LÊ KIM TƯỜNG - Tr ường THPT Cẩm thủy 1, Thanh hoá
Unit 1: FRIENDSHIP Date:
reading
I. Objectives
By the end of the lesson, Ss will be able to:
- Develop such reading micro-skills as scanning for specific ideas, skimming for general
information, and guessing meaning in context.
- Use the information they have read to discuss the t opic.
II. Teaching aids
Textbook, handouts.
III. Anticipated problems
Ss may need help with the discussion task, so T should be ready to help them.
IV. Procedure
Tim
e
Steps Work
arrangemen
t
6’ WARM UP
Competition game – Network
- T prepares a handout with a network of the word “Friendship”.
Group work
- T divides the class into 8 groups and gives each group a handout . T asks Ss to
complete the network . The winner will be the group completing the network in the
shortest period of time .
10’ BEFORE YOU READ
Discussing the picture and poem
- T ask the whole class to look at the picture on page 12 an ask them some question
:
+ What are the girls and boy doing in the picture ?
+ How do they feel ?

+ What does the picture tell you ?
Suggested answers :
+ One boy is playing the guitar , and the other girls and boys are singing .
+ They sem very happy because I can see their smile .
+ The picture tells me that friends can happily do many things together . / Friedship
is a nice thing that brings hppiness to us .
Pair work
and whole
class
1
Friendship
Lấ KIM TNG - Tr ng THPT Cm thy 1, Thanh hoỏ
- T ask Ss o work in pair to read the short poem on page 13 and answer the
question : What do you think of friend in the poem ?
- T calls on some Ss to answer the question . T may give some comments and her
suggestion : The friend in the poem is very dedicated and thoughtful . He / she is
willing to help his / her friend in any circumstances .
Pre- teaching Vocabulary
Note : T should only teach the words which do not appear in Task 1 .
Lasting (adj) = lifelong (adj) : existing or continuing a long while (bền vững , lâu
dài )
To be concerned with : quan tâm tới ai , cái gì
Constant (adj): happening all the time or repeatedly, that doesnt change (thờng
xuyên, không thay đổi)
Constancy (n): sự không thay đổi
Rumour (n): piece of information, or a story, that people talk about, but that may
not be true ( tin đồn)
Gossip (n): informal talk or stories about other peoples private lives, that may be
unkind or not true (chuyện tầm phào)
Trust (n): the belief that SO/STH is good, sincere, honest, etc... and will not try to

harm or trick you (sự tin tởng)
Sorrow (n): a feeling of great sadness because STH very bad has happened (sự
đau khổ)
Pursuit (n): something that you give your time and energy to, that you do as a
hobby (sự theo đuổi, đam mê)
- If there is some time left, T may ask some Ss to make sentences with the above
words to check their understanding.
6 WHILE YOU READ
Setting the scene
You are going to read a passage about the qualities of a long lasting friendship.
While you are reading, do the tasks in the textbook.
Task 1
Instruction: Fill each blank with one of the words in the box.
- T writes these words on the board:Acquaintance, incapable of, mutual, unselfish,
give and take, friend, loyal to, suspicious
- Then T instructs Ss to read the passage quickly and stop at the lines that contain
these words to guess their meanings (except for the word friend as this word is
familiar with Ss)
- Ss guess the meaning of the words based on the contexts in the sentences. For
example, to guess the meaning of unselfishn Ss may realise that this word is the
noun of unselfishness in line 5. Therefore, they may guess the meaning of unselfish
first. Ss can pay attention to the prefix un- and such phrases as concerned only, his
own interest and feelings in the following sentence.
- T checks that Ss understand the words correctly. T can check Ss understanding
by asking them to provide the Vietnamese equivalents to the words.
- Next, T instructs Ss to use some strategies to do Task 1:
+ First, Ss should read through the sentences provided in the task to identify the
part of speech of the word to fill in each blank. For example, in sentence 4 the 2
words should be nouns.
+ Read the first sentence carefully to understand the meaning roughly. Read the

words / phrases in the box to choose the most suitable one to fill in the blank
+ Continue with the rest of the sentence.
- T asks Ss to work individually to do the task
- T goes around to help Ss when necessary.
Whole class,
individual
work and
pair work
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LÊ KIM TƯỜNG - Tr ường THPT Cẩm thủy 1, Thanh hoá
5’
- T asks Ss to exchange their answers with other Ss.
- T asks Ss for their answers and tells them to explain their choices.
- T gives the correct answers:
1. mutual 5. give and take
2. incapable of 6. loyal to
3. unselfish 7. suspicious
4. acquaintance/friend
Task 2
Instruction: You are to read the passage again and dicide which of the choices
A,B,C or D most adequately sums up the ideas of the whole passage.
- T gets Ss do the task individually and then find a peer to compare their answer
with. T might want to give them some time to re-read the passage.
- T might also want to give Ss some strategies to find the main idea of the
passage:
+ Ss should read the text carefully and try to summarize it in the Ss’s own
words
+ Then Ss search through the list of main ideas provided in the task to find the
most suitable one.
+ Ss should make sure the main idea chosen sums up the entire text and not

just one idea within it.
- T calls on some Ss to give their answers and asks other Ss to say whether they
agree or disagree.
- T gives feedback and the correct answer:
Answer : B
Task 3
Instruction: You are required to answer the six questions in the book.
- T asks Ss how to do this task. If they do not remember, T may instruct
them to use some strategies to do the task:
+ First, skim the six questions to understand them. As Ss do this they:
* underline the key words. For instance, in question 1 Ss can underline
what, first quality, friendship, ...
* decide what information they need to find in the text
* look for questions words like “why” which indicates Ss should read for
specific thing like a reason.
+ Go back to the first question and locate the information for the question by
finding the key words in the passage and mark the place.
+ Read the part carefully to find the answer . Ss can use their own words.
+ Continue with the rest of the questions.
- T asks Ss to work individually to do the task, then discuss their answers with their
peers.
- T calls on some Ss to write their answers on the board and ask then to explain
their choices.
- T gives the correct answers:
1. The first quality for true friendship is unselfishness. It tells us/me that a person
who is concerned only with his/her own interests and feelings can’t be a true
friend. (paragraph 2)
2. Because they take up an interest with enthusiasm, but they are soon tired of it,
and they feel the attraction of some new object. (line 2-3, paragraph 3)
3. The third quality for true friendship is loyalty. It tells us/me that the 2 friends

must be loyal to each other, and they must know each other so well that there can
can be no suspicions between them. (line 1-3, paragraph 4)
4. Because if not people cannot feel sae when telling the other their secrets .(line
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LÊ KIM TƯỜNG - Tr ường THPT Cẩm thủy 1, Thanh hoá
1-3 , paragraph 5 ) .
5 . Because they cannot keep a secret , eithr of their own or of others’ . (line 3-4 ,
Paragraph 5 )
6 . The last quality is sympathy . It tell us / me that to be a true friend one must
sympathise with his / her friend one . Where there is no mutual sympathy between
friends . there is no true friendsship . (last paragraph )
10’ AFTER YOU READ
Instruction: You are required to work in pairs to discuss the question in the
textbook.
- T asks Ss to work in pairs to discuss the question in the book.
- T goes around to help Ss when necessary.
- When all pairs have finished, T asks every 2 pairs to share ideas.
- T calls on some Ss to report their ideas to the class.
- T gives feedback.
Pair work ,
group work,
& whole
class
2’ WRAPPING UP
- T summarizes the main points of the lesson.
- T asks Ss to learn by heart all of the new words and do the extra exercise as
homework.
Whole class
EXTRA EXERCISE
Read the following passage about pen pals. Complete the passage by filling each blank with the

suitable form of the word given at the end of each line.
PEN PALS
Pen pals(or penpals or pen friends)are people who(1)write to each other,particularly via postal mail.
regular
A penpal (2) is often used to practise writing and reading in a foreign language, improving literacy,
RELATION
to learn more about other countries and life-styles, and to ameliorate (3) . As with any friendships
LONELY
in life, some people remain penpals for only a short time, while others continue to exchange letters
and presents life-long. Some penpals (4) arrange to meet face to face. Penpals come in all ages,
EVENTUAL
(5) and cultures.
NATIONAL
Pals may seek new pen friends (6) on their own age group, a specific occupation,
BASE
hobby, or select someone (7) different from them to gain knowledge about the world around them.
TOTAL
Being part of a penpal network can be a way to gain a valuable (8) of the world, and an
UNDERSTAND
Appreciation for cultures and lifestyles very different to your own.
Answers: 1. regularly 2. relationship 3. loneliness 4. eventually 5. nationalities 6. based 7. totally 8.
understanding
UNIT 1 : Period 2: (speaking)
I. Objectives
By the end of the lesson, Ss will be able to describe the physical characteristics and personalities
of their friends, using appropriate adjectives.
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Lấ KIM TNG - Tr ng THPT Cm thy 1, Thanh hoỏ
II. Materials
Textbook, handouts.

III. Anticipated problems
Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help.
IV. Porcedure
Time Steps Work
arrangement
8 WARM UP
Competition game Word search
- T divides the class into small groups of 3 4 Ss. Then T distributes the
following puzzle handout for Ss to do in their own groups. Which group finishes
first and has all the correct answers will be the winner.
- A variant of this activity: T draws or prepares 2 big copies of the word search
and hangs them on the board. T calls 2 pairs of Ss to go to the board and ask
them find all the adjectives as quickly as possible. The pair with the quickest and
most correct answers will be the winner.
The adjectives in the box below are hidden in the puzzle. Find them as quickly
as possible.
Tall medium handsome
Beautiful honest sincere
Caring understanding humorous
H O N E S T S I G N S A D
U I U H R N O I N U B O C
M T N G G F T E R U E G A
O U H D E A N H B T A E R
R T A L L D M E D I U M I
O O N G R A B H O L T N N
U N D E R S T A N D I N G
S H S I N C E R E S F M U
S M O U G E N E R O U S O
R I M F A U D A A R L I D
E E E U U N O U H R H M H

I A M A S A U L R B L M A
N E C U N T E N S E D M S
Group work
12 TASK 1
Instruction: You are going to look at the picture of 4 people on page 15 and
describe them in pairs.
- Before letting Ss do the task, T asks them to read Useful language on page 16.
T may ask If Ss know the meanings of the adjectives provided.
- T elicits or teaches some words:
Forehead (n): (T points at his/her forehead) trán
Crooked (adj): an adjective you can use to describe ones nose ( mũi khoằm)
- T may ask Ss to provide some adjectives/expressions used to describe peoples
appearance. She may also give Ss a handout of these adjectives and expressions.
Describing peoples appearance
Height Tall, medium, short
Build Slim, plump ( bụ bẫm, đầy đặn), overweight/obese (béo
phì),
Thin, muscular(vạm vỡ), athletic, stocky(thấp chắc nịch), well-
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Lấ KIM TNG - Tr ng THPT Cm thy 1, Thanh hoỏ
built(lực lỡng), of medium/average/normal build.
Hair Normal order of activities used to describe ones hair: length,
style and colour
+ length: long, short, shoulder-length(ngang vai)
+ style: straight, wavy, curly, crew-cut(đầu cua)
+ colour: black, grey, red, brown
Others: a fringe(mái), a bun (búi tóc), plait(s) (đuôi sam)( to
wear ones hair in a bun/a plait/plaits), receding(sói, tóc hớt ra
sau), bald
Face Oval, round, large, square, skinny, chubby(phúng phính), long,

with high cheek-bones(gò má cao)
Eye Small, big, black, brown, blue
Nose Straight, crooked, turned up(hếch), big, small, flat(tẹt)
Chin Pointed chin(cằm nhọn), double chin(hai cằm), no chin
Lips Thin, full, narrow, heart shaped
Forehead Broad, high
Skin White, pale, suntanned(rám nắng), oriental, dark, brown,
coffee-coloured, black, a smooth complexion, pale
complexion(da tái)/ dark complexion, clear skin, greasy skin(da
nhờn)
General
Appearance
Beautiful, handsome, pretty, good-looking, plain(bình thờng)
Age She was in her late teens (18, 19 tuổi)/he was in his early
twenties (21-23 tuổi)/she was about thirsty years old/his twelve-
year-old son/a middle- aged woman/a man in his sixties(khoảng
60 tuổi)
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- T asks Ss to work in pairs to describe the people in the picture, and then calls
on some Ss to present their answers.
- T gives feedback.
Suggested answers:
1. The boy is about 16 years old. He may short-sighted because hes a
wearing a pair of glasses. He has short black hair, a round face with a
broad forehead, a small nose, thin lips, and a small chin. Hes quite
good-looking.
2. The girl is about 14. Shes also wearing a pair of glasses. She has
shoulder-length black hair, and shes wearing a ribbon. She has an oval
face with a straight nos, full lips and a pointed chin. Shes quite pretty.
3. The man is in his forties. Hes tall and well-built. He has short brown

hair and a square face with a broad forehead, small eyes, a crooked nose
and thin lips. Hes quite good-looking.
4. The woman is in her twenties. Shes quite tall and slim. She has long
curly hair and an oval face with a broad forehead, big eyes, a straight
nose, heart-shaped lips and a small chin. Shes very beautiful.
Task 2
Instuction: You are going to discuss and number the personalities in order of
importance in friendship and then report the results.
- Before Ss do the task, T asks them to look at the list of adjectives provided in
the book. T asks if Ss understand these adjectives or not.
- T can elicit or explain some adjectives quickly:
Caring(adj): kind and helpful and showing that you care about other people (chu
đáo)
Whole class &
group work
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Lấ KIM TNG - Tr ng THPT Cm thy 1, Thanh hoỏ
13
Hospitable(adj): please to welcome guests; generous and friendly to
visitors(hiếu khách)
Modest(adj): not talking much about your own abilities or possessions(khiêm
tốn)
Sincere(adj): saying only what you really think or feel (chân thành)
Understanding(adj): showing sympathy for other peoples problems and being
willing to forgive them when they do sth wrong(thông cảm)
-T divides the class into groups of 6 with a group leader. They discuss and the
leader will take notes of the ideas, and then one representative will report the
result to the whole class. T reminds Ss that they have to explain their choice as
well.
- T goes round to offer help when Ss discuss.

- T calls on some Ss to report the results of their discussion. Ss answer may be:
My group thinks that being caring is the most important in friendship because
when friends care about each other, they will know when to share happiness or
difficulty with their friend ....
- T elicits feedback from the class and gives final comments.
Task 3
Instruction: Imagine that you have a friend who has just won the first prize in
Mathematics. A journalist is going to interview you about your friend . Act out
the interview in pairs.
- Before Ss perform the interview in pairs, T gets Ss have a look at their roles on
page 16 and the suggestions on page 17.
- T may elicit the questions they may ask, foe example:
+ his /her physical characteristics: What does he/she look like ?
+ his/her hobbies: What does he/she like doing in his/her free time ?/ What
are his/her hobbies ?
+ his/her personalities: How is he/she ?/ Is he/she friendly ?...
- T may also make clear the meanings of some adjectives:
Quick-witted (adj): able to think quickly; intelligent (thông minh, nhanh trí)
Good-natured (adj): kind, friendly and patient when dealing with people (tốt
bụng,đôn hậu)
- Tasks Ss to work in pairs to perform the interview in 7 minutes and goes
around to offer help.
- T calls on some pairs to perform the interview.
- T elicits feedback from the class and gives final comments.
Whole class &
pair work
2
WRAPPING
- T summarises the main points of the lesson.
- T asks Ss to do the extra exercise as homework.

Whole class
EXTRA EXERCISE
Complete the following passage by filling each blank with one suitable word.
Friendship: Good for the body, Good for the soul
Many people will walk in and our of your life; but only true friends will leave footprints in your heart.
Unkown friends are our truest treasures. How (1) times have they: Made us laugh when we felt like
crying over a bad mistake ? Made us feel loved when our boyfriends (or girlfriends) broke up with us ?
Given up the (2) to go back to school or to change careers ? Like armor, good friends make us almost
invincible, capable (3) warding off the blows life occasionally deals us. (4) friends accept us for who we
are, we gain the confidence to dream great dreams - and to (5) them real. Friends liven up our days with
their twisted humour, their honest answers, and their ability to bear our gloating (6) we beat them at golf
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LÊ KIM TƯỜNG - Tr ường THPT Cẩm thủy 1, Thanh hoá
or tennis. We can even trust them with our (7) embarrassing secrets ! What a relief it is for us to reveal
our true selves to someone!
It’s no (8) , then, that medical researchers have found that those who have friends tend to be
happier, healthier, and live longer than those who do not. In fact, friendship has numerous physical and
spiritual benefits.
Answers:
1. many 2. courage 3. of 4. Because/As/For 6. when 7. most 8.
wonder
UNIT 1: PERIOD 3 (Listening) Date:
I. Objectives
By the end of the lesson, Ss will be able to develop such listening micro-skills as intensive listening
for specific information and taking notes while listening.
II. Materials
Textbook, cassette tapes, handouts.
III. Anticipated problems
Ss may not be familiar with the note-taking task, so T should provide them some tips to deal with
the task.

IV. Procedure
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9
Time Steps Work
arrangement
7’
Warm up
Competition game – Crossword
- The aim of this activity is to help Ss revise the vocabulary items Ss learnt in the
previous lesson.
- T divides the class into small groups of 3 – 4 Ss. Then distributes the following
crossword handout for Ss to do in their own groups. Which group finishes first and has
all the correct answers will be the winner.
Answers:
- Cross: - Down:
1. good-natured 1. generous
4. friendly 2. helpful
5. quick-witted 3. modest
6. hospitable 7. studious
8. patient
9. honest
O 1 O O
O O O O O O O O O O O O O O
O O O O O O O O O O O O 2 O
O O O O O O O O O 3 O O O
4 O O O O O
O O O O O
O O O O O O O O O O O O
5 O O

O O O O O O O O O O O O
O O O O O 6 7
O O O O O O O O O O O O O O
O O O O O O O O O O O O O O
O O O O O O O O O O O O O O
O O O O 8 O O O O
O O O O O O O O O O O O O O
O O O O O O O O O O O O O O
O O O 9 O O O O O O
CROSS DOWN
1. kind, friendly and patient 1. giving or willing to give freely
when dealing with people 2. willing to help SO
4. showing kindness; making you feel 3. not talking much about your
relaxed and as though you are among friends own abilities or possessions
5. able to think quickly; intelligent 7. spending a lot of time
6. please to welcome guests ; generous and friendly Studying or reading
to visitors
8. able to wait for a long time or accept annoying
behaviour or difficulties without becoming angry
9. always telling the truth, and never stealing or cheating
Group work
10’ Before you listen
Talking about your best friend
- T asks Ss to discuss the questions on page 17 in pairs.
- T calls on some Ss to give their answers and comments on the answers.
- T gets Ss to guess what they are going to listen about.
Vocabulary pre-teaching
- Before eliciting / Pre-teaching the new words, T helps Ss to pronounce the words
given in the book. T may read aloud first or play the tape and ask Ss to repeat in
chorus and individually.

- T elicits/teaches some of these words or/ and those taken from the listening
passage:
Apartment building: toµ nhµ cã nhiÒu c¨n hé
Whole class
LÊ KIM TƯỜNG - Tr ường THPT Cẩm thủy 1, Thanh hoá
EXTRA EXERCISE: Your class is organizing a writing contest with your teacher of English being
the examiner. You are given the following statement and required to write a short paragraph
explaining how you understand its meaning.
“A friend is one who knows us, but loves us anyway.” – Fr. Jerome Cummings
UNIT 1: PERIOD 4 ( Writing) Date:
I. Objectives
By the end of the lesson , Ss will be able to :
Write about a friend , real or irmaginary , using the words and expresions that they have learned
in previous lessons
II. Materials
Textbook , handout .
III . Anticipated problems :
Ss may not have sufficient vocabulary to write about the topic , so T should be ready to assist
them
IV . Procedure :
Time Steps Work
arranngement
7’ Guessing game
- T introduces the game : one student goes to the board and T give him / her a
piece with the name of a student in the class . Other Ss to ask Yes / No
questions to find out who the student is . Ss should ask about the appearance ,
personalities , or clothes ...
- Ss may ask questions such as :
+ Is the person a girl ?
+ Is she tall ?

+ Is she short – sighted ?
+ Is she friendly ?
- The game can continue until time is up

13’ PREPARING SS TO WRITE
- T sets the scene : You are going to write about a friend , real or imaginary ,
using the provided guidelines . T gets Ss to read the task and the guidelines
silently and work out what they are required to write about . In general , Ss’
writing should include three parts : (1) general information about their friend ,
(2) his / her physical charateristics and personalities , and (3) what Ss like about
the friend .
Whole class
- T elicits the verb tenses that may be useful when Ss want to write about when
and where they met their friend . In this case , Ss may us the simple past tense
and past continuous in their writing . If needed , T may revise the uses of these
tenses . T make clear that :
+ While the past simple is used to talk about an event that happened and
finished in the past , the past continuous is used to talk about an event that was
happening at a specific past time . We often use the past continuous together
whith the past simple . The past continuous indicates a longer ‘ background’
action or situation ; th simple past refers to a shorter action or situation that
happened in the middle or interruppted it .
- T may also elicit / revise the adjectives and expressions Ss can use to describe
their friends appearance and personalities .
- T get Ss prepare an outline for their writing and exchange it with their peer .
- T goes around to offer help and gives corrective feedback .

15’ WRITING Individual
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- T gets Ss to write about their friend in 15 minutes .
- T goes around to observe and offer help .
Sample writing :
Probably my best friend is one of my classmates . Her name ic Mai . We
have known each other sine we were 8 years old , and we have studied together
since then . However , we became best friends when we were at grade 6 . At
that time I was very bad at English , and it was her who helper me improve my
English . Now Mai lives with their parents in Hai Ba Trung street .
If I were to describe how she looks , I would say the very pretty . She has short
black hair , brown almond- shaped eyes , a small nose and a small pointed chin
. She is not very tall but not short either and she is quite slim . She doesn’t like
to dress up so I usually see her wearing jeans and T – shirt or sweater . She has
very nice presonality an a wonderful sense of humor , but she can also get a
little depressed from time to time . I can always count on her to be honest and
to give me the best advice .
What I like about Mai is that she has the same hobbies whith me . We both
enjoy music , playing the guitar and singing . We like going to the cinema but
some times can’t agree on which movie to see . Wtatever we’re doing , it’s
always fun to be with her . In addition , since I am better in math and science
and she is better in English and languages , we can always help each other if
me get confused about a difficult homework assignment . We are lucky that we
complement each other so well and that we get along so well . I hope that our
friendship will continue and be just as strong after we graduate from high
school . We would like to study at the same university.

work
8’ FEEDBACK ON SS’ WRITINGS
- T as Ss to exchange their writing with another student for peer correction
- T goes around and collects mistakes and errors .
- T collects some writings for quick feedback

- T writes Ss typical errors on the board and elicits self and peer correction . T
provides correction only when Ss are not able to able to correct the errors .
- Finally , T provides general comments on the writings

Pair work and
whole class
2’ WRAPPING
- T summarises the main points of the lesson.
- For homework, T asks Ss to improve their writing, taking into consideration
their friends’ and T’s suggestions and correction and do the extra exercise.
Whole class
EXTRA EXERCISE: Read the text and answer the questions that follow.
My roommate
It was my first day at the university. Armed with bags of luggage, I walked slowly into the
dormitory. I looked at dood after door for my name. At last I found it. In the room, there was already a
girl making her bed.
Smiling shyly, she said “how do you do” to me. After that, she continued her work, paying no
more attention to me. “What a stuck-up fellow” I thought. Then I began to examine the room. There was
no difference in the fitting from any other room I had seen. But it had been thoroughly cleaned by my new
roommate, no doubt.
Minutes later, I started to examine her. She was thin, short and dark. Her hair was in a completely
disastrous mess like a bunch of straw. Her dirty clothes and tired look were clearly signs of a long
journey. Well, her T-shirt was too big for her and her trousers were a bit short, which made her look
funny. What’s more, she wore a pair of rubber scandals, which were indeed out of fashion. In a word, she
didn’t look like a smart freshman at all. “A yokel”, I concluded.
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LÊ KIM TƯỜNG - Tr ường THPT Cẩm thủy 1, Thanh hoá
The second time she spoke, her accent told me that she was from the south. “Shall I help you to get
your luggage ftom the ground floor ?” I didn’t refuse since I really needed help. Wow...She was quick in
action. Before I said “Thanks”, she had already walked out of the room and was soon far ahead of me.

“A good guy,” I said to myself, “I will make friends with her.” I hurried and caught up with her.
1. What was the girl’s roommate doing when she first saw her ?
2. Why did the girl think that her roommate had had a long journey ?
3. What made the girl’s roommate look funny ?
4. Where did the girl’s roommate come from ?
5. How did the girl’s feeling about her roommate change ?
Answers:
1. She was making her bed.
2. Because her roommate wore dirty clothes and had a tired look.
3. Her too big T-shirt and short trousers made her look funny.
4. She came from the south.
5. Her roommate offered to help her to get the luggage from the ground floor and she was quick in
action. The girl thought that she would make friends with her roommates.
UNIT 1: PERIOD 5 (Language focus) Date:
I. Objectives
By the end of the lesson, Ss will be able to:
- Distinguish the sounds ? /dz/ and /tS/.
- Pronounce the words and sentences containing these sounds correctly.
- Use some structures containing infinitives with and without to appropriately.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may find it difficult to pronounce the 2 sounds, so T should prepare a lot of practice.
IV. Procedure
Time Steps Work
arrangement
12’ PRONUNCIATION
Pronouncing the 2 sounds separately
- T models the 2 sounds / / and / / for a few times and explains the
differences in producing them.

+ The phonetic sound / / is a voiced palatal.
Voiced = vocal cords vibrate while making this sound palatal = put your tongue
behind your top teeth, push air as you drop your tongue away from the roof of
your mouth.
+ The phonetic sound / / is an unvoiced fricative palatal. Unvoiced = vocal
cords do not vibrate while making this sound. Fricative palatal = touch your
tongue to the back of your upper teeth and pull your tongue away as you push
air out of your mouth.
- T palys the tape( or reads) once for SS to hear the words containing these 2
sounds. Then T plays the tape (or reads) again and this time asks Ss to repeat
after the tape (or T).
Pronouncing words containing the sounds
- T reads the words in each column all at once.
- T read the words once again, each time with a word in each column to help
distinguish the differences between the sounds in the words.
- T reads the words and asks Ss to repeat them.
- T asks to practise pronouncing the words in pairs.
Whole
class,individual
work & pair
work
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LÊ KIM TƯỜNG - Tr ường THPT Cẩm thủy 1, Thanh hoá
- T goes around providing help.
- T asks some Ss to pronounce the words and gives correction if necessary.
Practising sentences containing the target sounds
- T reads the sentences and asks Ss underline the words with the sounds and
write / / and / / under them.
- T asks Ss providing the sentences in pairs.
- T goes around to provide help.

- T asks some Ss to read the sentences and gives feedback.
10’ GRAMMAR
1. To- infinitive
a. Presentation
- T writes some sentences on the board and underline the to- infinitive:
+ I have letters to write.
+ Does he get anything to eat ?
+ There is plenty to do ?
- T asks Ss to comment on the use of to-infinitives in these examples. T reviews
the form and use of to-infinitives in the examples. T may give Ss the following
handout.
In the examples above the infinitives are used to replace relative clauses.
1. The infinitive can be placed after nouns/pronouns to show how they
can be used or what is to be done with them.
+ I have letters to write. = I have letters that I must write.
+ Does he get anything to eat ? = Does he get anything that he can eat ?
Similarly with to-infinitives + preposition:
Someome to talk to cushions to sit on a table to write on a tool to open it with
a case to keep my records in
2. Use of passive to-infinitive
+ There is plenty to do =
a. plenty of things we can do
b. plenty of work we must do
In the there + be + noun/pronoun + to-infinitive construction, when there is
an idea of duty, as in (b) above, a passive to-infinitive is possible: There is a
lot to be done. But the active to-infinitive is more usual.
- T continues writing some other sentences on the board:
+ I’m sorry to trouble you.
+ It is easy to please that customer.
+ The pie is too hot to eat.

- T asks some Ss to comment on the examples. T might explain to Ss that we
can put to-infinitive after adjectives. The form is: adj + to-infinitive; adj +
too/enough + to-infinitive (too before an adj means excessively; enough after
an adj means to the necessary degree).
- T asks some Ss to give some similar examples.
b) Practise
Exercise 1
- T asks Ss to do Exercise 1 individually and then compare their answers with
another student.
- T calls on some Ss to read out their answers.
- T gives correct answers:
1. Who wants something to eat?
2. I have some letters to write.
3. I am/was delighted to hear the news.
Whole class,
individual work
& pair work
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LÊ KIM TƯỜNG - Tr ường THPT Cẩm thủy 1, Thanh hoá
4. My mother has some shopping to do.
5. You always have too much to talk about.
6. It is lovely to see you again.
7. It’s/was too cold to go out.
8. I’m happy to know that you have passed the exams
2. Infinitive without to (bare infinitive)
a) Presentation
- T calls on some Ss to give out some verbs that are followed by bare
infinitives.
- T may make clear that:
+ We can use a noun or pronoun object + bare infinitive after verbs of

perceptions such as feel,hear,watch,see,notice,observe,perceive,smell ... .The
bare infinitive generally refers to the complete action.
+ We use the bare infinitive after let and make: Let SO do STH = allow SO
to do STH; make SO do STH = force SO to do STH.
b) Practice
Exercise 2
- T asks Ss to do exercise 2 in pairs. Ss have to rewrite the sentences by using
the words given.
- T asks them to compare answers with another pair.
- T calls on some Ss to go to the board to write their answers.
- T asks other Ss to feedback and give correct answers:
1. The police watched them get out of thr car.
2. They let him write a letter to his wife.
3. I heard them talk in the next room.
4. The customs officer made him open the briefcase.
5. The boy saw the cat jump through the window.
6. Do you think the company will make him pay some extra money.
7. I felt the animal move toward to me.
8. Do you think her parents will let her go on a picnic.
Production: Story telling
- T prepares a handout with 6 pictures in the right order. T asks Ss to work in
groups of 5 to tell the story about the crow in the pictures. T gets across to Ss
that they shouls use as many sentences with to-infinitives and bare-infinitives
as possible. The group which produces the most logical story with the most
appropriate sentences using to-infinitives and bare-infinitives will be the
winner.
- T calls on some groups to tell their story and elicits feedback from the class.
- T gives final comments and provides correction if necessary.
Suggested story
A wise crow

A crow hadn’t had anything to drink for a long time. One day she saw a
pitcher. There was a little water in the pitcher, but it was too low for her to
reach. What was she to do ? She tried to break the pitcher with her beak, and
then to overturn it on the ground, but it was too hard and heavy to do. Then
she thought of a plan. She picked up a number of little stones and dropped
them one by one into the pitcher. In this way the water was soon raised high
enough for her to easily reach.
3’
WRAPPING
- T summarises the main points of the lesson.
- For homework, Ss review the points that have been coverd in the lesson and
Whole class
14
LÊ KIM TƯỜNG - Tr ường THPT Cẩm thủy 1, Thanh hoá
do the extra exercise.
EXTRA EXERCISE: Join these pairs of sentences.
1. She crossed the road. I saw her.
2. They sang a song. I heard them.
3. A pavement artist drew a portrait in crayons. I watched him.
4. He looked the door. I saw her.
5. She drove off. I saw her.
6. He was foolish. He left the firm.
7. We can’t refuse their invitation. It would look rude.
8. I met you again. I was happy.
9. The film was boring. I didn’t watch it.
10. The woman is old. She can’t drive a car.
Answers: 1. I saw her cross the road.
2. I heard them sing a song.
3. I watched a pavement artist draw a portrait in crayons.
4. I observed him lock the door.

5. I saw her drive off.
6. He was foolish to leave the firm.
7. It would look rude to refuse their invitation.
8. I was happy to meet you again
9. The was not interesting enough (for me) to watch. The film was too boring (for me) to
watch.
10. The woman is too old to drive a car. / The woman is not young enough to drive a car.
UNIT 2 : PERSONAL EXPERIENCES Date:
Period 1 (reading)
I. Objectives
By the end of the lesson, Ss will be able to:
- Develop such reading micro-skills as scanning for specific ideas, identifying the sequence
of events and guessing meaning in context.
- Use the information they have read to discuss the story.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may need help with the discussion task, so T should be ready to help them.
IV. Procedure
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LÊ KIM TƯỜNG - Tr ường THPT Cẩm thủy 1, Thanh hoá
16
Time Steps Work
arrangement
5’ WARM UP
Vocabulary crossword puzzle
- T divides the class into small groups 0f 3 – 4 Ss. Then T distributes the
following crossword puzzle handouts for Ss to do in their own groups. Which
group finishes first and has all the correct answers will be the winner.
Crossword

1. My dad works in a factory where he produces cars and tractors. He’s
and ...
2. An ........ is something that protects you from rain or sun.
3. He saved 5 people in the fire. He’s such a......person.
4. We have a big ...........for our cars and a lovely garden at home.
5. This is a beautiful song. I like both the music and the ....... .
6. Tran Hung Dao is a national....... . He saved the Vietnamese people
from Chinese invaders.
7. He wom several chess championships at a young age. Actually, he was
the the country’s youngest ........ .
8. In her glorious singing career Celine Dion has earned various music
awards. She is the most ...........Canadian singer.
9. Only a little boy saw the car hit and run. He was the only .....of the
accident.
10. Washington DC is the ............city of the United States.
11. My flat is quite ..... : it’s located right in Hoan Kiem District, the city
centre.
12. My mother always ..........me to go ahead and realise my dreams.
Answer:
e n g i n e e r
u m b r e l l a
b r a v e
g a r a g e
l y r i c s
h e r o
c h a m p i o n
s u c c e s s f u l
w i t n e s s
c a p i t a l
c e n t r a l

e n c o u r a g e s
- T explians the word “embarrassing” and introduces the topic: An
embarrassing situation
Group work
and whole
class
5’ BEFORE YOU READ
- T gets Ss to work in pairs and try to make sense of the pictures on page 22.
Then T gets them to put the pictures in the order that they think is most
appropriate.
- T calls on some pairs to present their ideas but should not correct them. If Ss
have difficulty talking about the pictures, T may elicit their answers by asking
questions and giving prompts.
E.g: What can you see in picture A ? What do you think might be relationship
between the girl and the man ? Why ? What do you see on the table ? Whose
money do you think it is ?
Pair work and
whole class
5’
8’
WHILE YOU READ
Set the scene: You are going to read a story in which a girl’s telling about her
most embarrassing situation. Then you do the tasks that follow.
TASK 1
- T gets Ss to read the passage silently and then do Task 1. T may write the
given words and phrases on the board (i.e. making a fuss, sneaky, glanced,
Pair work
Individual
work & whole
LÊ KIM TƯỜNG - Tr ường THPT Cẩm thủy 1, Thanh hoá

EXTRA ACTIVITY: Read the following article and answer the T/F questions that follow:
I was about 8 or 9 years old at that time, and my mother took me to the theatre. It was a special
show for children, with songs, clowns, and magic. After the first part of the show, the presenter came out
and said: “Any child who’s got a birthday today, come up onto the stage and you’re going to be the
magician’s assistants”. My mum gave me a push and said: “Go on, you go”. And as I really wanted to be
on stage, I rushed up, with some other children. When I was up there, the magician asked my name, and
then said: “So it’s your birthday today whole theatre burst into laughter. My face went bright red, and
some of the children called out: “He’s a cheat. It’s not his birthday today”. At that moment I wanted the
earth to open up and swallow me. The magician said it didn’t matter and I could stay on stage, but I felt
awful the whole time. As I came down from the stage all the other children looked at me and laughed.
1. It was the boy’s 9
th
birthday when his mother took him to the theatre.
2. The presenter invited all the children to go onto the stage
3. The boy came up onto the stage because he got a birthday that day
4. The boy’s mother wanted him to be on the stage so she told him to go
5. The magician got angry because the boy told a lie
6. The boy felt ashamed because everyone knew he told a lie
7. The other kids laughed at the boy because he was a bad liar
Answers: 1. F 2. F 3. F 4. t 5. F 6. T 7. T
UNIT 2 : PERIOD 2 (Speaking) Date:
I. Objectives
By the end of the lesson, Ss will be able to:
- Identify structure that are used to talk about past experiences and their influences on
one’s life, i.e. present perfect and past simple, structure with “Make”.
- Use these structures to talk about a past experience and how it affects their life.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss may have problem using present perfect and past simple when talking about the past.

IV. Procedure
Time Steps Work
arrangement
10’ “Have you ever ’ Game
This is game for student to practise making “Have you ever ...” questions ,
and responding to them . To prepare for it , at home T cuts out and shuffles
the given “Tell th Truth ” or “Tell a lie” cards .
- T first divides the class into groups of 3-4 . Then T places the cards in one
pile at the centre of the table .
- T models “Have you ever ” + past participle for Ss as well as ways to
respond to “Have you ever ” questions.
E . g
Have you ever sung in public ?
Yes , I have or No , I haven’t .
If the answer is “Yes ” , no might ask a follow-up questions , using the past
simple , e.g . When was it ? Where did you sing ? etc .
- Now T introduces the game : Within their group the first student starts and
asks anyone else in his / her groudp a “Have you ever questions .” . The
student who is asked the questions should draw a card from the pile of “Tell
a Lie ” card and answer according to the card . The rest of the student are
allowed to ask 3 more follow- up questions to try and determine if the person
answering is telling the truth or lying . After 3 questions are up , the student
answering will show his / her card for the group to see if it’s a “Tell the truth
17
LÊ KIM TƯỜNG - Tr ường THPT Cẩm thủy 1, Thanh hoá
10’
10’
” or “tell a lie ” card . The groud continues to play until everyone is asked .
Tell the truth Tell a lie
Tell the truth Tell a lie

Tell the truth Tell a lie
Tell the truth Tell a lie
Tell the truth Tell a lie
Tell the truth Tell a lie
Tell the truth Tell a lie
TASK 1
T introduces the task and gets Ss to do it individually , then copare the
answers with a peer .
- T calls on a student to read out his / her answers .
- T checks with the class and gives corrective feedback .
- T intriduces or elicits the structures “Make some body do something ” or “
Make somebody + Adjective ”.
- T writes the structures on the board and elicits their meaning and uses
- T gets Ss to make sentences with the strutures or ald more options to
Column B .
Note : T should make it clear to Ss that when a verb is used as a subject , it
should take the form of either an infinnitive with “to ” or – ing gerund .
E. g “to speak English to a native speaker makes you more interested in
learning English ” or “Speaking English to a native speaker makes you more
interested in learning English ”
Answers :
1. d 2.c 3. a 4. d 5. e
TASK 2
- T introduces the task : Ss are going to work individuallyon the sequence of
the conversation and then find a peer to compare theur answers with .
- T call on a student to read out his / her answers .
- T checks with the class and gives corrective feedback .
- T draws Ss’ attention to the questions asked in the conversation and help
them to review the use of present perfect and past simple when talking about
a past experience and its present effeccts .

Present perfect : used with “ever ” to ask about a past experience.
E.g: “Have you ever been to Egypt ?”.
Past simple: used when one keeps asking about that experience.
E.g: When did you go there ? Who did you go with ? Did you enjoy your
visit to Egypt ? etc.
- T gets Ss to ask him/her questions using present perfect with “ever” and
past simple.
-T checks that Ss asks correct questions and gives corrective feedback.
-Then T gets Ss to read the sample conversation in closed and open pairs.
Answers: 3. h 4. a 5. e 6. g 7. c 8. f
Individual work ,
pair work &
whole class
12’ TASK 3
- T introduces the task: Ss are going to ask and answer questions about their
past experiences, using the suggested questions on page 26.
- T gets Ss to work in pairs to have a conversation. In the meantime, T goes
around to check and offer help.
- T calls on some pairs to perform their conversations in front of the class.
- T elicits feedback from the class and gives final comments.
Pair work &
whole class
3’ WRAPPING Whole class
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LÊ KIM TƯỜNG - Tr ường THPT Cẩm thủy 1, Thanh hoá
- T summarises the main points of the lesson.
- For homework, Ss write a paragraph about a past event that has had an
influence on him/her.
EXTRA ACTIVITY: “Find someone who...”
(To practise “present perfect and past simple in a communicative way)

Ss go around the class interviewing as many Ss as possible about their past experiences. If
someone answers yes to their questions they write they the name of that person on the sheet. They should
try to get many “Yes” answers as possible.
Ss use present perfect and past simple when conducting the interviews.
Find some who ...
“Have you ever ...” Yes(write name) No
See a lion(not on TV)
Be to Africa
Witness an armed robbery
Date someone on the internet
See a football match(not on TV)
Eat pizza
Drive a truck
Look after a very old person
Do skateboarding
The T should monitor the activity and even encourage Ss to ask him/her questions. Also she/he should
discourage the use of monosyllabic answers like, “yes” or “no”. In the end the T should ask the Ss the
questions in this format “Who has ever seen a lion ?” The Ss look at their sheets and if someone said
“yes”, they should say for example: “An has seen a lion”. If no one in the class has then the answer is
“No one has ever seen a lion”. As a follow up and in order to getmore dialogue going, the T may want to
get the class to ask An follow up questions, for example; “Where did you see a lion ?”, “Can you tell us
how you felt ?” “Were you scared ?”
UNIT 2: PERIOD 3 (Listening) Date:
I. Objectives
By the end of the lesson, Ss will be able to develop such listening micro-skills as listening for
specific information and taking notes while listening.
II. Materials
Textbook, cassette tapes, handouts.
III. Anticipated problems
Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist them.

Ss may not also be familiar with the note-taking task so T should provide them some tips to deal
with the task.
IV. Procedure
Time Steps Work
arrangement
5’ WARM UP
A matching game
(To teach vocabulary related to fires and lead Ss to the topic )
- T divides the class into small groups of 3 - 4 students . Then T distributes the
following handouts for Ss to do the matching task in their own groups . Which
group finishes first and has all the correct answers will be the winner .
- T might want to get Ss to translate the given words into Vietnamese to check
Ss’ understanding of the words
Match the words in Column A with their definitions in Column B
Group work &
whole class
19
Lấ KIM TNG - Tr ng THPT Cm thy 1, Thanh hoỏ
Column A Column B
1 . Fire fighter a. A metal stairway outside to help
people get out of a buiding on fire
2 . Fire alarm b. A pipe that draws water for putting
out a fire .
3 . Fire door c. A person who fights fires
4 . Fire escape d. What comes out of a fires
5. Fire hydrant E . A fine resistant door that can be
closed to stop the speard of the fire
6. Fire extinguisher f. A large truck that carries
firefighters and equipment to the site
of a fire

7. Smoke g. A tube that contains special
chemicals for putting out a fire
8 . Fire truck h. A bell that tells you a fire has
started
Answer :
1 . c 2 . h 3 . e 4. a 5. b 6. g 7 .c 8. f
10 BEFORE YOU LISTEN
- T gets Ss to work in pairs to describe the picture on page 27 of the textbook.
- T calls on some Ss to describe the picture. If Ss have difficulty doing this task,
T may want to elicit answers from the whole class by asking questions like
What can you see in the picture ? What is happening ?, Who are these
people ? etc. T gives comments on their answers.
- T gets Ss to guess what they are going to listen about.
Pre-teaching vocabulary
Memorable (a): đáng nhớ
Terrified (a): sợ hãi
Scream (v): gào thét
Replace (v): thay thế
Gas stove (n): bếp ga
Embrace (v): ôm
Escape (v): trốn thoát
Protect (v): bảo vệ
- Before teaching these words, T helps Ss to pronounce them correctly. T may
want to play the tape or model first and then ask Ss to repeat after the tape or
after him/her in chorus and individually.
- T presents or elicits the meanings of these words from the class.
- T gets Ss to make sentences with some important words, e.g: memorable,
scream, protect etc ...
- T gives corrective feedback.
Pair work and

whole work
10 WHILE YOU LISTEN
Task 1
Instruction: You are going to listen to a girl telling about her most
unforgetable experience. Listen and answer True or False questions. Put a tick
in the appropriate box.
- Before Ss listen and do the task, T gets them to read through the statements to
understand them and underline key words. For example, the key words in the
first statements are Christina and businesswoman.
- T checks with the whole class and asks them to guess what the unforgetable
experience the girl is going to tell might be(a fire).
- T plays the tape (or reads the tapescript) once for Ss to listen and do the rask.
Individual
work,pair work
and whole
class
20
LÊ KIM TƯỜNG - Tr ường THPT Cẩm thủy 1, Thanh hoá
- Then T gets Ss to find a partner to check their answers with.
-T checks the answers with thw whole class. If many Ss can not answer the
questions, T palys the one or two more times and pauses at the answers for them
to catch.
Answers: 1. T 2. F (13 years old) 4. F(in the kitchen) 4. F (she was sleeping)
5. T
TASK 2
Instruction: You are going to listen to the story again and fill the gap with the
information you hear.
- T checks if Ss can do the task without listening one more time. If they can’t , T
plays the tape again. But before doing it, T asks Ss to study the text carefully for
the missing information they need to fill and guess the answers. T might also

want to remind Ss that while listening they need to focus on this information and
write the answers down in note forms, not full sentences.
- After playing the tape, T gets Ss to give the answers. T provides correct
answers if necessary. If many Ss can’t complete the task , T might want to let Ss
listen one more time and pause at the answers fir them to catch.
Answers: 1. small 2. everything 3. family 4. replaced 5. took
6. appreciate
Tapescript: (In T’s book)
Interviewer: This is Radio 3. Inour “Unforgetable Experiences” programmme
tonight we talk to Christina, a successfulbusinesswoman. Hello Christina,
welcome to our programme.
Christina: Hello and thank you ! 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 13 years ago, when
my house burned down.
Interviewer: Really ? How did it happen ?
Christina: The fire started in the kitchen where I forgot to turn off the gas stove.
Interviewer: What were you doing at that time ?
Christina: I was sleeping when I was suddenly woken up by terrible heat.I
opened my eyes to find myself surrounded by wall of fire.
Interviewer: That’s terrible. How did you escape ?
Christina: 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 realise that I didn’t
really need my old things. I just needed my family. After all, you van get new
clothes anytime, but a family can never be replaced.
7’ AFTER YOU LISTEN
- Before getting Ss to discuss, T teaches them some useful expressions of asking
for and giving opinions. E.g:
Asking for opinions
What do you think about ?
What’s your opinion about ?
Group work &
whole class
21
LÊ KIM TƯỜNG - Tr ường THPT Cẩm thủy 1, Thanh hoá
What’s your feeling about ?
What’s your point of view about ?
How do you feel about ?
Do you have any opinions about ?
Expressing opinions Expressing agreements Expressing
disagreements
I think ...
Personally,
I believe...
I feel...
In my opinion, ...
From my point of
view...
I agree
I think so, too
That’s true, and ....

That’s right, and ....
Well, may be, but ...
That might be true,
but ...
Well, my feeling is
that ...
Well, I don’t think so. I
think ...
- T gives examples and gets Ss to do some practice with these structures.
- Now T divides the class into small groups of 3 or 4 and gets them to discuss
the question in the textbook. T might want to appoint a group leader for eacg
group. This person will monitor thr discussion, note down friend’s ideas and
appoint a representative to present the outcome of their discussion to the class.
- T goes around to check and offer help.
- After checking that all the groups have finished, T calls on the representative
of each group to report their peer’s ideas. T checks if other groups would have
the same or different ideas.
- T listens and takes note of their errors. T provides corrective feedback after
that.
3’ WRAPPING
- T summarises the main points of the lesson.
- For homework, Ss write a summary of the story they listened in class.
Whole class
EXTRA ACTIVITY
T reads the text, gets Ss to listen for once or twice and answer the questions that follow.
Home fires
Many fires are caused by cooking. Cooking is the number one cause of home fires. You should
always watch what you are cooking. Never leave something cooking on the stove without watching it.
Three out of ten home fires start in the kitchen. That is more than any other room in the house. Many
people are killed and injured from kitchen fires. Kitchen fires can be prevented. Follow safety rules and

you can keep youeself safe.
1. What is the number one cause of home fires ?
a. matches b. cooking without watching c. fireplaces
2. What room in homes has the most fires ?
a. family room b. basement c. kitchen
3. Kitchen fires can be prevented by
a. watching food on the stove every 10 minutes
b. always watching what you’re cooking
c. cooking with a frying pan
Answers: 1. b 2. c 3. b
UNIT 2: PERIOD 4 (Writing)
I. Objectives
By the end of the lesson, Ss will be able to write a personal letter telling about a past experience ,
using the structures and vocabulary that they have learned in previous lessons.
II. Materials
Textbook, handouts.
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LÊ KIM TƯỜNG - Tr ường THPT Cẩm thủy 1, Thanh hoá
III. Anticipated problems
Ss may not have sufficient vocabulary to write about the topic, so T should be ready to help them.
V. Procedure
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LÊ KIM TƯỜNG - Tr ường THPT Cẩm thủy 1, Thanh hoá
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Time Steps Work
arrangement
5’ WARM UP
A quiz about writing personal letters
(To remind Ss of the rules of writing personal letters in English)
- T asks Ss if they have ever written a personal letter in English and then announces

the Quiz game and the rule. For example: “I’m going to divide the class into 2 big
groups . Then I’m going to read out some questions about the rules of writing
personal letters in English. You need to give your responses as quickly as possible.
For each question, if your answer is quicker and correct, you get one point for your
group. Then we will add up the points for each group. Which one has more points
will be the winner”.
- T divides the class into 2 big groups: A and B.
- T reads out the questions and leads the game.
The Quiz
1. How many parts does a personal letter normally have ?
2. What are these parts ?
3. What do we normally write in the Salutation ?
4. What do we normally write in the Closing ?
5. Where do we normally sign the letter ?
- T gets Ss to add up the points for each group and announces the winner.
Answers:
1. 5 parts
2. The Heading, the Salutation (Greeting), the Body, the Closing and the
Signature
3. We normally write “Dear” or “Hello/Hi” etc. plus the name of the person we
are writing to and a comma at the end.
4. We normally write something like “Sincerely”, “yours”, “Love”,”Cheer”,
“Best wishes”, “See you soon” etc. and after that we put a comma.
5. Our signature normally goes under the Closing.
Whole class
12’ PREPARING SS TO WRITE
- T sets the scene: You are going to write a friendly letter to a pen friend telling
him/her about one of your most memorable past experiences.
- T gets Ss to read the task silently and work out what they are required to write
about.

- T calls on a student to answer and elicits more ideas from the class. T might want to
draw a network of ideas on the board for Ss to follow:
- T elicits the verb tenses that can be used for describing a past event (past simple,
past perfect, past continuous). If necessary, T reviews the uses of these tenses.
E.g: + The past simple is used to talk about an event that happened and finished in the
past.
Individual
work, pair
work &
whole class
Most
unforgettable
experience
What
happened?
Where it
happened?
How it
happened?
How it
affectedyou ?
Who was
involved?
When it
happened?
LÊ KIM TƯỜNG - Tr ường THPT Cẩm thủy 1, Thanh hoá
EXTRA ACTIVITY: Rearrange these events to make a story. The first event has been numbered
for you.
a. Immediately I picked up a heavy stick and ran to see what was wrong
b.As I looked around I saw more and more people and,to my horror,I spotted 2 film cameras and a

TV van.
c. When I got home, I told my brother the story, and he laughed uncontrollably.
1. d. One day I went jogging in the park near my house.
e. “Run !”–I screamed at the girl, but to my surprise, she just stood there staring at me, and then she
started to shout: “Stop it ! Please stop it !”.
f. I got up, feeling very stupid, and apologized.
g. Suddenly, I heard cries of “Help ! Help !” coming from behind some trees.
h. Without a second thought I rushed at the man and started hitting them with my stick.
i. Then the young girl gave me a strange look and said: “Thank you very much for trying to help but
you see, we are making a TV program”.
j. As I came nearer the bush where I heard the noise coming from, I saw 2 men attacking a young
girl.
k. I learned an important lesson: “Look before you leap”.
l. Then from behind some more trees 3 more men appeared, jumped on me, and pulled me away and
pushed me to the ground.
Answers: 1.d 2. g 3. a 4. j 5. h 6. e 7. l 8. b 9. i 10. f 11. c 12. k
UNIT 2: PERIOD 5 (Language focus) Date:
I. Objectives
By the end of the lesson, Ss will be able to:
- Distinguish the sounds / m /, / n / and / /.
- Pronounce the words and sentences containing these sounds correctly.
- Distinguish the uses of different verb tenses: present simple for indicating the past, past
simple, past continuous and past perfect.
- Use these ver tenses to solve communicative tasks.
II. Materials
Textbook, handouts.
III. Anticipated problems
Ss might have difficulty distinguishing and using different ver tenses correctly. Therefore, T
should be ready to assist them.
IV. Procedure

Time Steps Work
arrangement
7’
PRONUNCIATION
Distinguishing sounds
- T models the 3 sounds / m / n / and / / for a few time and explains the differences in
producing them (i.e. When producing / m /, Ss close their lips; when producing / n / Ss’
tongues touch the roof of their mouths; when producing / / their tongues touch their
soft palates. For all 3 sounds, the air goes through the nose).
- T plays the tape ( or reads) once for Ss to hear the words containing these 2 sounds.
Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (or
T).
- T asks Ss to read the words in each column out loud in chorus for a few more times.
Then T calls on some Ss to read the words out loud. T listens and corrects if Ss
pronounce the target words incorrectly. If many Ss do not pronounce the words correctly,
T may want to get them to repeat after the tape (or himself) again in chorus and then
Individual
work, pair
work & whole
class
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