Giáo án tiếng anh lớp 11_full

Lesson plan of English 11
Teaching date: /09/2007
Period 1 UNIT 1 FRIENDSHIP
READING
• Objectives: By the end of the lesson, Ss will be able to guess meaning in context.
• Lexical items: unselfishness, constancy, be loyal to, sympathy, enthusiasm,
suspicion.
• Skills: Reading, Speaking
• Teaching aids: textbook, pictures
PROCEDURE
Teacher 's activities Students’ activities
I. PRE-READING
*Warm-up (5’)
Brainstorming
-Ask Ss to give the adjectives describing
features of a good friend.
Generous
sincere

*Lead-in: I know that we have a lot of
friends in our lives. Today, we’ll know more
about friendship through reading the text.
*Teaching vocabulary(12’)
1. unselfishness (n) -> (example)
2. constancy (n.) -> (translation): su kien
dinh
3. be loyal to = be faithful to
4. sympathy (n.) -> (definition): the feeling
of being sorry for sb, showing that you care
about sb’s problems.
5. enthusiasm (n.) -> (example)

6. suspicion (n.)
A: friendly
B: happy C: suspicious
Ex: He always helps people without
thinking of his own benefit.
What characteristics can you say about
him?
Ex: The news is greeted with
enthusiasm.
 What does “enthusiasm” mean in
Vietnamese?
->What’s the noun of “ suspicious”?
*Checking vocabulary: What & Where
(3’)
II. WHILE-READING: (15’)
Task 1: (3’)
Read the passage quickly & tick the
words in Warmer appearing in the
1
friend
Lesson plan of English 11
Task 2: (4’) Finding the main idea of the
whole passage. (Task 2, p.14)
+Ask Ss to work in groups of 4 or 5.
Task 3: (8’) Answering the questions. (Task
3, p.15)
+Divide class into 2 groups A & B
+Group A answer the first questions, group
B answers the rest. (Pair work)
+Closed pairs- Open pairs.

+ T’s feedback.
passage
+ Expected answer: B. Conditions of
the true friendship.
*Expected answer:
1…. 2. … 3. … 4. …….5. …
III. POST-READING (8’) *Discussing the question “Why do we
need to have friends?”
+ In groups of 4, ask Ss to tell what a
friend can do for you:
+ in your studies
+ when you are in need.
IV. HOME WORK (2’) -Do Task 1, p.14.
-Prepare Period 3 – Speaking.
Teaching date: /09/2007
PERIOD 2 UNIT 1: FRIENDSHIP
SPEAKING
* Objectives: By the end of the lesson, Ss will be able to describe physical characteristics,
using adjectives.
* Lexical items: crooked, hospitable, generous, quick-witted
* Skills: speaking, listening
* Teaching aids: pictures, role cards
PROCEDURE
Teacher ‘s activities Students’ activities
I. PRE-SPEAKING:
* Warm-up:
Matching the adjectives from the box with the
parts of the body they can be used to describe.
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Lesson plan of English 11

Short Broad straight tallish sleek
Pointed Oval tall shortish round snub
Crooked Short large wide shoulder-
length
Wrinkled Glossy flat wavy long
Dyed
Parts of the body Adjectives
Face
Nose
Hair
Forehead
Height
• Call Ss to fill in the words on the
charts
• T’s feedback
* Teaching vocabulary
1. crooked (adj.): (picture)
2. hospitable (adj.): welcoming gueSs/
visitors friendly
3. generous (adj.): (translation)
4. quick-witted (adj.): intelligent
II. WHILE-SPEAKING:
Task 1: (Using the chart in the warm-up
activity )
Task 2:
Call some groups to report their results to
the class
In groups of 4, ask students to describe
some people in the picture given by the
teacher, using the words in the chart.

In groups of 4, Ss discuss and choose
the characteristics they think the most
important, and give their reasons
III. POST-SPEAKING: Interview
• Make role cards and deliver to students
(see textbook)
• Before students start, ask them to agree
upon the basic profile of the friend.
- his/ her name
Pair work:
• Ss can use suggestions given to ask
and answer, using the following
cue cards
• - why he/ she is interested in Math
- how much time he/ she spends on
Math
3
Lesson plan of English 11
- date of birth
- his/ her physical characteristics
- his/ her hobbies
- his/ her personalities
- what makes him/ her a good friend
- what made him/ her successful
- what he/ she does in his/ her free time
IV. HOMEWORK (2’)
Teaching date: /09/2007
PERIOD 3 UNIT 1 FRIENDSHIP
LISTENING
* Objectives: By the end of the lesson, Ss will understand the content of the lesson

and be able to decide on true or false statements & listen and take notes.
* Lexical items: sense of humor
* Skills: listening, writing & speaking
* Teaching aids: tape scripts, handouts & cassette player.
PROCEDURE
Teacher ‘s activities Students’ activities
I. PRE-LISTENING:(12’)
*Warm-up:
-Divide class into 2 groups A & B.
*Teaching vocabulary:
- sense of humor: -> (photo of Mr. Bean)
->He has good sense of humor.
*True/ False prediction:
-Deliver handouts
-A Student in group A will describe
some physical characteristics of a
student in his/her group.
-Group B has to guess who the student
is.
- In pairs, Ss predict if the following
sentences are true or false (See Task 1,
p.18)
II. WHILE- LISTENING (20’)
Task 1: True/False statements. (8’)
-Ask Ss to listen to the tape twice & check
their exercises in prediction activity.
-T’s feedback.
Task 2: Fill in the table. (12’)
-Deliver handouts (See textbook, p.18)
-T’s feedback.

-Keys:
*Lan’s talk: 1.F 2.F 3.T 4.F
5.T 6.F
-*Long’s talk: 1.F 2.F 3.T
4.T 5.T 6.T
Ss to listen the tape again to find out the
information & fill in the table.
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Lesson plan of English 11
How and where they met What they like about their friends
Lan - They used to live in the
same residential area in
Hanoi.
- Lan went on a holiday to
Do Son and Ha went
there to visit her.
- Ha’s very friendly and helpful.
- Ha’s sociable. She’s got many
friends in Do Son and she
introduced Lan around.
Long - They met in college.
- Minh played the guitar,
Long was a singer.
- They worked together.
- Minh has a sense of humor.
- Minh likes to go to plays and
movies.
- Minh is a good listener.
- Minh is friendly and helpful.
IV. POST-LISTENING.(11’) Ss talk to each other about their best

friends
+ how & where they met.
+ what they like about their friends.
V. HOMEWORK.(2’) - Write a short passage about your best
friend.
Teaching date: /09/2007
PERIOD 4 UNIT 1 FRIENDSHIP
WRITING
*Objectives: By the end of the lesson, Ss will be able to:
+ make an outline of the ideas to describe a friend
+ write a paragraph describing a friend’s characters with supporting details
for each character.
*Skills: Writing
*Teaching aids: textbook, posters.
PROCEDURE
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Lesson plan of English 11
Teacher ‘s activities Students’ activities
I. WARM-UP: (6’)
Noughts & crosses.
1. friendly 2. cheerful
3. pleasant 4. modest
5. active 6. hardworking
7. studious 8. responsible
9. selfish
Key:
1-d 2-g 3-c 4-i 5-f
6-a 7-h 8-e 9-b
In 2 groups, Ss in turn choose
numbers & match the adjective

under the number with a suitable
example (on a chart) describing
emotions and actions as ideas
development for that adj.
a. My mother gets up at 6 every day
and never stops working until
dinner-time.
b. Minh never wants to share
anything with us. Whenever I ask
him for help, the only answer I get
is “Why do I have to do it for you?”
c. It’s nice to be around with Tam
for his polite and friendly manner.
d. He’s very close to us. Though
he’s our teacher, he treats us almost
like his friends.
e. I like working with Lan. She
always tries her best to finish her
part of the work.
f. She is a lively person who
engages in almost all the
community activities.
g. I love spending time with Linh
and seeing her broad smiles.
h. My friend spends a lot of time
learning. She is one of the best
students in our class.
i. Trust him. He doesn’t say more
than what he has thought or done.
II. PRE-WRITING (6’)

*Brainstorming:
Where/
When first
met
Physical
characteristics
Personalities
-in school
extra-
activities
-at a
football
match
-high
forehead
-very tall
- good-natured
-quick-witted
III. WHILE-WRITING
1. Making outline. (10’)
-While Ss are writing, T. goes around the class
to see how well Ss work and whether they need
some help.
-Ask 2 groups to write their outlines on the
board.
-T’s feedback.
-Ss work in pairs
-For column one, think of the
possible places and situations in
which you may have met your best

friend. Write down as many of them
as possible.
-For column 2, think of the most
outstanding physical characteristics
of your friend and write them down
in this column.
-For column 3, think of the
personalities of your friend that you
like most about him/her.
-Ss to make an outline of a
paragraph describing a friend, use
the information they’ve just
discussed in brainstorming activity.
-Ss work in groups of 4
6
1 2 3
4 5 6
7 8 9
Lesson plan of English 11
Teaching date: /09/2007
PERIOD 5 UNIT 1 FRIENDSHIP
LANGUAGE FOCUS
*Objectives: By the end of the lesson, Ss will be able to:
+ pronounce the two sounds /dz/ & /t…/ correctly.
+know how to use to-infinitive or bare infinitive.
*Lexical items:
*Skills: Speaking, listening& writing
*Teaching aids: Handouts, textbook.
PROCEDURE
7

Lesson plan of English 11
I. PRONUNCIATION (12’)
*Warm-up:
-Divide class into 2 groups A & B.
*Practice:
-T. reads the words & Ss repeat them in
chorus.
-Call some Ss to pronounce the words.
-T. reads sentence S (See textbook) & Ss
underline the words containing the
sounds /t…/ & /d…/.
-T’s feedback.
-T. reads sentence by sentence & Ss
repeat.
-T corrects if there’re some mistakes.
II. GRAMMAR.
1. Infinitive with “to”. (10’)
-T. shows some books and ask:
-> What do you read books for?
->Expected answer:
* We read books to get information.
-Use pictures of two happy faces & ask
Ss to complete the sentence.
T: Who can complete the boy’s sentence?
S: I’m happy to meet you.
* Practice:
- Ask Ss to put the words in the correct
order to make complete sentences with
infinitive with to
- Ss work individually.

- Have some Ss write their sentences on
the board.
- The other Ss correct the mistakes.
2. Infinitive without to: (10’)
*Practice:
-T’s feedback.
3. Free-practice: (10’)
-SS write on the board as many words
having the sounds /d…/ & /t…/ as possible
in 3 minutes.
Group A Group B
/d…/ /t…/ /d…/ /t…/
Jam Children
chair

orange
church
…
- Ss to give the form:
Noun/pron. + to-infinitive
Adjective
- Ss to match the words in column A with
those in B to make meaningful sentences.
A B
1. I saw a dog a. sing a
romantic song
2. I heard you b. bite
the crying boy
3. They made me c. clean
their ten bicycles

- Ss to give the form of the sentences
above.
Verb + Object + bare-infinitive
- Ss to give some other verbs which can be
used the same way as “see”, “ hear”, and
“make”
- Expected answers: watch, let, feel, notice
-Ss. To rewrite sentences, using the words
in brackets.(textbook, p.21)
- Ss to exchange the exercise and correct
them.
-In pairs, each student tells his/her partner
the first time she/he met his/her closet
friend.
Ex: - I was glad to meet her.
- I thought she was a very
interesting person to make friend with.
8
I’m happy…
you.
Lesson plan of English 11
Teaching date: /09/2007
PERIOD 6: UNIT 2: PERSONAL EXPERIENCES
READING
Objectives: By the end of the lesson, Ss will be able to:
- learn some vocabulary about personal experiences
- understand the passage
- to use the vocabulary to tell about their own personal
experiences
Lexical items: idol (n); glance (v); sneaky (adj); embarrassing (adj); make a fuss (exp)

Skills: reading, speaking, listening, writing
Teaching aids: pictures, handouts, textbook.

PROCEDURE
Teacher ‘s activities Students’ activities
I. PRE-READING:
1. Warm up: (pair work) (5’)
- T: prepares /sticks 6 pictures on the B.B
- lead-in: Have you involved in the
situation in which you don’t know what to
do?
2. Teaching voc: (10)
- idol (n): (example): thần tượng
Ex: Who’s your favorite singer
Hong Nhung
Hong Nhung is your idol.
-glance (v) (miming): liếc mắt
- sneaky (a) (situation): lén lút
 What would you do if you couldn’t do
your test?
Copy
 What’s your attitude?
Be afraid of the T. and look sneaky.
- embarrassing (adj) (synonym ) =
confusing (adj): bối rối
- make a fuss (exp) (over/about)
(explanation): làm ầm ĩ.
S.o complains noisily about s.t
she/he doesn’t like.
3. Checking voc: (handout) (3’)

Ss to discuss what’s happening in each
picture and then asks Ss to predict the
order of 6 pictures
Gap- filling (Task 1 / p.24)
(individuals)
Key: 1. glanced 2. making a fuss
3. embarrassing
4. idol -5.sneaky
II. WHILE-READING:
1. Activity 1 (5’) (group work) Put the
pictures of the events (on the board) in
the order that they happen in the story.
(correct the prediction in warmer )
-Ss read the passage silently in 3 mins.
Keys: 1.d – 2.b – 3.f – 4. e – 5.a - 6.c
Activity 2 Multiple choice (5’).
1. The writer’s most embarrassing
Individuals
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Lesson plan of English 11
experience happened when she was
A. a teacher
B. a junior high school
student
C. a senior school
student.
2. She wished to have a like the
one of her pop idol.
A. a red dress
B. a red floppy cotton

hat
C. a pair of red shoes
3. She bought it with the money
A. her father gave her
B she picked on the street
C. She took from a school boy’s bag
3. Activity 3 (Task 3/ p. 24)
Comprehension questions (pair work )
-Ss read the passage again and answer the
following questions
1. Why did her father give her some money
on her birthday?
2. What did she see in the boy’s bag?
3. Why did she decide to take the money
from the boy’s bag without saying anything
about it?
III. POST-READING: (7’)
Discuss the question: What would you do if
you were the writer?
IV. RESERVED-ACTIVITY:
Keys:
1. So that she could buy the hat for
herself
2. A wad of dollar notes exactly like the
ones her father had given her before.
3. Because she didn’t like to make a
fuss.
(Group work )
Expected answers: - say nothing / keep
as a secret.

-try meet the boy and give the money
back
Ss tell about their embarrassing
experiences.
V. HOMEWORK: (3’) - Prepare for speaking
-Write about their own experiences.
Teaching date: /09/2007
Period 7: UNIT 2 PERSONAL EXPERIENCES
Speaking
*Objectives: By the end of the lesson, Students will be able to talk about past experiences
and how they affected one’s life.
*Lexical items: native speaker; affect (v); turtle (n)
*Skills: speaking; listening; writing; reading.
*Teaching aids: textbooks; pictures; handouts.
PROCEDURE
10
Lesson plan of English 11
Teacher ‘s activities Students’ activities
I. PRE-SPEAKING
1. Warm-up: (5ms) Hangman
Teacher asks Ss to think of a word
containing 10 letters, you can guess 2
letters first: __ __ __ __ __ __ __ __ __ __
2. Lead-in: (2ms)
_ asks Teacher Ss: .Have you ever had an
interesting experience?
3. Teaching vocabulary: (2ms)
- native speaker (n) (situation) người bản
xứ
Ex: Mary comes from England.

She speaks English as a native speaker
- (to) affect (v) (example) ảnh hưởng
Ex: Smoking is harmful to our health. It
means smoking ……….badly our health.
→ affects
- turtle (n) (picture) con rùa
4. Checking vocabulary: (3ms) R.O.R
Key words: EXPERIENCE
II. WHILE-SPEAKING: (15 ms)
1. Activity 1: (5 ms) (Task 1, textbook,
P.25)
2. Activity 2: (10 ms)
Teacher asks Ss to practice the dialogue in
pairs
Teacher calls some pairs to perform the
dialogue in front of the class.
Teacher sticks a poster with the completed
dialogue
Teacher asks Ss to pay attention to the tense
of the verb <Simple past >
Key answers:
1_d; 2_c; 3_ a; 4_ b; 5_ e
Ss put the conversation in the correct
order by numbering the expressions
(Task 2, textbook, P.26 )
Key answers: 1_b; 2_ d; 3_ h; 4_ a;
5_ e; 6_ g; 7_ c; 8_ f
Ss to pay attention to the questions:
Have you ever …… ?
How did it happen?

When did it happen?
How did the experience affect you?
III. POST- SPEAKING: (13ms)
Ask Ss to use the questions above to talk
about their own past experiences, using the
cues in task 1
IV. HOMEWORK: (2ms)
Write down your own dialogue in the
exercise
Teaching date: /09/2007
PERIOD 8 UNIT 2: PERSONAL EXPERIENCES
LISTENING
* Objective: By the end of the lesson, Ss can learn some vocabulary about a fire.
* Lexical items: memorable (a), scream (v), gas stove (n) escape (v), terrified (a),
replace (v), embrace (v), protect (v)
* Teaching aids: picture, cassette, chart, handouts
11
Lesson plan of English 11
PROCEDURE
Teacher ‘s activities Students’ activities
I. PRE - LISTENING:
 Warm - up: (5’) (group work):
Describing the picture (p27 - textbook).
 Lead - in (2’)
- Have you involved in or seen a fire?
- What did you do then?
- How did you feel?
 Vocabulary (10’):
- memorable (a) = unforgettable (a)
(synonym): đáng ghi nhớ

- Terrified (a) sợ hãi (example)
Most people feel terrified when they see
snakes
- Scream (v): (explanation) la thất thanh,
la hét.
What do people often do when they see
something terrible?
- Replace (v) (mining): thay thế
- Gas stove (n) (drawing)
- Embrace (v) (picture): ôm
- Escape (v) (example): thoát ra ngoài
The prisoner ran away after escaping from
the prison.
- Protect (v): (explanation)
What do we wear a helmet for? → to
protect our head
Keys:
1. protect 2. embraced 3. memorable 4.
terrified 5. screamed 6. replace
7. gas stove 8. escape
II. WHILE – LISTENING
Keys:
1. T 2.F 3. F 4. F 5.T
Ask Ss to put the sentences in right
Ss look at the picture and say what is
happening in it.
 Checking vocabulary (5’) (individual)
Gap - filling
1. A good pair of shoes will ………. your
feet while jogging.

2. The child ……….her mother tightly
because of fear.
3. April 30
th
1975 is a ……….day of
Vietnamese people.
4. I feel …whenever I stay at home alone
5. The fans …….with excitement when
they saw their idols.
6. Robots can …….people in some work
7. Remember to turn off the …… right
after cooking.
8. They were trying to ……….from a
burning house.
1. Activity 1 (5’) (Pair work) (task 1 P27)
1. Christina is a businesswoman
 True
 False
2. The fire happened three years ago
 True
 False
3. The fire started in the bedroom
 True
 False
4. When the fire started, Christina was
reading a book
12
Lesson plan of English 11
order to make a completer story.
Keys:

1. b 2. d 3. a
4. c 5.f 6.e
Keys:
1. small 2. everything 3. family
4. replaced 5. took 6. appreciate
 True
 False
5. Her mother came and rescued her
 True
 False
2. Activity 2 (5’) (Group work) Teacher
prepares 6 piece of paper on which there
are 6 sentences as follow.
-b. Her most unforgettable experience
happened 13 years ago.
-d. Her house burned down
-a. The fire started in the kitchen because
she forgot to turn off the gas stove.
-c. She heard her mother’s voice calling
her name
-f. She rushed to her mother and her
mother carried her out.
-e. She got away without even a minor
burn.
3. Activity 3 (5’) Individual (Task 3
textbook P28)
III. POST - LISTENING (5’) (textbook
P28) Discussion
Christina says that family is more
important than things. Do you agree or

disagree with her? Why? Exchange your
ideas with a partner.
IV. HOME - WORK (3’) Write down your idea (Post - listening) in
the notebook
Teaching date: /09/2007
PERIOD 9 UNIT 2: PERSONAL EXPERIENCES
WRITING
A. OBJECTIVES
A1 Aims: - To help Ss know the way to write a personal letter about a
past experience.
A2. Lexical items: - Words/Phrases used to write about a past experience:
embarrassing/embarrassed, frightening /frightened, funny,
unforgettable, memorable; appreciate; outlook on life…
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Lesson plan of English 11
A3. Structures: I’m writing to tell you about my most memorable …; This
made me more careful…; This changes my outlook on life;
etc.
A4. Method: Integrated, Communicative approach
A5. Teaching aids: Posters, pictures, handouts, transparency sheets/A4 paper,
whiteboard markers, overhead projector
B. PROCEDURE
14
Lesson plan of English 11
Teacher ‘s activities Students’ activities
WARM-UP (3 mn)
Look at the pictures or listen to the situations and
answer the questions
T. either shows 2 pictures of ‘a man attacked by
a dog’ and of ‘a man slipped & fallen in the

street’ or gives 2 situations and asks some
questions:
1. What’s the matter with the man in the 1
st
picture?
2. How did this affect him?
3. How about the 2
nd
picture?
4. According to you, how did he feel when there
were a lot of people in the street?
PRE-WRITING (15 mn)
Act.(7mn). Listen to the teacher’s past experience
and do a multiple-choice task.
T. tells Ss her/his past experience.
‘I’ve had a lot of experiences in my life. My
unforgettable experience was just 2 months ago,
when my family spent a summer holiday in Hue
city.
We stayed at a big hotel with 7 floors for three
days. My son, a quick and naughty boy likes
taking the lift so we decided to choose a room on
the top floor. On the last afternoon of our stay,
while I and my husband were both talking to
each other and stepping into the lift, my son was
putting his left hand into one of the two slots of
the lift. I really lost my temper then. Immediately,
I grabbed his hand and tried to draw it out of the
slot, but I couldn’t. The boy was more and more
crying, and I began crying. My husband, who

prevented me from doing like that, was very
calm. He managed to draw his hand out of the
slot. At that time, I felt relieved and hugged my
son because I had thought of the worst thing that
would happen to him. Luckily, he wasn’t
seriously injured.
This experience made me frightened and pay
more attention to my naughty son. Especially, I
find that we should be calm when solving any
problems.’
TASK: Listen to my past experience and then
tick the right pictures related to the story.
tick the right pictures related to the story.
1. a b c d
2. a b c d
3. a b c d
Ss: Observe the pictures on board
or listen to the situations given
Ss’ answers:
1. He was attacked/bitten by a dog.
2. This made him frightened.
3. He was slipped.
4. He felt embarrassed.
Group work (groups of 4)
Ss: Observe the pictures of the task
provided and make group
discussion before listening.

Ss’ answers:
1. b

2. d
3. c
4. c
5. b
Ss. Look at the poster and answer
the questions
Individual work
Ss give as many kinds as possible
Pair work
Ss write outline in pairs
Individual work
Write a letter about a past
15
1. Where the experience happened: at a hotel,…
2. When it happened: 2 months ago, when I was on
holiday,…
3. How it happened: (various details)
4. Who was involved:
5. How it affected you: It made me
embarrassed/frightened…; It changes my outlook on
life…
Lesson plan of English 11
Teaching date: /09/2007
PERIOD 10 UNIT 2: PERSONAL EXPERIENCES
LANGUAGE FOCUS (1)
• Objectives: By the end of the lesson, Ss will be able to pronounce /m/ - /n/ - /η/
and use present simple indicating past time correctly
• Lexical items:
• Skill: speaking, listening, writing, reading
• Teaching aids: textbooks, handouts, poster

• PROCEDURE
16
Lesson plan of English 11
Teacher ‘s activities Students’ activities
• WARM - UP AND LEAD - IN: (5’)
Game: T prepares 15 cards containing 15
words and asks Ss to put into correct
columns
- T gives feedback
- T leads in the new lesson
A. PRONUNCIATION (15’)
I. PRESENTATION (5’)
- T introduces and modals 3 consonants
/m/; /n/; /η/
II. PRACTICE (5’)
T asks Ss to underline the words
containing 3 consonants above and read
the sentences loudly (individual)
1. Good morning. I want an apartment in
central London.
2. We have an inexpensive apartment in
Northern Avenue.
3. I remember meeting him on a nice
summer afternoon.
4. Mr. King is singing next door.
5. He’s holding a string in his fingers.
6. He loves spending his holidays in his
small summer house.
III. PRODUCTION (5’)
T divides class into 2 groups ands asks Ss

to choose the number and give the word
containing the consonant
B. GRAMMAR (23’): Present simple
indicating past time
I. PRESENTATION (7’)
T feedbacks and explains: Present Simple
also indicates past time
Keys:
1. invites 2 sets 3. gets
4. waves 5. promises 6. carries
7. contains 8. has baked 9. is
10. is shining 11. are singing 12. is
II. PRACTICE: (8’)
Multiple Choice
One fine day, we (1. decide) _______ to
go into a jungle. We (2. start) _______
preparing for the trip at six in the morning,
and (3. leave) _______ with two elephants
carrying our luggage. It’s a hot day but all
of us (4. wear) ______ shoes and trousers
to protect us from snakes. In the jungle,
there is a lot of wildlife but we (5. try)
/m/ /n/ /η/
may nose Wrong
running make nine
- Ss repeat
Game: Noughts and Crosses
1 2 3
4 5 6
7 8 9

- Ss close the books and gives Ss
handouts
Handouts:
The story is about a girl called Little Red
Riding Hood who (0. live) lives with her
mother. Little Red Riding Hood‘s
grandmother (1. invite) _________ her to
her cottage, so one fine day she (2. set)
_________ off to visit her. The little girl
(3. get) __________ready, (4. wave)
_________ goodbye to her mother and (5.
promise) __________to be careful. On her
arm she (6. carry) _________ a basket
which (7. contain)_________a cake her
mother (8. bake) __________specially. It
(9. be) _________ a lovely spring
morning, the sun (10. shine) _________
and the birds (11. sing) __________,
happy that the winter (12. be) _________
over.
1.a. to decide b. decides
c. deciding d. decide
2.a. have started b. had started
c. start d. was starting
3.a. leave b. leaves
c. leaving d. to leave
4.a. wears b. wear
c. wearing d. weared
5.a. is trying b. try
c. has tried d. was trying

6.a. to climb b. climbing
c. climb d. climbs
17
Lesson plan of English 11
Teaching date: /09/2007
PERIOD 11 UNIT 2: PERSONAL EXPERIENCES
LANGUAGE FOCUS (2)
• Objectives: By the end of the lesson, Ss will be able to use the past simple, past
progressive and past perfect correctly.
• Skills: writing, speaking, listening, reading.
• Teaching aids: textbook, handouts, chart, pictures, etc.
PROCEDURE
Teacher ‘s activities Students’ activities
I/ WARMER: 5’
T gives an exercise: RIGHT (R) or
WRONG (w)
1/ I was making a cake when the light
goes out.
2/ Last night, while I watched T. V, my
mother was reading a newspaper.
3/ When I arrived, the lecture had
already started.
4/ He went out with his friends after he
finished his homework.
- T gives feedback.
- T leads in the new lesson.
II/ PRESENTATION: 10’
From the above sentences, T elicits from Ss
3 structures:
…………WHEN ………

WHILE …………, …………
WHEN / BEFORE / AFTER ……… ,
II/ PRACTICE:
1/ Activity 1: 8’
Exercise 2 / p.30. Textbook.
Keys: 1/ broke - was playing
2/ wrote - was
3/ was working - broke
4/ started - were walking
5/ told - were having
6/ didn’t listen - was thinking
7/ phoned - didn’t answer - were (you)
doing
8/ had looked - asked - cost.
2/ Activity 2: 8’
Exercise 3 / p.31 textbook
Keys: 1/ had eaten - arrived
2/ found - had taken
3/ got - had closed
(1) Past progressive + WHEN + Past
simple
WHEN + past simple + past
progressive
*Expressing an action happening
when another action happened in the
past.
(2) WHILE + Past progressive +
Past progressive
Past progressive + WHILE + Past
progressive

*Expressing two actions
happening at the same time in the
past.
(3) WHEN / BEFORE + Past
simple + Past perfect
Past simple + AFTER + Past
perfect
*Expressing an action happened
before another in the past.
pair work
18
Lesson plan of English 11
4/ got - had left
5/ got - had arrived
6/ paid - had phoned
7/ went - said - hadn’t arrived
8/ had looked - asked - cost
III/ PRODUCTION: 12’
Sentence building
- T uses pictures or cards:
1/ Play football - do homework
2/ Cook the meal - watch T.V
3/ Go shopping - do housework
4/ Have dinner - go to the cinema
- Ss to make sentences, using the three
structures above.
Individual
Group work
IV/ HOMEWORK: 2’ T asks Ss to make 6 sentences, using the
three structures above.

Teaching date: /10/2007
PERIOD 13 UNIT 3: A PARTY
READING
Objectives: By the end of the lesson, Ss will be able to:
 Read for gist.
 Study some new words relating to the topic: Party.
Skills: reading.
Teaching aids: text books, hand-outs.
PROCEDURE
Teacher ‘s activities Students’ activities
I. Warmer: (5 minutes)
 Chatting:
T elicits some information relating to a
party from the Ss
- Have you ever been to a party? 
Expected answer: Yes.
- Do you enjoy going to a party? 
Expected answer: Yes.
- Could you tell me some kinds of party you
have been invited to?
Lead – in:
T introduces the lesson:
“Today we will learn about some
kinds of parties that people are
celebrating”
I. Pre-reading: (10 minutes)
 Pre-teaching vocabulary:
 Expected answer:
19
Lesson plan of English 11

1. blow out (v) thổi tắt
(Miming: T asks the Ss to look at him or
her. T does the action of blowing out
the candles then asks the Ss:
“What I have done?”

Expected answer:
blow out the candles)
2. couple (n)
3. anniversary (n)
+ golden anniversary
+ silver anniversary
+ wedding anniversary
4. gift (n)
5. milestone (n):
Checking vocabulary:
RUB OUT AND REMEMBER.
I. While reading: (20 minutes)
Activity 1: Task 1:
Activity 2: Task 2:
 T asks Ss to read the text again
individually.
 T asks Ss to work in pairs and do the
exercise.
 T reminds the Ss that there is only
ONE wrong word.
 T calls some Ss to stand up and give
their answers.
 T checks and gives feedbacks.
 Ss to work in pairs and read the text

again.
Ss ask and answer then tick ()
in the right box.
 T delivers the hand-outs (taken
from the textbook, p.34).
 T checks and gives feedbacks.
PAIR WORK
o Answer keys:
1. birthday party
2. both
3. both
4. wedding anniversary party
5. wedding anniversary party
6. wedding anniversary party
7. birthday party
PAIR WORK
o Answer keys:
o 1. Lisa’s family and friends are at her
seventh birthday party.
2. Everyone eats cake and ice cream at
the birthday party.
3. Lisa opens birthday cards and presents
from her family and friends.
4. Many Americans over the age of 30
don’t like to talk about their age.
5. Fifty years ago, Rosa and Luis got
married.
6. People call the 50
th
wedding

anniversary the “golden
anniversary”
7. Rosa and Luis are happy to be
together for their golden anniversary.
20
Lesson plan of English 11
III. Post-reading (9 minutes)
PREPARE YOUR BIRTHDAY PARTY
Time to start
Place to celebrate your birthday party in a park, at home, at a restaurant, at a coffee
shop…
Number of gueSs coke, cake, candies, milk, …
Foods and drinks Playing games, singing, dancing, taking
photos, …
Interesting activities
DISCUSSION
- T asks Ss to work in groups of 5.
- T asks Ss to discuss the reasons why
they prefer to celebrate their birthday party at
home / in the restaurant.
T checks and gives feedbacks.
II. Homework (1 minutes)
Write-it-up:
Write a short paragraph (about 70 
100 words) about the preparation for
your birthday party. Using the
information given in the chart above.
Teaching date: /10/2007
PERIOD 14 UNIT 3: A PARTY
SPEAKING

Objectives: By the end of the lesson, Students will be able to:
+ Talk about the party they have been to
+ Tell how they organize a party
Skills: speaking, writing
Teaching aids: Textbooks, hand-outs
PROCEDURE
Teacher ‘s activities Students’ activities
I. Warmer: (5 mins)
• Brainstorming:
• T divides the class into 2 groups:
Tom and Jerry
T asks each group to choose a
representative to come to the board
T asks Ss to find some words related to
the topic PARTY then write their words
Ss to clap their hands
Ss read the list of questions on p. 35
Ss choose from the list 5 or 6 questions to
answer
21
Lesson plan of English 11
on the board
T checks the Ss' answers
The group that has more correct words will
be the winner
Lead-in:
T introduces the lesson: "
Today, you will learn to talk about the
parties you've been to and how to
organize a party."

II. Pre-speaking: (10 mins)
• Activity : Task 1
T asks them to write their answers on
a piece of paper
T reminds them to use The Past Tense
T calls some Ss to stand up and talk
about their answers
III. While-speaking: (20 mins)
Activity 1: Task 2
T asks them to tell their friends about the
party they've been to
T asks them to use the information in the
previous activities
T goes around to check and offers help if
necessary
T calls some Ss to stand up and tell about
the party they have been to
T gives feedbacks
Activity 2: Task 3
PARTY-ORGANIZER'S COMPETITION
Ss to work in pairs
II. Post-speaking: (10 mins)
- T asks the Ss to work in
pairs
T gives some cues
22
Lesson plan of English 11
- T asks Ss to plan an interesting party
(using the cues) then tell their friends to
invite them to come to that party.

- T calls some Ss to stand up and talk
about their parties
- T checks and gives feedbacks.
- Ss to discuss in their groups
IV/ HOMEWORK: 2’ T asks Ss to make 6 sentences, using the
three structures above.
Teaching date: /10/2007
PERIOD 15 UNIT 3: A PARTY
LISTENING
Objectives: By the end of the lesson, Students will be able to:
+ Listen for gist.
+ Listen to get some specific information to answer the questions.
Lexical items: words related to a party / parties.
Skills: listening.
Teaching aids: hand-outs, tapes, cassette-player, pictures or real objects.
PROCEDURE
Teacher ‘s activities Students’ activities
I. Warmer: (5 mins)
T elicits some information related to
parties from the Ss by asking the
following questions:
- When do you like to organize your
birthday party, during the day or in the
- Ss work individually to read
through the hand-outs.
- Ss listen to the tape once and try
to decide if the statements are True (T) or
False (F).
- Ss to work in pairs and discuss
BIRTHDAY PARTY

Game: Hide and Seek, Beauty Contest, etc
GueSs: Interesting friends and famous
singers
Foods and Drinks: coke, fruit juice,
cake, biscuits, etc.
23
Lesson plan of English 11
evening?
- What foods and drinks are often served at
your birthday party? What act …
II. Pre-listening: (10 mins)
Teaching vocabulary:
+ gather (v) (picture …)
+ decorate (v) (explanation)
+ slice (n) (realia)
+ clap (v) (miming)
+ icing (n) (picture)
Checking vocabulary: WHAT AND
WHERE
III. While _listening: (20 mins)
• Activity 1 : Task 1
• T delivers handouts (taken
from the textbook, p.37) T call
some Ss to stand up and give their
answers.
• T plays the tape again to
check with the whole class.
• T gives feedbacks.
Activity 2: Task 2
their answers.

- Answer keys:
1 2 3 4 5
F F F T F
MULTIPLE CHOICES
1. How old was Mai?
A.6 B.16 C.60 D.26
2. Why didn’t she like having her party at a restaurant?
A. noisy and expensive B. quiet and cheap
C. noisy and cheap D. quiet and comfortable
3. What did Mai’s mother serve the gueSs at the beginning of the party?
A. ice-cream and biscuits B. soft drinks and biscuits
C. coffee and cake D. fruits and milk.
4. What time was the birthday cake brought out?
A. 6.30 a.m B. 5.00 p.m C. 4.30 a.m D. 4.30 p.m
5. It was beautifully decorated with
24
Lesson plan of English 11
A. pink and white icing B. brown and yellow icing
C. green and white icing D. black and yellow icing
6. What did all the gueSs do while Mai was cutting the cake?
A. they danced and sang B. they played the Bingo game
C. they took photos D. they clapped their hands and sang
7. What time did the birthday party finish?
A. 6.30 a.m 6.00 p.m C. 6.30 p.m D. 6.00 a.m
IV. Post listening: (9 mins)
T asks them to talk about Mai’s
birthday party.
T asks the secretary to take notes.
Homework: (1 min)
- Ss to work in group of 6.

- Ss choose a secretary and a presenter.
Write a short paragraph about Mai’s birthday
party (5070 words).
Teaching date: /10/2007
PERIOD 16 UNIT 3: A PARTY
WRITING
Objectives: By the end of the lesson, Ss will be able to:
 Write a letter of invitation.
Lexical items: Words / phrases used in letters of invitation.
Structures: Would you like to…?
Skills: Writing.
Teaching aids: Hand-outs, posters.
PROCEDURE
Teacher ‘s activities
T devides the class into 2 groups: Apple and
Orange.
T asks each group to choose a representative to
come to the board.
T asks Ss to find words related to LETTER.
I . Lead – in:
-T introduces the lesson:
“One of the kinds of letter we will study today
is letter of invitation“
II. Pre-writing: (10 mins)
Vocabulary teaching:
-refreshments (n) -serve (v) -take place
-T elicits some information from the Ss:
Would you like to go to the cinema with me?
Students’ activities
Ss do the exercise in the hand-out

Answer keys:
1. refreshments
2. would you like - - served
3. took place
Answer keys:
1. at my house
2. to come
3. refreshments
4. to cook
5. winners
6. by Monday
Ss work in group of 5
25
Would you like to …