..
8. What will happen if there is not enough money for the park’s staff and maintenance of
their resources?
………………………………………………………..………………………………………
Follow up: suitable
Period ……….. UNIT 16: THE WONDERS OF THE WORLD

A-Reading
…….. …………………. ……………………….

A. Objectives
- read and comprehend about the wonders of the world such as The Great Pyramid of Giza.
2/ Skill:
correcting
false statement.
- Time: 10 minutes
- Technique: Question-answer Working ways: Pair work
- Procedure
1/ Giving tasks:
a/ Asks Ss some questions: - Listen to the teacher
Give Ss to see a about film about Egypt.
1/ Which countries have you seen?. - Work in pairs to ask and answer the
2/ Which famous landscapes have you see? questions
*T Introduces new lesson.
b/ Before you read:. Ask and answer the three
questions.
- T ask Ss to observe the picture carefully and answer

the questions on page 178.
- T walks around the class and Ss.
* Activity 2: Vocabulary - T explains new words by the
pictures, or definition..
tomb
locks
wonder
construction
spiral ramp
2/ Completing task
- Asks some pairs to go to the black board to present
the answer. - Ask the Tc if necessary
Possible answer:
a/ 1/ Egypt
2/ Pyramids
b/ 1/ These two wonders of the world
are : The Great Pyramid Cheop
(Khufu) and the Taj Mahal
2/ The Great Pyramid Cheop is in
Cairo, Egypt, and the Taj Mahal in
India
3/ They were built as tombs for their
royal families. The Great pyramids
4/ Assess the performance was built over 4000 years ago. And
- asks Ps to give comment on other work the Taj Mahal was built between
- compares the answers and gives the comment 1630 and 1652 by an Indian prince.
“ Today we will study about the wonders of the world - Give the comments
Time: 10 minutes
Procedure:
1/ Giving tasks:
meaning. (Read over the text and guess the meaning)
New words:
- pharaoh (n)
- treasure (n)
- belongings (n)
- surpass (v)
- theory (n)
- propose (v)
- spiral ramp (n.phr)
- bury (v)
model after guessing the meaning
2/ Completing task
∙ Observes and gives help if necessary - Ask the teacher if necessary
- Calls on some Ps to guess the meaning - Present the meaning:
- pharaoh (n): vua Ai Cập

- treasure (n): Kho báu
- belongings (n): Tài sản
- surpass (v): Vượt trội
- theory (n)L Hoc thuyết
- propose (v) : Đề nghị/ đè xuât
- spiral ramp (n.phr): Đường xoăn ốc
- bury (v): Chôn vùi
- Read in model and ask them to repeat in - Listen and read after to Tc.
chorus
- Give the comment
4/ Assess the performance - Listen to T’s comment

Time: 10 minutes
Procedures
1/ Giving tasks:
Group 1  Group 4
Group 2  Group 3


1. tomb
2. wonder
3. ramp
4. chamber
5. mysterious
6. spiral

performance - listen to T’s comment
Time: 10 minutes
Procedures
1/ Giving tasks:
- Each group has to choose the best answer

for the each question without looking back
the textbook
Group 1  Group 4
Group 2  Group 3
- 10 points for a correct answer + Answer T’s questions if necessary
2/ Completing task - Each group has to choose the best answer
Observes and gives help if necessary for the each question without looking back
the textbook
Ask Ps to exchange their papers to mark -Exchange the answer to mark

Give Ps the key (in slide) - 10 points for a correct answer
Possible answer:
4/ Assess the performance 1. D 2.B 3.D 4. C
performance listen to T’s comment
developed

Speaking
Follow –
up:……………………………………………………………………………………………
APPENDIX:
Activity 3: Choose the best answer
1.. Who built the great pyramid of Giza?
A. the Egyptians B. the pharaoh of Egypt C.the God D. the pharaoh of Egypt
named Khufu
2. What is the meaning of the word “he” in line 3 ( para 1)
A. an Egyptian B. Khufu C. a tomb D. a pyramid
3. What is the purpose of this huge stone pyramid?
A. To serve as a tomb for the Egyptian pharaoh.
B. To protect the burial chamber from the weather and the thieves.
C. To prevent the thieves from stealing the treasures and belongings
D. A, B, C are correct.
4. What is the boat is used for?
A. To carry the stones. B. To help Khufu to travel around the world.
C. To carry the body of Khufu. D. All are correct.
Period …………. UNIT 16: THE WONDERS OF THE WORLD

B-Speaking
…….. …………………. ……………………….
- practise distinguishing facts and opinions.

- Ask for and give information about types of competitions.
- Talk about a competition or contest
3/ Attitudes: - Help Ss to understand about the wonders of the world.
ACTIVITY 1: Warm up : WHO IS THE FASTEST?
Time: 7 minutes
Procedure:
1/ Giving tasks:
- Instruct the topic and time limit: write - Listen to the Tc’s requirement.
10/15 famous world places within 3 minutes. - Work in 4 groups
- Deliver posters to Ss. - Do as required.
- Tell Ss to put their posters on the board.
- Give feedback and correct.
 Vocabulary Recycling: game: Bingo! - Ask the Tc’s help if necessary
T reads these words aloud: block, build, - Practice carefully then discuss, compare
earth, stone, raise, carry, burial, steal, place,
south
2/ Completing task
- Explain or elicits the meanings of the new Ss write down 3 words with 5 letters each.
word.if neccesary The words are taken from the text they have
learnt.
The Student who has three among the words
3/ Report the result above will win the game
( Should encourage Ss to explain why they - present before the class.
like or dislike a game/ contest.)
-Help Ss to express their ideas when
necessary
ACTIVITY 2: The sentences below all appear in the reading passage. Work in pairs.
Which sentences express facts (F) and which ones, opinions (O)? Put a tick (  ) in the
right column.
Time: 8 minutes
Procedure:
1/ Giving tasks:
- Introduces the task and ask Ss to work in - Listen to the Tc’s requirement.
pairs
3/ Report the result - Present the answers:

- After checking that Ss have finished the Possible answer:
task, T calls on different pairs to perform Answer Key
their conversations. 1. O 2. F 3. F 4. F 5. O 6. O 7. O
-Give comments on other’s performance

ACTIVITY 3: Tell your partner about some facts and opinions of the Great Pyramid of
Giza, using some information in task 1
Time: 5 minutes
Procedure:
1/ Giving tasks:
 tells Ps the requirement after Listen to the requirement
presenting the example:
Fact: The Great Pyramid of Giza was 147
metres high
Opinion: The Great Pyramid is believed to
have been built over a 20 – year period
2/ Completing task - Do the work in pairs
- Asks one S in a group to present in front of - present in front of the class
the class

- invites Ps to give comments on other’s -Result + handwriting
- comments on Ps’ performance  listen to T’s comment
ACTIVITY 4: Tell your partner about the wonder of the world you would like to visit
Time: 20 minutes
Technique: One minute presentation Working way: Pairwork
Procedure:
1/ Giving tasks:
 tells Ps the requirement Listen to the requirement
Some suggestions:
- Which wonder would you like to
visit?
- Where is it?
- Why do you want to visit?
- How can you go there?
- Who would you like to go with?
- …..
2/ Completing task - Do the work in pairs using the
∙ Observes and gives help if necessary suggestionsers and vice verse)
3/ Report the result - present in pairs in front of the class

- Asks one S in a group to present in front of
the class  comment on other’s performance


developed
Listening
Follow –
up:……………………………………………………………………………………………
……………………………………………………………………………………………………
……
Period ……… UNIT 16: THE WONDERS OF THE WORLD

C-Listening
…….. …………………. ……………………….
A. Objectives
+ Develop Ss’ listening skills of filling in missing information and answering the questions.
3/ Attitudes: - Help Ss to understand about some information about The Great Wall of China.

ACTIVITY 1: Warm up : Look at the pictures of 7 new wonders of the world and call the
names of them.
Time: 5 minutes
Technique: Brain storming Working way: Pair work
Procedure:
1/ Giving tasks:
Teacher shows the pictures of 7 new wonders of the - Listen to the Tc’s requirement.
world for the students to recognize them.
(1) (2) (3) (4)
(5) (6) (7)

Questions:
1. Which wonder among these belongs to China?
2. Have you ever been there?
2/ Completing task

- Work in pairs.
- Ask the Tc’s help if necessary
Possible answer:
4/ Assess the performance (1). Machu Picchu in Peru.
- invites Ps to give comments on other’s (2). The Great Wall of China.
performance (3). Jesus statue in Rio de Janeiro- Brazil.
- comments on Ps’ performance (4). Mayan Ruins in Mexico.
(5). Roman Colosseum in Italy.
(6). Taj- Mahal in India.
(7). Petra, the ancient capital of the Jordan.
- give comments
- listen to the Tc’s comment
ACTIVITY 2: Look at the picture and answer the questions:
Time: 10 minutes
Technique: Q-A Working way: Individual work
Procedure:
1/ Giving tasks: Look at the picture and answer
the questions: - Listen to the Tc’s requirement.
2/
1. What can you see in the picture?

2. Where do you think it is?
3. When do you think it was built?
4. Listen and practise some words in P183
2/ Completing task
∙ Observes and gives help if necessary .
- Work in pairs.
- Check Ss’ answers Expected answers:
- Help Ss to practise the words in P183 1, The Great Wall
2. In China
3. Thousand years ago
4/ Assess the performance 4. Practise the words in p183
-Elicits comments from the class and provides -Give comments on other’s performance
feedback. -Result + handwriting
ACTIVITY 3: Listen to the passage about the Great Wall of China and fill in the missing
information
Time: 10 minutes
Procedure:
1/ Giving tasks:

. G1 → G3
G2 → G4
G3 → G2
G4 → G1
2/ Completing task
∙ Observes and gives help if necessary - Ask t5he Tc if necessary
- Work in pairs.
- Listen and check other group answers

. G1 → G3
G2 → G4
G3 → G2
G4 → G1
- Give mark for groups
+ Play the tape the second time for Ss to 1. the moon.
check their answers 2. 1987.
- Check Ss’ answers by calling on some Ss . 3. The Ming Dynasty.
If many Ss cannot complete the sentences, T 4. 200
plays the tape one or two times and pauses at 5. 200 BC.
the answers for them to catch. 6. 6000 km
-Give the correct answers: 7. 11 metres.
8. stones

ACTIVITY 4: Listen again and decide which sentence is True (T) and which sentence is
False (F)
Time: 10 minutes
Procedure:
1/ Giving tasks:
answer
. G1 → G3
G2 → G4
G3 → G2
G4 → G1
the class Possible answer:
1/ F 2/ F 3/ T 4/ T 5/F



- We have learned to talk about competitions
developed
prepare for the next lesson : C-Writing
Follow –
up:……………………………………………………………………………………………
……………………………………………………………………………………………………
……
APPENDIX:
Activity 4: Listen again and decide which sentence is True (T) and which sentence is
False (F)
1, The Great Wall of China can’t be seen from the Moon
2, The Great Wall of China was listed as a World Heritage by UNESCO in 1978
3, It was built during the Ming Dynasty
4, It was finished after 200 years
5. It is the symbol of China today
Period ………… UNIT 16: THE WONDERS OF THE WORLD

D-Writing
…….. …………………. ……………………….
A. Objectives
1/ Knowledge : By the end of the lesson, Ss will be able to:
- Improve writing as well as speaking skills.
- Develop the love of places of interest in Vietnam as well as in the world.
2/ Skill: -Write a letter to reply to the request of information
C. Anticipated problems: Ps may have difficulties getting new words to complete the letter.
ACTIVITY 1: Warm-up: COMPETITION GAME

- Time: 5 minutes
- Procedure
1/ Giving tasks:
T. divides the class into two groups. - Listen to the teacher and do the task
T. shows the pictures. Each group calls its
name. The winner will be the group which
has more correct answers a
b c
e
2/ Completing task

- Asks The leader of each group presents
the answers in front of the class)
- Do the task
- Ask the Tc if necessary
- ( the leader) presents the answer

4/ Assess the performance Expected answers:
- asks Ps to give comment on other work Key:
- compares the answers and gives the a. Ha Long Bay
comment b. An Egyptian Pyramid
c. The great Wall of China
d. Phong Nha cave
e. Ponagar Cham Towers.
- Give the comments
ACTIVITY 2: Reading the brief introduction
Time: 10 minutes
Techniques: Giving task Working ways: pair work
Procedures
1/ Giving tasks:
- T. asks Ss to read the brief introduction and -Listen to teacher.
then work in pairs to discuss it.
Suggestions:
a. Where did he/she visit?
b. Where is the Ponagar Cham Towers?
c. What are they like?
d. Do they consist of six towers?
e. Where are they located?
g. When were they built?
2/ Completing task
Ask Ps to present their answer - Do as required in pairs

4/ Assess the performance - Ask the TC if necessary
performance - present the answers in pairs
- comments on Ps’ performance.  comment on other’s performance
ACTIVITY 3: Write-it-up
Time: 25 minutes
Technique: Effective writing Working ways: pair work
Procedure:
1/ Giving tasks:
Tc asks Ss to write a short paragraph about a - Listen to the task
brief tour to the Ponagar Cham Tower by
using his/her notes.
2/ Completing task
∙ Observes and gives help if necessary - write a short paragraph about a brief tour to
the Ponagar Cham Tower by using
his/her notes.
- Ask the TC if necessary
T corrects by eliciting from the whole class - stick the posters on the board (3 posters)
(correct the most important points such as - Ss prepare and then talk about their visit in
tenses, forms of verbs, prepositions...), using front of the class.
a red pen or colored chalk.
- asks Ps to give comment on some other
Ps’work - give the comment
- compares the answers and gives the - listen to T’s comment

comment
- Choose one or two letters and reads it/
them to the class.
-What have you gained today? - We have learned to write a respond letter to reply
to the request of information.
developed
Language Focus)
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Period ……. UNIT 16: THE WONDERS OF THE WORLD

E- Language Focus
…….. …………………. ……………………….
A. Objectives
- Pronunciation: /ft/ - /vd/ - /fs - /vz/
- Grammar and vocabulary:
+It is said that…

+People say that…
2. Skills:
* By the end of this lesson, Students will able to:
- Distinguish the clusters /ft/ - /vd/ - /fs - /vz//and pronounce the words and sentences
containing them correctly.
- Understand more about passive voice with two subjects
3. Attitudes: Help Ps to know more about the ways to pronouce some sounds and the ways to
report speech
4. Competences
Ps may not forget how to change tenses, person, words and phrases related to time and place.
ACTIVITY 1: Pronouncing the four sounds: /ft/ - /vd/ - /fs - /vz/
Time: 10 minutes
Procedure
1/ Giving tasks:
- Model the four sounds /ft/ - /vd/ - /fs - /vz/ Students listen to the tape and repeat after
for a few times, explain the differences in the tape
producing them.
again and the Ss repeat after the tape.
2/ Completing task Students practice pronouncing the words in

Pronouncing the words pairs.
- Read the words in each column all at once.
sounds.
underline the words with ft/ - /vd/ - /fs - /vz/
under them.
Students read the sentences
Ss to pronounce the words and read the
4/ Assess the performance sentence
- asks Ps to give comment on other Ps’work comment on other’s performance
- compares the answers and gives the listen to T’s comment
comment
ACTIVITY 2: People say that…/ It is said that…
Time: 10 minutes
Working ways: Brainstorming Teachnique: Individually
Procedure
1/ Giving tasks:
- T ask : Is the boy good? (Yes) - Listen to the teacher and do as the Tc
A asks: Does the teacher praise him every required
week? (yes)
-The teacher praises Tom every week.
Form: S + is/was (said….) + to have + pp
.2/ Completing task

-Observes and gives help if necessary
3/ Report the result - Ask the Tc if necessary
- Asks Ps to present their work -Expected answers:
+People say that/ It is said that Tom is
praised by the teacher every week.
+Tom is said to be praised by the teacher
every week.
-It is said that /People say that + S + V
-The teacher praised Tom last week.
Expected answer: Tom is said to have been
praised by teacher last week.)
- gives the comment - Listen to teacher, understand how to
practice.

Time: 10 minutes
Working ways: pair work Teachnique: Giving
task
Procedures
1/ Giving tasks:
a partner to check their answer with.
-Asks Ps to present their work individually 1. Many people are said to be homeless after
the floods.
2. The prison is thought to have escaped by
climbing…
3. He is believed to have driven through the
town at…
4. Two people are reported to have been
seriously injured…
5. Three men are said to have been arrested
after …
6. The strike is expected to begin tomorrow.
7. He is said to speak English very well.
.8, His boss advised him to go.....
4/ Assess the performance + Comment on other’s performance
- asks Ps to give comment on other Ps’work -Result + handwriting
comment
Time: 10 minutes
Procedures
1/ Giving tasks:
 Setting situation: - Listen to the teacher.
Eg: People believe that 13 is an unlucky
number.
 13 is believed to be an unlucky number.
T has Ss do exercise 2 (page 186)

-Asks Ps to present their work individually Expected answer:
1. He is thought to eat …
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 ..
5. Many people are thought to have been
killed …
6. About a million puppies are thought to be
born each year.
7. The factories are said to be..
8. Those dogs are said to be…
4/ Assess the performance . + Comment on other’s performance
- asks Ps to give comment on other Ps’work -Result + handwriting
- compares the answers and gives the + Listen to T’s comment
comment
-What have you gained today? - We have known how to practice the clusters / tr / ,
/ dr /, / and / tw / and understand reported speech
communicative tasks
developed

Language focus)
Follow –up:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Period ……………..….. REVISION

…….. …………………. ……………………….
REVISION FOR THE FINAL TEST – ENGLISH 11

A. MULTIPLE CHOICE QUESTIONS
I. PHONETICS:
Choose the word that has the underlined part pronounced differently from that of the others.
1. A. admire B. avid C. variety D. while
2. A. occupy B. simply C. accompany D. hobby
3. A. practised B. stamped C. indulged D. accomplished
4. A. collect B. common C. modest D. accomplish
5. A. friends B. tunes C. clubs D. stamps
6. A. bridged B. raged C. reached D. managed
7. A. washed B. watched C. marched D. pitched
8. A. ranged B. managed C. changed D. raged
9. A. sits B. eats C. meets D. reads
10. A. marched B. watched C. reached D. bridged
11. A. tonnes B. learns C. walks D. phones
12. A. month B. cloth C. tenth D. loath
13. A. says B. pays C. stays D. plays
14. A. within B. without C. strengthen D. clothing

15. A. month B. seventh C. thirteenth D. that
16. A. arrived B. laughed C. proved D. improved
17. A. coughs B. kisses C. misses D. finishes
18. A. roofs B. proofs C. moves D. looks
19. A. raised B. ranked C. surpassed D. laughed
20. A. loves B. laughs C. theories D. belongings
21. A. kisses B. hopes C. misses D. finishes
22. A. belongings B. laughs C. theories D. loves
23. A. learns B. phones C. tones D. walks
24. A. roofs B. proofs C. stays D. looks
25. A. sits B. eats C. meets D. reads
II. VOCABULARY
1. Cycling and karate are among her hobbies.
A. pursuit B. entertainment C. amusement D. pastime
2. The first human to fly ……………. space was Yuri Gagarin
A. to B. into C. in D. out
3. Gagarin was a 27 year-old Soviet …………….
A. cosmonaut B. venture C. spaceship D. gravity
4. The ……………. of Gagarin’s flight attracted worldwide attention and made him a hero
A. successful B. succeed C. successfully D. success
5. Yuri Gagarin lifted off into space aboard the Vostok 1
A. attracted B. occured C. reacted D. launched
6. China became the third country in the world to be able to independently ……………. out
naned space flights
A. carry B. deal C. happen D. become
7. The world “ astronaut” means: …………….
A. hero B. telegram C. spaceman D. orbit
8. Gagarin became the first person to eat and drink in zero gravity .It means …………….
A. conquest B. weightlessness C. spacecraft D. experiment
9. The ……………. flight marked a milestone in China’s space project

A. succeed B. success C. successfully D. successful
10. The flowers are made of plastic.They look unnatural
A. beautiful B. artificial C. phychological D. human
11. After Gagarin’s death, his hometown and the Cosmonaut Traning Centre at Star City,
Russia were named afterhim
A. lifted B.reminded C.renamed D.investigated
12. The structure …………… of approximately 2 million blocks of stone, each weighing
about 2.5 tons.
A. included B. consisted C. contained D. combined
13. The Great Pyramid was only …………… in height in the nineteenth century AD.
A. proposed B. promoted C. improved D. surpassed
14. There are rumors of buried …………… in that old house.
A. belongs B. tomb C. treasure D. chamber
15. A visit to the Great wall will certainly bring tourists great …………… in each step of the
wall.
A. excite B. exciting C. excitement D. excited
16. One theory involves the construction of a straight or …………… ramp raised as the
construction proceeded.
A. circle B. round C. winding D. spiral
17. Remember to take all your personal …………… from the overhead locker when you leave
the airplane.
A. belongings B. treasure C. wealth D. profits
18. When it was built, the Great Pyramid was 147 meters high on a …………… of 230 meters
square.
A. basic B. base C. basin D. basement
19. They discussed the matter calmly and …………….
A. unreason B. reasonable C. reasonably D. unreasonably
20.The Great Pyramid of Giza is one of the famous man-made wonders of the world.
A. artificial B. natural C. modern D. Enternal
III. GRAMMAR
Choose the word or phrase - A, B, C or D - thatbest completes the sentence.
1. ……………. that the capital of South Carolina was moved from Charleston to Columbia.
A. In 1790 was B. There was in 1790 C. In 1790 D. It
was in 1790
2. ……………. the police had rescued from the fire.
A. The baby B. The baby that C. It was the baby whom D. The baby whom
3. ……………. on the phone.
A. It is his mother whom is B. It was his mother whom is C. It is his mother who are D.
It is his mother who is
4. ……………. England won the World Cup.
A. It was in 1966 that B. It was on 1966 that C. It was in 1966 when D. It was 1966 in
that
5. It is the library ……………..
A. that I often borrow books B. that I often borrow books from C. where I often borrow books from
D. which I often borrow books
6.Both his brother and he ……………...students.
A.is B.are C.were D.was
7. She’s …………….intelligent and beautiful.
A. nor B. or C. either D. both
8. He drives ………..fast …………carelessly.
A. either/or B. both/ and C. neither/nor D. not only/ but also
9. He studies ……………………Japanese but also Chinese.
A. either B. neither C. and D. not only.
10.NeitheryounorI …………….hereyesterday.
A .hasbeen B.be C.am D.was
11. Icanneitherdraw…………….sing.
A.either B.nor C.or D.both
12. ..................the radio..................the television works properly.
A. Neither - nor B. Neither - or C. Either - nor D. Not - nor
13.Ourroomis twocrowded-eitheratableortwochairs…………….to be movedout.

A.has B.having C.to have D.have
14. It was this ring.................was given to Mary for a wedding present.
A. it B. that C. where D. in which
15. My father was a very clever man.He ……………. speak 5 languages: Vietnamese, Chinese,
French, English and Spanish
A.was able B.could C.is able to D.can
16.The dishes are dirty, …………….?
A.aren’t they B.weren’t they C. are they D.were they
17. This shirt is too big for me, …………….?
A.isn’t it B.isn’t this C.doesn’t it D.doesn’t this
18.After a lot of difficulty, he ……………. to open the door
A.can B.was able C.could D.had to
19. Nobody wanted to prepare for the meal, …………….?
A.did he B.did she C.didn’t they D.did they
20. There are a lot of wonderful books in this library, …………….?
A.aren’t they B.are they C.aren’t there D.are there
21.She will be flying to New York this time tomorrow, …………….?
A.will she B.won’t she C.is she D.isn’t she
22.Let him go, …………….?
A.shall we B.should you C.will you D.should we
23.Nothing has changed in this town, …………….?
A.has it B.doesn’t it C.hasn’t it D.does it
24.Mary wasn’t at home when I phoned but I ……………. contact her at her office
A.could B.can C.was able to D.must
25 This businessman…………… to own a lot of land around the city
A. is said B. is saying C. said D. says
26. The fire is thought …………… .
A. having started deliberately B. to start deliberately C. to have been started deliberately D.
being started deliberately
27. The students …………… to work harder for the next exam.
A. are supposed B. suppose C. are supposing D. have supposed
28. The beautiful is …………… to overcome the evil in the end.
A. believe B. believed C. believing D. to believe
29. It …………… that many people are homeless after the floods.
A. reports B. reported C. is reported D. was reported
30. Prisoner …………… to have escaped by climbing over a wall.
A. thinks B. thought C. is thinking D. is thought
IV. ERROR IDENTIFICATION
1. Do it right now, don’tyou?
A B C D
2. He seldom goes to the library, doesn’t he?
A B C D
3. Let’s go for a walk, will we?
A B CD
4. You and I went there together , weren’t we ?
A B C D
5. Either Mr. Anderson or Ms Wiggins are going to teach our class today.
A B C D
6. It was in 1875 Anna Winlock then joined the staff of the astronomical observatory at
Harvard University
A B C D
7. George are said to beplanning another trip to Greece.
A B C D
8. It is said that many people is homeless after the flood.
A B C D
9. Her brother seems to be totally incapablein looking after himself.
A B C D
10. The sea was rough, but Tommy could swim to the shore
A B C D
11. It was at this shop where I bought a T-shirt three days ago.
B C D
12. It is my closest friend goes abroad to study next month.
A B C D
13. It was the dog whothe boy hit
A B C D
14. Mark’s known for ages that his parents are coming to stay with us this weekend, but it was
only yesterday
A B
did he told me
C D
15. Collectstampsis my hobby
A B C D
16. Your grandfather could speak five languages, could he?
A B C D
17. She spoke in a very low voice, but I can understand what she said.
A B C D
18. The Great Wall of China reported to have been builtin the late of 1400s
A B C D
19. It was the shop which she bought a wonderful present for him on his birthday.
A B C D
20. On 15th October in 2003, China launched its first manned spacecraft into space, wasn’t it?
A B C D
V. SPEAKING
1. - Lan: " I have bought you a toy. Happy birthday to you !" - Hung: “…………….”
A. The same to you! B. Have a nice day ! C. What a pity ! D. What a lovely
toy ! Thanks.
2. - Lan: “Would you like a cup a tea?” - Hung: “…………….”
A. Yes, I would B. Yes, please C. No, I wouldn't D. Yes, I wouldn’t
3. “Would you like some more sugar?”_ “…………….”
A.No,thanks B.No,just a little C.Yes,no more D.Yes,I would

4. “ You look nice in that red shirt” -“…………….”
A.It’s nice of you to say so B.Am I/ Thanks C.Oh, poor me D.I am
interesting to hear that
5. “ Happy birthday! This is a small present for you” -“…………….”
A. What a pity! B. How beautiful it is!Thanks C. Have a good time D.
How terrible!
6. Hellen: “Where do you come from?”-Ann: “…………….”
A.I come from London B.Yes,I have just come here C.I’m living in London D.In
London
7. “What a beautiful dress you have!I like it”-“ …………….”
A.It’s great B.Oh.It’s good C.You look like D.Thanks
8. Paul: Mary,this is Mr Pike.Mary(to Mr Pike):’ …………….’
A.how are you? B.How do you do C.Hello D.Hi
9. ”Let’s go to the movie now” –“Oh! …………….”
A.Good idea! B.I don’t C.Why’s that? D.I need it
10. Linda: Excuse me! Where is the post office?” –Maria:” ……………. ”
A.It’s over there B.Don’t worry C.I’m afraid not
D.Yes, I think so
11. Alice: “What shall we do this evening?”- Carol: “……………. ”
A.Let’s go out for dinner B.Oh,that’s good C.No problem D.I went out for
dinner
12. Hung; “Thank you very much for a lovely party”- Hoa: “……………. ”
A.You’re welcome B.Have a good day C.Thanks D.Cheers
13. ‘ Do you mind if I open the window?’ ‘……………. ‘
A. Well, yes. B. Well, I can manage. C. Well, it’s a bit cold. D. Well,
I’m busy.
14. ‘ Nice to meet you.’ ‘……………. ’
A. This is Peter White. B. Nice to meet you, too.C. I’m fine, thanks. D. It was nice to
you to say so.
15. ‘Hello, Emily. How are you?’ ‘…………….’

A. Nice to meet you, too. B. I’m sixteen years old. C. I’m fine, thanks. D. Oh, over there.
VI. SENTENCE TRANSFORMATION:
1. John doesn’t play tennis. David doesn’t play tennis
A. Both John and David doesn’t play tennis C. Neither John nor David plays tennis
B. Not either John or David play tennis D. Not only John but also David
doesn’t play tennis .
2.People often say that he is a talented actor
A. People are often said that he is a talented actor B. He is often said to be a talented
actor
C. He is often said that he is a talented actor D. People are often said that he is to be a
talented actor
3. She is said to be 40 years old
A. She said she’s about 40 years old C. It is said that she’s 40 years old
B. She was told not to be over 40 D. People guessed she was not 40 .
4. I am studying not only mathematics but also physics
A. I like both mathematics and physics B. Mathematics and physics are my favorite
subject
C. I am studying both mathematics and physics D. I am not studying mathematics but I am
studying physics
5. People think that he was born in a rich family
A. That is thought he was born in a rich family B. He was thought to be born in a rich
family
C. That he was born in a rich family is thought D. He is thought to have been born in a
rich family
6. It is believed that the man escaped in a stolen car
A. The man is believed to escape in a stolen car B. The man is believed to have escaped in
a stolen car
C. The man is believed to be escaped in a stolen car D. They believed that the man stolen
car
7. John can’t play football and run fast because of his leg .
A. John not only plays football but also runs fast because of his leg.
B. John neither plays football nor runs fast because of his leg.
C. John either plays football or run fast because of his leg.
D. John both plays football and runs fast because of his leg .
8. It is said that many people are homeless after the floods
A. Many people say to be homeless after the floods B. Many people said are homeless after
the floods
C. Many people are said to be homeless after the floods
D. Many people are said to have been homeless after the floods
9.They think visiting the pyramids is interesting
A. The pyramids are thought interesting to be visited B. It is thought the pyramids are visited
interesting
C.Visiting the pyramids is thought to be interesting D. Visiting the pyramids is thought to
have been interesting
10. John is said to have been stolen the money.
A. It is said John steals the money. B. It is said John stole the money.
C. People said John steals the money. D. People say John steals the money.
11. England won the World Cup in 1966.
A. It was in 1966 that England won the World Cup. B. It was on 1966 that England
won the World Cup.
C. It was in 1966 when England won the World Cup. D. It was 1966 in that England
won the World Cup.
12. We will leave for Paris in April.
A. It is April we will leave for Paris. B. It is in April that we will leave for Paris.
C. It was in April that we will leave for Paris. D. It is in April when we will leave for Paris.
13. It is thought that Farmer Lum is a rich man.
A. People think that Farmer Lum is a rich man. B. Farmer Lum is thought to be a rich man.
C. Farmer Lum is thought that he is a rich man. D. A and B are correct.
14. Mary is said to be a good girl.
A. People say that Mary is a good girl. B. It was said Mary is a good girl.
C. People say Mary to be a good girl. D. all are correct.
15. It was thought that the building had been destroyed.
A. The building was thought had been destroyed. B. The building thought to be destroyed.
C. They have destroyed the building. D. The building was thought to have been destroyed.
16. People say that six out of the seven wonders of the ancient world were destroyed.
A. It is said that six out of the seven wonders of the ancient world were destroyed.
B. Six out of the seven wonders of the ancient world is said to be destroyed.
C. Six out of the seven wonders of the ancient world is said to have destroyed.
D. Six out of the seven wonders of the ancient world are said to have been destroyed.
17. It is believed that a buried treasure was hidden in the tomb.
A. They believed that a buried treasure was hidden in the tomb.
B. A buried treasure is believed that was hidden in the tomb.
C. A buried treasure is believed to hide in the tomb.
D. A buried treasure is believed to have been hidden in the tomb.
18. The skyscraper is said to have been built in 1930.
A. They said that skyscraper was built in 1930.
B. It was said that skyscraper was built in 1930.
C. They are said that skyscraper is built in 1930.
D. It is said that skyscraper was built in 1930.
19. Many people believe that God created the world.
A. It believes that God created the world. B. The world is believed God created.
C. God is believed to create the world. D. God is believed to have create the world.
20. John is said to have been stolen the money.
A. It is said John steals the money. B. It is said John stole the money.
C. People said John steals the money. D. People say John steals the money.
B. WRITING
I. Supply the correct tenses of verbs:
1. What (you, do) ……………at 7p.m yesterday?
2. I (walk) ……………down the street when I (see) ……………the old lady fall over.
3. When you rang last night, what (she, do) ……………?

4. We (listen) ……………to the 9 o’clock news when someone (knock) ……………at
the door.
5. My sister often ______ (send) text messages to her friends.
6. At the moment, I _____ (learn) to use a new computer program.
7. I (see) …………….. this film three months ago.
8. My sister (already/ see) …………………. this film, too
9. By the time I arrived ………………….., the football match
(already/start) ………………………
10. Look! A man (run) ………………….. after the train.
11. We usually (go) ……………… to the beach at weekends
12. Where’s Kavin?” “He (play) …………………… football with his friends”
13. I (wait) ………………… in the queue when the robber came in
14. I (work) ………………….. on the computer when the earthquake happened.
15. I (know) ……………………. him for a long time
16. I (give) ………………. it back as soon as he wants it
II. Rewrite the following sentences:
1. People think the government will fall.
It is _______________________________________.
The government_______________________________________.
2. People believe that Brazil will win.
It is _______________________________________.
Brazil_______________________________________.
3. They think that the owner of the house is abroad.
It _______________________________________.
The owner of the house _________________________
4. People thought that he had died in battle.
It was ______________________________________.
He _________________________________________
5. People say that he beats his wife.
It _______________________________________.
He is said ___________________________________.
6. He is said to have escaped to a neutral country.
It is _________________________________________.
7. People say tortoises live longer than elephants.
It is _________________________________________.
Tortoises ____________________________________
8. They think that Susan was innocent.
It __________________________________________
Susan __________________________________________
9. She bought the car from Tom.
It _________________________________________________________________________
10. My secretary sent the bill to Mr Harding yesterday.
It _________________________________________________________________________
11. He already plays for national side; he only turned professional last year.
It _________________________________________________________________________
12. The film was made in Bristol.
It _________________________________________________________________________
13. We are coming to stay with Jane this weekend.
It _________________________________________________________________________
14. Diane won the final match.
It _________________________________________________________________________
15. Sue often visits us on Saturdays
It _________________________________________________________________________
16. The problem has been discussed in class. We are very interested in it.
 The problem ___________________________________
17. I like standing at the window. I can see the park from this window.
 I like ___________________________________
18. The woman lives next door to me. You gave place to her on the bus.
 The woman ___________________________________
19. The examination lasted two days. I was successful in this examination.
 The examination ___________________________________
20. The children are orphans. She is taking care of these children.
 The children ___________________________________
III. Answer the following questions:

1. What do you often do in your free time?
______________________________________________________________________
2. Do you like playing sports / reading books / listening to music…? Why / Why not?
______________________________________________________________________
3. Who was the first person to fly into space?
______________________________________________________________________
4. Who was the first Vietnamese to fly into space? Where did he come from?
______________________________________________________________________
5. Name some wonders of the world?
______________________________________________________________________
6. Where is the Great Pyramid of Giza?
______________________________________________________________________
7. What was the purpose of the Great Pyramid of Giza?
______________________________________________________________________
8. What should we do to protect the wonders of the world?
______________________________________________________________________
Period ……………..….. THE FINAL TEST

(Common test on 8 – 9 / 5 / )
Period ……………..….. TEST CORECTION

…….. …………………. ……………………….
…… …………………… ………………………

Giao An Tieng Anh Lop 11 Sach Cu Theo Cong Van 5512

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Thư viện Đề thi - Trắc nghiệm - Tài liệu học tập Miễn phí

GIÁO ÁN TIẾNG ANH LỚP 11 CHƯƠNG TRÌNH CŨ

TRỌN BỘ NĂM 2021 - 2022

Do you like English?

* Revise the old lessons + do all the

I. Put the verbs in brackets into correct tense.

7. David (come) ....................... from America. He (come) ................... to London 2 months

28. He said that he -------------- his homework since 7 o’clock.

Period: 03 UNIT 1: FRIENDSHIP

1. Knowledge: By the end of the lesson, Ps will be able to

- Help Ps to know about qualities of lasting friendship

ACTIVITY 1: Competition game - Network

Teacher (T) Pupils (Ps)

- T prepares a handout with a network of the Listen to the teacher

Friendship  Answer T’s questions if called

- T divides the class into 8 groups and gives

3. Report the result

 Gives Ps the key exchange the answer to mark

- 10 points for a correct answer

4. Assess the performance

Teacher (T) Pupils (Ps)

- Observes and gives help if necessary - Do the task in groups

3. Report the result

4. Assess the performance

 Divide Ps into groups of 4  Form new groups

 The secretary in the group has to write the best

 Give Ps the key (in slide) 6. loyal to

4. Assess the performance

3. Report the result

4. Assess the performance

- Asks Ps some questions - Answer T’s questions

IV. Homework (2’)

 Asks Ps to study the lesson  Listen to T and take note

Period: 04 UNIT 1: FRIENDSHIP

ACTIVITY 1: Warm – up: Competition game - Word search

Teacher (T) Pupils (Ps)

3. Report the result

4. Assess the performance

ACTIVITY 2: Describing people’s appearance (task 1)

Instruction: You are going to look at

- Do the task in pair

straight nose, full lips and a pointed chin. She’

3. Report the result

4. Assess the performance

ACTIVITY 3: Discussing and report (task 2)

Instruction: You are going to discuss and

3. Report the result

4. Assess the performance

ACTIVITY 4: Interview your friends

4. Report the result

 Ask Ps to choose the pair Ps like comment on other’s performance

other’s performance listen to T’s comment

 Asks Ps some questions  Answer T’s questions

 Asks Ps to study the lesson  Listen to T and take note

Period: 05 UNIT 1: FRIENDSHIP

or/ and those taken from the listening

3. Report the result

4. Assess the performance

Teacher (T) Pupils (Ps)

 Divide Ps into groups of 4  Form new groups

necessary given space.

3. Report the result

 Give Ps the key (in slide) 3. T