Lesson plan 11
Classes: 11B2,3
Period 1
Date of preparation: August 17th, 2013
Date of teaching: August 20th, 2013

INTRODUCTION

I/ AIMS AND OBJECTIVES:
- To introduce to Ss the program of class 11, the content, the test, and the exams.
- To help Ss know what they should prepare and do to learn this shool year well.
- To enable Ss to review some main grammartical points they learnt: tenses.
II/ LANGUAGE:
1.Vocabulary:
2. Structures: simple past, simple present, present perfect
3. Skills: Integrated skills.
4. Education factor:
III/ TEACHER AND STUDENTS‘ PREPARATION.
1. Method: communicative approach
2. Techniques: pair wok, explanation, group work, repetition, revision…
3. Materials needed: lesson plan, white/color chalk
4. Students’ preparation: textbook, exercise book, two notebooks.
IV/ PROCEDURE IN CLASS
1. Stabilization: (2ms)
Good morning, class!
How are you today?
2. Checking up previous knowledge: no
3. New leson.
A. The introduction of the content of Enlish 11: 10ms
1. The first term:
- There are 7 units(except unit 5). In this term, Ss have two 45-minute tests and one exam test

2. The second term
- There are 7 units(except unit 14). The tests and the exam are the same as the first term.
3. Ss’ preparation
- textbook, exercise book
- two notebooks
- handouts
- prepare and learn lesson for each period
B. Revision of tenses
I. Preparation: 10ms
- Has Ss retell forms, use and adverbs of the simple past, the simple present, and the present perfect tenses.
- Feedbacks
1. The simple present tenses
a. Form. S + is/am/are/ O
S + V(-to)/V(s/es) + O
b. Use
c. Adverbs: always, usually, sometimes, often, every, each,………..
2. The simple past
a. Form. S + V(ed/II) + O
S + was/were + O
b. Use
c. Adverbs: yesterday, last, ago, in 1988,…………..
3. The present perfect
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Lesson plan 11
a. Form. S + have/has +V(ed/III) + O
b. Use
c. Adverbs: just, since, for, recently, lately,already, so far, up to now,……
II. Practice: 20ms

- Asks Ss to do the following exercise.
Give correct form of the verbs in brackets
1. My mother (watch)………TV every night.
2. My friends (not, go)………to class on Sunday.
3. He (write)……….a letter since 6 p.m.
4. Those Ss (learn)……… Enghlish for 6 years.
5. Last summer, they (go)………to Ha Long Bay.
6. My brother (not, write)………this novel since last month.
7. She didn’t come to the cineme with us because she (be)……..busy.
8. We (learn)………..since we were ten.
9. His father(give)……..a new English book lately.
10. The Earth (go)………around the Sun.
Answers:
1. watches
2. do not go
3. has written
4. have learnt/have been learning
6. has not written
7. was
8. have learnt
9.has given
III. Consolidation: 2ms
- Reminds three teses through exercises once more
IV. Homework: 1 minute
- Asks Ss to revivew other tenses: past continuous, present continuous, simple future.

5. went
10. goes

V/ SELF-EVALUATION

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Lesson plan 11
Classes: 11B2,3
Period 2
Date of preparation: August 17th, 2013
Date of teaching: August 20th, 2013

:

CONSOLIDATION

I/ AIMS AND OBJECTIVES:.To enable Ss to review some main grammartical points they learnt:
tenses (past continuous, present continuous, simple future).
II/ LANGUAGE:
1.Vocabulary:
2. Structures: past continuous, present continuous, simple future
3. Skills: Integrated skills.
4. Education factor:
III/ TEACHER AND STUDENTS‘ PREPARATION.
1. Method: communicative approach
2. Techniques: pair wok, explanation, group work, repetition, revision…
3. Materials needed: lesson plan, white/color chalk
4. Students’ preparation: textbook, exercise book, two notebooks, revise tenses.
IV/ PROCEDURE IN CLASS

- Stabilization: (2ms)
Good morning, class!
How are you today?
2. Checking up previous knowledge: no
3. New leson.
I. Preparation: 10ms
- Has Ss retell forms, use and adverbs of past continuous, present continuous, simple future
- Feedbacks
1. The present continuous
a. Form. S + is/am/are/ + V-ing + O
b. Use
c. Adverbs: now, at present, at the / this moment
2. The past continuous
a. Form. S + was/were + V-ing + O
b. Use
c. Adverbs: while, at that moment, when / as + (simple past):
3. The simple future
a. Form. S + will/shall+V(-to) + O
b. Use
c. Adverbs: tomorrow, next(next week, next Monday…), in the future
II. Practice: 20ms
- Asks Ss to do the following exercise.
Give correct form of the verbs in brackets
1. When I (do)……. my homework, my mother (watch)……….TV.
2. John (drive)……… the car when he was a child.
3. My mother (cook)…….. at the moment.
4. Hurry up! The train (come)…………..
5. What (you, do)………. at this time last night?
6. You (watch)……… TV last night?
7. When I (arrive) ……..at his house, he still (sleep)………..

8. We (prepare) ………………..... dinner when my mother came home from work.

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Lesson plan 11
9. “Listen! Somebody (nock) ………………..... at the door.”
10. The boy promises that he (return)…………………………… the money back to us someday.

Answers:
1. was doing/was watching
2. drove
3. is cooking
4. is coming
5. were you doing
6. did you watch
7. arrived – was sleeping 8. were preparing 9. is knocking 10. will return
III. Consolidation: 2ms
- Reminds three teses through exercises once more
IV. Homework: 1 minute
- Asks Ss to revivew tenses and prepare for the new lesson: Unit 1- part A: Reading.
V/ SELF-EVALUATION
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Lesson plan 11

Class: 11B2,3
Unit 1:
Period 3:
Date of preparation: August 20th, 2013
Date of teaching: August 24th, 2013

FRIENDSHIP
Reading

I/ Aims and objectives:
1. Language content: To help Sts read and understand a passage about friendship.
2. Language function: To help Sts get information about friendship, and improve their reading
comprehension skills by doing the tasks.
3. Educational aim: To make the Ss realize the importance of friendship in the life

II/ Language:
1. Vocabulary: lasting, quality, constancy, trust, secret, sympathy.
2. Structures: The present simple.
3. Skills: Integrated skills, mainly reading skills.
4. Educational factor: To make the Ss know the important qualities of true friendship
III/ Teacher’s and Sts’ preparation:
1. Method: Communicative approach
2. Techniques: repetition, gap-filling, pair/group wok, individual, using pictures, ask-answer question,
explanation, translation.
3. Materials needed: Pictures, handout, textbooks, lesson plan, white/color chalk.
4. Sts’ preparation: Look up new words in dictionary and read the passage before.

IV/ Procedures in class
1. Stabilization: (2ms)
a) Greeting

Good afternoon, class!
How are you today?
b) Checking absence
Who is absent today, the monitor?
2. Checking up previous knowledge: (5ms)
3. Presentation of the new material
Time Teacher’s activities
I/ Lead-in
7ms - Asks students to practice reciting the
poem “You’ve got a friend “ in their
textbooks and then discuss in pairs the
question “What do you think of the
friend in the poem?”
- Give feedback by using the saying
“A friend in need is a friend indeed”
- - Asks Ss to work in groups to discuss
the question: What are the special
qualities of a true friendship?
- Asks each group to report their ideas
and copies down on the board
- Makes comments on Ss’ answers.
- Leads to the lesson and writes the title

Sts’ activities

The content of the lesson

- Practice.

“A friend in need is a friend indeed”


Unit 1:
Part A:

- Listen.
Work
groups.
- Report.
- Listen.
- Listen

FRIENDSHIP
Reading

Vocabulary:
- lasting(a): bền vững
- quality(n): phẩm chất
- constancy(n): sự bền lòng, tính kiên
định
- trust(n): sự tin tưởng
and - secret(n): bí mật
- sympathy(n): sự đồng cảm
in

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Lesson plan 11
6ms


7ms

7ms

on the board.
II/ Pre-reading
- Teaches Sts some new words.
 lasting (a): translation
 quality ['kwɔliti] (n): (synonym) =
criterition
constancy
['kɔnstənsi]
(n):
(example)
Nam and Lan have known each other
for years. Now they are still close
friend. What quality of friendship do
they have?
 trust (n): (synonym) = belief
 secret (n): (guessing from context)
Ex: Everybody has his own secret.

sympathy
['simpəθi]
(n):
(explanation): the understanding of
other’s feelings, especially their
problems.
- Has Sts copy down the words.
- Reads the above words and asks Sts

to repeat
- Calls Sts to read again and gives
comments.
III/ While-reading
Task 1: Gap-filling
- Asks the Ss to read the words in the
box.
- Instructs Sts to read the passage
quickly and stop at the lines that
contain these words to guess their
meanings and parts of speech.
- Checks Sts’ understanding by asking
them to provide the Vietnamese
equivalents to the words.
- Gets Sts to read the sentences
carefully and fill in the blanks.
- Calls some Ss to read and
explain their answers.
- Gives final comments.
Task 3: Answer the questions
- Has Sts read the passage again, then
discuss in pairs to answer the
questions.
- Gives Sts some tips before doing the
task.
+ Skim the questions to understand
them, find the key words.
+ Go back the passage to locate the
key words, and then read around them
to find the answers.

- Calls some pairs to read the answers

copy down.
- Look at the
board,
guess
their meanings. Task 1: Gap-filling
1. mutual
2. incapable of
3. unselfish
4. acquaintance/ friend
5. give and take
6. loyal to
7. suspicous

Tasks 2: Multiple choice
- Copy down.
answer: B
- Listen and
repeat.
- Read loudly
and listen.
- Do as asked.
- Listen

- Answer.
- Do as asked.
- Do as asked.
- Listen
- Work in pairs.

- Listen and do
as asked

Task 3: Answer the questions
1. The first quality for true
friendship is unselfishness. It tells us
that a person who is concerned only
with his / her interest and feelings
cannot be a true friend.
2. Because they take up an interest
with enthusiasm, but they are soon
tired of it, and feel the attraction of
new object.
3. The third quality is loyalty. It
tells us that the two friends must be
loyal to each other, and they must
know each other so well that there can
be no suspicious between them.
4. Because if not people cannot feel
safe when telling the other their
secrets.
5. Because they cannot keep a
secret, either of their own or others’

- Read aloud.
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Lesson plan 11


3ms

4ms

2ms

2ms

aloud.
- Gets others to check.
- Gives feedback..
Task 2: Multiple choice
- Asks Ss to work in groups of 4-5 to
read the text again and find the main
idea and choose the best answer.
- Calls Ss to give answer and explain
their choice.
- Comments and feedbacks.
IV/ Post-reading
- Asks Ss to work in groups to discuss
the questions:
1. Why do we need to have friends?
2. A friend in need is a friend in deed.
What do you think?
3. Which quality of friendship is the
most importance to you? Why?
- Moves around to help Ss.
- Calls Ss to gives ideas and
comments.
V/ Consolidation

- Consolidates the main points of the
lesson.
Helps the Sts to understand more
about the passages by asking some
questions and asks them to answer
without using the books.
VI/ Homework
- Asks Sts to:
+ Learnt by heart all new words and
do the tasks in notebooks.
+ Prepare for the new lesson.

- Check.
- Listen.
Work
groups.

6. The last quality is sympathy. It tells
us that to be a true friend, one must
sympathize with his/ her friend. Where
there is no mutual sympathy between
in friends, there is no friendship.

∗ Discuss the questions:
- Answer and 1. Why do we need to have friends?
explain.
2. A friend in need is a friend in deed.
- Listen.
What do you think?
3. Which quality of friendship is the

Work
in most importance to you? Why?
groups
and
discuss.
Suggested answers:
1. We need friends to share joys,
sorrows, to help each other to over
come difficulties.
2. I think it is right. A best friendis a
person who is willing to help his
- Perform and
friend in any circumstances.
listen.
3. I think constancy is the most
important thing because if not
friendship cannot last long.
- Listen and
answer.

- Listen take
notes.

Homework
+ Learnt by heart all new words and
do the tasks in notebooks.
+ Prepare for the new lesson.

V/ Self-evaluation
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Lesson plan 11
Class: 11B2,3
Unit 1:
Period 4:
Date of preparation: August 23rd, 2013
Date of teaching: August 27th, 2013

FRIENDSHIP
Speaking

I/Aims and objectives:
1. Language content: To help Ss to describe one’s physical characteristics and personalities .
2. Language function: To describe people, to talk about a famous / close friend.
3. Educational aim: To educate in sts the love of mankind and the respect of friendship

II/ Language:
1.Vocabulary: sincere, quick- witted, good – natured, eager to learn
2.Structures: The simple tense
3. Skills: Integrated skills, mainly listening skill.
4. Educational factor: To help Sts know the way of describing people
III/ Teacher’s and Students’ preparation.
1. Method: Communicative approach
2. Techniques / Activities: pair wok, explanation, group work, repetition…
3. Materials needed: textbooks, references, teaching aids,pictures ……

4. Students’ preparation: Lesson preparation; appliances for studying.

IV/ Procedures in class
1. Stabilization: (2ms)
1. Stabilization: (2ms)
a) Greeting
Good afternoon, class!
How are you today?
b) Checking absence
Who is absent today, the monitor?
2. Checking up previous knowledge: (5ms)
Question: - Call two Ss to go to the b/b and write down some new words in READING.(10 points)
3 . Presentation of the new materials
Time
3ms

5ms

Teacher’s activities
I. Warm-up
- Hangs the pictureof My Tam on
the board and asks Sts .
+ Who is she ?
+ What does she do ?
+ What does she look like ?
- Calls Sts to answer.
- Gives feedback.
- Leads to the lesson and writes the
title on the board.
II. Pre-speaking

- Hangs the chart of adjectives used
to describe physical characteristics
1. nose: straight, crooked

Student’s
activities
- Look
picture.

Content of the lesson
at

the Unit 1:
Part B:

FRIENDSHIP
Speaking

I. Warm-up
1. She is My Tam
- Answer.
2. She is a singer
- Listen.
3. She is slim and good-looking.
- Listen and copy She has long straight black hair
down.
with an oval face .
- Look at the chart
and copy down.
II. Pre-speaking

Useful language
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Lesson plan 11

20ms

2. hair: blond, long, wavy, black,
grey
3. face: oval, large, round, square
4. forehead: broad, high
5. height: tall, medium, short
6. appearance: handsome,
beautiful, good-looking
- Asks Ss to listen and repeat
III. While-speaking
Task 1 : Ask and answer::
- Asks Ss to work in pairs: Look at
the people below and describe their
physical characteristics by using
words given .
- Explain Sts the example.
Example:
A: Can you describe the man in the
picture?
B: The man is tall. He has got a
square face, a crooked nose …
+ picture 1: the boy
+ picture 2: the girl

+ picture 3: the man (example)
+ picture 4: the woman
- Calls some pairs to practice .
- Corrects the mistakes .
- Asks Ss to look at the girl and the
boy in the picture and asks
Task 2: Work in groups:
- Asks Ss to discuss and number the
following personalities in order of
importance in friendship . Report
your result to the class .
- Explains new words if necessary.
- Asks Ss to repeat .
- Calls some the leaders’ groups go
to the b/b and write down .
- Corrects some mistakes .
Task 3: Role – play: Talk about a
famous friend .
- Asks Ss: ( one is a journalist and
one is an interviewee )
* Journalist: you are interviewing
the interviewee about a friend of his
or hers who has just won the first
international prize in Mathematics .
* Interviewee: you have a friend
whom you admire greatly . she / He
has just won the first international
prize in Mathematics . you are being
interviewed by a journalist about him
or her .


- Listen and repeat

1. nose: straight, crooked
2. hair: blond, long, wavy, black,
grey
3. face: oval, large, round,
square
4. forehead: broad, high
5. height: tall, medium, short
6. appearance: handsome,
beautiful, good-looking

- Work in pairs .
III. While-speaking
- Listen.

- Practice.
- Listen .
- Do as asked.
Discuss
number.

Task 1 : Ask and answer::
Example:
A: Can you describe the man in
the picture?
B: The man is tall. He has got a
square face, a crooked nose
* Sggested answers

Picture 1: the boy
A: Can you describe the boy in the
picture?
B: the boy is medium. He has got a
round face
with short black
hair.he looks handsome.
and Picture 2: the girl
A: Can you describe the girl in the
picture?
B: The girl is short. She has long
grey straight hair.

- Take notes.
- Repeat.
- Go to the b/b and Picture 3: The man
write.
A: Can you describe the man in
- Listen
the picture?
B: The man is tall. He has got a
square face, a cooked nose
- Listen.
Picture 4: the woman
A: How about the woman?
B: She is slim. She has got an oval
face with brown curly hair.
Task 2:
honest: chân thật
understanding: hiểu biết

generous: hào phóng
sincere: thành thật
helpful: hay giúp đỡ

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Lesson plan 11

5ms

3ms
2ms

- Asks Ss to use following
suggestions to ask and answer
questions:
1. What’s his/her name?
2. Where and when was he/she
born?
3. What is he/she like?
4. What does he/she look like?
5. What are his/her hobbies?
6. What made him/her successful in
maths?
7. What does he do in his free time ?
8. What do you often do with your
friend?
9. Which characters do you share in
common?

- Explains some words :
+ quick-witted(adj) (translation):
nhanh trí
+ good – natured (adj)=kind
(synonym) :tốt bụng
+ keenly interested in Mathematics
rất thích môn toán
+ eager to learn : ham thích học hỏi
- Reads new words and asks Ss to
repeat .
- Calls some Ss to read .
IV. Post-speaking
* Recognizing and Matching:
- Divides the class into group of
four or five .
- Delivers handouts with the photos
of six people .
- Asks Ss to read the descriptions and
decide which person is being
described in each paragraph .
- Calls some Ss to give answer
V. Consolidation
- Asks Ss to answer some questions
related to the lesson .
VI. Homework
- Asks Sts to:
+ write a short paragraph about one
of their best friends (about 100
words)
+ prepare the next part :

LISTENING in advance.

- Ask and answer.

hospitable: hiếu khách
modest: giản dị
pleasant: vui tính
caring: cẩn thận
Task 3

Questions :
1. What’s his/her name?
2. Where and when was he/she
born?
3. What is he/she like?
4. What does he/she look like?
5. What are his/her hobbies?
6. What made him/her successful
- Listen, guess and in maths?
take notes..
7. What does he do in his free
time ?
8. What do you often do with
your friend?
9. Which characters do you
share in common?
- Listen and repeat
- Read new words .
* New words :
+ quick-witted(adj) (translation):

- Listen and work nhanh trí
in groups.
+ good – natured (adj)=kind
- Get handout.
(synonym): tốt bụng
+ keenly interested in: đam mê
- Do as asked.
+ eager to learn: ham thích
- Stand up
answer .
- Answer

and IV. Post-speaking

* Homework
+ write a short parag: raph about
one of their best friends (about
- Listen and take 100 words)
notes
+ prepare the next part :
LISTENING in advance.

V/ Self- evaluation:
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Lesson plan 11


Class: 11B2,3
Unit 1:
Period 5:
Date of preparation: August 24th, 2013
Date of teaching: August 27th, 2013

FRIENDSHIP
Listening

I/ Aims and objectives:
1. Language content: To provide sts with vocabulary relating to friendship.
2. Language function: To help sts to talk about our best friend and develop skills, especially listening
skill
3.Educational aim: To educate in sts the love of mankind and the respect of friendship.
II/ Language:
1. Vocabulary: share an apartment, sense of humour, review the old words.
2. Structures: questions, statements, sentences ……, review the infinitive.
3. Skills: Integrated skills, mainly listening skill.
4. Educational factor: To help students to be more active, communicative, creative, self-confident …
and make the students be aware of respecting of friendship.

III/ Teacher’s and students’ preparation
1. Method: Communicative approach
2. Techniques / Activities: pair wok, explanation, group work, repetition…
3. Materials needed: textbooks, references, teaching aids, pictures ……
4. Students’ preparation: Lesson preparation; appliances for studying.

IV/ Procedure in class.
1. Stabilization: (2ms)

a) Greeting
Good afternoon, class!
How are you today?
b) Checking absence
Who is absent today, the monitor?
2. Checking up previous knowledge: (5ms) Asks sts to describe their best friends.
3. Presentation of the new materials
Time

Teacher’s activitives

3ms

I. Warm up:
Game: Quiz
- Divides the class into 2 groups.
- Lets sts listen to 5 pieces of popular
songs relating to friendship. (Songs:
Season in the sun, You are my sun
shine, Ngoi lai ben nhau, Mong uoc
ki niem xua, Nhung nguoi ban ben
toi). The group that can name more
songs will win the game.
- Leads to the new lesson.
- Writes the title on the board..

Student’s
activities

Content of the lesson


- Sits in groups
- Play a game.

Unit 1:
Part C

- Listen.
- Copy down.

Listen and repeat
apartment building
guitarist
motorbike
sense of humour
favourite

FRIENDSHIP
Listening

11


Lesson plan 11
7ms

II. Before you listen:
- Asks sts to talk about their best
friend by asking and answering the
following questions:

1. Who is your best friend?
2. How did you happen to meet him
or her?
3. How long have you known each
other?
4. What qualities do you admire in
your best friend?
- Calls some pairs to check.
- Gives feedback.
- Helps sts to read some words in the
text book.
- Explains new words if necessary.
20ms III. While you listen:
Task 1: True or False?
- Gives time for sts to read the
statements and guess the answers.
- Asks sts to listen and decide T or F.
(3 times)
- Asks sts to share their answers with
their partners.
- Calls some sts to check.
- Feedback.
Task 2: Note down the ideas
- Asks sts to listen again and note
down the ideas in the table.
(see appendix)
- Asks sts to share their answers with
their partners.
- Calls some sts to check.
- Feedback.

5ms IV. After you listen:
- Asks sts to take turns to ask and
answer questions about Lan’s best
friend or Long’s best one.
- Calls some pairs to check.
- Corrects mistakes and evaluates.
- Gives feedback
2ms V. Consolidation
- Asks sts to summarize the main
points of the lesson.
3ms VI. Homework
- Asks sts to:
+ Learn by heart all the words, the
summary of the text.
+ Write a paragraph about Lan’s best
friend or Long’s best one.
+ Prepare the vocabulary in writing
period.

around.
- Work in pairs.
Task1:
Lan’s talk
1F 2F 3T 4F 5T 6F
Long’s talk
1F 2F 3T 4T 5T
Task 2:
- Check.
- Listen.
- Listen and

repeat.
- Listen and
take notes.

Lan

- Read.
- Listen and
decide T or F.
- Share their
answers.
- Check.
- Listen.
- Take note.
- Share their
answers.
- Check.
- Listen and
note down.
Work in
pairs.
- Check.
- Listen.
- Take note

Lon
g

How and
When did

they meet?
- They used
to live in the
same
apartment
building in
HaNoi.
- Lan went
on a holiday
to
DoSon
and
Ha
went there
to help her.
- They met
in college.
Minh
played the
guitar. Long
was
a
singer.
They
worked
together.

What do they
like about
their friends?

- He is very
friendly and
helpful.
He’s
sociable.
She’s
got
many friends
in DoSon and
she introduced
Lan around.
- Minh das a
sense
of
humour.
- Minh likes to
go to plays
and movies.
- Minh is a
good listener.
- Minh is
friendly and
helpful.

Activity:
Take turns to ask and answer
questions about Lan’s best friend or
Long’s best one.

Summarize

the main points * Homework :
- Learn by heart all the words, the
- Listen and summary of the text.
take notes
- Write a paragraph about Lan’s best
friend or Long’s best one.
- Prepare the vocabulary in writing
period.
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Lesson plan 11
V/ Self- evaluation:
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Class: 11B2,3
Unit 1:
Period 6:
Date of preparation: August 27th, 2013
Date of teaching: August 31st, 2013

FRIENDSHIP
Writing

I/ Aims and objectives:
1. Language content: To help Sts to describe physical characteristics, personalities and friendship
2. Language function: To enable Sts to write about a friend within 120-130 words based on
suggested word cues or idea prompts
3. Educational aim: To educate Sts be familiar with writing about a friend, real or imaginary in order
of importance in friendship

II/ Language :
1.Vocabulary: Words to describe physical characteristics, personalities and friendship
2.Structures: Infinitive with to & Infinitive without to
3. Skills: Integrated skills.
4. Educational factor: To eduacate the sts take care of their friends .

III/ Teacher’s and students’ preparation.
1. Method Communicative approach
2. Techniques / Activities: pair wok, explanation, group work, repetition…
3. Materials needed: textbooks, references teaching aids, pictures ……
4. Students’ preparation: Lesson preparation; appliances for studying.

IV/ Procedure in class
1. Stabilization: (2ms)
a) Greeting
Good afternoon, class!
How are you today?
b) Checking absence
Who is absent today, the monitor?
2. Checking up previous knowledge: (5ms) Asks sts to describe their best friends.
3. Presentation of the new materials
Time

Teacher’s activitives
I. Warm up:
Game: Name poem
- Asks each St to use the adjectives
beginning with the letters of hi/her
partner’s name to describe his/her
friend’s personality or appearance.

- Calls on some sts to write their
poems on the board.
- Checks with the class.
Ex: Tien is my friend.

Student’s activities

Content of the lesson

Unit 1:
- Take part in the Part D
game

FRIENDSHIP
Writing

- Write the poem on ∗ Game: Name poem
the board
Ex: Tien is my friend.
- Check.
Talented
Intelligent
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Lesson plan 11
Talented
Intelligent
Easy-going
Nice

- Leads to the new lesson:“Today I
teach you how to write the passage
describing a friend “
II. Pre-writing
- Gives each St a handout (see
appendix)
- Has Sts read the passage describing
a person and pick out sentences
describe:
1. the person’s character
2. the person’s appearance
3. interests.
- Has Sts answer and feedback.
- Gives some more useful languages.
* To be in her early/middle/late
fifties.
*
She/He
has
got
a
good/dark/fair/shallow complexion ..
* In character, she is like her father.
* She wears her hair in a
ponytail/bun.
* She has straight black hair/He’s
braid/Her
hair
is
medium

length/shoulder
length/sits
just
below her shoulders.
* He has a moustache and beard/He
wears a moustache.
* She is a kind person who is a brave
spirit/a proud spirit/the poor in
spirit….
* He is fairly short/medium height/
pretty tall/She is the same height
as…/She is pretty tall with her red
hair.
III. While - writing
- Explains the requirement of this
task.
- Guides Sts to write about your
friend
- Tells Ss to read the guidelines ,and
then write as many sentences as they
can use only the words in the
guidelines
- Asks Sts to work in groups of 3
tables to write.
- Goes around the class and provides
help if necessary
IV. Post-writing

Easy-going
Nice

- Listen and write
the title in the ∗ Pre-writing
notebook.
1. the person’s character: Quite
young in spirit, the sort of person
- Get handout.
you can always go to if you have
a problem, extremely generous,
- Do as asked.
but not very tolerant with people
who don’t agree with her.
2. the person’s appearance: Forty
five, has a fair complexion
Thick long black hair and black
eyes, has a kind face, .Her face is
- Answer.
a little wrinkled but still attractive
- Listen and take 3. interests.: she likes reading,
notes.
gardening and swimming

- Listen.
- Take notes
- Do as asked.

∗ Useful languages
- To be in her early/middle/late
fifties.
She/He
has

got
a
good/dark/fair/shallow
complexion.
- In character, she is like her
father.
- She wears her hair in a
ponytail/bun.
- She has straight black hair/He’s
braid/Her
hair
is
medium
length/shoulder length/sits just
below her shoulders.
- He has a moustache and
beard/He wears a moustache.
- She is a kind person who is a
brave spirit/a proud spirit/the
poor in spirit….
- He is fairly short/medium height/
pretty tall/She is the same height
as…/She is pretty tall with her red
hair.
Write about a friend

- Write.

Suggested answer
“Of all my friends, I like Tri the

best .He is my classmate and we
have friends for a long time.We
met one day when I was swimming
in the sea. He is tall and good14


Lesson plan 11
- Asks Ss to stick their two passages - Do as asked.
looking when you meet him the
on the board to check.
first thing you notice is his yellow
- Asks Ss to exchange their paper - Exchange their hair. I like him because he is
and correct
paper and correct.
active, smart, a brave spirit and
V. Consolidation
has a good sense of humour. We
- Asks sts to summarize the main - Summarize the also have something in common
points of the lesson
main points
because we both like watching
V. Homework
detective films. swimming and
- Assigns homework
Write
the reading books
+ Write the passage describing a homework in the
I hope that we will be friends
person at home (150 words)
notebook

forever
+ Prepare the next part LANGUAGE
FOCUS
• Self- evaluation:
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Appendix:
Of all my relative, I like Aunt Minh best. She’s my mother’s elder sister. She has never married and
lives alone in a small house in Qui Nhon city. She’s forty five, but she’s quite young in spirit. She has a fair
complexion, .thick long black hair and black eyes. She has a kind face and when you meet her, the first thing
you notice is her smile. Her face is a little wrinkled now, but I think she is still attractive. She is the sort of
person you can always go to if you have a problem.
She likes reading, gardening and swimming. She’s extremely generous, but not very tolerant with people
who don’t agree with her .I hope I’m as contented as she is when I’m at her ages.

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Lesson plan 11

Unit 1:
Period 7:
Date of preparation : 18/08/2012
Date of teaching :
31/08/2012
Class:11B1,2
I/AIMS AND OBJECTIVES:
1. Language content:


FRIENDSHIP
LANGUAGE FOCUS

- To help Ss distinguish the sounds / dZ / / t∫ /
- To help Ss revise Infinitive with to and Infinitive without to

2. Language function:
:- To help Ss make sentences using structures containing infinitive with ‘to’ without ‘to ‘ effectively .

3. Educational aim:
To educate in sts the love of mankind and the respect of friendship.

II/ LANGUAGE :
1.Vocabulary:
2.Structures: - Infinitive with to
-Infinitive without to

3. Skills: Integrated skills.
4. Educational factor:
- To eduacate the sets take care of their friends .
III/ TEACHER’S AND STUDENTS’ PREPARATION.
1. Method : Communicative approach
2. Techniques / Activities : pair wok, explanation, group work, repetition…
3. Materials needed : textbooks , references , teaching aids,pictures ……
4. Students’ preparation: Lesson preparation; appliances for studying.
IV/ TEACHING PROCEDURE.
1. Stabilization : (2’)
-Greeting.
- Checking absence.

2. Checking up previous knowledge :
Time: 5ms
- Asks sts to describe their best friends. (10 points)
3 . Presentation of the new materials
A. Pronunciation :7ms
1. Warm – up/ Lead in
- Asks Ss to look at four pictures on the board and answer the questions “ what is it ?”
-Calls some Ss to answer the question until they pronounce them exactly .
From their exactly pronunciation, introduces the sounds /dʒ/ and /t∫/
2. Pre- practice :
- Demonstrates the sounds /dʒ/ and /t∫/ by pronouncing them clearly and slowly .
Instructs the way to pronounce them . ( using pictures )
Reads the words in each column once .
-Then reads the words once again one by one so that Ss can distinguish the differences between the
sounds in the words after that reads the words and asks Ss to repeat them .
3. Controlled – practice :
° Asks Ss to practice pronouncing the words in pairs ( one reads and one answers )
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Lesson plan 11
- Calls some Ss to read the words and corrects them .
- Then asks Ss to read the sentences and find the sounds /dʒ/ and /t∫/ in groups .
- Calls some Ss to read them and shows the containing the sounds /dʒ/ and /t∫/
Corrects them .
4. Free – practice :
- Asks Ss to find some more words containing the sounds /dʒ/ and /t∫/ in groups .
Calls some s to answer and corrects them if necessary .
-----------------------------------------------------------------------------------------------------------------------B . Grammar : 27ms
1. Lead – in :

Brainstorming :

Forms of verb
verb

Asks Ss to give other forms of the verbs .( gerund , past participle , present participle , infinitive
with to , infinitive without to )
2 . Pre – Practice :
- Shows the sub –board with the sentences , and asks Ss to give the correct form of the verb in
brackets .a. He asked me (buy ) him a newspaper .
b. I have something (do) .
* Expected answer : a: to buy , b : to do .
- Explains how to use infinitive with to .
- After that asks Ss to give some similar examples
- Hands another sub-board with some sentences and asks Ss to gives the correct form of the verb in
brackets .
a. He made me ( cry )
b. Let me ( go )
* Expected answers
a. cry , b . go
- Explains how to use the structures containing infinitives without to( bare infinitive )
-Then asks Ss to give examples using them .
How to use infinitive with to
a. Infinitives are used to replace relative clauses .
b. Infinitives are put after adjectives
c. Infinitives are put after some verbs .
d . Infinitives are put after what , how , when , where .
e. Infinitives are put after objects .
How to use the structures containing infinitives without to( bare infinitive}
a. Bare infinitive are put after model verbs .

b. We can use a noun or pronoun object .
+ Bare infinitive after verbs of perceptions such as feel , heard , watch , see , notice , observe ,
perceive , smell .
c We can use the bare infinitive after let and make
+ let sb do st = allow sb to do st
+ make sb do st =force sb to do st
3.Controlled – practice :
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Lesson plan 11
-Guides Ss to do exercises .
-Asks Ss to do exercise 1 and exercise 2 individually and then compare their answer .
-Calls some Ss to read their answers .
* Exercise 1 : put the words in the correct order to make sentences .
1. Who wants something to eat.
2. I have some letters to write.
3. I am/was delighted to hear the news.
4. My mother has some shopping to do.
5. You always have too much to talk about.
6. It’s lovely to see you again.
7. It is/was too cold to go out.
8. I am/was happy to know that you have passed the exam.
* Exercise 2 : Rewrite the sentences , using the words given in brackets .
1. The police watched them get out of the car.
2. They let him write a letter to his wife.
3. I heard them talk in the next room.
4. The custom officer made him open the briefcase.
5. The boy saw the cat jump through the window.
6. Do you think the company will make him pay some extra money?

7. I felt the animal move toward me.
8. Do you think her parents will let him go for a picnic?
4.Free – Practice :
Lets Ss play a game(crossroad)
(using verbs followed by infinitives with to and without to.
----------------------------------------------------------------------------------------------------------------------*CONSOLIDATION 2ms
- Reminds the lesson shortly .
* HOMEWORK 2ms
-Asks Ss to write a passage using infinitives with to and without to as much as possible
-Preparation for the next lesson - Asks s to prepare unit 2 : Personal experiences (reading)
• SELF- EVALUATION:
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Lesson plan 11

Unit 2:
PERSONAL EXPERIENCES
Period 08:
READING
Date of preparation : 21 /08 / 2012
Class:11B1,2
I/AIMS AND OBJECTIVES:
1. Language content:
- Guessing meaning in the context/ Understanding the sequence of events in the story/ Reading
comprehension.

2. Language function:
- By the end of the lesson Ss will be able to read a passage of 240-270 words about personal embrassing

experiences for general or specific information
3. Educational aim:
-To educate the students to know how they should use their money and the other’s one
II/ LANGUAGE :
1.Vocabulary: Words to express personal/ embrassing experiences
2.Structures: - Present indicating past time /Tense revision: past simple, past progressive and past

perfect.
3. Skills: Integrated skills,mainly reading skill.
4. Educational factor:
- To teach the students have the loyalty
III/ TEACHER’S AND STUDENTS’ PREPARATION.
1. Method : Communicative approach
2. Techniques / Activities : pair wok, explanation, group work, repetition…
3. Materials needed : textbooks , references , teaching aids,pictures ……
4. Students’ preparation: Lesson preparation; appliances for studying.
IV/ TEACHING PROCEDURE.
1. Stabilization : (2’)
-Greeting.
- Checking absence.
2. Checking up previous knowledge :( 5ms)
Choose the best option
1. They make her ________ there for the weekend.A.to stay B.staying C.stay D.to staying
2. It is too cold ________ out. A.go B.to go C. going D. gone(10 points)
3 . Presentation of the new materials
STUDENT’S
CONTENT OF THE

TIME TEACHER’S ACTIVITIVES
ACTIVITIES
LESSON
4ms
I.Warm-up and Lead-in
- Uses picture (b) in the
- Look at picture (b)
Unit 2: PERSONAL
textbook and ask the students
and give any
EXPERIENCES
to guess information from it
information they can Lesson A: Reading
(Suggestion: who they are, the
relationship between them, hat,
19


Lesson plan 11

6ms

20ms

3ms

money…)
- Explains this picture and
make sure that the students
understand this picture clearly

II.Pre- reading
- Gives all the pictures in the
textbook and ask the students
to work in pairs to order these
pictures following their
guessing
- Calls three students to give
their guessing
- Teaches some words
+ floppy /'flɔpi/ (a) (real object)
+ idol /'aidl/ (a) (example)
Ex: He sings very well. I like
listening to his voice very
much. He is my idol singer
+ glance at / gla:ns әt/ (v)
(mime)
+ embarrassing / imbǽrәsiη /
(a) (translation)
- Practice reading these words
- Check the students’
understanding about new
words by using “Rub out and
remember”
III> While - reading
- Have the students read the
text silently and check their
guessing to complete
* Task 1:
- Has the students read the
passage silently again

- Explain the words/ phrases in
the box
- Asks them to guess the part of
speech of the missing words
- Has them work in pairs to do
- Calls to give answer and
correct
* Task 3
- Explain some key words in
the questions
- Has the students work in pairs
to discuss the answers
- Calls to answer
IV.Post- reading
- Guides the students to
understand the questions in the
textbook
- Has the students work

- Listen to the teacher

- Work in pairs to
guess and then order
these pictures
- Ss’ answers may
vary
- Three students give
their guessing
- Write down new
words


New words:
- floppy (a)
- idol (a):
- glance at (v):
- embarrassing (a):

Task 1. The words/ phrases
in the box all appear in the
passage. Use them to fill in
the blanks in the sentences

1. The girl was so shy that she
didn’t look at him in the face.
She just glanced
at him and looked away.
2. She complains noisily about
anything she doesn’t like. She
is the type of person who is
always making a fuss
- Practice reading
3. She was in a very
these words
embarrassing situation. She
- Carry out the
felt so stupid and didn’t know
teacher’s requirement what to say.
4. Teenagers nowadays often
have their own idols
- Read the text

who they really love and
silently and do Task 2 imitate in different ways.
5. I don’t like the look of that
man. There is something
- Read the passage in sneaky about him.
silence
Task 3 Answer the questions
- Listen to the teacher Answers
1. A red floppy cotton hat
- Guess part of
2. So that she could buy the hat
speech
for herself/ To buy the hat for
- Work in pairs to do herself
- Give answer
3. A wad of dollar notes
exactly like the ones her father
- Listen to the teacher had given her before
4. Because she didn’t like to
- Work in pairs to do make a fuss
task
5. She bought the hat with it
- Give the answers
- Read the question in
the textbook and
listen to the teacher
- Work individually
20



Lesson plan 11

3ms

individually to answer the
question:
“What would you have to do if
you were her?”
- Collects these answers and
write down some answers for
the whole class to choose what
would be the best for her to do
V. CONSOLIDATION

2ms

- Reminds the lesson shortly
VI. HOMEWORK

to do

- Look at these ideas
and choose the best
one
* Homework
- Learn new words
- Make a short passage about
the text
- Prepare the new lesson:
Speaking


- Ask the students to learn new - Listen to the teacher
words, make a short passage
and take notes
about 70 words to retell the
writer’s experience
- Have them prepare the new
lesson: Speaking
• SELF- EVALUATION:
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Lesson plan 11

Unit 2:
PERSONAL EXPERIENCES
Period 09:
SPEAKING
Date of preparation : 30/08/2012
Class:11B1,2
I/AIMS AND OBJECTIVES:
1. Language content:
- To say again the simple past and the present prefect tense so that students can talk about past experiences
and how these experiences affected their life.
2. Language function:
- By the end of the lesson, Ss will be able to talk about past experiences and how they affected one’s life.

3. Educational aim:
-To help students to say what happened to them and how those experiences affected their life
II/ LANGUAGE :
1.Vocabulary: Words to express personal/ embrassing experiences
2.Structures: - The simple past
- The present prefect.
3. Skills: Integrated skills,mainly speaking skill.
4. Educational factor:
- Knowing to tell what happened to us and the lesson we get in life
III/ TEACHER’S AND STUDENTS’ PREPARATION.
1. Method : Communicative approach
2. Techniques / Activities : pair wok, explanation, group work, repetition…
3. Materials needed : textbooks , references , teaching aids,pictures ……
4. Students’ preparation: Lesson preparation; appliances for studying.
IV/ TEACHING PROCEDURE.
1. Stabilization : (2’)
-Greeting.
- Checking absence.
2. Checking up previous knowledge :( 5ms)
1. She (be) a grade 9 student a few years ago
2. When she got home, she (show) the pretty hat to her father.
3. You (ever, have) an embarrassing experience like that?
(10 points)
3 . Presentation of the new materials
STUDENT’S
CONTENT OF THE
TIME
TEACHER’S ACTIVITIVES
ACTIVITIES
LESSON

5ms
I. Warm-up and Lead-in
-Use “ chain game”
Unit 2: PERSONAL
- The person/ student who can say the
EXPERIENCES
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Lesson plan 11

5ms

12ms

longest sentence will be the winner.
T: Yesterday, I got up early.
S1: Yesterday, I got up early and had
breakfast.
S2: Yesterday, I got up early, had
breakfast and went to the market.
S3: Yesterday, I got up early, had
breakfast, went to the market and
cleaned the house.
- Asks students:
+ What tense is used in these
sentences?
+When do we use the simple past?
-“This is just a game.
Maybe you did these actions or

maybe you didn’t.
->”might have done”
II. Pre-Speaking
- Revises:
+simple past and present perfect
tense.
+ Wh-question ( When, How, Why,
……………)
III. While- Speaking
1/ Task 1:
a. Activity 1
- Asks student to translate the
requirement of the task.
- Remarks
- Asks students to work in pairs and
give answers.
-Remarks
b/ Activity 2.
- Ask students to say sentences in task
1: the simple past tense.
Ex: I spoke English to a native
English speaker. This made me more
interested in learning English.
Notes: your – my
You - me
2. Task 2.
- Asks students to translate the
requirement.
- Corrects.
- Asks students to work in pair putting

sentences in the correct order.
- Goes around class to help students
- Asks students to give answers.
- Remarks
- Asks students to practice the
dialogue.
- Hangs the correct dialogue on the

- Listen the rule of the
game.

Lesson B:
SPEAKING
II. Pre-Speaking

- Simple past

1.”might have done”
is used when you are
not sure what
happened to someone.

- To express something 2. Revise:
that happened and
- The simple past.
ended in the past
- The present perfect
with ‘ever.’
- Wh – question.
II. Pre-Speaking

-Listen
Task 1
1
2
5
d
c
e
- Translate into
Vietnamese
- Listen
- Work in pairs and
give answers
- Say sentences

- Translate into
Vietnamese
- Listen
- Work in pairs
- Give answers
- Listen
- Practice speaking
- Look at the dialogue

Task 2.
1
2
3
4
5

6
7
8

3

4

a

b

b
d
h
a
e
g
c
f

Task 3
Model:
A: Have you ever been
ill?
B: Yes.
A: When were you ill?/
When?
B: Last summer
A: Did you go to a

doctor ?
B: Yes, my parents
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Lesson plan 11
8ms

black board.
IV. Post-Speaking
3. Task 3.
- Helps students to make questions.
Have… ever…?
Speak E……
How meet….?
What… talk…?
How…affect…?
Have… ever….?
Be ill…
When……?
Did…… doctor…?
How…… affect…?
Have… ever…?
Travel
when…?
Where…?
Did ……enjoy..?
How …… affect..?

-Make questions


took me to the hospital
and I had to stay there
for a week.
A: How did the
experience affect you?
IV. Post-Speaking

Have…ever..?
Fail an exam

3ms

When..?
How… affect..
Talk to a famous
Have ...?
Pop star
When …?
Where ...?
How … affect..?
-Asks some good students to make
questions quickly so that the others
can imitate.
-Asks students to work in pairs.
-Goes around class to help students.
-Asks some students to speak aloud.
-Remarks.
V. CONSOLIDATION


2ms

- Reminds the lesson shortly
VI. HOMEWORK

*Homework
Write what they did in
the past and how the
experience affects
them

- Work in pairs.
- Speak aloud in pairs
- Listen

-Write what they did in the past and
how the experience affects them.

• SELF- EVALUATION:
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24


Lesson plan 11

Unit 2:
PERSONAL EXPERIENCES

Period 10:
LISTENING
Date of preparation : 24/08/2012
Class:11B1,2
I/AIMS AND OBJECTIVES:
1. Language content:+ To help the students practice listening a dialogue between two people about an
unforgettable experience and do two tasks relating to the text
+ To teach some new words relating to this topic
2. Language function:+To help the students develop their listening skill about a dialogue to choose true or
false statements and fill in some missing words
3. Educational aim:
To educate the students to be careful with fire and have the right think about their family
II/ LANGUAGE :
1.Vocabulary: + Verb: scream, embrace, protect,
+ Adj: memorable
2.Structures: - The simple past
- The present prefect.
3. Skills: Integrated skills,mainly listening skill.
4. Educational factor:
+To have the students love their family more than anything
III/ TEACHER’S AND STUDENTS’ PREPARATION.
1. Method : Communicative approach
2. Techniques / Activities : pair wok, explanation, group work, repetition…
3. Materials needed : textbooks , references , teaching aids,pictures ……
4. Students’ preparation: Lesson preparation; appliances for studying.
IV/ TEACHING PROCEDURE.
1. Stabilization : (2’)
-Greeting.
- Checking absence.
2. Checking up previous knowledge : no

3 . Presentation of the new materials
STUDENT’S
CONTENT OF THE
TIME TEACHER’S ACTIVITIVES
ACTIVITIES
LESSON
4ms
I. Warm-up and Lead-in
- Ask the students some - Listen to the teacher
Unit 2:
PERSONAL
questions relating to fire
and answer some
EXPERIENCES
+ Have you ever seen fire?
questions
25