Giáo án tiếng anh 11 cả năm

Lesson plan of English 11
1
Writing date:
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’aTask 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)
Read the passage quickly & tick the words
in Warmer appearing in the passage
+ Expected answer: B. Conditions of the
true friendship.
*Expected answer:
friend
Lesson plan of English 11
2
+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.
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.
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.
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
Lesson plan of English 11

3
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

- date of birth
- his/ her physical characteristics
- his/ her hobbies
- his/ her personalities
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
- what makes him/ her a good friend
- what made him/ her successful
- what he/ she does in his/ her free time
IV. HOMEWORK (2’)
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.
Lesson plan of English 11
4
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.
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
Lesson plan of English 11
5
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
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
1 2 3
4 5 6
7 8 9
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
-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
Lesson plan of English 11
6
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
-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.
2 Writing (15’)
-In groups of 4, Ss write a paragraph about a friend
on a poster.
-While Ss are writing, T. goes round to see if
anyone needs help.
VI. POST-WRITING (7’)
-Ask 4 groups to show their posters on the board.
-T’s feedback.
V. HOMEWORK (1’)
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
-Ss to give remark.
-Ask Ss to write the paragraph into
their notebooks.
I. PRONUNCIATION (12’)
*Warm-up:
-Divide class into 2 groups A & B.
-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…/
I’m
happy…you.
Lesson plan of English 11
7
*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’)
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.
Lesson plan of English 11
8
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 experience
happened when she was
A. a teacher
Individuals
V. HOMEWORK (3’) -Ss to write some sentences about their friends,
using infinitive with/ without to.
Lesson plan of English 11
9
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
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)
Key words: EXPERIENCE
Lesson plan of English 11
10
- 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
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
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
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
Lesson plan of English 11
11
- 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
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
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

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
Lesson plan of English 11
12
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…
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
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
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
Lesson plan of English 11
13
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.
1. a b c d
2. a b c d
3. a b c d
4. a b c d

5. a b c d
T. has Ss in volunteer groups to give feedback
Act. 2. (8m) Write Outline
T. asks some questions concerned with the task and
shows a poster with the main points of a past
experience at the same time.
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 experience
on sheet /paper by using the outline
written.
Ss. work in pairs
Ss. check the main points of a past
experience, find out some mistakes in
spelling/grammar, and then give
comments on the samples on board.
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
14
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
T. has Ss give some kinds of experiences (such as a
funny experience, frightening experience, an
embarrassing experience.) before their own outline.
T. has 2 Ss write their own outline of the main points
(shown on poster) on board.
T. get Ss to say some sentences beginning a letter
(I’m writing to tell you about my unforgettable
experience; I want to tell you my…)
WHILE-WRITING (15mn)
Write a personal letter about your past experience
T. has Ss do their writing and give help when
necessary.
POST-WRITING (12 mn)
- Self-correction
- T. has Ss exchange their written work and correct
some common mistakes.
- T-Ss correction

T. either has 2 Ss write their own work on board
or chooses 2 finished sheets and makes correction by
using an overhead projector.
- T’s evaluation
T. gives marks and comments on Ss’ written work.
HOMEWORK: Prepare Language focus
- Review the usage of past tenses.
-Write 3,4 sentences with the tenses.
Lesson plan of English 11
15
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 singing12. 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.
/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
Lesson plan of English 11
16
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.
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) ________ to find big
cats, especially tigers. We (6. climb) _______
into the elephants’ backs to get better view,
but it’s unusual to find tigers in the afternoon
because they (7. sleep) ________ in the heat
of the day. Then, in the distance, we (8. see)
________ a tiger and everyone of us (9. keep)
________ quiet. We (10. creep) ________
nearer and (11. find) ________ a dead dear,
still breathing. This is the tiger’ lunch!
Suddenly we (12. start) _______ to feel very
frightened.
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
7.a. sleep b. have slept
c. had slept d. was sleeping
8.a. seeb. seen c. seeing d. to see

9.a. has kept b. is keeping
c. are keeping d. keep
10.a to creep b. creped
c. creep d. creeping
11.a. have found b. find
c. had found d. will find
12.a. starting b. starts
c. to start d. start
III. PRODUCTION: (8’) T asks Ss to tell a story that they know (using
present simple).
IV. HOMEWORK (2’) Write down the story into your notebook.
-Find 5 words for each consonants /m/; /n/; / /
Lesson plan of English 11
17
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
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
(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
Individual
Group work
Lesson plan of English 11
18
structures above.
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:
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:

Expected answer:
 Ss to work in pairs and read the text
again.
Ss ask and answer then tick (  ) in
the right box.
Lesson plan of English 11
19
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.
 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.
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
Lesson plan of English 11
20
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 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
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
Ss to work in pairs
Lesson plan of English 11
21
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
II. Post-speaking: (10 mins)
-
T asks the Ss to work in pairs
T gives some cues
BIRTHDAY PARTY
Game: Hide and Seek, Beauty Contest, etc
GueSs: Interesting friends and
famous singers
Foods and Drinks: coke, fruit juice,
cake, biscuits, etc.

-
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:
Lesson plan of English 11
22
+ 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 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
- 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 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?
Lesson plan of English 11
23
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
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
Lesson plan of English 11
24
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?
-Structure:

 Form
1. I often bring a lot of ….when I go on a picnic.
2. What …. to be …. at the party?
3. The 2002 World Cup …. in Korea and Japan.
III. While writing: (20 minutes)
Activity 1: Task 2
-T asks the Ss to work in pairs
-T asks them to complete the letter in the textbook.
-T calls Ss to give their answers.
-T checks and gives feedbacks.
Activity 2: Task 3
T asks the Ss to find the answers for the questions in
the textbook.
Activity 3:
-T asks Ss to work in groups again
III. Post-writing (9 minutes)
T calls the Ss to stick their poster on the board.
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
o Suggested answer:
1. I am going to organize a birthday
party.
2. I intend to organize the party in the
park on July 25th.
3. I will invite about 50 friends /
classmates.
4. I will organize some interesting
games such as hide and seek, Bingo,
ect
5. Fast food and fruits will be served.
V. Home work (1 minutes) T asks Ss to rewrite the letter of
invitation in their notebooks.
Teaching date: /10/2007
Would you like to …
Lesson plan of English 11
25
PERIOD 17 UNIT 3: A PARTY
E. LANGUAGE FOCUS
A. Aims: After the lesson, students will be able to:
- distinguish the sounds /l/ - /r/ - /h/
- know about infinitive and gerund
- apply to do the exercises
B. Teaching aids:
- Textbook
- Pictures of a plate of salad, a restaurant, and a house
C. Procedure:
Teacher ‘s activities Students’ activities
A. Class stabilization:

B. New lesson:
I. Warm-up:
- T uses pictures of a plate of salad, a restaurant, and a
house to lead to pronunciation
II. Pronunciation:
1. Activity 1: Listen and repeat
2. Activity 2: Practise reading aloud these sentences
1. Hello, Mr. Allen. You’re early for lunch. It’s only eleven
o’clock.
2. I’d like a plate of salad, a glass of lemonade, a slice of
melon and some jelly, please.
3. Laura is a really pretty librarian in the public library.
4. Her parents own a restaurant in a country in central
Europe.
5. Hello, Harry. Have you heard the news? There’s been a
horrible accident. A helicopter has hit Helen’s house.
6. Helen and her husband will have to spend their holiday
in hospital.
III. Grammar:
A. INFINITIVE AND GERUND
I. Examples:
List what people often do at a birthday party
give presents
sing birthday
song
get l
eat and drink
blow out the candles
- I hope to receive many presents on my birthday.
- We enjoy singing birthday song.

II. Verbs followed by V-ing and To-inf
Verb + (O) + V-ing
+ V (To-inf)
1. Verbs followed by To-inf
V + (O) + To-inf
- decide, expect, try, attempt, tend, ask, want, refuse,
- T asks Ss to repeat the words.
- T asks Ss to read the sentences
- T gives a situation and asks Ss
some questions to lead to the
grammar point.
- T presents
Birthday Party