Review 10 GRADE KNOWLEDGE period: 1

I. Put the verbs in the bracket in correct tenses:

1. How many time (you, read) this novel? This is the first time I (read) it
2. “Who’s that girl?” – “ I (never see) her before in my life
3. I hear you (get) engaged last month
4. While I (chat) on the internet my neighbors (start) fighting and (break) a window

Lesson Plan
composed on 5th sep,2007

1
Unit 1: FRIENDSHIP Reading period

period:2
A. Aims and Objectives: - Sts read to understand about friendship
- Sts are able to understand and use new words in contexts by asking and
answering activities
B. Teaching aids: text book, hand-outs, sub-board
C. Method: communicative approach
D. Procedure:

Stages T’s activities Sts’ Activities

warmer( -Write a sentence on the black board Work in individuals at first
3’) * Complete the sentence by filling then discuss with a
the gaps with only one suitable partner before giving the
word: answer.
We are good……………………s
A……………….in need is a………………
indeed.
- Give the answer: We are good friends
Before A friend in need is a friend indeed
you Work in individuals
read(7’) Exercise 1
-Ask students to write down adjectives of
manner of a good friend.
Give suggested adjectives:
Understanding, caring, easygoing,
honest, reliable, sociable, modest,
trustworthy, sharing, helpful,
sympathetic, tolerant, unselfish -Work in individually then
Exercise 2:(Hand out) in pairs to give the
Matching the column A with column B: answer.(one read the work
A B in A, other in B)
a. enthusiasm 1. not caring
supremely or unduly
b. unselfishness for one's self
2. freedom from
c. constancy change
3. A state of
d. sympathy impassioned emotion
4. The state or quality
e. loyalty of being loyal
f. trust 5. confidence
g. suspicions 6. The act of
suspecting
7. fellow-feeling

Feedback:
While a-3; b-1; c-2; d-7; e-4; f-5; g-6 Listen then read
you read (Explain the VNese meaning if needed) individually in silence

• Read aloud the text (play the Work in pair to complete

cassette player) the task:
Task 1: Fill each blank with a suitable Give the answers:
word/phrase: 1: mutual 2:
Explain some new words in the task:
2
 - Benefit: lôïi ích incapable
- principle: nguyeân taéc 3: unselfish
Task 2: Which of the choices A,B,C or D 4: acquaintance/friend
most adequately sums up the ideas of 5: give and take 6: loyal
the whole passage to
- Give some cues: 7: suspicious
For a friendship…… special qualities Group work: Reread the
A person………..true friend passage then read the
Two friends ……between them choices
There must…….or her secrets Discuss with partners to
Ask sts to make question for the choose the most
underlined in the following sentence: adequately sums up the
For a friendship to be close and lasting, ideas of the whole passage
both the friends must have some very Answer: conditions of
special qualities true friend
Task 3: Answer the questions
Ask sts to work in pairs to make Make questions for the
questions and answers underlined
Feedback: What must both
1.the first quality for true friendship is friends have for a
unselfishness. It tells us/ me that a friendship to be close
person……………… a true friend. and lasting?
2. changeable and uncertain………….new
object. Work in pairs
3. the third quality for true friendship is
loyalty. It tells………between them.
4. there must be………secrets.
5. Talkative people can’t keep a friend
long because they can’t keep a secret …
………of 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’s no mutual
After you sympathy between friend, there’s no true
read friendship.
Work in pairs: discuss the question:” why
do we need to have friends?”
Give some suggestions:
When you are troubled in study, debt
When you want to share the joy and Report the result of
sorrow as well. discussion to the class
Ask Sts to arrange the five important
qualities in the reading text in order, the
tell the reason why.
In your opinion which of the five
qualities needed for a true friendship is Work in individuals.
the most important?/ And which is the
Homewo least? Please put these qualities needed
rk for a true friendship in the order of
important?

Write about yourself answering the

3
 following question:
- can you be good friend?
- Which of the qualities mentioned
in the reading text do you have?
Which don’t you have
E. Self evaluation

---------------------------------------------------------------------------------------------------------------------
Lesson Plan composed on 5th
sep,2007

Unit 1: FRIENDSHIP B. Speaking period:3

A. Aims and Objectives: - Sts practice describing the appearance and characters of
a person they know.
B. Teaching aids: text book, pictures, handouts.
C. Method: communicative approach
D. Procedure:
Stages T’s activities Sts’ Activities
Warm-up Play games” Musical games”: divide Work in groups to play
(5’) the class into two groups A and B to the game.
sing the song that has the word
appearing in the square.
Prepare 5 piece of papers in which T
wrote 5 parts of the body: face, nose,
hair, forehead, height.
Which group is able to find out the
topic of lesson will win the game.
Topic: body appearance
Practice Task 1:(handouts) Work in individuals then
Describing Matching the adjectives from the box share their ideas to
physical with the parts of the body they can be partners
characteris use to describe (some words can be
tics/
Appearance Parts of
Adjectives
body
Face
Nose
Hair Complete the table,
Forehe Read aloud these words
ad
Height
use more than once)

- Face: square, oval( ['ouvəl](adj)

trái xoan; baầu dục), round, heart-
shaped Work in groups of 4 to
- Nose: hooked, describe the pictures
crooked(['krukid]adj cong,
khoằm,)
snub [snʌb] hếch; ngắn và hơi
vểnh, flat (teït),
turn-up(hếch), pointed(nhọn)
-Hair: curly (xoăn), wavy,
4
 glossy(bóng), dyed, long short,
shoulder-length (ngang vai),
straight, sleek (mượt mà).
- Forehead: wrinkled ['riηkld] adj
Describing nhăn nheo,large, wide, broad
personalitie ['brɔ:d] :rộng
s - Height: tall, short, tallish,
shortish
Correct sts’ pronunciation.
Ask Sts to look at persons in the
pictures then describe them Practice pronouncing the
words
Task 2: discuss and number the - play game”Slap the board”
following personalities in order of “Rub out and remember”
importance in friendship. Report -Learn by heart these words
your result to the class:
“you have just describe someone’s
appearances”
Now let’s go on studying how to
describe s.o’s personalities
-use suggestion to elicit words about
personalities .
Ex: do you know the Vietnamese word
for “ hieu khach”?: hospitable
He’s always willing to give money to
his friends or help them. He is very……
…..generous
She never tells lies. She is very ……..
honest Making an interview
He’s very good at Maths but he never Use the words above to
talks about that. He is very………. describe a person they
modest know.
-write the words elicited on the board:
‘caring: chu ñaùo, quan taâm ho’spitable:
meán khaùch
‘modest: khieâm toán ‘generous:
haøo phoùng
‘honest: thaät thaø sin’cere : Describe a person
chaân thaät
Home work ‘helpful: höõu ích ‘pleasant: vui
1’ veû Using words of physical
unders’tanding: hieåu bieát, caûm thoâng characteristics and
humorous: hoùm hænh quick- personalities to describe
witted: nhanh trí the person who has had
good-natured: toát buïng studious: the most influence on you.
chaêm chæ
patient: kieân nhaãn calm:
ñieàm tónh
Task 3: Role play: talk about a famous
friend
Name: what’s yourfriend’s /his /her
name?
Date of birth: when was he/she born?
Physical characteristics: What does he/she
look like?

5
 Hobbies: what are his/her hobbies?
Personalities: What’s he/she like?
Call some students to stand up and make an
interview
Call one st to do as model:
Ask one st to describe another st in the
class then others guest who she/ he is

E. Self-evaluation

Lesson Plan composed on 10th sep,2007

Unit 1: FRIENDSHIP C. Listening period:4

A. Aims and Objectives: - Sts practice listening about identify specific ideas and
taking notes .
B. Teaching aids: text book, pictures, handouts.
C. Method: communicative approach
D. Procedure:
Stages T’s activities Sts’ Activities
Warmer Game: Bingo Write 5 characteristics
(5m) -Ask sts to list the characteristics that Listen to their teacher
they expect in their best friends They shout if they have
-Write down all their vocabulary on the 3 words which are the
board same with teacher’s
-Let sts take out a piece of paper and words and they will
copy down5 characteristics that they become the winners.
like best.
-Read out 5 characteristics
Expected answer: caring, supportive,
helpful, honest, good-nature, quick-
Pre witted, humorous, friendly.
-listening Lead in: Discuss with a classmate
Ask Ss to answer the following before answer T
questions:
1. Who is your best friend?
2. How did you happen to meet him
or her?
3. How long have you known each
other?
4. What qualities do you admire in Listen and repeat
your best friend?
Introduce the lesson
Pre-teaching vocabulary
• Apartment building [ə'pɑ:tmənt
'bildiη]
• Guitarist [gi'tɑ:rist]
• Motorbike ['moutəbaik]
• Sense of humour [sens əv
'hju:mə] Individual
• Favourite ['feivərit]
6
While • Around [ə'raund] Listen to the tape then
listening • Rough time [rʌf taim]= difficult share their information
time with classmates.
-Read these words and ask Ss to repeat
Rub-out and remembered
* Prediction activity
Ask Ss to read task1 and try to do
before listening
Task 1 : True/False statements
Have Ss listen to the tape and check
their answers
Let Ss listen for the second time
Go over the answers with the class
Feed back:
Lan’stalk
1-F:They used to live in the same
residential area, but not the same
apartment
2-F: She doesn’t think so, but it is what
people often say.
3-T: she stayed with me for two day
4-F: She rode on her motorbike to Do
Son by herself.
5T: She happened to know a lot of
people there, so she introduced Lan
around
6-F:They have been friends for a long
time (but not best friends) Answer the questions
Long’stalk
1-F: They met at college Listen to the tape then
2-F:Long sang And Minh was a guitarist choose the correct
3-T: He say:” Minh has a great sense of answer
humor that’s one of my favorite things Pair works: share the
about him “ answers with partner
4-T: Long says:” We have a lot of the
same interests”
5-T: Long says:” He always helps me
through”
• Make the question” when did
Ha’s family move to Hai Phong?”
To know more about the listening, let’s
come to the second task
*Multiple choice:
1. Ha’s family move to Hai Phong in…
….
a. 1983 b. 1995 c.
1985
2. People think that Hai Phong People
are……..
a. cordial b. friendly c.
selfish
3. When Lan first went on a trip to
DoSon,…. Work groups of 4:

7
 a. She rode to Ha’s home to meet her Ss can discuss with their
b. She and her family came to Ha’s groups then write their
home first. answers on the board.
c. Ha rode to Do son right after Lan
called her.
4. Long is good at……..
a. painting b. singing c.
playing guitar
5.a. Minh is not only a good listener
but also a helpful friend
b. Minh doesn’t really like to listen to
Long’s problem but he always helps
long
Post c. Minh is a good listener, but he
listening doesn’t always help long
feedback:
1c 2b 3c 4b 5a - report their best friends
Task 3: Taking notes
Ask Ss to listen again and note the
ideas in the table in Task 2
Home Call on Ss to read their notes and Doing home work
work check with the class:
How and where What do they like
did they meet? about their
friends?
Lan Used to live in Friendly and
the same helpful
apartment Ha was very
building sociable.
Lan was in Do She knew many
Son and Ha people she
went there to introduced Lan
help around
L Met in college A great sense of
ong Minh played the humor
guitar. Long Good listener
sang Friendly and
helpful
Speaking interview:
Have Ss to interview their partners
about their best friends.
Suggested questions:
1. How long have you known your best
friends?
2. How did you met this friend?
3. What do you remember a bout the
first time you met?
Ask Ss to write a short passage (100w)
about their best friend
E. Self-evaluation

----------------------------------------------------------------------------
-
Lesson Plan composed on 11 sep,2007 th

8
Unit 1: FRIENDSHIP D. Writing period:5
A. Aims and Objectives: - Sts practice describing the appearance and characters of
a person they know.
B. Teaching aids: text book, charts , handouts.
C. Method: communicative approach
D. Procedure:

9
Stages T’s activities Sts’ Activities
Warm Noughts and Crosses game: Work in groups: A
up(5’) Hospitable Honest Around and B:
face Each group will
Caring Sense of Friendly choose a word
humor (phrase) and read it
Large Good natured pleasant aloud then tell its
forehead Make meaning or make a
an (O) or an (X) If they are correct. Which sentence with it.
group get three in a row cross, down or
diagonally, they will win the game.
Lead in: what are these words used for?
These words can help you write a
description of a person. Our lesson today is
to write a description of a friend of yours

Activities: hang on a chart with descriptive

adj on the board:

short broad straight tallish crooked pointed

oval tall turn-up square round snub
flat short large wide shortish sleek
wrinkled glossy wavy dyed long
shoulder-length heart-shaped
Ask Ss to work in groups of four or five to
put the adj under the following headings:
Hair: short, Eyes: round, Build: slim,
long blue, dark, fat,
thick large overweight
Face: round, Nose: high, Complexion
thin, oval flat, pointed. :
fair, smooth,
weather
beaten
Personality
:
Pre- Open- Answer the question
writing hearted,
10’ sincere,
sociable,
helpful
As Ss to find more adj about description
-Remind some structures which are
commonly used in writing description
1. we first met when we were….
2. what I like most about him/her is……..
3. one of my favorite things about
him/her is his/her. Work in groups
4. we’ve been through good times and
bad times Rearrange the
5. we have a lot in common. We share a sentences given to
lot of interest. be a complete
6. it is her/ him who I can share my joys passage.
and sorrows with Tell what needed in
Ask Ss to rearrange the following writing to describe
passage in order: someone
1. I can read in them her most 10 intimate
feelings and intelligence.
2. if you first meet her, you’ll be impressed
----------------------------------------------------------------------------
-
Lesson Plan th
composed on 12 sep,2007

Unit 1: FRIENDSHIP Language focus

period:6
A. Aims and Objectives: - Ss know how to pronounce two consonants [t∫] and [dʒ]
- Ss review the to infinitive and bare infinitive
B. Teaching aids: text book, charts , handouts.
E. Method: communicative approach
F. Procedure:
Stages T’s activities Sts’ Activities
Warmer Divide the class into 2 groups A &B and ask
5’ Ss to close their books.
Write the phonetic sounds [t∫] and [dʒ] on the Group works
board Ask Ss in each group to write on the
board as many words containing these
sounds as possible
Ex: [t∫] as in “teacher” and [dʒ] as in
“,manage”
Set the time limited in one minute
Presentati The group with more correct words will win Listen and repeat
on 1 the game
10’ Pronunciation
Activity 1: Listen and repeat
- Read aloud the word that Ss have
written on the board and ask Ss to
listen Read the sentences
- Read the words again and ask Ss to aloud
repeat
- Ask Ss to practice reading the words in
the text book
Activity2:Practice reading aloud the
sentences
Presentati - Ask Ss to work in pair to practice Listen and answer
on 2 reading the sentences (textbook P.19) the questions
13’ - Call on some Ss to read aloud
- Ask the rest of the class to listen and
give comments
Grammar
- Ask Ss to answer the following question?
“ Why do you go to school?”
“Do you usually help your classmates to do
homework?
*Expected answer:
I go to school to get knowledge
Yes, I often help them solve Maths problems?
- Ask Ss when they use to infinitive and
11
 infinitive without to(bare infinitive)
- Give the presentation of the language
point:
* We use to+ base form of verb to indicate
the purpose or intention of an action.
Ex: He was doing this to make me more
relaxed
* When we use To infinitive as a subject, it is
more usual to begin the sentence with IT.
Ex: It is usual to know how to drive
* We use To infinitive after nouns or pronouns
as a modifier to replace a relative clause.
Ex: I have a lot of work to do (which I
have to do)
* We use To infinitive in idiomatic expression
Too+ adj (for someone) + to infinitive
Ex: the tea is too hot for me to drink
Adj + enough + to infinitive
Ex: Jack is clever enough to solve this problem
* We can use To infinitive as an adverb to
modify an adjective.
Ex: I am sorry to here the news Doing the exercise
Practice * We use Bare infinitive after verbs Let, Help,
18’ Make
Let/Help/Make + O +bare infinitive
Ex: The film made me cry
* We use Bare infinitive after some perceptive
verbs such as: see, hear, feel, watch,
observe, notice when we see, hear, ect, the
whole action from beginning to the end .
Ex: Last week, I went to London and saw
England play Brazil in a big match
Activity 1: Re-ordering (exercise 1- p20)
Ask Ss to do the exercise
Call some Ss to read a loud their answers: Pair works
Give the feed back
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 is/was too cold to go out
8. I am/was happy o know that you have
passed the exam
Activity 2: Sentence transformation (exercise
2-p21)
Ask Ss to do exercise 2
Call some Ss to write the answers on the
board
Home Check with the class
work Expected answers:

12
 2’ 1. The police watched them got 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 custom officer made him open the
briefcase
5. The boy saw he cat jump through the
window
6. Do you think the company will make
him pay some extra money?
7. I left the animal move toward me
8. Do you think her parents will let him go
for a picnic?
Pick out the infinitives in the following
sentences and describe the function of each
1. To find fault is easy
2. It is delightful to hear the sound of sea
3. The dog want something to each
4. I saw him run for the mile in fours
minutes
5. Everyone wishes to enjoy life
6. He is too ill to do any work

E. Self-evaluation

Lesson Plan composed on17 th

sep,2007

Unit 2: PERSONAL EXPERIENCE A. Reading period:7

A. Aims and Objectives: - By the end of the lesson, Ss will be able to
+ Scan read for specific information
+ Understand the text and express their ideas about past experience
B. Teaching aids: text book, charts , handouts. Pictures.
C. Method: communicative approach
D. Procedure:

Stages T’s activities Sts’ Activities

Warmer Write the title of the lesson on the black board Answer the
5’ Ask Ss some questions: questions
“ What is” experience”?
“Have you ever in an embarrassing situation?”
“ What did you do then?”
Today our reading lesson is about the
embarrassing experience of a girl on the bus

Before Ask Ss to look at the pictures and guess what

you read is happening in each of them. Pair work
10’ *Pre-teaching vocabulary:
1. make a fuss about something: become
angry or excited about something and Take notes new
complain ( laøm aàm ó) words
13
 2. sneaky: vuïng troäm leùn luùt Listen and repeat
3. glace at st/sb (miming)
4. idol (n) (situation)
5. embarrassing: causing to feel shame
Checking: gap-filling (handouts) (doing task
1-p24)
1. The girl was so shy that she didn’t look at Work in pairs using
him in the face. She just…….at him and words above
looked away
2. She complains noisily about anything she
doesn’t like. She is the type of person who is
always……….
3. Teenagers nowadays often have their
own…… who they really love and imitate in
different ways.
4. I don’t like the look of that man. There is
While you something…..about him
read 5. She was in a very …….situation. she felt so
17’ stupid and didn’t know how to say. Read the text then
Activity 1 discuss with a
Reading and re-ordering partner to rearrange
Ask Ss to work in pairs to read the story and the pictures in order
put the pictures of the events in the order of the events.
they happen in the story(task2- p24)
Call on some Ss to give the answers
Check with the class
Expected answers:
1. picture d 2. picture b 3. picture c
4. picture f 5. picture e 6. picture a Write their answer
Activity 2 on the board.
Ask Ss to work in pairs to answer the Ask and answer
questions
Call some Ss to write the answers on the
board.
Make correct if necessary
Expected answers
1. The girl wished to have a red hat when she
in grade 9
After you 2. Because her father knew her biggest
read dream
11’ 3. She saw the a wad of dollars exactly like Work in groups of
the one her father had given her. three to play the
4. because she was sure that the boy was a narrator
thief. He had stolen her money. Present their answer
5. She bought the pretty hat of her dream. in front of the class.
Mime the story:
Home Ask Ss to work in groups of 3 to play the
work narrator, the father and the girl:
2’ + the narrator tells the story, the father and
the girl mime the story. Doing homework
+ go around and help Prepare new lesson
+ call some groups to act out the story in
front of the class

14
 Answer the question:” What do you think the
girl had to do after she discovered that the
money she had taken from the boy’s bag was
not hers? And how did she feel?”
E. Self-evaluation

Lesson Plan composed on18 th

sep,2007

Unit 2: PERSONAL EXPERIENCE B.Speaking period:8

A. Aims and Objectives: - By the end of the lesson, Ss will be able to talk about
their personal experience and hw they affected their life
B. Teaching aids: text book, charts
C. Method: communicative approach
D. Procedure:
Stages T’s activities Sts’ Activities
Warmer Check up previous lesson:
5’ Rearrange the following sentences in order of Work in individuals
the contain of the text:
1. She went to buy the hat of her dream
2. She quietly took the money from the
school boy’s bag
3. Her dream was a red floppy cotton hat like
her pop star idol’s hat
4. She was very embarrassing and ashamed
of herself
5. Her father knew her dream so that he
gave her some money on her birthday.
6. Her father was so surprised when she show
Before him the hat.
practice 7. She sat next to a school boy.
3’ Tell Ss a story:
One morning I got up late. It was half past six
and school began at seven. I quickly washed,
brushed my teeth, dressed, jumped on my
motorbike and drove to school. I went
straight into the class and greeted the
students. After two or three minutes, the
students began laughing. I couldn’t
understand why. Suddenly, I looked down and
realized I had put on one brown shoe and one
yellow shoe.
This is one of the memorable past experience
in my teaching. I often feel ashamed when
thinking of it. Today we will talk about past
experiences and how they affect your life.
Ask Ss to elicit and introduce useful structure
+ What do you say to ask about someone’s
experience that might have affected them?
Practice Expected answer:
7’ -Have you ever……..? Pair work
-When did it happen?
-What were you thinking and feeling when it
15
 happened?
-How did the experience affect you?
Task 1: Matching
10’ Ask Ss to work in pairs to match things they Pair work
have done or experienced in box A and how
the experience might have affected them in
box B
Call some Ss to give their answers
Feedback: 1.d – 2.e – 3.b – 4.f – 5.a – 6.c Present the
Task 2: Re-ordering: conversation in front
-Ask Ss to work in pairs to put the lines of of the class
19’ dialogue in the correct order.
Call some Ss to give their answers.
Feed back: b- d- e- g- h- a-c-f
Ask to go on practicing in pairs and try to
learn by heart
Homewo Call some pairs to make the conversation in
rk front of the class (give mark)
Task 3: writing: dialogue building
Ask Ss to work in pairs to make a similar
dialogue based on the structures and
information above
Call some Ss to present their dialogue in front
of the class
Ask Ss to prepare their listening lesson
E. Self-evaluation:

Lesson Plan composed on19 th

sep,2007

Unit 2: PERSONAL EXPERIENCE C.Listening period:9

A. Aims and Objectives: - By the end of the lesson, Ss will be able to:
- listen for specific information
-understand the passage
B. Teaching aids: text book, CD player, pictures, handouts
C. Method: communicative approach
D. Procedure:
Stages T’s activities Sts’ Activities
Warmer Game: Guessing Things: “ What Is It?” Work in groups: A &
5’ Divide The Class Into Two Groups A And B And B
Ask Ss To Guess What It Is
Read Aloud Some Facts About The Thing One
By One:
+ It destroys buildings, houses and forests
+ It can kill people
+ It releases/ gives out a lot of smoke
+ You need water to put it out
The group giving the faster and correct
answer will win the game.
Expected answer: A fire
16
 Lead- in:
Have you ever seen a fire? Answer the
What would you do if there were afire? questions
The lesson today is about the fire happening
to Christina’s family13 years ago
Pre- * Teaching vocabulary:
listening - memorable= unforgettable (adj) Listen and repeat
10’ -scream(v)mime
-gas stove:
-appreciate(V):to recognize the good qualities
of st/so
-protect(v):baûo veä Play the game
Checking: Slap the board

protect appreciate

Gas stove

memorabl scream
While e
listening
19’ Task 1: Listen and tick T/F Listen and tick
Tell Ss that they are going to listen to an
interview about unforgettable experience in
Christina’s life
Let Ss listen for the second time if needed]
Go over the answers with the class
Feed back: 1T 2F 3F 4F 5T Listen and fill in the
Task 2: Gap-filling gaps
Tell Ss to read through the passage and guess Share the answers
the word in each gap. with a partner
Ask Ss to listen to the recordings and fill in
the gaps.
Feed back:
1. small 2. everything 3. family
4. replaced 5. took 6.
appreciate
Less controlled task: Questions and answers
Ask Ss to work in pairs to listen the tape
again and answer the questions:
1. what’s Christina’s job?
Post 2. what did her most unforgettable
listening experience happen?
10’ 3. what was she doing then?
4. did the fire take many things from her? Group work
5. what did she realize after the fire? Present ideas

Agree or Disagree?
Have Ss work in groups of four or five to give
their opinions on the sentence:
“ Family is more important than things”
Call some groups to report their group’s
17
 ideas
Give feedback
Suggested ideas: (handouts)
Family is more important than things because
it can be replaced. It gives us mutual love,
Home support and sincere understanding. It brings
work the individual place and happiness.
Nothing is more precious than the sweet
moment when every member of the family
finds themselves among their dear ones,
taking a good meal and getting through a
peaceful night…
Retell the story
Prepare new lesson
E. Self-evaluation:

------------------------------------------------------------------------------------------------------------------------------

Lesson Plan composed on 23 th

sep,2007

Unit 2: PERSONAL EXPERIENCE D. Writing period:10

A. Aims and Objectives: - By the end of the lesson, Ss will be able to:
- write a personal letter
- tell their memorable experience
B. Teaching aids: text book, pictures, handouts
C. Method: communicative approach
D. Procedure:
Stages T’s activities Sts’ Activities
Warmer Show the picture and ask Ss to describe it Work in groups of
7’ using the cues given: (handouts) three to complete
1. it/ be / a / hot / day the writing
2. the man/ stop/ a small deserted beach
3. he/not have/ swimming- trunks
4. there/ be/ no people /in sight
5. the man/ take off/ all clothes/ swim out to
the sea/ and relax in the water.
6. when/ he / look back/ a coach arrive.
7. there/ be/ a lot of people/ stand on the
sand.
Expected answer:
It was a very hot day. The man stopped at
small deserted beach. He didn’t have
swimming-trunks with him, there were no
people in sight. The man took off all his
clothes and swam out to the sea and relax in
the water. When he looked back at the beach,
a coach had arrived and there were a lot of
people standing on the sand to have a picnic.
Ask Ss to give their answers

18
 Give comment and mark
Lead-in: Answer the
Have you in a such situation? questions
What did you do then?
Do you want to share it with you classmate?
Pre- Today, we learn how to write a personal letter
writing telling about a past experience.
8’ Activity 1:Elicit the steps of writing a Tell the steps of
personal letter from Ss. writing a personal
1. greeting letter
2. date (when it happened)
3. the story (the experience)
4. closing
5. signature
Activity 2: speaking
Ask Ss to talk about their past experiences or Talk about the past
the most embarrassing moment of theirs experience/ the
based on the main points most embarrassing
+when it happened: two years ago/ when I moment
was in grade 10/ when I was ten…..
+where it happened: in my house/ at school/
in the street…..
+how the experience affected you: it
changed my outlook on life/ it made me more
careful about…/ it made me appreciate…
more/ I felt ashamed at a mere thought of it/
it gave me more confident in…./ it taught me
While a lesson….
writing Call on some Ss to tell their stories.
Give the comment
*write a letter Write a letter
Ask Ss to write a letter to a friend, telling
Post him/her about one of their most memorable
writing experience.
When Ss have finished, collect Ss’ writings to
mark at home.
Choose one writing and ask a S to write it on Correct mistakes
Home the board.
work Ask the rest of the class to correct the
mistakes and give the comment
Give feedbacks and comments
Correct mistakes(handouts)
In each of the following sentences there is
one mistake. Find it and correct it:
1. I studied for three year management
2. During I was on holiday, I went swimming
everyday.
3. I broke my leg when I felt down in the
street.
4. I saw Jim last evening
5. With 19 years old he went to France
6. in 1989 I leaved university and started
work

19
 Key:
1. I studied management for 3 years
2. while I was on my holiday/ during my
holiday
3. I fell down
4. last night/ yesterday evening
5. when he was 19
6. I left
E. Self-evaluation:

Lesson Plan composed on 24th nov,2007

Unit 2: PERSONAL EXPERIENCE E. Language Focus period:11

A. Aims and Objectives: - By the end of the lesson, Ss will be able to:
- distinguish the sound /m/, /n/, /η/
-revise Simple past, Past perfect and Past continuous tense, and talk about the
past
B. Teaching aids: text book, charts
C. Method: communicative approach
D. Procedure:
Stages T’s activities Sts’ Activities
Warmer Game: Tongue Twisters
5’ Write this Tongue Twisters on the board and Play Tongue
ask Ss to ask it: Twisters game
Singing Sam sung songs on the sinking
sampan
The student who can speak the sentence 10
times quickly within 15 seconds without
making a mistake is the winner
Ask Ss to pick out the words containing the
ending sounds /m/, /n/, /η/ in the Tongue
Twisters and put it into the right column of
Presentati the three sounds
on 1 Introduce the sounds /m/, /n/, /η/. Listen and repeat
7’ * Pronunciation
Activity 1: listen and repeat
Read the words and ask Ss to listen
Ask Ss to listen and repeat
Call some Ss to read the words
Activity 2
Write the phonetic sounds on the board:
1. /m/ 2. /n/ 3. /η/. Listen and choose
Ask Ss to close their books correct number
Read the words and asks Ss to say the
number 1,2 or 3 corresponding to the sounds
Activity 3: practice the sentences
Presentati Ask Ss t work in pairs to practice reading the
on 2 sentences. Work in pairs to
8’ Call on some Ss to read aloud match sentences
Grammar: verb form view
20
 Matching the broken sentences
A B C
1. It was had already I got there
left
2. They was to the cinema in the park
walking last Saturday
3. By the raining when when I
time I got arrived at the
station
4. The train the dog The film had
been shown
for 40
minutes
Put Ss into pairs
Hang on a chart with broken sentences
Ask Ss to put together 4 sentences which
have been broken up into 3 parts (A,B and C).
Call on some Ss to give the answers.
Expected answers.
7’ 1. It was raining when I got there
2. They was walking the dog in the park Tell the form and
3. By the time I got to the cinema last usages of the tenses
Saturday The film had been shown for of sentences above
40 minutes
Practice 4. The train had already left when I arrived
19’ at the station. Work in pairs to give
Eliciting: the correct tense
Elicit the tenses used in the sentences above forms of the verbs in
from Ss the brackets in the
Retell the form and usages of these tenses: story.
Present tenses, simple past, past
continuous, past perfect.
Activity 1: tense using (exercise 1, p30)
Ask Ss to work in pairs, reading the story.
Have Ss use the correct tense forms of the
verbs in the brackets in the story. Complete the
Ask Ss to compare the answers sentences
Expected answers:
1. invites 2. sets 3. gets 4. waves
5. promises
6. is carrying 7. contains 8. has baked
9. is
10. is shining 11. are singing 12. is
Activity 2: sentence complete (exercise 2,
p.30)
Home Ask Ss to complete the sentences by putting
work the verbs into the past simple or past
1’ continuous Doing home work
Call on some Ss to give the answers
Check with the whole class
Expected answers:
1. broke/was playing 2. wrote/ was
3. was working/broke 4. started/were

21
 walking
5. told/were having 6. didn’t listen/was
thinking
7. phoned/didn’t answer/were you doing
8. didn’t wear/didn’t notice/was driving
Ask Ss to do the exercise 3 on page 31.
Complete the sentences , using a suitable
past form of the verbs in brackets (handouts)
I woke up when I (hear) a noise downstairs. I
(get) out of bed quickly because my wife
(still/sleep) and I (go) to the top of the stairs.
It was dark, but I could see two men
downstairs in the living-room. They (try) to
open the safe. When I (switch on) the light,
the two men (run) into the kitchen and
(escape) out of the back door. Then, before I
(have) a chance to do anything. I (hear) a
police car pull up outside the house. A
neighbor of mine (see) the men breaking into
my house and (phone)
For the police.
Key:
1. hear 2. got 3. was still sleeping 4. went
5. were trying 6. switched on 7. ran 8.
escaped
9. had 10. heard 11. had seen 12. had
phoned
F. Self-evaluation:

-----------------------------------------------------------------------------------------------------------------------------
Period 12,13
Duc Pho High School TEST 1 First Semester
Name…………………………Class:11…. Schoolyear:2007-2008 Code:190

A. Multiple choice:
1. Choose the word that has the underlined part pronounced differently from the others:
a. machine b. change c. teacher d. choose
2. Choose the word that has the underlined part pronounced differently from the others :
a. glacier b. glad c. go d. average
3. Choose the word that has the underlined part pronounced differently from the others :
a. man b. money c. eleven d. handkerchief
4. Choose the word that is stressed differently from the others:
a. everything b. quality c. acquaintance d. history
5. Choose the word that is stressed differently from the others:
a. experience b. expensive c. embarrass d. imagination
6. That program was funny. It really made me………….
a. to laugh b. laughing c. laughed d. laugh
7. She was in a very….. situation. She found herself so stupid and didn’t know what to say
a. interesting b. exciting c. embarrassing d. intimacy
8. This car is really cheap………..
a. to running b. to run c. for run d. for running

22
 9. We all heard the bomb……………….
a. went off b. to go off c. gone off d. go off
10. “Was Tom at the party when you arrive?” – “ No, ………….home”
a. He had already gone b. He already went c. He has already gone d. He was already going
11. How just…..….when the accident happened?
a. did you drive b. had you driven c. were you driving d. was you driving
12………means “ behaving in a secret and sometimes dishonest or unpleasant way”
a. Idol b. Sneaky c. Experience d. Embarrassing
13. A lot of teenagers make Bi Rain their……..
a. idol b. imagine c. brother d. boss
14. The company expects……..from the its employees.
a. constancy b. quality c. interest d. loyalty
15. I’m sorry you’re missed the train, it……..five minutes ago.
a. had left b. left c. has left d. has been left
16. It is extremely important for an engineer to know to use a computer.
a b c d
II. Writing:
1. Write the complete sentence, using the words given:
I / have/ a great time/ here/ England
……………………………………………………………………………..
2.Write a second sentence so that it has similar meaning like the first, using the words in bracket:
Sue has been in Italy for the last three week (went)
Sue…………………………………………………………………………
3. Rewrite the sentence beginning with the word(s) given:
Jimmy got into his car and drove away. I saw this.
I saw………………………………………………………………………..
4. Rewrite the sentence beginning with the word(s) given:
We can’t possibly work in this noise
It’s impossible……………………………………………………………….
III. Reading Comprehension:
Read the following passage carefully, and then answers the questions:
Pablo was a friend to many people, but he and I got along specially well. If I had a problem, I knew that
I could always go to him to talk it over. Just talking to him would cheer me up. Once he helped me get over
my disappointment when I didn’t make the football team. Another time, he stuck up for a friend who was
falsely accused of cheating on an exam. I sometimes wondered how he put up with me because sometimes I
wasn’t so nice to other people. But Pablo would never let a friend down. After high school , we both moved
away to go to college, but we have to stayed in touch.
1. To whom was Pablo a friend?
…………………………………………………………………………………………………………..
2. How was the relationship between Pablo and the writer?
……………………………………………………………………………………….…………………
3. Why did the writer wonder Pablo was so helpful to him?
………………………………………………………………………………………………………….
4. Did they keep in touch after high school?
………………………………………………………………………………………………………….

Answer sheet: put an X into the square you choose:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
a
b
c
d

23
----------------------------------------------------------------------------
-
Lesson Plan composed on1 oct,2007 th

Unit 3: A PARTY A. Reading period:14

A. Aims and Objectives: - By the end of the lesson, Ss will be able to:
- scan reading for specific information
-identify and correct false information
B. Teaching aids: text book, handouts, pictures
C. Method: communicative approach
D. Procedure:
Stages T’s activities Sts’ Activities
Warmer Work in pairs
5’ Give some questions and have Ss ask their Answer the
classmate questions
How old are you?
What is your date of birth?
Do you usually have your birthday party?
Before you What do you have in your birthday party?
read What do you do on birthday occasions?
10’ Pre-teaching vocabulary: Listen and repeat
Blow out: (miming): to put out a blame
Celebrate: to do st enjoyable because of a
special occasion or to mark someone’s
success: laøm leã kyû nieäm
Anniversary: ngaøy kæ nieäm Do exercise
Checking: gap-fill
1. we celebrate our 20th wedding ……in
Florence. Work in pairs
2. she………..the candles on the cake.
3. Tim has passed his exams. We are going
to…………
Ask Ss to work in pairs to look at the pictures
in their textbooks, asking and answering the
While you questions.
read Call on some Ss to give the answers.
19’ Give the comment Do task1
1. What is the relationship between people in
the pictures?
2. what are they celebrating?
Activity 1 : read and tick (task 1-p34)
Ask Ss to work in pairs to read the text and
decide which of the activities take place at a
birthday party or at a wedding anniversary or
at both, then put a tick in the right column. Do task 2
Call on some Ss to give the answer.
Give feedback
1. birthday party 2. both 3.both 4.
wedding
5. wedding 6. wedding 7.
birthday party
Activity 2: Recognizing the wrong words
24
 (task 2-p34)
Ask Ss to work in pairs, reading the text
After you again.
read Ask Ss to close their books and underline the
10’ wrong word in each sentence and provide the Work in pairs to
correct one. make an interview
Call on some Ss to give the answers.
Make correction if necessary.
Expected answer:
1. eighth => seventh 2. makes => eats
3. food => presents 4. anniversary =>
age
5. months=> years 6. 6.5th => 50th
7. silver => golden
Interviewing
Homework Asks to work in pairs, one is an interviewer,
1’ other is an interviewee
Ask Ss to talk about the celebration of
birthday or wedding anniversaries, using the
following questions:
1. where do prefer to celebrate your birthday,
at home or in the restaurant? Why?
2. do your parents celebrate their wedding
anniversary?
3. are you going to celebrate your wedding
anniversaries in the future? Why or why not?
Call some pairs to act out in front of the class
Give the comment
Ask Ss to write a short passage about their
birthday party

E. Self-evaluation:
Lesson Plan composed on 2th oct,2007

Unit 3: A PARTY B. Speaking period:15

A. Aims and Objectives: - By the end of the lesson, Ss will be able to:
- talk about their party
-know how to plan parties
B. Teaching aids: text book, cards, pictures
C. Method: communicative approach
D. Procedure:
Stages T’s activities Sts’ Activities
Warmer *Lead In Work in pair to ask
3’ Ask ss to work in pairs and answer the
-Have you ever been invited to a party? questions given
-How was it organized?
Ask ss to name some parties that they have Name some parties
ever taken part.
Today in our speaking lesson, we talk about
parties and how to plan them
Pre- Provide some name of parties and new words Take note
speaking - house Warming: tân gia
10’ - occasion: dịp cơ hội
25
 - decoration: trang trí, trang hoàng
- farewell party: tiệc chia tay
- garden party: buổi chiêu đãi ngoài vườn
- thanksgiving: lễ tạ ơn
Questions And Answers: (Task 1 P.35 and task 2,p.36) Pair work
- Ask Ss to work in pairs to ask answer the questions
about the party they have been to, using the questions in
task1,p35 as help
- call some Ss to ask and answer the questions in front of
While the class Group work
speaking Ask Ss to work in groups of four or five to discuss the
following question
“ what do you think of when you want to plan a party?” Speak in front of the
Call on some Ss to report their group’s ideas. class
Ask Ss to do the task 3,p.36 and task 4, p.36
Explain some suggestions:
Budget: kinh phí
Date and time: ngày giờ ,thời gian
Who to invite: mời ai
Place: địa điểm
Formal and informal: trang phục trang trọng và không tt
Decorations: trang trí
Entertainment: hình thức giải trí
Food and drink thức ăn và đồ uống Make the
Ask Ss to tell their group’s party plan. conversation
Ask Ss to make a conversation to talk about their party
- elicit some useful languages used to ask for information
or making suggestions:
+ we are planning a party. Let’s talk about what each of
us will do to prepare for it.
+ let’s have a discussion about our party next Saturday
+ why don’t why we have a surprise party?
+ why don’t we hire the ground floor of a bar and we
could get the band in?
+ why don’t we make our own food?
+ shall we have some music?
+ How about …….?
Post- Present the
+ that’s a nice idea.
speaking conversation
Ask some pairs to present their conversation front of the
class.
Work in groups
Discussion:
Ask Ss to work in groups of four
in each group, Ss discuss the following questions:
Homewor
In your opinion, what is your ideal party? What is it like?
k
Call some pair to present their ideas.
Do homework
Make corrections and give the comment
Ask Ss to write a short passage to answer the question
above
Prepare new lesson
E. Self-evaluation:

26
 Lesson Plan composed on3 th
oct,2007

Unit 3: A PARTY B. Listening period:16

A. Aims and Objectives: - By the end of the lesson, Ss will be able to:
decide on the True or false statements of the passage
understand the passage
B. Teaching aids: CD player, handouts, cards
C. Method: communicative approach
D. Procedure:
Stages T’s activities Sts’ Activities
Warm up Game: Procedure Group work
5’ - divide the class into 2 groups
- place the cards on the desk, face down
- assign on representative from each group to take
turns to choose a card at random
- She/ He has to draw the word he/she sees on the
cards. He/She must not write, speak or whisper.
He/She just gestures or mimes the word
- The other students in each group try to guess the
word.
- One correct word earns one point
- The group with more points wins
Key words:
Cake/Candles/Flowers/Presents/ Restaurant/ Blow out Answer the question
Lead in: - What do you think of when you read these
words
(Expected answer: A birthday party)
Pre In today’s listening lesson, you’ll listen to a passage Listen and repeat
listening about Mai’s birthday party
10’ Pre-teaching vocabulary:
-Lap(v)(mime): [klæp] “ what am I doing?
-Decorate(v) ['dekəreit]

What are they doing?

- Icing(n) ['aisiη] a sweet mixture of

sugar, water, milk, and butter or egg white that is used to
cover or decorate cakes.
Play game

-Slice(n) [slais]
Checking: slap the board:
- put the words that have been taught on the board Discuss to answer
- call some Ss to line up 2 queues to the front facing the the questions
boards.
- Ask Ss to listen and slap on the correct word
Discussion
- ask Ss to discuss the following question:
When would you like to organize your birthday party,
during the day or in the evening? Listen and choose
27
 What food and drinks are served at the party? Discuss with
While What activities do you often have at the party? classmates
listening - Call on some Ss to give the answers
19’ - Give feedback on what Ss have.
Activity 1: True- false statements (task 1p.37)
- Ask Ss to read through the statements
- Play the tape and ask Ss to listen and decide whether the
statements T or F.
- Give the feedback
1.F 2.F 3. F 4.T 5.F
Activity 2: questions and answers:
- Ask Ss to listen and work in pairs to ask and answer the
questions(task 2 p.37)
- Call on some Ss to write down the answer on the board.
- Let Ss to listen again then check with the class
Feedback:
1. she is 16 years old
2. Because it is noisy and expensive
3. She served some soft drinks and biscuits at the
Post beginning of the party Work in groups to
listening 4. The birthday cake was bought out at about four thirty talk about Mai’s
10’ 5. It was beautifully decorated with pink and white icing party
6. They clapped their hands eagerly and sang “ Happy
Birthday”
7. About six in the evening
Home Speaking
work - Ask Ss to work in groups of four and five to describe
Mai’s birthday party
- Call on some Ss to talk about Mai’s birthday party in
front of the class.
- Make corrections and give comments.
Ask Ss to write a short passage to describe Mai’s party.
Prepare for the next lesson

E. Self-evaluation:

---------------------------------------------------------------------------------------------------------------------------
Lesson Plan composed on7 th
oct,2007

Unit 3: A PARTY B. Writing period:17

A. Aims and Objectives: - By the end of the lesson, Ss will be able to:
- write an informal letter of invitation
28
 B. Teaching aids: text book, cards, pictures
C. Method: communicative approach
D. Procedure:
Stages T’s activities Sts’ Activities
Warm up Game: word square: Can you find these three words? Play the game
5’ (HANDOUTS) Give the answer
1
2
3
4
5
6
7
8
1. A tables can’t stand without them
2. the present participle of “sit”
3. a person who do something
4. the opposite of “seldom”
5. What you do to ask someone to visit your house.
6. the name of your country
7. “ what time is it?” –“ It’s 6 o’clock”
8. the boy in family, not father. Group work
- Divide the class into groups of 4 or 5
- Deliver handouts with sentences and phrases
- Ask Ss to read and find the correct word to fill in
the numbered rows
- Ask Ss to make three words with the letters in the
black squares
Key: Letter of invitation
Lead in: Answer the question
Have you ever invited your friend to a party?
How do you say to invite a friend of yours to the party?
Today you learn how to write an informal letter of
Pre writing invitation to invite a person to a party Pair work
10’ Introduce the form of a letter
Task 1: Discussion
Ask Ss to work in pairs to discuss the following
sentences:
1.On what occasions are parties help? Complete the letter
2. What kind of clothes do people often wear at a party?
3. What kind of presents do people often bring to a party?
Task 2: letter completion:
Ask Ss to read the letter of invitation and complete it with
the words and phrases given
Call some Ss to give their answers Rearrange
Feedback:
1 at my house 2. to come 3. refreshments
4. to cook 5. winners 6. by Monday
Ask Ss to put the sentences in the letter in correct order of
format of a invitation letter
1.The announcement and a general invitation
2. A friendly reason for invitation
3. The precise arrangement suggested
4. A request for confirmation
29
 5. Closing
Expected answer:
1. Would you like to come?
2. I’m having a New Year’s Eve party…December
3. Most of……..the winners Answer the question
4. Please let me know….. you can come
5. love,
- Elicit the useful statements used in writing a letter of
invitation from Ss.
- Ask Ss:” What do you say to invite or persuade a friend
of yours to come to your party?
Expected answers:
While + why don’t you join us?
writing + do you feel like joining us? Write a letter of
15’ + would you like to come with me? invitation
+ how about going to the party tonight?
+ I’d very much like you to join us?
Write it yourself:
-Ask Ss to write an informal letter of invitation to invite
their classmates to their birthday party.
Call some Ss to write their writing on the board
Correct the mistakes
Give the suggested writing
Dear An,
It’ll be my birthday next Saturday. I’d like to invite you
Post writing come to the party, which will be at my house probably at
14’ 4p.m. Can you come to join us? Group work
Give me a call before Saturday. Design an invitation
Hope to see you then. card
Best wishes,
Long
- Ask Ss to exchange their writings and correct the
mistakes.
- Ask Ss to work in groups of four or five
Ask each group to design an invitation card
Home work
Ask Ss to write some information on the cards to invite a
1’
friend of their to their next birthday party.
Let Ss put their final products on the posters, which are
displayed around the classroom
Ask Ss to share, compare and pick the winning group
whose invitation card is well-designed.
Give comments on Ss’ result
(Deliver handouts)
- Ask Ss to combine the fragments below to form a letter
of invitation to lunch:
a. your,
b. it is such an age since we met and I am very anxious to
hear how thing are with you
c. let me know if this is convenient for you
d. I shall be in London for a couple of two days next
week and I was wondering if you could have lunch with
me
e. Dear David,
f. What about Friday, 16th February.

30
 g. If this would suit you, I suggest we meet in the bar of
the International Hotel at 12.30
h. Pierre.
Key: e-d-b-f-g-c-a-h

1 L E G S
2 S I T T I N G
3 D O E R
4 O F T E N
5 I N V I T E
6 V I E T N A M
7 T I M E
8 S O N

E. Self-evaluation:

Lesson Plan composed on8 th

oct,2007

Unit 3: A PARTY C. Language Focus period:18

A. Aims and Objectives: - By the end of the lesson, Ss will be able to:
Distinguish the phonetic sound /h/, /l/, /r/
Understand the use of the Infinitive, Gerund, and Passive Infinitive
Use some verbs or phrases followed by the Infinitive or Gerund in sentences
B. Teaching aids:, handouts, posters
C. Method: communicative approach
D. Procedure:
Stages T’s activities Sts’ Activities
Warm up Game Bingo: Play game
2’ Hang on a poster with the following words: house/
holiday/ library/ lemonade/ hospital/ husband/ ready/
really/ restaurant/ like/ lovely/ lunch

31
 -Ask Ss to look at the words on the poster, choose five
words and write them down on a piece of paper
-Read the words aloud for Ss to cross out
-Ask Ss to say Bingo if they have crossed out all the five
words they have chosen
-Ask Ss to give some more words having the same initial Listen and take note
Presentati sounds as the words on the poster.
on -Introduce the sounds /r/, /h/, /l/
10’ Pronunciation:
-Read aloud the words and have Ss to listen Work in pairs
-Read again and ask Ss to repeat.
-Call on some Ss to read and make corrections if
necessary
- Ask Ss to work in pairs to practices reading the Give the answer
sentences
Presentatio - Call on some Ss to read
n - Give comment
5’ Grammar
- Ask Ss to realize what the underlined part in the
following sentences are: Group work
1. he doesn’t want to go there
2. he like listening to the international music
Expected answer:
The infinitive and gerund
-Ask SS to work in 2 groups: one gives some words or
phrases followed by the infinitive; the other gives some
words or phrases followed by the gerund
- Give comment and correct if necessary
*To- Infinitive: would like, be able, demand, seem,
agree, invite, decide, hope, expect, offer, manage, refuse,
mean, intend, tell…
* Gerund: enjoy, miss, risk, appreciate, avoid, detest,
dislike, it’s no use, can’t help, postpone, mind, be worth,
mention, keep, count on, give up…
-Give the form:
Pair work
The infinitive: V1 + V2( to or bare infinitive)
The gerund: V1 +V2(-ing)
Passive voice: S + be + PP + by O(s)
Passive Infinitive: to be PP
Practice
Passive Gerund : being PP
25’ Task 1:sentence complete: (exercise 1, p40)
- Have Ss to work in pairs to complete the sentences with
the correct form gerund or to-infinitive Pair work
- Call on some Ss to give the answers:
Expected answer:
1. having 2. getting 3. to tell
4. practicing to see
Task 2: Multiple choice(exercise 2,p.40)
- Put Ss to work in pairs to choose the correct answer Pair work
- Call on some Ss to give the answers
- Make corrections if needed Do home work
Expected answers:
Home work 1.A 2.A 3.B 4.B 5.A
3’ Task 3: Passive infinitive and Gerund:

32
 Have Ss do the exercise 3 on page 41 in their textbooks
Feed back: 1.D - 2.C – 3.B – 4B – 5C
Sentence transformation
Rewrite each sentence, beginning as shown, so that the
meaning stays the same:
1. I must see the manager
I demand…………………………………………
2. I’m quite happy to be kept waiting
I don’t mind ………………………………………..
3. “ Shall I carry that bag for you?” said John
John offered…………………………………………
4. It’s very kind of you to give me a lift
I appreciated ……………………………………..
- Prepare new lesson
E. Self-evaluation:

Test yourself (tiết 19) composed on 9 th

oct,2007
I. Listening(2.5 points):
Tape-script:
I’ve known James for 25 years. We first met when he move to my town. He went to a different school but
we became friends because he lived next door to me. We’ve known each other since then, but we haven’t
kept in touch all that time…..we lost contact with each other when I moved to Scotland in the 1970s for my
job….. I didn’t go to James’ wedding but he came to mine….. And now? Well, I’ve been living here in
Brighton since 99, and these days I see James about once week, usually in the park where I walk my dog, or
in he pub for lunch with another friends that we’ve known for about the same length of time. We haven’t
been doing that for very long but it’s good to get all of us together.
- Ask Ss to read the requirements and try to guest the topic of listening
- Have Ss listen three times
- After the second time, ask Ss to discuss then give the answers
- Listen the third time to check .
- Feed back
1A: I’ve known James for 25 years. 4D: I’ve been living here in Brighton since 99,
2D: He lived next door to me 5C: I didn’t go to James’ wedding
3B: I moved to Scotland in the 1970s for my job
II. Reading(2,5points)
1. because they had been childless for 10 years after they were married
2. To take some photographs of the happy family
3. The boy was dressed in a smart, branch new out fit and look like a little prince
4. Because he was interested in the toys
5. He felt that it was delighted and looked forward to the next day to have the films developed
III. Pronunciation and Grammar(5points)
1. Pronunciation (1point)
Listen and tick (√) in the right box, paying attention to the pronunciation of the underlined part of the word
1. nine 2. hour 3. matching 4. jam
2. Grammar (1,5point)
Complete the sentences, using the right form (base, full or passive) of the infinitive in brackets
1. to see 2. to be3. to phone 4. pay 5. to be met 6. to be appointed
IV. Writing (2.5 points)
- Content: 1 point
- Right using words, sentences: 1point
- Structure of writing: 0,5 point

33
Suggested writing:
Lan is one of my best friends. We have many things in common so we often meet and do things together We
live on the same street. It’s interesting that her birthday is also in June but a week before mine so we often
help each other to celebrate it. Last June we had a very special birthday party. We didn’t have it at home as
usual but we had our birthday celebration at Sam Son beach during a two- week holiday with our parents.
We spent the morning swimming and playing on beach. We had seafood for lunch at the restaurant in the
afternoon we went shopping around the area and bought lots of souvenirs. Though I did not have many
presents on my last year birthday, but I enjoyed it most of all.

Lesson Plan composed on13 th

oct,2007

Unit 4: VOLUNTEER WORK A. Reading period:20

A. Aims and Objectives: By the end of the lesson, Ss will be able to:
- scan read for specific information
- understand volunteer work
B. Teaching aids: charts and pictures
C. Method: communicative approach
D. Procedure:
Stages T’s activities Sts’ Activities
Warm up Describing pictures Look at the picture
5’ -Show Ss some pictures and ask them and describe them
question:
What are the people in the pictures doing?
Picture 1: help the blind to read
Picture 2: help the Aids patient
Picture 3: help the handicapped

Answer the question

Lead in: These people are doing the work without being
paid for it. What do you call this kind of work?
Expected answer: VOLUNTEER WORK
In our lesson today you will know about volunteer work Read the words
in the USA.
Pre reading 1. Teaching vocabulary
12’ - Volunteer [,vɔlən'tiə]/v, n/ (ngöôøi)tình
nguyeän,
- Voluntary ['vɔləntri] /adj/
- Voluntarily[vɔlənt(ə)rili]/adv/
- Orphanage ['ɔ:fənidʒ]/n/ What do you call the
home for children whose parents are dead?
- Mow [mou]/v/ caét, xeùn Fill in the gaps
- Handicapped ['hændikæpt]/a/ taøn taät
- Remote [ri'mout] /a/ = far away
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 Checking: Gap filling(chart)
1. When she retired, she did a lot of…….service for the
Red Cross.
2. She was sent to an …….when her mother died.
3. He continued to……the lawn and did routine chores.
4. He needs some………to clean up the kitchen
5. the company…………to donate fifty trucks to help
the flooded areas.
6. We have visited many villages in…….areas
7. I’m going to work two days a week teaching…… kids
to fish Explain the meaning
Expected answers :
1. voluntary 2. orphanage 3. mow
4. volunteers 5. volunteered 6. remote
7. handicapped
Reading between the lines:
“ If you give me a fish Work in pairs
I will eat today
If you teach me to fish
I will eat my whole life long”
After Ss explain , give the comment
While
reading Task 1: Multiple Choice Work in groups
20’ Ask Ss to read the reading in silence
Put Ss in pairs to choose the best answer from A,B,C or
D for each sentence.
Call some Ss to give the answers
Make correction
Feedback: 1A 2D 3B 4D 5B
Task2:Reading Race
Ask Ss to work in groups of 6 (close their books)
Read the questions and ask the secretaries of each group
to listen to the questions carefully and take notes then
say them again to the group. Each group has to answer
the questions as quickly as they can. The secretaries
write them on a poster then sticks the poster on the
board.
When Ss have finished, check with the class
The group who finishes first, and has correct answers
Discuss
will be praised
Expected answers:
1. they read books to the people there, play games with
them and listen o their problems
2. they give care and comfort to them and help them
overcome their difficulties
3. During the summer vacations, they volunteer to work
in remote or mountainous areas to provide education for
Post reading children.
10’ Discussion
Ask Ss to work groups of five or six to discuss the
following questions:
1. What kind of volunteer work do you usually do
at school? Do homework
2. What do you usually do in each kind of volunteer

35
 work?
Call some representatives to report their group’s ideas
- collecting donation from friends, family and involving
them in fundraising activities(to help the poor)
- taking part in the Red Cross of the school
- participating in the Green Saturday Movement: to
clean the streets and river banks/ to plant trees/ to raise
Home work people’s awareness of protecting environment
Writing:
- Ask Ss to write a short passage, answer the question:
Why do people do volunteer work?

E. Self evaluation:

Lesson Plan composed on 14 th

oct,2007

Unit 4: VOLUNTEER WORK A. Speaking period:21

A. Aims and Objectives: By the end of the lesson, Ss will be able to:
-identify types of volunteer work
- talk about volunteer work
B. Teaching aids: charts and pictures
C. Method: communicative approach
D. Procedure:
Stages T’s activities Sts’ Activities
Warm up Complete the net and
Clean the Donate
5’ answer the question
street
? flood
victims

Help the Plant

poor trees
Ask Ss to complete the net and answer the question
“ Do you want be a volunteer?
” Have you ever done volunteer work?”
Today we talk about types of volunteer work
Pre speaking Pre-teaching vocabulary: Listen and repeat
7’ Invalid(n) ['invəli:d] thương binh
Martyr(n) ['mɑ:tə] liệt sỹ
Intersection [,intə'sek∫n] ngã tư Make sentences
Disadvantaged [,disəd'vɑ:ntidʒd](adj) thiệt thòi, thua thiệt
Ask Ss to listen and repeat
Ask Ss to make sentences with these words
Reading and distinguishing: (task 1p.49) Read and choose the
Ask Ss to read the activities and decide which of them are activities
volunteer work Share idea with partners
Call on some Ss to give their answers:
Feedback:
Helping people………………..areas
Giving care……………………the sick
Providing………………………children
Joining the Green Saturday Movement
While Task 2: role play
Ask Ss to work in pairs to practice speaking the dialogue
36
 speaking Call on some pair to role play in front of the class Work in pair to make the
20’ Dialogue building conversation
Ask Ss to work in pairs to make the similar conversation,
using the activities given in task 2p50
Work with a Ss to give a model:
A: what kind of volunteer work are you participating in?
B: I’m taking part in directing the traffic?
A: what exactly are you doing?
B: I’m direct the vehicles at the intersections
A: do you enjoy the work?
B: yes, I enjoy the work very much because I like helping
people.
Call on some pair to act out the conversations
Make correction the pronunciation, intonation and
grammar
Post Put Ss to work in groups of five
speaking Ask them to discuss the question; Discuss the question
12’ “ What should you do to help children in poverty in your Report the result of
home town?” discussion
Call on some Ss to report their ideas
Give some suggestions:
+saving & raising y money
+collecting old clothes/ old text books and toys
Homework Information searching
1’ Tell Ss to search on the Internet the information about Do homework
some volunteer organizations in the world
Prepare new lesson
E. Self evaluation

Lesson Plan composed on 15 th

oct,2007

Unit 4: VOLUNTEER WORK A. Listening period:22

A. Aims and Objectives: By the end of the lesson, Ss will be able to:
listen for specific information
- know more about volunteer work
B. Teaching aids: CD player, posters, handouts, pieces of paper
C. Method: communicative approach
D. Procedure:
Stages T’s activities Sts’ Activities
Warm up Game Finding One’s Other Half: Play game
5’ Divide the class into two team A and B Group work
Hang on two posters on the board
Stick pieces of paper with different shapes and colors on
each poster
Ask Ss in each team to combine pieces of paper with the
same shape or color together
the team who first finishes wins
Check Ss’ understanding of the instruction

37
 1 2
Supporting Donations
Making The Poor
Helping Charities
Raising The Elderly
Money
Key: supporting charities/ raising money/ helping the
poor; the elderly/ making donations
Lead in: (point at the posters)
These activities are volunteer work. in today’s lesson you
will listen to a passage to know more about volunteer
work.
Pre listening Pre- Teaching Vocabulary
5’ Co-operate: cộng tác Listen and repeat
Fundraising: hoạt động gây quĩ
Sponsor: nhà tài trợ
Read the words and ask ss to repeat
Ask Ss to tick the best answers to the questions in
textbook.
Ask Ss to tell their result
While Task 1: gap-filling Read and guess
listening Let Ss to read the information and guess
20’ Play the tape and ask Ss to listen and fill in the missing Listen and fill in the gaps
words.
Let Ss to listen again if necessary
Call on some ss to give the answers
Make correction if needed
expected answer:
1. informal 2. 30 street children
3. 250 children 4. 1998 5. volunteers/ February
Error recognition(using handouts)
Realize one error in each following sentence: Listen and realize the
1. Spring School provides classes for disadvantaged error
children in Ho Chi Minh city.
2. Dance, theatre, singing and circus classes was set
up a year later.
3. Spring school requires volunteers helping
organize their fundraising dinner
4. This is an exciting night in where children
perform circus, theatre,\dance, singing
5. More school like Spring School will soon be
finding in other cities in Viet Nam.
Have Ss listen and underline an error in each sentence
and correct it.
Call on some Ss to give their answers
Give feedback
1 to 2. were 3. to help 4. which 5. found
Task 2: Ask and Answer
Let Ss to listen again and find the answers to the Listen and answer the
questions question(pair-work)
Ask them to compare the answers in pairs
Give the feed back
1.it provides classes to disadvantaged children in HCM
city.

38
 2. Dance, theatre, singing and circus were set up in1999
3. Because they need money to continue their English and
Performance arts classes
4. At one of the largest hotels in HCM city
5. To contact sponsor and help to expand the school
activities.
Post Speaking
listening Ask Ss to work in pairs to tell about Spring, using the Talking about the Spring
14’ following suggestions: School
+ 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 Spring School requires
Call on some Ss to report their ideas in front of the class
Homework Summarize the story about Spring School Do homework
1’
E. Self evaluation

Lesson Plan composed on 24 th

oct,2007

Unit 4: VOLUNTEER WORK A. Writing period:23

A. Aims and Objectives: By the end of the lesson, Ss will be able to write a formal
letter expressing gratitude
B. Teaching aids: charts, realia
C. Method: communicative approach
D. Procedure:
Stages T’s activities Sts’ Activities
Warm up Game Jumbled Word Rearrange the lettes
2’ Ask Ss to rearrange the following letters to make a
meaningful word
STANHK
Lead-in:
Elicit the answers from Ss:” When do you say thanks? Answer the question
Expected answers:
- when someone gives you a present
- when someone does you a favor
- when someone helps you with something
In today’s lesson, you’ll learn how to write a formal letter
to express gratitude or thanks

Pre writing Explain some new words: Read and repeat

14’ amount: [ə'maunt] : số tiền
donation [dou'nei∫n] vật tặng, sự đóng góp
issue ['isju:] phát hành
Ask Ss to tell something about a formal letter
Give some notes: Say something about the
Complete sentences, full forms: I am back again/ I have letter
ever had……/I shall never forget…….
39
 Formal expression: I would like to offer……./ would you
mind….. it is my honor if you……../ your sincerely.
Formal greeting: Dear Mr. Smith/ Sir/ Madam…
Elicit some useful expressions used to express gratitude
or thanks in a formal thank-you letter from Ss
Expected answers:
I am most grateful to you for…..
I would like to express my thanks to you for…..
I would like to offer my sincerest thanks to you for….
My heartfelt thanks do to you for…..
Hang on a chart with parts of thank-you letter arranged Rearrange the parts of
in wrong order: thank-you letter
a. An offer to pay and a renewal of thanks
b. A personal remark about the usefulness of the gift or
present
c. an acknowledgement and thanks
d. a fuller expression of gratitude
e. closing
feedback: c-d-b-a-e
While Task1:
reading Ask Ss to work in pairs to read the letter and underline Pair work
18’ the sentences that express the following points:
The opening of the letter: I am………..some days ago
The ways the money is used: repair ……..students
The gratitude to the donor: I would like……in the future.
The donated amount : 500$
The way the receipt is issued: as soon as possible
The closing letter: your faithfully
Ask some Ss to give the answers
Feedback
Task 2:Write a thank-you letter
Ask Ss to work in groups of four to write the letter as the Group work
situation given
Collect Ss’ writing when they have finished
Choose one writing and ask a student to write it on the Write the letter on the
board board
Ask the whole class to correct the mistakes
Give comment
Post writing Ask Ss to work in groups of four to write one of the
10’ following topics: write a letter to
Thank for a nice present you got in your birthday
Thank for an acceptance to be employed in a company
Thank for a wonderful party on the beach
Home work Ask Ss to practice writing more at home Take note
1’ Prepare new lesson
E. self - evaluation

Lesson Plan composed on 27 th

oct,2007

40
Unit 4: VOLUNTEER WORK A. Language Focus period:24
A. Aims and Objectives: By the end of the lesson, Ss will be able:
B. Teaching aids: handouts, textbook, mime, picture
C. Method: communicative approach
D. Procedure:
Stages T’s activities Sts’ Activities
Warm up Ask Ss to look at the pictures and teacher mime and tell Look at the pictures and
2’ the words teacher’s mime
World jump jam Guess the words
Look at the pictures:

Now look at my action:

Jump(mime)
“world, jump, jam ” are meaningful …………….
Feedback: world, jam, jump, words
Lead in: in our today’s lesson, you will study two initial
vowels /w/ and /j/
Presentation Pronunciation:
12’ Activity 1:
Read the sounds and the words Listen and repeat
Ask Ss to repeat
Call some Ss to read make correction if needed
Activity 2:
Ask Ss to work in pairs to practice reading the sentences Work in pairs
Ask Ss to find the words containing sounds /w/ and /j/
(group work)
Grammar: Gerund and present participle:
-Ask Ss to work in pairs to underline the _ING form Underline and identify
words and identify which I gerund or present participle,
perfect gerund or perfect participle. (hand out)
1. she is playing guitar
2. The girl standing over there is Alice
3. Playing tennis is not expensive
4. I enjoy walking in the country
5. I hear him coming the room
6. Having finish the work, he went home
7. He admitted having stolen my bike
8. It is a worrying problem
Elicit and give the presentation of the grammatical point:
The gerund(G) and the present participle have the Take note if necessary
same form: V_ing
* The Gerund can be used as:
• the Subject (3),
• Complement of a verb (4,7),
• After a preposition: I’m afraid of going out alone
• After certain verbs or phrases: miss, risk……..
* The present participle indicates action, more like a
verb or an adjective. It can be used:

41
 • A verb in continuous tense(1)
• As an adjective(8)
• To replace a relative clause(2)
• To replace Subject +Verb in main and subordinate
clause (6)
• After some verbs such as: waste, spend, go, be, …
• After verbs of perception such as: see, hear, smell,
observe, notice, watch….(5)
* Perfect Gerund: used to refer to a past action(7)
* Present Participle: used when one action happens
Practice before anther action(6)
20’ Do exercise
Exercise 1:
Ask Ss to do the exercise 1 on page 54.
Call on some Ss to give their answers
Check with the class
Feedback:
1. hearing 2. bending 3. behaving 4. meeting
5. spending 6. waiting 7. starting
Exercise 2:
Ask Ss to work in pairs to do the exercise 2
Feedback:
1. burning/rising 2. reading 3. lying
4. shopping 5.prepring 6. trying
7. modernizing
Exercise 3:
Ask Ss to do the exercise 3
Go over the answer with the class.
Homework 1 having made 2. having been 3. having been Do home work
1 4. having tied 5. having read 6. having taken Prepare new lesson
Rewrite the sentences, beginning as shown, so that the
meaning stays the same(hand out)
1. he rushed out of the room. He was shouting at the top
of his voice.
Shouting…………………………………………….
2. don’t copy the lesson again. You waste a lot of time
You waste………………………………………….
3. we bought our tickets. The we went into the theatre.
Having………………………………………………….
4. Jim was playing tennis. He hurt his aim
Jim hurt…………………………………………………..
5. they found her. She was walking along the beach.
They found………………………………………….
E. self - evaluation

Duc Pho II High School TEST II First Semester (period 25,26)

Name…………………Class:11…. Schoolyear:2007-2008 Code:1978

I. Multiple choice:
1. Choose the word that has the underlined part pronounced differently from the others:
42
 a. hour b. honest c. honor d. happy
2.Choose the word that has the underlined part pronounced differently from the others :
a. adult b. candle c. talk d. flower
3. Choose the word that has the underlined part pronounced differently from the others :
a. whole b. want c. write d. who
4. Choose the word that is stressed differently from the others:
a. voluntary b. voluntarily c. orphanage d. volunteer
5. Choose the word that is stressed differently from the others:
a. believe b. happiness c. problems d. mountains
6. A lot of foods and drinks will be served ………….the party.
a. in b. at c. for d. with
th
7. The 50 wedding anniversary is called the “…………….anniversary”
a. silver b. diamond c. copper d. golden
8. They have no money and are forced to live on………….
a. fund b. saving c. charity d. donation
9. people are now raising money for flood victims.
a. sending b. collecting c. paying d. making
10. When they finished singing, Lisa ………….the candles on the cake
a. turned off b. cleared up c. brought out d. blew out
11. Let’s leave early. We can’t risk………in heavy traffic during rush hour
a. to hold up b. to be held c. being held up d. holding up
12. The tin opener seems …………for left- handed people
a. to be designed b. to design c. designing d. being designed
13. A friend of mine phoned me…………me to a party.
a. for invite b. inviting c. to invite d. for inviting
14. I think I hear someone…………the back window. Do you hear it, too?
a. trying open b. trying to open c. trying opening d. try to open
15. What do you looking forward to………..when this course finished?
a. done b. having done c. did d. doing
16. ……….. the house, they found that there was nothing left.
a. entering b. having entering c. had entered d. having enter
Answer sheet: put an X into the square you choose:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
a
b
c
d
II. Reading comprehension:
Read the sentences below, then rearrange them to make a complete letter
Dear Mr. John,
1. If there is no reply by the end of this week, you will hear from my lawyers.
2. I have therefore decided to write this last letter.
3. It is time to find a solution to the problem.
4. And I have also tried to telephone you several times.
5. But each time I have found it impossible to get through to you.
6. I am afraid that I find your attitude unacceptable.
43
 7. I have written to you during the last two months.
8. So I now feel this has gone on long enough.
Your sincerely,
Mr. Hamilton
Your answer::……………………………………..
III. Writing:
A. Rewrite the following sentences or pairs of sentences, beginning with the words or
phrases given:
1. They say the exercise is good for you
=> The exercise……………………………………………………………………
2. We need to correct the mistakes.
=> The mistakes………………………………………………………………………
3. She didn’t know where the theatre was, so she asked for direction at the hotel
reception.
=> Not …………………………………………………………………………………….
4. I’m going to see my uncle next weekend. I’m looking forward to this
=>I’m looking……………………………………………………………………………
5. After they had bought this house, they redecorated it.(using participle phrase)
= > Before ………………………………………………………………………………..
B. Write a letter to thank for the watch you received on you birth day(about 30 words)

Dear………………..,
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