Giáo Án TC 11

Date of planning: Sep 7, 2014
Date of teaching: Sep 8, 2014
Period: 01
UNIT 1: FRIENDSHIP
GRAMMAR & VOCABULARY
I. Aims: To help Ss practice pronunciation and perfect grammar use.
II. Objectives: By the end of the lesson, Ss will be able to practice reading words
containing ending /d/ and /t/and perfect their use of infinitives with to and without
to through multiple choice exercises.
III. Material: textbook, handouts, chalk, board.
IV. Anticipated problems: Ss may not be able to
V. Procedure:
Teachers activity
Studentsactivity
I. Introduction (1)
- Teacher introduces, today we continue reviewing all
- Listen to the teacher.
knowledge in Unit 1 by doing some exercises.
II. Practise pronunciation (10)
1. Practise pronouncing the two sounds: /d/ and /t/
- Practise pronouncing the
again. (3)
two sounds again.
- Ask Ss to pronouncing the two sounds again.
- Feedback.
2. Practise (7)
- Ask Ss to practice the two sounds with a multiple
- Work in pairs, choose the
choice exercise on the handouts.
word whose underlined part
- T distributes the handout and asks Ss to work in pairs, is pronounced differently
choose the word whose underlined part is pronounced
from that of the other words.
differently from that of the other words.
Exercise 1. Choose the word whose underlined part
is pronounced differently from that of the other
words.
1. A. charity
B. chin
C. chip
D. chaos
2. A. choice
B. chapter
C. challenge
D. character
3. A. stomachB. match
C. switch
D. catch
4. A. chip
B. child
C. chemist
D. French
5. A. genius
B. general
C. gentle
D. gaze
- Move around and help if necessary.
- Pronounce the words and
- Call on some Ss to pronounce and answer.
answer.
- Feedback and ask Ss to repeat the words.
Expected answers: 1.D 2.D
3.A 4.C 5.D
- Listen and take note.
III. Practise using vocabulary & grammar (33)
1. Revision (10)
- Ask Ss to have a look at reading, speaking, listening
- Have a look at the sections
section of unit 1 and find some collocations, word uses, they studied.
especially have a look at to infinitives with and without
to.
Lesson Plans for Teaching Optional Curriculum (English) for Grade 11
- Call on some Ss to report their work and write on the

board.
2. Practice (26)
- Ask Ss to practice using vocabulary & grammar with
the exercises given.
* T distributes the handout and asks Ss to work in
pairs, choose, choose the best answer A, B, C or D to
complete each sentence. (13)
Exercise 2: Choose the best answer A, B, C or D to
complete each sentence.
6. People say that there must be..trust
between two friends.
A. common
B. shared
C. social
D. mutual.
7. We always admire the .between the two
scientists.
A. difference
B. harmony
C. contribution
D. friendship.
8. His fathers death was a great.to him.
A. sorrow
B. happiness
C. pursuit
D. demand
9. At work, she has many business ..but
very few true friends.
A. customers
B. relatives
C. acquaintances D. friends.
10. If you only care about your interests and feelings,
you are very
A. happy
B. loyal
C. friendly
D. selfish
11. She is in a hurry, She has a train..
A. catch
B. to catch
C. catching
D. caught
12. This dress makes me ..fat.
A. look
B. looking
C. to look
D. looked
13. The children cheered wildly when the teacher let
them ..a game.
A. play
B. to play
C. playing
D. played
14. Dont let her your children.
A. upset
B. to upset
C. upsetting
D. to upsetting
- Call on some Ss to report their answers.
- Feedback and ask Ss to remind Ss some points if
necessary.
* T distributes the handout and asks Ss to work in
pairs, choose, choose the word that needs correcting.
(13)
15. Where mutual sympathy does not exist, friendship
is impossibility.
- Work in pairs, choose the

best answer A, B, C or D to
complete each sentence.
- Say their answers.

Expected answers: 6.D
7.D 8.A 9.C
10.D 11.B 12.A
13.A 14.A
- Work in pairs, choose,

choose the word that needs
correcting. (13)
16. Everyone has a number of acquaintances, but all

have many true friends.
17. Some people are incapable in finding good friends.
18. Its comfortable to work with such an understood
person like him.
19. I made friend with Lan when she was on her trip to
Do Son.
- Call on some Ss to report their answers.
- Feedback and ask Ss to remind Ss some points if
necessary.
III. Wrap-up (1)
- Summarise the main points of the lesson.
- Ask Ss to practice more at home with exercises in
work book.
- Say their answers.

Expected answers: 15.
impossibility ( impossible)
16.all (no one) 17. in (of)
18.understood
(understanding)
19. friend (friends)
Date of preparing: Sep 14, 2014

Period: 2
UNIT 2: PERSONAL EXPERIENCES
VOCABULARY
1. Aims: To help Ss gain more vocabulary of a specific topic.
2. Objectives: By the end of the lesson, Ss will be able to use vocabulary related to the
topic personal experience through word choice and preposition exercises.
3. Teaching aids: handouts, chalk, board.
4. Anticipated problems: Ss may not be able to use appropriate words to complete
the sentences.
5. Procedure:
Teachers Activities
Students Activities
I. Warm-up (1)
- T introduces: Today well practice using - Listen to the teacher.
vocabulary and understand the meaning of
the words related to topic: personal
experience.
II. Word choice (21)
- Ask Ss to work in groups of 3, complete - Ss work in groups, complete the
the sentences with the words given.
sentences with the words given.
Handouts:
- Report their answer.
I. Complete each of the sentences with
Expected answers:
the appropriate word from the box.
1. A lot of teenagers make Bi Rain
Make changes if necessary.
their idol.
embarrass
personal
idol
2. The task needs the skills of a
excite
imagine
suitably experienced engineer.
memory
embrace
sneak
3. She smiled to hide her slight
fuss
experience
embarrassment.
1. A lot of teenagers make Bi Rain their
4. I personally prefer Pizza to
________.
hamburgers.
2. The task needs the skills of a suitably
5. The romantic evening cruise will be
________ engineer.
a memorial experience.
3. She smiled to hide her slight

________.
4. I ________ prefer Pizza to
hamburgers.
5. The romantic evening cruise will be a
________ experience.
6. They left quietly, without ________.
7. I have a ________ suspicion that she
knows more than she's telling us.
8. They were locked in a passionate
________ on the station platform.
9. Don't get the children too ________.
10. I haven't got a picture of this so you'll
just have to use your ________.
- Make a model
1. idol
- Move around and help Ss if necessary.
- Ask Ss to give their answers.
- Feedback and correct their answers.
III. Applying preposition (21)
- Ask Ss to work in groups of 3, fill in the
gap with one suitable preposition.
Handouts:
II. Fill in the gap with one suitable
preposition.
1. She had a quick glance ___ the
newspaper as she gulped down her
coffee.
2. She got ________ the bus and sit
________ next ________ an old man.
3. If you don't like the scarf, you can take
it ________ to the shop.
4. She showed her new toy ________ her
friends.
5. How much did you pay ________ your
new car?
6. He pointed _______ the dog when it
ran ________ them.
7. Are you interested ________
practicing speaking English?
8. You should have more confidence
________ your own abilities.
9. The fire started in the kitchen because
she forgot to turn the light ________.
10. My parents gave me a bicycle
________ my birthday.
- Make a model
1. at
6. They left quietly, without fuss.

7. I have a sneaking suspicion that she
knows more than she's telling us.
8. They were locked in a passionate
embrace on the station platform.
9. Don't get the children too excited.
10. I haven't got a picture of this so
you'll just have to use your
imagination.
- Ss work in groups, fill in the gap with

one suitable preposition.
- Report their answers.
Expected answers:
1. She had a quick glance at the
newspaper as she gulped down her
coffee.
2. She got on the bus and sit down
next to an old man.
3. If you don't like the scarf, you can
take it back to the shop.
4. She showed her new toy to her
friends.
5. How much did you pay for your
new car?
6. He pointed to the dog when it ran
toward them.
7. Are you interested in practicing
speaking English?
8. You should have more confidence in
your own abilities.
9. The fire started in the kitchen
because she forgot to turn the light
off.
10. My parents gave me a bicycle on
my birthday.
IV. Wrap up (2)

- Summarise the main points of the lesson
by repeating the words appeared in the
lesson.
- Ask Ss to practice with more exercises at
home.
Duyt ngy 15 thng 9 nm 2014

TCM

Period: 3
UNIT 2: PERSONAL EXPERIENCES
GRAMMAR & PRONUNCIATION
1. Aims: To help Ss better grammar use and pronunciation
2. Objectives: By the end of the lesson, Ss will be able to the simple past, past
progressive, past perfect appropriately and practice pronouncing words containing
three sounds /m/, /n/, /n/
4. Anticipated problems: Ss may not be able to distinguish between simple past and
past progressive, past perfect.
5. Procedure:
Teachers Activities
Students Activities
I. Introduction (1)
T: Today we are going to practice using
the simple past, past progressive, past
perfect and pronouncing words containing
three sounds /m/, /n/, /n/
II. Review (15)
* Simple past (10)
- Ss work individually.
- Ask Ss to distinguish between simple
Example:
past, past progressive and past perfect by
When I was eating my breakfast, he
making two examples combining these
came.
tenses and then say the rules.
After the train had left, I arrived.
- Help Ss if necessary.
- Distinguish the three tenses with
- Feedback.
+ Form:
* Simple past:
S + V2 / Ved
* Past progressive:
S + was / were + V-ing
* Past perfect:
S + had + V3 / Ved
1.
2.
3.
4.
5.
6.
* Pronunciation /m/, /n/, /n/ (5)

- Ask Ss to pronounce the three sounds
again.
- Tell them to find at least 3 words
containing each sounds and practice.
- Feedback.
II. Practice (26)
* Grammar: Ask Ss to work individually,
put the verbs in brackets into the correct
form. (16)
Handouts: Choose the correct answer.
After Jessica ____ her degree, she intends
to work in her father's company.
a. will finish
b. finishes
c. finished
d. is finishing
As you ________ your car at the
moment, can I borrow it?
a. don't use
b. didn't use
c. aren't using
d. haven't used
When she saw a snake at her feet, she
________.
a. screamed
b. was screaming
c. had screamed
d. screams
When he realised that I ________ at him,
he ________ away.
a. looked - was turning
b. was looking - turned
c. was looking - was turning
d. looked - turned
I ___ the new Harry Potter book now, so
you can borrow my copy if you like.
a. finish
b. am finishing
c. have finished
d. had finished
I was sure that I ________ him before.
a. met
b. had met
c. have met
d. was meeting
+ Usage:
a. The Past simple expresses an action
that happened and completed at a
point of time in the past.
b. The Past progressive expresses an
action happening in the past when
another action happened.
c. The Past perfect expresses an action
that happened before another action
in the past or before a point of time
in the past.
- Pronounce the three sounds again.
- Find at least 3 words containing each
sounds and practice.
- Feedback.
- Work individually and do the task.

- Report the answers.
Expected answers:
1. After Jessica ____ her degree, she
intends to work in her father's
company.
a. will finish
b. finishes
c. finished
d. is finishing
2. As you ________ your car at the
moment, can I borrow it?
a. don't use
b. didn't use
c. aren't using d. haven't used
3. When she saw a snake at her feet, she
________.
a. screamed
b. was screaming
c. had screamed
d. screams
4. When he realised that I ________ at
him, he ________ away.
a. looked - was turning
b. was looking - turned
c. was looking - was turning
d. looked - turned
5. I ___ the new Harry Potter book now,
so you can borrow my copy if you
like.
a. finish
b. am finishing
7. Before I started the car, all of the

passengers ________ their seat belts.
a. will buckle
b. had buckled
c. was buckling d. have buckled
8. The minute I got the news about Sue I
________ my parents.
a. phoned
b. was phoning
c. had phoned d. have phoned
9. A lot ________ since I last ________
you.
a. happened - saw
b. happened - have seen
c. has happened - saw
d. has happened - have seen
10. Your eyes are red - ________?
a. did you cry
b. have you been crying
c. have you cried
d. do you cry
11. A small stone struck the windshield while
we _______ down the gravel road.
a. drive
b. were
driving c. had driven
d. had been
driving
12. In the next few year, thousands of speed
cameras ________ on major roads.
a. are appeared
b. will appear
c. are appearing
d. are going to appear
13. After she ________ hospital, she had a
long holiday.
a. leaves
b. is leaving
c. left
d. has left
- Explain some new words to Ss if
necessary.
- Call on some Ss to write their answers
on the board.
- Feedback and correct the answers.
c. have finished d. had finished

6. I was sure that I ________ him before.
a. met
b. had met
c. have met
d. was
meeting
7. Before I started the car, all of the
passengers ________ their seat belts.
a. will buckle
b. had buckled
c. was buckling d. have buckled
8. The minute I got the news about Sue I
________ my parents.
a. phoned
b. was phoning
c. had phoned
d. have phoned
9. A lot ________ since I last ________
you.
a. happened - saw
b. happened - have seen
c. has happened - saw
d. has happened - have seen
10. Your eyes are red - ________?
a. did you cry
b. have you been crying
c. have you cried
d. do you cry
11. A small stone struck the
windshield while we _______ down
the gravel road.
a. drive
b. were driving
c. had driven d. had been driving
12. In the next few year, thousands of
speed cameras ________ on major
roads.
a. are appeared
b. will appear
c. are appearing
d. are going to appear
13. After she ________ hospital, she
had a long holiday.
a. leaves
b. is leaving
c. left
d. has left
* Pronuncation: Ask Ss to work
Expected answers:
individually, put the words into the correct - Listen and take note.
column according to their pronunciation.
/m/ column: may, make, summer,
(10)
home, small.
Handout: Put the words into the correct
/n/ column: nose, nine, money,
column according to their pronunciation.
seven, snow.
(10)
/n/ column: wrong, running,
Words: may, nose, wrong, running, nine,
bringing, sing, morning.
make, summer, money, bringing, home,

small, seven, morning, sing, snow.
/m/:
/n/:
/n/:
- Call on some Ss to pronounce and say
their answers.
III. Wrap up (1)
- Summarise the main points of the lesson. - Listen and take note.
home.

Period: 4
UNIT 3: A PARTY
VOCABULARY
1. Aims: To help Ss gain more vocabulary of a specific topic.
topic party through word choice and preposition exercises.
the sentences.
5. Procedure:
Teachers Activities
Students Activities
I. Warm-up (1)
vocabylary and understand the meaning of
the words related to topic: party.
Handouts:
I. Complete these sentences with the
Expected answers:
correct form or tense of the verb Paula's parent divorced when she was
in the box.
only a child.
celebrate
sing
joke divorce 2. Everyone clapped us when we went
receive decorate
serve gather
up to get our prize.
invite
clap
3. Let's have a party to celebrate your
1. Paula's parent _______ when she was
birthday.
only a child.
4. Have you decorated your
2. Everyone _______ us when we went up
Christmas tree yet?
to get our prize.
5. I'd have liked to have gone to their
3. Let's have a party _______ your birthday.
party but I wasn't invited.
4. _______ you _______ your Christmas

tree yet?
5. I'd have liked to have gone to their party
but I_______.
6. She _______ a camera as a twenty-fifth
birthday present.
7. Traditionally, Auld Lang Syne _______ at
midnight on New Year Eve.
8. I thought he _______ when he said he'd
resigned.
9. By the time we got to the party, the pasta
________.
10. They _______ for a major conference at
the moment.
- Make a model
1. divorced
III. Applying preposition (21)
- Ask Ss to work in groups of 3, fill in the
gap with one suitable preposition.
Handouts:
II. Fill in the gap with one suitable
preposition.
11. We are having a big party ______ our
twenty-fifthwedding anniversary.
12. It's Jane's farewell party _______
Friday night.
13. He blew _______ all 60 candles
_______ his birthday cake.
14. We don't know what to give Dad
_______ Christmas.
15. People usually give cards and gift
_______ the anniversary couple.
16. If you carry ______ spending money
like that, you'll end _____ in debt.
17. We've invited all the neighbors
_______ our party.
18. He bought her a diamond ring ______
their tenth wedding anniversary.
19. The whole family showed _______ for
our anniversary celebration.
20. There are some games _______ the
party. Would you join _______
enthusiastically?
- Make a model
1. for
6. She received a camera as a twentyfifth birthday present.

7. Traditionally, Auld Lang Syne is
sung at midnight on New Year Eve.
8. I thought he was joking when he
said he'd resigned.
9. By the time we got to the party, the
pasta had been served.
10. They are gathering for a major
conference at the moment.
- Ss work in groups, fill in the gap with

one suitable preposition.
Expected answers:
11. We are having a big party for our
twenty-fifth wedding anniversary.
12. It's Jane's farewell party on Friday
night.
13. He blew out all 60 candles on his
birthday cake.
14. We don't know what to give Dad at
Christmas.
15. People usually give cards and gift to
the anniversary couple.
16. If you carry on spending money like
that, you'll end up in debt.
17. We've invited all the neighbors to
our party.
18. He bought her a diamond ring on
their tenth wedding anniversary.
19. The whole family showed up for our
anniversary celebration.
20. There are some games at the party.
Would you join in enthusiastically?Listen and take note.
IV. Wrap up (2)

lesson.
home.

TCM
Date of preparing: Oct 5, 2014

Date of teaching: Oct 6, 2014
Period: 5
UNIT 3: A PARTY
1. Aims: To help Ss better grammar use and pronunciation
2. Objectives: By the end of the lesson, Ss will be able to use infinitive, gerund,
passive gerund and infinitive appropriately and practice pronouncing words containing
three sounds /l/, /r/, /h/
4. Anticipated problems: Ss may not be able to distinguish between infinitive,
gerund and passive infinitive and gerund.
5. Procedure:
Teachers Activities
Students Activities
I. Introduction (1)
use infinitive, gerund, passive gerund and
infinitive appropriately and pronouncing
words containing three sounds /l/, /r/, /h/
II. Review (15)
* Infinitive and Passive Infinitive (5)
- Ask Ss to distinguish between infinitive
Example:
and passive infinitive by making two
I want to go to Hanoi.
examples of infinitive and passive
She wants not to be disturbed at home.
infinitive, then say the rules.
He enjoyed watching TV.
He enjoyed being taken to the zoo.
- Feedback.
- Work out the differences between
* Gerund and Passive Gerund (5)
them.
- Ask Ss to distinguish between infinitive
+ Form:
and passive infinitive by making two
To infinitive: To + Vinf
examples of infinitive and passive
Gerund: V-ing
infinitive, then say the rules.
+ Usage:
+ Infinitive +
Gerund + Both
10
- Feedback.
* Pronunciation /l/, /r/, /h/ (5)
- Ask Ss to pronounce the three sounds
again.
- Tell them to find at least 3 words
containing each sounds and practice.
- Feedback.
II. Practice (26)

* Grammar: Ask Ss to work individually,
put the verbs in brackets into the correct
form. (16)
Handouts: Put the verbs in brackets
into the correct form:
14. It is easy (fool) .. by his lies.
15. Martha doesnt like to have her picture
taken. She avoids (photograph)
16. I appreciate (invite) . to your

home.
17. Lets not risk (catch) . In a traffic
jam.
18. The government tried to stop the book
(publish) .
19. (search) .. by customs
officers is unpleasant.
20. Theres a lot of work (do).
only
only
Adjectives
Preposition
begin
Nouns
admit
stop
agree
avoid
start
arrange
deny
continue
ask
enjoy
love
choose
keep
like
decide
suggest
hate
demand
practice
remember
deserve
miss
forget
expect
consider
regret
fail
finish
try
hope
prevent
prefer
refuse
mind
hesitate
detest
intend
risk
learn
postpone
manage
delay
offer
mention
wait
V + prep
seem
want
plan
Passive infinitive: to be + Past
Participle
Passive gerund: being + Past Participle
to emphasize the action/event rather
than the agent.
- Pronounce the three sounds again.
- Find at least 3 words containing each
- Feedback.
Expected answers:
14. being searched
15. to be done / to do
16. to be included
17. being involved
18. being taken
19. being seen
20. to be admitted
21. to be designed
11
21. The new students hope (include)

............ in many of the schools social
activities.
22. When the police first questioned him, he
denied (involve) . in the
robbery.
23. I remember (take) . to the zoo
when I was a child.
24. We managed to climb over the wall
without (see) ...
25. Isabel expected (admit) ..to the
university, but she wasnt.
26. The tin opener seems (design) ... for
left-handed people.
- Explain some new words to Ss if
necessary.
- Call on some Ss to write their answers
on the board.
* Pronuncation: Ask Ss to work
individually, choose the word in which the
letter l, r, or h his silent. (10)
Handout: Choose the word in which the
letter l, r, or h his silent.
1. a. cold b. calm
c. light
d. film
2. a. honey
b. healthy
c. honest
d. happy
3. a. work
b. parent
c. drive
d. dairy
4. a. horrible
b. hospital
c. holiday
d. honour
5. a. follow
b. fold
c. folk
d. file
6. a. ring
b. uniform
c. hungry
d. pretty
7. a. should
b. shoulder
c. sailor
d. slow
8. a. carry
b. around
c. burn
d. Europe
9. a. inherit
b. enhance
c. exhale
d. exhaust
10. a. calf
b. climb
c. world
d. glass
- Call on some Ss to pronounce and say
their answers.

Expected answers:
1. a. cold
b. calm
c. light
d. film
2. a. honey
b. healthy
c. honest
d. happy
3. a. work
b. parent
c. drive
d. dairy
4. a. horrible
b. hospital
c. holiday
d. honour
5. a. follow
b. fold
c. folk
d. file
6. a. ring
b. uniform
c. hungry
d. pretty
7. a. should
b. shoulder
c. sailor
d. slow
8. a. carry
b. around
c. burn
d. Europe
9. a. inherit
b. enhance
c. exhale
d. exhaust
10. a. calf
b. climb
c. world
d. glass
Listen and take note.
III. Wrap up (1)

- Summarise the main points of the lesson. - Listen and take note.
12
home.
Date of preparing: Oct 12, 2014

Period: 6
UNIT 4: VOLUNTEER WORK
VOCABULARY
1. Aims: To help Ss better vocabulary and use.
topic volunteer through word choice and synonym exercises.
the sentences.
5. Procedure:
Teachers Activities
Students Activities
I. Warm-up (1)
- T introduces: Today well practice using - Ss work in groups, complete the
vocabulary and understand the meaning of sentences with the words given.
the words related to topic: volunteer.
Expected answers:
- Ask Ss to work in groups of 3, complete 1. Claire volunteers at the homeless
shelter once a week.
Handouts:
2. I've never seen this play performed
Complete each of the following
before.
sentences with the correct form or tense 3. He was comforted to know that
of an appropriate verb from the box.
most students in the class knew even
suffer
overcome
volunteer
less than he.
repair
comfort
4. He made a rash decision and now he
donate
participate join raise
have suffered for it.
perform
5. She overcame her difficulties to
1. Claire ______ at the homeless shelter
graduate.
once a week.
6. Some people were in the streets
2. I've never seen this play ______
raising money for charity.
before.
7. He donated thousands of pounds to
3. He ______ to know that most students
charity.
in the class knew even less than he.
8. It was too badly damaged to be
13
4. He made a rash decision and now he

______ for it.
5. She ______ her difficulties to
graduate.
6. Some people were in the streets
______ money for charity.
7. He ______ thousands of pounds to
charity.
8. It was too badly damaged ______.
9. Would you mind if I ______ you for a
drink in the bar?
10. We encourage students ______ fully in
the running of the college.
- Make a model
1. volunteers
III. Understanding the meaning of the
words (21), synonym.
- Ask Ss to work in groups of 3, choose
the word or phrase with the same meaning
as the underlined part.
- Make a model
1. volunteer
II.
Choose the word or phrase with
the same meaning as the
underlined part.
1. Each nation has many people who
voluntarily take care of others.
a. bring along
b. get on with
c. keep up with
d. look after
2. The construction work was carried out
by the local contractor.
a. continued
b. completed
c. done
d. run
3. Some high school students take part in
helping the handicapped.
a. participate
b. compete
c. experience
d. support
4. She had never imagined being able. to
visit such remote countries.
a. foreign
b. faraway
c. friendly
d. desolate
5. The lawn needs mowing again.
a. repairing
b. making
c. bending
d. cutting
6. A bank has promised a donation of $24
repaired.
9. Would you mind if I joined you for
a drink in the bar?
10. We encourage students to
participate fully in the running of
the college.
- Ss work in groups, choose the word or

phrase with the same meaning as the
underlined part.
Expected answers:
1. Each nation has many people who
voluntarily take care of others.
a. bring along b. get on with
c. keep up with d. look after
2. The construction work was carried
out by the local contractor.
a. continued
b. completed
c. done
d. run
3. Some high school students take part
in helping the handicapped.
a. participate b. compete
c. experience
d. support
4. She had never imagined being able
to visit such remote countries.
a. foreign
b. faraway
c. friendly
d. desolate
5. The lawn needs mowing again.
a. repairing
b. making
c. bending
d. cutting
6. A bank has promised a donation of
$24 million toward the disaster fund.
a. connection
b. addition
c. contribution d. provision
7. Teachers have been asked to
concentrate on literacy and
numeracy.
a. the ability to read and write
b. basic skills in mathematics
14
million toward the disaster fund.

a. connection
b. addition
c. contribution
d. provision
7. Teachers have been asked to
concentrate on literacy and numeracy.
a. the ability to read and write
b. basic skills in mathematics
c. good knowledge of literature
d. the ability to write books
8. We were involved in the anti-drug
campaign up until the last minute.
a. included
b. affected
c. interested
d. taken part
9. English classes will be set up for the
disadvantaged children.
a. built
b. started
c. chosen
d. taken
10. People are now raising money for
flood victims.
a. sending
b. collecting
c. paying
d. making
IV. Wrap up (2)
lesson.
home.
c. good knowledge of literature

d. the ability to write books
8. We were involved in the anti-drug
campaign up until the last minute.
a. included
b. affected
c. interested
d. taken part
9. English classes will be set up for the
disadvantaged children.
a. built
b. started
c. chosen
d. taken
10. People are now raising money for
flood victims.
a. sending
b.
collecting c. paying
d.
making

TCMDate of planning: Oct 19, 2014
Period: 07
UNIT 4: VOLUNTEER WORK

1. Aims: To help Ss better grammar use and pronunciation.
2. Objectives: By the end of the lesson, Ss will be able to use gerund, present
participle, perfect gerund and perfect participle appropriately and practice pronouncing
words containing two sounds /w/, /j/.
4. Anticipated problems: Ss may not be able to distinguish between gerund, present
participle, perfect gerund and perfect participle.
5. Procedure:
Teachers Activities
Students Activities
I. Introduction (1)
T: Today we are going to practice using gerund,
present participle, perfect gerund and perfect
participle appropriately and practice pronouncing
words containing three sounds /w/, /j/.
II. Review (15)
* Gerund and present participle (5)
- Ask Ss to distinguish between gerund and present Example:
15
participle by making two examples of gerund and

present participle, then say the rules.
- Feedback.
* Perfect gerund and perfect participle (5)
- Ask Ss to distinguish between perfect gerund and
perfect participle by making two examples of
perfect gerund and perfect participle, then say the
rules.
- Feedback.
They like watching TV.

I watched two robbers breaking
into a house.
Jimmy admitted having stolen
the wallet.
Having watched the film for 3
hours, they became tired.
- Work out the differences
between them.
* Gerund:
- Formation: V-ing
- Usages: Gerund is used :
+ as a subject of a sentence:
Eg: Behaving well with
everyone is impossible.
= It is impossible to behave
well with everyone.
+ Ving + tobe + adj
= It + tobe + adj + to V1
+ after some verbs: enjoy,
mind, avoid, like, dislike, love,
hate
Eg: This man enjoys eating
cakes.
+ after prepositions: look
forward to, object to, insist on,
interested in, approve of.
Eg: I look forward to hearing
from you soon.
* Present participle
- Formation: V-ing
- Usages: Present participle is
used :
+ after verbs describing senses:
see, hear, smell, taste, feel
Eg: Last night, I saw a thief
crossing the window of the
kitchen.
+ after some verbs (spend,
waste) + time/money
Eg: The students wasted a lot
of time playing games
+ in progress tenses
Eg: We have been studying
English for 7 years
+ in shortened clauses
Eg: I divorced him. I felt free.
Divorcing him, I felt free.
* Perfect Gerund:
- Form: having + V-pp
- Usage: It can be used instead
16
* Pronunciation /w/, /j/ (5)

- Ask Ss to pronounce the three sounds again.
- Tell them to find at least 3 words containing each
- Feedback.
III. Practice (26)
* Grammar: Ask Ss to work individually, put the
verbs in brackets into the correct form. (16)
1. Handouts: ______ for twelve hours, I felt
marvelous.
a. Having slept
b. have slept
c. Having been slept
d. have been slept
2. By the time their baby arrives, the Johnson
hope ______ painting and decorating the new
nursery.
a. having finished
b. to have finished
c. having been finished
d. to have been finished
3. She's angry about ______ to the farewell party
last night.
a. not having invited
b. not to have invited
c. not having been invited d. not to have been
invited
4. We decided not to travel, ______ the terrible
weather forecast.
a. having heard
b. to have heard
c. having been heard
d. to have been heard
of the present form of the

gerund when we are referring
to a past action.
- It also is used to emphasize
completion in both the past and
the future.
* Perfect Participle:
- Form: having + V-pp
- Usage: + The perfect
participle can be used instead
of the present participle when
one action is immediately
followed by another with the
same subject.
+ The perfect participle
emphasizes the first action is
complete before the second one
starts.
+ The perfect participle is
necessary when there is an
interval (khong thi gian) of
time between the two actions.
+ It is also used when the first
action covered a period of time.
- Pronounce the two sounds
again.
- Find at least 3 words
containing each sounds and
practice.
- Feedback.
- Work individually and do the
task.
Expected answers:
1. ______ for twelve hours, I
felt marvelous.
a. Having slept
2. By the time their baby
arrives, the Johnson hope
______ painting and
decorating the new nursery.
b. to have finished
3. She's angry about ______ to
the farewell party last night.
c. not having been invited
4. We decided not to travel,
______ the terrible weather
forecast.
a. having heard
17
5. I'd love ______ to the party, but it was

impossible.
a. having gone
b. to have gone
b. having been gone
d. to have been gone
6. I don't recall ______ him at the conference.
a. having seen
b. to have seen
c. having been seen
d. to have been seen
7. ______ in dark colors, the room needed some
bright lights.
a. Having painted
b. To have painted
c. Having been painted
d. To have been painted
8. The stockbroker denied ______ of the secret
business deal.
a. having informed
b. to have informed
c. having been informed d. to have been informed
9. They now regret ______ their son by providing
too many material possessions.
a. having spoiled
b. to have spoiled
c. having been spoiled
d. to have been spoiled
10. ______ to the party, we could hardly refuse to
go.
a. Having invited
b. To have invited
c. Having been invited
d. To have been invited
11. Tom made a bad mistake at work, but his boss
didn't fire him. He's lucky ______ a second
chance.
a. having given
b. to have given
c. having been given
d. to have been given
12. Are you sure you told me? I don't recall ______
about it.
a. having told
b. to have told
c. having been told
d. to have been told
- Explain some new words to Ss if necessary.
- Call on some Ss to write their answers on the
board.
* Pronuncation: Ask Ss to work individually, circle
the word with the italic consonant sound different
from that of the others in each group.
(10)
Handout: Circle the word with the italic
consonant sound different from that of the
others in each group.
11. hour
half
home
house
12. union
useful
under
university
13. water
whale
whole
window
14. when
who
where
which
15. usually uranium
uniform
umbrella
16. answer world
write
jewellery
17. children kitchen
beach
chemistry
5. I'd love ______ to the party,

but it was impossible.
b. to have gone
6. I don't recall ______ him at
the conference.
a. having seen
7. ______ in dark colors, the
room needed some bright
lights.
c. Having been painted
8. The stockbroker denied
______ of the secret
business deal.
c. having been informed
9. They now regret ______
their son by providing too
many material possessions.
a. having spoiled
10. ______ to the party, we
could hardly refuse to go.
c. Having been invited
11. Tom made a bad mistake at
work, but his boss didn't
fire him. He's lucky ______
d. to have been given
12. Are you sure you told me? I
don't recall ______ about it.
c. having been told

task.
Expected answers:
11. hour
half
home
house
12. union
useful
under
university
13. water
whale
whole
window
14. when
who
where
which
15. usually uranium
18
18. game
organize
angry
college
19. year
youth
jealous
yellow
20. ugly
unit
ulcer
upset
- Call on some Ss to pronounce and say their
answers.
III. Wrap up (1)

- Ask Ss to practice with more exercises at home.
uniform
umbrella
16. answer world
write
jewellery
17. children kitchen
beach
chemistry
18. game
organize
angry
college
19. year
youth
jealous
yellow
20. ugly
unit
ulcer
upset

TCM
Date of planning: Oct 26, 2014

Period: 8
UNIT 6: COMPETITIONS
VOCABULARY
topic competition through word choice and verb form exercises.
the sentences.
5. Procedure:
Teachers Activities
Students Activities
I. Warm-up (1)
the words related to topic: competition
I. Complete these sentences with one - Report their answer.
19
appropriate word from the box.

representatives
score
reciting
spirit awarded worksheets sponsored
participate rules announced
1. The competition's aim was to stimulate
the ........ of learning English among
students.
2. The competition was ........ by the
Students' Parents Society.
3. The English teacher explained the
competitions ........ to the students.
4. You will have to answer the questions
on the ........ within two minutes.
5. A maximum ........ for each activity is
15 points.
6. The winner will be ........ a set of CDs.
7. Time was up and the judges ........ the
results.
8. To ........ in the contest, you have to
work in groups of three.
9. The final competition included
the ........ of three classes.
10. He had difficulty ........ the poem in
front of the judges.
- Make a model
1. spirit
III. Understanding the verb forms(21)
- Ask Ss to work in groups of 3, complete
the sentences with the correct form of the
word in brackets.
II. Complete the sentences with the
correct form of the word in brackets.
1. The company has decided to withdraw
from some of its ........... (sponsor)
2. The playgroup provides plenty
of .......... for the children . (stimulate)
3. Over 30,000 .......... will run in the
New York marathon. (compete)
4. The negotiation was attended by ..........
of several states. (represent)
5. The scheme aims to encourage
increased .......... in sporting activities.
(participate)
6. The survey was based on direct ..........
of over 500 schools. (observe)
7. I felt extremely .......... when we lost.
(disappoint)
8. She finds writing poetry deeply ..........
Expected answers:
1. The competition's aim was to
stimulate the spirit of learning
English among students.
2. The competition was sponsored by
the Students' Parents Society.
3. The English teacher explained the
competitions rules to the students.
4. You will have to answer the
questions on the worksheets within
two minutes.
5. A maximum score for each activity
is 15 points.
6. The winner will be awarded a set of
CDs.
7. Time was up and the judges
announced the results.
8. To participate in the contest, you
have to work in groups of three.
9. The final competition included the
representatives of three classes.
10. He had difficulty reciting the poem
in front of the judges.
- Ss work in groups, choose the word or

phrase with the same meaning as the
underlined part.
Expected answers:
1. The company has decided to
withdraw from some of its
sponsorship. (sponsor)
2. The playgroup provides plenty of
stimulation for the children.
(stimulate)
3. Over 30,000 competitors will run in
the New York marathon. (compete)
4. The negotiation was attended by
representatives of several states.
(represent)
5. The scheme aims to encourage
increased participation in sporting
activities. (participate)
6. The survey was based on direct
observation of over 500 schools.
(observe)
20
(satisfy).
9. The teacher's comment are designed to
help improve your .......... and ...........
(know - understand)
10. The .......... of further job losses comes
at a bad time. (announce)
- Make a model.
1. sponsorship
IV. Wrap up (2)
lesson.
home.
7. I felt extremely disappointed when

we lost. (disappoint)
8. She finds writing poetry deeply
saitsfying. (satisfy).
9. The teacher's comment are designed
to help improve your and
knowledge - understanding.(know
- understand)
10. The announcement of further job
losses comes at a bad time.
(announce)
Date of planning: Nov 2, 2014

Date of teaching: Nov 7, 2014
Period: 09
UNIT 6: COMPETITION
2. Objectives: By the end of the lesson, Ss will be able to use reported speech with
gerund correctly and practice pronouncing words containing three sounds /tr/, /dr/,
/tw/.
4. Anticipated problems: Ss may not be able to distinguish between using object or
not using object.
Teachers Activities
Students Activities
I. Introduction (1)
T: Today we are going to practice using reported
speech with gerund correctly and practice
pronouncing words containing three sounds /tr/,
/dr/, /tw/.
II. Review (15)
* Grammar: Reported speech with gerund
- Ask Ss to tell how to change into reported with
Example:
21
gerund by making two examples of and present

participle, then say the rules and the verbs.(10)
- Feedback.
* Pronunciation /tr/, /dr/ and /tw (5)

- Ask Ss to pronounce the three sounds again.
- Feedback.
III. Practice (26)
* Grammar: Ask Ss to work individually, put the
verbs in brackets into the correct form. (16)
I. Complete the sentences to report what was
said
1. 'You'd better look for a new job, Andrew.'
Jane advised ....................................................
2. 'It was nice of you to invite me to your birthday
party. Thanks very much.'
Mike thanked ....................................................
3. 'I must have made a mistake in the
calculations."
Mr Forest admitted ...............................................
4. 'I'll pay for the meal.'
Sarah insisted ..................................................
Thank you very much for

helping me, said Nam.
+ Nam thanked me for helping
him.
Why dont we go on a
camping trip this weekend?,
said Hoa.
+ Hoa suggested going on a
camping trip that weekend.
- Rules:
S + V1 (prep) + O + prep +
(not) + V2-ing
Verbs: accuse (sb) of,
apologize (sb) for, insist on,
congratulate (sb) on, dream
of, warn (sb) against,
prevent (sb) from, thank (sb)
for, suspect (sb) of
S + V1 (prep) + (not) + V2-ing
Verbs:stop, admit, suggest,
deny, mention, propose (
nghi)
We usually use a gerund
structure to report thanking,
apologies, accusations, and so
on.
- Pronounce the two sounds
again.
- Find at least 3 words
containing each sounds and
practice.
- Feedback.

task.
- Write the answers.
Expected answers:
1. Jane advised Andrew to
look for a new job.
2. Mike thanked me/ us for
inviting him to myI our
birthday party.
3. Mr Forest admitted making/
having made a mistake in the
calculations.
4. Sarah insisted on paying for
the meal.
22
5. 'Perhaps we can go to Paris for the weekend.'

Neil suggested ..................................................
6. 'I'm sorry I couldn't come to visit you last
summer.'
Kate apologized ................................................
7. 'I hear you won the championship.
Congratulations!'
Dane congratulated ..........................................
8. 'I wish I'd asked for his name and address.'
I regretted ..........................................................
9. 'You're selfish.'
Jane accused ....................................................
10. 'You mustn't drink too much caffeine.'
Marta warned ....................................................
board.
* Pronuncation: Ask Ss to work individually, put
the words into the correct column according to
their pronunciation.
/tr/ column
/dr/ column
/tw/ column
(10)
Handout:
Words: tropical, dress, drink, twin, twinkle, traffic,
drive, twelve, dreadful, troops, trousers, twenty.
- Call on some Ss to pronounce and say their
answers.
III. Wrap up (1)
5. Neil suggested going to

Paris for the weekend.
6. Kate apologized (to me/ tis)
for not coming to visit me/ us
last summer.
7. Dane congratulated me on
winning the championship.
8. I regretted not asking/
having asked for his name and
address.
9. Jane accused me of being
selfish.
10. Marta warned me not to
drink too much caffeine./
Marta warned me against
drinking too much caffeine.
task.
Expected answers:
/tr/ column: traffic, troops,
trousers, tropical.
/dr/ column: drive, dreadful,
drink, dress
/tw/ column: twelve, twenty,
twin, twinkle.

Period: 10
UNIT 7: WORLD POPULATION

VOCABULARY
topic world population through word choice and verb form exercises.
the sentences.
5. Procedure:
Teachers Activities
Students Activities
I. Warm-up (1)
23
the words related to topic: word polulation

the correct form of the verb in the box.
increase
expect decrease reach
limit
raise
control
populate
support
freeze
1. North America was once widely
______ by Native American tribes.
2. The world's population is ______ to be
over 7 billion by 2010.
3. The population has ______ from 1.2
million to 1.8 million.
4. Water ______ at 0oC.
5. Parents should ______ what their kids
watch on television.
6. The number of new students ______
from 210 to 160 this year.
7. My family have been ______ sheep for
over 60 years.
8. How can we ______ our families on
such low wages?
9. Profits are expected ______ 2 billion
this year.
10. The role that women could play was
socially ______.
- Make a model
1. populated
III. Gap-fill
the passage with one suitable words.
II.
Fill in the blank with a suitable
word to complete the passage.
China is the most populous country of the
world. Its (1) ______ is approximately 1.3
billion people, which is almost 22% of the
(2) ______ population. The population
density is high in the southeast: 43 percent
of the land contains most of its population.
A quarter of the population (3) ______
China is in the middle and lower parts of
the Yangtze River, and the population
density (4) ______ 663 people per square
kilometer. Shanghai is China's largest city,
(5) ______ population density reaches
2,118 people per square kilometer.
- Ss work in groups, complete the

Expected answers:
1. North America was once widely
populated by Native American
tribes.
2. The world's population is expected
to be over 7 billion by 2010.
3. The population has increased from
1.2 million to 1.8 million.
4. Water freezes at OoC.
5. Parents should control what their
kids watch on television.
6. The number of new students
decreased from 210 to 160 this year.
7. My family have been raising sheep
for over 60 years.
8. How can we support our families
on such low wages?
9. Profits are expected to reach 2
billion this year.
10. The role that women could play was
socially limitted.

passage with one suitable words.
Expected answers:
China is the most populous country of
the world. Its (1) population is
approximately 1.3 billion people, which
is almost 22% of the (2) world
population. The population density is
high in the southeast: 43 percent of the
land contains most of its population. A
quarter of the population (3) of China is
in the middle and lower parts of the
Yangtze River, and the population
density (4) reaches 663 people per
square kilometer. Shanghai is China's
largest city, (5) whose population
density reaches 2,118 people per square
24
China's population growth rate has (6)

______ in the past years, although its
population is still increasing. In the 1970s,
the government started to implement birth
(7) ______ programs to the people: late
marriage, late childbearing, a one-child
family, and a four-year period between
two (8) ______ in the countryside where
each couple may have more than one
child, According to the report of Major
Figures of Population of China, the
annual growth rate of China's population
(9) ______ from 25.83% (in 1070) down
to 11.21% (in 1994) and to 8.77% (in
1999) in the past 20 years. This should be
(10) ______ a great success.
- Make a model.
1. population
IV. Wrap up (2)
lesson.
home.
kilometer.
China's population growth rate has (6)
decreased in the past years, although its
population is still increasing. In the
1970s, the government started to
implement birth (7) control programs to
the people: late marriage, late
childbearing, a one-child family, and a
four-year period between two (8) births
in the countryside where each couple
may have more than one child,
According to the report of Major
Figures of Population of China, the
annual growth rate of China's
population (9) fell from 25.83% (in
1070) down to 11.21% (in 1994) and to
8.77% (in 1999) in the past 20 years.
This should be (10) considered a great
success.

Period: 11
UNIT 7: WORLD POPULATION

2. Objectives: By the end of the lesson, Ss will be able to use conditional sentences&
conditional sentences in reported speech correctly and practice pronouncing words
containing five sounds /kl/, /gl/, /kr/, /gr/, /kw/.
4. Anticipated problems: Ss may not be able to change conditional sentences with
questions into reported speech.
Teachers Activities
Students Activities
I. Checking attendance & Introduction (1)
- Checking attendance.
25
conditional sentences& conditional sentences in

reported speech and practice pronouncing words
containing five sounds /kl/, /gl/, /kr/, /gr/, /kw/.
II. Review (20)
* Grammar: Conditional sentences (8)
- Ask Ss to tell how to make conditional sentences
based on the situation.
- Feedback.
* Grammar: Conditional sentences (7)

- Ask Ss to tell how to change conditional
sentences into reported speech.
- Feedback.
Ex: Situation
They dont have enough money, they
wont buy the house.
CS: If they had enough money, they
would buy the house.
Note: The verbs of the situation
(present: conditional sentence type 2,
past: type 3)
Clauses of reason-> if clause
Clause of result-> main clause
Negative (not, no, never)>affirmative
Affirmative-> negative
Ex: 1. If I have a lot of money, Ill
build houses for the poor, John said.
John said if he had a lot of money,
he would build houses for the poor.
2. If today were Sunday, we
wouldnt go to school, they said to
me.
=> They told me if that day were
Sunday, they wouldnt go to school.
Note: Conditional sentences type 2
and 3 can be the same in tenses in
reported speech.
.
* Pronunciation /kl/, /gl/, /kr/, /gr/, /kw/. (5)

- Ask Ss to pronounce the five sounds again.
- Feedback.
III. Practice (23)
* Grammar: Ask Ss to work individually, make
conditional sentences based on the situation. (10)
1. My parents don't send me to an Englishspeaking school, so I can't speak English very
well.
2. The students failed in the examination, because
they didn't take their teachers' advice.
3. They didnt teach me that lesson, so I couldnt
understand what it was about.
4. Because they were rich, they could afford to
raise much money for the charity.
5. My daughter didnt eat her breakfast, she feel

Expected answers:
1. If my parents sent me to an
English speaking school, I could
speak English very well.
2. If the students had taken their
teachers advice, they wouldnt have
failed in the examination.
3. If they had taught me that lesson, I
could have understood what it was
about.
26
hungry now.
6. The weather is fine and we will go camping.
* Grammar: Ask Ss to work individually, change

the conditional sentences into reported speech. (8)
1 If the weather is fine, Ill go on a picnic
with my friends, Lan said to her brother.
2 Im sure she will help you if you ask her,
Jim, said Mary.
3 If I were you, I would give up smoking,
the woman said to her husband.
4 I would have come to see you if I had
known you were ill, Kate said to Susan.
5 You will be disappointed if you meet
him , Betty said to me.
board.
III. Wrap up (1)
4. If they hadnt been rich, they

couldnt afford to raise much money
for the charity.
5. If my daughter had eaten her
breakfast, she wouldnt feel hungry
now.
6. If the weather is fine, we will go
camping.
Expected answers:
1. Lan said to her brother if the
weather were fine, she would go on a
picnic with her friends.
2. Mary said she was sure she would
help Jim if he asked her.
3. The woman said to her husband if
she were him, she would give up
smoking.
4. Kate said to Susan she would have
come to see her if she had known she
were ill.
5. Betty said to me I would be
disappointed if I met him.

Period: 12
UNIT 8: CELEBRATIONS
VOCABULARY
topic celebrations through word choice and preposition exercises.
the sentences.
5. Procedure:
Teachers Activities
Students Activities
I. Warm-up (1)
27
the words related to topic: celebration

the correct form of the verb in the box.
preparations
decorate celebrate
excited
popular wrapped
represent influence
traditional
exchange
1. How do people ______ New Year in
your country?
2. On the first days of Tet, people often
visit relatives and friends to ______
New Year wishes.
3. Japanese usually ______ their houses
with some small pine trees, which
______ constancy and longevity.
4. People believe that what they do on the
first day of the year will ______ their
luck during the whole year.
5. People usually make ______ for Tet
severals weeks beforehand.
6. Tet is also the time for children to
receive lucky money ______ in red
envelopes.
7. Besides the ______ flowers for Tet
such as peach flowers and apricot
flowers, the kumquat trees are also
______ throughout the country.
8. Children are always ______ about the
Tet holiday.
- Make a model
1. celebrate
III. Gap-fill
- Ask Ss to work in groups of 3, fill in
each blank with an appropriate
preposition.
II. Fill in each blank with an
appropriate preposition.
1. Children usually are given 'lucky
money' _______ Tet.
2. Banh Chung, which is made _______
sticky rice, is one of Tet's special
foods.
3. The New Year is celebrated _______
night _______ January 1.
4. There are usually a lot of party

Expected answers:
1. How do people celebrate New Year
in your country?
2. On the first days of Tet, people often
visit relatives and friends to
exchange New Year wishes.
3. Japanese usually decorate their
houses with some small pine trees,
which represent constancy and
longevity.
4. People believe that what they do on
the first day of the year will
influence their luck during the
whole year.
5. People usually make preparations
for Tet severals weeks beforehand.
6. Tet is also the time for children to
receive lucky money wrapped in
red envelopes.
7. Besides the traditional flowers for
Tet such as peach flowers and
apricot flowers, the kumquat trees
are also popular throughout the
country.
8. Children are always excited about
the Tet holiday.
- Ss work in groups, fill in each blank

with an appropriate preposition.
Expected answers:
1. Children usually are given 'lucky
money' at Tet.
2. Banh Chung, which is made from
sticky rice, is one of Tet's special
foods.
3. The New Year is celebrated at night
on January 1.
4. There are usually a lot of party on
New Years Eve.
5. Vietnamese people prepare for Tet
28
_______ New Years Eve.

5. Vietnamese people prepare _______
Tet several weeks beforehand.
6. We decorated our Christmas tree
_______ a lot of colored and shiny
little bells.
7. Many people go to the pagoda to pray
_______ a happy year.
8. _______ the first days of Tet everyone
tries to be nice and polite _______
others.
9. Lunar New Year usually falls
sometime _______ 19 January and
20 February _______ the Western
calendar.
10. Both children and adults take part
_______ games and various forms
of entertainment.
- Make a model.
1. at
IV. Wrap up (2)
lesson.
home.
several weeks beforehand.

6. We decorated our Christmas tree
with a lot of colored and shiny little
bells.
7. Many people go to the pagoda to
pray for a happy year.
8. On the first days of Tet everyone
tries to be nice and polite to others.
9. Lunar New Year usually falls
sometime between 19 January and
20 February on the Western
calendar.
10. Both children and adults take part in
games and various forms of
entertainment.

Date of teaching: Dec 5, 2014
Period: 13
UNIT 8: CELEBRATIONS
2. Objectives: By the end of the lesson, Ss will be able to use pronouns correctly and
practice pronouncing words containing three sounds /fl/, /fr/, /0r/
4. Anticipated problems: Ss may misunderstand between someone and anyone.
Teachers Activities
Students Activities
I. Checking attendance & Introduction (1)
- Checking attendance.
T: Today we are going to practice using pronouns
correctly and practice pronouncing words
containing three sounds /fl/, /fr/, /0r/
29
II. Review (15)

* Grammar: Pronouns (8)
- Ask Ss to tell how to use one/ones, someone,
somebody, anyone, no one.
- Feedback.
* Pronunciation /fl/, /fr/, /0r/ (5)

- Ask Ss to pronounce the five sounds again.
- Feedback.
III. Practice (23)
* Grammar: Ask Ss to work individually, fill in one
or ones. (10)
A. Fill in ONE or ONES:
1. I don't like this pen. Give me that blue
________.
2. Which shoes do you like best? - The black
________.
3. This book is interesting. That ________ is
boring.
4. These flowers are expensive. Are those
________ expensive?
5. What kind of ice-cream does she usually eat? The chocolate ________.
6. Do you like this hat or that one? - I like this
________.
B. Fill in ONE or ONES:
(Ch nh tin hai ngi khch i cng nhau ra ca
sau mt ba tic bui ti)
A. Good bye. Thank you for a wonderful party.
B. Which coats are yours?
One and one(s) are used to replace a
previously mentioned noun when we
do not want to repeat that noun. One
replaces a singular N and ones
replaces a plural N.
Someone=somebody. It used with a
singular verb in an affirmative
statement or a question when speaker
expects the yes answer.
Anyone= anybody. It used with a
singular verb in a negative statement
or a question.
No one usually takes a singular
affirmative verb.
Everyone = everybody. It usually
goes with a singular verb in an
affirmative statement or a question. It
is used to refer to every person or all
people.
.

Expected answers:
A. 1. One
2. Ones
3. one 4. Ones 5. One 6. One
B. ones, ones, one, one, one, one
30
A. Those ________.
B. Which ________?
A. The black ________ and the grey ________.
B. Here you are.
A. Thank you. The black ________ is mine, and
the grey ________ is hers
* Grammar: Ask Ss to work individually, change
the conditional sentences into reported speech. (8)
1. There is ______________ in the bathroom.
2. Did ______________ answer the telephone?
3. _______________ took my car keys.
4. Shes sure her children are hiding
_______________ in the house.
5. I can do it by myself. I dont need
____________ to help me
6. Ill give it to _______________ else.
7. He invited ______________ but just his closest
friend came to the party.
8. We close at 6:00 so there is _____________ at
the office after that time.
9. Lets have lunch! _____________ is hungry.
board.
III. Wrap up (1)

Expected answers:
1. someone 2. Anyone/someone
3. someone 4. Someone 5. Anyone
6. someone 7. Everyone 8. No one
9. everyone
Date of planning: Dec 7, 2014

Period: 14
CONSOLIDATION (1)
I. Aims.
1. Knowledge.
- Help Ss to review again all structures and phrases which they have learnt
2. Skill.
- Ss review and copy then use them to do exercises.
3. Attitude.
- Educate Ss to be interested in the lesson.
II. Preparation.
1. Teachers preparation.
- Book, Teaching plan, Structures, and some exercises
2. Studentss preparation.
- Book, notebook, pen and knowlegde
III. Procedure.
Teachers activities
Students activities
1. Check up the old lesson. (5)
- Teacher checks up the old lesson and introduce the - Ss listen and copy.
31
new lesson.
- Today I and you will review the old structures and
phrase.
2. The new lesson.
a. Warm up. (2)
- Teacher asks Ss to remember again the old
structures and phrases and say out.
b. The new content
* The theory. (10)
- Teacher asks Ss to copy some structures.
- Some words go with two kinds ing and to do
bring the different meanings.
(1) Remember:
- Remember doing sth: nh v vic lm.
Ex: I remember closing the door.
- Remember to do sth: Nh s phi lm g.
Ex: Remember to close the door after class.
(2) Stop.
- Stop doing something: Dng hn vc ang lm.
Ex: I stopped smoking 2 months ago.
- Stop to do Sth: Tm dng vic g lm g.
Ex: Im working in the gardern and I stop to smoke.
(3) Regret
- Regret doing sth: Hi tic v Vc lm.
Ex: I regretted being late last week.
- Regret to do sth: Tic l s phi lm g.
Ex: I regret to be late tomorrow.
(4) Go on.
- Go on doing sth: Tip tc lm cng mt vic g.
Ex: I went on talking for 2 hours.
- Go on to do sth: Lm tip mt vic g.
Ex: After disscussing the English speaking club, we
went on to sing.
(5) Try
- Try doing sth: Th lm g.
Ex: This machine doesnt work . We try pressing
the red button.
- Try to do sth: C gng lm g
Ex: I try to study hard.
Exercises
I . Rewrite the sentences with the meaning is
unchangable. (23)
- Teacher explains the requirement of the exercise
then ask Ps to work with a partner and do the
exercise .
- Teacher calls some Ps go to the board and write.
- Teacher calls other to stand up and comment on
them.
- Teacher corrects and gives the right answer.
1) Its very usefull to know English.
2) It has snowed since 5 oclock.
-
Ss listen and answer.
Ss listen and copy
Ss listen then work with a

partner and do exercise.
Ss go to the board and do it.
32
3) Hung is not as tall as Nam.

4) What time did you go to bed last night?
5) Do you know the time Nam has to leave?
6) It is good to do morning exercises?
7) This book is as boring as that one.
8) Shall I have to sleep under the net?
9) I havent read a book since September 20th.
10) Mexcico is warmer than in Canada.
II. Put the verb in the correct form.
- Teacher explains the requirement of the exercise
then ask Ps to work with a partner and do the
exercise .
- Teacher calls some Ps go to the board and write.
- Teacher calls other to stand up and comment on
them.
- Teacher corrects and gives the right answer.
1/ My sister hasnt listened to the music at all.
2/ How many languages does your teacher speak?
3/ What times do shops open in your home town?
4/ My brother has a motorbike but he doesnt use it
very often.
5/ How many cups of coffee does your father drink
each day?
6/ What does your uncle do? Hes a police?
7/ What do these words mean?
8/ Where are your grandparents living now?
9/ I dont Literature but I enjoy learning English.
IV. Consolidation (2)
- Teacher repeats again all the content of the lesson
Ss stand up and comment.

Ss listen and copy.
Ss listen then work with a

partner and do exercise.
Ss go to the board and do it.
Ss stand up and comment.
Ss listen and copy.
Date of planning: Dec 14, 2014

Period: 15
CONSOLIDATION FOR SEMESTER 1
1. Aims: To help Ss revise their knowledge that they learnt in semester 1.
2. Objectives: By the end of the lesson, Ss will be able to do some reading and writing
exercises to revise the vocabulary and grammar of units 1 to 8.
3. Lexical items: Vocabulary of unit 1 to unit 8.
4. Skills: vocabulary and grammar.
5. Teaching aids: chalk, board, projector.
6. Anticipated problems: Ss may forget some grammar points and the meanings of
range of words.
7. Procedure:
Teachers activities
Students activities
I. Organization (1):
- Greet.
- Greet teacher
- Check attendance.
II. READING GAP-FILL (15)
- Ask Ss to do the reading exercises.
- Whole class, individual work and
pair work.
- Explain some new vocabulary to Ss.
33
Teachers activities
- Call on some Ss to give their answers.
Read the text below and then decide which
answer - a, b, c or d best fits each space.
In many countries in (1) ______ of
industrialization, overcrowded cities present a (2)
______ problem. The (3) ______ of towns is
mainly caused by the (4) ______ of large numbers
of people from the rural areas. The (5) ______
long-term solution is to make (6) ______ in the
rural areas more attractive, which would (7) ______
people to stay there. This could be achieved by
providing (8) ______ for people to go and work in
the villages. Moreover, (9) ______ in the rural
areas, such as transportation, health and education
services should be (10) ______.
1. a. progress
b. process
c. procedure
d. proceeding
2. a. little
b. basic c. major d. practical
3. a. population b. popularity
c. underpopulation
d. overpopulation
4. a. drift
b. gust
c. current
d. shoal
5. a. barely b. only
c. single
d. one
6. a. sights
b. surroundings
c. atmosphere d. life
7. a. insist
b. suggest
c. encourage
d. persuade
8. a. incentives
b. rewards
c. benefits
d. investments
9. a. equipment
b. facilities
c. means
d. appliances
10. a. invested
b. increased
c. impressed
d. improved
II. READING COMPREHENSION (15)
- Ask Ss to do the reading exercises.
- Explain some new vocabulary to Ss.
Read the passage carefully, then choose the
correct answer.
In an early survey conducted in 1888, a billion and
a half people inhabited the earth. Now, the
population is about six billion and is growing fast.
Even though the rate of growth has begun to slow
down, most people believe the population size may
be eight billion during the next several years.
If we examine the amount of land available for this
ever increasing population, we begin to see the
problem. Not all land is useful to us because it
Students activities
- Do
the
exercises
Answer key
1. B
2. C
3. D
4. A
5. B
6. D
7. C
8. A
9. B
10. D
reading
gap-fill
- Do the reading comprehension

exercises.
Answer key
1. B
2. B
3. D
4. C
5. B
34
Teachers activities
cannot produce food. We can cut out about one fifth
of it because it is covered by snow and ice. Then we
can cut out another fifth because it is desert.
Another fifth is mountains. The other fifth does not
have enough soil for crops to grow because it is
bare rock. Obviously, with so little land to support
us, we should take great care not to reduce it any
more or with the rapidly growing population we
may sooner or later lack food to eat and place to
live in.
1. What is the main topic of the passage?
a. The world's population and the shortage of
cultivated land.
b. The growth of the world's population.
c. The necessity of reducing the rate of birth.
d. The shortage of cultivated land.
2. The world's population ______ at present.
a. has stopped growing b. is still growing
c. is decreasing rapidly d. stands at about eight
billion
3. According to the passage, we ______.
a. can cultivate on all land.
b. are not influenced by the land reduction
c. can grow crops on bare rock
d. should protect land
4. Which of the following is closest in meaning to
the word 'bare' in the second paragraph?
a. hard b. empty
c. treeless
d. rough
5. Which of the following sentences is not true
according to the passage?
a. Most of the world's land are uncultivated.
b. The rapid growth of population may lead to a
shortage of land.
c. Only one fifth of the world's land is being
cultivated.
d. There has been a dramatic reduction of the
birth rate.
IV. WRITING (13)
- Ask Ss to do the writing exercise.
- Call on some Ss to write their answers.
Rewrite the sentences without changing meaning
from the root.
1. The teacher made his students work hard for the
exam.
The teacher told
2. It was a long time ago when I saw a movie.
I haven't
3. Mary didn't wear the raincoat, so she got a cold.
Students activities
- Do the writing exercise

Answer key
1. his students to work hard for the
exam..
2. seen a movie for a long time.
3. had worn the raincoat, she
wouldnt have got cold.
4. Some people believe that the
35
Teachers activities
If Mary
Guided sentence building
5. Some people/ believe/ happiest people/ world/
those/ bring/ happiness/ others//
6. He/ help/ his friend/ get good mark/ explain/
lessons/ carefully//
VI. Wrap-up (1)
- Summarise the main points of the exercises.
- Ask Ss to do more exercises at home.
Students activities
happiest people in the world are
those who bring happiness to
others.
5. He helped his friend get good
marks by explaining the lessons
carefully.
Date of planning: Jan 4, 2015

Period: 16
Date of teaching: Jan 9, 2015
UNIT 9: THE POST OFFICE
READING SKILLS
1. Aims: To practice reading skills.
2. Objectives: By the end of the lesson, Ss will be able to:
- practice reading comprehension with comprehension questions.
- practice reading and completing sentences.
3. Lexical items: words relating to endangered species.
4. Skills:
- reading comprehension about nature.
5. Teaching aids: chalk, board, textbook, projector.
6. Anticipated problems: Some vocabulary may be unfamiliar to Ss.
7. Procedure:
Teachers activities
Students activities
- Greet.
- Greet teacher
- Check attendance.
II. Practice reading and completing sentences
(20)
- Ask Ss to work in pairs, read the following
- Work in pairs, read the
passage and choose the most suitable word to
following passage and choose
complete each blank.
the most suitable word to
- Supply some new vocabulary for Ss if asked.
complete each blank.
- Ask Ss to use phrase and collocation to complete - Ask T questions related to
vocabulary if necessary.
the task.
Expected answers:
1. B
A major revolution for the automated office is
2. D
electronic mail. The customary (33) ...... system
3. C
requires message written on paper to be (34) ......
4. B
physically from one location to another. With
5. A
electronic mail, messages are converted (35) .....
6. C
electronic signals, tranmitted (36) ..... in the world,
36
Teachers activities
and then changed back into the original written
form, all in several seconds and minutes at (37) .......
Through the use of video screens in company
offices, a single (38) ...... can be transmitted to
hundreds of people in dozens of branch offices at the
same time. Thus, electronic mail, along with
(39) ......, can be an important asset in
teleconferences. Furthermore, the use of electric
mail in the form of a 'mailbox' (40) ...... to a
telephone is also of great value. Since in offices
many telephone (41) ...... go uncompleted on the
first attempt, with electronic mail, two-way
conversion is not essential, so it (42) ...... telephone
use and saves time.
1. A. post
B. postal
C. postage
D. posting
2. A. transformed B. transferred
C. transacted
D. transmitted
3. A. from
B. by
C. into
D. with
4. A. wherever
B. anywhere
C. somewhere D. everywhere
5. A. most
B. all
C. least
D. last.
6. A. data
B. instrument
C. document
D. information
7. A. programs
B. graphics
C. websites
D. databases
8. A. attached
B. transmitted
C. extended
D. spread
9. A. bills
B. calls
C. uses
D. services
10. A. increases
B. receives
C. reduces
D. transfers
IV. Wrap-up (1)
- Ask Ss to do more exercises at home.
Students activities
7. D
8. A
9. B
10. C

Period: 17
UNIT 9: THE POST OFFICE
LISTENING SKILLS
1. Aims: To practice listening skills.
- listen for some information about the development of Vietnams telephone system
over the past few years.
37
- do some kinds of exercises.

3. Lexical items: words relating to post office and telecommunication
4. Skills:
- listening: extensive listening, monologue.
5. Teaching aids: chalk, board, textbook, CD, cassette
6. Anticipated problems: Some Ss may not do the negative-fact questions (task 1)
7. Procedure:
Teachers activities
Students activities
I. Greeting and warm-up (6)
- Greet the teacher.
- Greet the class.
- Answer teacher question.
- Check attendance.
Warm up: Ask & answer
Key: a phone call
- Which is the quickest: a phone call, a fax, an e-mail or a
letter? Give reasons?
- Ask Ss to discuss and choose the quickest means of
telecommunication.
- Ask 1-2 Ss to report.
- Feedback.
II. Pre- Listening (10):
1. Questions (2)
1. Is your family on the phone? What is your phone - Answer the questions in
pairs.
number?
2. Does any member of your family have a cell phone?
3. What do you think are the advantages and
disadvantages of cell phones?
- Ask Ss to read and answer the questions in pairs.
- Go round the class and helps if necessary
- Call on some Ss to answer.
2. Pre-teach Vocabulary (6):
- Take
notes,
tell
the
- digit subscribe ['didit sb'skraib]:
Vietnamese meaning.
- commune ['kmju:n] (n):
-> the Commune of Paris:
- capacity [k'psiti](n):
- communal 'kmjunl] (a): -> communal land:
-> communal house:
- growth [grou] (n):
- rural network['rurl'netw:k]:
- Take part in the vocabulary.
3. Checking vocabulary (2)
- T uses RAR technique.
III. While Listening (22):
Task 1 (10):
- Listen to the tape and
- Ask Ss to read the sentences in Task 1 carefully.
choose the best answer.
- Provide students with new vocabulary if necessary.
Expected answers: 1B; 2D;
- Play the tape and asks Ss to listen 3 times.
3C; 4D; 5C
- Ask Ss to share their ideas with friends.
38
Teachers activities
- Call some Ss to read their answer.
- Play the tape again and correct.
Task 2 (10):
- - Ask Ss to read the sentences in Task 2 carefully.
- Provide students with new vocabulary if necessary.
- Play the tape and asks Ss to listen 2 times.
- Ask Ss to share their ideas with friends.
- Call some Ss to read their answer.
- Play the tape again and correct.
Students activities
- Do the work individually.

Expected answers:
1. China has the best growth in
telephone numbers.
2. In the early 1990s, there were
only 140.000 telephones in
VN.
3. In the 1996, there were
changed from six to seven
digits in Hanoi and HCM
City as well as five to six
digits in other Provinces.
4. In 2001.
5. There are 6.014 communal
post offices in VN
IV. Post Listening (6):

- Ask Ss to summarise the main ideas of the listening
passage by using the provided points
- Go around the class and help if necessary.
- Call some groups to show the discussion in front of the
class
V. Homework (1):
- Ask Ss to rewrite the listening passage in about 50
words and prepare for the next lesson.
Group work, summarise the

main ideas of the listening
passage.

Period: 18
UNIT 10: NATURE IN DANGER
SPEAKING
1. Aims: To practice speaking skills.
- talk about endangered nature.
- talk about measures to protect endangered nature.
3. Lexical items: words relating to nature and measures to protect the nature.
4. Skills:
39
- speaking
5. Teaching aids: chalk, board, textbook
6. Anticipated problems: Some Ss may not use words and structures to say about
measures.
7. Procedure:
Teachers activities
Students activities
I. Greeting (1)
- Greet the class.
- Greet teacher.
- Check attendance.
II. Warm up (5): Chatting with students
T: We can call birds, animals, forests, rivers, seas in Answer the question
one word. What word is it in English?
Nature
Question: What do you think about our nature now?
Is it in good condition? Why or why not?
No, it is worse than it was many
Introduction: All animals, forests, rivers, seas around years ago.
us are called nature. Nature is necessary for our
life, but it is now in bad condition. Today well learn
about nature and some ways to protect it.
III. Pre-speaking (15):
1. Vocabulary (7)
- capture (v)
- recreation (n)
- cultivation (n)
Take note.
- discharge (v)
- pesticide (n)
- fertilizer (n)
- T uses What and where technique.
Check their vocabulary.
3. Task 1 (6)
- Ask Ss to study the reasons why nature is
Work individually and put the
threatened and put them in the order of importance.
reasons in order of importance.
- Tell Ss to try to understand these reasons in
Vietnamese.
- Move around to help Ss if necessary.
- Call on some Ss to give their answers and
explanation.
- Feedback.
IV. Speaking (15):
Match the reasons with
Task 2 (6):
possible measures.
- Ask Ss to work in pairs, read the possible measure
for protecting the environment in the box and match
them with the reasons in task 1.
- Make a model:
People are killing endangered animals for fur, skin - Pair work, do the matching.
and food.
-> Killing endangered animals for fur, skin and food
should be banned.
- Move around to help Ss if necessary.
- Call on some Ss to give their ideas.
Task 3: (8)
- Take notes
40
Teachers activities
- Ask Ss to work in pairs, state the negative impacts
caused by people on the environment and suggest
measures to protect it.
- Model one example:
A: People are killing endangered animals for fur,
skin and food.
B: Killing endangered animals for fur, skin and food
should be banned.
- Give useful expression.
A. Banning;
. . . . should be banned
. . . . should be prohibited
- . . . should be discouraged
B. Encouraging:
. . . . should be encouraged.
. . . . should be protected
. . . . should be established.)
- Call on some Ss to give their statements.
- Feedback and correct their pronunciation and
intonation.
V. Production (8):
- Ask Ss to work individually, write a paragraph
about the negative impacts by people on the
environment and measures to protect it.
- Tell them to begin with the sentence:
Nowadays, people have negative impacts on the
environment.
- Call on some Ss to hand in their writing.
- Feedback and score their work.
VI. Homework (1):
Summarize the main points of the lesson and
ask Ss to complete their writing at home and prepare
for the new lesson.
Students activities
- Pair work, state state the negative
impacts caused by people on the
environment and suggest measures
to protect it.
Individual work, write a paragraph

about the negative impacts by
people on the environment and
measures to protect it.

Period: 19
UNIT 10: NATURE IN DANGER
WRITING
1. Aims: To practice writing skills.
2. Objectives: By the end of the lesson, Ss will be able to write a description of Cat
Ba national park.
3. Lexical items: words relating to describing places.
4. Skills:
- writing a description..
5. Teaching aids: chalk, board, textbook, projector.
41
6. Anticipated problems: Some Ss may find it hard to connect ideas to make a

meaningful description.
7. Procedure:
Teachers activities
Students activities
- Greet the class.
- Greet the teacher.
- Check attendance.
- Answer teacher question.
Warm-up: Questions and answers
- Ask Ss to answer the questions:
- Do the work independently the
1. Look at the picture and guess which national park it is?
compare with their friends.
2. Is it one of Vietnams national parks?
- Go around the class and help if necessary.
Key:
1. It is Cuc Phuong national park.
- Correct their answers and feedback.
2. It is one of the well-know
II. Pre writing (15):
national parks in Vietnam.
1. Pre-teach Vocabulary (5):
- location [lou'kein] (n): particular place
- area ['eri] (n): measure of a surface
- Take notes, tell the Vietnames
-> area under crop
meaning.
- coast [koust] (n): border of land near the sea
- coastal waters ['koustl]
- abundant ['bndnt] (a) rich
T uses Bingo
- Take part in the vocabular
3. Model paragraph (5):
activity.
- Ask Ss to read the paragraph and answer the questions.
MODEL :
Cuc Phuong national park is located 160km south west of - Read the text again.
Hanoi. It is the first of Vietnams nine national parks to be - Answer the questions in pair works
established and it contains over 200km2 of rain forest. Expected answers
Tourists go there to study butterflies, visit caves, hike 1. Cuc Phuong national park
mountains and look at 1000-year-old tree. According to
located 160 km south west o
scientists, there are about 2000 different species of flora and
Hanoi.
450 species of fauna. Many visitors come to Cuc Phuong to 2. It is the first of Vietnams nin
see the work being done to protect endangered species.
national parks to be established
Questions:
3. It contains 200km2 of rain forest.
1. Where is Cuc Phuong National Park located?
4. There are about 2000 differe
2. What is the feature of Cuc Phuong National Park?
species of flora and 450 species o
3. How large is it?
fauna.
4. How many kinds of animals and plants are there at Cuc
Phuong National Park?
- Call on some Ss to read their answers in front of the class.
- Correct the answers and feedback.
4. OUTLINE (2)
- Elicit and show the outline
Location :
It is located on / in ------- Individual work.
Situated on --------- Take note.
Special features :
It is famous for ----------The park is characterized by -----------------Lesson Plans for Teaching Optional Curriculum (English) for Grade 11
42
Teachers activities
Total area :
Its covers ---------It contains --------Its total area is ----------Animals and plants :
There are ---------- species of --------kinds of
sorts of
Many kinds of plants/animals live here/ can be found here.
There is/are --------X is home to ------Historic features :
Archaeologists found
We can find -----------Something is found in ----------------The park is not only ---- but also --Many people study ----the past
TENSE : Present simple & simple past
III. Writing (15) :
Ask Ss to write a paragraph to describe Cat Ba national park,
basing on the cues given.
- Help Ss to do
- Go around to control and give help if needed.
- Ask 1 Ss to write his/her description on the board.
- Take note some grammar mistakes while walking around
the class.
Suggested:
CatBa national park is located on Cat Ba island, 120 km
from Hanoi and 20 km east of Hai Phong. Its total area is 15,
200 ha, including 9,800 ha of ocean. Its famous for both
tropical forests and coastal water with while sand beach,
abundant natural resources, beautiful landscape and many
kinds of rare animals and plants. There are 300 species of
fish, 40 kinds of animals, 150 different birds and 620 species
of plants. The stone tool and human bones are found in the
islands caves that people inhabited there at least
6, 000 years old.
IV. Post writing (8):
- Ask Ss to pay attention to the letter on the board.
- Elicit to help Ss identify mistakes and suggest possible
correction.
- Ask Ss to do peer-correction, move around and help if
necessary.
- Make final comment on the writing.
V. Consolidation and homework (1)
- Retell the main ideas of the writing today
- Ask Ss to rewrite their letter based on the comment from
teacher and their friends.
- Ask Ss to prepare for the next lesson.
Students activities
Individual work, write the

description.
Check their friends description
Listen and take note
43
Date of planning: Feb 1, 2014

Period: 20
Date of teaching: Feb 6, 2014
Unit 11: SOURCES OF ENERGY
SPEAKING SKILLS
1. Aims: To practice speaking skills.
- talk about advantages and disadvantages of energy sources.
- express their own ideas about alternative source of energy.
3. Lexical items: words relating to nature and measures to protect the nature.
4. Skills:
+ Vocabulary : Words describe sources of energy
+ Grammar : the tenses and relative clauses
5. Teaching aids: chalk, board, textbook, flip chart.
6. Anticipated problems: Some Ss may not use words and structures to talk about
advantages and disadvantages.
7. Procedure:
Teachers Activities
Students Activities
- Greet the class.
- Greet the teachers.
- Check attendance.
- Answer the questions
Warm-up: Game: Right or wrong chair
- Ask Ss to work in 2 groups. Five people from each
group stand in two lines.
- Put 2 chairs in front of the class. Stick the word:
limited or unlimited on each chair.
T says out some sources of energy randomly. (oil,
wind power, natural gas, nuclear power, solar
energy, coal, water power )
- Work in groups
- As Ss to listen and decide which energy is limited
- Play the games.
and which is unlimited.
- Ss takes turns running to the right chair and sit
down.
- The group that scores more points will win the
game,
- Check Ss' understanding of the instruction.
Key:
Limited
Unlimited
Oil
wind power
Coal
natural gas
nuclear power
solar energy
water power
Lead in (1):
- Who can tell me again about the advantages and
- Answer the questions.
disadvantages of these sources of energy?
- Call on some Ss to answer the questions.
T says: - Today, we are going to talk some more about
the advantages and disadvantages of the sources of
energy. Let's begin our lesson:
II. Pre-speaking (13)
1. Pre -teaching Vocabulary (books closed) (5)
- Answer Ts questions to find out
44
- renewable: (adj) that is replaced naturally ><

nonrenewable. (explanation)
- reactor: (n) (translation)
- radiation: (n) ( example)
- hydroelectricity: (n) using the power of water to
produce electricity. (picture)
2. Checking vocabulary: ROR (2)
3. Activity 1: In pairs, ask Ss to decide which
statement is about the advantage (A) and which is
about the disadvantage (D) of various sources of
energy. (Task 1- page 127) (3)
Feedback; Teacher writes the words: Advantages and
disadvantages on the board. Ask 7 Ss from each
group to make 2 lines. T reads a statement randomly
aloud. Ss run to the board to slap on the word they
choose.
2. Activity 2: Introducing the Dialogue (books
closed)
the words, stress and meanings.

Take note.
Repeat the words.
Decide which statement is about

the advantage (A) and which is
about the disadvantage (D) of
various sources of energy in
pairs.
Key:
1. D 2. D 3. D 4. A 5. D
6. A 7. D
A: I think/believe that ...(1)...can be an alternative

source of energy.
B. Why do you think/ believe so?
A. because our major source of energy is ... 2....
while the wind is...3 ... and ....4
B. I know it is also ...5 ... to the environment.
However, it is not .. 6.. when there is no wind
- Hang a flipchart of an open dialogue on the board.
- Ask Ss to guess the missing words. Work in pairs
to fill in the gaps with the words in the box below:
available abundant clean and safe wind power running out unlimited
wind
- Guess the missing words.
3- Useful language (3)
Key: 1- wind power 2- running out
- Elicit and help Ss to understand expressing ideas
3. abundant
- I think ...
4- unlimited 5. clean and safe 6.
- I believe ...
available
- In my opinion
- Copy and try to memorise the
- Personally...
useful language.
- I don't think ...
III. Speaking (18)
* Activity 1: Repetition (5)
- Have Ss repeat the dialogue after the teacher.
- Model the conversation with one student.
- Have Ss role play the conversation in pairs
simultaneously.
- Repeat the dialogue in pairs.
- Call some pairs to the front of the class to act out
the conversation.
- Feedback
* Activity 2: Substitution (7)
- Ask Ss to work in pairs to substitute the underlined
words with suitable words or the words suggested in
the Useful language ( task 2 on page 128) to make
45
new conversations
- Substitute to make their own
A: I think/ believe that wind power can be an
dialogue.
alternative source of energy
B: Why do you think / believe so?
A: Because our major source of energy is running out
while the wind is abundant and unlimited
B: I know it is also clean and safe to the environment.
However, it is not available when there is no wind
Feedback:
Have Ss act out their new conversations in front of
the class
Give comments
Activity 3 (6)
- Ask Ss to work in groups of four or five to express
their belief on the increasing use of alternative
sources in the future, using the ideas in task 1 and 2.
A: I believe that the use of solar energy should be the - Work in groups of four or five to
alternative source of energy in our country.
express their belief on the
B: I agree with you. It is the most feasible way to
increasing use of alternative
have solar energy in our country because Vietnam is a
sources in the future, using the
tropical country.
ideas in task 1 and 2.
IV. Post-speaking: Group discussion (6)
- Work in group of five to make a list of things the
family should do to save energy
- Share ideas with the others by changing groups
- Feedback:
- Work in group of five to make a
- Each group suggests the way their family often do
list of things the family should
do to save energy.
to save energy
Suggested ideas :
- Try to reduce the amount of water
bill or electricity bill by cutting
power such as lights, conditioner,
when unnecessary
- Do not cook with electricity
V. Wrap-up (1)
- Make sure there are no cracks in
the pipes ...
- Ask Ss to write a composition to talk about the
alternative source of energy that you think is the most
feasible one for our country and prepare the next part - Listen and take note.

Period: 21
Unit 11: SOURCES OF ENERGY
GRAMMAR
1. Aims: To help Ss use grammar correctly.
2. Objectives: By the end of this lesson, students will be able
- revise prepositions and relative pronouns.
- understand and practise the new structure (relative pronouns with prepositions).
4. Skills:
- sentence writing
46
5. Teaching aids: chalk, board, textbook, workbook, projector.

6. Anticipated problems: Ss may forget defining and non-defining relative clauses.
7. Procedure:
Teachers activities
Ss activities
- Greet.
- Greet and answer Ts questions.
- Check attendance.
II. Review: Relative pronouns with preposition
- T-the whole class
(7)
1. Presentation (3)
- Combine the pairs of sentences in
Have Ss combine the pairs of sentences in the
the examples.
examples.
She is the woman whom I told you
e.g.1
She is a woman. I told you about her.
about.
She is the woman whom I told you about.
She is the woman about whom I
She is the woman about whom I told you.
told you.
e.g.2 The song was interesting. We listened to it
The song which we listened to last
last night.
night was interesting.
The song which we listened to last night was
The song to which we listened last
interesting.
night was interesting.
The song to which we listened last night was
interesting.
- Answer the questions:
2. Concept checking (1)
+ Relative clause
T: What do you call the underlined clauses? (relative
clause)
+ No, we cant
- Can you use relative pronouns who, that after a
preposition ? (No, we cant)
- Give the form and use:
3. Presenting new structure and use (3)
Form: Prep + whom/which + S + V
- Elicit and ask Ss to give out the form and use
Usage : In formal English, in
Relative pronouns with prepositions
a relative clause, a relative
Form: Prep + whom/which + S + V
pronoun can be used to modify a
Usage : In formal English, in a relative clause, a
preposition
relative pronoun can be used to modify a preposition.
Notice : We can not use who, that after a
preposition.
III. Practice (20)
Task 1: (10)
- Work in pairs, read the sentences
- Ask Ss to work in pairs, read the sentences in
in exercise (p.66 workbook) and
exercise (p.66 workbook) and choose the most
choose the most suitable phrases
suitable phrases from the box to complete the
from the box to complete the
sentences.
sentences.
- Expected answers:
- Ask Ss to find the verbs according to the
1. A
prepositions.
2. G
3. F
4. B
5. E
6. C
Task 2: (10)
7. D
- Ask Ss to work in pairs, read the sentences in
exercise (p.67 workbook) and complete the
- Work in pairs, read the sentences
sentences with who, that, which, whose
in exercise (p.67 workbook) and
47
Supply some new vocabulary for Ss if asked.

Ask Ss to find the verbs according their functions.
Move around and help if necessary.
Call on some Ss to give their answers.
Feedback and correct their answers.
III.
complete the sentences with who,

that, which, whose
- Expected answers:
1. which/that
2. that/which
3. who
4. that/which
5. whose
6. that/which
- Work individually, read the
combine the following pairs or
groups of sentences
Expected answers:
1. Thank you so much for the
present that you sent me.
2. She was dancing with a student
who had a slight limp.
3. I am looking after some children
who are terribly spoilt
4. The bed has no mattresses on
which I sleep
5. Romeo and Juliet, whose parents
hated each other, were lovers.
6. There wasnt any directory in the
telephone box from which I was
phoning.
7. This is Mrs. Jones, whose son won
the championship last year.
8. I was sitting in a chair which
suddenly collapsed.
9. Mr Smith, whom I had come
especially to see, said he was too
busy to speak to me.
10.The man was sitting at the desk
whom I had come to see
Further practice: Relatives: defining, nondefining and connective (15)

- Ask Ss to read the combine the following pairs or
groups of sentences by means of relative
pronouns, making any changes necessary.
- Ask Ss to find the verbs according their functions.
board.
1. You sent me a present. Thank you very much for it.
(PREP)
2. She was dancing with a student. He had a slight
limp. (prep)
3. I am looking after some children. They are terribly
spoilt. (two ways)
4. The bed has no mattresses. I sleep on this bed. (prep)
5. Romeo and Juliet were lovers. Their parents hated
each other.
6. There wasnt any directory in the telephone box. I
was phoning from this box.(prep)
7. This is Mrs. Jones. Her son won the championship
last year.
8. I was sitting in a chair. It suddenly collapsed. (prep)
9. Mr Smith said he was too busy to speak to me. I had
come especially to see him.
10. The man was sitting at the desk. I had come to see
this man.
V. Wrap-up (2)
Ask Ss to find any relevant exercises and do more
exercises at home.

Period: 22
Unit 12: THE ASIAN GAMES
LISTENING SKILLS
1. Aims: To help Ss develop listening skills.
2. Objectives: By the end of this lesson, students will be able to:
- develop listening skills for general information and specific information.
- have some knowledge of sports.
4. Skills:
- listening comprehension.
48
5. Teaching aids: chalk, board, textbook, workbook, CD, cassette.

6. Anticipated problems: Ss will not be able to
7. Procedure:
Teachers Activities
Students Activities
I. Greeting (1)
- Greet the class.
- Greet teachers.
- Answer Ts questions.
- Check attendance.
II. War-up: Games: Bingo (5)
- Play the game.
- Ask Ss to write down nice words of sports on a
square
- Teacher says out words of sports randomly. Ss
listen and tick the word they have on their list.
When they make a straight line with all the words
ticked, they shout BINGO to win the game
III. Lead-in: (3)
- Ask Ss: Which sport from your list do you like - Answer Ts questions.
best? Why?
- Collect Ss answers.
- Ask Ss to look at the pictures in the text bookpage 141- and answer the question:
1- What are the names of these sports?
2- Have you ever watched sports like these on
television?
- Collect Ss answers.
- Feedback.
IV. Pre-listening (7)
1. Pre-teaching vocabulary;
1- to come live: to be sent out while the event is
- Answer Ts questions to find the
actually happening, not recorded first and
meaning and pronunciation.
broadcasting later (explanation)
2- freestyle(n):(picture)
3- gymnasium:= gym (example)
Example: Our school has just built a new... so we
often go there to do exercise.
a gymnast(n): a person who performs gymnastics
in a competition.
4- bar(n): (picture)
5- to land: (gesture)
2. Checking vocabulary: Slap the board
- Take part in the activity to check
- Elicit the new words by asking questions, using
their vocabulary.
the techniques suggested above
- Ask Ss to reapeat some difficutl names: Lee
Bong- Ju Vichai
IV. Speaking (27)
* Activity 1 : Multiple Choice (10)
- Listen and choose the best
49
- Ask Ss to read task 1 carefully, guess the

answers.
- Tell them the new words if possible.
- Play the tape and ask them to listen to the tape
and circle the word they choose.
- Ask them to compare their answers with a friend.
- Ask Ss to tell their answers and explanation.
- Play the tape again and give feedback.
* Activity 2 : Comprehension questions (10)
- Give Ss three minutes to read the paragraph
carefully and answer the questions.
- Tell them the new words if possible.
- Play the tape and ask Ss to listen to the tape
again and answer the questions.
-- Ask them to compare their answers with a
friend.
- Ask Ss to tell their answers and explanation.
- Play the tape again and give feedback.
IV. Post-listening: Role- play
- Ask Ss to Ss play the role of an interviewer
and an athlete who has just taken part in the
Asian Games. He or she has just set a new
record or has just failed the competition.
Interview him/ her to ask about his her
preparations for the Asian Games, his or her
experience, the feeling after the moment
- Call on some Ss to act out their conversation.
- Feedback.
V. Wrap-up (1)
- Ask Ss to learn the new words by heart and
prepare the next part
answers.
Expected answers:
- 1-C 2-A 3-B 4-B 5- D
Listen to the tape again and

answer the questions.
Expected answers:
1- If was at 10. 15 pm.
2- They have won six gold medals.
3- He took part in the long jump
twice
4- High- jump.
5- He looked very disappointed.
Do the role play
Date of planning: Mar 1, 2015

Period: 23
Date of teaching: Mar 6, 2015
UNIT 12: THE ASIAN GAMES
GRAMMAR
1. Aims: To practice using grammar.
2. Objectives: By the end of the lesson, Ss will be able to practice omitting relative
pronouns.
50
4. Anticipated problems: Some Ss may find it hard to distinguish defining and nondefining relative clauses.
5. Procedure:
Teachers Activities
Students Activities
- Greet.
- Check attendance.
II. Presentation: Grammar (15)
Relative clauses and the omission of relative
pronouns.
- Recall the use of Relative Clause.
- Ask Ss to recall the use of Relative Clause.
- Copy the sentences below on the
- Copy the sentences below on the board. Ask Ss
board. Read it carefully.
to read it carefully. Elicit the use of relative
- Tell when we can leave out the relative
pronouns as subject.
pronouns.
- Elicit when we can leave out the relative
pronouns.
a- Relative Pronouns as subject:
The woman who/that lives next door is a doctor.
Where is the cheese which/that was in the fridge?
* The pronouns who/which/that can be the subject
of a relative clause.
b- Relative Pronouns as object:
The woman who/whom/that I wanted to see was
away. You can get back the tax which/that you've
paid.
Note: the pronouns which /that can be the object
of a relative clause.
c. Omission of relative pronouns:
- We can leave out the pronoun when it is not the
subject of the relative clause. (if the verb has a
preposition, it is not put before the pronouns).
Clauses without pronouns are very common in
informal English.
e.g: The woman Gary met knows your sister.
The dress Ann bought doesn't fit her very well.
Sometimes we can use a participle without a
relative pronoun or an auxiliary.
e.g: That man who was sitting next to Angela
never said a word.
- Checking Ss' understanding:
III. Exercises (28)
Exercise 2 (p.80 WB): (16)
- Combine the two sentences into one
- Give an example:
in exercise 2 to make a relative clause
Have you found the key? You lost them.
without a pronoun.
Have you found the key you lost?
Expected answers:
51
- Ask Ss to combine the two sentences into one in

exercise 2 to make a relative clause without a
pronoun.
- Move around and help SS.
- Ask Ss to check their answers with their
partners.
- Ask Ss to write the sentences on the board.
- Check the answers and feedback.
Exercise 3: (12)
- Write an example on the board:
Is this the car that the police are looking for? (can
be omitted)
- Ask Ss to tick the sentences in which the
relative pronouns can be omitted.
- Move around and help SS.
- Ask Ss to check their answers with their
partners.
- Ask Ss to write the sentences on the board.
- Check the answers and feedback.
IV. Wrap-up (1)
- Summarise the main points of the lessons.
- Ask Ss to google some exercises to practice
more.
1. I like the dress Mary is wearing.

2. The fish we had for dinner was really
delicious.
3. We stayed at a hotel Peter
recommended.
4. The film I watched on TV last night
was interesting.
5. The flat my family used to live in was
very old.
6. The birthday party we went to was
too noisy.
7. Who was that boy you went with this
morning?
8. I dont like the tie John is wearing.
9. The train we travelled on was full of
passengers and goods.
10. The church our class visited is 200
years old.
- Tick the sentences in which the
relative pronouns can be omitted.
Expected answers:
Sentences:
2, 5, 6, 7, 10

Period: 24
UNIT 13: HOBBIES

READING
1. Aims: To practice reading skills.
- understand the passage
- identify the main idea
- guess the meaning in context
52
- express their own ideas about nature in danger and the endangered animals
3. Lexical items: words relating to book and hobby.
4. Skills:
- reading comprehension
5. Teaching aids: chalk, board, textbook, pictures.
6. Anticipated problems: Some vocabulary may be unfamiliar to Ss.
7. Procedure:
Teachers Activities
Students Activities
I. Greeting (1)
- Greet the class.
- Greet teachers.
- Check attendance.
II. Warm-up: Guessing Games (5)
- What is it ?
Expected answer:
- Divide the class into two groups
- HOBBIES
- Say that he has a word in his mind and he is
going to give some information about the
word. Members of each group will listen and
may stop at any information they hear to guess
what the words is. Each group has only two
chances to guess the word. The first group to
tell exactly what the word is wins the game
- Gives information about the word
1. It is a noun with seven letters.
2. It is way to relax ourselves
3. It is related to free time
4. Collecting stamps, reading books, going fishing
are examples for this noun.
III. Lead- in (3):
T asks :
- What do you often do your free time?
- Answer Ts questions based on
That's good. Now you are going to read a very
their own points of view.
interesting piece of writing about hobbies. First of
Expected answer: I like collecting
all, I going to help you with some new words.
old coins
IV. Pre-reading (8)
1. Pre- teaching Vocabulary (5)
1. guitarist (n) (question)
- Answer Ts questions to get the
What do you call a person who plays the guitar?
meaning and pronunciation.
Expected answer: guitarist
2. glass fish tank: (picture)
T shows a picture of a glass fist tank
What is this, the whole class?
Expected answer: glass fish tank?
3. admire (gap- fill)
My Tam is my favorite singer, I .... her a lot
Expected answer: admire
4. throw away (miming )
53
2. Checking Vocabulary : Gap - fill (3)

- Give Ss handouts and ask them to work in pairs
to complete the sentences, using the words/
phrases they have just learned
1. My uncle is a good ... He often accompanies his
wife singing with his guitar
2. Almost everyone in my class ... Hoa becase she
is very goos at maths
3. We keep fish in a ...
4. Their car is old and out of fashion. They intend
to ... it...
V. Reading (19)
* Task 1: Matching
- Let Ss work in pairs, match a word in A with
their definition in B.
- Provide Ss with necessary new words.
- Ask Ss to say their answers and explain.
- Check their answers and feedback.
* Task 2: True / False Statements (8)
- Let ss read the passage again decide whether the
sentences are true or false.
- In pairs, have Ss compare the answers with other
pairs.
- Ask Ss to come to the board and copy their
answers on the table.
*Task 3: Answer Ss' questions (8)
- Ask Ss to read the next silently and answer the
questions.
- Check Ss understanding of the questions.
- Ask ss to compare their answers with a partner.
- Ask Ss to come to the board and copy their
answers.
VI. Post-reading (9)
Choose the right word for each

sentence.
Key: 1-guitarist 2. admire
3- glass fish tank 4. throw away
Work in pairs, match a word in A

with their definition in B.
- Expected ideas:
1b 2e 3 g 4 f 5 d 6 c 7 a
Read the passage and decide T/F

statements.
Key :
1F ( his uncle is) 2F ( he did) 3T
4T
Read the passage and answer the

questions.
Key:
1. It is playing his guitar
2. Because he is an accomplished
guitarist and he is good a
accompanying people by his guitar
3. It is keeping fish
4. He collects stamps from discarded
envelopes, his relatives and his
friends
5. He keeps the less common one
inside a small album. The common
ones he usually gives away to others
or throws them away
-
Work in groups, talking about

their hobbies.
54
- Ask Ss to work in groups of 4, talk about their

hobbies, mentioning the following things
- What your partner's hobby is
- How much time he/ she spends on it
- Ask whether he/ she collects anything as a hobby
- Ask if he/ she shares the same hobby with any
member of his/ her family/ class
- How much money he/ she spends on his/ her
hobby
- Call on some Ss to talk in front of the class.
- Feedback and correct.
VII. Wrap-up (1)
- Ask Ss to prepare the next part.
- Ask Ss to write about their favorite hobby in 80
words.
Period: 25
UNIT 13: HOBBIES

GRAMMAR
1. Aims: To practice using grammar.
2. Objectives: By the end of the lesson, Ss will be able to practice making cleft
sentences
4. Anticipated problems: Some Ss may find it hard to distinguish defining and nondefining relative clauses.
5. Procedure:
Teachers activities
I. Grammar: Cleft sentences
a. Subject focus:
- Explain the way to write cleft sentences with
subject focus
- Give example
Ex : Mr. Bang went to Britain twice.
It was Mr. Bang who went to Britain twice.
Practise: Exercise 1 (P.152)
1. It was the boy who visited his uncle last month.
2. It was my mother who bought me a present on my
birthday.
3. It was Huong and Sandra who sang together at the
party.
....................
b. Object focus:
- Explain the way to write cleft sentences with object
focus
Students activities
- Listen and take notes
- Work in pair and then read

aloud
- Listen and take notes

- Stand up and read the sentences
individually
- Listen to the explanation of the
55
- Give example
Ex: The boy hit the dog.
It was the dog that the boy hit
1. It is English that the man is learning.
2. It was the book that the woman gave him.
3. It was the postcard that she sent her friend.
................................
c. Adverbial focus:
- Explain the way to write cleft sentences with
adverbial focus
Ex: Ho Chi Minh was born in Vietnam.
It was in Vietnam that Ho Chi Minh was born
1. It was in the garden that the boy hit the dog.
2. It was for tea that she made some cakes.
3. It was for him that his father repaired the bicycle.
.................
Homework
- Practise Pronunciation.
- Rewrite the cleft sentences above
teacher and take notes

- Work in pair and then read
aloud
- Remember to do
56

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Date of planning: Sep 7, 2014

Date of teaching: Sep 8, 2014

- Call on some Ss to report their work and write on the

- Work in pairs, choose the

- Say their answers.

- Work in pairs, choose,

Lesson Plans for Teaching Optional Curriculum (English) for Grade 11

16. Everyone has a number of acquaintances, but all

- Say their answers.

Date of preparing: Sep 14, 2014

3. She smiled to hide her slight

6. They left quietly, without fuss.

- Ss work in groups, fill in the gap with

- Listen and take note.

Lesson Plans for Teaching Optional Curriculum (English) for Grade 11

IV. Wrap up (2)

- Listen and take note.

Duyt ngy 15 thng 9 nm 2014

Date of preparing: Sep 21, 2014

* Pronunciation /m/, /n/, /n/ (5)

- Work individually and do the task.

Lesson Plans for Teaching Optional Curriculum (English) for Grade 11

7. Before I started the car, all of the

c. have finished d. had finished

make, summer, money, bringing, home,

Date of preparing: Sep 28, 2014

4. _______ you _______ your Christmas

6. She received a camera as a twentyfifth birthday present.

- Ss work in groups, fill in the gap with

Lesson Plans for Teaching Optional Curriculum (English) for Grade 11

IV. Wrap up (2)

- Listen and take note.

Duyt ngy 29 thng 9 nm 2014

Date of preparing: Oct 5, 2014

II. Practice (26)

16. I appreciate (invite) . to your

Lesson Plans for Teaching Optional Curriculum (English) for Grade 11

21. The new students hope (include)

- Listen and take note.

Listen and take note.

III. Wrap up (1)

Date of preparing: Oct 12, 2014

4. He made a rash decision and now he

- Ss work in groups, choose the word or

Lesson Plans for Teaching Optional Curriculum (English) for Grade 11

million toward the disaster fund.

c. good knowledge of literature

- Listen and take note.

Duyt ngy 13 thng 10 nm 2014

UNIT 4: VOLUNTEER WORK

participle by making two examples of gerund and

They like watching TV.

Lesson Plans for Teaching Optional Curriculum (English) for Grade 11

* Pronunciation /w/, /j/ (5)

of the present form of the

Lesson Plans for Teaching Optional Curriculum (English) for Grade 11

5. I'd love ______ to the party, but it was

5. I'd love ______ to the party,

- Listen and take note.

Lesson Plans for Teaching Optional Curriculum (English) for Grade 11

III. Wrap up (1)

Duyt ngy 27 thng 10 nm 2014

Date of planning: Oct 26, 2014

4. _ you _ your Christmas