11 NC -unit 1 -writing

LESSON PLAN
Unit one
Friendship
Lessons No 5 Writing
Outcomes - By the end of the lesson, the students are able to describe a friend.
- By the end of the lesson, the students are able to write a narrative.
Type of lesson - Skill-based (writing)
Key Vocabulary - vicious - smart - imbecile
- criticize - confess - giggle
Key structures - He had a way of criticizing you that made people laugh at you.
- He was the same age with us but very tall with black hair cut very short.
Anticipated
problems
- Some students may not be confident enough to express themselves in English.
Materials - Textbook - Handouts
- Chalk and board - Sheets of paper
Stage /
Timing
Procedure
Aims
Focus Materials
1.
Warm-up
& lead-in
(5-6')
Game: Memory check
- Hang a poster with descriptive adjectives on the
board.
- Tell SS to look at the words for a few seconds, and
try to remember them.
- Put the poster away and ask SS to write down as

many words they can remember as possible. The
student with the most words listed wins the game.
- These are the adjectives:
tall beautiful kind smart timid
handsome short pretty thin black
curly long shy straight slim
- Ask the student how s/he can remember so many
words.
- Tell SS if they put things under some
classifications, it's easier to remember them.
- Ask SS to put the adjectives under three headings
of Hair / Face, Build and Opinion.
Expected answers:
Hair / Face Build Opinion
long / black tall / slim beautiful / pretty
curly / straight short / thin kind / handsome
timid / shy / smart
Transition: - We use these kinds of adjective to
describe people. You will need to use them in writing
- To create
interest
and to
introduce
the
language
point
- To focus
SS on key
features
Indivi-

duals
T-class
T-class
- Poster
- Sheets of
paper
- Chalk &
board
2. Pre-
writing
(4-5')
a narrative about a friend of yours, which is the focus
of today's lesson.
- Write down on the board: Unit 1 Writing a
Narrative
Teaching Vocabulary
- Elicit the meanings of new words from SS or give
explanations yourself.
. vicious / 'vijbs / (a.) = acting with evil intentions;
spiteful
(xấu xa; nham hiểm)
. imbecile / 'imbasi:l; US -si / (n.) = stupid or silly
person; fool
kẻ ngốc, người khờ khạo)
. smart / smart / (a.) - clever; intelligent
. criticize / 'kritisaiz / (v.) = point out the faults of
sb/sth
(chỉ trích, phê bình)
. confess / kan'fes / (v.) = admit (thú nhận)
. giggle / 'gigl / (v.) - laugh lightly in a nervous or silly

way
(cười rúc trích)
- Read the words one by one and ask SS to repeat.
-To
introduce
the topic
- To help
enrich SS'
Knowledge
and help
them
understand
the text
- To give
some
pronuncia-
tion
practice
T-class
T-class
- Chalk &
board
- Chalk &
board
(1-2')
(5-6')
(4-5')
(4-5')
Checking Vocabulary: ROR
- Rub out one or some of the words and ask SS to

read them all again.
- Continue until no word is left on, the board.
Activity 1: GaD-ffllina (Task a. d.20)
- Ask SS to read the passage and fill in each gap
with a suitable word
from the box.
- When they have finished, tell SS to work with a
partner and compare
answers.
- Call on some SS to read their completed sentences
and check with the
class.
(Refer to SGV for the answers)
Activity 2: Re-ordering (Task b, pp. 20-21)
- Ask SS to work in pairs, reading the sentences and
putting them in the logical order of a narrative.
- Call on SS to read the sentences in the order they
arrange and check with
the class.
(Refer to SGV for the answers)
Activity 3: Questions and Answers
- Make questions about the narrative in Task b, and
ask SS to find answers to the questions.
- To see if
SS have
Learned the
words
-To
familiarise
SS with

the form
of a
narrative
- To raise
SS'
awareness
of order of
events
-To
provide SS
with some
T-class
Indivi-
duals
Pairs
Pairs
SS-SS
T-class
- Chalk &
board
- Textbook
- Textbook
- Chalk &
board
- Textbook
- Chalk &
board
a. When and where did the writer meet Trang?
(Expected: At his cousin's birthday party, two years
ago)

b. What was she like? (Expected: She had a cheerful
face and 2
dimples; she looked athletic in jeans and a T-shirt.)
ideas
about
what a
narrative
about a
- Chalk &
board
3.
While-
writing
(10-12 )
c. What did they have in common?
(Expected: They were both interested in chess.)
d. How do they keep in touch? (Expected: through e-
mails)
- Elicit from SS and then generalise what they should
include in a
narrative about a friend. Followings are some
suggested ideas:
. How, when or where you met your friend
. What he / she was like (appearance, fashion,
behaviour, )
. Your first impression of him/her (what you
particularly liked or
disliked about him / her)
. How you both got along
. Your feelings/opinions about him / her

Writing a narrative (Task c, p. 21)
- Ask SS to write a short narrative about a friend of
theirs based on the
ideas suggested and the samples in Task a and b.
- Go around to control and give help if necessary.
- When they have finished, collect SS' writings.
friend is
like
- To focus
SS on
what to
include in
such a
narrative
- To have
SS
practise
writing
T-class
Indivi-
duals
-Textbook
4. Post-
writing
(3-4')
5.
Home-
work
(1')
Peer correction

- Ask SS to work in groups of 5, deliver each group 5
pieces of writings and tell them to read and correct
their friends' narratives.
- Tell each group to choose the best piece of writing,
and the most special story.
- Go around to control and give help if necessary.
- Call a student from each group to read their group's
best writing, and ask SS to give comments.
- If time allows, ask the groups to talk about their
special story.
- Give feedback and comments.
Recognizing
- Ask SS to underline all the adjs used to describe
Trang in Task b.
- To give
SS a
chance to
correct
one other
and learn
from one
another
- Sth to do
at home
T-class
Indivi-
duals
Groups
SS-SS
Indivi-

duals
Textbook
- Sheets of
paper
Textbook