Preparing of date:……………………
Teaching of date class
in date
class Total of sts
11a4
11a5
Period : 4 Unit 1: FRIENDSHIP
Lesson 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,
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. Language content
1.Knowledge: + Vocabulary :enthusiasm,constant…
+ Grammar : past simple, past progressive…
2. Skills : devolop reading
IV.Teaching methods: p.p.p,communicative….
IV. Procedure
Time
Teacher's activities Students' activities
1’
6’
I-Organization:
Who is absent today?
II.WARM UP
Competition game’Network
- T prepares a handout with a network

do not appear in Task 1 .
Lasting (adj) = lifelong (adj) : bÒn v÷ng , l©u
dµi)
To be concerned with : quan t©m tíi ai , c¸i
g×
Constant (adj):thêng xuyªn, kh«ng thay ®æi
Constancy (n): sù kh«ng thay ®æi
Rumour (n): tin ®ån
Gossip (n): chuyÖn tÇm phµo
Trust (n): sù tin tëng
Sorrow (n): sù ®au khæ
Pair work and whole class
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 .
Friendship
2
Pursuit (n): sù theo ®uæi, ®am mª
- If there is some time left, T may ask some
Ss to make sentences with the above words
to check their understanding.
6’
5’
WHILE YOU READ

to explain their choices.
- T gives the correct answers:
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:
-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
Whole class, individual work and
pair work
*Keys:
1.mutual
5. give and take
2.incapable of
6. loyal to
3.unselfish
7. suspicious
4. acquaintance/friend
Answer : B

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 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 )
* 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.

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.
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
5
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

M S
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-built(lực l-
ỡng), 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)

8
old/his twelve-year-old son/a middle-
aged woman/a man in his
sixties(kho¶ng 60 tuæi)
- 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 he’ a wearing a pair of glasses. He
has short black hair, a round face with a broad
forehead, a small nose, thin lips, and a small chin.
He’ quite good-looking.
2. The girl is about 14. She’ also wearing a pair of
glasses. She has shoulder-length black hair, and
she’ wearing a ribbon. She has an oval face with a
straight nos, full lips and a pointed chin. She’ quite
pretty.
3. The man is in his forties. He’ tall and well-built. He
has short brown hair and a square face with a
broad forehead, small eyes, a crooked nose and
thin lips. He’ quite good-looking.
The woman is in her twenties. She’ quite tall and slim. She
has long curly hair and an oval face with a broad
forehead, big eyes, a straight nose, heart-shaped lips and
a small chin. She’ very beautiful
9
10’
13’
Task 2

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
(th«ng minh, nhanh trÝ)
Good-natured (adj): kind, friendly and patient when
dealing with people (tèt bông,®«n hËu)
- Tasks Ss to work in pairs to perform the interview in 7
Whole class &
group work
Whole class &
pair work
10
minutes and goes around to offer help.
- T calls on some pairs to perform the interview.
- T elicits feedbac

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
Group
work
11
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

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
Sence of humour: khiÕu hµi híc
Give SO a ring: phone SO
Go through a rough time: tr¶i qua thêi kú khã kh¨n
- T may get Ss to make sentences with the words and gives
corrective feedback.
WHILE YOU LISTEN
TASK 1
Instruction: You are going to listen to Lan and Long talk about their
best friends. Listen and decide whether the statements are true or false.
Put a tick in the appropriate box.
- Before Ss listen and do the task, T instructs them to use some
strategies:
+ First, read through the statements to understand them and underline
key words. For example, the key words in the first statement are:
shared, Nguyen Cong Tru, Residential Area, Hanoi
+ Listen to the tape and pay attention to the key words
+ Decide whether the statements are true or false
Whole class
13
10’
7’
based on what thay can hear.
- T plays the tape once for Ss to do the task.
- T ask for Ss’ answers and writes them on the board.
- T plays the tape the second time for Ss to check their answers.
- T asks Ss to work in groups of 4 to compare their answers.

- T calls on some Ss to give the answers. T provides correct answers if
necessary. If many Ss cannot complete the task, T might want to let Ss
listen one more time and pause at the answers for them to catch.
Suggested answers:
How and where did they
meet
What do they like about their
friends ?
Lan - They used to live in the
same apartment building
in Hanoi.
- Lan went on a holiday in
Do Son and Ha went there
to help her.
- Ha’s very friendly and helpful
- Ha’s sociable .She’s got many
friends in Do Son and she
introduced Lan around.
Long - They met in college.
- Ming played the guitar,
and Long was a singer.
- They worked together
- Minh has a sense of humour.
- Minh likes to go to plays and
movies.
- Minh is a good listener.
- Minh is friendly and helpful.
Individual
work,group
work & whole

-T elicits feedback from the class and gives final comments.
Whole class &
pair work
3’
Consolidation and homework
- T summarises the main points of the lesson.
- T asks Ss to learn by heart all new words and do the extra exercises as
homework.
Whole class

Preparing of date:…………………………
Teaching of date Period
in date
class Total of sts
11a4
11a5
PERIOD : 7 UNIT 1: FRIENDSHIP
lesson 4 : Writing
I. Objectives
By the end of the lesson , Ss will be able to :
15
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

+ 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
- 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
Individual work
16
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

- 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 friePPnds’ and T’s suggestions and
correction and do the extra exercise.
Whole class

Preparing of date: ……………………
Teaching of date Period
in date
class Total of sts
11a4
11A5
17
Period : 8 uNIT 1: FRIENDSHIP
lesson 5 : Language focus
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

/ dЗ / and / t∫ / 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.
Whole class,individual
work & pair work
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 ?
Whole class, individual
work & pair work
18
- 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 =

- 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
19
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

- 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.
20
III. Anticipated problems
Ss may need help with the discussion task, so T should be ready to help them.
IV. Procedure
21
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 .

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
Pair work and
whole class
22
Preparing of date: ………………
Teaching of date Period
in date
class Total of sts
11a4
11A5
PERIOD : 10 UNIT 2 : PERSONAL EXPERIENCE
Lesson 2: Speaking
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

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
” 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
Individual
work , pair work
& whole class
23
10’
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 .

8. f
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
24
3’
WRAPPING
- 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.
Whole class
Preparing of date: ………………
Teaching of date Period
in date
class Total of sts
11a4
11A5
PERIOD : 11 UNIT 2 : PERSONAL EXPERIENCE
LESSON 3 : Listening
I. Objectives
By the end of the lesson, Ss will be able to develop such listening micro-skills as

water for putting out a
Group work & whole
class
25