Giáo án Tiếng Anh Lớp 11 - Chương trình cả năm

UNIT 1:	 
Period 1: 	 READING
* Objectives: By the end of the lesson, Ss will be able to guess meaning in context.
* Lexical items: Unselfishness, constancy, be loyal to, sympathy, enthusiasm, suspicion.
* Skills: 	 Reading, Speaking
* Teaching aids: Textbook, pictures
 PROCEDURE
I. Warm-up:	 “Picture talk”
- Ss work in two groups. (Books closed)
- Stick the pictures of 6 things on the board.
- Ask Ss to name them and find out what the pictures talk by collecting the first letters of each name from the pictures.
Lead-in: 
- I know that we have a lot of friends in our lives. 
- Today, we’ll know more about friendship through reading the text.
II. Pre-reading:
1. Pre-teach vocabulary:
- acquaintance (n) /ə'kweintəns/: quen, hiểu biết (Use example)
- incapable of (a) /in'keipəbl/: bất lực (Antonym of ‘capable)
- unselfishness (n)/'n'selfi nis/: ko ích kỷ (Antonym of ‘selfishness’)
- constancy (n)/'kɔnstənsi/: kiên trì, bất biến (Explaination)
- loyalty (n)/'lɔiəlti/: lòng trung thành (Example)
- sympathy (n)/'simpəθi/: sự thông cảm (Translation)
- suspicious (a) /səs'piʃəs/: nghi ngờ (Example)
2. Checking vocabulary: “What & Where”
III. While-reading:
¶Task 1: Fill in the blanks
- Ask Ss to work in pairs.
- Ask Ss to guess the meaning of the words in the box.
- Move around class to give help.
- Give feedback.
 Answers :
1. mutual 2. incapable 3. unselfish 4. acquaintance / friend 
5. give and take 6. loyal to 7. suspicious
¶ Task2: Finding the main idea of the whole passage.
- Ask Ss to work in groups of 4 or 5.
- Ss call out their answers.
Answers : B. Conditions of the true friendship.
¶ Task 3: Answering the questions. 
- Divide class into 2 groups A & B
- Group A answer the first questions, group B answers the rest. ( Pairwork)
- Closed pairs
- Open pairs.
- Give feedback.
Answers:
Q1: The first quality for true friendship is unselfishness. It tells us that a man who is concerned only with their own interests and feelings cannot be a true friend.
Q2: Changeable and uncertain people are incapable of true friendship because they take up an interest with enthusiasm, but they are soon tired of it, and they feel the attraction of some new objects.
Q3. The third quality for true friendship is loyalty. It tells us that the two friends must be loyal to each other, and they must know each other so well that there can be no supicions between them.
Q4: There must be a mutual trust between friends because if not, people cannot feel safe when telling the other his or her secrets.
Q5: Talkative people can’t keep a friend long because they cannot keep a secret of the own or of their friends’
Q6: The last quality for true friendship is sympathy. It tells us that to be a true friend you must be sympathy. It tells us that to be a true friend you must be sympathize with your friend. Where there’s no mutual sympathy between friends there’s no true friendship.
IV. Post-reading:
Discussion:
- Ask Ss to choose one of the topics below to discuss in groups.
- “ Why do we need to have friends ?”
- “ A friend in need is a friend in deed”. What do you think about this proverb?
- “What quality of friendship is the most important to you? Why?
- Ss share ideas. One secretary from each group takes notes the group’s ideas.
- Teacher moves around to give help if necessary.
- Give feedback.
V. Homework:
-Do Task 1, p.14.
-Prepare Period 3 – Speaking.
UNIT 1:	 
Period 2: 	 SPEAKING
* Objectives: By the end of the lesson, Ss will be able to describe physical characteristics of a person, using adjectives.
* Lexical items: crooked, hospitable, generous, quick-witted
* Skills: speaking, listening, writing.
* Teaching aids: pictures, role cards and textbook.
PROCEDURE
I. Warm-up: “Matching”
- Matching the adjectives from the box with the parts of the body they can be used to describe.
short
broad
straight
Tallish
sleek
pointed
oval
tall
shortish
round snub
crooked
short
large
wide
shoulder-length
wrinkled
glossy
flat
wavy
long
dyed
Parts of the body
Adjectives
Face
Nose
Hair
Forehead
Height
- Call Ss to fill in the words on the charts
- T’s feedback
Lead-in:
- Show Ss the words in the warm-up activity again and say: “ We can use this words to describe the physical characteristics of a person”
- Today we will use this words to describe one of your close friends.
II. Pre-speaking: 
1. Teaching vocabulary
- nose: straight, crooked (adj.): (picture)
 - hair: blond, long, wavy
- face: oval, large, round
- forehead: broad, high
2. Checking vocabulary: Slap the board
- Divide the class into two groups and ask four representatives of each group to go to the board.
- Read some add and ask Ss try to slap at the parts of the body corresponding to the ads they hear.
III. While-speaking:
¶ Task 1: Describing people
- Ask ss to work in pairs and look at the pictures on page 15.
- Ask one S to try to describe one of the four people in the pictures, the other has to guess which person his partner is talking about.
E.x:
A: Can you describe a person in the picture?
B: Yes, this person has a crooked nose and a square face. He or she is good-looking, too.
A: Oh, he must be the third person from the left.
B: You’re absolutely right.
¶ Task 2: Draw and compare
Face 2
Face 1
- Ss A thinks of his close friend and draws his face on “face1” sheet. Student B will ask student A about A’s close friend’s appearance and student A has to describe him/her. B listens and draw A’s friend on “Face2” sheet.
- After three minutes, they have to compare the faces to know if they are the same.
- Ask Ss to use some questions:
+ What’s his/her name?
+ Where did you first meet him/her?
+ How long have you known each other?
+ What qualities do you admire in your best friend?
IV. Post-speaking: Interview
- Make role cards and deliver to students (see textbook)
- Before students start, ask them to agree upon the basic profile of the friend.
- Ss can use suggestions given to ask and answer, using the following cue cards
- his/ her name
- date of birth
- his/ her physical characteristics
- his/ her hobbies
- his/ her personalities
- why he/ she is interested in Maths
- how much time he/ she spends on Maths 
- what makes him/ her a good friend
- what made him/ her succesful 
- what he/ she does in his/ her free time 
V. Homework:
- In about 100 words, Ss write a short paragraph about one of their best friends.
- Prepare the next lesson.
UNIT 1:	 
Period 3: 	 LISTENING
* Objectives : By the end of the lesson, Ss will understand the content of the lesson and be able to decide on true or false statements & listen and take notes. 
* Lexical items : Sense of humour
* Skills: Listening , writing & speaking
* Teaching aids: Tapescripts, textbook, handouts & cassetteplayer.
	 PROCEDURE
I. Warm-up:	 “Guessing friend”	
- Divide class into 2 groups A & B.
- One student in group A will describe some physical characteristics of a student in his/her group.
-Group B has to guess who the student is.
- Each time one group guess correctly, they will get 1 mark.
Lead-in:
- Use the question on p.17 to ask Ss:
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 your best friend?
- Introduce the lesson.
II. Pre-listening:
1. Teaching vocabulary:
- sense of humour: óc hài hước ( use photo of Mr. Bean)
E.x: ->He has good sense of humour.
- rough time (n): lúc gian truân ( use synonym= difficult time)
- guitarist(n): người chơi ghi ta (use picture)
- apartment building (n): chung cư (use picture)
2. Checking vocabulary: “Rub out and remember”
3. True/ False prediction:
-Deliver handouts
- Ask Ss to work in pairs.
- Ask Ss to predict if the following sentences are true or false ( See Task 1, p.18)
- Write some of Ss’ prediction on the board.
III.While-listening:
¶ Task1: True/False statements.
- Have Ss listen to the tape twice & check their exercises in prediction activity.
-T’s feedback.
Answers:
- Lan’s talk:	1.F	2.F	3.T	4.F	5.T	6.F	
- Long’s talk:	1.F	2.F	3.T	4.T	5.T	6.T
¶ Task 2: Fill in the table
-Deliver handouts ( See textbook, p.18)
-Ask Ss to listen the tape again to find out the information & fill in the table.
-T’s feedback.
How and where they met
What they like about their friends
Lan
They used to live in the same residential area in Hanoi.
Lan went on a holiday to Do Son and Ha went there to visit her.
Ha’s very friendly and helpful.
Ha’s sociable. She’s got many friends in Do Son and she introduced Lan around.
Long
They met in college.
Minh played the guitar, Long was a singer.
They worked together.
Minh has a sense of humour.
Minh likes to go to plays and movies.
Minh is a good listener.
Minh is friendly and helpful.
IV. Post-listening: Interviewing
- Have Ss interview their partners about their best friends.
- Suggested question:
1. How long have you know your best friends (or a good friend)?
2. How did you meet this friend?
3. What do you remember about the first time you met?
- Move around to control and give help if nescessary.
- Call some Ss to report what they have known from their partners’ friends.
- Ask for Ss’ comments.
- Give comments on what Ss have reported.
V. Homework:
- Ask ss to learn the new vocabulary and make some sentences with them.
- Ask Ss to write a short paragraph (about 100 words) about their best friends based on the suggested questions in the post-listening.
- Prepare for the next lesson.
UNIT 1:	 
Period 4: 	 WRITING
*Objectives: By the end of the lesson, Ss will be able to:
- make an outline of the ideas to describe a friend
- write a paragraph descrbing a friend’s characters with supporting details for each character.
*Skills:	 Writing, reading, speaking.
*Teaching aids: Textbook, posters.
	PROCEDURE
I. Warm-up: Noughts & crosses.
1
2
3
4
5
6
7
8
9
	1. friendly	2. cheerful	3. pleasant	4. modest
	5. active	6. hardworking	7. studious	8. responsible
	9.selfish
- In 2 groups, Ss take turn to choose numbers & match the adjective under the number with a suitable example (on a chart) describing emotions and actions as ideas development for that adj.
a. My mother gets up at 6 every day and never stops working until dinner-time.
b. Minh never wants to share anything with us. Whenever I ask him for help, the only answer I get is “ Why do I have to do it for you?”
c.It’s nice to be around with Tam for his polite and friendly manner.
d. He’s very close to us. Though he’s our teacher, he treats us almost like his friends.
e. I like working with Lan. She always tries her best to finish her part of the work.
f. She is a lively person who engages in almost all the community activities.
g. I love spending time with Linh and seeing her broad smiles.
h. My friend spends a lot of time learning. She is one of the best students in our class.
i. Trust him. He doesn’t say more than what he has thought or done .
Answer:
1-d	2-g	3-c	4-i	5-f	6-a	7-h	8-e	9-b
Lead-in:
- These adjectives can help you write a description of a person.
- Our lesson today is to write a description of a friend of yours.
II. Pre-writing:
1. Bainstorming:
Where/ When first met
Physical characteristics
Personalities
-in school extra-activities
-at a footbal match
 ..
-high forefead
-very tall
- good-natured
-quick-witted
 ..
- Ss work in pairs
- For column one, think of the possible places and situations in which you may have met your best friend.Write down as many of them as possible.
-For column 2, think of the most outstanding physical characteristics of your friend and write them down in this column.
-For column 3, think of the personalities of your friend that you like most about him/her.
III. While-writing:
1. Making outline
- Ask Ss to make an outline of a paragragh describing a friend,use the information they’ve just discussed in brainstorming activity.
- Ss work in groups of four.
- While Ss are writing, T. goes around the class to see how well Ss work and whether they need some help.
-Ask 2 groups to write their outlines on the boeard.
- Give feedback.
2. Writing 
- In groups of 4, Ss write a paragragh about a friend on a poster.
- While Ss are writing, T. goes round to see if anyone needs help.
- Collect their writing.
Suggested writing:
Of all my classmates, I like to play with Hoa, who is also my good neighbor. If you first meet her, you’ll be impressed by her short hair, high nose and big brown eyes, which always shine. I can read in them her most intimate feelings and intelligence. Hoa has a strong tendency to be sociable. He is willing to help me overcome difficulties in my study and my daily work as well. I hope our friendship will last forever.
V. Post-writing:
- Ask 4 groups to show their posters on the board.
- Ask Ss to give remark.
- Give feedback.
V. Homework:
- Ask Ss to write the paragragh into their notebooks.
- Prepare for the next lesson (Language Focus).
UNIT 1:	 
Period 5: 	 LANGUAGE FOCUS
*Objectives : By the end of the lesson, Ss will be able to:
- pronounce the two sounds /dz/ & /t / correctly.
- know how to use to-infinitive or bare infinitive.
*Skills:	 Speaking, listening & writing.
*Teaching aids: Handouts, textbook.
	 PROCEDURE
I. Warm-up:
- Divide class into 2 groups A & B.
- Ask them to write on the board as many words having the sounds /d / & /t / as possible in 3 minutes.
 Group A Group B
/d /
 /t /
/d /
/t /
 Jam 
Children
chair
 orange 
church
Lead-in:
- Today, we will practise the sound /d / and /t /
II. Pronunciation: 
1. Listen and Repeat: 
- Read aloud the words that Ss have written on the board and ask Ss to listen. 
- Read the words again and ask Ss to repeat.
- Ask Ss to practice reading the words in the textbook. 
2. Practice: 
- Read the words & Ss repeat them in chorus .
- Call some Ss to pronounce the words.
- Read sentences (See textbook) & Ss underline the words containing the sounds /t / & /d /.
- Give feedback.
- Read sentence by sentence & Ss repeat.
- Correct if there’re some mistakes.
III. Grammar:
1. “Infinitive” with “to”. 
* Presentation:
- Show some books and ask:
+ What do you read books for ?
+ Expected answer: We read books to get information. 
- Use pictures of two happy faces & ask Ss to complete the sentence.
	I’m happy you.
T: Who can complete the boy’s sentence?
S: I’m happy to meet you.
- Ask Ss to give the form: 
 Noun/pron. + to-infinitive
 Adjective
* Practice:
- Ask Ss to put the words in the correct order to make complete sentences with infinitive with to 
- Ss work individually.
- Have some Ss write their sentences on the board.
- The other Ss correct the mistakes.
Answers:
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 to know that you have passed the exam.
2. “Infinitive” without “to”: 
* Presentaion:
- Ask Ss to match the words in colunm A with those in B to make meaningful sentences.
 A B
I saw a dog 	a. sing a romantic song
I heard you 	b. bite the crying boy
They made me 	c. clean their ten bicycles
- Ask Ss to give the form of the sentences above.
 Verb + Object + bare-infinitive
- Ask Ss to give some other verbs which can be used the same way as “see”, “ hear”, and “make”
- Expected answers: watch, let, feel, notice
*Practice:
-Ask Ss. To rewrite sentences, using the words in brackets.(textbook, p.21)
-Ask Ss to exchange the exercise and correct them.
-T’s feedback.
Answers: 
1. The police watched them get out of the car.
2. They let him write a letter to his wife.
3. I heard them talk in the next room.
4. The custom 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 me.
8. Do you think her parents will let him go for a picnic?
V. Homework:
 - Pick out the infinitives in the following sentences and describe the function of each. (deliver handouts)
1. To find fault is easy.
2. It is delightful to hear the sound of the sea.
3. The dog wants something to eat.
4. I saw him run the mile in four minutes.
5. Everybody wished to enjoy life.
6. He is too ill to do any work.
7. I am not afraid to speak the truth.
8. He went to paris to perfect his knowledge of French.
- Prepare for the next lesson. 
UNIT 2:	 
Period 1: 	 READING
* Objectives : By the end of the lesson ,Ss will be able to :
learn some vocabulary about personal experiences.
comprehense the passage.
to use the vocabulary to tell about their own personal experiences.
* Skills: reading, speaking , listening , writing. 
* Teaching aids: pictures, handouts, textbook. 
 PROCEDDURE
I. Warm-up: 
- Prepare /sticks 6 pictures on the board (textbook p.22)
- Ask Ss to discuss what’s happening in each picture 
- Ask Ss to predict the order of 6 puctures 
Lead-in : 
- Have you involved in the situation in which you don’t know what to do ?	
- Today we will read about “personal experience”.
II. Pre-reading:
1. Pre-teach vocabulary:
- idol (n) /'aidl/: thần tượng [use example]
	 Ex: - Who’s your favorite singer ? 
 Hong Nhung is your idol.
	 Hong Nhung 
- glance(v) /glɑ:ns/: liếc mắt [translation]
- sneaky (a)/'sni:ki/: lén lút
	 E.x:- What would you do if you couldn’t do your test ?
	 Copy
	 - What’s your attitude?
	 Be afraid of the T. and look sneaky .
- embarrassing (adj) /im'bærəsiη/: bối rối [synonym = confusing]
- make a fuss over/about (exp) /fʌs/: làm ầm ĩ [translation]
	 S.o complains noisily about s.t she/he doesn’t like . 
2. Checking vocabulary: ( handout) 
- Gap- filling ( Task 1 / p.24) ( individuals)
- Ask Ss to use the vocabulary they have just learnt to do the task.
- Call some Ss to go to the board and write the answer.
- Check the answer and give feedback.
- Ask Ss to copy down the key in their notebook.
Answers: 
1. glanced 
2. making a fuss 
3. embarrassing 
4. idol 
5 .sneaky
III. While-reading:
¶ Task 1: Re-order.
- Ask Ss to work in group.
- Ask Ss to put the pictures of the events in the oder that they happen in the story.( correct the prediction in warmer )
- Ss read the passage silently and do the task in 4 mins.
Answers: 1.d 2.b 3.f 4. e 5.a 6.c
¶ Task 2: Multiple choice 
- Ask Ss to work individually.
- Ask them to choose the best answer for each blank.
- Ask them to compare the answer with their friend.
- Give correct answer.
The wrter’s most embarrassing experience happened when she was....
a teacher
a junior high school student
 a sennior school student.
She wished to have a... like the one of her pop idol.
a red dress
a red floppy cotton hat 
a pair of red shoes
3. She bought it with the money...
her father gave her
 she picked on the street
 She took from a school boy’s bag
¶Task 3: Comprehension questions
- Ask Ss to work in pairs.
- Ss read the passage again and answer the questions .
1. Why did her father give her some money on her birthday ?
2. What did she see in the boy’s bag ?
3. Why did she decide to take the money from the boy’s bag without saying anything about it?
- Ask Ss to go to the board and write the answer.
- Give feedback and give marks.
Answers: 1. So that she could buy the hat for herself.
 2.A wad of dollar notes exactly like the ones her father had given her before .
 3. Because she didn’t like to make a fuss.
IV. Post-reading :
- Ask Ss to work in group.
- Discuss the question : What would you do if you were the writer ?
- Go around for helping.
- Ask each group represent their ideas.
- Give feedback.
Answers: - say nothing / keep as a secret.
 - try meet the boy and give the money back 
V. Homework:
- Prepare for speaking
-Write about their own experiences.
UNIT 2:	 
Period 2: 	 SPEAKING
* Objectives: By the end of the lesson, Students will be able to talk about past experiences and how they affected one’s life.
* Skills: speaking ; listening ; writing ; reading .
* Teaching aids: textbooks ;pictures ; handouts .
 PROCEDURE
I. Warm-up: Mime your past
- Think of an incident from the past that T can briefly mime in class.
- Divide the class into two groups: A and B.
- Do the mime and stop after each action.
- Write the vocabulary generated by the mime on the board if necessary.
- Ask Ss in each group to say what you did.
- Each correct answer earns one point.
- The group with more points wins.
- Check Ss’understanding of the instructions.
Lead-in:
- Teacher asks Ss : - Have you ever had an interesting experience ?
	 - In which field?
- Today, we will talk about your past experiences and how they affected your life.
II. Pre-speaking:
1. Pre-teach vocabulary: 
- native speaker(n): người bản xứ (Use example)
Ex: Mary comes from England . She speaks English as a native speaker.
- affect (v) /ə'fekt/: ảnh hưởng (Use example)
Ex: Smoking is harmful to our health. It means smoking .badly our health 	→ affects
- turtle (n): con rùa (Use picture)
2. Checking vocabulary: Rub out and remember
III. While-speaking: 
¶Task 1: Matching
- Ask Ss to work in pair.
- Ask Ss to match the experiences in box A with to effects in box B.
- Check the answer.
A
B
1. Speaking English to a native English speaker.
2. being seriously ill
3. travelling to other parts of the country
4. failing an exam
5. talking to a famous pop star
a. makes you love your country more
b. teaches you a lesson and makes you study harder
c. makes you appreciate your health more 
d. makes you more interested in learning English
e. changes your attitude to pop stars
 Answers: 1. d ;	 2. c; 	3. a ;	 4. b ;	 5. e
¶Task 2: Re-ordering
- Ask Ss to work in pairs to put the lines of the dialogue in the correct order.
- Go around to control and give help if necessary.
- Call on some Ss to give the answers.
Answers : 
1. b
2. d
3. h
4. a
5. e
6. g
7.c
8. f
- Elicit and introduce useful structures to Ss.
+ “ What do you say to ask about someone’s experience that might have affected them?”
- Have you ever ..?
- How did it happen ?
- When did it happen ? 
- What were you thinking and feeling when it happpened?
-. How did the experience affect you ?
- Ask Ss to pay attention to the tense of the verb (Simple past).
¶Task 3: Role-play drilling
- Hang on a chart with the dialogue.
- Ask Ss to work in pairs to practice speaking the dialogue.
- Put the chart away.
- Call on some Ss to act out the dialogue in front of the class (without looking at the chart or books)
- Give comments.
IV. Post-speaking: 
- Ask Ss to work in pairs.
- Ask them to make a similar dialogue based on the structures and information in task 1 and task 2.
- Call on some pairs to act out their dialogues in front of the class.
- Make corrections on produnciation, stress and intonation.
V. Homework:
- Write down your own dialogue in the exersice
- Ask Ss to prepare for Listening lesson.
UNIT 2:	 
Period 2: 	 SPEAKING
* Objective: By the end of the lesson, Ss can learn some vocabulary about a fire.
* Lexical items: menorable (a), scream (v), gas stove (n) escape (v), terrified (a), replace (v), embrace (v), protect (v)
* Teaching aids: picture, cassette, chart, handouts...
 PROCEDURE
I. Warm - up: Guessing things: “What is it?”
- Divide the class into two groups A and B and ask Ss to gues what it is.
- Read aloud some facts about the thing one by one:
+ It destroys buildings, houses and forests.
+ It can kill people.
+ It gives out a lot of smoke.
+ You need water to put it out.
- The group giving the correct answer first wins.
Answer: A fire
Lead - in 
- Have you involived in or seen a fire?
- What did you do then?
- How did you feel?
- The listening lesson today is about the fire happening to Christina’s family 13 years ago.
II. Pre-listening:
1. Pre-teach vocabulary:
- memorable(a) /'memərəbl/: đáng ghi nhớ [Synonym: unforgettable]
- terrified (a) /'terifai/: sợ hãi [example]
E.x: Most people feel terrified when they see snakes
- scream (v) /skri:m/: la thất thanh, la hét [explaination]
E.x: What do people often do when they see something terrible?
- replace (v) /ri'pleis/: thay thế
- gas stove (n) /stouv/ lò nướng bằng ga [drawing or picture]
- embrace (v) /im'breis/: ôm [picture]
- Escape (v) (example): thoát ra ngoài	
E.x: The prisoner ran away after escaping from the prison.
- protect (v) /prə'tekt/ bảo vệ [explanation]
E.x: What do we wear a helmet for? ® to protect our head
2. Cheeking vocabualary: Gap - filling 
1. A good pair of shoes will 	 your feet while jogging.
2. The child her mother tightly because of fear.
3. April 30th 1975 is a day of Vietnamese people.
4. I feel whenever I stay at home alone
5. The fans with excitement when they saw their idols.
6. Robots can people in some work
7. Remember to turn off the right after cooking.
8. They were trying to from a burning house.
Answers:
1. protect 	2. embraced 	3. memorable 	4. terrified 
5. screamed 	6. replace	7. gas stove 	8. escape
III. While-listening:
¶Task 1:
- Tell Ss they are going to listen to an interview about the most unforgetable experience in Christina’s life.
- Ask Ss to listen and tick what is true about her.
- Let Ss listen for the second time if needed.
- Go over the answers with the class.
1. Christina is a businesswoman	£ True 	£ False
2. The fire happened three years ago 	£ True 	£ False
3. The fire started in the bedroom	£ True 	£ False
4. When the fire started, Christina was reading a book 	£ True 	£ False
5. Her mother came and rescued her 	£ True 	£ False
Answers:
1. T 	2.F 	3. F 	4. F 	5.T
¶Task 2:
- Teacher prepares 6 piece of paper on which there are 6 sentences as follow.
- Ask Ss to put the sentences in right order to make a completer story.
- Give feedback.
b. Her most unforgettable experience happened 13 years ago.
d. Her house burned down
a. The fire started in the kitchen because she forgot to turn off the gas stove.
c. She heard her mother’s voice calling her name
f . She rushed to her mother and her mother carried her out.
e. She got away without even a minor burn.
Answers:
1. b 	2. d 	3. a 	4. c 	5.f 	6.e
¶Task 3: Gap-fill
- Tell Ss to read through the passage and guess the word in each gap.
- Ask Ss to listen to the recordings and fill in the gaps.
- Go around to control and give help if needed.
- Give feedback.
Answers: 
1. small 2. everything 3. family 
4. replaced 5. took 6. appriciate
IV. Post-listening: Agreeing or Disagreeing?
- Have Ss work in groups of four or five to give their opinions on the sentence:
 “Family is mor important than things”
- Call some groups to report their group’s ideas.
- Give feedback.
Suggested ideas: (deliver handout)
 Family is more important than things because it can’t be replaced. It gives you mutual love, support and sincere understanding. It brings the individual place and happiness. Nothing is more procious 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 
V. Homework: 
- Write down your idea (Post - listening) in the notebook
- Prepare for the next lesson.
UNIT 2:	 
Period 4: 	 WRITING
* Objectives : By the end of the lesson, Ss will be able to write a letter to their pen friend telling him/her about one of their most memorable experiences.
* Lexical items :
* Skills : Writing, Speaking, Listening, Reading
* Teaching aids : textbooks, pictures, handouts, posters
	 PROCEDURE
I. Warm-up : 
- Ss work in groups of four.
- Give handouts.
- Ask Ss to arrange the story in the correct order.
A. Luckily, my mother returned home from work and turned off the stove immediately.
B. One day, I was cooking the dinner for my family when the telephone rang. I rushed to the living room and answered the phone. It was one of my close friends whom we hadn’t met for a long time. We talked, talked and talked for at least an hour. I almost forgot everything in the kitchen until I smelt something burning and saw some black smoke from the kitchen.
C. My most memorable experience happened thirteen years ago when I was still at high school.
D. I really regreted about what I had done and began to realize that carelessness always makes troubles.
E. At that time, I was living with my parents in a small house in Minsota, a small State in U.S.A.
Answers: 	1. C 2. E 3. B 4. A 5. D
Lead-in:
- T : What’s the story about ?
- Ss : It’s about a memorable past experience.
- T introduces the new lesson : “ Writing a personal letter about a past experience “
II. Pre-writing: 
1. Eliciting
- Elicit the steps of a personal letter from Ss.
1. Greeting
2. Date (when it happened)
3. The story (the experience)
4. Closing
5. Signature
2. Answer the question:
- Ask Ss to work in pairs.
- Ask Ss to read the story again and then answer the following questions. 
 1.When did the writer’s memorable experience happen ?
Where did the writer live ?
How did it happen ?
Who was involved in the story ?
How did it affect the writer ?
- Elicits from Ss to give the main points to write a letter
When it happened
Where it happened
How it happened
Who was involved
How the experience affected you
III. While-writing: Writing a letter
- Ask Ss to write a letter to their pen friend telling him/her about one of your memorable past experiences.
- Goes around and gives a help.
- Calls 2 Ss to write the letter on the board.
- Corrects mistakes and give marks.
IV. Post-writing: Peer correction
- Ask Ss to look at the two writing of their friend on the board.
- A