Giáo Án Tiếng Anh Theo Chương Trình Chuẩn Lớp 11 (Sách Cũ)

PERIOD 01 + 02
REVISION 1 + 2
A. Objectives
1. Knowledge :
By the end of the lesson, Ss will be able to
- Know how to learn English 11 effectively
- How to do English tests
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. Preparation
1. Teacher:
- Teaching aids: lesson plan, handouts,..
- Teaching method: Communicative language teaching
2. Students: revise the knowledge, textbook, pen, pencil,..
C. Teaching procedures
I. Class organization: (1 minute)
II . New lesson
ACTIVITY 1: Review the simple present and present progressive
Time: 20 minutes
Working ways: 4 groups
Procedure
Teacher (T) Students (Ss)
1. Giving task
- T calls on some Ss to give out the forms, meanings , the Listen to the teacher
uses and the differences of the simple present and present
progressive.
2. Completing task
- T may make clear that: - The answer will vary

- Simple present
+ The usage:
 Used to refer to habitual, repetitive actions.
 Used to refer to facts and obvious facts, truths.
 Used to indicate future actions included in a
program or plan
+ Form: (+) S + V-s/es + O
(-) S + doesn’t / don’t + V-inf + O
(?) Do / Does + S + V- inf + O ?
Ex: She usually gets up at 6 A.m.
Ex:Water freezes at 0 degree centigrade.
Ex: The new school year begins on September 5th.
Adverbs: every____ (every day, every week,…..)
often, sometimes, usually, always, frequently, as a
rule……twice a week, once a week….
- Past progressive
+ The usage:
 Used to indicate an action in progress while speaking.
 An action scheduled in the near future has been
completed.
+ Form: (+) S + am/is/are + V- ing + O
(-) S + am/is/are + not + V- ing + O
(?) Am/Is/Are + S + V- ing + O?
Ex: Listen! The bird is singing.
Ex: I am studying now.
Ex: They are playing tennis next week
Adverbs: - Sentences begin with a command such as:
Listen!, Look!, Pay attention!, Keep silent! Be quiet!....
or phrases: now, right now, at the moment, at the
present, today, while, next… (only one intention)
3. Report the result
 Observes The answer will vary
4. Assess the performance

 invites Ss to give comments on other’s  comment on other’s performance
performance -Result
 comments on Ss’ performance -The working style
 listen to T’s comment
ACTIVITY 2: Review the perfect present and simple future
Time: 20 minutes
Procedure
1. Giving task
- T calls on some Ss to give out the forms, meanings , the Listen to the teacher
uses of the perfect present and simple future.
2. Completing task

- Perfect present
+ The usage:
 An action that happened in the past but has no definite
time.
 An action that just happened, or just completed.
 An action that started in the past, continues up to the
present, and can continue into the future.
+ Form: (+)S + have / has + V3/-ed + O
(-) S + haven’t / hasn’t + V3/-ed + O
(?) Have / Has + S + V3/-ed + O ?
Ex: I haven’t met him before.
Ex: She has just gone out.
Ex: My father has worked in this company for 10 years.
Adverbs: never, ever, since, for, recently, lately, just,
already, ……
- Simple future
+ The usage:
 An action that can, or is likely to happen in the future
 A suggestion or a request (in the interrogative form)
 A decision made at the time of speaking
+ Form: (+) S + will / shall + V- inf + O
(-) S + won’t / shan’t + V-inf + O
(?) Will/ Shall + S + V-inf + O?
Adverbs: next… (next week, next month, …..),
someday, tomorrow, soon, in + future year…at + future
time

performance -Result
III. Consolidation (2’)
- Asks Ss some questions - Answer T’s questions
-What have you learned today? - Expected answer:
-What have you gained today? - We have learned how to use simple present tense,
present progressive tense, present perfect tense, simple
future tense.
IV. Homework (2’)

 Asks Ss to study the lesson again and  Listen to T and take note
do the hand out to prepare for the
next lesson
Follow –up:
.......................................................................................................................................................................
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HAND OUT
Exercise: Choose the word or phrase that best complete the sentence (A, B, C, or D):
1) He ____ for London one year ago.
A. left B. has left C. leaves D. had left
2) She ____ in Hue for twenty years.
A. lives B. has lived C. lived D. will live
3) I ____ to the market with my mother yesterday.
A. go B. went C. have gone D. was going
4) What ____ you ____, Nam? – I’m thinking of my mother.
A. do/think B. are/thinking C. have/thought D. were/thinking
5) How long ____ you ____ her? – For five months.
A. do/know B. are/knowing C. have/known D. had/known
6) I usually ____ to school by bus.
A. went B. am going C. go D. have gone
7) Yesterday morning I ____ up at 6.30.
A. got B. get C. was getting D. had got
8) Please don’t make so much noise. I ____.
A. studying B. study C. am studying D. studied
9) Water ____ at 100 degrees Celsius.
A. boils B. boiled C. is boiling D. will boil
10) It is raining now. It began raining two hours ago. So it ____ for two hours.
A. rains B. is raining C. has rained D. rained
11) ____ you ____ out last night?
A. Did/go B. Do/go C. Have/gone D. Were/going
12) This house ____ 35,000 pounds in 1980.
A. costs B. cost C. had cost D. was cost
13) While Tom ____ tennis, Ann ____ a shower.
A. played/took B. playing/taking
C. was playing/was taking D. was play/was take
14) Mike is playing chess. How long ____ he ____?
A. did/play B. is/playing C. has/play D. has/been playing
15) When they ____ in the garden, the phone ____.
A. worked/was ringing B. were working/rang C. worked/rang D. work/rings
16) After they ____ their breakfast, they ____ shopping yesterday.
A. have/go B. had had/go C. had/had gone D. had had/went
17) They ____ tea when the doorbell ____.
A. have/is ringing B. were having/rang C. had had/ rang D. having/ringing
18) Father ____ his pipe while mother ____ a magazine.
A. smoked/read B. had smoked/read
C. was smoking/was reading D. smoking/reading
19) When I ____ into the office, my boss ____ for me.
A. came/was waiting B. was coming/waited C. had come/waited D. came/waiting
20) When I ____ Brian, he ____ a taxi.
A. see/drives B. see/was driving C. saw/was driving D. saw/is driving
21) When he ____, we ____ dinner.
A. arrived/having B. arrived/were having C. was arriving/had D. had arrived/had
22) While they ____ chess, we ____ the shopping.
A. playing/doing B. were playing/doing
C. played/did D. were playing/were doing
23) They ____ football when the lights in the stadium ____ out.
A. were playing/went B. played/was going
C. were playing/ was going D. playing/went
24) While George and John ____ their room, she ____ the ironing.
A. cleaning/doing B. were cleaning/was doing
C. were cleaning/doing D. cleaning/was doing
25) Today is Thursday and she ____ late twice this week. She ____ late yesterday and on Monday.
A. is/was B. has been/is C. has been/was D. has been/had
been
26) He ____ in the same house since 1975.
A. has lived B. is living C. lived D. had lived
27) We ____ him since he ____ married.
A. didn’t see/got B. haven’t seen/got C. don’t/get D. hadn’t seen/got
28) It ____ for two hours and the ground is too wet to play tennis.
A. is raining B. had rained C. has rained D. was raining
29) He ____ to HCMC last year and I ____ him since then.
A. moved/didn’t see B. moves/haven’t seen C. moved/haven’t seen D. moved/hadn’t
seen
30) We ____ what to do with the money yet.
A. not decide B. didn’t decide C. haven’t decided D. hadn’t decided
ANSWER KEY:
CÂU HỎI ĐÁP ÁN CÂU HỎI ĐÁP ÁN

Câu 1 A Câu 16 D
Câu 2 B Câu 17 B
Câu 3 B Câu 18 C
Câu 4 B Câu 19 A
Câu 5 C Câu 20 C
Câu 6 C Câu 21 B
Câu 7 A Câu 22 D
Câu 8 C Câu 23 A
Câu 9 A Câu 24 B
Câu 10 C Câu 25 C
Câu 11 A Câu 26 A
Câu 12 B Câu 27 B
Câu 13 C Câu 28 C
Câu 14 D Câu 29 C
Câu 15 B Câu 30 C
Follow –up:
………………………………………………………………………………………………………………………
……………………………………………………………………………….……………
………………………………………………………………………………………..………………
Period: 03 UNIT 1: FRIENDSHIP
A- Reading
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
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
1. Giving tasks
- T prepares a handout with a network of the word  Listen to the teacher
“Friendship”.
Trust
 Answer T’s questions if called

Distrube the task among all group members and
be ready for the task
Friendship
- 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

 Asks Ss to exchange their papers to mark  Expected answer
Group 1  Group 3 Trust, loyalty, unselfishness, constancy,
Group 2  Group 4 sympathy…….
 Gives Ss the key  exchange the answer to mark
Group 1  Group 3
Group 2  Group 4
- 10 points for a correct answer

 Invites Ss to give comments on other’s  comment on other’s performance
performance - Result + handwriting
 Comments on Ss’ performance - The working style of the group
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 on page - Ss work in pair to answer the questions
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 question. T Suggested answers :
may give some comments and her suggestion: + One boy is playing the guitar, and the other girls and boys
The friend in the poem is very dedicated and are singing.
thoughtful. He / she is willing to help his / her + They seem very happy because I can see their 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 Ss to give comments on  comment on other’s performance
other’s performance -Result
 Comments on Ss’ performance -The working style of the group
 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 Ss into groups of 4  Form new groups

 Asks Ss 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 answer? - We have to read the statements and fill each blank 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 necessary  Each member has to write the answer on the 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 Ss to exchange their papers to *Keys:
mark 1.mutual
Group 1  Group 3 5. give and take
Group 2  Group 4 2.incapable of
 Give Ss 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 Ss to give comments on  comment on other’s performance
 comments on Ss’ performance -The working style of the group
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 then - Listen to the teacher carefully and do the task individually
find a peer to compare their answer with. and in pair
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 compare
- T might also want to give Ss some their answer with.
strategies to find the main idea of the passage

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

-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’)

prepare for the next lesson (Unit 1- B.
Speaking)
Follow –up:
………………………………………………………………………………………………………………………
……………………………………………………………………………
…………………………………………………………………………………………
B-Speaking
A.Objectives
1. Knowledge: By the end of the lesson, Ss 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 Ss to know about qualities of lasting friendship
4. Competences
B. Preparation
1. Teacher:
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 of 4 Ss. - Read the rule in slide
Then T distributes the following puzzle - Choose the secretary of the group
handout for Ss to do in their own groups. - Work in group in five minutes, find all the adjectives as
Which group finishes first and has all the quickly as possible.
correct answers will be the winner. - The secretary note down all adjectives
- 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 adjectives as
The adjectives in the box below are hidden in quickly as possible.
the puzzle. Find them as quickly as possible. - The secretary in the group has to write the answer on A0
paper
Tall medium
handsome
Beautiful honest
sincere
Caring understanding
humorous
 Ask Ss to exchange their papers to  exchange the answer to mark

mark Group 1  Group 4
Group 3  Group 6
 Give Ss 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)
-T may ask Ss to provide some - Take note
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 the Suggested answers:
people in the picture, and then calls on some 1. The boy is about 16 years old. He may short-sighted
Ss to present their answers. 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 of the - Ss present in front of the class
class
 Ask Ss to choose the pair Ss like most  comment on other’s performance
by raising their hand -Fluency Grammar
 comments on Ss’ performance -Pronunciation Lexical item
 Emphasize on questions used to ask  listen to T’s comment
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 in friendship and then - Listen to T
report the results.
- Before Ss do the task, T asks them to look at the list of
adjectives provided in the book. T asks if Ss understand - Answer T’s questions if called
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 abilities or - Note down the new words
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 notes of the
- T goes round to offer help when Ss discuss. ideas, and then one representative will report
- T reminds Ss that they have to explain their choice as the result to the whole class.
well.
- 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 Ss to choose the pair Ss like most by raising  comment on other’s performance
their hand -Fluency Grammar
 invites Ss to give comments on other’s -Pronunciation Lexical item
performance  listen to T’s comment
 comments on Ss’ performance
ACTIVITY 4: Interview your friends

Time: 20 minutes
Technique: Role - play Working ways: Pair work
Procedure
1. Giving task
Instruction: Imagine that you have a friend who
- Listen to T’s rule
has just won the first prize in Mathematics. A
journalist is going to interview you about your
friend . Act out the interview in pairs.
2. Completing task
- Before Ss perform the interview in pairs, T gets
Ss have a look at their roles on page 16 and the
suggestions on page 17.
- T may elicit the questions they may ask, for
example:
+ his /her physical characteristics: What does
he/she look like ?
+ his/her hobbies: What does he/she like doing
The interview will vary
in his/her free time ?/ What are his/her
- Ss to work in pairs to perform the interview in
hobbies ?
7 minutes
+ 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.

 Some pupils present in front of the class
- T calls on some pairs to perform the interview. I’ve just had a talk with ………... His friend is
….
 The others listens to them
 Ask Ss to choose the pair Ss like most by
 comment on other’s performance
raising their hand
-Fluency Grammar
 invites Ss to give comments on other’s
-Pronunciation Lexical item
performance
III. Consolidation
Teacher (T) Pupils (Ss)
 Asks Ss 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
prepare for the next 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
A. Objectives
1. Knowledge: By the end of the lesson, Ss will be able to
- Listen to two people talking about their best friends.
2. Skill
 Develop speaking and listening skill
3. Attitudes
 Help Ss 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
 English books 11
 Handouts
 Projector
 A0 paper
 Ss 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 passage: Work in pairs, ask and answer the questions about their
In this lesson, you’ll listen to people talk about best friends, using the questions in the textbook:
their best friends. But now, please talk about 1. Who is your best friend?
your best friends first. Work in pairs, ask and 2. How long have you known each other?
answer the 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 friend?
- Before eliciting / Pre-teaching the new words,
T helps Ss to pronounce the words given in the
book. T may read aloud first or play the tape and Ss repeat in chorus and individually.
ask Ss to repeat in chorus and individually.
- T elicits/teaches some of these words or/ and
those taken from the listening passage:
+ Apartment building: 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 to Some Ss give their answers and comments on the answers.
observe and offer help when necessary.

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

performance -Result + handwriting
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 answer? - We have to read the statements and decide whether they are
Before Ss listen and do the task, T instructs true of false
them to use some strategies: - Each of us has to write the answer on the given space.
+ First, read through the statements to - discuss the answers among group member
understand them and underline key words. - The secretary in the group has to write the best ideas on the
For example, the key words in the first biggest part in the middle of the poster.
statement are: shared, Nguyen Cong Tru, - We have to exchange the answer to mark
Residential Area, Hanoi... Group 1  Group 2 Group 3  Group 4
+ Listen to the tape and pay attention to the Group 5  Group 6 Group 7  Group 8
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 them so
2. Completing task
 Ask Ss to exchange their papers to + Lan’s talk:

mark 1. F (they used to live in the same building there)
Group 1  Group 3 2. F(It is what people think)
Group 2  Group 4 3. T
 Give Ss the key (in slide) 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 do the - Listen to the tape again and note down the idea in the
task, T may ask them to try to fill the table given table
with the things they remember from the - Compare the answer with your partner in one minutes to
previous times of listening find the best answer
2. Completing task
- Play the tape again for Ss to do. When they - Read the requirement of the task and be sure how to do this
have finished, tell them to compare the kind of exercise: Listen and take note the main information
answers with a friend. only, do not need to write full sentences.
- After Ss have discussed the answers in - Listen to the tape and do the task individually before
groups, T. gives each group a sheet of A4 comparing the answers with a friend.
paper and then tell them to write down their - Work in groups to discuss the answers and then write them
answers on that paper. These pares will be down on the A4 paper given by the teacher.
pasted on the board and the whole class will - Paste the paper on the board for the whole class check and
have comments. correct.
- After playing the tape, T gets Ss to work in How / Where they What they like about
pairs and check their answers. met their friends
- T calls on some Ss to give the answers. T - They used to live - Ha’s very friendly and
provides correct answers if necessary. If many in the same helpful.
Ss cannot complete the task, T might want to residential area in - Ha’s sociable. She’s
let Ss listen one more time and pause at the LAN Hanoi got many friends in Do
answers for them to catch. - Lan went on a Son and she introduced
holiday in Doson Lan around.
and Ha went there
to visit her.
- They met in - Minh has a sense of
college. humor,
- Minh played the - Minh likes to go to
LONG guitar, Long was a plays and movies.
singer. - Minh is a good
- They worked listener.
together. - Minh is friendly and
helpful.
1.
ACTIVITY 4: Take turns to talk
Time: 10 minutes
Procedure
1. Giving task
- Ask Ss to work in pairs, take turns to talk  Answer T’s questions if called
about how Ha has been Lan’s best friend and Work in group in 5 minutes
how Minh has been Long’s best friend. - Note down two different things about Andrea’s 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 and Paul’s
- T goes around to observe and offer help families on A1 paper
when necessary.

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

 Listen to T’s comment
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
prepare for the next lesson (Unit 1- D.
Writing)
Follow –up:
………………………………………………………………………………………………………………………
……………………………………………………………………………
…………………………………………………………………………………………………
D- Writing
A. Objectives
1. Knowledge:
- Write about doing household chores in their families
2. Skill
 Develop writing skill
3. Attitudes
 Help Ss 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 to the - Ss have to ask Yes / No questions to find out who the
board and T give him / her a piece with the name of student is. Ss should ask about the appearance,
a student in the class . Other Ss have to ask Yes / personalities, or clothes ...
No questions to find out who the student is. Ss - Ss may ask questions such as :
should ask about the appearance, personalities, or + Is the person a girl ?
clothes ... + Is she tall ?
- The game can continue until time is up + Is she short - sighted ?
+ Is she friendly?
2. Completing task
- Observes and gives help if necessary - Ss play game
 Ask Ss 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 about a - Listen to the teacher
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 and where they met - Ss prepare an outline for their writing and exchange
their friend . In this case , Ss may us the simple past it with their peer.
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 Ss 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 Ss the rule - Listen to Ts’ rule

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


III. Consolidation

-What have you gained today? - We have listened to two people talking about a friend, real
or imaginary
-Our group work skill and interpersonal skill are developed
IV. Homework
prepare for the next 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.
F- Language Focus
A. Objectives
1. Knowledge:
- Students learn how to use infinitive with to or without to
- Language: The Infinitive with to or without to
- New words: Words related to pronunciation /dʒ/ - /tʃ/
2. Skill
- Writing sentences with infinitives with to or without to
3. Attitudes
 Help Ss to remember how to use infinitive with to anf without to
4. Competences
B. Teaching aids
 Projector
Ss may not remember all the infinitive, so T should be ready to assist them
II. New lesson
ACTIVITY 1: Warm-up
Time: 4 minutes
Technique: Brainstorming Working ways: Individual - group
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
/dʒ/ and /tʃ/ as possible in 3 minutes.
 Ask Ss to report the result Group A Group B

/dʒ/ /tʃ/ /dʒ/ /tʃ/
gymnastic Child jam Change
jug Chips juice Cheese
joke Catch jungle Chicken

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

Time: 10 minutes
Working: Group
Procedure:
1. Giving task
- Model the two sounds /dʒ/ and /tʃ/ for a few Students listen to the tape and repeat after the tape.
times, explain the differences in producing
them.
- /dʒ/ : Place the tip of your tongue just
behind the hard ridge at the front of the top
of mouth
- /tʃ/: Ss’ tongue should touch the tooth ridge
to stop air. Then, move your tongue behind
the tooth ridge to release air
For all two 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 once. Students practice pronouncing the words in pairs.
- 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 and write /dʒ/
and /tʃ/ under them. Students read the sentences
- Ask some Ss to read the sentences.
Give correction if necessary Ss to pronounce the words and read the sentence
other’s performance  listen to T’s comment
ACTIVITY 3: Usage of the Infinitive with to and Infinitive without to
Time: 10 minutes
Procedure
1. Giving task
-T asks Ss to comment on the use of to + infinitives Listen to the teacher
and bare infinitives in some examples. T reviews the
use of to –infinitives and bare infinitives.
2. Completing task
- T may make clear that: - Listen and note down

1. To infinitive
- T writes some sentences on the board and underline
the to + infinitive
EX: Have you got anything to say?
-T asks Ss to comment on the use of to + infinitives
in these examples. T reviews the form and use of to –
infinitives in the example
N/pro+to -infinitives
Ex: I need someone to take care of my children
to -infinitives + prepsitions
ex: I need someone to talk to my mother
2. Infinitive without to
- T calls some Ss to give out some verbs that are
followed by bare infinitives,
- T may make clear that:
+ We can use a noun or pronoun object + bare
infinitiveafter verbs of perceptions such as feel,
hear, watch, see, notice, observe, smell...The bare
infinitive generally refers to the complete action.
+ We use the bare infinitive after let and make:
let sb do sth = allow sb to do sth, make sb do
sth = force sb to do sth


performance -Result
ACTIVITY 4: Put the words in the correct order to make sentences, writing the main verb in the present
simple and making the other an infinitive with to (Exercise 1)
Time: 10 minutes
Working ways: Individual - group
Procedure
1. Giving task
- T asks Ss to do Exercise 1 individually and Listen to the teacher and do the task
then compare their answers with another
student.
2. Completing task
- T calls on some Ss to read out their answers. Do Exercise 1 individually and then compare their answers
with another student.
- Ask Ss to exchange their papers to  Expected answer
mark 1. Who want something to eat?
2. I have some letters to write
- T gives correct answers: 3. I am delighted to hear the news
4. My mother has some shopping to do
5. You always have too much to talk about
6. It’s lovely to see you again
7. It’s too cold to go out
8. I’m happy to know that you have passed the exams
- 1 point for a correct answer

 comments on Ss’ performance -The working style of individual and pairs
ACTIVITY 5: Rewrite the sentences, using the words given in brackets (Exercise 2)
Time: 10 minutes
Procedure
1. Giving task
student.
2. Completing task
mark 1. The police watched them get out of the car
2. They let him write a letter to his wife
- T gives correct answers: 3. I heard them talk in the next room
4. The customs officer made him open the briefcase
5. The boy saw the cat jump though the window
6. Do you think the company will make him pay some
extra money?
7. I felt the animal move towards me
8. Do you think her parents will let her go on a picnic?


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

 Asks Ps to study the lesson again and  Listen to T and take note
prepare for the rest of this lesson
(Unit 2- E. Language focus (period
2))
Follow –up:
………………………………………………………………………………………………………………………
………………………………………………
Period: 09 UNIT 2: PERSONAL EXPERIENCES
B- Reading
B. Objectives
- Read the passage about an embarrassing moment and do reading comprehension tasks
2. Skill:
3. Attitudes
- Help Ss to know how to deal with embarrassment
4. Competences
B. Preparation
1. Teacher:
- Teaching aids: Lesson plan, text book, handouts
D. Procedures
ACTIVITY 1: Competition game: Middle Riddle
- Time: 8 minutes
- Procedure
1. Giving tasks
- T prepares a handout with 10 pictures on  Listen to the teacher

(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 Riddle will reveal a  Answer T’s questions if called
word. The group who first finds out the word Distribute the task among all group members and be ready
wins. for the task
4. Completing task

 Asks Ss to exchange their papers to  Expected answer
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 Ss the key Group 2  Group 4
Group 5  Group 7
Group 6  Group 8

Lead- in: what is “experience”? (an event or  listen to T’s comment
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 six - Ss work in pair to answer the questions
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

may give some comments and suggestion + I can see a man and a girl. They look like father 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?

2. Completing task

mark 1. glanced
Group 1  Group 3 2. making a fuss
Group 2  Group 4 3. embarrassing
 Give Ss 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 Ss to read over the reading and choose the - Listen to the task
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 Ss to give comment on other Ss’work - give the comment
- Compares the answers and gives the comment - listen to T’s 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 Ss the rule  Read the rule in slide
-work in group of 6 in five minutes  Choose the secretary of the group
- each Ss reports 2 suggestions for the girl
in the story
-The secretary note down all the  Answer T’s questions if called
suggestions on A0 paper  Expected answer:
-Exchange the answer to mark - We have to work in group of 6 in five minutes
Group 1  Group 4 - Each Ss reports 2 suggestions for the girl in the story
Group 2  Group 5 -The secretary note down all the suggestions on A0
Group 3  Group 6 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?
(2) Who mark your group? - 10 points for a correct answer
(3) How many points for a correct answer?
2. Completing task
 Observes and gives help if necessary - Each member has to tell 2 suggestions for the girl in the
story
- The secretary in the group has to write the answer on A0
paper
 Ask Ss to exchange their papers to - 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’)
prepare for the next 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
A. Objectives
1. Knowledge: By the end of the lesson, Ss 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
D. Procedures
II. Check – up (5 minutes) - Some Ss go to the board to – write down new words
ACTIVITY 1: Warm – up: Competition game – Mime your past
Time: 5 minutes
Procedure
1. Giving task
- T divides the class into 4 groups and asks - Listen the rule
them to think of an incident from the past that - Choose the secretary of the group
T can briefly mime in class. Write the - Work in group in five minutes
vocabulary generated by the mime on the -The secretary note down all adjectives -Exchange
board if necessary. After each action, T asks the answer to mark
Ss in each group to say what T did. Group 1  Group 3
- Each correct answer earns one point. The Group 2  Group 4
group with more points wins. - 10 points for a cor bn rect answer
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 correct - Work in group in five minutes; find all the adjectives as
answers will be the winner. quickly as possible.
- The secretary in the group has to write the answer on A0
paper
 Ask Ss to exchange their papers to  exchange the answer to mark

Group 3  Group 6
 Give Ss the key (in slide) - 10 points for a correct answer

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 experienced in - Listen to T
box A with how the experience might have
affected you in box B, then compare your
answer with a peer.
- T introduces the structures:
make + O + V-inf. - Take note
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 the - Do the task in pair

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

class
 comments on Ss’ 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 past - Answer T’s questions if called
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 of the
- T goes round to offer help when Ss do the task. conversation and then find a peer to compare
- T reminds Ss that they have to explain their choice as their answer with, and then one representative
well. 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

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 answer - Listen to T’s rule
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 dialogues in - Ss to work in pairs to perform their
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.

 Ask Ss to choose the pair Ss like most by  comment on other’s performance
raising their hand -Fluency Grammar
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
Listening)
Follow –up:
………………………………………………………………………………………………………………………
………………………………………………………………………
Period: 10 UNIT 2- PERSONAL EXPERIENCES
C. Listening
A. Objectives
1. Knowledge:
- Listen to two a girl talking about he most unforgettable experience
2. Skill
3. Attitudes
 Help Ss to be aware of the important role of family in everyone’s life.
4. Competences
B. Teaching aids
 Handouts
 A0 paper
tasks.
II. New lesson
ACTIVITY 1: A Matching Game

Time: 7 minutes
Procedure
1. Giving task
- T asks Ps to match the words in Column A Work in group, match the words in Column A with their
with their definitions in Column B (see definitions in Column B
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
- While Ss are working, T. goes around to Some Ss give their answers and comments on the answers.
- Call some groups to report the answer in front - report the answer in front of the class
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 passage: Work in pairs, ask and answer the questions about their
In this lesson, you’ll listen to a girl telling about best friends, using the questions in the textbook:
her most unforgettable experience . But now,
please describe the picture on page 27 of the + What can you see in the picture?
textbook 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 about?
+ What is happening?
+ Who are these people?
+ Can you guess what we are going to listen
about?
Vocabulary pre-teaching
T helps Ss to pronounce the words given in the Ss repeat in chorus and individually.
book. T may read aloud first or play the tape and
 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
- Call some pairs to ask and answer in front of Expected answer:

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?
statement are: businesswoman... - We have to exchange the answer to mark
key words Group 5  Group 6 Group 7  Group 8
+ Decide whether the statements are true or - 10 points for a correct answer
false
2. Completing task
 Ask Ss to exchange their papers to 6. T

mark 7. F (13 years ago)
Group 1  Group 3 8. F (in the kitchen)
Group 2  Group 4 9. F (she was sleeping)
 Give Ss the key (in slide) 10. T

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 Ss the rule  Answer T’s questions if called
- listen to the tape again and fill in the blanks - listen to the tape again and fill in the blanks
individually first individually first
- compare the answer with your partner in one - compare the answer with your partner in one
minutes to find the best answer 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 blanks
∙ Observes and gives help if necessary individually first
3/ Report the result - compare the answer with a partner in one minutes
- Calls on some Ps for their answer 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 Ss to give comments on other’s performance
- comments on Ss’ performance - comment on other’s 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 giving opinions:  Answer T’s questions if called
- Asking for opinions: Work in group in 5 minutes
+ What do you think about…? - Note down your own opinion about the importance
+ What’s your opinion about…? of family on A1 paper
+ What’s your feeling about…? -After 5 minutes, each group choose 2 people stay in
+ What’s your point of view about…? their group as presenters, the others will visit other
+ How do you feel about…? groups
+ Do you have any opinion about…? -Give comment after that
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 right, feeling is
From my point and… that…
of view… Well, I don’t
think so. I
think…
2. Completing task
- T. goes around to observe and offer help when - Note down your own opinion about the importance
necessary. of family on A1 paper
- Call some Ss to perform their talk in front  Expected answer:

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’)

Writing)
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 fire.
2. Fire alarm b. A pipe that draws water for putting out a fire.
3. Fire door c. A person who fights fires.
4. Fire escape d. What comes out of a fire.
5. Fire hydrant e. A fire-resistant door that can be closed to stop the spread of a fire.
6.Fire extinguisher f. A large truck that carries firefighters and equipment to the side of a fire.
7. Smoke g. A tube that contains special chemicals for putting out fire.
8. Fire struck h. A bell that tells you a fire has started.
Period 11: UNIT 2: PERSONAL EXPERIENCES
D. Writing
A. Objectives
1. Knowledge: By the end of the lesson, Ss will be able to write a personal letter telling about a past
experience
2. Skill
3. Attitudes
 Help Ss to be aware of the importance of friendship
4. Competences
B. Teaching aids
 Handouts
 A0 paper
II. New lesson
ACTIVITY 1: Warm-up: Brain-storming
Time: 7 minutes
Procedure
1. Giving task
- T divides the class into 2 teams: A and B
- T introduces the game: You are going to talk - Listen to T’s introduction
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
 Ask Ps to report the result  The answer will vary

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

 invites Ss to give comments on performance  comment on other’s performance
 comments on Ss’ performance  listen to T’s comment
Time: 13 minutes
Procedure
1. Giving task
- T sets the scene: You are going to write a - Listen to the teacher
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 for - Ss prepare an outline for their writing and exchange
describing a past event. In this case, Ss may use the it with their peer.
Simple past, Past continuous, Past perfect
feedback.
- Ask Ss 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: 20 minutes
Procedure
1. Giving task
 Tell Ss the rule - Listen to Ts’ rule

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


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

Language 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
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 Ss to learn how to cooperate with others in a team
3. Competences
B. Teaching aids
- English books 11
- Handouts
- Projector
- Ss may need to be provided appropriate linguistic resources so that they can complete various learning
tasks.
II. New lesson
ACTIVITY 1: Warm-up:
Time: 7 minutes
Ways of working: group work
Procedure
2. 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 Ss to report the result Group A Group B

/m/ /n/ / ŋ/ /m/ /n/ / ŋ/
Mammal Danger Long Memor Sun Thin

y

 Invites Ss to give comments on  Comment on other’s performance
 Comments on Ss’ performance
ACTIVITY 2: Pronouncing the three sounds

Time: 10 minutes
Working: Group
Procedure:

1. Giving task
- Model the two sounds /m/, /n/ and /ŋ/ for a Students listen to the tape and repeat after the tape.
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
2. Completing task
sounds.
the words with the sounds and write /m/, /n/
and /ŋ/ under them. Students read the sentences
ACTIVITY 3: Usage of the present simple, present continuous and present perfect
Time: 13 minutes
Procedure
1. Giving task
- T calls on some Ss to give out the forms, meanings Listen to the teacher
and the uses of the present simple, present perfect
and present continuous.
2. Completing task

+ 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

performance -Result
ACTIVITY 4: Use the correct present tense forms of the verbs in brackets (Exercise 1)
Time: 10 minutes
Procedure
1. Giving task
student.
2. Completing task
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


-Summarizes the main points of the lesson - Listen to the teacher
-What have you learned today? + We have learnt how to pronounce the three sounds
-What have you gained today? /m/, /n/ and /ŋ/ and distinguish the uses of different present
tenses
IV. Homework (1’)

prepare for the rest of this lesson
(Unit 2- E. Language focus (period
2))
Follow –up:
………………………………………………………………………………………………………………………
………………………………………………
E- Language focus (cont.)
A. Objectives
1. Knowledge:
- Distinguish the uses of different verb tenses: past simple, past progressive and past perfect.
- Use these verb tenses to solve communicate task.
2. Attitudes
 Help Ss to learn how to cooperate with others in a team
3. Competences
B. Teaching aids
 Handouts
tasks.
II. Checking up (5 minutes)
- T calls on some Sts to check their pronunciation: - Listen to Ts’ rule
Pick out the word whose underlined part is
pronounced differently from that of the other words. - Expected answer:
1. A. change B. hungry 1. A
C. stronger D. single 2. C
2. A. name B. news 3. A
C. drink D. nose 4. D
3. A. happen B. finger 5. D
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
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


performance -Result
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
student.
2. Completing task
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


ACTIVITY 1: Review the past perfect

Time: 7 minutes
Procedure
1. Giving task
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


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

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

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

and prepare for the rest of this lesson
(Unit 3- A.Reading)
Follow –up:
………………………………………………………………………………………………………………………
………………………………………………………………………
Period: 14 UNIT 3: A PARTY
A- Reading
A. Objectives
- Talk about a party.
- Be better their reading comprehension skill by doing comprehension exercises.
2. Skill:
3. Attitudes
- Help Ss 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
D. Procedures
- Time: 10 minutes
- Procedure
1. Giving tasks
- T prepares a handout with a network of the word “A party”.  Listen to the teacher
Sing asong Distrube the task among all group
members and be ready for the task
A birthday party
Eat cakes

handout.
- T asks Ss to complete the network with some nouns related
the word “A party” . The winner will be the group completing
the network in the shortest period of time.
1. Completing task

 Asks Ss to exchange their papers to mark  Expected answer
Group 1  Group 3 Sing a song, eat cakes, blow out
Group 2  Group 4 candles, receive gifts,.....
 Gives Ss the key  exchange the answer to mark
Group 1  Group 3
Group 2  Group 4

 Invites Ss to give comments on other’s performance  comment on other’s performance
 Comments on Ss’ performance -Result + handwriting
-The working style of the group
ACTIVITY 2: Decide which activities …..
- Time: 15 minutes
- Procedure
1. Giving tasks
- Ss work in pair to choose the activities ……
- Ask Ss to scan the passages to find specific
information individually
- Ask Ss 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.
 Invites Ss to give comments on other’s  comment on other’s performance
performance -Result
ACTIVITY 3: Information correcting

Time: 15 minutes
Procedures
1. Giving task

 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 not true
(2) Who mark your group? - Each of us has to write the answer on the given space.
(3) How many points for a correct answer? - discuss the answers among group member
2. Completing task
mark 1. eighth  seventh
Group 1  Group 3 2. makes  eats
Group 2  Group 4 3. food  presents
 Give Ss the key (in slide) 4. anniversaries  age
5. months  years
6. 5th 50th
7. silver  golden
Group 1  Group 3
Group 2  Group 4


-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’)
prepare for the next lesson
Follow –up:
………………………………………………………………………………………………………………………
…………………………………………………………………………………
Period: 15 UNIT 3: A PARTY
B-Speaking
A.Objectives
1. Knowledge:
- 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 Ss to know about the organization of a party
4. Competences
B. Preparation
1. Teacher:
2. Students: Read Unit 3 A party
D. Procedures
ACTIVITY 1: Warm – up: Talking about a party
Time: 10 minutes
Procedure
1. Giving task
correct answers will be the winner. -The secretary note down all adjectives -Exchange
1. Have you ever been to a party? the answer to mark
2. Whose party was it? Group 1  Group 4
3. On what occasion? Group 2  Group 5
4. Where was it? Group 3  Group 6
5. Was it fun? - 10 points for a correct answer
- Elicit Ss’ ideas and write on the board
1. Completing task
answers will be the winner. - Work in group in five minutes, find all the answers as
The adjectives in the box below are hidden in quickly as possible.
the puzzle. Find them as quickly as possible. - The secretary in the group has to write the answer 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;
 Ask Ss to exchange their papers to mark  exchange the answer to mark

 Give Ss the key (in slide)

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 Ss to take notes while choosing Last night I went to Lan’s party with my friends. The party
the details that they want to talk about and was held at her house with 20 guesses. The party started at 7
plan their stories pm, ……
class
 Ask Ss to choose the pair Ss like most  comment on other’s performance

 comments on Ss’ performance -Pronunciation Lexical item
about family life
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 Ss 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, Ss will negotiate in order to come up with a
plan for their parties.
1. Completing task
- T goes round to offer help when Ss discuss. ideas, and then one representative will report the
- T reminds Ss that they have to explain their choice as result to the whole class.
well.
discussion. - I’m going to have a birthday party on next
Sunday with ….

 Ask Ss to choose the pair Ss like most by raising  comment on other’s performance
III. Consolidation

-What have you gained today? - We have known how to organise a party
IV. Homework
Listening)
Follow –up:
.......................................................................................................................................................................
.......................................................................................................................................................................
.......................................................................................................................................................................
Unit 3: A Party
Part D: Writing
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 & whole
- T sets the scene : you are going to write a friendly letter to invite your class
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 for Birthday , graduation , wedding , anniversary, moving
giving parties to a new house , family gathering Christmas , New
Year , etc
Dressing codes Formal : dresses , high- heel shoes for women ; suits
and ties for men .
Informal : anything can do : jeans , T shirt , skirts , etc
Presents to Anything can do : books , CDs , flowers , scaves , ties ,
give 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 should note work & pair
dwon the answers in their notebooks . In the meantime , T goes aroud to work
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
Unit 3: A party
Part E: Language focus
I. Objectives
By the end of the lesson Ss will be able to:
- Distinguish the sounds / l / , / r / and / h /.
- Pronounce the words and sentences containing these sounds correctly.
- Distinguish the uses of infinitive and gerund in active and passive voices.
- Use these structures to solve communicative tasks.
II. Materials
- Textbook, handouts.
- Ss might have difficulty distinguishing and using infinitives and gerunds. Therefore, T should be ready to assist
them.
IV. Procedure
Time Steps Work
arrangement
7’ PRONUNCIATION Individual , pair
Distinguishing sounds work & whole
- T models the 3 sounds / l /, / r / and / h / for a few times and explains class
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 corrective
feedback.
10’ GRAMMAR Individual, pair
Exercise 1 work & whole
a.Presentation: 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 partner to check
their answers with.
Answer: 1. b 2. a 3. b 4. b 5. a
7’ Exercise 3
b. Practice:
- T gets Ss to do Exercise 3 individually and then find a partner to check
their answers with.
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
REVISION 1, 2
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 ...............................................................................................
Period …………… 45 – MINUTE – TEST
Date of preparing:…………………………..
Teaching date: 11B1 - …………………….
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 making D. promises to have 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:
D. Procedures

- Time: 10 minutes
- Procedure
Teacher (T) Pupils (Ps)
1. Giving tasks
“volunteer work”.
Helping old or sick people

oldhelphelping
Volunteer work

handout.
- T asks Ss to complete the network with some nouns
related the word “volunteer work” . The winner will be
the group completing the network in the shortest period
of time.
4. Completing task

 Asks Ps to exchange their papers to mark  Expected answer
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

 Invites Ps to give comments on other’s  comment on other’s performance
 Comments on Ps’ performance -The working style of the group
ACTIVITY 2: Discussing the picture and saying.
- Time: 15 minutes
- Procedure
5. Giving tasks
Ask Ss to look the picture on page 46 and ask them - Ss work in pair to answer the questions
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

may give some comments and her suggestion: She is teaching the boy to read
The old woman is a helpful person. She is -It means that your little contribution and help may lead to
willing to help the children. significant results/ may greatly change a person’s life
- It tells me that everybody, no matter what they are young or
old, can do volunteer work
+ The saying means that if you help 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

 Invites Ps to give comments on  comment on other’s performance
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
 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?  Answer T’s questions if called
(?) How much time?  Expected answer:
(2) Who mark your group? - We have to read the statements and decide whether they are
(3) How many points for a correct answer? true of false
2. Completing task
 Ask Ps to exchange their papers to  Expected answer

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

 invites Ps to give comments on  comment on other’s performance
 comments on Ps’ performance -The working style of the group
Time: 15 minutes
Procedures
1. Giving task
 Checks the rule
(?) What to do now?
2. Completing task
 Ask Ps to exchange their papers to *Keys:
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

 Asks Ps some questions  Answer T’s questions

-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 comprehension exercises as scanning for
specific ideas, skimming for general information, and
guessing meaning in context, gap-filling...
developed
IV. Homework (2’)
Follow –up:
………………………………………………………………………………………………………………………
……………………………………………………………………………
Period: ………. UNIT 4: Volunteer work
B-Speaking
Class Date of planning Date of teaching Signed date………………….
……. …………………. …………………………..
……. ………………… ………………………… Nguyen Thi Minh Duc
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:
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
the answer to mark
Group 1  Group 2
Group 3 Group 4
4. Completing task
answers will be the winner. - Work in group in five minutes, find all the adjectives as
The letters below are jumbled . Find them as quickly as possible.
quickly as possible. - The secretary in the group has to write the answer on A0
paper
TREEUNLVO , VITICAT ESI
 Ask Ps to exchange their papers to  exchange the answer to mark

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

 Ask Ps to choose the pair Ps like most  comment on other’s performance
 comments on Ps’ performance -Pronunciation Lexical item
 Emphasize on activities are volunteer  listen to T’s comment
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 related to them - Answer T’s questions if called
- 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 to read

mountainous areas and write - Note down the new words
- Giving them money
- Cleaning up their houses + War invalid ['invəli:d]: thương binh
Helping old or sick - Doing their shopping + Martyr(n) ['mɑ:tə] liệt sĩ
people - Cooking meals + Intersection: đường giao nhau, ngã ba, ngã
- Teaching the children to read tư
Helpingdisadvantaged and write + direct the traffic:hướng đẫn giao thông
or handicapped - Listening to their problems + vehicles ['viəkl; 'vi:hikl]: Xe cộ
children - Playing games with them
- Taking them to places of
interest
Taking care of - Listening to their problems
invalids and the - Clean up their houses
families of martyrs - Doing their shopping
- Cooking meals
Taking part in - Directing vehicles at the
directing the traffic intersection
- Helping old people and
young children to cross the
road
- Ask Ss to use the suggestions to make similar dialogues
4. Completing task
- T goes round to offer help when Ss discuss. ideas, and then one representative will report
- T reminds Ss that they have to explain their choice as the result to the whole class.
well.
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.
 Ask Ps to choose the pair Ps like most by raising  comment on other’s performance
 invites Ps to give comments on other’s -Pronunciation Lexical item
 comments on Ps’ performance
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 part in - Listen to T’s rule
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 paragraph The paragraph will vary
about the topic. Ex: We usually take part in directing the traffic.
- T goes round to offer help when Ss write down. We direct vehicles at the intersections. Besides, we
- T reminds Ss that they have to write their ideas as help old people and young children to cross the
well. road. We enjoy the work very much because we
like helping people

- T calls on a student in each to perform their  Some students present in front of the class
paragraph. We’ve just completed a paragraph.
The volunteer work we usually ………...
 Ask Ps to choose the pair Ps like most by  comment on other’s performance

III. Consolidation

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

C-Listening
……. …………………. …………………………..
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
 Ps may need to be provided appropriate linguistic resources so that they can complete various learning
tasks.
II. New lesson
ACTIVITY 1: Tick the best answer
Time: 7 minutes Procedure
1. Giving task
T. introduces the topic of the listening passage: Work individually and tick the answer that suit them.
In this lesson, you’ll listen to people talk about
an informal school in HCM city. But now, The answer depends on each student.
please do the question 1,2,3( part :before you
listen) individually.
Vocabulary pre-teaching
- Before eliciting / Pre-teaching the new words, Ss repeat in chorus and individually.
+ 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
- Call some pairs to ask and answer in front of Perform the dialogue in front of the class
the class.

 invites Ps to give comments on other’s  comment on other’s performance
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 answer? - We have to listen the missing words and decide which
Before Ss listen and do the task, T instructs word can be filled in the blanks.
understand them and decide part of in each - The secretary in the group has to write the best word on the
sentence . For example, the word in the first biggest part in the middle of the poster.
statement is an adjective. - We have to exchange the answer to mark
missing words Group 5  Group 6 Group 7  Group 8
+ Decide the word can be filled in the - 10 points for a correct answer
blanks.
2. Completing task
 Ask Ps to exchange their papers to 11. Informal

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?
statement are: aim,Spring School - We have to exchange the answer to mark
key words Group 5  Group 6 Group 7  Group 8
+ Decide whether the statements are true or - 10 points for a correct answer
false
2. Completing task
 Ask Ps to exchange their papers to Expected answer:

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 to talk  Answer T’s questions if called
about Spring School ,using the suggestions in Work in group in 5 minutes
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 talk in  Expected answer
front of the class. Depend on each group.
 comments on Ps’ performance -The working style
III. Consolidation

-What have you gained today? - We have listened to know about an informal school in
HCM city and do listening comprehension such as True or
False, Gap-filling
developed
IV. Homework
Writing)
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
……. …………………. …………………………..
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
II. New lesson
ACTIVITY 1: Warm-up: Quiz- a formal letter
Time: 7 minutes
Procedure
1. Giving task
Teacher gives Ss 6 sentences and asks them to fill Group work
the word or phrase in the blank
1. You write your address in……..of the letter 1. the top left- hand corner
2. The addresss of the receiver should be written 2. the left
on…………….starting below our address 3. the date
3. We can write…….on the right or the left on the 4. Yours sincerely,
line after the address you are writing to 5. Yours sincerely,
4. When the letter starts Dear Sir/Madam, you end 6. contractions
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

ACTIVITY 2: Preparing Ss to write (Task 1)
Time: 13 minutes
Procedure
1. Giving task
- T sets the scene : You are going to write about a - Listen to the teacher
letter to acknowledge the receipt of the donation Expected answers:
and express your gratitude. T gets Ss to read the - The opening of the letter: sentence 1
letter silently and do the requests of task 1 - The donated amount: sentence 1
- T checks Ss’ answer by asking some Ss to read - The way the money is used:sentence 2
their answer out loud The way the receipt is issued: sentence 3
- Elicit corrective feedback from other Ss and give -The gratitude on the donor:sentence 4
the correct answers when necessary -The closing of the letter:yours faithfully
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…………….
feedback .
- 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
 Tell Ps the rule - Listen to Ts’ rule
-Write a letter to acknowledge the receipt - Answer T’s questions if called
of the donation and express your gratitude - Work individually in 10 minute
- Exchange your paper with your Write a letter to acknowledge the receipt of the donation and
partner, sitting next to you to mark express your gratitude.
 Checks the rule -Exchange your paper with your partner, sitting next to you
(?) What to do now? to mark
2. Completing task

III. Consolidation
-What have you gained today? - We have learned how to write a letter to acknowledge the
receipt of the donation and express our gratitude
IV. Homework
Language 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
……. …………………. …………………………..
A. Objectives
1. Knowledge: By the end of the lesson, Ss will be able to:
- Distinguish the sounds / w / and / j /
- Pronounce the words and sentences containing these sounds correctly
- Distinguish the uses of gerund, present participle, perfect gerund and perfect participle
- Use these structures to solve communicative tasks
2. Attitudes
 Help Ps to learn how to cooperate with others in a team
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 them to Listen to Ts’ rule

rearrange to make meaningful ones.
- Ask Ps to read these sentences and make 1. We/warm clothes/warm/
them pay attention to the underlined words walked/wore/to/and/keep/quickly
- Ask them to read these words 2. She/woman/wore/waited/a/ white/for/dress/a/and
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
 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 a few Students listen to the tape and repeat after the tape.
times, explain the differences in producing
them.
2. Completing task
sounds.
the words with the sounds and write / w/and /
j/ under them. Students read the sentences
ACTIVITY 3: Using gerund and present participle
Time: 10 minutes
Procedure
1. Giving task
- T writes some sentences on the board and Listen to the teacher and write down in the notebook.
underline the gerund and the present
participle Task1
- Reading helps you learn English 1. listening 2. bending 3. behaving
- Her favorite hobby is reading 4. meeting 5. spending 6. waiting
- She is good at learning English 7. starting
I look forward to hearing from you soon
- He kept on asking for a discount(giam gia) Task 2:1.burning/rising; 2.reading; 3.lying; 4. 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 gerund and - Comment on the use of gerund and the present participle
the present participle:.

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

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 and
perfect participle : Task 3:
Having + V(PII)
- T asks Ss to do the task 3 1. having made 2. having been 3.having been
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 perfect - Comment on the use of the perfect gerund and the perfect
gerund and the perfect participle. participle.

- Summarises the main points of the - Listen to the teacher
lesson - Answer T’s questions
- Asks Ps some questions
-What have you learned today?
-What have you gained today?
IV. Homework (1’)
Follow –up:
………………………………………………………………………………………………………………………
……………………………………………………………………………
…………………………………………………………………………………………………
Period …………… TEST CORECTION
Teaching date: 11B1 - …………………….
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 making D. promises to have 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
……. …………………. …………………………..
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 questions
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?
4/ Match the words in the box with the pictures in
text book page 66.
2/ Completing task
∙ Observes and gives help if necessary - Ask the Tc if necessary
- Asks some pairs to go to the black board to present Possible answer:
the answer. 4/ a/ Quiz: “ Road to Mount Olympia”
b/ London Marathon
c/ Sao Mai Television Singing Contest.
4/ Assess the performance d/ Olympic games
- asks Ps to give comment on other work
- 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 black board - Listen to the teacher and do as the requirement
and asks Ps to guess the meaning.
- Asks Ps to read after the teacher’s model
2/ Completing task
∙ Observes and gives help if necessary - Ask the teacher if necessary

- Calls on some Ps to guess the meaning - Read over the text and guess the meaning
- Read in model and ask them to repeat in chorus - Listen and read after to Tc.
- Comments on Ps’ performance - Give the comment
- Listen to T’s comment
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 best
3/ Report the result -The secretary note down on the paper
Ask Ps to exchange their papers to mark -Exchange the answer to mark
Possible answer:
1. C 2.A 3.A 4. D 5A 6A
- invites Ps to give comments on other’s performance - comment on other’s performance
- omments on Ps’ performance
listen to T’s comment
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
Observes and gives help if necessary - Each group has to choose the best answer for the
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
Give Ps the key (in slide) Possible answer:
1. B 2.A 3.B 4. D 5D 6D
4/ Assess the performance - comment on other’s performance

- invites Ps to give comments on other’s 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
IV. Homework (1 minute)
Asks Ps to study the lesson again and prepare Listen to T and take note
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
……. …………………. …………………………..
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 word.if - Practice carefully then discuss, compare
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 necessary - give comments
- invites Ps to give comments on other’s performance - listen to the Tc’s comment
- 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 pairs of - Listen to the Tc’s requirement.
Ss to read aloud the sample dialogue. T corrects
errors.
- Puts Ss into pairs and gets them to make similar - Listen to teacher.
conversations to the sample dialogue, using the - Work in pairs.
structures and vocabulary they have learnt.
2/ Completing task
∙ Observes and gives help if necessary - Do as required.
- After checking that Ss have finished the task, T -Practice carefully then discuss, compare and then
calls on different pairs to perform their present before the class.
conversations.
-Elicits comments from the class and provides -Give comments on other’s performance
feedback. -Result + handwriting
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 individually
- asks Ss to talk about a competion they have infront of the other group members
recently attended individually in front of other group
members ( 2 minutes to prepare and 1 minute to
present for each student)
2/ Completing task - Ask the Tc if necessary
3/ Report the result - present individually
 Asks one S in a group to present in front of
the class
4/ Assess the performance  comment on other’s performance
 invites Ps to give comments on other’s -Result + handwriting
performance -The working style of the group
 comments on Ps’ performance  listen to T’s comment
-What have you gained today? - We have learned to talk about competitions
- Our group work skill and interpersonal skill are developed
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
……. …………………. …………………………..
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 then ask - Work in pairs.
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 performance - give comments
- comments on Ps’ 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 check their - Listen and check other group answers
answers . G1 → G3
- Check Ss’ answers by calling on some Ss . If many G2 → G4
Ss cannot complete the sentences, T plays the tape G3 → G2
one or two times and pauses at the answers for them G4 → G1
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 provides -Give comments on other’s performance
feedback. -Result + handwriting
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
Asks one S in a group to present in front of the class - Compare and then present the points of groups
before the class
 invites Ps to give comments on other’s
performance  comment on other’s performance
 comments on Ps’ performance -Result + handwriting
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
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
Time Steps Work
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 peer work & pair
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
- 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
corrective feedback.
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:
- T gets Ss to do Exercise 1 individually and then find a partner to
check their answers with.
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:
- T gets Ss to do Exercise 2 individually and then find a partner to
check their answers with.
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 known C. After knowing D. After know 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 hear B. looked forward to hearing C. looked forward to hear D. looked forward 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
……. …………………. …………………………..
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 of 3-4  Listen to the teacher
Ss. Then T distributes the following
crossword puzzle handouts for Ss to do in
their own groups. Which group finishes first  Answer T’s questions if called
and has all the correct answers will be the Distrube the task among all group members and be ready for
winner. the task
Crossword Can you find out the key word hidden in the crossword ?
1. an area of public land in a town or a 1
city where people go to walk, play 2
and relax. 3
2. the noun of ‘poor’ 4
3. attractive without being very 5
beautiful 6
4. without a job although able to work 7
5. a group of Ss who are taught together
8
6. (of man) attractive
9
7. feeling that you’d like to sleep or rest
10
8. not knowing how to read or write
9. not young
10. the synonym of ‘country’
1. Completing task

 Asks Ps to exchange their papers to  Expected answer
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 pictures - Ss work in pair to answer the questions
on page 80 and discuss the questions on page 81
2. Completing task

- T call on some Ss to give the answers to the Suggested answers :
questions and elicits comments from other Ss. 1. The scene in the first picture can be seen in a family with
T may give some suggested answers. too many children. As can be seen in this picture, this couple
has 6 children, and they live in an old mud – and – draw
cottage with nothing valuable.
- 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 appear in  Write down the new words
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?
(2) Who mark your group?
 Expected answer:
- We have to read the statements and fill each blank with one
2. Completing task
 Observes and gives help if necessary - Ss should read through the sentences provied in the task to
identify the part of speech of the word to fill in each blank.
For example , in sentence 4 the two words should be nouns
- Read 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.
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?
true of false
2. Completing task

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 can’t)
 Give Ps the key (in slide) 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. T writes  Read the rule in slide
the name of 10 countries on the board and  Choose the secretary of the group
asks Ss to work in groups to order these  Work in group of 6 in five minutes to do the tast
countries according to their population.  The secretary note down all the features on A4
Number 1 is the most populated country. paper
Then Ss work out where these countries are  Exchange the answer to mark
and which is the richest, which is the poorest Group 1  Group 4
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
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 necessary  Work in group of 6 in five minutes to do the tast
 The secretary note down all the features on A4
paper
 Exchange the answer to mark
 Ask Ps to exchange their papers to - Exchange the answer to mark

Group 3  Group 6 - Expected answer: 1. China 2. India 3. US 4. Indonesia
 Give Ps the key (in slide) 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...
developed
IV. Homework (3’)
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
……. …………………. …………………………..
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:
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 asks - Listen to the teacher and answer 2 questions
them 2 Qs:
+ What can you see in the picture ?
+ What does the picture tell you ?
7. Completing task
- T goes round to offer help when Ss discuss. - Discuss and answer the questions

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 comments.  comment on other’s performance
- T introduces the topic of the speaking -Result + handwriting
lesson: overpopulation/population explosion. -The working style of the group
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 decision. - Listen to T
- Before letting Ss do the task, T asks them to
read through the causes provided on page 83. - Take note
T makes sure that Ss understand these
statements.
2. Completing task
- T gets Ss to work in pairs to order the causes - Do the task in pair
and reminds them to explain their order.
- T goes around to observe and provides help.
- T calls on some pairs to present their order - Ss present in front of the class
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.
about family life
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 list the - Listen to T
problems facing poor and overpopulated countries. - Answer T’s questions if called
T asks Ss to read the useful language on page 83. T - Note down the new words
reminds Ss that they should match the words/phrases on
the left with the words/phrases on the right.
7. Completing task
- T goes round to offer help when Ss discuss. - Ss work in pairs to list the problems of poor
- T reminds Ss that they have to explain their choice as and overpopulated countries. T may ask them
well. to think of other problems not mentioned in
the book.
- T calls on some Ss to report their answers and asks other Suggested answers:
Ss to feedback. T comments and gives corrective + poor living condition
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 find out - Listen to T’s rule
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 group’s ideas. Suggested answers:
+ 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 gives final  Some pupils present in front of the class
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 groups - Listen to T’s rule
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 task, T Ss work in group to perform the task
goes around to observe and provide help when Ss can use transition signals to make their
necessary. T may also collect Ss’ typical mistakes presentation coherent
and errors.
- T calls on some group representatives to present  Some pupils present in front of the class
and asks others to comment.  The others listens to them
- T gives feedback on Ss’ presentations and  comment on other’s performance
corrects the mistakes and errors he/she has -Fluency Grammar
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 one’s
-What have you gained today? physical characteristics and his/her personalities
developed
IV. Homework
for the next lesson (Unit 1- C. Listening)
Follow –up: ………………………………………………………………………………………

…………………………………………………………………………………………………
Period: ………… UNIT 7: WORLD POPULATION

D- Listening
……. …………………. …………………………..
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 3-4 Ss. - Listen to the teacher
Then T distributes the following puzzle handout Find the words hidden in the puzzle. The words go
for Ss to do in their own groups. Which group across, up, down, backward and diagonally
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 to - Work in group to find the words hidden in the puzzle.
- Call on some Ss present in front of the class. Ss give their answers and comments on the 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 offer help - Work in pair to discuss the Qs on page
when necessary. 17.

- T calls on some Ss to give their answers and comments on the Ss give their answers and comments on
answers. the answers.
 invites Ps to give comments on other’s performance  comment on other’s performance
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 answer? - We have to choose the correct answer A, B, C 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
 Observes and gives help if necessary  Each member 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.
mark 1-A 2-D 3-C 4-D 5-A 6-C
 Give Ps the key (in slide) - 1 point for a correct answer

 invites Ps to give comments on 
comment on other’s performance
Time: 13 minutes
Procedure
1. Giving task
 Checks the rule
(?) What to do now?
+ Listen to the tape and pay attention to the biggest part in the middle of the poster.
key words - We have to exchange the answer to mark
+ Decide whether the statements are true or Group 1  Group 2 Group 3  Group 4
false Group 5  Group 6 Group 7  Group 8
2. Completing task
 Observes and gives help if necessary Each member has to write the answer on the given
space.
 Ask Ps to exchange their papers to Suggested answers
mark 1. F (over 7 billion)
Group 1  Group 3 2. F (in some parts)
 Give Ps the key (in slide) 4. T
5. T
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 listening - Ss can use transition signals to make their summary more
passage, T might give Ss some cues to base coherent.
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 collect Ss’ - Work in groups to orally summarize the main ideas of the
mistakes 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
Gap-filling
developed
IV. Homework
Writing)
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
……. …………………. …………………………..
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
II. New lesson
ACTIVITY 1: Warm-up: Game
Time: 7 minutes
Procedure
1. Giving task - Ss have to give some problems facing poor and
- T introduces the game : one student gives the overpopulated countries and find out the solutions to
problem facing poor and overpopulated countries these problems
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
- T sets the scene : You are going to write the - Listen to the teacher
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 structures that - Ss prepare an outline for their writing and exchange
may be useful when Ss write it with their peer.
feedback .
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 Exchange - Write a paragraph about the causes/effects and
your paper with your partner, sitting solutions to overpopulation problems
next to you to mark - Exchange your paper with your partner, sitting next to you
 Checks the rule to mark
(?) What to do now?
2. Completing task

performance
III. Consolidation
-What have you gained today? -Our group work skill and interpersonal skill are developed
IV. Homework
Language focus)
Follow –up:….……………………………………………………………………………………………
…………………………………………………………………………………………………………….

Language focus (Part 1)
……. …………………. …………………………..
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 various learning
tasks.
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 few times Listen to the teacher
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 loud in – Read the words in front of the class.
chorus for a few more times. Then T calls on some Ss to read
the words out loud. T listens and corrects if Ss pronounce the
target words incorrectly. If many Ss do not pronounce the
words correctly, T may want to get them to repeat after the
tape (or him/herself) again in chorus and then individually.
Practising the dialogue containing the target sounds
- T asks Ss to work in pairs and take turn to read aloud the
given dialogue on page 87.
- T goes around to listen and takes notes of the typical errors
3. Report the result - Some students read in front of the
- T calls on some Ss to read the dialogue again and provides class.
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 performance

- Comment and read the sentences once to the whole class.
ACTIVITY 2: Grammar presentation
Time: 10 minutes
Procedure
1. Giving task - Listen to the teacher and note down in the
1 . Revision of conditional sentences (type 1 , 2 and 3 ) notebook
- 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 of them the answers they’ve done .
stands and speak out the answers
- 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?
minutes
Group 2 G3
Group 3 G4
Group 4 G1
After the 1 marking
2. Completing task
space.
3. Report the result  Expected answer
 Ask Ps to exchange their papers to 1-A 2-B 3-D 4-A 5-B
mark 6-C 7-A 8-A 9-B 10-C
11-B 12-A 13-D 14-A 15-D
 Give Ps the key (in slide)  exchange the answer to mark
 invites Ps to give comments on -Result + handwriting
other’s performance -The working style of the group
III. Consolidation
-What have you gained today
IV. Homework
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)
……. …………………. …………………………..
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
tasks.
II. New lesson
ACTIVITY 1: Grammar presentation (Conditional sentences in reported speech)
Time: 10 minutes
Procedure
- T writes some conditional sentences in reported speech notebook
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 clear that the answers they’ve done .
+ 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 or D in
(3) How many points for a correct answer? 5 minutes
Group 2 G3
Group 3 G4
Group 4 G1
After the 1 marking
2. Completing task  Each member has to write the answer on the given
 Observes and gives help if necessary space.
 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 to 1-D 2-D 3-A 4-B 5-D
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?
(3) How many points for a correct answer? - We have to read the statements and decide whether
they are true of false
- The secretary in the group has to write the best ideas
 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  Each member has to write the answer on the given
 Observes and gives help if necessary space.
 Ask Ps to exchange their papers to 1-A 2-D 3-A 4-A 5-C
mark 6-B 7-C 8-C 9- B 10-C
Group 5  Group 6 Group 7  Group 8  exchange the answer to mark
 Give Ps the key (in slide) Group 1  Group 2 Group 3  Group 4


III. Consolidation

IV. Homework
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 Date of planning Date of teaching 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 known C. After knowing D. After know 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 hear B. looked forward to hearing C. looked forward to hear D. looked forward 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
…….. …………………. ……………………….
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:
D. Procedures
ACTIVITY 1: Competition game – Network
- Time: 6 minutes
- Procedure
3. 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. Which  Answer T’s questions if called
group finishes first and has all the Distrube the task among all group members and be ready for the
correct answers will be the winner. task
Crossword
Across: M I D - A U T U M N
1. The purpose of this Vietnamese E
festivals is to celebrate the largest full C H R I S M A T S
moon in the year A
3. It is the day when Christians L W O M E N ‘ S D A Y
celebrate the birth of Christ L A
5. In this festival, men give their O S
mothers, wives, girlfriends…flowers
W T
and gifts
E E
7. It is the day in each year which is the
E R
same date as the one on which you were
born N
8. A public holiday in the US and in T H A N K S G I V I N G
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 help if - Do the task in groups
necessary

 Asks Ps to exchange their  Expected answer
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
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 pictures - Ss work in pair to answer the questions
and discuss the questions on page 90
2. Completing task

questions and elicits comments from other Ss. 1. It is Spring and it should be Tet holiday because we can
T may give some suggested answers. see the apricot blossom and a kumquat tree full of ripe fruits
2. The people in the picture may be a family. The
grandmother is giving her 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 appear in  Write down the new words:
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 space.
(3) How many points for a correct answer? - discuss the answers among group member
2. Completing task
- Ss should read the passage quickly and stop at the lines that
 Observes and gives help if necessary contain these words to guess their meaning
- Ss guess the meanings of the words based on the contexts
in the sentences
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 whether they are
(3) How many points for a correct answer? true of false
2. Completing task

mark 1- F (it falls between 19th January and 20th February)
Group 1  Group 3 2- F (it’s just for agrarian people)
Group 2  Group 4 3- T
 Give Ps the key (in slide) 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...
developed
IV. Homework (1’)
Follow- up:…………………………………………………………………………………………
………………………………………………………………………………………………………
APPENDIX
Handouts for activity 1:
1 2
3 4
5 6
Period: ……… UNIT 8: CELEBRATIONS

B- Speaking
…….. …………………. ……………………….
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:
D. Procedures
ACTIVITY 1: Warm – up: Noughts and crosses
Time: 6 minutes
Procedure
1. Giving task
- Ask Ss to make sentences from the words - Listen to the teacher and answer if necessary
in the table:
Peach Kumquat Candied

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

Listen the SS The answer may vary

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 silently and - Listen to T
ask them what points are mentioned in the dialogue
- Take note
2. Completing task
- T gets Ss to work in pairs to practice the dialogue on page - Do the task in pair
94.
- T calls on some pairs to act out the dialogue and asks - Ss act outt in front of the class
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 with its - Listen to T
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.
10. Completing task

- T goes round to offer help when Ss discuss. - Ss work in pairs to match the holidays with
- T reminds Ss that they have to explain their choice as its description and activities.
well.
Ss to feedback. T comments and gives corrective Pic1: Mid - Autumn festival
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 answer - Listen to T’s rule
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 group’s ideas. Sample:
A: Do you know Thanksgiving is next month?
B: What is Thanksgiving?
A: It is the time when American and Canadian
people celebrate all the things that they are
grateful for.
B: When is it exactly?
A: It’s on the 4th Thursday in Nov in U.S and the
2nd Monday in Oct in Canada
…
- T elicits feedback from the class and gives final  Some pairs act out the conversation in
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 Tet
-What have you gained today? holiday and other festivals’ activities
developed
IV. Homework
Follow –up: ………………………………………………………………………………………

…………………………………………………………………………………………………
Period:……….. UNIT 8: CELEBRATIONS

C- Listening
…….. …………………. ……………………….
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:
deal with the task.
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 to - Work in group

- Call on some Ss present in front of the class. Ss give their answers and comments on the 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 offer help - Work in pair to discuss the Qs on page
when necessary. 94.

- T calls on some Ss to give their answers and comments on the Ss give their answers and comments on
answers. 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 in 5
(3) How many points for a correct answer? minutes
Group 2 G3
Group 3 G4
Group 4 G1
After the 1 marking
2. Completing task
space.
 Ask Ps to exchange their papers to  Expected answer:
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
space.
mark 1. Because they want to get rid of the dirt of the old year and
Group 1  Group 3 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 the - Listen to the teacher
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
Gap-filling
developed
IV. Homework
Writing)
Follow –up:
………………………………………………………………………………………………………………………
……………………………………………………………………………
Period: ………….. UNIT 8: CELEBRATIONS

D - WRITING
…….. …………………. ……………………….
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
II. New lesson
ACTIVITY 1: Warm-up: Competition game – Christmas Cloze
Time: 7 minutes
Procedure
1. Giving task
- T divides the class into small groups of 3-4 Sts. - Group work
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
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
- T sets the scene : You are going to write the - Listen to the teacher
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
feedback .
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 Vietnam - Work individually in 10 minute
Exchange your paper with your - Write a description of one of the popular celebrations in
partner, sitting next to you to mark Vietnam
 Checks the rule - Exchange your paper with your partner, sitting next to you to
(?) What to do now? mark
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
IV. Homework
Language 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
…….. …………………. ……………………….
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
tasks.
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 times and Listen to the teacher
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 loud in – Read the words in front of the class.
chorus for a few more times. Then T calls on some Ss to read
the words out loud. T listens and corrects if Ss pronounce the
target words incorrectly. If many Ss do not pronounce the
words correctly, T may want to get them to repeat after the
tape (or him/herself) again in chorus and then individually.
Practising the dialogue containing the target sounds
- T asks Ss to work in pairs and take turn to read aloud the
given dialogue on page 97.
- T goes around to listen and takes notes of the typical errors
3. Report the result - Some students read in front of the
- T calls on some Ss to read the dialogue again and provides class.
corrective feedback. - Listen to the teacher
- Call some students to read the sentences in front of the class.

- Comment and read the sentences once to the whole class.
ACTIVITY 2: Grammar presentation (Exercise 1)
Time: 10 minutes
Procedure
1. Giving
One andtask one(s) are used to replace a
- T writes some sentences on the board and asks Ss to - Listen to the teacher and note down in the
previously mentioned noun when we do not
comment on the word: one(s), someone, no one, anyone, notebook
want to repeat that noun. One replaces a
and everyone.
- Ifsingular
necessaryNTand
mayones
give replaces a pluralhandout
Ss the following 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
.

- T asks Ss to do exercise 1 individual and then compare
their answers with another student.
- Let students practice doing exercise and each of them the answers they’ve done
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 rewrite notebook
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 answers. 1. Of the 3 bags, I like the blue one.
2. Mai is making a fruit cake. Huong is
making one, too.
3. I like reading books, especially the ones
about the natural world.
4. I don’t have a computer, and my father
doesn’t want me to have one.
5. They let me choose a pencil, and I took
the red one.
6. There are several national celebrations
in Vietnam but perhaps the most meaningful
one is Tet holiday.
7. We told each other both happy stories
and sad ones about our lives.
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 complete the
(3) How many points for a correct answer? sentences in 5 minutes
Group 2 G3
Group 3 G4
Group 4 G1
After the 1 marking
2. Completing task
space.
 The secretary in the group has to write the best
ideas on the biggest part in the middle of the poster.
3. Report the result  Expected answer:
 Ask Ps to exchange their papers to 1. traditional 4. celebrating
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, no one,
-What have you gained today? anyone and everyone appropriately as well as the
vocabulary about holidays and celebrations
IV. Homework (1’)
Follow –up:
………………………………………………………………………………………………………………………
…………………………………………………………………………
Period: 55 UNIT 9: THE POST OFFICE
A. Reading
…….. …………………. ……………………….
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 information, and
 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
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 guess  Listen to the teacher

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

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 context
- Encourage Ps to guess the meaning of the 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 blank with
(2) Who mark your group? one of the words in the box
(3) How many points for a correct answer? - Each of us has to write the answer on the given space.
- The secretary in the group has to write the best ideas on
 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
space.
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 comprehension exercises
as scanning for specific ideas, skimming for general
information, and guessing meaning in context, gap-
filling...
developed
IV. Homework (2’)
Follow –up:
………………………………………………………………………………………………………………………
……………………………………………………………………………………………

B. Speaking
…….. …………………. ……………………….
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:
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

asks other Ss to say whether they 1. There are two people in the picture. They are a clerk
agree or disagree. and a customer.
- T gives feedback and the correct answer 2. They are at a post office
3. The man wants to use one of the services 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
space.
- Call on some Ps to act out their conversation  exchange the answer to mark
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 ask  Read the rule in slide
Group 1 & 3: Situation 1  Choose the secretary of the group
Group 2 & 4: situation 2  Answer T’s questions if called
 Checks the rule  Expected answer:
(?) What to do now? - We have to work in group of 6 in five minutes
(?) How much time? - Each Ps report two qualities of lasting friendship
(2) Who mark your group? mentioned in the passage
(3) How many points for a correct answer? -The secretary note down all the features on A0
paper
Group 1  Group 4
Group 2  Group 5
Group 3  Group 6
2. Completing task
 Observes and gives help if necessary - Each member has to tell two qualities of lasting
friendship mentioned in the passage
- The secretary in the group has to write the answer on
A0 paper
 Ask Ps to exchange their papers to Situation 1:

mark A: Good morning. Can I help you?
Group 1  Group 4 B: Yes. I’d like to subscribe to the Lao Dong Daily
Group 2  Group 5 newspaper, please.
Group 3  Group 6 A: Yes, certainly. How long would you like to subscribe
 Give Ps the key (in slide) 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...
developed
IV. Homework (3’)
Follow- up:
………………………………………………………………………………………………………………………
……………………………………………………………………………………………

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:
D. Procedures
II. Check – up (5 minutes)
ACTIVITY 1: Warm – up: What are they called?
Time: 5 minutes
Procedure
1. Giving task
- T divides the class into small groups of 4 - Read the rule in slide
Ss. Then T distributes the following puzzle - Choose the secretary of the group
the answer to mark
Group 1  Group 4
Group 2  Group 5
Group 3  Group 6
2.Completing task
3.Report the result

Group 3  Group 6
 Give Ps the key (in slide) - 10 points for a correct answer
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 on while listening - Listen to T
- Read the option and underline the words that
make them different - Take note
- Get Ps to guess the answer to each question You are going to hear some information about the
and then tells them they need to listen development of Vietnam’s telephone system over the past
attentively to check if their guesses are few years. While listening, choose the best answer A, B, C
conformed or D to complete the statements
- Read the tapescript
2. Completing task
- T asks Ss to work in pairs to describe the Suggested answers:
people in the picture, and then calls on some 1- B
Ss to present their answers. 2- D
3- C
4- D
5- C
class

about family life
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 each questions (by - Listen to T
finding the key words and the question word)
- Check if Ps can answer the questions in Task 2 without - Answer T’s questions if called
listening again. If they cannot, play the tape for them to
listen again
13. 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
developed
IV. Homework
Follow –up: ………………………………………………………………………………………

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

D. Writing
…….. …………………. ……………………….
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
tasks.
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 statements
Quiz
- Ask Ps to work in groups to complete these
1. You write your address in ………. of the letter
statements as quickly as possible
2. The address of the receiver should be written on
- The group with the quickest and most correct
…….., starting below our address
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 to SomeSs give their answers and comments on the
observe and offer help when necessary. answers.
- Call some pairs to ask and answer in front of 1- the top left-hand corner
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 whether they
(2) Who mark your group? are true of false
- Ask Ps to work in pairs discussing the things - discuss the answers among group member
that may make the customer satisfied or - The secretary in the group has to write the best ideas on
dissatisfied with the services provided by the biggest part in the middle of the poster.
Thanh Ba Post Office - We have to exchange the answer to mark
2. Completing task
space.
 Ask Ps to exchange their papers to A: Do you have any complaints about Thanh Ba Post
mark Office’s services?
Group 1  Group 3 B: Any complaints? In my opinion, there is none.
Group 2  Group 4 A: You mean all services are good? People are satisfied
 Give Ps the key (in slide) 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
 comments on Ps’ performance -The working style
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
Follow –up:
………………………………………………………………………………………………………………………
……………………………………………………………………………………………

E. Language focus 1
…….. …………………. ……………………….
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 to Students listen to the tape and repeat after the tape
rearrange to make meaningful ones.
- 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: Students practice pronouncing the words in pairs.
- Model the four sounds /sp / - / st/ - / sk//for a few
times, explain the differences in producing them. Listen and repeat
- Play the tape once for Ss to hear the words / sp / / st / / sk /
containing these sounds. Then play the tape again Speak Stanley Ask
and the Ss repeat after the tape. Speech Stand Disk
2/ Completing task Speedy Stop Dusk
Pronouncing the words Crisp Best Skill
- Read the words in each column all at once. Spacious Text School
- Ask the Ss to pronounce the words. Students read the sentences
*Practicing sentences containing the sounds. Ss to pronounce the words and read the sentence
-Read the sentence and ask the Ss to underline the  comment on other’s performance
words with the sounds and write /sp / - / st/ - / sk/ listen to T’s comment
under them.
Give correction if necessary
- asks Ps to give comment on other Ps’work
- compares the answers and gives the 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 required
a. Relative clauses
- Give Ps two examples and ask Ps to combine these - Ask the Tc if necessary
sentences by using relative 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 about him
- Asks Ps to present their work  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 lµ
thµnhphÇncña ®éngtõkÐpth× ta kh«ng ®em ra
tríc“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 los
- gives the comment
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 a partner - Listen to the teacher.
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 house to
-Asks Ps to present their work individually steal things.
2- A customer is someone who buys something from
a shop.
3- A shoplifter is someone who steals from a shop.
4- A coward is someone who is not brave.
4/ Assess the performance 5- A tenant is someone who pays rent to live in a
- asks Ps to give comment on other Ps’work house or flat.
+ Comment on other’s performance
- compares the answers and gives the 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 prepare for Listen to T and take note
the next lesson
Follow –up:
………………………………………………………………………………………………………………………
……………………………………………………………………………………………

F. Language focus 2
…….. …………………. ……………………….
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 comment + Listen to T’s comment

Time: 10 minutes
Procedures
1/ Giving tasks: - Listen to the teacher.
-Get Ss to do ex1 individually and then find a - Do as required.
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 me you
3/ Report the result 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.
4/ Assess the performance -Result + handwriting
- asks Ps to give comment on other Ps’work + Listen to T’s comment
Time: 10 minutes
Procedures
1/ Giving tasks:
1- Peter, who has never been abroad, is studying
3/ Report the result 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 the
4/ Assess the performance north-west.
- asks Ps to give comment on other Ps’work 4- I’ll be staying with Adrian, whose brother is one
- compares the answers and gives the comment of my closest friends.
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 speech with
communicative tasks
developed
the next lesson
Follow –up:
………………………………………………………………………………………………………………………
……………………………………………………………………………………………
G. Language focus
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 them to 1. day / What / splendid / spring / a / ! /
rearrange to make meaningful ones. 2. dad / My / shrimp / paste / hates /
attention to the underlined words Students read the sentences
- Ask them to read these words Ss to pronounce the words and read the sentence
 lead to the Pronunciation  comment on other’s performance
1/ Giving tasks: listen to T’s comment
- Model the four sounds/ / - / spl/ - / spr / 1. What a splendid spring day!
for a few times, explain the differences in producing 2. My dad hates shrimp paste.
them.
containing these sounds. Then play the tape again Listen and repeat
and the Ss repeat after the tape. / / / spl /
2/ Completing task Shred
Pronouncing the words Shrill
- Read the words in each column all at once. Shrimp
- Read and ask the Ss to repeat them. shrine
*Practicing sentences containing the sounds.
-Read the sentence and ask the Ss to underline the
words with the sounds and write/ / - / spl/ - / spr
/under them.
ACTIVITY 2: Relative clause replaced by present participle phrases

Time: 10 minutes
Procedure
1/ Giving tasks:
Relative clause replaced by present participle Listen to the teacher and do as the Tc required
phrases
- Give Ps two examples and ask Ps to combine Relative clause replaced by present participle
these sentences by using relative clauses. phrases
- Introduce other ways to combine these a. Study the examples
sentences by using relative clause after a - The girl who is wearing a raincoat is her 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?
 Do you know the boy breaking the window last
4/ Assess the performance night
- gives the comment
Time: 10 minutes
Procedures
1/ Giving tasks:
-Get Ss to do ex1 individually and then find a - Listen to the teacher.
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 individually 2- Do you know the woman coming toward 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 wood.
- asks Ps to give comment on other Ps’work 6- We have an overlooking the park.
- compares the answers and gives the comment + Comment on other’s performance
Time: 10 minutes
Procedures
1/ Giving tasks:
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 off the
-Asks Ps to present their work individually light.
3- The first person to see is Mr. Smith.
4/ Assess the performance 4- This is the second person to be killed in that way.
- asks Ps to give comment on other Ps’work 5- The first person to catch the ball will be the winner.
- compares the answers and gives the + Comment on other’s performance
comment -Result + handwriting
-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
the next lesson
Follow –up:
………………………………………………………………………………………………………………………
……………………………………………………………………………………………

H. Language focus
Class TUẦN: 22(8/ 1/ 2018)

Date of planning Date of teaching
TỔ TRƯỞNG (Ký duyệt)
11A2 4/1/2018
Ta Thi Thuy Linh
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 them to 1. at / night / There / a / strong / was / man / street /
rearrange to make meaningful ones. the / on.
- Ask Ps to read these sentences and make them pay 2- man / The / was / screaming / while / to / square /
attention to the underlined words walking / the.
 lead to the Pronunciation Students read the sentences
1/ Giving tasks: Ss to pronounce the words and read the sentence
- Model the four sounds/ / - / spl/ - / spr /  comment on other’s performance
for a few times, explain the differences in producing listen to T’s comment
them. 1- There was a strong man on the street last night.
- Play the tape once for Ss to hear the words 2- The man was screaming while walking to the
containing these sounds. Then play the tape again square.
and the Ss repeat after the tape.
2/ Completing task
Pronouncing the words Listen and repeat
- Read the words in each column all at once. / / / skr / / skw /
- Read and ask the Ss to repeat them. Street Scream Square
- Ask the Ss to pronounce the words. Strong Screen Squeeze
*Practicing sentences containing the sounds. Strange Screw Squeak
-Read the sentence and ask the Ss to underline the Strength Scratch Squeal
words with the sounds and write/str / - / skr/ - / skw /
under them.
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 combine a. Example
these sentences by using relative clauses. 1- The man is Mr. Pike. Mary is talking about him
- Introduce other ways to combine these  The man whom Mary is talking about is Mr. Pike.
sentences by using relative clause after a  The man Mary is talking about is Mr. Pike.
preposition b, I’ll give you the address. You should write to it.
 I’ll give you the address which you should write to.
.  I’ll give you the address you should write to.
2/ Completing task c. The man is clever. He sits next to me.
-Observes and gives help if necessary  The man who sits next to me is clever.
b. Conclusion
3/ Report the result - When relative pronouns are used as objects in the
- Asks Ps to present their work relative clause, they can be omitted.
- When relative pronouns are used as subjects in the
relative clause, they cannot be omitted.
- gives the comment
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 birthday
-Asks Ps to present their work individually party couldn’t come.
3- The short stories John told were very funny.
4/ Assess the performance 4- The dictionary I bought is very expensive but very
- asks Ps to give comment on other Ps’work interesting.
5- I didn’t like the man we met this morning.
- compares the answers and gives the comment 6- The beef we had for dinner was very delicious.

Time: 10 minutes
Procedures
1/ Giving tasks:
1- I wok with
3/ Report the result 2- We went to
-Asks Ps to present their work individually 3- We’re living in
4- They were talking about
4/ Assess the performance 5- He applied for
- asks Ps to give comment on other Ps’work 6- I slept in
-What have you gained today? - We have known how to practice the clusters /str / - / skr/
- / skw /and understand reported speech with infinitives
developed
the next lesson
Follow –up:
………………………………………………………………………………………………………………………
……………………………………………………………………………………………
Period…….. UNIT 10: NATURE IN DANGER
a. Reading
…….. …………………. ……………………….
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:
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 of 3-4  Listen to the teacher
Ss. Then T distributes the following handouts
for Ss to do in their own groups. Which group
finishes first and has all the correct answers  Answer T’s questions if called
will be the winner. Distribute the task among all group members and be ready
Rearrange these letters to make the animal’s for the task
name.
1. REGIT
2.NOIL
3.RAEB
4.TNAHEELP
5.ADNAP
6.HATEECH
1. Completing task

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 to read - Ss work in pair to answer the questions
the fact about endangered species and answer the
questions
1. What do you understand from the fact above?
2. Can you explain why the numbers of these animal Pair work
become small?
3. What causes danger to environment?
Vocabulary pre-teach
Cheetah(n) ['t∫i:tə] loài báo gêpa
To scatter ['skætə] rải, rắc
Species(n) ['spi:∫i:z] loài
Danger(n) dangerous(a)
To endanger [in'deindʒə(r)] gây nguy hiểm
Pollutant(n) [pə'lu:tənt] chất gây ô nhiễm (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 chủng
To prohibit [prə'hibit]= ban
( to prohibit somebody / something from doing
something) cấm; ngăn cấm
Interference(n) [,intə'fiərəns] ( interference in / with
something) sự can thiệp- to interfere [,intə'fiə]
Offspring(n) ['ɔ:fspriη] con (của 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
questions and elicits comments from other Ss. 1. The facts above show that the numbers of some wild or
T may give some suggested answers. rare animals such as cheetahs, pandas and 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?
- We have to read the statements and fill each blank with one
2. Completing task
- Ss should read through the sentences provided in the task to

 Observes and gives help if necessary identify the part of speech of the word to 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

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
paper
Group 1  Group 4
Group 2  Group 5
Group 3  Group 6
2. Completing task
 Observes and gives help if necessary  Work in group of 6 in five minutes to do the 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?
true of false

2. Completing task

mark 1- F( four ways)
Group 1  Group 3 2- T
Group 2  Group 4 3- F(efforts have been made to protect the 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’)

Follow- up:……………………………………………………………………………………
……………………………………………………………………………………..
Period………….. UNIT 10: NATURE IN DANGER
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:
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 questions The answers depend on each student.
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

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

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 - Before doing the task, T asks - Listen to T
them to read through the reasons provided on
page 118. T makes sure that Ss understand - Take note
these statements.
2. Completing task
- T gets Ss to work in pairs to ask and answer. - Do the task in pair
- T calls on some pairs to speak out. - Ss speak out in front of the class
- Suggested answer:
- Could you tell me some reasons why nature is
threatened?
- First people are killing animals for fur, skin and food.
- ………………………………………………………
about family life
ACTIVITY 3: Matching (task 2)
Time: 9 minutes
Procedures
1. Giving task
Instruction: You are going to work in pairs to match the - Listen to T
reasons why nature is threatened(task 1) with possible - Answer T’s questions if called
measures for protecting the environment(task 2) - Note down the new words
B. Completing task
- T goes round to offer help when Ss discuss. - Ss work in pairs to match the reasons why
- T reminds Ss that they have to explain their choice as nature is threatened(task 1) with possible
well. measures for protecting the environment(task
2)
C. Report the result
Ss to feedback. T comments and gives corrective Task 1: Reasons Task 2 Measures
feedback. 1. killing animals -. killing animals for
for fur, skin and fur, skin and food
food. should be banned
2.keeping animals - keeping animals as
as pets pets should be
discouraged
3.Hunting or - animals should not
capturing animals be captured for
for recreation and recreation and
entertainment. entertainment.
4.cutting down trees - all of kinds of
for wood and animals and plants
burning the forests should be protected
5.using fertilizers - decreasing the use
pesticides for of fertilizers and
cultivation pesticides for
farming should be
encouraged
6. discharge - discharge
chemicals pollutants chemicals pollutants
into the into the
environment 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 find out - Listen to T’s request.
the solutions to protect environment.
- T gets Ss to read example.
2. Completing task
- T calls on some Ss to present their group’s ideas. Suggested answers:
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 gives final  Some pupils present in front of the class
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
Follow –up: ………………………………………………………………………………………
…………………………………………………………………………………………………
Period………… UNIT 10: NATURE IN DANGER

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:
deal with the task.
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 VN ? - Listen to the teacher
2. Completing task
- While Ss are working, T. goes around to - Work in group to name some national park in VN .
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 note.
Scenic features ['si:nik 'fi:t∫ə] đặc trưng phong cảnh
Approximately [ə'prɔksimitli] khoảng chừng
Devasting(a) /'devəsteitiη/ tàn phá, phá huỷ
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
space.
mark 1. T
Group 2  Group 4 3. F(all______many)
 Give Ps the key (in slide) 4. T
5. T
ACTIVITY 4: MCQS
Time: 10 minutes
Procedure:
1. Giving task
 Checks the rule
(?) What to do now?
minutes
Group 2 G3
Group 3 G4
Group 4 G1
After the 1 marking
2. Completing task
space.
mark 1-A 2-D 3-C 4-D

III. Consolidation (2 minutes)
-What have you gained today? - We have known some infomation about some national in
USA
developed
IV. Homework (2 minutes)
prepare for the next lesson (Unit 10-
D. Writing)
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
Period………….. UNIT 10: NATURE IN DANGER

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
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 fill in - Ss work in pair to find out the suitable words.
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 other  listen to T’s comment
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 read - Answer the teacher’s questions.
information in textbook on page 120 and
write about Cat Ba National Park.
Ask Ss some questions Cat Ba National Park
1. Where is Cat Ba National Park located?
2. What are the features of Cat Ba National - Take notes
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
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
feedback .
I. Report the result - Ss exchange their writing
J. Assess the performance  comment on other’s performance
-What have you gained today? -Our group work skill and interpersonal skill are developed
A. Reading)
Follow –up:
………………………………………………………………………………………………
Period………… UNIT 10: NATURE IN DANGER

E. Language focus
…….. …………………. ……………………….
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 them to 1. at / Is / Snowy / home /? /
rearrange to make meaningful ones. 2. is / He / sleeping.
- Ask Ps to read these sentences and make them pay 3. do / Why / you / smile / ? /
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 / - /sw/ for a Students read the sentences
few times, explain the differences in producing them. Ss to pronounce the words and read the sentence
- Play the tape once for Ss to hear the words  comment on other’s performance
containing these sounds. Then play the tape again listen to T’s comment
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 sounds. Listen and repeat
-Read the sentence and ask the Ss to underline the / sl / / sm / / sn/ / sw /
words with the sounds and write /sp / - / st/ - / sk/ Slave Small Snack Swallow
under them. Sleep Smart Sneeze Swim
- Ask some Ss to read the sentences. Slim Smell Snooker Swing
3/ Report the result Slowly Smoke Snowy Switch
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 required
- Give Ps two examples and ask Ps to combine these
sentences by using relative clauses. - Ask the Tc if necessary
- Introduce other ways to combine these sentences by - Ss give their knowledge about the reported speech
using relative clause after a preposition learnt in grade 10
Possible answer:
. Relative clause after a preposition
2/ Completing task 1. Study the following examples
-Observes and gives help if necessary a, The man is Mr. Pike. Mary is talking about him
 The man whom Mary is talking about is Mr. Pike.
3/ Report the result b, I’ll give you the address. You should write to it.
- Asks Ps to present their work  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
tríc“whom” hay “which”
 Riªnggiíitõ“without”th× ph¶i ¸p dông çch 2
E.g: This is the man without whom we’ll get 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 use
-Asks Ps to present their work individually “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 comment 6- whom (after the preposition “to”, don’t 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 preposition
-Asks Ps to present their work individually “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 preposition
- asks Ps to give comment on other Ps’work “to”)
7- who (as a subject)
- compares the answers and gives the comment 8. whom (after the “woman & the preposition “to”)
-What have you gained today? - We have known how to practice the clusters /sl / - / sm/ -
/ sn / - /sw/ and understand reported speech with
communicative tasks
developed
the next lesson
Follow –up:
………………………………………………………………………………………………………………………
……………………………………………………………………………………………
Period …… UNIT 11: Sources of energy
A- READING
…….. …………………. ……………………….
A. Objectives
- Students can express their opinion about sources of energy.
- Reading for gist and for specific information.
2/ Skill:
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 present 1, Our major source of energy comes from fossil
the answer. fuels.
2, We need energy to live and work, to cook meals,
to light, heat or cool the house, to run machines....
4/ Assess the performance - Give the comment

- asks Ps to give comment on other work - Listen to T’s 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
-To provide Ss’s with some language to help them -Listen and read after to T
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 lîng 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
2/ Completing task
-Read the text carefully then discuss in pairs.
- Calls on some Ps to guess the meaning
- Read in model and ask them to repeat in chorus
-Work in groups and know how to use them in a new
context.
-Using new words to make sentences.
4/ Assess the performance -Write on note book carefully.
- Comments on Ps’ performance - Listen and read after to Tc.
- Give the 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
Time: 15 minutes
Technique: Kỹ thuật mảnh ghép 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
Geothermal. Available.. Only in a few place
- invites Ps to give comments on other’s 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 decide which - Read the sentences carefully then decide the best
sentence is True or False: 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
∙ Observes and gives help if necessary -Ask the teacher if necessary
- Asks some pairs to go to the black board to present Expected answer:
the answer. 1. F
2. F
3. T
4. F
4/ Assess the performance 5. T
- compares the answers and gives the comment - Give the comment
- presents the content of the new lesson: - Listen to T’s comment
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
…….. …………………. ……………………….
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 questions: - Listen to the Tc’s requirement.
1, What is our major source of energy?
2, How many sources of energy are mentioned in the
text and which one do you think has the most - Work in pairs.
potential? - Do as required.
2/ Completing task - Ask the Tc’s help if necessary
- Explain or elicits the meanings of the new word.if - Practice carefully then discuss, compare
neccesary Expected answer:
3/ Report the result 1, Our major source of energy comes from fossil
- asks some pairs to present their work fuels.
- Help Ss to express their ideas when necessary 2, Five sources of energy are mentioned in the
4/ Assess the performance handout, I think solar energy is the most potential.
- comments on Ps’ performance - give comments
- listen to the Tc’s comment
Time: 7 minutes
Procedure:
1/ Giving tasks: Finding new words in part B
-To provide Ss’s with some language to help -Listen and read after to T
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 (Read-Ss
2/ Completing task
∙ Observes and gives help if necessary -Work in groups and know how to use them in a new
3/ Report the result context.
-Using new words to make sentences.
-Write on note book carefully.
4/ Assess the performance - Listen and read after to Tc.
- Comments on Ps’ performance - Give the 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 on page - Do as required.
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 then
3/ Report the result present before the class.
- Call on some pairs to present their order and asks *Expected answers:
other pairs if they agree or disagree with their 1, D 2, D 3, D 4, A
friends’ answers. 5, D 6, A 7, D
-Should bear in mind that the answers are open Give comments on other’s performance
-Elicits comments from the class and provides -The working style of the group
feedback. listen to T’s comment
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 pairs of - Listen to teacher.
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.
2/ Completing task -Work in pairs.
∙ Observes and gives help if necessary -Do as required.
-After checking that Ss have finished the task, T calls -Practice carefully then discuss, compare and then
on different pairs to perform their conversations. present before the class in one minute
-Elicit comments from the class and provides
- invites Ps to give comments on other’s performance  comment on other’s performance
- comments on Ps’ performance -Result + handwriting
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 the - Listen to the Tc’s requirement.
increasing use of alternative sources in the future. - Do as required.
2/ Completing task
- Ask the Tc if neccesary
- Call on some pairs to present their order and asks
other pairs if they agree or disagree with their - The group leader present their group’s discussion
friends’ answers. Example: We think in the future, solar energy is used
-Should bear in mind that the answers are open widely all over the world because it is not only infite
and plentiful but also clean and safe…
Give comments on other’s performance

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

C- LISTENING
…….. …………………. ……………………….
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 questions: - Listen to the Tc’s requirement.
1, What is our major source of energy? - 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 word.if - Ask the Tc’s help if necessary
neccesary - Practice carefully then discuss, compare
- asks some pairs to present their work - present before the class.
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
ACTIVITY 2: Listen and complete the sentences by circling the letter A,B,C or D
Time: 15 minutes
Procedure:
1/ Giving tasks:
the A0 paper
. 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 check their. G1 → G3
answers G2 → G4
- Check Ss’ answers by calling on some Ss . If many G3 → G2
Ss cannot complete the sentences, T plays the tape G4 → G1
one or two times and pauses at the answers for them - Give mark for groups
to catch. Expected answers:
-Give the correct answers: 1, D 2, C
3, D 4, A 5, B
before the class.
4/ Assess the performance -Give comments on other’s performance
-Elicits comments from the class and provides -Result + handwriting
feedback. -The working style of the group
ACTIVITY 3: Listen again to the last part of the talk and write in the missing words.
Time: 15 minutes
Procedure:
1/ Giving tasks:
the best answer
. G1 → G3
G2 → G4
G3 → G2
G4 → G1
2/ Completing task
before the class
1, unlimited 2, atmosphere
3, may 4, gases
5, amounts
-What have you gained today? - We have learned the listening about the sources of energy.
for the next lesson : D-Writing
Follow –up:……………………………………………………………………………………………
…………………………………………………………………………………………………………
Period ……… UNIT 11: Sources of energy

D- WRITING
…….. …………………. ……………………….
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
on the A0 paper)
2/ Completing task - Do the task
3/ Report the result - ( the leader) presents the answer

- Asks The leader of each group presents the Possible answer:
answers in front of the class) 1, Because our daily activities need energy.
2, There are many ways to save energy:
+ 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 ….
- asks Ps to give comment on other work - Give the comments
- compares the answers and gives the comment - Listen to T’s 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 a -Listen to teacher.
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 performance comment on other’s performance
- comments on Ps’ performance. -Result + handwriting
III. Consolidation: (2 minutes)
-What have you gained today? - We have learned to write a a paragraph about the ways of
saving energy
- 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
…….. …………………. ……………………….
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 them to 3. day / What / splendid / spring / a / ! /
rearrange to make meaningful ones. 4. dad / My / shrimp / paste / hates /
attention to the underlined words Students read the sentences
- Ask them to read these words Ss to pronounce the words and read the sentence
 lead to the Pronunciation  comment on other’s performance
1/ Giving tasks: listen to T’s comment
- Model the four sounds/ / - / spl/ - / spr / 3. What a splendid spring day!
for a few times, explain the differences in producing 4. My dad hates shrimp paste.
them.
containing these sounds. Then play the tape again Listen and repeat
and the Ss repeat after the tape. / / / spl /
2/ Completing task Shred
Pronouncing the words Shrill
- Read the words in each column all at once. Shrimp
- Read and ask the Ss to repeat them. shrine
words with the sounds and write/ / - / spl/ - / spr
/under them.
ACTIVITY 2: Relative clause replaced by present participle phrases
Time: 10 minutes
Procedure
1/ Giving tasks:
Relative clause replaced by present participle Listen to the teacher and do as the Tc required
phrases
- Give Ps two examples and ask Ps to combine Relative clause replaced by present participle
these sentences by using relative clauses. phrases
- Introduce other ways to combine these a. Study the examples
sentences by using relative clause after a - The girl who is wearing a raincoat is her 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 last
- asks Ps to give comment on other Ps’work 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 individually 2- Do you know the woman coming toward 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 wood.
- asks Ps to give comment on other Ps’work 6- We have an overlooking the park.
- compares the answers and gives the comment + Comment on other’s performance
Time: 10 minutes
Procedures
1/ Giving tasks:
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 off the
-Asks Ps to present their work individually light.
3- The first person to see is Mr. Smith.
4/ Assess the performance 4- This is the second person to be killed in that way.
- asks Ps to give comment on other Ps’work 5- The first person to catch the ball will be the winner.
-What have you gained today? - We have known how to practice the clusters / / - / spl/
- / spr /and understand reported speech with infinitives
developed
the next lesson
Follow –up:
………………………………………………………………………………………………………………………
……………………………………………………………………………………………
Period: ….. REVISION

…….. …………………. ……………………….
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 ar
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
…….. …………………. ……………………….
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:
D. Procedures
- Time: 10 minutes
- Procedure
1. Giving tasks
“Friendship”.
football
kinds of sports

handout.
- T asks Ss to complete the network with some words
related the word “kinds of sports” . The winner will be
the group completing the network in the shortest period
of time.
2. Completing task

 Asks Ps to exchange their papers to mark  Expected answer
Group 1 « Group 3 Boxing, table tennis, swimming,
Group 2 « Group 4 volleyball, wrestling........
 Gives Ps the key  exchange the answer to mark
Group 1 « Group 3
Group 2 « Group 4
 Invites Ps to give comments on other’s  comment on other’s performance
ACTIVITY 2: Discussing the picture
- Time: 15 minutes
- Procedure
o Giving tasks
- T shows some pictures about Asian games and asks - Ss work in pair to answer the questions
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
may give some comments and her suggestion 1. They are football, table tennis, high jumping, and
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 with one
(3) How many points for a correct answer? of the words in the box
Group 1 « Group 2 Group 3 « Group 4
2. Completing task
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 then - Listen to the teacher carefully and do the task individually
find a peer to compare their answer with. and in pair
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 compare
- T might also want to give Ss some their answer with.
strategies to find the main idea of the
passage
asks other Ss to say whether they 1. 1951
agree or disagree. 2. the 2nd Asian Games in Manila, the Philippines
- T gives feedback and the correct answer 3. 1958
4. Squash, rugby, fencing and mountain biking
5. 2002
Time: 15 minutes
Procedures
1. Giving task
 Checks the rule
(?) What to do now?
true of false
2. Completing task
space.
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 information, and guessing
meaning in context, gap-filling...
developed
IV. Homework (2’)
for the next lesson
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
…….. …………………. ……………………….
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:
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 to - Read the rule in slide
make the complete questions by putting the - Choose the secretary of the group
words given in the correct orders - Work in group in five minutes, find all the adjectives as
1. 14th, were, the, where, Asian, held, Games, quickly as possible.
when, and? -The secretary note down all adjectives -Exchange
2. countries, in, how, the, part, many, the answer to mark
complete, how, the? Group 1 « Group 4
3. were, at, Games, sports, many, completed, Group 2 « Group 5
how, the? Group 3 « Group 6
10. Completing task

The pair with the quickest and most correct - Work in group in five minutes
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

mark Group 1 « Group 4
Group 3 « Group 6
 Give Ps the key (in slide) - 10 points for a correct answer

ACTIVITY 2: Ask and answer the Asian Games
Time: 1 0 minutes
Procedure
1. Giving task
T reviews how to read cardinal number and - Listen to T
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 answer Suggested answers:
about the Asian Games and talk about sport A: When and where were the 1st Asian Games held?
results, and then calls on some Ss to present B: in 1951 in India
their answers. A: How many countries took part in the Games?
B:11
A: How many sports were competed at the Games?
B: 6
class

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

- T goes round to offer help when Ss discuss. Ss discuss and the leader will take notes of the
- T reminds Ss that they have to explain their choice as ideas, and then one representative will report
well. 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
Listening)
Follow –up: ………………………………………………………………………………………

…………………………………………………………………………………………………
APPENDIX Activity 1:
Handout A
Game Host country year Number of Number
No countries of sports
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 country year Number of Number
No countries of sports
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
…….. …………………. ……………………….
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
tasks.
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?
Vocabulary pre-teaching Ss repeat in chorus and individually.
those taken from the listening passage
2. Completing task
observe and offer help when necessary. a. long jump
b. high jump
c. gymnastics
d. weightlifting
- Call some pairs to ask and answer in front of Perform in front of the class
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 blank with
(2) Who mark your group? one of the words in the box
- The secretary in the group has to write the best ideas on
2. Completing task
space.
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?
+ Decide whether the statements are true or Group 1 « Group 2 Group 3 « Group 4
false Group 5 « Group 6 Group 7 « Group 8
2. Completing task
 Ask Ps to exchange their papers to  Ps exchange their papers to mark

mark Group 1 « Group 3
Group 2 « Group 4

III. Consolidation
-What have you gained today? - We have listened to two people talking about the ASIAN
GAMES and do listening comprehension such as True or
False, Gap-filling
developed
IV. Homework
D. Writing)
Follow –up:
………………………………………………………………………………………………………………………
……………………………………………………………………………
Period: …………… UNIT 12: THE ASIAN GAMES

D. Writing
…….. …………………. ……………………….
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
tasks.
II. New lesson
ACTIVITY 1: Warm-up: Matching
Time: 7 minutes
Procedure
1. Giving task
Ask Ss to match the verbs in column A with the noun Ss work in group to do the task
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. advertise e. hotels with modern facilities
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 we have to do to - Listen to the teacher
prepare for the Games?
2. Completing task
- T gives some questions: * Ss prepare an outline for their writing and exchange it
1. What will your country do first? with their peer.
2. Why will we have to upgrade the National Sports 1. We’ll have to build one more National Stadium and
Centres and stadiums? some sports buildings and car parks
3. What about the training areas and the roads? 2. Because they are not in good condition
4. What will we have to equip the hotels and guest 3. We will widen the training areas the roads and the
houses with? What for? sports building
5. Which form of mass media will be used to 4. We will have to equip all the hotels and guest houses
advertise all the preparations for the Games? with modern facilities- to welcome foreign athletes and
6. Who will you recruit to serve the Games? visitors
7. What competition will we have to hold? 5. The radio and television will be used for advertising
- T goes around to offer help and gives corrective 6. We should recruit university teachers and students
feedback . with good English
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 100-120 - Work individually in 10 minute
words to describe the preparations - Write a paragraph about 100-120 words to
for the Games describe the preparations for the Games
- Exchange your paper with your - Exchange your paper with your partner, sitting next to you
partner, sitting next to you to mark to mark
 Checks the rule
(?) What to do now?
2. Completing task
 Observes and gives help if necessary
 Useful language The answer will vary
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
IV. Homework
6. Asks Ps to study the lesson again and  Listen to T and take note
Language 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
…….. …………………. ……………………….
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 them to 1. at / night / There / a / strong / was / man / street /
rearrange to make meaningful ones. the / on.
- Ask Ps to read these sentences and make them pay 2- man / The / was / screaming / while / to / square /
attention to the underlined words walking / the.
 lead to the Pronunciation Students read the sentences
1/ Giving tasks: Ss to pronounce the words and read the sentence
- Model the four sounds/ / - / spl/ - / spr /  comment on other’s performance
for a few times, explain the differences in producing listen to T’s comment
them. 3- There was a strong man on the street last night.
- Play the tape once for Ss to hear the words 4- The man was screaming while walking to the
containing these sounds. Then play the tape again square.
2/ Completing task
Pronouncing the words Listen and repeat
- Read the words in each column all at once. / / / skr / / skw /
- Read and ask the Ss to repeat them. Street Scream Square
- Ask the Ss to pronounce the words. Strong Screen Squeeze
*Practicing sentences containing the sounds. Strange Screw Squeak
-Read the sentence and ask the Ss to underline the Strength Scratch Squeal
words with the sounds and write/str / - / skr/ - / skw /
under them.
ACTIVITY 2: Omission of relative clause
Time: 10 minutes
Procedure
1/ Giving tasks:
Omission of relative clause 2. Omission of relative pronouns
- Give Ps two examples and ask Ps to combine a. Example
these sentences by using relative clauses. 1- The man is Mr. Pike. Mary is talking about him
- Introduce other ways to combine these  The man whom Mary is talking about is Mr. Pike.
sentences by using relative clause after a  The man Mary is talking about is Mr. Pike.
preposition b, I’ll give you the address. You should write to it.
 I’ll give you the address which you should write to.
.  I’ll give you the address you should write to.
2/ Completing task c. The man is clever. He sits next to me.
-Observes and gives help if necessary  The man who sits next to me is clever.
b. Conclusion
3/ Report the result - When relative pronouns are used as objects in the
- Asks Ps to present their work relative clause, they can be omitted.
- When relative pronouns are used as subjects in the
relative clause, they cannot be omitted.
- gives the comment
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 birthday
-Asks Ps to present their work individually party couldn’t come.
3- The short stories John told were very funny.
4/ Assess the performance 4- The dictionary I bought is very expensive but very
- asks Ps to give comment on other Ps’work interesting.
5- I didn’t like the man we met this morning.
- compares the answers and gives the comment 6- The beef we had for dinner was very delicious.

Time: 10 minutes
Procedures
1/ Giving tasks:
7- I wok with
3/ Report the result 8- We went to
-Asks Ps to present their work individually 9- We’re living in
10- They were talking about
4/ Assess the performance 11- He applied for
- asks Ps to give comment on other Ps’work 12- I slept in
-What have you gained today? - We have known how to practice the clusters /str / - / skr/
- / skw /and understand reported speech with infinitives
developed
the next lesson
Follow –up:
………………………………………………………………………………………………………………………
……………………………………………………………………………………………
Period :…….. UNIT 13 - HOBBIES

A-Reading
…….. …………………. ……………………….
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:
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 questions
- Each group has to find the words which show
hobbies
-The secretary note down on the paper - 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
- Walking
4/ Assess the performance - Fishing
- compares the answers and gives the comment - Give the comments
 Lead to the new lesson. Unit 13: Hobbies - Listen to T’s comment
and we learn A.Reading
Time: 10 minutes
Procedure:
1/ Giving tasks:
and asks Ps to guess the 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
something away or get rid of - Ask the teacher if necessary
 Indulge (in) / ɪn’dʌldʒ/ (v): enjoyable
- Present the meaning:
Ex: I always indulge in music
- Listen and read after to Tc.
 occupied /‘ɒk.jʊ.paɪd/ (adj): busy
after guessing the meaning
2/ Completing task
- Give the comment
- Comments on Ps’ performance
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 phrase in - Each group has to discuss to choose the best
column A with their definitions or synonyms in answer for the blank in each sentence
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
- comments on Ps’ 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 draws a + Form new groups
table with 12 numbers on the board. Some of the + Read the rule in slide
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
2/
5 6 7 8 + Answer T’s questions if necessary
9 10 11 12
Completing task
Observes and gives help if necessary Possible answer:
* Suggested Questions: * Suggested Answers:
1. What is the writer’s first hobby? 1. His first hobbies is playing the guitar.
2. Lucky number 2. Lucky number
3. Is the writer an accomplished guitarist? 3. No, he isn’t.
4. Why does the writer admire his uncle? 4. Because he ‘s an accomplished guitarist and
5. Lucky number he is good at accompanying people singing by
6. What is the writer’s second hobby? his guitar.
7. How did he collect his fish? 5. Lucky number
8. What kind of stamp collector is the writer? 6. His second hobby is keeping fish.
9. Lucky number 7. He bought some from the shop and collected
10. Where does he collect stamp? some from the rice field near his house.
11. Which does the writer get more of, local 8. He is an avid stamp collector.
stamps or foreign stamps? 9. Lucky number
12. What does the writer do with the less 10.He collects them from discarded envelopes;
common stamps and with the common ones? his relatives and friends give him.
11. Local stamps.
3/ Report the result 12. He keeps the less common ones inside a
Ask Ps to exchange their papers to mark small album. The common ones he usually gives
Group 1  Group 4 away to others or if no one wants them he simply
Group 2  Group 3 throws them away.
Give Ps the key (in slide)
- omments on Ps’ performance - comment on other’s performance

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 the
3. modest pleasure of
4. avid c. well trained, skilled
5. discarded d. going with a singer
6. indulge in or using a musical
7. keep me occupied instrument
e. thrown away
f. humble, not large
g. keep me busy
Period ………. UNIT 13: SPEAKING

B-Speaking
…….. …………………. ……………………….
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 board. - Work in groups
-ask Ss to look at the pictures and to remember the - Do as required.
names of the pictures in 30 seconds.
-Each group will write down as many names as
possible on the sub-board. - Ask the Tc’s help if necessary
-After 2 minutes, the group who has more correct
names will be the winner.
2/ Completing task
neccesary Expected answer:
- Dancing
3/ Report the result - Watching Tv
- asks some pairs to present their work - Fishing
( Should encourage Ss to explain why they like or - Reading book
dislike a game/ contest.) - Swimming
-Help Ss to express their ideas when necessary - Playing piano
4/ Assess the performance - Listening to music
- invites Ps to give comments on other’s performance - Chatting
ACTIVITY 2: Practice the dialogue.
Time: 8 minutes
Procedure:
1/ Giving tasks:
- ask Ss work in pairs in 3 minutes, practice the - Listen to the Tc’s requirement.
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 it. Listen to the requirement
2/ Completing task
- Asks one S in a group to present in front of the
class
4/ Assess the performance - Do the work in pairs
- comments on Ps’ performance - present in front of the class
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 suggestionsers and
3/ Report the result vice verse)
- Asks one S in a group to present in front of the - present in pairs in front of the class
class
- invites Ps to give comments on other’s performance -Result + handwriting
- comments on Ps’ performance -The working style of the group
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, you collector. Your friend asks
ask her experience, using the your experience. Your
suggestion below. answers are might:
-how to collect stamps - Buy from post office.
-how to organize stamps Ask members of family,
-where to keep stamps friends, relatives, 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
…….. …………………. ……………………….
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 some - Listen to the Tc’s requirement.
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.
4/ Assess the performance - give comments

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 hobby. Listen - Form the new group
to his talk and decide whether the statements are
true (T) or false (F).
- Tells Ps the rule of the games
the best answer
. G1 → G3
G2 → G4
G3 → G2 - Ask the Tc if necessary
G4 → G1
2/ Completing task - Compare and then present the points of groups
∙ Observes and gives help if necessary before the class
3/ Report the result Answers:
Asks one S in a group to present in front of the class 1. T 5. T
2. F 6. T
3. F 7. T
4. F 8. F
ACTIVITY 3: Listen again and choose the correct answers to fill in the blanks
Time: 10 minutes
Procedure:
1/ Giving tasks:
the A0 paper
. G1 → G3
G2 → G4
G3 → G2
G4 → G1
2/ Completing task - Work in pairs.
+ Play the tape the second time for Ss to check their 1. A
answers 2. B
- Check Ss’ answers by calling on some Ss . If many 3. D
Ss cannot complete the sentences, T plays the tape 4. C
one or two times and pauses at the answers for them 5. A
to catch. - Compare and then present the points of groups
-Give the correct answers: 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 the - Listen to the Tc’s requirement.
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.
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
3/ Report the result - ( the leader) presents the answer
- Asks The leader of each group presents the Expected answers:
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.
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 outline of -Listen to teacher.
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 suggested in Outline
the box, the sample writing + name of the collection
- elicits the tense and the language used in the + how you collect them (buy them, ask someone to
passage give them, exchange them,…)
- provides some useful language for description + how you keep them
+ use a variety of tenses + when you started your collection
+ firstly/ first of all + how you classify them
+ then/ next + why you collect them (to relax, to kill time, to
2/ Completing task entertain oneself)
∙ Observes and gives help if necessary + what you plan for the future
3/ Report the result - present the answers in pairs
Ask Ps to present their answer  comment on other’s performance
4/ Assess the performance -The working style of the group
- invites Ps to give comments on other’s performance listen to T’s comment
- 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 about - Listen to the task
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 (correct - Ss prepare and then talk about their visit in front of
the most important points such as tenses, forms of the class.
verbs, prepositions...), using a red pen or colored Suggested writing
chalk.
One of my hobbies is watching TV. My hobby starts
4/ Assess the performance when I was a girl of five. I would always ask my
- asks Ps to give comment on some other Ps’work parents to turn on the TV set so that I could enjoy the
- compares the answers and gives the comment cartoon films or advertisements.
- Choose one or two letters and reads it/ them to the Now I find that watching TV enables me learn many
class. things. I learn a lot about how 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

-What have you gained today? - We have learned to write a respond letter to reply to the
request of information.
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 only - Listen to the T
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 listen
- 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 textbook after - Listen to the teacher and do as the Tc required
the teacher
2/ Completing task
-Observes and gives help if necessary
- Asks Ps to present their work
4/ Assess the performance + Comment on other’s performance
- asks Ps to give comment on other Ps’work - Listen to teacher, understand how to practice.
- gives the comment
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.
Cleft sentence: object of the sentence - Do as required.
+ It was the cat that the girl saw. - Ask if necessary
Cleft sentence: adverbial modifier of the sentence
The girl saw the cat in the garden. Expected answer:
- Asks the sts to do exercise 1 in pairs 1. It was the boy who visited his uncle last month.
2/ Completing task 2. It was my mother who bought me a present on my
Observes and gives help if necessary birthday.
3/ Report the result 3. It was Huong and Sandra who sang together at the
-Asks Ps to present their work individually party.
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

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 greeted in a
strange language.
6. It was the policeman whom the pedestrian asked a
4/ Assess the performance lot of questions.
- asks Ps to give comment on other Ps’work 7. It was the stranger whom the dog barked at
- compares the answers and gives the comment .
. + 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 with infinitives
- Asks Ss to do the tasks again and prepare for Listen to T and take note
the next lesson (Unit 14- A. Reading)
Follow –up:……………………………………………………………………………………………………
Period: ….. REVISION

…….. …………………. ……………………….
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
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.
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:
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 prefer? Distribute the task among all members and be ready for the
Give a reason for your answer. Why do you task
like it?
Go around to help and give feedback
1. Completing task
- Observes and gives help if necessary - Do the task in pairs

 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

questions and elicits comments from other Ss. 1.The first human to fly in to space is Yuri Alekseyevich
T may give some suggested answers. Gagarin
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 - We have to read the statements and fill each blank with one
Match the headings to the paragraphs of the words in the box
A B - Each of us has to write the answer on the given 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 ideas on the
Paragraph 3 C. Congratulations 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 to identify

 Observes and gives help if necessary which heading is suitable for each paragraph.
Each member has to write the answer on the given space.
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 necessary  Work in group of 6 in five minutes to do the 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 answer? - We have to read the passage and decide which word to fill
in blank.

2. Completing task

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’)
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:
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 questions The answers depend on each student.
Can you name some events in space
exploration?
8. Completing task

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

lesson: events in space exploration -The working style of the group
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 and answer. - Do the task in pair
- T calls on some pairs to speak out. - Ss speak out in front of the class
Call one read the title read the content the - Suggested answer:
passage to answer 1. What is the name of China’s first manned spacecraft?
Go round to help give example - It’s name’s Shenzhou 5
A: When did china Launch its first manned 2. What is the name’ of the astronaut?
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
- ………………………………………………………
Emphasize on questions used to ask about  listen to T’s comment
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 talk about - Listen to T
the important events in space exploration in task 2. - Answer T’s questions if called
-devide the class into 4 groups. Each group will talk about - Note down the new words
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
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
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 20 th
century.
4. Competences
B. Preparation
1. Teacher:
deal with the task.
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 to - Work in pairs to discuss the questions.
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 match with the - Listen to the teacher and take note.
heading provided.
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
space.
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?
minutes
Group 2 G3
Group 3 G4
Group 4 G1
After the 1 marking
2. Completing task
space.
mark 1-B 2-A 3-D 4-A
-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
D. Writing)
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 20 th
century.
4. Competences
B. Teaching aids
 Handouts
 Projector
 A0 paper
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 other  listen to T’s comment
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 read - Answer the teacher’s questions.
information in textbook on page 174 and put
the suitable headings in the blanks.
- Take notes
2. Completing task
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 information - Listen to the teacher
about Neil Amstrong, an American astronaut.
. Now you are going to write about him ,use
suggestions above.
2. Completing task
feedback .
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.
E. Language 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 ranks - Ask if necessary
tenth in my class.
2. He went away yesterday so we had no chance to - Look at these sentences to choose the sounds
see him again. nt/, /nd/ /n/, /ns/, /nz/
-Get Ss to do the task individually and then find a
partner to check their answer with.
2/ Completing task
-Asks Ps to present their work individually
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 last
- asks Ps to give comment on other Ps’work month
- compares the answers and gives the comment B: Oh. I have warned you , haven I? Did he 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 present Expected answer:
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
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 comment 3. She has(has got) a lovely voice, doesn’t 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 present Expected answer:
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 comment 6. …………………….can’t you?
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
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
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.
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:
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 - Ask the Tc if necessary
3/ Report the result Possible answer:
- Asks some pairs to go to the black board to present the 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 was built over
4000 years ago. And the Taj Mahal was built
between 1630 and 1652 by an Indian prince.
4/ Assess the performance - Give the comments

- asks Ps to give comment on other work - Listen to T’s comment
- presents the content of the new lesson:
“ Today we will study about the wonders of the world
Time: 10 minutes
Procedure:
1/ Giving tasks:
and asks Ps to guess the 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)
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 xuất
- spiral ramp (n.phr): Đường xoắn ốc
- bury (v): Chôn vùi
- Read in model and ask them to repeat in chorus - Listen and read after to Tc.
4/ Assess the performance - Give the comment

- Comments on Ps’ performance - Listen to T’s comment

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

Give Ps the key (in slide) Possible answer:
1. tomb
2. wonder
3. ramp
4. chamber
5. mysterious
6. spiral

- comments on Ps’ performance - listen to T’s comment
Time: 10 minutes
Procedures
1/ Giving tasks:
- Each group has to choose the best answer for the
Group 1  Group 4
Group 2  Group 3
Observes and gives help if necessary - Each group has to choose the best answer for the
Ask Ps to exchange their papers to mark -Exchange the answer to mark
Possible answer:
4/ Assess the performance 1. D 2.B 3.D 4. C
- omments on Ps’ performance listen to T’s comment
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 10/15 - Listen to the Tc’s requirement.
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, earth, stone, - Practice carefully then discuss, compare
raise, carry, burial, steal, place, south
2/ Completing task
neccesary Ss write down 3 words with 5 letters each. The
words are taken from the text they have learnt.
The Student who has three among the words above
3/ Report the result will win the game
- asks some pairs to present their work
( Should encourage Ss to explain why they like or - present before the class.
dislike a game/ contest.)
-Help Ss to express their ideas when necessary
- invites Ps to give comments on other’s performance - give comments
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 pairs - Listen to the Tc’s requirement.
2/ Completing task - Listen to teacher.


- After checking that Ss have finished the task, T - Present the answers:
calls on different pairs to perform their Possible answer:
conversations. Answer Key
1. O 2. F 3. F 4. F 5. O 6. O 7. O

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 presenting the Listen to the requirement
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 the - present in front of the class
class

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
∙ Observes and gives help if necessary - Do the work in pairs using the suggestionsers and
vice verse)
- Asks one S in a group to present in front of the - present in pairs in front of the class
class

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 world for - Listen to the Tc’s requirement.
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?
3/ Report the result Possible answer:

- asks some pairs to present their work (1). Machu Picchu in Peru.
(2). The Great Wall of China.
(3). Jesus statue in Rio de Janeiro- Brazil.
(4). Mayan Ruins in Mexico.
(5). Roman Colosseum in Italy.
4/ Assess the performance (6). Taj- Mahal in India.
- invites Ps to give comments on other’s performance (7). Petra, the ancient capital of the Jordan.
- give comments
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

- Check Ss’ answers 1, The Great Wall
- Help Ss to practise the words in P183 2. In China
3. Thousand years ago
4. Practise the words in p183
-Elicits comments from the class and provides 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:
the A0 paper
. 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.
- 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 check their 1. the moon.
answers 2. 1987.
- Check Ss’ answers by calling on some Ss . If many 3. The Ming Dynasty.
Ss cannot complete the sentences, T plays the tape 4. 200
one or two times and pauses at the answers for them 5. 200 BC.
to catch. 6. 6000 km
-Give the correct answers: 7. 11 metres.
8. stones
before the class.

ACTIVITY 4: Listen again and decide which sentence is True (T) and which sentence is False (F)
Time: 10 minutes
Procedure:
1/ Giving tasks:
the best answer
. G1 → G3
G2 → G4
G3 → G2
G4 → G1
2/ Completing task
before the class
Possible answer:
1/ F 2/ F 3/ T 4/ T 5/F
- invites Ps to give comments on other’s performance  comment on other’s performance
- comments on Ps’ performance -Result + handwriting
- We have learned to talk about competitions
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 d
e
2/ Completing task
∙ Observes and gives help if necessary - Do the task
- Ask the Tc if necessary
- Asks The leader of each group presents the - ( the leader) presents the answer
answers in front of the class) Expected answers:
Key:
a. Ha Long Bay
b. An Egyptian Pyramid
c. The great Wall of China
d. Phong Nha cave
e. Ponagar Cham Towers.
- Give the comments
4/ Assess the performance - Listen to T’s comment
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 then -Listen to teacher.
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
- comments on Ps’ performance. - present the answers in pairs
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 brief - Listen to the task
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
3/ Report the result - stick the posters on the board (3 posters)

T corrects by eliciting from the whole class (correct - Ss prepare and then talk about their visit in front of
the most important points such as tenses, forms of the class.
verbs, prepositions...), using 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 comment - listen to T’s 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.

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/ for a Students listen to the tape and repeat after the tape
few times, explain the differences in producing them.
containing these sounds. Then play the tape again
2/ Completing task Students practice pronouncing the words in pairs.

- Read the words in each column all at once.
words with ft/ - /vd/ - /fs - /vz/ under them.
3/ Report the result Students read the sentences

4/ Assess the performance Ss to pronounce the words and read the sentence
- asks Ps to give comment on other Ps’work comment on other’s performance
- compares the answers and gives the comment listen to T’s 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 required
A asks: Does the teacher praise him every 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 - Ask the Tc if necessary
3/ Report the result -Expected answers:
- Asks Ps to present their work +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.)
4/ Assess the performance + Comment on other’s performance

- asks Ps to give comment on other Ps’work - Listen to teacher, understand how to practice.
- gives the comment
Time: 10 minutes
Working ways: pair work Teachnique: Giving task
Procedures
1/ Giving tasks:
to check their answer with.
3/ Report the result Expected answer:
-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.....

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…
. + 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 with infinitives
the next lesson (Unit 6- E. 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. roofsB. 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
th
20. On 15 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/ ThanksC.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 / 2019)
Period ……………..….. TEST CORECTION

…….. …………………. ……………………….

Giáo Án Tiếng Anh Theo Chương Trình Chuẩn Lớp 11 (Sách Cũ)

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Giáo Án Tiếng Anh Theo Chương Trình Chuẩn Lớp 11 (Sách Cũ)

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PERIOD 01 + 02

- T may make clear that: - The answer will vary

4. Assess the performance

- T may make clear that: - The answer will vary

4. Assess the performance

IV. Homework (2’)

CÂU HỎI ĐÁP ÁN CÂU HỎI ĐÁP ÁN

ACTIVITY 1: Competition game - Network

Teacher (T) Students (Ss)

 Answer T’s questions if called

- T divides the class into 8 groups and gives each group a

3. Report the result

4. Assess the performance

Teacher (T) Students (Ss)

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

3. Report the result

4. Assess the performance

 Divide Ss into groups of 4  Form new groups

3. Report the result

4. Assess the performance

IV. Homework (2’)

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

Teacher (T) Students (Ss)

3. Report the result

 Ask Ss to exchange their papers to  exchange the answer to mark

4. Assess the performance

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

- Do the task in pair

ACTIVITY 3: Discussing and report (task 2)

Instruction: You are going to discuss and number the

3. Report the result

4. Assess the performance

ACTIVITY 4: Interview your friends

3. Report the result

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

3. Report the result

4. Assess the performance

Teacher (T) Students (Ss)

 Divide Ss into groups of 4  Form new groups

3. Report the result

 Ask Ss to exchange their papers to + Lan’s talk:

4. Assess the performance

ACTIVITY 3: Listen and note down details

Instruction: You are going to listen to the

3. Report the result

3. Report the result

4. Assess the performance

 Asks Ss some questions  Answer T’s questions

Teacher (T) Pupils (Ss)

- Observes and gives help if necessary - Ss play game

3. Report the result

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

4. Assess the performance

ACTIVITY 2: Preparing Ss to write

3. Report the result

4. Assess the performance

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

 Tell Ss the rule - Listen to Ts’ rule

 Observes and gives help if necessary The answer will vary

3. Report the result

4. Assess the performance

 Asks Ss some questions  Answer T’s questions

Divide class into 2 groups A & B Listen to Ts’ rule

 Ask Ss to report the result Group A Group B