BINH DUONG PROVINCE
TAN UYEN DISTRICT
HUYNH VAN NGHE HIGH SCHOOL





LESSON PLAN OF ENGLISH 11






Teacher’s name:
Nguyen Ngoc Thanh Hien







UNIT1: FRIENDSHIP

OBJECTIVES

1. Skills
• Reading:
- Practising reading poem after the cassette or after the teacher.
- Reading and guessing the meaning of words based on the context of the sentence.
- Reading and choose the correct answer
- Reading and answering the questions related to the content of the reading.
• Speaking:
- Describing the characteristics and appearance of someone.
- Talking the personalities of someone.
- Interviewing a famous person.
• Listening:
- Listening and choosing the true / false information.
- Listening and taking notes the main ideas of the reading depending on the instruction.
• Writing:
- Describing about a friend (appearance and personalities ) from the given facts.
2. Language knowledge
• Pronunciation:
- Pronouncing coorectly two consonants /dz/ and /ts/ in single words and statements.
• Grammar and vocabulary:
- How to use “ infinitive with to” and “ infinitive without to” correctly in common statements.
TEACHING AIDS
- Cassette and tape
- Pictures in text book and other teaching aids


UNIT 1: FRIENDSHIP
LESSON 1: READING
OBJECTIVES

- Pupil can comprehend the reading about friendship.
- Pupil can understand and use new vocabulary through speaking, asking and answeing activities.
-

Teacher’s and students’ activities
Time
Warmer






Before you read






While you read

Task 1










Task 2




Task 3
























After you read


Homework - Teacher writes the following sentence on the blackboard and asks students to do as directed ( Complete the sentence by filling in the gaps with the suitable words)
A………………..in need is a …………………indeed.
- Students work in individual and then discuss with their partner
- Teacher asks students to volunteer to answer before class.

- Teacher reads the poem ( or turns on the tape recorder).
- Students listen twice and practising reading the poem (in pairs)
- Teacher notice students the intonation and how to read exclaimatorily
- Teacher guides students to new lesson ( Teacher prepares students handout filling in the blank to introduce new words in the text more easily)

- Teacher asks students read the text silently and do the tasks as directed.

- Students choose the correct answer to fill in the blank.
- Teacher teaches difficult words to help students to do the task better.
Answer
1. mutual
2. incapaple of
3. unselfish
4. acquantance; friend
5. give-and-take
6. loyal to
7. suspicious

- Teacher asks students to read the text again.
- Students discuss with each other and choose the correct answer.
Answer:
B (Conditions of true friend ship)

- Teacher asks students to ask and answer the questions related to the text.
- Students work in pair
- Teacher goes around to help someone in difficulty.
Answer:
1. The first quality for true friendship is unselfishness. It tells us / me that a person who is concerned only with his own interests and feeling can not be a true friend.
2. Changeable and uncertain people are incapaple of true friendship because they take up interest with enthusiasm, but they are soon tired of it, and they feel the attraction of some new object.
3. The third quality for true friendship is loyalty. It tells us / me that the two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them.
4. There must be a mutual trust between friends because if not, people cannot feel safe when telling the other their mst intimate secrets.
5. Talkative peole can’t keep a friend long because they cannot keep a secret, either or their own or of the others.
6. The last quality for true friendship is sympathy. It tells us / me that to be a true friend you must sympathize with your friend. Where there is no mutual sympathy between friends, there is no true friendship.

- Students discuss “ Why do we need to have friends?” in group.
- Teacher focuss on some common mistakes and difficult problems.

- Write down the answers of the questions on page 15.
- Do the exercise in Task 1 about using words – Page 14. 3m








5m







30m











































5m




2m

UNIT 1: FRIENDSHIP
LESSON2: SPEAKING
OBJECTIVES
- Pupils know how to describe the characteristics and appearance of someone
- Pupils know how to interview a famous person.


Teacher’s and students’ activities
Time
Warmer
Task 1







Task 2







Task 3








Homework

- Teacher asks students to observe carefully four people in the picture, describing their physical characteristics.
- Students work in pair.
- Teacher can guides students… “ OK, look at the picture. - -- How many people are there in the picture? Can you guess the age of each of them?.... Now let us start with the physical description of the man. Is he tall or short?.....”

- Teacher asks students to dicuss and number th efollowing personalities in order of importance in friendship.
- Students work in group
- Teacher asks each group to report their result to the class and explain why they arrange in such order ( Note : There is no need to have unchangeable answer; Students may arrange in suitable order in case they can explain their reason.)

- Teacher asks students to practise interviewing skill.
- Teacher gives role-play for each pupil, instructing each role to think and base on the following suggestions to ask and answer questions.
- Students work in pair. Teacher goes around to help students who are in difficulty.
- Teacher asks two or three pairs to report their interview before class.

- Practising speaking these task again at home.
- Prepare for the listening part for the next period 3m

10m







10m








20m







2m

UNIT 1: FRIENDSHIP
LESSON 3: LISTENING
OBJECTIVES
- Pupils listen and choose the true / false information.
- Pupils listen and take notes the main ideas of the reading depending on the instruction.


Teacher’s and students’ activities
Time
Warmer




Before you listen


While you listen






































































After you listen



Homework - Students close their books
- Teacher guide pupils to the new lesson by asking them some questions about themselves.
- Students work in pair.

- Teacher asks students to open their books and read the part LISTEN AND REPEAT.
- Teacher asks students to read aloud the words given to make sure they pronounce exactly and understand their meaning.
Task 1

- Teacher gives instrutions.. “ You will hear Lan and Long talk about their best friends Ha and Minh. Listen to their talk and do the task that follow.” and explaine
* Going through the statements
* Going through the vocabulary in task 1
- Teacher gives students 1 or 2 minutes to read the staements to make sure that they understand them .
- Teacher explains some more new words if required
- Teacher turns on the tape recorder, asking students to listen carefully (Teacher lets students listen the second time in case students don’t hear clearly yet)
- Students listen and decide whether the statements are true or false.
Answer key:
Lan’s talk:
1.F 2.F 3.T 4.F 5.T 6.F

Long’s talk:
1.F 2.F 3.T 4.T 5.T

Task 2
- Teacher turns on the tape recorder again, asking students both listen to listen and take notes the information to answer the following questions: - How and where did they meet? - What do they like about their friends?
Answer key:

How and where they meet What they like about their friends
Lan - They used to live in the same residential area in Ha Noi
- Lan went on a holiday to Do Son and Ha went there to visit her.
- Ha’s very friendly and helpful.
- Ha’s sociable. She’s got many friends in Do Son and she introduced Lan around.
Long - They met in college
- Minh played the guitar, Long was a singer.
- They worked together. - Minh has a sense of humour
- Minh likes to go to play and movies
- Minh is a good lostener
- Minh is friendly and helpful.

Tapescript
Lan’s talk
My best friend is Ha. We’ve been friend for a long time. We used to live in Nguyen Cong Tru Residential Area in Ha Noi.her family moved to Haiphong im 1985. it is said that Haiphong people are cold, but Ha is really, really friendly. I first started to get to know her when I was going on a two-day trip to Do Son last year and I didn’t know anybody there. I gave ha a ring and she was so friendly, she said, “ Oh, I’ll come to visit you.” So she rode on her motorbike to Do Son and twenty minutes later she was there. She stayed with me for two days. She happened to know a lot of people there, so she introduced me around, and we’ve been best friends ever since.

Long’s talk
My best friend is Minh. We met in college. I was there singing and Minh was a guitarist. So we worked together a lot. Minh has a great sense of hunour, he’s very , very funny, and that’s one of my favourite things about him. And over the years, we have been through good time and bad times with each other, and that’s one of the things I like best about him. And we have a lot of the same interests. We like to go to plays and movies together. But when we are going through a rough time, he’s really a good friend, and he’s a good listener, and he is always help me through.

- Students work in pair, practising speaking about how Ha and Minh become Lan’s and Long’s good friends.
- Teacher goes around to help students in case they are in difficulty.

- Listening again at home.
- Prepare writing part for the next period.


UNIT 1: FRIENDSHIP
LESSON 4: WRITING
OBJECTIVES
- Pupil know how to descibe about a friend (appearance and personalities ) from the given facts.



Teacher’s and students’ activities

Time
Warmer
Guiding










Writing


Correcting
Teacher gives some instructions to help students to write effectively:
- Students read guidelines carefully, thinking and choosing one of his/her friend he/she finds more information to be able to write from that one.
- Students find ideas, then arrange in logical order.
- Students practise writing based on the ideas they have already reorganized.
- Students read again his/ her writing carefully, checking errors of spelling and grammar before ending writing.

Teacher asks students to start to write. Teacher goes round to help them if necessary.

Teacher choose any of the students to write their task on the blackboard while the others also write their task below to correct before class.
3m

5m










25m

10m



UNIT 1: FRIENDSHIP
LESSON 5: LANGUAGE FOCUS

OBJECTIVES
• Pronunciation:
- Pronouncing coorectly two consonants /dz/ and /ts/ in single words and statements.
• Grammar and vocabulary:
- How to use “ infinitive with to” and “ infinitive without to” correctly in common statements.


Teacher’s and students’ activities

Time
Warmer



















Exercise1














Exercise 2

















Homework
(include oral test)

PRONUNCIATION
• Listen and repeat
- Teacher reads all the words twice, noticing students the difference between the voiced /dz/ and voiceless /ts/ sound.
- Teacher reads each word aloud and clearly in listen and repeat again so that students repeat.
- Teacher asks some students to repeat, correcting their pronunciation if neccesary.
• Practise reading aloud these sentences.
- Teacher reads these statements twice, students listens.
- Students practise reading these statements in individual then in pair.
- Teacher goes around to help them when necessary
- Teacher asks students find words that have consonants /dz/ and /ts/ in the statements.

GRAMMAR

- Students practise in pair, discussing to put the words in the correct order to make sentences.
- Teacher explains the meaning and the usage of To- infinitive.
Answer:
1. Who wants something to eat?
2. I have some letters to write.
3. I am/ was delighted to hear the news.
4. My mother has some shopping to do.
5. You always have too much to talk about.
6. It’s lovely to see you again.
7. It’s / was too cold to go out.
8. I am happy to know that you have passed th exams.



- Students work in pair
- Students rewrite the sentences, using the correct form of the infinitive without to.
- Teacher explains the meaning and usage of infinitive without to ( Infinitive without to can be used after some causative verbs: make, let and used after some perceptive verbs: hear, see, watch….
Answer:
1. The police watched them get out of the car.
2. They let him write a letter to his wife.
3. I heard them talk in the next room.
4. The customs officer made him open the briefcase.
5. The boy saw the cat jump through the window.
6. Do you think the company wil make him pay some extra money?
7. I felt the animal move toward me.
8. Do you think her parents will let her go for a pinic?

- Write down the answers in their notebooks
- Prepare the reading part for the next period
6m

7m
















15m












15m



















2m


UNIT 2 : PERSONAL EXPERIENCES

OBJECTIVES
1. Skills
• Reading:
- Comprehend the story and guess the meaning of the words and phrases through the context.
• Speaking:
- Ask and answer the past experiences and their influence to the writer.

• Listening
- Listen and understand the exchange of the story in the past about a famous person and its influence on him.
• writing
- Write letters about one of our past experiences in the past.
2. Language knowledge
* Pronunciation: Pronounce correctly some consonants /m/, /n/, / / in single words and in statements.
* Grammar and vocabulary:
- Simple present is used to tell the past experiences.
- Review some past tenses: simple past, past continuous and past perfect.

TEACHING AIDS
* Tape recorder and tapes
• Pictures in text book and some visual aids


UNIT 2 : PERSONAL EXPERIENCES
LESSON1: READING

OBJECTIVES
- Pupils comprehend the story and guess the meaning of the words and phrases through the context.


Teacher’s and students’ activities

Time
Warmer

Before you read






While you read




Task 1










Task 2











Task 3








After you read








Homework




- Teacher interests students by asking them to look at the pictures below and guess what is happening in each of them.
- Students work in pair.
- Teacher can help them by asking some questions:
* Who do you think they are?
* Where are they?
* What are they doing?

- Teacher asks students to read the text silently, try to understand the content of the reading text.
- Teacher explains some difficult words to help students comprehend the text more easily.
- Students do the tasks as directed.

- Students work in individual.
- Teacher asks students to read the text again, then the sentences and find the required words related to the reading text.
- Teacher divides students into groups to compare the answers after they finish their task.
- Teacher gives correction before class, noticing students the word forms.
Answer key:
1. glanced 2. making a fuss 3. embarrassing 4. idols
5. sneaky

- Teacher asks students to read the text silently again.
- Students put the pictures of the events in the order they happened in the story.
- Teacher divides students into groups to compare the result. In case the answers of these groups are the same , teacher asks them to retell each of the events. If the answers are different, teacher asks them to discuss again to have the right answers.
- The whole class check the answer and write the answer key on the blackboard.
Answer key:
1.d 2.b 3.f 4.e 5.a 6.c

- Students answer the questions
1. A red floppy cotton hat.
2. so that she could buy the hat for herself./ to buy the hat for herself.
3. A wad of dollar notes exactly like the ones her father had given her before.
4. Because she didn’t like to make a fuss.
5. She bought the hat with it.

- Teacher guides students to say their opinions about the story.
- Students work in group. One member in each group write down all the opinions in their group, then report the general ideas.
- Teacher can give instructions: put up a notice at the school board/ get on the same bus the next day and look for the boy to return money to him/ do nothing/ keep it a secret/ tell her father and ask him for advice,…

- Students learn the new vocabulary by heart and make sentence with them..
- Students retell the story in the reading text and give their opinions about it.
3m

5m








10m





5m











8m











7m








5m








2m

UNIT 2 : PERSONAL EXPERIENCES
LESSON2: SPEAKING

OBJECTIVES
- Pupils can ask and answer the past experiences and their influence to the writer.

Warmer

Task1








Task 2














Task 3












Homework
( include oral test)

- Teacher helps students to understand the phrases and the structures in box A and B, then match the things they might have done or experienced in box A with how the experience might have affected them in box B.
- Students work in pair.
- Teacher goes around to help students if they find the words or the structure in the box difficult.
Answer:
1.d 2.c 3.a 4.b 5.e

- Teacher asks students to practise the dialogue after putting the lines in the conversation in the correct order.
Students discuss in pair to do this task.
Notes:
- Asking about past experiences: Have you ever….
- Asking about the details of that experience: How did it happen….
- Asking the affect of that experience: How did the experience affect you…
• How to use the past continuous to tell the situation of the experience and the simple past to tell the experience.
- Teacher asks students to play role to practise with him/her to check students’ memory.
Answer
1.b 2.d 3.h 4.a 5.e 6.g 7.c 8.f
Activity 1
- Students practise speaking with each other, using the
structures and the ideas in Task 1 to make similar dialogues.
- Teacher goes around to give help, listen carefully, write all common mistakes, then corect before class.
Activity 2
- Students work in group, telling the other experience they have met.
- Teacher asks one or two groups to report their task before class when they finish it
- Teacher collect students’ errors and correct them before class by giving proper examples.

- Practising these task again at home.
- Prepare listening part for the next period. 7m

7m









10m


















9m





10m

UNIT 2 : PERSONAL EXPERIENCES
LESSON 3: LISTENING
OBJECTIVES
- Listen and understand the exchange of the story in the past about a famous person and its influence on him.


Teacher’s and students’ activities

Warmer



Before you listen






While you listen

Task 1










Task 2











After you listen







Homework


Tapesrcipt - Teacher asks students some questions to aroue their interests in listening: Have you ever been in the fire? If you had, what would you do?
( include oral test)
- Teacher guide students to the new lesson by asking the whole class to look at the picture and answer the question: What’s happening in the picture?
- Students talk freely
- Teacher reads all the given words, students pereat.
- Teacher explains the meaning and usage of these words again if necessary.

-Students are asked to listened to get the information to do the tasks below:

- Teacher introduces the situation of the listening.
- Students read all the sentence quickly
- Teacher gives clear instruction of this task, then turn on the tape recorder.
- Students listen twice and do the exercise.
1.T 2.F 3.F 4.F 5.t
- Students compare the answer with their partner. Teacher goes around to see whether they can do or not. Teacher can let students listen again if necessary.
- Students write the answer on the blackboard (in pair)

- Students read the passage quickly, try to guess what words in the blank.
- Teacher lets students listen to the tape and the write the words in the blank.
- Students discuss and compare the result in group.
Teacher observes and helps them if necessary, letting them listen again in case they ask.
- Teacher asks each group to write the result on the blackboard, give marks for the group that finishes first.
Answer keys:
1. small 2. everything 3. family 4. replaced 5. took 6. appreciate
- Students discuss Christina’s point of view “ Family is more important than things”. Give their own opinions, agree or disagree with her.
- Teacher explains the word “ things” meant “ materials or properties”.
- Teacher can instruct them : Family is more important than things because it can’t be replaced. / it gives you love, support, …

Listen the listening text again at home.
Prepare writing part for the next period.

Unforgetable experiences
Interviewer: This is Radio 3. In our “ Unforgetable Experiences” programme tonight we talk to Christina, a successful business woman. Hello Christina, welcome to our programme.
Chistina: Hello and thank you. It’s nice being with you tonight.
Interviewer: Christina, could you tell our audience about the most memorable experience in your life?
Christina: Well, my most unforgetable experience happened thirteen years ago, when my house burned down.
Interviewer: Really? How did it happen?
Christina: The fire started in the kitchen where I forgot to turn off the gas stove.
Interviewer: What were you doing at tthat time?
Christina: I was sleeping when I was suddenly woken up by terrible heat. I open my eyes to find myself surrounded by walls of fire.
Interviewer: That’s terrible! How did you escape?
Christna: I was terrified. Then I heard my mother’s voice calling my name. I rushed to her. She carried me out. Luckily I got away without even a minor burn.
Interviewer: Not many people are so lucky. Did the fire affect you in any way?
Christina: Oh, yes. Yes,very much, in fact. Although I lost many things in the fire, the experience helped me to grow up.
Interviewer: What do you mean?
Christina: Well before the fire, I was selfish. I always complained to my mother about how small my room was, or how few clothes I had. Then the fire came and destroyed everything we owned. But I slowly began to realize that I really needed my old things. I just needed my family. After all. You can get new clothes any time, but a family can never be replaced.
Interviewer: I see, so the fire took many things from you, but it gave you something, too.
Christina: Exactly. It taught me to appreciate my family more than things.
7m



8m










10m










10m












8m

UNIT 2 : PERSONAL EXPERIENCES
LESSON 4: WRITING

OBJECTIVES
- Pupil know how to descibe a personal letter about a past experience


Teacher’s and students’ activities

Time
Warmer

Guiding









Writing


Correcting

Teacher gives some instructions to help students to write effectively:
- Students read guidelines carefully, trying to answer fully these questions
- Students join ideas, arrange in logical order.
- Students practise rewriting based on the ideas they have already reorganized.
- Students read again his/ her writing carefully, checking errors of spelling and grammar before ending writing.

Teacher asks students to start to write. Teacher goes round to help them if necessary.

Teacher choose any of the students to write their task on the blackboard while the others also write their task below to correct before class.
3m

5m









25m

10m


UNIT 2 : PERSONAL EXPERIENCES
LESSON 5: LANGUAGE FOCUS

OBJECTIVES
• Pronunciation:
- Pronouncing correctly three consonants /m/ /n/ and /n/ in single words and statements.
• Grammar and vocabulary:
1. Present simple indicating past time
2. Tense revision: the past simple, past progressive and past perfect


Teacher’s and students’ activities

Time
Warmer



















Exercise1













Exercise 2







Exercise 3








Homework
(include oral test)

PRONUNCIATION
• Listen and repeat
- Teacher reads all the words twice, noticing students the difference between the voiced /dz/ and voiceless /ts/ sound.
- Teacher reads each word aloud and clearly in listen and repeat again so that students repeat.
- Teacher asks some students to repeat, correcting their pronunciation if neccesary.
• Practise reading aloud these sentences.
- Teacher reads these statements twice, students listens.
- Students practise reading these statements in individual then in pair.
- Teacher goes around to help them when necessary
- Teacher asks students find words that have consonants /m/ /n/ and /n/ in the statements.

GRAMMAR

- Students practise in pair, discussing to put the correct tense of the verbs in brackets infinitive.
1. invites
2. sets
3. gets
4. waves
5. promises
6. carries
7. contains
8. has baked
9. is
10. is shining
11. are singing
12. is
1. broke/ was playing
2. wrote/ was
3. was working/broke
4. started/ were walking
5. told/ were having
6. didn’t listen/ was thinking
7. phoned/ didn’t answer/ were you doing
8. was not wearing/ didn’t notice/ was drivimg
1. had eaten/ arrived
2. found/ had taken
3. got/ had closed
4. got/ had left
5. got/ had arrived
6. paid/ had phoned
7. went/ said/ hadn’t arrived
8. had looked/ asked/ cost

- Write down the answers in their notebooks
- Prepare the reading part for the next period 6m

7m
















15m












15m



















2m


THE FIRST PERIOD TEST
THE ELEVENTH FORM
TIME ALLOWED: 45’

I/ Choose the word which has the underlined part pronounced differently from the rest.
1. a. happy b. husband c. have d. hour
2. a. childless b. watching c. machine d. choose
3. a. war b. work c. world d.whom
4. a.bring b. every c. remember d. party
5. a. village b. dangerous c. gossip d. passenger
II/ Choose a,b,c or d that bests completes each underlined sentence: substitudes the underlined part; or has a close meaning to the original one.
6. They lit the ………. and began to sing “ Happy Birthday”
a. presents b. toys c. candles d. flowers
7. When the candles were blown …….., the room was in dark.
a. out b. of c. at d. in
8. You need to be more………..if you want to become a novelist
a. imagine b. imagination c. imaginative d. imaginatively
9. She looked so great …………her new dress.
a. in b. with c. at d. for
10. The new law forces industries to be more………with natural resources.
a. care b. careful c. carefulness d. carefully
11. The exam is coming so the teachers made their students………..a lot.
a. study b. to study c. studying d. studied
12. ………friend in need is ………. friend indeed.
a. The/ the b. A/ a c. No art./ no art. d. No art./ the
13. He is not good…..Maths. He is incapable……………calculating.
a. at/ of b. on/ for c. for/ of d. with/ in
14. Daisy is so …………..She only cares about herself, not about other people.
a. helpful b. talkative c. loyal d. selfish
15.She find it difficult to get…………with new friends
a. acquainted b. acquaint c. acquaintance d. acquaintanting
16. My friends often shows her ……….whenever I have troubles
a. sympathetic b. sympathize c. sympathy d. sympathetically
17. If you ………to contact me sometime next week. I …………at the Sheration in San Francisco.
a. will need/ stay b. need/ will stay
c. will need/ will stay d. have needed/ is going to stay
18. When he ….....off the plane, I ……….for him for half an hour
a. gets/ will wait b. got/ had been waiting
c. had got/ was waiting d. has got/ will be waiting
19. We did not have ……..the essay so we asked the teacher for a delay
a. time enough for writing
b. time enough to write
c. enough time for writing
d. enough time to write
20. Man is engaged in a ………struggle with Nature.
a. constant b. constanly c. constancy d. inconstantly
21. Those villagers are very ………….to visitors
a. hospitable b. hospitally c. hospital d. hospitalities
22. ……..friendship is……….two-side affair
a. The/a b. A/ an c. A/ the d. No article/ a
23. The children……...they can not keep silent
a. seem to be so excited that
b. seem being so excited that
c. seem to be very excited that
d. seem being very excited that
24. He has only one………..in life. – To become rich
a. secret b. quality c. feeling d. aim
25. After ……..dinner, he went out for a walk.
a. a. has had b. having c. have had d. has
26. His knowledge ……..since he got the habit of reading
a. develops b. developed c. has developed d. have developed
27. Do this work ….. one.
a. at b. in c. for d. on
28. Mr brown is tired ………living in the city.
a. from b. for c. of d. at
29. We really do not like his sneaky behaviour, which has made us feel uncomfortable.
a. wearing fashionable clothes b. doing things carefully
c. acting in a secret or deceptive way d. doing things carelessly
30.The life boat was launched at once to rescue the four fishermen.
a. quickly b. carefully c. immediately d.excitedly
31. Do it ….. the way that I have ever told you.
a. by b. on c. at d. in
32. Look! Mary is ……..a beautiful new dress. She looks so pretty in the dress
a. bringing b. carrying c. putting on d. wearing
33. The police let him…….after they had asked him some questions.
a. to leave b. leave c. leaving d. left
34. he/ wavy/ brown eyes
a. He has got wavy hair and brown eyes
b. He has got a wavy hair and brown eyes.
c. He has a wavy hair with brown eyes
d. He is wavy hair and brown eyes
35. Those tourists were ……their journey.
a. enough tired to continue b. too tired to continue
c. very tired that they could not continue d. too tired for continuing
III/ Read the passage carefully and choose the correct answer.
If you are invited to an American friend’s home for dinner, remember these general rules for polite behaviour. First of all, arrive approximately on time but not early. Americans expect promptness. It will be all right to be 10 or 15 minutes late, but not 45 minutes late. When you are invited to someone’s home for meal, it is polite to bring a small gift. Flowers and candy are always appropriate. If you have something attractive made in your country, your host or hostess will certainly enjoy receiving that gift. What will you do if you are served some food that you can not eat or you do not like? Do not make a fuss about it. Simply eat what you canand hope that no one noticed it. Be sure to complement the cook on the food that you are enjoying. Do not leave immediately after dinner, but do not over-stay your welcome, either. The next day, call or write a thank- you note to say how much you enjoyed the evening.
36. If you are invited to American friend’s home,………….
a. punctuality is appreciated
b. you should go late a bit
c. politeness is not necessary
d. you should be late at least 45 minutes
37. When you come to someone’s house for dinner,………..
a. do not care about gifts
b. bring a lot of gifts
c. bring some flowers, candy or something made in your native country
d. you should never offer any gift
38. If there is some food that you cannot eat,………..
a. make a fuss about it
b. do not makwe a fuss about it
c. ask the host to cook you another dish
d. do not eat anything
39. Which sentence is NOT true?
a. You should not compliment the cook on the food.
b. you should not overstay.
c. You should not make someone notice that you do not like the food.
d. you should not leave immediately after dinner.
40. The next day, ……………
a. you shouldn’t say thank- you
b. remember to thank to host for the dinner
c. say nothing to the host
d. invite the host to your house

THE FIRST PERIOD TEST
THE ELEVENTH FORM
TIME ALLOWED: 45’’

I/ Choose the word which has the underlined part pronounced differently from the rest.
1. a. childless b. watching c. machine d. choose
2. a. village b. dangerous c. gossip d. passenger
3. a.bring b. every c. remember d. party
4. a. war b. work c. world d.whom
5. a. happy b. husband c. have d. hour
II/ Choose a,b,c or d that bests completes each underlined sentence: substitudes the underlined part; or has a close meaning to the original one.
6. Do this work ….. one.
a. at b. in c. for d. on
7. Mr brown is tired ………living in the city.
a. from b. for c. of d. at
8. We really do not like his sneaky behaviour, which has made us feel uncomfortable.
a. wearing fashionable clothes b. doing things carefully
c. acting in a secret or deceptive way d. doing things carelessly
9.The life boat was launched at once to rescue the four fishermen.
a. quickly b. carefully c. immediately d.excitedly
10. They lit the ………. and began to sing “ Happy Birthday”
a. presents b. toys c. candles d. flowers
11. The new law forces industries to be more………with natural resources.
a. care b. careful c. carefulness d. carefully
12. The exam is coming so the teachers made their students………..a lot.
a. study b. to study c. studying d. studied
13.………friend in need is ………. friend indeed.
a. The/ the b. A/ a c. No art./ no art. d. No art./ the
14. He is not good…..maths. He is incapable……………calculating.
a. at/ of b. on/ for c. for/ of d. with/ in
15. Daisy is so …………..She only cares about herself, not about other people.
a. helpful b. selfish c. loyal d. talkative
16.She find it difficult to get…………with new friends
a. acquaint b. acquaintanting c. acquaintanced. d. acquainted
17. My friends often shows her ……….whenever I have troubles
a. sympathy b. sympathize c. sympathetic d. sympathetically
18. If you ………to contact me sometime next week. I …………at the Sheration in San Francisco.
a. will need/ stay b. need/ will stay
c. will need/ will stay d. have needed/ is going to stay
19. When the candles were blown …….., the room was in dark.
a. out b. of c. at d. in
20. You need to be more………..if you want to become a novelist
a. imagine b. imagination c. imaginative d. imaginatively
21. She looked so great …………her new dress.
a. in b. with c. at d. for
22. Look! Mary is ……..a beautiful new dress. She looks so pretty in the dress
a. bringing b. carrying c. putting on d. wearing
23. The police let him…….after they had asked him some questions.
a. to leave b. leave c. leaving d. left
24. When he ….....off the plane, I ……….for him for half an hour
a. gets/ will wait b. got/ had been waiting
c. had got/ was waiting d. has got/ will be waiting
25.……..friendship is……….two-side affair
a. The/a b. A/ an c. A/ the d. No article/ a
26. The children……...they can not keep silent
e. seem to be so excited that
f. seem being so excited that
g. seem to be very excited that
h. seem being very excited that
27. He has only one………..in life. – To become rich
a. secret b. quality c. feeling d. aim
28. We did not have ……..the essay so we asked the teacher for a delay
e. time enough for writing
f. time enough to write
g. enough time for writing
h. enough time to write
29. Man is engaged in a ………struggle with Nature.
a. constant b. constanly c. constancy d. inconstantly
30. Those villagers are very ………….to visitors
a. hospitable b. hospitally c. hospitalities d. hospitalities
31. After ……..dinner, he went out for a walk.
a. a. has had b. having c. have had d. has
32. His knowledge ……..since he got the habit of reading
a. develops b. developed c. has developed d. have developed
33. Do it ….. the way that I have ever told you.
a. by b. on c. at d. in
34. he/ wavy/ brown eyes
a. He has got wavy hair and brown eyes
b. He has got a wavy hair and brown eyes.
c. He has a wavy hair with brown eyes
d. He is wavy hair and brown eyes
35. Those tourists were ……their journey.
a. enough tired to continue b. too tired to continue
c. very tired that they could not continue d. too tired for continuing
III/ Read the passage carefully and choose the correct answer.
If you are invited to an American friend’s home for dinner, remember these general rules for polite behaviour. First of all, arrive approximately on time but not early. Americans expect promptness. It will be all right to be 10 or 15 minutes late, but not 45 minutes late. When you are invited to someone’s home for meal, it is polite to bring a small gift. Flowers and candy are always appropriate. If you have something attractive made in your country, your host or hostess will certainly enjoy receiving that gift. What will you do if you are served some food that you can not eat or you do not like? Do not make a fuss about it. Simply eat what you canand hope that no one noticed it. Be sure to complement the cook on the food that you are enjoying. Do not leave immediately after dinner, but do not over-stay your welcome, either. The next day, call or write a thank- you note to say how much you enjoyed the evening.
36. If you are invited to American friend’s home,………….
a. politeness is not necessary
b. you should go late a bit
c. you should be late at least 45 minutes
d. punctuality is appreciated
37. When you come to someone’s house for dinner,………..
a. bring a lot of gifts
b. bring some flowers, candy or something made in your native country
c. you should never offer any gift
d. do not care about gifts
38. If there is some food that you cannot eat,………..
a. ask the host to cook you another dish
b. make a fuss about it
c. do not make a fuss about it
d. do not eat anything
39. Which sentence is NOT true?
a. You should not make someone notice that you do not like the food.
b. You should not compliment the cook on the food.
c. you should not overstay.
d. you should not leave immediately after dinner.
40. The next day, ……………
a. say nothing to the host
b. you shouldn’t say thank- you
c. remember to thank to host for the dinner
d. invite the host to your house.
************
UNIT 3: A PARTY

OBJECTIVES
I/ Skills
1. Reading
- read to get the information from the reading text and correct the wrong information in the sentence.
- Compare, relate the information in the reading text to the personal experience and to the one aroud.
2. Speaking
- Ask and give recommendation about the way to celebrate a birthday.
- Tell a party that a student has recently take part in
3. Listening
- Hear about a birthday party and choose the true – false sentences
- Listen and answer the questions.
- Sumarize the listening text through speaking and listening
4. Writing
- Understand the content and structure of a letter of invitation.
- Write a letter of invitation.
II/ Language knowledge
1. Pronunciation: Pronounce correctly three consonants / l/, /r/, /h/ in single words and statements.
2. Grammar and vocabulary:
- Use correctly To- Infinitive and Gerund, Passive of To- infinitive in statements and passage.
TEACHING AIDS
* Tape recorder and tapes
* Pictures in text book and some visual aids

UNIT 3: A PARTY
LESSON1: READING

OBJECTIVES
- Pupils read to get the information from the reading text and correct the wrong information in the sentence.
- Pupils ompare, relate the information in the reading text to the personal experience and to the one aroud.


Teacher’s and students’ activities

Time
Warmer

Before you read




While you read




Task 1

















Task 2




















After you read





Homework




- Teacher interests students by asking them to look at the pictures below and anser the questions:
1. What is the relationship between the people in the pictures?
2. What are they celebrating?
- Students work in pair.
- Pupil open their books and read after the cassette
- Teacher asks students to read the text silently, try to understand the content of the reading text.
- Teacher explains some difficult words to help students comprehend the text more easily.
- Students do the tasks as directed.
- Teacher reads the instruction: decide which of the activities below take place at a birthday party or at a wedding anniversary party or at both. Put the tick in the right box.
- Teacher asks students to read the text again, then the sentences an
- Students work in individual.
- Teacher divides students into groups to compare the answers after they finish their task.
- Teacher gives correction before class.
Answer key:
1. Birthdays,
2. Both,
3. Both,
4. Birthdays,
5. Wedding Anniversary,
6. Wedding Anniversary,
7. Birthdays.

- Teacher reads the instruction: In each of the following sentences, there is ONE word which is not true according to the reading passage. Underline the wrong word and provide the correct one.
- Teacher asks students to read the text silently again to find the wrong words and correct them.
- Students work in individual and discuss in pairs
- The individual writes the answer key on the blackboard.
- Teacher gives correction before class.

Answer key:
1. eighth => seventh
2. makes => eats
3. food => presents
4. anniversary => ages
5. months => years
6. 5th=> 50th
7. silver => golden

1. Where do you prefer to celebrate your birthday, at home or in the restaurant? Why?
2. Do your parents celebrate their wedding anniversaries?
3. Are you going to celebrate your weddinganniversaries in the future? Why (not)?
- Students work in group.

- Students learn the new vocabulary by heart and make sentence with them..
- Write down the activities take place in a birthday party and an anniversary.

UNIT 3: A PARTY
LESSON 2: SPEAKING

OBJECTIVES
1. Aims: By the end of the lesson, sts will be able to:
- Talk about the party that they have been to
- Asking and making suggestions about how to organize a birthday party
2. Teaching aids: Charts, pictures
1. Method: Communicative approach
2. Procedures:

Stages/ Time Contents Activities

Warm-up
5’ Questions:
1. Do you like parties?
2. Have you ever been to any party?
- T asks sts
Pre- speaking
7’ Task 1
- Whose party was it?
- What was the occasion?
- Did you take the gift for the host?
- Who did you go with?
- Where was the party?
- Were there any decorations?
- Were there a lot of people there?
- Did you know most of the people there?
- What sort of food and drink did you have?
- What was the music like?
- Did you dance?
- Did you meet anybody nice there?
- What time did it finish?
- Did you stay to the end?
- T asks sts to read the questions, thinking proper answers for themselves and choose the things they want to talk about.
- T calls on some sts to give the answer. The rest of the class give comments.

While- speaking
Task 2: Tell their partner about the party




Task 3:
- budget
- date and time
- who to invite
- place
- formal or informal dress
- decorations
- entertainment (music, games, etc.)
- food and drink T asks sts to work in pairs, telling their partner about the party, using the results in Task 1


- T asks sts to work in groups, discussing how to organize the best party for the competition, using the suggestions given
T calls on some representatives to give their performance.
The rest of the class give comments.

Post- speaking
12’
T asks sts to discuss the questions
Homework
1’ T asks sts to serach the information about some volunteer organisation in the world.

**********************
UNIT 3: A PARTY
LESSON 3: LISTENING
OBJECTIVES
1.Aims: By the end of the lesson, sts will be able to:
- Listen for specific information
- Know more about volunteer work
2. Teaching aids: casstette
3. Method: Communicative approach
4. Procedure:

Stages/
Time Contents Activities

Warm-up
5’ - charirty – budget – project
- donations – fundraising – candles
Answer: candles - Teacher writes 6 words on the board.
- Sts read and point out which word does not “ belong” to the others
Pre- listening
5’ It depends on each individual ( personal question) Sts put a tick on the best answer of each questions
While- reading
20’ Task 1
Task 1:
1. informal
2. 30 street children
3. 250 children ( with difficulties
4. 1998
5. volunteers, June
Task 2:
1. It provides classes to disadvantaged children in Ho Chi Minh City.
2. Dance, Theatre, singing and folk music classes were set up in 1999
3. Because they need money to continue their English and Performance Arts Classes.
4. They dance, sing and play music at one of the largest hotels in HCM. City.
5. They are needed because the school needs help to organise the dinner held annually in June.
_ T plays the tape and asks sts to listen and fill in the missing information.





Let students listen to the passage again and find the answers.
Post- listening
14’ - Suggestions
The aim of Spring School
The number of children living and studying at the school or attending classes.
The activities the children at the school take part in
The kinds of volunteers that Sring School requires. - T asks sts to work in pair to tell about Spring School, using the following suggestions.
- T goes round the class to give help where necessary
- T calls on some sts to report before class.
Homework
1’ T ask sts to sumarize the story about Spring School.

UNIT 3: A PARTY
LESSON 4: WRITING
OBJECTIVES
1. Aims: By the end of the lesson, students will be able to write a formal letter expressing gratitude.
2. Teaching aids: Charts
3. Method: Communicative approach
4. Procedures:
Stages/
Timing Contents Activities
Warm-up
5’ D: do, did, does, dig, dump, dog, door, deaf, donation
Noun: donation
Verb: to donate
- T asks sts to make words beginning with letterD
- T writes the letter D on the blackboard and asks sts to make as many words beginning with D as they can.
Pre-writing
10’ Teaching vocabulary:
- Amount(n): a sum of money
- Issue(v):
- assistance(n)
While-writing
12’ Task1:
- The openinmg of the letter: Dir Sir/ Madam
- The amount that is donated: I’m very happy to recievea donation of $ 500 from your company some days ago.
- How the money is used: The money willl help us to repair the old school building and build a new blocks of flats for the handicapped students.
- How the receipt is issued: We will certainly issue a receipt as soon as possiple.
- The gratitude to the donor: I would like to express our thanks for the donation from your company.
- The closing of the letter: I look forward to hearing from you soon. Yours faithfully. - Sts underline the sentences that express the following points.
Post-writing
16’ Task 2:
Read the situation in Task 2 again and then write a letter to thank for the donation - T asks pupils to write down in their notebook, choose one of them to write on the blacboard.
- T goes around to control and give help.
- T asks the whole class to correct the mistakes the task on the blacboard.
Homework
2’ - T asks sts to write a letter of thank for a birthday present

UNIT 3: A PARTY
LESSON 5: LANGUAGE FOCUS

OBJECTIVES
1. Aims: By the end of the lesson, the students will be able to :
- distinguish between the sound /l/ /r/ and /h/ and pronounce precisely.
- understand the usage between gerund and infinitive in active and passive
2. Teaching aids: charts, textbooks
3. Method: communicative approach
4. Procedures:
Stages/ Timing
Warm-up
2’

Present-ation1








Present-ation 2
12’




Practice
20’




Homework
1’ Contents

Sounds: /l/, /r/, /h/


• Pronunciation
/l/ /r/ /h/
Lunch pretty hit
Lovely Europe house
Lemonade parent holiday
Jelly really hospital
Glass restaurant husband
Salad library helicopter


* Grammar
Eg:
1. having taken










Write down the exercise in workbook. Activities

- T reads the words: “ lunch,really, hit” aloud.
- T asks sts to give initial consonant sounds of the words , then introduce the sounds /l/, /r/,/h/
- T reads the sounds and the words, then asks sts to repeat
- T makes correction if needed.
- T gives some examples using Gerund, Present participle, Perfect gerund and Perfect present participle.






T asks sts to do the exercise on page 54, 55



UNIT 4: VOLUNTEER WORK
LESSON 1: READING

1.OBJECTIVES
- By the end of the lesson, students will be able to read for specific information and understand volunteer work
2. TEACHING AIDS: charts, pictures
3. METHOD: communicative approach
4. PROCEDURES:

Stages/ Time Contents Activities

Warm- up


- What are the people in the picture doing?
- Picture1: She is helping an orphan to read.
- Picture 2: He is helping a handicapped
-T shows sts some pictures and asks them qustions.
Pre- reading















While-reading • Vocabulary:
- volunteer (n)
 volunteer (v) : to offer to do something without being forced to do it or without getting paid for it
 voluntary (a)
- orphanage (n)
- orphan (n)


- mow (v):
- lawn- mower (n)
- handicapped (a)
- remote (a): far away
“If you give me fish, I will eat today. If you teach me to fish, I will eat my whole life long.”
Task 1
1. voluntary
2. voluntarily
3. volunteers
4.volunteered
Task 2
1.A 2.D 3.Cb 4.D 5B


Task 3
1. They read books to the people there, play games with them and listen to their problems.
2. They give care and comfort to them and help them over-come their difficulties.
3. during summer vacations, they volunteer to work in remote or mountanous areas to provide education for children.






T asks sts : What do you call the home for children whose parents are dead?



T lets sts work in group to read the saying and explain what it means.

Sts use an appropriate form of the word “ volunteer” to complete each of the following sentences.
- T asks sts to work in pairs
- T calls on some sts to give the answers.

- Sts work in groups to answer the questions, then each group writes the answers on the board
- T corrects.
Post- reading






1. What kind of volunteer work do you usually do at school?
2. What do you usually do in each kind of volunteer work?



- T asks sts to work in groups to discuss the following questions.
- T goes around the class to help the groups, then T calls some representatives to report their groups’ ideas.
- T gives comments
Home-work Question
Why do people do volunteer work? - T asks sts to write the short paragraph, answering the question.

UNIT 4: VOLUNTEER WORK
LESSON 2: SPEAKING

OBJECTIVES
1. Aims: By the end of the lesson, sts will be able to:
- Identify types of volunteer work.
- Talk about volunteer work
2. Teaching aids: Charts, pictures
3. Method: Communicative approach
4. Procedures:

Stages/ Time Contents Activities

Warm-up
5’ Questions:
6. Do you want to be a volunteer?
7. Have you ever done volunteer work? - T asks sts
Pre- speaking
7’ Task 1
- Helpning people in the remote or mountainous areas
- Giving care and comfort to the poor and the sick
- Providing for disadvantaged and handicapped children.
- T asks sts to read the activities and decode which of them are volunteer work.
- T calls on some sts to give the answer. The rest of the class give comments.
While- speaking
Tast 2
Example
A. What kind od volunteer work are you participating I
B. I’m taking part in directing the traffic
8. What exactly are you doing?
9. I’m directing vehicles at the intersections.
A. Do you enjoy the work?
B. Yes, I enjoy the work very much because I like helping people. T asks sts to work in pairs to make a similar conversation, giving the activities in Task 2.
T makes corrections in pronunciation, intonation and grammar.


Post- speaking
12’ “ What should you do to help children in poverty in your hometown?” T asks sts to discuss the questions
Homework
1’ T asks sts to serach the information about some volunteer organisation in the world.


**********************
UNIT 4: VOLUNTEER WORK
LESSON 3: LISTENING
OBJECTIVES
1.Aims: By the end of the lesson, sts will be able to:
- Listen for specific information
- Know more about volunteer work
2. Teaching aids: casstette
3. Method: Communicative approach
4. Procedure:

Stages/Time Contents Activities

Warm-up
5’ - charirty – budget – project
- donations – fundraising – candles
Answer: candles - Teacher writes 6 words on the board.
- Sts read and point out which word does not “ belong” to the others
Pre- listening
5’ It depends on each individual ( personal question) Sts put a tick on the best answer of each questions
While- reading
20’ Task 1
Task 1:
10. informal
11. 30 street children
12. 250 children ( with difficulties
13. 1998
14. volunteers, June
Task 2:
6. It provides classes to disadvantaged children in Ho Chi Minh City.
7. Dance, Theatre, singing and folk music classes were set up in 1999
8. Because they need money to continue their English and Performance Arts Classes.
9. They dance, sing and play music at one of the largest hotels in HCM. City.
10. They are needed because the school needs help to organise the dinner held annually in June. _ T plays the tape and asks sts to listen and fill in the missing information.





Let students listen to the passage again and find the answers.
Post- listening
14’ - Suggestions
The aim of Spring School
The number of children living and studying at the school or attending classes.
The activities the children at the school take part in
The kinds of volunteers that Sring School requires. - T asks sts to work in pair to tell about Spring School, using the following suggestions.
- T goes round the class to give help where necessary
- T calls on some sts to report before class.
Homework
1’ T ask sts to sumarize the story about Spring School.

UNIT 4: VOLUNTEER WORK
LESSON 4: WRITING
OBJECTIVES
1. Aims: By the end of the lesson, students will be able to write a formal letter expressing gratitude.
2. Teaching aids: Charts
3. Method: Communicative approach
4. Procedures:
Stages/
Timing Contents Activities
Warm-up
5’ D: do, did, does, dig, dump, dog, door, deaf, donation
Noun: donation
Verb: to donate
- T asks sts to make words beginning with letterD
- T writes the letter D on the blackboard and asks sts to make as many words beginning with D as they can.
Pre-writing
10’ Teaching vocabulary:
- Amount(n): a sum of money
- Issue(v):
- assistance(n)
While-writing
12’ Task1:
- The openinmg of the letter: Dir Sir/ Madam
- The amount that is donated: I’m very happy to recievea donation of $ 500 from your company some days ago.
- How the money is used: The money willl help us to repair the old school building and build a new blocks of flats for the handicapped students.
- How the receipt is issued: We will certainly issue a receipt as soon as possiple.
- The gratitude to the donor: I would like to express our thanks for the donation from your company.
- The closing of the letter: I look forward to hearing from you soon. Yours faithfully. - Sts underline the sentences that express the following points.
Post-writing
16’ Task 2:
Read the situation in Task 2 again and then write a letter to thank for the donation - T asks pupils to write down in their notebook, choose one of them to write on the blacboard.
- T goes around to control and give help.
- T asks the whole class to correct the mistakes the task on the blacboard.
Homework
2’ - T asks sts to write a letter of thank for a birthday present

UNIT 4: VOLUNTEER WORK
LESSON 5: LANGUAGE FOCUS

OBJECTIVES
1. Aims: By the end of the lesson, the students will be able to :
- distinguish between the sound /w/ and /j/ and pronounce precisely.
- understand the usage between gerund and present participle.
2. Teaching aids: charts, textbooks
3. Method: communicative approach
4. Procedures:
Stages/ Timing
Warm-up
2’

Presentation1









Presentation 2
12’






Practice
20’


















Homework
1’ Contents

Sounds: /w/, /j/
• Pronunciation
/w/
We wheel
West wet
Wine whale
/j/
Yes years
Yellow use
Young York



• Grammar
Eg:
- Going to the cinema is fun
- The girl standing there is Alice.
- He admitted having stolen my bike.
- Having finished my homework, I went to bed.
Exercise 1
1. listening
2. bending
3. behaving
4. meeting
5. spending
6. writing
7. starting
Exercise2
15. burning, rising
16. reading
17. lying
18. shopping
19. preparing
20. trying
Exercise 3
2. having made
3. Having been
4. having been
5. Having tied
6. Having made
7. having taken

Write down the exercise in workbook. Activities

- T reads the words: “ yardstick, whistle” aloud.
- T asks sts to give initial consonant sounds of the words , then introduce the sounds /w/, /j/.
- T reads the sounds and the words, then asks sts to repeat
- T makes correction if needed.

- Tgives some examples using Gerund, Present participle, Perfect gerund and Perfect present participle.



- T asks sts to do the exercise on page 54, 55

THE SECOND PERIOD-TEST
SUBJECT: ENGLISH ELEVEN (MULTIPLE CHOICE)
TIME ALLOWED: 45’
I/ Choose the word which is stressed differently from the others
1. a. problem b. enough c. listen d. summer
2. b. stuggle b. lesson c. village d. remote
3. a. province b. country c. campaign d. ethnic
4. a. decide b. central c. highlands d. hundred
5. a. museum b. interest c. handicapped d. difficult.
II/ Choose a,b,c or d that best completes each unfinished sentence; substitutes the underlined part; or has the close meaning to the original one.
11. I often take part ……..social activities every weekend.
a. for b. in c. against d. over
7. Martin denied…… the accused man on the day of the crime.
a. to see b. of having seen c. to have seen d. having seen
8. The master of the orphanage war very happy to be supported by………. donations from the rich.
a. aged b. volutary c. helpful d. disadvantaged
9. Each nation has many people who voluntarily take care of the others
a. organize b. clean up c. take part in d. look after
10. It is not worth…….that computer. You had better…….a new one.
a. to repair/ to buy b. repairing/ buy
c. for repairing/ bought d. to repair/ buying
11. The conference continued after a ten-minute break.
a. went on b. took part in c. came back d. struggled against
12. Education is the best …….for children’s future
a. consideration b. eradication c. promotion d. preparation
13. Hundreds……….students are joining a campaign to eradicate illliteracy.
a. a b. an c. no art. d. the
14. Most university students take part in school……which are held every summer.
a. acts b. actions c. activities d. actors
15. Guests come to dance party mainly……….
a. to dance b. to talk c. to socialize d. to make conversation
16. What made you…….so?
a. do b. to do c. doing d. did
17. Fortunately our work has finished as scheduled.
a. held b. presented c. ended d. completed
18. Their ………took place in Saint John’s Church.
a. marry b. married c. marriage d. marital
19. Have you ever got any difficulty ……….learning these answers?
a. in b. for c. about d. with
20. Birthday parties are held not only for children…….. for adults
a. and b. as well c. but also` d. nor
21. We always celebrate our wedding…….with dinner in an expensive restaurant every year.
a. party b. anniversary c. cake d. ring
22. These students are quick……English.
a. on b. through c. about d. at
23. Do not write anything until the instructores finishes his…………
a. explain b. explaimatory c. explainer d. explanation
24. Universities are very…… for the best students
a. compete b. competition c. competitor d. competitor
25. Could you keep ……..while I am on the phone, please? Don’t make so much noise.
a. quiet b. enjoyable c. happy d. comfortable
26. They are whispering to avoid ……..by their friends.
a. hearing b. being heard c. to be heard d. being hearing
27. As …….we are keen to ensure that our students acan find the best ways to learn.
A. educate b. educators c. education d. educative
28. Mr Pike invited some……..to his house for dinner last night.
a. hosts b. hostesses c. guests d. celebrators
29. They lit the………annd began to sing “ Happy Birthday”
a. presents b. toys c. flowers d. candles
30. She did not let Peter ……into the room. She made him…….outside.
a. to come/ waiting b. coming/ to wait c. came/ waited d. come/ wait

***********************
UNIT 5: ILLITERACY
LESSON 1: READING

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to :
- Scanning for specific information.
- Skimming for detailed information.
- Knowing about illiteracy problems
2. Teaching aids: pictures, handouts
3. Method: Communicative approach
4. Procedures:
Stages/ Timing Contents Activities

Warm-up
5’





Pre-reading
7’


While-reading
20’




















Post-reading
12’


Homework
1’ A B
Effective region
Relevant way
Illiterate people
Mountainous material
Successful campaign
Honourable job
Vocabulary:
- campaign (n):
- eradicate (v):
- ethnic minority (n):
- expand (v): to become bigger.

Task 1
1. Pho cap giao duc tieu hoc
2. Hoi khuyen hoc Viet Nam
3. Xoa mu chu
4. Ky thuat canh tac
5. Ke hoach hoa gia dinh
Task 2
D : The flight against illiteracy


Task 3:
1. 94 % of the population
2. The campaign for illiteracy eradication.
3. 600 students in 2000 and 800 students in 2001
4. They willingly/ voluntarily spent their vacations teaching ethnic minority illiterate people to read and write.
5. Illiteracy will soon be eradicated.

1. Are there any illiterate people in your neighbourhood?
2. What do you think we should do to help them to read and write? - T asks sts to match the adjectives from column A with the right word they modify in column B



- T introduces new words



- T asks the text silently, then asks then to find out the Vietnamese equivalent to the expressions


- T asks sts to read in pairs to choose the main idea of the passage.

T asks sts to work in pairs to answer the questions, then calll on some sts to write the answer on the board.






T asks sts to work in pairs to ask and answer the questions


T asks sts to summarize the text.


UNIT 5: ILLITERACY
LESSON 2: SPEAKING
OBJECTIVES
1. Aims: By the end of the lesson, sts will be able to:
- talk about illiteracy problems
- offer solutions to the problems
2. Teaching aids : cards
3. Method: Communicative approach
4. Procedures:
Stages/ Time Contents Activities

Warm-up
5’
P----E-S
Problems
School problems
Class problems
Individual problems - T asks sts to fill in the blank with suitable letters to make a meaningful word.
Pre-speaking





While-speaking
20’




Post-speaking
14’ Task1:
1. b.g
2. a.e
3. d,f
4. c
5. h,I,j

Task 2:
St1: Many students can’t buy all the required textbooks,…
St2: I think we should ask the school headmaster to provide…
St1: We should also collect used textbooks for school library.
Task 3:
- Using the cues:
+ large class size
+ shortage of desks
+ hot in summer
+ cold and dark in winter - Sts work in pairs to match each problem in A with its appropriate solution in B










-Ask sts to work in groups
-Call some group representatives to report their ideas.
- Give comments
Homework
1’ In not more than 50 words , wrtie about your class problems and what you have done to solve them

UNIT 5: ILLITERACY
LESSON 3: LISTENING

OBJECTIVES
1. Aims: By the end of the lesson sts will be able to:
- listen for specific information
- talk about condition for better learning
2.Teaching aids: CD player
3.Method: Communicative approach
4.Procedures:
Stages/ Timing Contents Activities

Warm-up
5’
Pre-listening
5’ T introduces new words
While- listening
20’ Task 1
1.D 2.B 3.B 4.B
Task 2
1. The survey/ It took place in Perth.
2. 80% of the students
3. They felt that they should be allowed to give some input into( be involved in ) scxhool decision making Sts listen and choose the best option to complete the sentences
Sts listen to the tape and find the answer for each question
Post- listening
14’ Question: Which do you think is more essential for better learning – good teachers or good textbooks T asks sts to work in groups to discuss the question
T give comments
Homework
1’ Write a short passage to answer the question above. T asks sts to do this task


UNIT 5: ILLITERACY
LESSON 4: WRITING

OBJECTIVES
1. Aims By the end of the lesson, students will beable to
- describe information in a table
- write a paragraph based on the information in the table
2. Teaching aids: charts
3. Method: communicative approach
4. Procedures:
Stages/ Time Contents Activities

Warm-up
3’ number rise in
there male was
of literate the
female both were
who and a
=> There was a rise in the number of both males and females who were literate. - T asks sts to arrange these words into a right sentence.
Pre-writing
12’





While-writing
17’ Task 1
1. varied
2. rise
3. declined
4. different
5. went up
6. dramatically
Task2:
Suggested ideas:
- The table describes the literacy rates of…..
- The rate varied considerably between declined steadily,.
went up sharply
fell down dramatically
There was a gradual rise in the number of…
While the number of…
These data may help researchers or planners… - T asks sts to read the passage and choose a suitable word from the box to fill in each space of the passage.


T asks sts to work in groups to describe the information in the table.
T calls on some representarives to report their ideas.


T asks a student to write his/ her writing on the blackboard.
T asks the class to read and correct the mistakes
T gives comment from the writing
Homework
1’ Students learn by heart the words used to describe innformation in a table

UNIT 5: ILLITERACY
LESSON 5: LANGUAGE FOCUS

OBJECTIVES
1. Aims: By the end of the lesson, sts will be able to
- Practise pronunciation and distinguish the sound /pl/, /pr/, /br/
- Un derstand and use repoted speech with to- infinitive.
2. Teaching aids: pictures
3. Method:
4. Procedures:
Stages/Timing Contents Activities

1. Warm-up
2’ /pl/_ /bl/_ /pr/ _ /br/ - T introduces the consonant sounds, then T lead sts to read these sounds
Presenta-tion 1
10’ Pronunciation
- Listen and repeat
- Practise reading aloud the dialogue. - T reads the words and asks sts to listen and repeat
- T calls on some sts to read aloud the words
- Sts work in pairs to practise reading the dialogue
Presenta-tion 2
13’














Practice
18’ Grammar
1. Repot orders and requests.
S +V + O +To-infinitive
Ex: Please wait for a minute
=> The man asked me to wait for a minute.
2. Reported offers and suggestions:
S + V + To-infinitive
Eg: “ We’ll visit you”
=> She promised to visit us
Exercise1:
1. They promised to come back again.
2. The lifeguard advised us not to sim too far from the shore.
3. John asks Peter to close the window.
4. The teacher encouraged Eric to join the football team.
5. John promised to give it to him the next day.
6. My mum wanted Lan to become a doctor.
7. My sister reminded me to lock the door before going to school
8. His boss advised him to go home and rest for a while.
Exercise 2
1. He advised me not to drink tooo much
2. She invited me to come and see her whenever I wanted.
3. John asked me not to smoke in his car.
4. He told Sue to give him her phone number.
5. He reminded me to give the book back to Joe.
6. He promised not to do it again.
7. He agreed to wait for me .
8. John asked her to lend him some money.
- T explains grammar
UNIT 6: COMPETITIONS
LESSON 1: READING

OBJECTIVES
1. By the end of the lesson, students will be able to:
- deduce the meaning of some words in certain context.
- Scan for specific details
2.Teaching aids: pictures of some competitions, an award for the competition at the end of the lesson.
3. Method:
4. Procedures:
Stages/ Time Contents Activities
Warm-up
5’ 1. Do you like taking part in the competitions like these? Why/ why not?
2. 2. Do you hope to win a competition? If so, which competition do you like to win?
3. 3. Is winning the most important thing in a competition? Why/ why not? T guides questions in the textbook, then introduces the new lesson.
Pre-reading
10’ • Vocabulary:
- sponsor (v,n)
- contest (n): competition
- judge (n):
- announce (v)
- announcement (n)
- recite (v) T explains new words
While-reading
18’ Task 1:
1-d 4-c
2-f 5-b
3-e 6-a
Task 2:
1. The representatives of tree classes of the ( write’s) school took part in the annual final English Competition last Saturday.
2. Its aims was to stimulate the spirit of learning English among students.
Task3:
1…….to recite/ complete the poem.
2……became the winner of the competition.
3…..60 points.
4…….” For me the most important thing was our participation in the competition and the enjoyment we had from it.

Post-reading - Let sts t take part in a translation competition.
- Tell sts of each group to choose the best translation.
Homework
2’ T asks sts to find out the other forms and make sentences with the words they have learnt including task 1, p 68.


UNIT 6: COMPETITIONS
LESSON 2: SPEAKING

OBJECTIVES
1. Aims:By the end of the lesson, students will be able to:
- Ask for and give information about types of the competitions.
- Talk about a competition or contest.
2. Teaching aids: pictures
3. Method:
4. Procedures:
Stages/ Timing
Contents Activities
Warm-up
5’ 1. tar art
2. teabuy beauty
3. simuc  music
4. tohop  photo - T asks sts to find out fields in which competitions are often held by putting the letters in each word into the right order.
Pre-speaking
9’



While-speaking
18’





Post-reading
12’

Task 1
. General knowledge Quiz
. Poetry Reading/ Reciting Competition
Task 2
Eg: T: What do you think of the English competition
S: Oh, it’s interesting. It’s a good time for practising English
1. Where and when did you see or take part in it?
2. What type of the competition or contest was it?
3. Who organized it?
4. Who participated in it?
5. Who won the competition/ contest?
6. Did you enjoy it?
Why/ why not? -T calls 2 or 3 students to tell the type of contest that they like best.



-T tell stss to ask their partner how he/ she feels about each type of the competitions in task 1

Homework
1’ Have sts write a competition/ contest they have recently joined or seen.

UNIT 6: COMPETITIONS
LESSON 3: LISTENING

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to listen to get specific information.
2. Teaching aids: cassette player, record
3. Method: communicative approach
4. Procedures:
Stages/ Timing Contents Activities
Warm-up
5’ 1. The persons who win the competition are champions
2. You need a normal pair of shoes to run.
3. Athletes wear shorts
4. A marathon is a long running is a long running race of about 26 miles or 42 kilometers. - Sts read the statements and decide if thwey are true or false?
Pre-reading
15’





While-listening











Post- listening
10’ 1. What is the Boston Marathon?
2. Who do you think can take part in the Boston race?
Vocabulary:
- race (n)
- athlete (n)
- formally (adv)
- clock (v)
Task 1
1.T
2.T
3.F
4.F
5.T
6.F
Task2
1. He came from New York.
2. She became the first official female champion in 1972
3. 8 women started and finished the race
4. 6164 runners….
• Suggested ideas:
- His/her feeling when receiving the gold medal.
- Her/his schedule
- The reason why he/ she chooses this sport








Ask sts to listen to the dialogue about the Boston Marathon.









Sts work in pairs to name some famous runners in Vietnam
Homework
1’ Write a short paragraph about marathon race

UNIT 6: COMPETITIONS
LESSON 4: WRITING

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to write a letter of replying
2. Teaching aids: pictures
3. Method: communicative approach
4. Procedures:
Stages/ Timing
Contents Activities
Warm-up
5’










Pre-writing
15’



While-writing
15’






Post-writing
8’

Homework
2’ Handout:
1. Dear Helen
2. Dear Sir or Madam
3. Darling Rosie
4. Dear Mr Mc Donald
5. Dear Philip
a. yours ( Bob)
b. yours faithfully (Albert Cook)
c. Love (Peter)
d. Lots of love ( Bobby clark)
e. Your sincerely ( Robert Fleming)

Task 1
- The number of participants
- Entry procedures
- Venue
- Date and time

Task 2
Number of participants
Venue: 106 Tran Hung Dao Street, Hoan Kiem District, Hanoi
Date: 25th November
Arrival time: 7.00 pm
Starting time: 8.00 p.m
Phone number: (04) 9838188
Email: Englishclub06@yahoo.com




- Prepare language focus
- Rewrite the passage, taking consideration their friends’ and teacher’s suggestions and corrections. Sts match the greetings and ending which are formal










- Sts read the letter and find out the information required for the speaking competition


Ask sts to write a letter to respond to Thu Trang based on the details given in Task 2.









- T asks sts to work in groups , correcting their friends’tasks


UNIT 6: COMPETITIONS
LESSON 5: LANGUAGE FOCUS

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to:
- Pronounce correctly the soundsConditional clauses
2. Teaching aids: charts
3. Method: communicative approach
4. Procedures
Stages/
Timing Contents Activities
Warm-up
5’ /tr/ - /dr/ - /tw/
T introduces 5 particular /tr/ - /dr/ - /tw/
twisters, then T leads sts to read them
Presenta-tion1
12’



Presenta-tion 2
27’ Pronunciation
Listen and repeat
Practise reading aloud these sentences



• Grammar
• Reported speechwith Gerund
+ (admit,deny,suggest) V+ V-ing
+ (V: apologize for, complain about, confess to, insist on,…)
V +prep +V-ing
(V: accuse…of, blame…for, thank…for)
V + O + prep + v-ing
Exercise1
1. John congratulated us on passing our exams
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. Bob had 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
1. Tom insisted on paying for the meal.
2. Mr and Mrs Smith looked forward to meeting their children sonn.
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. - T pronounces these sounds and asks sts to repeat.
- T has sts practise pronouncing the sound
- T explains grammar
- Sts work in pairs
Homework
1’ - Sts write down the exercise again
- Sts prepare for Test yourself.

UNIT 7: WORLD POPULATION
LESSON 1: READING

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to:
- deduce the meaning of some words in certain context.
- Scan for specific details
2. Teaching aids: pictures of some scenes related to the text
3. Method:Communicative approach
4. Procedures:
Stages/ Time Contents Activities
Warm-up
5’ 1. Where can you find these scenes?
2. What does each of the pictures tell you?
3. Do you think that the larger in population a country is, the stronger it is? Why/ Why not? T guides questions in the textbook, then introduces the new lesson.
Pre-reading
10’ • Vocabulary:
- Birth-cotrol method
- Double (v)
- Family planning (n)
- Figure (n)
- Increase (v) # decrease
- Limit (v)
- Overpopulation (n)
- Probably (adv)
- Raise animals
- Third World T explains new words
While-reading
18’ Task 1:
1. Although
2. method
3. increases
4. resouces
5. figures
6. limit
7. international
8. control
Task 2:
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 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 7 billion.
3. Some scientists say it can, but others it can’t.
4. No, they don’t.
5. ( They can’t limit the size of their family ) because they know of no safe way to have fewer children.
- T asks the text silently, then asks then to fill in each blank with a suitable word ( Change the form of the word and the dictionary when neccesary.)



- T asks sts to work in pairs to answer the questions, then calls on some sts to write the answer on the board.









Post-reading
10’ - Five world largest countries in population: China, India, Russia, the USA, and Indonesia.( China, India and Indonesia are in Asia, Russia is in Europe, and the USA is in Latin America. The richest country is the USA and the poorest country may be India. - T guides sts to discuss in pairs , finding out five world largest countries in population.
Homework
2’ T asks sts to find out the other forms and make sentences with the words they have learnt


UNIT 7: WORLD POPULATION
LESSON 2: SPEAKING

OBJECTIVES
1. Aims:By the end of the lesson, students will be able to:
- Discuss and give information about the causes of population explosion in the country and throughout the world.
- Talk about the problems facing poor and overpopulated countries
- Work out the solutions to the problems of overpopulation.
2. Teaching aids: pictures
3. Method: Communicative approach
4. Procedures:
Stages/ Timing Contents Activities
Warm-up
5’
Pre-speaking
9’








While-speaking
18’





Post-reading
12’ Task 1
- Fewer children die at birth
- People are not aware of the problem of overpopulation.
- People are not properly educated.
- People believe that having many children means happiness.
- Religion doesn’t encourage peole to have fewer children.
Mny people believe that having a large family is a form of insurance
Task 2
Suggested ideas:
5. poor living conditions
6. low living standards
7. not enough/ expensive food
8. lack/ shortage of schools/ hospitals/ teachers

Task 3
Talk about the prolems of overpopulation and offer solutions, using the results of Tasks 2 and 3 - Sts work in pairs to put The causes of population explosion


-T asks sts to explain why they put the in such order.





- T guides sts to discuss the problems facing poor and overpopulated countries.

- T asks the representatives of one or two groups to report the results to the class.

- T asks sts to work in groups to collect all the ideas discussed in Task 2 and 3 and report the results to the class.
Homework
1’ Have sts write a short passage talking about the problems and the solutions of overpopulation.

UNIT 7: WORLD POPULATION
LESSON 3: LISTENING
OBJECTIVES
1. Aims: By the end of the lesson, students will be able to listen to get specific information.
2. Teaching aids: cassette player, record
3. Method: communicative approach
4. Procedures:
Stages/ Timing Contents Activities
Warm-up
5’
Pre-listening 15’




While-listening





























Post- listening
10’ Vocabulary:
Developing country
Improvement
Particularly (adv)= specially
Rank (v)
Generation (n)

Task 1
1A 2D 3C 4D 5A 6C
Task2
1. According to the expert, by the year 2015, the population of the world will be over 7 billion.
2. He said that the population growth rates in some parts of the world are not the same. The population grows more quickly in some parts of the world than the others.
3. According to the expert. The reason for a fall in the death rates is the improvement of public health services and medical care.
4. The problem ( which) population explosion causes to the world, particularly to developing countries are shortage of food, lack of hospitals and schools, illitteracy and poor living conditions
5. The expert offer 4 solutions. They are (i) to educate people and make them aware of the danger of having more children (ii) to provide safe, inexpensive birth- control methods, (iii) to strictly implement a family planning policy, and (iv) to exercise strict and fair reward and punishment policies.

• Suggested questions:
1.How many qestions did the interview ask?
2. What is the interview about?
3. What did the expert say about the population of the world, the causes of population expolsion, the problem it cause to the world, particularly to developing coutries, and the solutions to the problems? - T teach new vocabulary





- Ask sts to listen to the interview about the world population and choose the best answer.



























-Sts sumarize the main content of the dialogue.
-T may give suggested questions to help those who are in difficulties.
Homework
1’ Write a short paragraph about the world population - Sts do this task at home.

UNIT 7: WORLD POPULATION
LESSON 4: WRITING

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to describe the information in the chart.
2. Teaching aids: pictures
3. Method: communicative approach
4. Procedures:
Stages/ Timing Contents Activities
Warm-up
5’


Pre-writing
15’







Post-writing
8’


Homework
2’




Useful language:
- it can be seen that
- distributed unevenly
- account for….per cent
- more than double the population of
- ………..
* Suggested beginning
The chart shows the distribution of world by region…..

- Correction




Prepare language focus
Rewrite the passage, taking consideration their friends’ and teacher’s suggestions and corrections.



- Sts study the chart carefully then write a paragraph of 100-120 worlds, describing the information in the chart





-T asks sts to work in groups and tell them to read and correct their friends’ writing.


UNIT 7: WORLD POPULATION
LESSON 5: LANGUAGE FOCUS

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to:
- Pronounce correctly the sound /kl/ /gl/ /kr/ /gr/ /kw/

- Make speech with gerund
2. Teaching aids: charts
3. Method: communicative approach
4. Procedures:
Stages/Timing Contents Activities
Warm-up
5’ /kl/ /gl/ /kr/ /gr/ /kw/
- T introduces 5 particular twisters /kl/ /gl/ /kr/ /gr/ /kw/,
then T leads sts to read them
Presenta-tion1
12’



Presenta-tion 2
27’ Pronunciation
Listen and repeat
Practise reading aloud these sentences


* Grammar
1. CONDITIONAL TYPE 1
If you come home late, mom will be angry
If the students are late, they will be punished.
If you pass the exam, your
parents will be very happy.
If clause: Simple present tense Main- clause: Simple future tense
Exercise 1:
1. would drive
2. could
3. is
4. will take
5. closed
6. I’ll/ will come
Exercise 2:
1. had been told
2. had realised
3. wouldn’t have been
4. would have bought
5. had studied
Exercise 3:
1. The man told her (that) he would come to see her if he had time.
2. He asked her what she would say if someone stepped on her feet.
3. They told me (that) if it didn’t rain, they would go out with me.
4. The man asked the woman what she would do if she were a billionaire.
5. The man told me (that) if I had asked him, he would have lent me his motorbike.
6. The man told his daughter (that) they would be disappointed if she did not come.
7. The boy told the girl (that) he was sure they would understand if she explained the situation to them. - T pronounces five sounds and asks sts to repeat.
- T has sts practise pronouncing the sounds

T explains grammar











Homework
1’ Write down the exercise
Prepare for unit 8

UNIT 8: CELEBRATIONS
LESSON 1: READING

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to:
- deduce the meaning of some words in certain context.
- scan for specific details
2. Teaching aids: pictures of some scenes related to the text
3. Method:Communicative approach
4. Procedures:
Stages/ Time Contents Activities
Warm-up
5’ 1. What time of the year is it?
2. What are the people in the picture doing?
3. What else do you see in the picture? T guides questions in the textbook, then introduces the new lesson.
Pre-reading
10’ - agrarian (a)
- comment (n)
- dress up (v)
- fireworks (n)
- get together (v)
- grand (a)
- green been (n)
- influence (v,n)
- kumquat tree (n)
- longevity (n)
- lucky money (n)
- parade (v)
- pine tree (n)
- plum (n)
- pray (v)
- represent (v)
- shrine (n)
T explains new words
While-reading
18’ Task 1
a. grand
b. agrarian
c. banner
d. pray
e. sugared apples
f. excitement
Task 2
1F 2F 3T 4F 5T 6F


Task 3
1. It’s sometime between 19 january and 20 February.
2. For months
3. They are decorated with coloured lights and red banners
4. They buy gifts, clean and decorat their houses and cook traditional foods
5. It’s made from sticky rice, green beans and fatty pork
6. It is candied fruit such as sugared apples, plums or tomatoes.
7. Visiting friends and other family members, exchanging wishes, going to the pagoda, playing games, etc. - T has sts read the text silently to cover the content of the reading.
- T asks sts to find these words mean in the text.
- Sts work in pairs, deciding the statements are true or false.

- Sts comprehend the passage.
- Sts read the questions and answer in individual.
- T asks sts to compare the answers in pairs, then calls on some sts to answer the questions before class.
Post-reading • how you prepare for Tet
• how you decorated your house
• who you visited
• what special foods you ate
• what activities you enjoyed doing most during Tet - T guides sts to discuss in groups, telling each other about your last Tet holiday, focusing on the suggested main points.
Homework
2’ - T asks sts to find out the other forms and make sentences with the words they have learnt .

UNIT 8: CELEBRATIONS
LESSON 2: SPEAKING
OBJECTIVES
1. Aims:By the end of the lesson, students will be able to:
- Ask and answer about the celebrations in Vietnam as well as in foreign country: time, meaning, main social activities on those accasions….
2. Teaching aids: pictures
3. Method: Communicative approach
4. Procedures:
Stages/ Timing Contents Activities
Warm-up
5’
Pre- speaking
9’

While- speaking
12’




Post- speaking
18’
Task 1
Dialogue in page 93


Task 2
1 c C 2 a A 3 b B





Task 3. Ask and answer about the holidays above, using the dialogue in Task 1 as the model.
- Sts work in pairs, practising reading the dialogue.


- T asks sts to look at the pictures and tell what pictures these are.
- Sts work in pairs, matching the holidays with its main purpose and activities.

- T guides sts to ask and answer about the holidays in Task 2, using Task 1 as the model
- T asks the representatives of one or two pairs to report the results to the class.
Homework
1’ Have sts write a short passage talking about the celebrations.

UNIT 8: CELEBRATIONS
LESSON 3: LISTENING

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to listen to get specific information.
2. Teaching aids: cassette player, record
3. Method: communicative approach
4. Procedures:
Stages/ Timing Contents Activities
Warm-up
5’
Pre-listening 15’












While-listening
15’











Post- listening
10’ • exchanging gifts and cards
• decorating the house with peach flowers
• wearing kimonoes or special dress
• giving/ receiving lucky money
• going to the pagoda
• visiting friends
Vocabulary:
similarity (n)
kimono (n)
shrine (n)
represent (v)
pine tree (n)

Task 1
1,2,3,4,6,8,10,11



Task 2
1. Because they want to get rid of the dirt of the old year and welcome the New Year.
2. From television or the radio.
3. Kiomnoes or special dress.
4. No. New Year’s Day is mostly celebrated among family only.

* preparations
* activities on New Year’s Eve
* food and clothes
* people to celebrate with
- T reads aloud the activities, sts guess which of the following activities the Japanese often do on their New Year’s Days.



- T teaches new vocabulary





- Ask sts to listen to the dialogue about how the New Year is celebrated in Japan, then tick the things they hear.
- T asks sts to listen again and answer the questions.







- Sts compare the following aspects of the Vietnamese New Year with those of the Japanese one (Work in groups), then report the result to the rest of the class.
Homework
1’ T asks sts to write a short paragraph about the Tet holidays of the Vietnamese peole.

UNIT 8: CELEBRATIONS
LESSON 4: WRITING

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to describe a celebration.
2. Teaching aids: pictures
3. Method: communicative approach
4. Procedures:

Teacher’s and students’ activities

Time
Warmer

Guiding









Writing


Correcting

Teacher gives some instructions to help students to write effectively:
- Students read guidelines carefully, trying to answer fully these questions
- Students join ideas, arrange in logical order.
- Students practise rewriting based on the ideas they have already reorganized.
- Students read again his/ her writing carefully, checking errors of spelling and grammar before ending writing.

Teacher asks students to start to write. Teacher goes round to help them if necessary.

Teacher choose any of the students to write their task on the blackboard while the others also write their task below to correct before class.
3m

5m









25m

10m


UNIT 8: CELEBRATIONS
LESSON 5: LANGUAGE FOCUS

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to:
- Pronounce correctly the sound /fl/- /fr/- /Or/
- Make speech with gerund
2. Teaching aids: charts
3. Method: communicative approach
4. Procedures:
Stages/Timing Contents Activities
Warm-up
5’ /fl/- /fr/- /Or/ - T introduces 3 particular twisters /fl/- /fr/- /Or/ then T leads sts to read them
Presenta-tion1
12’



Presenta-tion 2
27’ Pronunciation
Listen and repeat
Practise reading aloud these sentences



• Grammar
1. ONE(S):
Eg: It was a problem, but not a major one.
Eg: Mr Linden’s experiences with his son are ones that are shared by countless other parents.
Eg: David and I are the only ones who are not married.
2.SOMEONE
Eg: There’s someone at the door.
Eg: He wants to become someone.
Eg: Someone has left their bag behind.
Eg: Someone nice is trying to help him.
Eg: Someone has arrived, won’t they?
3. ANYONE
Eg: Is anyone there?
Eg: The exercise are so simple that almost anyone can do them.
4. NOONE
Eg: No one understands me
5. EVERYBODY
Eg: Everybody is here, aren’t they?
Exercise1:
1. anyone
2. Someone
3. anyone
4. someone
5. no one
6. everyone
Exercise 2:
1. Of the tree bags I like the blue one
2. Mai is making the 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 celebrations in Vietnam, but perhaps the most meaningful one is Tet
7. We told each other both happy stories and sad ones about our lives.
Exercise 3:
1. traditional
2. grand
3. gifts
4. celebrating
5. polite
6. good luck
7. excitement - T pronounces five sounds and asks sts to repeat.
- T has sts practise pronouncing the sounds

- T explains grammar























_Sts do the exercise, then compare the result with each other.

Homework
1’ Sts write down the exercise and prepare for the new lesson.









UNIT 9: THE POST OFFICE
LESSON 1: READING

Preparation day: DEC 20th
Teaching day:………………

OBJECTIVES
1. By the end of the lesson, students will be able to:
- deduce the meaning of some words in certain context.
- Scan for specific details
2.Teaching aids: pictures of some competitions, an award for the competition at the end of the lesson.
3. Method: communicative approach
4. Procedures:

Stages/ Time Contents Activities
Warm-up
5’ 1. How far is it from your home to the nearest post office?
2. How often do you go to the post office? What for?
3. What services do you think the post office offers? T guides questions in the textbook, then introduces the new lesson.
Pre-reading
10’ • Vocabulary:
- Bother (v)
- Commune (n)
- Courteous (a)
- Coward (n)
- Digit (n)
- Dissatisfaction (n)
- Express Mail Service
- Express money
- Tranfer
- Facsimile (fax)
- Flower Telegram Service
- Mail and Parcel Service
- Messenger Call Service
- Notify (v)
- Press Distribution
- Proportion (n)
- Punctuality (n)
- Recipient (n)
- Satisfaction (n)
- Secure (a)
- Spacious (a)
- Speedy (a)
- Subsriber (n)
- Telecommunication (n)
- Thoughful (a)
- Well-trained (a) T explains new words
While-reading
18’ Task 1:
1.C 2.B 3.B 4.C




Task 2
1. Thanh Ba Post Office is equipped with advanced technology and a spacious pretty place for transaction.
2. Mail and Parcel Service, Express Money Transfer, Phone Calls and Faxes, Press Distribution.
3. They are airmail, surface mail and the Express Mail Service (EMS).
4. It is used for notifying the recipient of the time and place to receive the call.
5. You will have to subscibe to your favourite newspapers and magazines.
Task 3
1. The post office opens daily from 7 am to 9 pm.
2. We offer a very competitive rate for parcels of under 15kg.
3. We also have the Express Mail Service and your EMS mail will be delivered in the shortest possible time.
4. We offer a speedy and secure service of transferring money in less than 24 hours. - T has sts read the text silently to cover the content of the reading.
- T asks sts to find the words that has the opposite meaning to the italicised word.
- Sts comprehend the passage.
- Sts read the questions and answer in individual.
- T asks sts to compare the answers in pairs, then calls on some sts to answer the questions before class.






- T asks sts to find the evidence in the text to support these statements
Post-reading
10’ 1. Which service provided by Thanh Ba Post Office do you think is the most important and why?
2. What services do you think Thanh Ba Post Office should have in the future? - T guides sts to work in groups, answering the following questions.
Homework
2’ T asks sts to find out the other forms and make sentences with the words they have learnt including task 1, p 68.





UNIT 9: THE POST OFFICE
LESSON 2: SPEAKING

OBJECTIVES
1. Aims:By the end of the lesson, students will be able to:
- Arrange the order of the dialogue
- Play the role in the dialogue to check in the telephone line installed at home
2. Teaching aids: pictures
3. Method:
4. Procedures:
Stages/ Timing Contents Activities
Warm-up
5’ T prepare a picture of a working scene at the post office
Suggested answers:
The man: Excuse me!
The woman: Yes? What can I do for you, Sir? - T asks sts to look at the picture and guess who the man and the woman are and how they greet with each other
Pre-speaking
9’


While-speaking
18’














Post-reading
12’

Task 1
. Dialodue in page 103
Question: What service is the customer using in the dialogue?

Task 2.
A: Greet B and ask if he can help
B: Say that you want to have a telephone line installed at home
A: Ask where B lives
B: Give your adress and ask whan the installation will take place
A: Say that the installation will take place one week after registration
B: Ask if A can come on Friday
A: Agree and ask if B has a telephone
B: Say that you already have a telephone and ask about the installation fee and monthly fee
A: Tell B about the fees and ask B to fill in the form

Task 3
1. You want to subscribe to the Lao Dong Daily for a year and have the newspaoer delivered to your home every morning before 6.30. Your adress is 67 Ngoc ha Street, Hanoi.
2. Your best friend’s birthday is on 16th May. You want to use the Flower Telegram Service provided by the ost office to send her a greetings card and a bunch of red roses on her birthday. -T calls 1 or 2 pairs to act out the dialogue and the answer the question

-T guides sts to make a conversation from the suggestions (T explains : The conversation takes place in the post office between a clerk (A) and a customer (B) who have a telephone line installed at home.





- T guides sts to imagine that one of them is a clerk at the post office and the other is the customer, make the dialogue for each of the following situations.
Homework
1’ Have sts practise speaking the dialogue again at home and prepare Listening for the next period

UNIT 9: THE POST OFFICE
LESSON 3: LISTENING

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to listen to get specific information.
2. Teaching aids: cassette player, record
3. Method: communicative approach
4. Procedures:

Stages/ Timing Contents Activities
Warm-up
5’ 1. Is your family on the phone? What is your phone number?
2. Does your member of your family have a cellphone? What make is it?
3. What do you think are the advantages and disadvantages of cellphones? - T giudes sts to work in pair, asking and answering the questions.
Pre-reading
15’











While-listening
14’









Post- listening
10’

- commune
- rural network
- comunual growth
- capacity
- digit subcriber
Task 1
1.T 4.F
2.T 3.F
5.T 6.F

Task2
1. China has the best growth in telephone numbers.
2. In the early 1990s, there were only 140,000 telephones in Vietnam.
3. In 1996, the fixed telephone numbers were changed from six to seven digits in Hanoi and Hochiminh City as well as five to six digits in other provinces
4. in 2001
5. There are 6,014 communal post offices in Vietnam.

Suggested points:
1. Vietnam’s rapid growth in telephone numbers.
2. The addition of digits to existing telephone numbers to meet the increasing demands
3. The reduction in monthly telephone fees
4. The expansion of the telephone networks to Vietnam’s rural areas - T introduces the vocabulary
- Ask sts to listen to some information about the development of Vietnam’s telephone system over the past few years, the choose the best answer.
- T asks sts to listen again and answer the questions.










- Ask sts to work in groups, sumarise the main ideas of the listening passage





Homework
1’ Write a short paragraph about the development of Vietnam’s telephone system over the past few years


UNIT 9: THE POST OFFICE
LESSON 4: WRITING

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to:
- Understand the content and the structure of a letter with satisfaction
- Write a letter to express the satisfaction and dissatisfaction toward post services.
2. Teaching aids: pictures
3. Method: communicative approach
4. Procedures:

Stages/ Timing Contents Activities
Warm-up
5’






Pre-writing
15’
















While-writing
15’


Post-writing
8’

Homework
2’ Polite, rude, cold, helpful, spacious, cramped, large, small, good, bad, reasonable, expensive, cheap, arrogant, puntual, reliable
Suggested answer:
Polite, helpful, spacious, large, good, reasonable, cheap, punctual, reliable.

Suggested ideas:
* The opening hours of the post office - too late/ too early
* The quality of the equipment - good/ bad/ poor quality/ needs repairing…..
* The security conditions of the post office - good/ poor security condition/ no one to keep motorcycles or bicycles/ pickpockets…
* The attitude of the staff - polite/ helpful/ rude/ arrogant.
* The prices of the services - low/ high/ resonable…
* The punctuality of delivery of letters and newspapers - always/ never punctual/ sometimes late/ letters and newspapers are lost…

Use the ideas discussed in Task 1







- Prepare language focus
- Rewrite the passage, taking consideration their friends’ and teacher’s suggestions and corrections.
-T asks sts to underline the adjectives that can make people/ things satisfied.
- Sts work in individual and compare the result in pairs

- Sts read the letter and find out the information required for the speaking competition













- T ask sts to write letters descibing the quality of the services they have received

- T asks sts to work in groups , correcting their friends’tasks




UNIT 9: THE POST OFFICE
LESSON 5: LANGUAGE FOCUS

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to:
- Pronounce correctly the sounds /sp/ - /st/ -/ sk/
- Understand and comebine the sentences, using defining or non-defining relative clauses.
2. Teaching aids: charts
3. Method: communicative approach
4. Procedures
Stages/
Timing Contents Activities
Warm-up
5’ - /sp/ - /st/ -/ sk/ - T introduces 3 particular /sp/ - /st/ -/ sk/ twisters, then T leads sts to read them
Presenta-tion1
12’



Presenta-tion 2
27’ Pronunciation
Listen and repeat
Practise reading aloud the dialogue.


* Grammar
Eg: The Post Office which is equipped with advanced technology is a realiable address for customers. ( defining relative clause)
Eg: Thanh Ba Post Office, which is equipped with advanced technology, is reliable address for customers. ( non- defining relative clause)
Exercise 1
1. A burglar is someone who breaks into the house to steal things
2. A customer is someone who buys something from a shop
3. A shoplifter is someone who steals from a shop
4. A coward is someone who is not brave
5. A tenat is someone who pays rent tp live in a house or flat.
Exercise 2
1. who
2. whose
3. whom/ who
4. whose
5. whom/ who
Exercise 3
1. The man who answered the phone told me you were away.
2. The waitress who served us was very impolite and impatient
3. The building which was destroyed in the fire has now been rebuilt
4. The people who were arrested have now been released.
5. The bus which goes to the airport runs every half an hour
Exercise 4
1. Peter, who has never been abroad, is studying French and German
2. You’ve all met Micheal Wood, who is visiting us for a couple of days
3. We are moving Manchester, which is in the North west
4. I’ll be staying with Adrian, whose brother is one of my closest friends - T pronounces these sounds and asks sts to repeat.
- T has sts practise pronouncing the sound
- T explains grammar; T review the relatives clauses, helping sts to tell the difference between the defining and non-defining relative clause by giving two examples
Homework
1’ - Sts write down the exercise again
UNIT 10: NATURE IN DANGER
LESSON 1: READING

Preparation day: JAN 05th
Teaching day:………………

OBJECTIVES
1. By the end of the lesson, students will be able to:
- deduce the meaning of some words in certain context.
- Scan for specific details
2.Teaching aids: pictures of some competitions, an award for the competition at the end of the lesson.
3. Method: communicative approach
4. Procedures:

Stages/ Time Contents Activities
Warm-up
5’ * Once found throughout Africa and Asia, cheetahs are now only scattered throughout east Africa.
* It is estimated that only 1,000 pandas remain in the wild.
* There are only about 20 Siberian tigers left in the wild in China and about 100 live in Chinese zoos and national parks.
Questions:
1. What do you understand from the facts above?
2. Can you explain why the numbers of these animals have become small? T guides facts about endangered species and questions in the textbook, then introduces the new lesson.
Pre-reading
10’ • Vocabulary:
- capture (v)
- co- exist (v)
- cultivation (n)
- destroy (v)
- devastate (v)
- discharge (v)
- endangered (a)
- extinct (a)
- fertilizer (n)
- landscape (n)
- maintenance (n)
- offspring (n)
- pesticide (n)
- prohibit (v)
- protect (v)
- scenic (a)
- survive (v)
T explains new words
While-reading
18’ Task 1:
1. extinct 2. protect 3. decreasing
4. pollutants 5. endangered 6. interference



Task2
1.C 2. B 3. A 4. C



Task 3
1. Four ways that people change the world are:
- They are changing the environment by building cities and villages.
- They are affecting the water supply by using for industry and agriculture.


- They are changing weather conditions by
cutting down trees in the forests.
- They are destoying the air by adding pollutants like smoke from factories and fume from cars
2. The serious consequences of people’s interference with the environment are:
- many kind of rare animals are killed.
- The environment where there animals are living is bably destroyed.
- the numbers of rare animals are decreasing so rapidly that they are in danger of becoming extinct.
3. Many things have been done to protect endangered nature, such as:
- many organisations have been set up and money has been raised to save rare animals.
- thousands of national parks have been established
- laws have been passed to prohibit killing endangered animals. - T has sts read the text silently to cover the content of the reading.
- T asks sts to fill in each blank with a suitable word.
- Sts work in pair, circling A, B, C or D that best sums up each paraghaph.

- Sts comprehend the passage.
- Sts read the questions and answer in individual.
- T asks sts to compare the answers in pairs,


then calls on some sts
to answer the questions before class.







Post-reading
10’ Find out why some animals have become extinct - T guides sts to work in groups
Homework
2’ - Find out the other forms and make sentences with the words they have learnt including task 1 T asks sts to prepare at home.





UNIT 10: NATURE IN DANGER
LESSON 2: SPEAKING

OBJECTIVES
1. Aims:By the end of the lesson, students will be able to:
- Discuss the reason why the animals and plants are destroyed
- Tell the measures to protect the natural environment
2. Teaching aids: pictures
3. Method:
4. Procedures:
Stages/ Timing Contents Activities
Warm-up
5’
Pre-speaking
9’










While-speaking
18’









Post-reading
12’

Task1
* killing endangered animals for fur, skin and food
* keeping animals as pets
* hunting or capturing animals for recreation or entertainment
* burning forests
* cutting down trees for wood
* using fertilizers and pesticides for cultivation
* discharging chemical pollutants into the environment

Task 2.
Reasons why nature is threatened
Measures for protecting endangered nature
- Killing endangered animals for fur, skin and food should be banned.
- Keeping animals as pets should be discouraged
- Planting trees should be encouraged.
- We should decrease the use of fertilazers and pesticides for farming
- Discharging chemical pollutants into the environment should be prohibitted
Task 3
Eg:
A: People are killing endangered animals for fur, skin and food
B: Killing endangered animals for fur, skin and food should be banned.
- T asks sts to work in pairs, putting the reasons why nature is threatened in the order of importance








- T asks sts to discuss in pairs, matching the reasons in task 1 with possiple measures for protecting the environment




_T has sts state the negative impacts made by people on the environment and suggest measures to protect it, following the example
Homework
1’ Practise speaking at home and prepare Listening for the next period Have sts practice at home

UNIT 10: NATURE IN DANGER
LESSON 3: LISTENING

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to listen to get specific information.
3. Teaching aids: cassette player, record
4. Method: communicative approach
5. Procedures:

Stages/ Timing Contents Activities
Warm-up
5’ Questions:
1. What is the picture about? It is the forest or a national park?
2. What can you see in this picture? (this park)
3. Why do governments sts up these places?
- T shows sts a picture of nature, guiding sts to answer some questions.
Pre-listening
15’











While-listening
14’













Post- listening
10’ Vocabulary:
- scenic feature (n)
- approximately (adv)
- devastating (a)
- vehicle (n)
- maintenace (n)
- completely (adv)
Task 1
1.T 2.T 3.F 4.T 5.T


Task 2
1. There are 52 national parks in the United States.
2. Millions of people visit national parks every year
3. Rare animals are killed or hunted for fur, skin or other parts. Trees are cut down for wood. Large areas of national parks experience devastating fires caused by careless people. The increasing number of visitors is harming the parks due to he population from their vehicles.
4. Rare animals and trees should be protected, fires caused by careless people should be limited, pollution from their visitors’ vehicles should be decreased and money should be raised for the parks’ staff and maintenance of their resouces.
- T introduces the vocabulary


- Ask sts to listen to some information about the national park in the States, then tick the true or false sentences.

- T asks sts to listen again and answer the questions.












- Ask sts to work in groups, sumarise the main ideas of the listening passage
Homework
1’ Write a short paragraph about the danger facing the national parks.
UNIT 10: NATURE IN DANGER
LESSON 4: WRITING

OBJECTIVES
5. Aims: By the end of the lesson, students will be able to:
- Write a description of Cat Ba National Park
- Teaching aids: pictures
6. Method: communicative approach
7. Procedures:

Stages/ Timing Contents Activities
Warm-up
5’



Pre-writing
15’













While-writing
15’



















Post-writing
8’

Homework
2’ 1. Look at the picture and guess which national park it is? Name it?
2. What are the special features of Vietnam’s national park?

CAT BA NATIONAL PARK
SOME FACTS AND FIGURES
Location: Cat Ba Island/ 120 km from Ha Noi, 20km east of Hai Phong
Special features: tropical forests and coastal waters white sand beach, abundant natural resouces, beautiful landscapes, rare animals and plants
Total area: 15,200 ha
Animal nad plants: species of fish: 300/ species of animals: 40/ species of birds: 150/ species of plants: 620
Historic features: 6,000- year- old stone tools human bones

Suggested writing:
Cat Ba National Park, which was declared as a national park in 1986, is situated on Cat Ba Island, 120km from Ha Noi and 20 km east of Hai Phong.
Cat Ba National park is the only site in Viet Nam endowwed with both tropical forests and coastal waters with white sand beaches, abundant natural resources, beautiful landscapes and many kinds of rare animals and plants. It covers 15,200 ha, including 9, 800 ha of land and 4,400 ha of ocean.
Cat Ba National Park preserves approximately 300 species of fish, 40 kinds of animals, 150 different birds and 620 species of plants.
The stone tools and human bones found in the island’s limestone caves reveal that people inhabitedthere at least 6,000 years ago.




- Prepare language focus
- Rewrite the passage, taking consideration their friends’ and teacher’s suggestions and corrections.
-T asks sts to close their book, listening and answering the questions

- Sts read the facts and figures below, making an outline of the decription.











- T ask sts to write a description of Cat Ba




















- T asks sts to work in groups , correcting their friends’tasks






UNIT 10: NATURE IN DANGER
LESSON 5: LANGUAGE FOCUS

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to:
- Pronounce correctly the sounds /sl/ - /sm/ -/ sn/- /sw/
- Review relative clauses with prepositions
2. Teaching aids: charts
3. Method: communicative approach
4. Procedures
Stages/
Timing Contents Activities
Warm-up
5’ - /sl/ - /sm/ -/ sn/- /sw/ - T introduces 3 particular twisters /sl/ - /sm/ -/ sn/- /sw/, then T leads sts to read them
Presenta-tion1
12’




Presenta-tion 2
27’ Pronunciation
Listen and repeat
Practise reading aloud the dialogue.




* Grammar
Eg: The man is living near your house. I talked to him on the phone last night
 The man whom I talked to on the phone last night is living……
 The man to whom I talked on the phone last night is living…

Exercise 1
1. whom 2. which 3. whom 4. who
5. that 6. whom 7. which

Exercise 2
1. The man to whom I talked yesterday was very kind
2. The man about whom I told you works in the hospital.
3. The woman about whom I am telling you teaches me English
4. The movie about which they are talking is fantastic
5. The picture at which she was looking was beautiful
6. I’ll give you the address to which you should write

Exercise 3
1. that 2. which 3. who 4. whom 5. which/ that 6. which 7. who 8.whom

- T pronounces these sounds and asks sts to repeat.
- T has sts practise pronouncing the sound

- T explains grammar; T introduce the situation and ask sts to the relatives clauses helping sts to use the relative pronoun properly to fill in the blank and to combine sentences by giving examples
Homework
1’ - Sts write down the exercise again













UNIT 11: SOURCES OF ENERGY
LESSON 1: READING

Preparation day: JAN 05th
Teaching day:………………

OBJECTIVES
1. By the end of the lesson, students will be able to:
- deduce the meaning of some words in certain context.
- Scan for specific details
2.Teaching aids: pictures of some competitions, an award for the competition at the end of the lesson.
5. Method: communicative approach
6. Procedures:

Stages/ Time Contents Activities
Warm-up
5’ Questions:
1. What do you understand from the facts above?
2. Can you explain why the numbers of these animals have become small? T guides questions in the textbook, then introduces the new lesson.
Pre-reading
10’ • Vocabulary:
- alternative (a)
- consumption (n)
- ecologist (n)
- exhausted (a)
- fossil fuel (n)
- geothermal heat
- infinite (a)
- make use of
- potential (n)
- release (v)
- renewable (a)
- resource (n)
- solar panel T explains new words
While-reading
18’ Task 1:
1. released
2. alternative
3. energy
4. limited
5. exhausted

Task 2
Sources of energy Advantage(s) Disadvantage(s)
Nuclear power
Geothermal

Solar energy



Wind power
Water power
Water power It’s unlimited

It’s available


It is not only plentiful and infinite but also clean and safe
It is a clean and unlimited


It is a clean and unlimited It can be very dangerous
It is only possible in few places
It’s only possible during the day time

There’s no wind energy when there is no wind
It is expensive

Task 3
1. Our major source of energy comes from fossil fuels
2. Five source of energy are mentioned in the text. I think solar energy is the most potiential - T has sts read the text silently to cover the content of the reading.
- T asks sts to fill in each blank with a suitable word.

- Sts work in groups, scan the passage and write down the advantages and disadvantages of each alternative source of energy.












- Sts comprehend the passage.
- Sts read the questions and answer in individual.
- T asks sts to compare the answers in pairs,
then calls on some sts
to answer the questions before class.

Post-reading
10’ Complete the sumary of the reading passage by filling each blank with a suitable word from the box.
1. energy 2. one 3. fuels 4. limited 5. alternative 6. sources 7.unlimited 8. environment - T guides sts to work in groups
Homework
2’ - Find out the other forms and make sentences with the words they have learnt including task 1 T asks sts to prepare at home.



UNIT 11: SOURCES OF ENERGY
LESSON 2: SPEAKING

OBJECTIVES
1. Aims:By the end of the lesson, students will be able to:
- Discuss the reason why the animals and plants are destroyed
- Tell the measures to protect the natural environment
2. Teaching aids: pictures
3. Method:
4. Procedures:
Stages/ Timing Contents Activities
Warm-up
5’
Pre-speaking
9’









While-speaking
18’

















Post-reading
12’

Task1
1D
2D
3D
4A
5D
6A
7D




Task 2.
Example:
A: I think/ believe that wind power can be alternative source of energy
B: why do you think/ believe so?
A: Because our major sources of energy are running out while the wind is abundant and unlimited
B: I know it is also clean and safe to the enviroment. However, it is not available when there is no wind
Useful language:
Enormous, plentiful, available dangerous
Clean and safe expensive
Unlimited, renewable polutted
Convienient limited,
non-renewable
cheap, simple devices/ technology harmful
exhauseted

Task 3
Express the belief on the increasing use of alternative sources in the future, using the ideas from Task 2
- T asks sts to work in pairs, reading and ticking the appropriate box A ( for the advantages or D ( for the disadvantages), then compare the results with a partner’s
- T asks sts to discuss in pairs, talking about the advantages and disadvantages of using each alternative source of energy, using the suggestions from task1






_T has sts work in groups
Homework
1’ Practise speaking at home and prepare Listening for the next period Have sts practice at home
UNIT 11: SOURCES OF ENERGY
LESSON 3: LISTENING

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to listen to get specific information.
6. Teaching aids: cassette player, record
7. Method: communicative approach
8. Procedures:

Stages/ Timing Contents Activities
Warm-up
5’ Some of the things you use energy for your house
Petroleum, gas, coal, electicity, solar, panel
- T shows sts to write kinds of energy used in family
Pre-listening
15’








While-listening
14’




Post- listening
10’ Vocabulary:
Ecologist
Fossil fuels
Resources
Unlimited
Renewable
Fertilized
Task 1

1.D 2.C 3.D 4.A 5.C

Task 2
1. unlimited
2. atmosphere
3. may
4. gases
5. amount

Sources of energy Nonrenewable Renewable
Coal V
Geothermal heat V
Petroleum V
Solar energy V
Oil V
Wind energy V
Gas V
- T introduces the vocabulary


- Ask sts to listen, then complete the sentences by circling the letter A, B, Cor D


- T asks sts to listen again and write the missing words



- Ask sts to work in groups, put a tick in the right column
Homework
1’ Write a short paragraph about the danger facing the national parks.




UNIT 11: SOURCES OF ENERGY
LESSON 4: WRITING

OBJECTIVES
8. Aims: By the end of the lesson, students will be able to:
- Write a chart, using the information given
- Teaching aids: pictures
9. Method: communicative approach
10. Procedures:

Stages/ Timing Contents Activities
Warm-up
5’

Pre-writing
15’











While-writing
8’



Post-writing
15’

Homework
2’

.


Task 1
1.117
2. Coal
3. smallest


- Prepare language focus
- Rewrite the passage, taking consideration their friends’ and teacher’s suggestions and corrections.
-T asks sts to close their book, listening and answering the questions

- Sts study the chart about energy about enegy consumption in Highland in 2000 and fill in the gaps with the information from the chart




- Sts continue the
description of the trends in energy consumption in the year 2005 in highland

- Write a description of the chart, using the information from Task1 and 2








UNIT 11: SOURCES OF ENERGY
LESSON 5: LANGUAGE FOCUS

OBJECTIVES
5. Aims: By the end of the lesson, students will be able to:
- Pronounce correctly the sounds /sr/ - /spl/ -/ spr/
- Review present participle phrase and infinitive phrase
6. Teaching aids: charts
7. Method: communicative approach
8. Procedures
Stages/
Timing Contents Activities
Warm-up
5’ - /sr/ - /spl/ -/ spr/ - T introduces 3 particular twisters /sl/ - /sm/ -/ sn/- /sw/, then T leads sts to read them
Presenta-tion1
12’




Presenta-tion 2
27’ Pronunciation
Listen and repeat
Practise reading aloud these sentences.




* Grammar
Eg1: The man who spoke to John is my brother.
 The man speaking to John is my brother
Eg2: The Sport Games which were held in India in 1951 were the first Asian Games.
 The Sport Games held in India in 1951 were the first Asian Games
Eg 3: Yuri Gagarin was the first man who flew into space.
=> Yuri Gagarin was the first man to fly into space

Exercise 1
1. The boy playing the piano is Bend
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 the causes of cancer are making progress.
5. The fence surrounding our house is made of wood
6. We have an apartment overlooking the park.
Exercise 2
1. The ideas presented in that book are interesting
2. I come from a city located in the southern part of the country
3. They live in a house built in 1890
4. The photographs published in the newspaper were extraordinary.
5. The experiment conducted at the University of Chicago was successful
6. They work in a hospital sponsered by the government
Exercise 3
1. John was the last man to reach the top
2. The last person to leave the room must turn off the light
3. The first person to see is Mr. Smith
4. This is the second person to be killed in that way
5. The first person to catch the ball will be the winter - T pronounces these sounds and asks sts to repeat.
- T has sts practise pronouncing the sound

- T explains grammar; examples

- T guides sts to reduce the relative clause into a present participle phrase or past participle phrase or to infinitive phrase through the models
Homework
1’ - Sts write down the exercise again


UNIT 12: THE ASIAN GAMES
LESSON 1: READING

Preparation day: JAN 05th
Teaching day:………………

OBJECTIVES
1. By the end of the lesson, students will be able to:
- deduce the meaning of some words in certain context.
- Scan for specific details
2.Teaching aids: pictures of some competitions, an award for the competition at the end of the lesson.
7. Method: communicative approach
8. Procedures:

Stages/ Time Contents Activities
Warm-up
5’ Questions:
1. How often are the Asian Games held?
2. How many countries take part in the Asian Games?
3. What sports is Vietnam best at? T guides questions in the textbook, then introduces the new lesson.
Pre-reading
10’ • Vocabulary:
- advance (v)
- aquatic sports
- athlete (n)
- bar (n)
- bodybuiding (n)
- bronze (n)
- effort (n)
- fencing (n)
- freestyle (n)
- gather (v)
- gymnaasium (n)
- gymnast (n)
- intercultural knowledge (n)
- land (v)
- official (n)
- rugby (n)
- silver (n)
- solidarity (n)
- squash (n)
- variety (n)b
T explains new words
While-reading
22’ Task 1
1. facilities
2. aquatic
3. enthusiasm
4. effort
5. advancing
6. appreciated
Task 2
(1) 1951
(2) The 2nd Asian games in Manila, the Philipines
(3) 1958
(4) Squash, rugby, fencing and mountain hiking
(5) 2002
Task 3
1. It is to develop interculterral knowledge and friendship within the Asia
2. 9,919 participants took part in the 14th Asian Games
3. They won gold medals in bodybuiding, billiards and women’s karatedo at the Busan Games - T has sts read the text silently to cover the content of the reading.
- T asks sts to fill in each blank with a suitable word.

- Sts work in groups, scan the passage and write down the missing information in the table



- Sts comprehend the passage.
- Sts read the questions and answer in individual.
- T asks sts to compare the answers in pairs,
then calls on some sts
to answer the questions before class.
Post-reading
6’ Name the sport in which Vietnamese athletes have won gold medals at the Asian Games - T guides sts to work in groups
Homework
2’ - Find out the other forms and make sentences with the words they have learnt including task 1 T asks sts to prepare at home.



UNIT 12: THE ASIAN GAMES
LESSON 2: SPEAKING

OBJECTIVES
1. Aims:By the end of the lesson, students will be able to:
- Discuss the reason why the animals and plants are destroyed
- Tell the measures to protect the natural environment
2. Teaching aids: pictures
3. Method:
4. Procedures:
Stages/ Timing Contents Activities
Warm-up
5’
Pre-speaking
9’



While-speaking
18’






Post-reading
12’

Questions:
1. How often are the Asian Games?
2. What is the purpose of the Asian Games?
3. Where was the nearest Asian Games held?
4. Did Vietnam host any Asian Games?
Task1
Table page 139
Example:
A: When and where the 1st Asian Games?
B: in 1951in India
A: How many countries took part in the games?
B: Eleven
A: How many sport were there at the Games?
B: six
Task 2.
Example:
In bodybuiding, the Vietnamese athletes won one gold medal and one bronze medal.

- T asks st sth about the previous Asian Games to guide the to Task 1

- T asks sts to work in pairs, asking and answering questions about theAsian Games, using the information from the table below –

- T asks sts to discuss in pairs, talking about the sports results of the Vietnamese athletes at the 14th Asian Games
Homework
1’ Practise speaking at home and prepare Listening for the next period Have sts practice at home

UNIT 12: THE ASIAN GAMES
LESSON 3: LISTENING

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to listen to get specific information.
2. Teaching aids: cassette player, record
3. Method: communicative approach
4. Procedures:

Stages/ Timing Contents Activities
Warm-up
5’
Pre-listening
5’




While-listening
25’








Post- listening
8’ Vocabulary:
- coming live
- land
- freestyle
- bar
- gymnasium
- gymnast
Task 1

1.C 2.A 3.B 4.B 5.D

Task 2
1. It was 10.15 p.m
2. They have won 6 gold medals
3. He has competed 2 times
4. High jump
5. he was very dissapointed

Talk about a famous athlete - T introduces the vocabulary


- Ask sts to listen, then complete the sentences by circling the letter A, B, Cor D


- T asks sts to listen again and answer the qustions



- T guides sts to work in group
Homework
2’ Write a short paragraph about the danger facing the national parks.



UNIT 12: THE ASIAN GAMES
LESSON 4: WRITING

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to:
- Write a description, using the information given
2. Teaching aids: pictures
3. Method: communicative approach
4. Procedures:

Warm-up
5’


Pre-writing
8’


While-writing
15’



Post-writing
15’



.

Cues given: (Page 143)



Suggested writing:
To prepare for the Asian Games, we have a lot of things to do. First of all, we will build one more national Stadium and some sports buildings and car parks . The National Sports Centres and local stadiums are not in good condition, so they need to be immediately upgraded. And we will widen the training areas and the roads to the sports buildings. Then we have to equip all the hotels and guest houses with modern facilities to welcome foreign athletes and visitors. These hotels should also have special services for disable athletes. It is necessary to promote and advertise all the preparations for the Asian Games on the radio and T.V. 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 have to hold a competition to choose an official song for welcoming the Asian Games -T asks sts to close their book, listening and answering the questions
- Sts read the cues, making an outline of the report

- T ask sts to write a description of the preparation for the Games



- T asks sts to work in groups , correcting their friends’tasks



Homework
2’ - Prepare language focus



UNIT 12: THE ASIAN GAMES
LESSON 5: LANGUAGE FOCUS

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to:
- Pronounce correctly the sounds /str/ - /skr/ -/ skw/
- Review relative clauses
2. Teaching aids: charts
3. Method: communicative approach
4. Procedures
Stages/
Timing Contents Activities
Warm-up
5’ str/ - /skr/ -/ skw/
- T introduces 3 particular twisters str/ - /skr/ -/ skw/
, then T leads sts to read them
Presenta-tion1
12’



Presenta-tion 2
27’ Pronunciation
Listen and repeat
Practise reading aloud these sentences.



* Grammar
Exercise 1
1. Have you found the bike you lost?
2. Most of the classmates he invited to the party couldn’t come
3. The short stories John told were very funny
4. The dictionary I bought yesterday is expensive, but very interesting
5. I didn’t like the man we met this morning
6. The beef we had for lunch was really delicious
Exercise 2
1. I enjoy my job because I like the peole I work with
2. The dinner party we went to wasn’t very enjoyable
3. The house we’re living in is not in good condition
4. I wasn’t interested in the things they were talking about
5. He didn’t get the jod he applied for
6. The bed I slept in was very modern
Exercise 3
1. The girl (who )we are going to see is from Britain
2. He works for a company that makes cars
3. What was the name of the man who you met yesterday?
4. The table that was broken has now been repaired
5. Do you know the girl who is talking to?
6. This is the novel that I’ve been expecting - T pronounces these sounds and asks sts to repeat.
- T has sts practise pronouncing the sound

- T explains grammar by giving examples

- T guides sts to do the exercise
Homework
1’ - Sts write down the exercise again



UNIT 13: HOBBIES
LESSON 1: READING

Preparation day:
Teaching day:………………

OBJECTIVES
1. By the end of the lesson, students will be able to:
5. deduce the meaning of some words in certain context.
6. Scan for specific details
2.Teaching aids: pictures of some hobbies
3.Method: communicative approach
4.Procedures:

Stages/ Time Contents Activities
Warm-up
5’ The pictures below present some hobbies. Work with a partner and say which you like to do in your free time. T guides some pictures in the textbook, then introduces the new lesson.
Pre-reading
8’ • Vocabulary:
7. accompany (v)
8. accomplished (a)
9. avid (a)
10. continually (adv)
11. discarded (a)
12. fascinating (a)
13. fish tank (n)
14. gigantic (a)
15. ignorantly (adv)
16. indeed (adv)
17. indulge in
18. tune
19. wonder (n) T explains new words
While-reading
25’





















Post –reading
5’ Task 1:
1. acoomplished: well trained skilled
2. accompanying: going with a singer, using a musical instrument
3. modest: humble, unasuming
4. avid: eager
5. discarded: thrown away
6. indulge in: allow onself the pleasure of
7. keep me occupied: keep me busy
Task 2:
1. What is the writer’s first hobby?
2. Is the writer an accomplished guitarist?
3. Why does the writer admire his uncle?
4. What is the writer’s second hobby?
5. How did he collect his fish?
6. What kind of stamp collector is the writer?
7. Where does he collect the stamps?
8. Which does the writer get more of, local stamps or foreign stamps?
9. What does the writer do with the less common stamps and with the common ones?
Talk about hobby
T has sts read the text silently to cover the content of the reading.
- T asks sts to find similar meanig of the words given in English and Vietnamese


- Sts comprehend the passage.
- Sts read the questions and answer in individual.
- T asks sts to compare the answers in pairs,
then calls on some sts
to answer the questions before class



T guides sts to work in groups
Homework
2’ - Find out the other forms and make sentences with the words they have learnt including task 1
- Find out the other forms and make sentences with the words they have learnt including task 1
- T asks sts to prepare at home.


UNIT 13: HOBBIES
LESSON 2: SPEAKING

OBJECTIVES
a. Aims:By the end of the lesson, students will be able to:
20. Discuss the reason why the animals and plants are destroyed
21. Tell the measures to protect the natural environment
b. Teaching aids: pictures
c. Method:
d. Procedures:
Stages/ Timing Contents Activities
Warm-up
5’
Pre-speaking
9’






While-speaking
12’


Post-speaking
18’

Task1
• swimming
• fishing
• stamp-collecting
• mountain- climbing
• playing computer games
• reading books
• watching TV
• chatting with a friend on the phone
Task 2
Dialogue p.149



Suggestions:
Hobby: stamps
How to collect stamps: buy from post office; ask members of family, friends, relatives, postmen;
- T asks sts to work in pairs, saying which of the following you would like/ not like to do and why



- T asks sts to practise the dialogue with their partner

_T has sts work in pairs, making a similar dialogue about collecting stamps. Use the suggestions
Homework
1’ Practise speaking at home and prepare Listening for the next period Have sts practice at home



UNIT 13: HOBBIES
LESSON 3: LISTENING

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to listen to get specific information.
5. Teaching aids: cassette player, record
6. Method: communicative approach
7. Procedures:

Stages/ Timing Contents Activities
Warm-up
5’
Pre-listening
15’






While-listening
19’











Post- listening
5’ Vocabulary:
- magazine (n)
- profitably (n)
- continually (adv)
- available(a)
- otherwise
- bygone
- giganic
- ignorantly (n)
Task1
1. T 2. F 3.F 4.F 5. T 6.T 7.T 8.T





Task2
1. wonderful
2. disease
3. jungle
4. certainly
5. ignorantly - T introduces the vocabulary








- T asks sts to listen a student talk about his hobby and decide whether the statements are true or false.

- T asks sts to listen again and write the missing words

- Ask sts to talk about the disadvantages of over-reading (reading too much)
Homework
1’ Write a short paragraph about the advantages of reading



UNIT 13: HOBBIES
LESSON 4: WRITING

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to:
- Write a description, using the guidelines given
2. Teaching aids: pictures
3. Method: communicative approach
4. Prcedures:
Stages/ Timing Contents Activities
Warm-up
5’


Pre-writing
8’


While-writing
15’

Post-writing
15’

Homework
2’

.

Guidelines: (Page 151 )










- Prepare language focus
-T asks sts to close their book, listening and answering the questions
- Sts read guidelines making an outline of the writing

- T ask sts to write about the collection


- T asks sts to work in groups , correcting their friends’tasks










UNIT 13: HOBBIES
LESSON 5: LANGUAGE FOCUS

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to:
5. Pronounce correctly the sounds /sr/ - /spl/ -/ spr/
6. Review present participle phrase and infinitive phrase
2. Teaching aids: charts
3. Method: communicative approach
4. Procedures
Stages/
Timing Contents Activities
Warm-up
5’ 7. /pt/- /bd/- /ps/- /ps/- /bz/ - T introduces 5 particular twisters //pt/- /bd/- /ps/- /ps/- /bz/
, then T leads sts to read them
Presenta-tion1
12’


Presenta-tion 2
27’ Pronunciation

Listen and repeat
Practise reading aloud these sentences.

* Grammar
1. SUBJECT FOCUS
It is/was + subject + that/who + verb…
Eg1: It is my mother that loves me most.
Eg2: It is our neighbour that often complains about the noise at night.
8. OBJECT FOCUS
It is/ was + object + that + subject + verb….
Eg: It was this doll that I always kept besides me
9. ADVERBIAL FOCUS
It is/was + adverbial of place + that + subject + verb + (object)….
Eg: It was in this house that I was born
Eg: It is in this restaurant that we often gather for dinner
Exercise 1
Eg: The man gave her the book
- It was the man who gave her the book
1. The boy visited his uncle last month.
2. My mother bought me a present on my birthday
3. Huong and sandra sang together at the party.
4. Nam’s father got angry with him
5. The boys played football all day long
6. The girl received a letter from her friend yesterday
7. His presence at the meeting frightened the children
1. It was the boy who
2. It was my mother who
3. It was Huong and Sandra who
4. It was Nam’s father who
5. It was the boy who
6. It was the girl who
7. It was his presence at the meeting that
Exercise2:
Ex: The boy hit the dog in the garden
It was the dog that the boy hit in the garden
1. The man is learning English
2. The woman gave him the book
3. She sent her friend the postcard
4. Hoa borrowed the book from Long
5. The little boy greeted his grandfather in a strange language
6. The pedestrian asked the policeman a lot of questions.
7. The dog barked at the stranger
1. It is English that the man is learning.
2. It was the book that the woman gave him
3. It was the postcard that she sent her friend
4. It was the book that Hoa borrowed from Long
5. It was his grandfather who(m) the little boy greeted in a strange language
6. It was the policeman who(m) the pedestrian asked a lot of questions
7. It was the stranger who(m) the dog barked at
Exercise3
Ex: she bought him a present at the shop
10. It was at the shop that she bought him a present
1. The boy hit the dog in the garden
2. She made some cakes for tea
3. His fathered repaired the bicycle for him
4. She presented him a book on his birthday
5. He met his wife in Britain
6. She bought that present from the shop
7. The meeting started at 8 a.m
1. It was in the garden that the boy hit the dog
2. It was for a tea that she made some cakes
3. It was for him that his father repaired the bicycle
4. It was on his birthday that she presented him a book
5. It was in Britain that he met his wife
6. It was from the shop that she bought that present
7. It was at 8 a.m that the meeting started. - T pronounces these sounds and asks sts to repeat.
- T has sts practise pronouncing the sound

- T explains grammar; we can emphasized the part we want to say by putting the emphasized part in the middle of structure: “ it is/ was….that”









- T asks sts to do the exercise, following the model
Homework
1’ - Sts write down the exercise again


UNIT 14: RECREATION
LESSON 1: READING

Preparation day:
Teaching day:………………

OBJECTIVES
1. By the end of the lesson, students will be able to:
deduce the meaning of some words in certain context.
Scan for specific details
2.Teaching aids: pictures of some hobbies
3.Method: communicative approach
4.Procedures:

Stages/ Time Contents Activities
Warm-up
5’ The pictures below present some forms of entertainment. Work with a partner and say which of the following the British liketo do in their free time. See in textbook T guides sts to do this activities, then introduces the new lesson.
Pre-reading
8’ • Vocabulary:
Form of popular entertainment
Home based
The activities are home based
By far
Television viewing is by far the most popular pastime
On offer
There are many different courses on offer
Pursuit
People have other pursuits
T explains new words
While-reading
25’










































Post –reading
5’ Task 1:
1A 2B 3B 4A 5B 6A




Task 2:
1. Because without them people will become dull/ bored
2. Football and rugby in winter, and cricket and athletics in summer
3. Walking and swimming
4. Because this is a new kind of entertainment which gives them pleasure
Task 3
Recreation and (1)RECREATION are important to people anywhere in the world. However, forms of popular entertainment are (2)DIFFERENT in different countries.
In Britain, the most common leisure activities are (3)ARE watching television is by far the most popular (4)PASTIME. Other pursuits include listening to music, reading, do-it-yourself home (5)HOMEBASED, and gardenings
British people are (6)INTERESTED in the two most popular sporting activities. The most popular spectator sports (7)ARE football and rugby in winter, and cricket and athletics in (8SUMMER
In the last few years, the British have had a trend to take weekend or holiday courses.There is an (9)ENORMOUS range of courses on offer. In addition, entry (10)QUALIFICATION.to weekend courses are generous, so there are more and more (11)PEOPLE volunteering to pay the high (12)FEES to attend these courses.
T has sts read the text silently to cover the content of the reading.
- T asks sts to choose the corrrect
answer

- Sts comprehend the passage.
- Sts read the questions and answer in individual.
- T asks sts to compare the answers in pairs,
then calls on some sts
to answer the questions before class

- T guides sts to work in groups, filling in the blank with the words fronm the text
























- T asks sts to sumarize the passage on their own
Homework
2’ - Find out the other forms and make sentences with the words they have learnt including task 1
- Find out the other forms and make sentences with the words they have learnt including task 1
- T asks sts to prepare at home.




UNIT 14: RECREATION
LESSON 2: SPEAKING

OBJECTIVES
1. Aims:By the end of the lesson, students will be able to:
22. Discuss the reason why the animals and plants are destroyed
23. Tell the measures to protect the natural environment
2. Teaching aids: pictures
3. Method:
4. Procedures:
Stages/ Timing Contents Activities
Warm-up
5’
Pre-speaking
9’






While-speaking
12’





Post-speaking
18’

Task1
A 1. I quite agree with you
D 2. That’s a good idea, but…
A 3. Great!
A 4. I can’t agree with you more.
D 5. I don’t think that a good idea.
A 6. Yes, let’s do that.
A 7. That’s a good idea.

Task 2
A: Let’s go camping.
B: Yes, let’s do that. Then we can rest and enjoy ourselves in the quiet countryside.
C: Oh, I don’t think it’s a good idea. If we go camping, we’ll have to bring a lot of equipment with us.

Task 3


Reason for agreeing
1. can enjoy particular scenery
2. can have a lot of outdoor activities
3. can get close to nature
4. can enjoy the trees, flowers and the wildlife
5. can become more active Reasons for disagreeing
1. have to bring a lot of equipment and supplies which are quite heavy
2. have to eat bread for two days, whish is not very pleasant
3. have to hire a coach, which costs a lot of money
4. have to sleep in a tent, the weather might be bad
- T asks sts to work in pairs, saying which of the followingused to express agreement and disagreement. Put (A) beside an expression of agreement and (D) beside an expression of disagreement.

- T asks sts to practise the dialogue with their partner

_T has sts work in pairs, continuing the discussion. Use reasons for agreeing or disagreeing to go on a camping trip

Homework
1’ Practise speaking at home and prepare Listening for the next period Have sts practice at home

UNIT 14: RECREATION
LESSON 3: LISTENING

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to listen to get specific information.
2.Teaching aids: cassette player, record
3. Method: communicative approach
4. Procedures:

Stages/ Timing Contents Activities
Warm-up
5’
Pre-listening
15’







While-listening
19’
























Post- listening
5’ Vocabulary:
- campgrounds (pl.n)
- trash (n): rubbage
- wilderness (n): mien hoang da
- giant trees (pl.n)
- water falls (pl.n)
- depressed (a)
- dirt bike (n)
- solitude (n)

Task1
T 1. Anna doesn’t like summer weather.
T 2. Ann usually spends two weeks in a
national park every summer.
F 3. Terry has never been to the mountains
or the desert in summer.
T 4. Terry is attracted to the beauty of nature.
F 5. Mary likes the solitude of the wilderness.
T 6. Mary enjoys the comfortable life in the cities.
Task2
1. Riding their dirt bike in the desert, taking in waterfalls and in swimming in lakes and rivers.
5. In sleeping bags or tents.
6. Because more and more people are coming to these places and leave trash in the forests and take rocks and plants with them.
7. He thinks nature is also important in the world.
8. In cities
9. Because she can’t put up an umbrella tent in the wind or make a fire on the rain or carry a heavy backpack




- T introduces the vocabulary








- T asks sts to listen a student talk about his hobby and decide whether the statements are true or false.







- T asks sts to listen again and answer the questions











- Ask sts to talk summarize the content of the passage based on Task 1 and Task2
Homework
1’ Write a short paragraph about the advantages of reading




UNIT 14: RECREATION
LESSON 4: WRITING

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to:
- Write a description, using the guidelines given
2. Teaching aids: pictures
3. Method: communicative approach
4. Procedures:
Stages/ Timing Contents Activities
Warm-up
5’

Pre-writing
8’







While-writing
15’



Post-writing
15’

Homework
2’

Task 1
1.g
2.a
3.b
4.c
5.f
6.d
7.h
8.i
9.e
Task 2








Prepare language focus.
-T asks sts to close their book, listening and answering the questions

- Sts study the activities during two- day holiday of class 11A2. Match them with the correct pictures

- Sts write a passage about class’s camping holiday, using the information in Task 1

- T asks sts to work in groups , correcting their friends’tasks





UNIT 14: RECREATION
LESSON 5: LANGUAGE FOCUS

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to:
Pronounce correctly the sounds /ts/- /dz/- /tst/- /dzd/
Review present participle phrase and infinitive phrase
2. Teaching aids: charts
3. Method: communicative approach
4. Procedures
Stages/
Timing Contents Activities
Warm-up
5’ /ts/- /dz/- /tst/- /dzd/
- T introduces 4 particular twisters /ts/- /dz/- /tst/- /dzd/
, then T leads sts to read them
Presenta-tion1
12’




Presenta-tion 2
27’ Pronunciation

Listen and repeat
Practise reading aloud these sentences.



* Grammar
Exer cise 1

Ex: Tom was late. So Ann was.
Both Tom and Ann were late.
“ Both…and…” as S + Plural Verb
Ex: She didn’t write and she didn’t phone
She neither wrote nor phoned
“ Neither…..nor” or “either ….or” +Verb (agreed with the noun standing right before the verb)
Exercise 1
5. Both Jim and Carol are on holiday
6. George neither smokes nor drinks
7. Neither Jim nor Carol has got a car
8. The film was both long and boring
9. That’s name is either Richard or Robert
10. I’ ve got neither time nor money to go on holiday
11. We can leave either today or tomorrow
12. Helen lost both her passport and her wallet at the aiport
13. ….They are both clean and easy to park
14. ….i either go to the cinema or stay home and watch TV
Exercise 2
1. It was Christina who was given a lot of flowers by fans
2. It was the policeman who was asked for direction to the post office
3. It was his house that was talked a lot about
4. It was a bicycle that was bought for him for/ as his birthday
5. It was his home town that was described in his novel
6. It was the children who were frightened
7. It was her glasses that were broken
8. It was my younger sister who was kissed at the party by the Prince
9. It was this story book that was given to me ..
10. It is Tet that is celebrated.. - T pronounces these sounds and asks sts to repeat.
- T has sts practise pronouncing the sound

- T explains grammar y giving the model
- T asks sts to do the exercise, following the model
Homework
1’ - Sts write down the exercise again


UNIT 15: SPACE CONQUEST
LESSON 1: READING

Preparation day:
Teaching day:………………

OBJECTIVES
1. By the end of the lesson, students will be able to:
- Deduce the meaning of some words in certain context.
- Scan for specific details
2.Teaching aids: pictures of some hobbies
3.Method: communicative approach
4.Procedures:

Stages/ Time Contents Activities
Warm-up
5’ 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 into space? T guides the picture in the textbook, ask sts some questions then introduces the new lesson.
Pre-reading
8’ • Vocabulary:
- appoint
- artificial
- astronaut
- bid goodbye
- biography
- breakthrough
- caption
- challenge
- Congress (n)
- conquest
- cosmonaut (n)
- extreme
- feat
- leap
- orbit
- psychological
- shuttle
- tragic
- venture T explains new words
While-reading
25’



















Post –reading
5’ Task 1:
Paraghaph 1: The lift off
Paraghaph 2: D. A view on Earth
Paraghaph 3: E. Uncertainties
Paraghaph 4: C. Congratulations
Paraghaph 5: A. The tragic accident
Task 2:
1. He was 27 then
2. He was in space for 108 minites
3. They were what would happen to a human being in space or how the body would react to the extreme changes in temperature or how the mind would deal with the psychological tension
4.It was more than 17,000miles per hour
5. Because he died in a plane crash on a routine training flight in March 1989
6. After his death, his hometown of Gzhatsk was renamed Gagarin, and the Cosmonaut Training Center at Star City, Russia was given the name of this national hero
1. cosmonaut
2. in space
3. lasted
4. gravity
5. view
6. impossiple
7. named after T has sts read the text silently to cover the content of the reading.
- T asks sts to the headings to the paraghaphs


- Sts comprehend the passage.
- Sts read the questions and answer in individual.
- T asks sts to compare the answers in pairs,
then calls on some sts
to answer the questions before class



T guides sts to work in groups, completing the sumary of the reading passage
Homework
2’ - Find out the other forms and make sentences with the words they have learnt including task 1
- Find out the other forms and make sentences with the words they have learnt including task 1
- T asks sts to prepare at home.



UNIT 15: SPACE CONQUEST
LESSON 2: SPEAKING

OBJECTIVES
15. Aims:By the end of the lesson, students will be able to:
- Discuss the reason why the animals and plants are destroyed
- Tell the measures to protect the natural environment
16. Teaching aids: pictures
17. Method:
18. Procedures:
Stages/ Timing Contents Activities
Warm-up
5’
Pre-speaking
5’
While-speaking
25’












Post-speaking
9’




Task 1
Suggested questions:
1. What is the name of China’s first manned spacecraft?
2. What is the name of the astronaut?
3. How old was he when he flew into space?
4. How important is the successful flight to China?
5. How many countries in the world have been able to carry out independently manned space activities? What are they?

Task 2
Talk about the important events in space exploration.
- T asks sts to work in pairs


- T asks sts to ask and answer the questions, following the models






- Sts work in pairs


_T has sts close their books, talking again about the important events in space exploration
Homework
1’ Practise speaking at home and prepare Listening for the next period Have sts practice at home

UNIT 15: SPACE CONQUEST
LESSON 3: LISTENING

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to listen to get specific information.
2. Teaching aids: cassette player, record
3. Method: communicative approach
4. Procedures:

Stages/ Timing Contents Activities
Warm-up
5’ Match the pictures with the captions
1. Orbiting
2. The Apollo crew
3. Walking on the moon
4. The Moon landing
5. The first foot print on the Moon - Sts work in pairs
Pre-listening
5’






While-listening
25’























Post- listening
9’ Vocabulary:
Congress
Mission
Reminder
Challenge
Experiment
Achievement
NASA
Michael Collins
Neil Arm strong
Kenedy
Apollo
Buzz Aldrin
Task1
1. F 2. F 3.F 4.F 5. T




Task 2
1. NASA’s Apollo programme was developed to meet President Kennedy’s challenge
2. The Apollo 11 was launched on July 16, 1969
3. The portable life support system was used for controlling the oxygen, temperature and pressure inside the spacesuit
4. The astronauts stayed on the surface of the moon for two and a half hours
5. While they were playing on the surface of the moon they performed a variety of experiments and collected soil and rocks samples to return to Earth
6. They returned to Earth on July 24, 1969

1. What is the reason for the human interest in Mars and other planets in the solar system?
2. If you were offered a chance of going to the moon and you could take three things with you, wht would you choose and why? - T introduces the vocabulary












- T asks sts to listen a student talk about his hobby and decide whether the statements are true or false.

- T asks sts to listen again and answer the questions

- Ask sts to talk about the disadvantages of over-reading (reading too much)
- Sts discuss the questions
Homework
1’ Write a short paragraph about the advantages of reading
UNIT 15: SPACE CONQUEST
LESSON 4: WRITING

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to:
- Write a description, using the guidelines given
2. Teaching aids: pictures
3. Method: communicative approach
4.Procedures:
Stages/ Timing Contents Activities
Warm-up
5’

Pre-writing
15’





While-writing
8’



Post-writing
15’

















Homework
2’


Task 1
1. Date of birth
2. Place of birth
3. Known as
4. Career
5. Quote

Suggested writing:
Neil Armstrong is an American astronaut. He is known as the first person to walk on the moon. He was born on August 5th, 1930 in Wapokoneta in Ohio. From 1949 to 1952, he worked as a pilot in the United States Navy. Armstrong received his B.S from Purdue University in 1955. in 1962, he joined the NASA astronaut programmes. On July 20th, 1969, Neil Armstrong became the first human to step on the mooon’s surface. Armstrong received his M.S from the University of Southern Califonia in 1970. He resigned from NASA a year later and from 1971 to 1979, he taught at the University of Cincinnati. In 1986, Armstrong was appointed vice chairman of the committee that investigated the space shuttle Challenger disater. Armstrong is also well- known for what he said when he steeped on the moon’s surface: “ That’s one small step for man, one giant leap for mankind.”

- Prepare language language focus
-T asks sts to close their book, listening and answering the questions

- Sts work in pairs, putting each of the headings in the box in the appropriate blank

- Sts write a biography of Neil Armstrong from the information given in Task 1


- T asks sts to work in groups , correcting their friends’tasks






UNIT 15: SPACE CONQUEST
LESSON 5: LANGUAGE FOCUS

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to:
- Pronounce correctly the sounds /nt/ - /nd/ -/ ns/-/nz/
- Review grammar points:
+ Could/ be able to
+ Tag questions
2. Teaching aids: charts
3. Method: communicative approach
4. Procedures
Stages/
Timing Contents Activities
Warm-up
5’ nt/ - /nd/ -/ ns/-/nz/
- T introduces 5 particular twisters /nt/ - /nd/ -/ ns/-/nz/
, then T leads sts to read them
Presenta-tion1
12’





Presenta-tion 2
27’ Pronunciation

Listen and repeat
Practise reading aloud these sentences.




* Grammar
Exercise 1
1. couldn’t/ wasn’t able
2. was able to
3. could/ was able to
4. was able to
5. could/ was able to
6. couldn’t/ wasn’t able to
Exercise 2.
1. It’s (very) expensive, isn’t?
2. The film was great, wasn’t it?
3. She has/ She has got/ She’s got a lovely voice, doesn’t she? Or She has a lovely voice, doen’t she?
4. It doesn’t look very good, does it?
5. You’ve had your hair cut, haven’t you?
Exercise 3.
1. doesn’t she
2. haven’t
3. wasn’t
4. didn’t
5. won’t
6. can’t you
7. mustn’t it - T pronounces these sounds and asks sts to repeat.
- T has sts practise pronouncing the sound

- T explains grammar







- T asks sts to do the exercise, following the model
Homework
1’ - Sts write down the exercise again


UNIT 16: THE WONDERS OF THE WORLD
LESSON 1: READING

Preparation day:
Teaching day:………………

OBJECTIVES
1. By the end of the lesson, students will be able to:
- Deduce the meaning of some words in certain context.
- Scan for specific details
2.Teaching aids: pictures of some hobbies
3.Method: communicative approach
4.Procedures:

Stages/ Time Contents Activities
Warm-up
5’ 1. Can you name these two wonders of the world?
2. Where do you think they are located?
3. What do you know about them? T guides some pictures in the textbook, asking sts some questions then introduces the new lesson.
Pre-reading
8’ • Vocabulary:
- cosmonaut
- weightlessness
- temperature
- psychological tension
- worldwide attention
- venture
- feat T explains new words
While-reading
25’

























Post –reading
5’ Task 1
Paragraph 1 B. The lift- off
Paragraph 2 D. A view on Earth
Paragraph 3 E. Uncertainties
Paragraph 4 C. Congratulations
Paragraph 5 A. The tragic accident


Task 2
19. He was 27 then
20. He was in space for 108 minutes
21. They were what would happen
to a human in space or how the body would react to the extreme changes in temperature or how the mind would deal with the psychology tension
22. It was more than 17,000 miles an hour
23. Because he died in a plane
24. crashed on a routine training flight in March 1968
25. After his death, his hometown of Gzhatsk was renamed Gagarin, and the Cosmonaut Training center at Star City, Russia, was given the name of this national hero
Answer keys:
1. cos monaut
2. in space
3. lasted
4. success
5. gravity
6. view
7. imposiple
8. named after T has sts read the text silently to cover the content of the reading.
- T asks sts to find similar meanig of the words given in English and Vietnamese
- Sts comprehend the passage.
- Sts read the questions and answer in individual.
- T asks sts to compare the answers in pairs,
then calls on some sts
to answer the questions before class










T guides sts to work in groups
Homework
2’ - Find out the other forms and make sentences with the words they have learnt including task 1
- Find out the other forms and make sentences with the words they have learnt including task 1
- T asks sts to prepare at home.



UNIT 16: THE WONDERS OF THE WORLD
LESSON 2: SPEAKING

OBJECTIVES
1. Aims:By the end of the lesson, students will be able to:
- Talking the facts and opinions
- Guessing the wonders in the world
2. Teaching aids: pictures
3. Method:
4. Procedures:
Stages/ Timing Contents Activities
Warm-up
5’
Pre-speaking
9’






While-speaking
12’


Post-speaking
18’

Task1
Facts Opinions
• The Great Pyramid was 147 metres high
• The Great pyramid ranked as the tallest structure on earth for more than 43 centuries
• The structure consisted of approximately 2 million blocks of stone • The great Py ramid is believed to have been built over a 20-year period
• One theory involves the contruction of a straight or spiral ramp that was raised as the contruction proceeded
• A second theory suggests that the blocks were lifted and placed using thousands of huge weight arms
• The boat is believed to have been used to carry the body of Khufu in his last journey on earth before being buried inside the pyramid

Task 2
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




Task 3
Suggestions:
• Who built the Great pyramid of Giza?
• How long did it take to build it?
• Where did the builders find the stones?
• How did they transport them?
• How could they build the Pyramid so high?
Useful language:
- I think/ I am sure….
- It is said that…
- The pyramid is said / believed/ thought to have been…
- Probably they
- They must/ can/ may/ might have - T asks sts to work in pairs, saying which of the following express facts (F) and which ones, opinions (O)



- T asks sts to practise the dialogue with their partner





- T has sts work in pairs, telling their partner about some facts and opinions of the Great Pyramid of Giza based on the example
Homework
1’ Practise speaking at home and prepare Listening for the next period Have sts practice at home

UNIT 16: THE WONDERS OF THE WORLD
LESSON 3: LISTENING

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to listen to get specific information.
2. Teaching aids: cassette player, record
3. Method: communicative approach
4. Procedures:

Stages/ Timing Contents Activities
Warm-up
5’ Questions:
1. What can you see in the picture?
2. Where do you think it is?
3. when do you think it was built? - sts look at the picture and answer the questions
Pre-listening
15’






While-listening
19’














Post- listening
5’ Vocabulary:
- man-made wonder
- magnificence and significance
- World Heritage
- UNESCO
- Ming Dynasty
- ancient
- stone roadway
- Beijing
Task1
a. the moon
b. 1987
c. The Ming Dynasty
d. 200
e. 200 B.C
f. 6.000 km
g. 11 metres
h. stones
Task 2
1. The ancient Chinese started to build the Great wall in 1368
2. Five provinces
3. Because it can be seen from the moon
4. The part in the northwest of Beijing is the best choice for visit because it is still in its original state

Tell their partners why the Great Wall is considered one of the greatest wonders in the world and how it was built - T introduces the vocabulary








- T asks sts to listen the passage about the Great Wall of China and fill in the missing information


- T asks sts to listen again answer the questions




- Sts work in groups
Homework
1’ Write a short paragraph about the advantages of reading




UNIT 16: THE WONDERS OF THE WORLD
LESSON 4: WRITING

OBJECTIVES
Aims: By the end of the lesson, students will be able to:
-Write a report, using the brief introduction given
Teaching aids: pictures
Method: communicative approach
Procedures:
Stages/ Timing Contents Activities
Warm-up
5’


Pre-writing
8’



While-writing
15’



Post-writing
15’

Homework
2’

.

Brief introduction: (Page 184)




Suggested writing:
My visit to Nha Trang last year included a brief tour to Ponagar Cham Towers. This tower complex is one of the most beautiful examples of Cham architecture in central Vietnam.
The Ponagar Cham Towers consist of four towers. They are lacated on Cu Lao marble Hill, 2km north of Nha Trang. They were built between the 8th and the 13th centuries.
The remaining towers were delicated to different gods. The largest one was built in honour of Lady Thien Y. The 22.5 m tower contains her sandstone statue sitting on Buddha’s throne. The 2.6 m statue has 10 hands, each is holding a specific object illustrating the power of Buddha
The tour to Pona gar Cham Towers lasted 5 hours. It was a tiring trip but it was enjoyable and memorable

- Prepare language focus
-T asks sts to close their book, listening and answering the questions
- Sts read brief introduction, making an outline of the report

- T ask sts to write a report on the visit


- T asks sts to work in groups , correcting their friends’tasks






UNIT 16: THE WONDERS OF THE WORLD
LESSON 5: LANGUAGE FOCUS

OBJECTIVES
1. Aims: By the end of the lesson, students will be able to:
Pronounce correctly the sounds /ft/ - /vd/ -/ fs/-/vz/
Review the structures: It is said that and people say that
2. Teaching aids: charts
3.Method: communicative approach
4.Procedures
Stages/
Timing Contents Activities
Warm-up
5’ ft/ - /vd/ -/ fs/-/vz/
- T introduces 4 particular twisters ft/ - /vd/ -/ fs/-/vz/
, then T leads sts to read them
Presenta-tion1
12’



Presenta-tion 2
27’ Pronunciation

Listen and repeat
Practise reading aloud these sentences.


* Grammar
Exercise 1
1. Many people are said to be homeless after the floods
2. The prisoner is thought to have escaped by climbing over the wall
3. He is believed to have driven through the town at 90 km an hour
4. Two people are reported to have been arrested seriously injured in the accident
5. Three men are said to have been arrested after the explosion
6. The strike is expected to begin tomorrow
7. He is said to speak very well

Exercise 2
1. He is thought to be very clever
2. The wanted man is believed to be living in New York
3. He is known to be very rich
4. The film is supposed to be very good
5. Many people are thought to have been killed in the accident
6. About a million puppies are thought to be born each year
7. The factories are said to be much worse
8. Those dogs are said to be dangerous - T pronounces these sounds and asks sts to repeat.
- T has sts practise pronouncing the sound

- T explains grammar


- T asks sts to do the exercise, following the model
Homework
1’ - Sts write down the exercise again