GIÁO ÁN 11 BÀI 1,2,3 ,4 BAN CB

Lesson plan
UNIT 1: FRIENDSHIP Date:2/9/2007
Week:1st
Lesson 1: READING Period: 1st
A. AIMS AND OBJECTIVES: By the end of the lesson, Sts will be able to:
_ Scan reading for specific information.
_ Skim reading for general ideas.
_ Express their ideas about Friendship.
B. LANGUAGE FOCUS:
_ Vocabularies : acquaintance, loyalty, enthusiasm, constancy, suspicion,
sympathy.
_ Method : Communicative approach.
_ Skills : 4 skills
_ Techniques : textbooks, pictures, drawings, handouts
C. TEACHING STAGES:
*Stabilization:Greeting and checking attendances
*Checking up the old lesson:no
*New lesson
T &Ss’activities Contents Time

T divides the
class into two
groups-Sts.
Ss : Look at the
picture (textbook
work in pairs
Answer questions
T: Introduce the
poem on textbook.
Ss listen and read

again the poem
Ss work in groups
discuss the poem
T&Ss explain new
words
T: gives Ss
handouts and ask
them
Warm up
* Game: Treasure Hunt.
_ Combine the first letter in the name of the things
_ Give some pictures and real things about Flower, Rowing, Ice- cream
cake, Eye, New year, Dog.
---> The word of the day is “ Friend”
+ Do you have friends?
+ What is a good friend like, according to you?
Pre- reading:
*Answer questions
1. Who are the people in this picture?
2. What are they doing?
3. Are they having a good time?
4. Do you have many friends?
+Lead in
5’
13’
School Year: 2007-2008
1

Lesson plan
Teaching-

Vocabulary:
T: Introduces and
reads some words/
phrases on the
textbook.
_ Ss: read again.
Ss: pairwork
Ss : writes on the
blackboard
T checks
vocabulary
T: asks Ss to skim
the text again and
find the ideas of
the whole
passage.
Ss: groupwork
Ss: skim the text
again and answer
the questions.
Individual _
pairwork
ask-answer
Ss discuss
question in groups
“There is a poem about a friend. I’ll read it to you.
Listen carefully and then tell me what you think about the friend in the
poem”
*Asks questions
1. What do you think about the friend in the poem?

2. What do you think about friendship?
3. What qualities should we have to have true friendship?
---> Unselfishness, constantly, loyalty, trust……
I.New words
+ acquaince ( n) : a person that you know but who is not a close friend.
+ loyalty ( n) : faithfulness
_ enthusiasm (n) : a strong feeling of eagerness or interesting.
+ constancy (n) : the state of being constant or freedom from change
+ suspicion (n) : an understanding of other people’s feelings.
+ sympathy ( (n) : a feeling or believe that something is wrong or that
somebody has done something wrong.
II. Matching : ( Vocabularies)
A B
1.It would be fun to have a friend
2.I’d really like to find a friend
3.I don’t want to be friends with
anyone
4.A perfect friend is someone
a,who is unselflish
b,who os talktive
c.who is honest
d.who is reliable
III.Task1(in Textbook)
Fill each blank with a suitable word/ phrase:
+ unselfish # selfish
+ suspicion (n)  suspicious (adj)
+ capable ( of) # incapable ( of)
1. Mutual 2. Incapable 3. unselfish
4. Acquaintance 5. Give and take 6. loyalty
While- reading

IV. Task2 (in textbook)
Main idea of the whole passage :
Key: B
V. Answer the questions:
“In your opinion, which of the five qualities needed for a true friendship?
Is the most important: and which is the least important?
Post reading
VI. Discuss the question: ( in textbook)
+ Can you be a good friend?
+ Which of the qualities mentioned in the reading text do you have?
+ Which don’t you have?
VII.Homework
* Write about yourself answering the above questions
20’
7’
School Year: 2007-2008
2

Lesson plan
UNIT 1: FRIENDSHIP Date:6/9/2007
Lesson 2: SPEAKING Week: 2nd
AIMS: By the end of the lesson, Ss will be able to: Period:1st
- describe physical characteristics and discuss personalities.
- talk about a famous friend.
Assumed knowledge: Students have been provided with vocabulary relating to physical characteristics.
Anticipated problem: Some Ss may be too shy to share ideas with others.
Teaching method: Communicative teaching
Teaching aids: books, pictures, blackboard, cards
Time required 45 minutes
PROCEDURE :

*Stabilization:Greeting and checking attendances
*Checking up the old lesson:Tell four qualities& summary the text
*New lesson
Time Content T &Ss’ activities

4 mins
10
mins
I.Warmer
- Lead-in questions: Hang up the picture and ask Ss some questions
Who is she?/ What does she look like?
This is............... She is very beautiful, isn’t she?
Does she has a long hair? ......... Is she slim?…….
Is she tall ?……. What is she like?…..Friendly,honest
Lead in: Today I’ll help you how to describe someone’s physical
appearance and personalities
II. Pre-Speaking
DESCRIBING PHYSICAL APPEARANCE
*Brainstorming:
* Match the words from the box with the parts of the body you can
be used to describe.
short broad straight tall tallish
oval round flat overweight plump
medium height young brown slim
large wide wavy dyed long
curly glossy shoulder-length sleek thin
- Greeting
-Answer T’s
questions
- Pair work

T- S → S - S
- Ask Ss to think
of the adjectives
used to describe
people’s
appearance.
- Group work
- Ask Ss fill in the
table, then read
aloud them.
Explain the
meanings if Ss do
not understand.
- T gives a
sample (in case
Ss can not
describe)
Group work
Silent reading
and remember
School Year: 2007-2008
3
High,small,media,short,dark hair,long
hair,goodlooking,,pretty,handsome,
beautiful,…………………………

Lesson plan
15 mins
15ms
Parts of the body Adjectives

Face
Height
forehead
Nose
Hair
Ex: Tina is very tall, and she has long black hair. She’s about 20.
Oh, and she’s very slim. She looks like a film star.
III. While-speaking
1.TASK 1:
- Pictures in the textbook and describe his/ her hair/ body build……
Ex: - She has long blond hair. (S)he is pretty tall with ……
- Game: Guessing WHO IS (S)HE?
Ddescribe a friend in class, guess who (s)he is.
EX:A: This person is short and thin. She has long blond hair.
B : Is this ............? yes/no
DESCRIBING PERSONALITIES
2.TASK 2:
Complete the short conversation
A: Who is good at English in our class?
B: ............................
A: (S)he is good at EL. (S)he is willing to help friends. And (s)he
never tells about himself/ herself. (S)he is a ...........student.
Read these words in chorus and make sure that Ss know the
meanings and the use of theses words.
- Game: Rub out and remember.
III. Post=speaking
3.TASK 3:
- Questionnaire: Ask Ss to complete the following table.
Name
Date of birth

Physical
characteristics
What does (s)he look like?
Hobbies
personalities What is (s)he like?
Ex: Why .......is interested in ........?
How much time do(es) .........spend on ........everyday?
- Setting situation: Lan is a good student in our class. She has just
won the first prize in EL. Imagine you are a journalist. Interview
one of your friends about her.
Group work
* If Ss cannot
answer, T can
elicit some words
and Ss choose the
correct answer
Pair work
Expected answer:
(S)he is a modest/
helpful friend.
Read in chorus
Get Ss to work in
pairs to number
the personalities
above in order of
importance in
friendship, then
compare with the
other pairs.
-Individual work

-Group work:
Exchange the
answer
Feedback: Check
the questions
- Ask Ss to make
a list of questions
that are used to
describe people’s
physical
characteristics
and personalities
- T introduces
more difficult
questions and
some useful
language in the
text book.
Write down
School Year: 2007-2008
4
caring hospitable modest
sincere generous
helpful pleasant
understandings honest
friendly humorous quick-witted

Lesson plan
1m
- Role play: Ask Ss to work in pairs and then compare the

information with the other pairs.
IV. Homework
- Write a paragraph about one of your best friend.
- Prepare section 3: LISTENING

UNIT 1: FRIENDSHIP
Period:3st
Lesson3 :Listening Date :11/9/2007
Week:1st
A/ AIRMS AND OBJECTIVES:
- Help Sts. improve their listening skill.
- Help Sts. listen and decide True or False statements.
B/ LANGUAGE FOCUS:
- Vocabulary : apartment building, guitarist, motorbike, a good listener, sense of humour,
favourite, around
- Method : Communicative Approach
- Skill : Listening, Speaking
- Techniques :
- Teaching aids: cassette, tape.
C/ TEACHING STESTS:
*Stabilization:Greeting and checking attendances
*Checking up the old lesson:
-Describe your friends(appearance and characteristics)
*New lesson
I/ Warmer : (10ms)
1.Talk about your friend(Ss close your book)
2.Brainstorming: - Some qualities you need in a good friend.
- What qualities do you admire in your best friend ?
Generous helpful friendly
sense of humour unselfish

a good listener sympathetic honest
T: You’ll hear some people tell about their best friend, but before that ,practise reading some words that
you will hear in their talks.
School Year: 2007-2008
5

Qualities

Lesson plan
School Year: 2007-2008
T & Ss” activities Contents
*Teaching vocab ulary
T: Using pictures to present new words to
help Sts understand the listening text.
T: Read the words one by one and ask Sts
to repeat
* Checking vocabulary:
T: Ask Sts to listen and tell the meaning of
some words
T: - Tell Sts they are going to listen to Lan’s
talk and Long’s talk
- Ask Sts to listen and tick what is true or
false.
- Let Sts to liten for the second time if
necessary.
- Go over the answer with the class
T: - Ask Sts to listen again and note down
the main ideas in the table below.
- Call on Sts to read their notes and check
with the class

T : Ask Sts to work in pair using the
information in task 2 to tell the friendship of
Minh and Long.
I/ Pre-listening(5ms)
• Vocabulary: - appartment building

- guitarist
- motorbike

- a good listener
- sense of humour/ - favourite / -- around
• Checking vocab
II/ While listening(20ms)
1.Task 1: Listen and decide whether the statements are
true(T) or false(F).
+ Lan’s talk:
1/ They used to live in the same residental area, but not the
same apartment (F)
2/ She doesn’t think so but it is what people often say. (F)
3/ She stayed with me for two days. (T)
4/ She rode on her motorbike to DoSon by herself. (F)
5/ She happened to know a lot of people there, so the
introduced Lan around.(T)
6/ They have been friends for a long time (but not since Lan’s
trip to DoSon). (F)
+ Long’s talk:
1/ They first met in college. (F)
2/ Long sang and Minh was a guitarist. (F)
3/ He says: Minh has a great sense of humour, that’s one of
my favourite things about him. (T)

4/ We have a lot of the same interest. (T)
5/Long says: he always helped me through (T)
2.Task 2:
How/Where they
met
What they like about
their friends
Lan -used to live in the
same residental
area in Hanoi
-Lan in DoSon, Ha
went to help
- friendly and helpful
- Ha knew many
people and introduced
Lan round
Long -met in college
-Minh played
guitar – long sang
- a great sense of
humour
- good listener
-friendly, helpful
III/ After listening (10ms)
Take turns to talk about how Ha has been Lan’s best friend
and how Minh has been Long’s best friend.
IV.Homework
Write 10 information about Lan’stalk and Long ‘stalk
6

Lesson plan
UNIT 1: FRIENDSHIP Date:15/9/2007
Lesson 4: WRITING Week:2nd
I. OBJECTIVES: Period:4th
- Aims: students learn how to write about a friend, real or imaginary.
- Lexical items: words, phrases used in writing about a friend.
- Structures/ grammars: the simple present, present continuous, present perfect tense.
- Teaching aids: A copy of writing about a friend.
II. PROCEDURE:
*Stabilization:Greeting and checking attendances
*Checking up the old lesson:Say about Ha’s&Long’s talk
*New lesson
Content Teacher& Student’s activities
I. WARM-UP: (4 ms)
Game
MARIA,17YEARS,HELPFUL, OVAL
FACE,STRAIGHT NOSE,LONG HAIR,HIGH
FOREHEAD,TALL……
-
T gives and hangs picture
Ss describle the picture
- Ss to look at the words for a few seconds and try to
remember them.
Ss look at the words above the picture and try to
remember them to write them again
-The student writing the most words will win the
game.
You use these words to write about one of
your friends
Ss work in groups

II. PRE- WRITING: (10 ms)
*Vocabulary:
characteristic (n): a typical feature or quality Ss read the word one by one
smooth (a): having an even surface without
points, lumSts or rough.

Checking vocabulary:
full- moon(a): the moon when it appears as a
whole bright.
Trub out one or some of the words and ask Ss to read
them again.
School Year: 2007-2008
7
250 QUANG TRUNG street- round- dark
brown- badminton- long- LAN – eyebrow-
16 years old- smooth – full moon- slim-
black- pop music.

Lesson plan
III. WHILE- WRITING: (20 ms)
- Name: LAN
1.Task 1: Read given
- Age: 16 yeas old
Suggestion above carefully, think and choose
a friend with whom you are acquainted.
- Home address: 250 QUANG TRUNG street.
- Hair: long black
2.Task 2:
- Height: 1.58 m tall
- Give your friend’s name, age, sex and home

address, when and where you met him or her.
- Eyes: dark brown
- Skin: smooth
- Describe his/ her physical characteristics
(height, hair, eyes, face, clothes…)
- Hobbies: pop music, badminton
Say what you like about him or her. - We have a lot of common.
3.Task3
- We both like pop music, and badminton.
Use suggested words to complete the
sentences.
1. My friend/ be / LAN. Ss work in pairs
2. She/ be/ 16. Student’s answers.
3. She/ live/ 250 QUANG TRUNG street.
4. She/ have / hair.
5. Full- moon shaped/ round face.
6. She/ have eye browns/ dark brown/ eyes/
smooth skin.
7. We/ good friends/ primary school.
8. We/ a lot of / common/ like / pop
music/badminton.
- T tell Ss to pay attention to mistakes regarding verb
tense, preposition and conjunction.
Go round the class and offer help if necessary.
Encourage students to finish the writing under
time pressure.
- T&S comment and correct necessary mistakes.
4. POST- WRITING: (10 ms)
- Peer correction. My best friend is LAN. She is 16 years old this year.
She is living 250 QUANG TRUNG street with her

family. She ‘s 1.58 m tall. She has long
- Read aloud their writing in front of the class. black hair that falls down her shoulders and
surrounds her full moon shaped and a round face.
- Talk about their writing. She has black eye browns over her dark brown eyes
and smooth skin. We have been good friends since
we were at primary school. And we have a
5. HOME WORK: (1 ms)
lot of in common, such as, we both like pop music
and badminton. We also like chat on the weekends.
- Ask Ss to learn all description adjectives.
- Write about your teacher. Ss do homework
UNIT 1: FRIENDSHIP
Date:16/9/2007
School Year: 2007-2008
8

Lesson plan
Lesson 5: LANGUAGE FOCUS Week:2nd
I/ OBJECTIVES: Period:5th
- By the end of the lesson, students will be able to know how to pronounce the two sounds / d Ζ /
and / t ς / correctly.
- The students know when to use the infinitive with “to”& to use the infinitive without “to “
II/ METHOD AND TECHNIQUES:
-Communicative approach and task- based teaching.
- Pronunciation, gap-filling, completing sentences, transformation,matching...
III/ TEACHING AIDS:
- Textbook, posters, pictures, handouts
Time: 45 minutes
IV/ PROCEDURE:
*Stabilization:Greeting and checking up the attendances

*Checking up the old lesson:Write a passage about 50ws to describe your friend
*New lesson
Content Time Teacher&Pupils’activities
♦Warmer
+Listen the sentences and find the sounds are read a lot
-Churchs have a lot of children,cheese,chairs and chewing
gum → /t ς /
-In January ,the traffic jam is dangerous for passenger in the
village →/ dz /
+Lead in
I.Pronuciation
1.Listen and repeat (in textbook)
2.Decide if the words belong group1/dz/ and 2/ t ς /
age,each,itch,badge,coach,college,chew,junk,jean,siege,joke,
purchase,magic,match,tragic…………
Group1/dz/ Group2/ t ς /
3.Practise reading aloud these sentences(in textbook)
II.Grammar
+Complete the sentences
Would you like ….the cinema? To go
He has a lot of homework….. To do
I have three letters …… To write/reply
To infinitive in simple present tense to express purpose
1.Exercise1 (in textbook)
2.Make sentences with (to say,to sing,to finish,to practise,to be,
to know…….)
He has some information to say to her
+Translate into English
He saw me say to lan
Bare Ifinitive after let ,make,see,hear,watch,think,feel

3.Exercise 2(in textbook)
4.Make sentences with the picture use words(let,hear,saw..)
5ms
10ms
15ms
15ms
Ss listen to teacher and find
sounds
T lead in new lesson
Ss practise the words and
sentences in textbook
Ss work in pairs
To complete the sentences
with to infinitive
Ss do exercise in textbook
Ss show bare infinitive
Ss Do homework
School Year: 2007-2008
9

Lesson plan
HOMEWORK:Prepare unit 2 and mini test 1st
UNIT 2:PERSONAL EXPERIENCES Date:20/9/2007
Lesson 1: READING Week:2nd
* OBJECTIVES: Period:6th
- Aim: By the end of the lesson, Ss will be able to talk about their personal experiences
- Knowledge: Practise reading skill based on the context to guess the meaning of
new words.
- Skills: Reading for gist and for the answers.
* METHOD: Integrated, communicative approach.

* TEACHING AIDS: Tape, cassette player, real objects, pictures, handouts, textbook.
* PROCEDURE
_Stabilization:Greeting and checking attendances
_Checking up the old lesson:Make 5 sentences with To infinitive/The infinitive without to
_New lesson
Stages T Content T&Sts’ activities
I. Warm up :
3’
- Brain storming:
Adjectives of feelings:
….
- Suggested answers:
(excited, happy, confused, upset, surprised,
frightened, sad, bored,…)
- groupwork
II. New lesson:
1.Before reading:
7’
PERSONAL EXPERIENCES
* Lead in:
Questions:
1/ Would you feel embarrassed or upset if you
forgot your mother’s birthday?
2/ If you made a stupid mistake, how would you
feel?
3/ Is there anything that you are very proud of?
I. Vocabulary:
- a floppy cotton hat: (n): mũ bằng vải cotton
mềm
- idol (n): thần tượng

- glance(v) : liếc nhanh, nhìn qua
- sneaky adj): vụng trộm, leùn luùt
- make a fuss (exp): complain noisily
II.Checking vocabulary: Slap the board
* Look at the pictures in the textbook (on
- T : asks the qs
- sts answer
individually
- T explains about
personal experiences
and leads to the lesson.
- T teaches new
vocabulary
- sts practise
pronouncing in chorus
School Year: 2007-2008
10

Lesson plan
page22) and guess what is happening in each of
them:
Picture A Picture B Picture C
Picture D Picture E Picture F
Questions: How does the girl in the pictures
feel?
- T tells sts to look at
the pictures in the
textbook on page22 and
guess what is
happening in each of

them
Suggested answers:
P A: The girl is very happy when she wears the
beautiful floppy cotton hat.
P B: The girl looks surprised when her father
tells her about the beautiful hat, her biggest
dream.
….
- Sts discuss grouSts
T: - asks Ss to read the
text individually within
3 minutes and
2.While reading
25’
III.Circle the information describing the
pictures in the textbook.
Suggested answers:
P 1: dream, a floppy cotton hat, pop star idol.
P 2: excited, shop, schoolboy, thief, putting hand
into the boy’s bag.
P 3: showing it to father, …
IV. Task 1
Suggested answer:
1. glanced
2. making a fuss
3. embarrassing
4. idols
5. sneaky
V Task 2
Put the pictures of the events (on page 22) in the

order they happened in the story:
Suggested answers:
1. Picture ...d
2. Picture ...b
3. Picture ...f
4. Picture ...e
5. Picture ...a
6. Picture ...c
T asks some questions about the pictures:
1. What did the girl wish to have when she
was in grade nine?
2. Who gave the girl money on her birthday?
3. Why did the girl decide to take the money
from the boy?
4. What did the girl do with the money?
Ss: - open their books
and read the text
silently
- work in pairs to
exchange the
information.
-T checks the
answers.
T: - explains how to do
Task 1
- checks the answers
T: - explains how to do
Task 2
- checks the
information.

Ss: - work individually
then in pairs.
T goes around to check.
School Year: 2007-2008
11

Lesson plan
5. What did she discover when she came
back home?
Suggested answers:
1. She wished to have a floppy cotton hat.
2. Her father.
3. Because she thought that the boys had
stolen her money.
4. She bought the pretty hat of her dream.
5. She discovered her money on the table.
VI.Task 3
Handouts:
Read the story and complete the chart:
Para
gr-
aph
How did the girl feel? Reason
excited embar-
rassed
happy
1
2
3
Suggested answer :

T: - explains how to do
Task 3
Ss: - read the text and
answer the questions in
pairs.
3.After reading
III. Homewor
Para-
graph
How did the girl feel?
Reason
s
Excit-
ed
Embar
-rassed
happy
1 * * * *
2 V V (a), (b)
3 V (c)
Reasons:
(a) She felt excited because her father gave her
some money to buy the hat of her dream.
(b She‘shappy because she bought the pretty hat.
(c) She felt embarrassed because she thought the
boy was a thief.
(d) No information
1. Discussion:
What do you think the girl had to do after she
discovered that the money she had taken from

the boy’s bag was not hers?
2. Tell your friend about your most
embarrassing experience.
Rewrite a short paragraph about your most
embarrassing experience. ( from 70 words to 90
words
Ss: - close their books
- work in groups
UNIT 2: PERSONAL EXPERIENCE Date:24/9/2007
School Year: 2007-2008
12

Lesson plan
Lesson 2: SPEAKING Week:3rd
A/ OBJECTIVES: Period: 7th
- Aims: Helping students talk about their past personal experiences and how
the experiences affected them.
- Lexical items: Words/ Phrases related to past personal experiences
- Structures: Sentences used to talk about past personal experiences
- Teaching aids: Textbook, pictures
B/ PROCEDURES:
*Stabilization:Greeting and checking attendances
*Checking up the old lesson: Tell again the story in text
*New lesson
CONTENT
T & Ss’ACTIVITIES
I. Check -up
II. New lesson : SPEAKING
PRE-SPEAKING
1. Warmer: (Picture Game) 5ms

Suggested questions :
1, What experience did the man in the picture have?
2, How did the experience affect him?
 
 ?
• T checks up the old lesson
• T shows students some
pictures and elicits some
questions.
• Sts answer the questions in
pairs.
School Year: 2007-2008
13

Lesson plan
Suggested answers :

- Picture 1:
May be he worked hard and went to bed late.
- Picture 2:
Next morning, he drove to his office quickly and carelessly.
- Picture 3:
His boss and colleges laughed so much because he wore only shorts
with his shirt.
This made him ashamed and embarassed
… . . . . . .
2. Lead in: 5ms
* Questions and answers:
- Have you ever had any embarrassing experience in your
life?

- What is it?
- How did it happen?
- When did it happen?
- How did it affect you?
* Listing the names of the experiences
-Meeting a famous film/pop star
- Visiting Ho Chi Minh City/London.
- Talking to a foreigner.
- Seeing a big fire . . . . . .
WHILE-SPEAKING 30ms
Task 1 : Matching the experiences in box A with the influence in
box B
Answer :

1. d 4. b
2. c 5. e
3. a
Task 2 : Putting the jumbled conversation in the right order
1. b 2. d 3. h
4. a 5. e 6. g
7. c 8. f
Task 3 : Underline the structure used to talk about past experience
in task 2
+ Ideas mentioned :
• T leads sts to pay attention
to the names and the
influence of the experiences.
• Pair work
• T goes round to help sts if
necessary.

• Pair work
• T goes round to help sts if
necessary.
• Sts rearrange the jumbled
conversation and practise it
in pairs
• T asks sts to look at the
right ordered conversation to
point out the ideas and
useful structures
• Pair work
School Year: 2007-2008
14

Lesson plan
1. Name of experience
2. When and where it happened
3. How it happened
4. How the experience affected that girl
 Useful structures
- Have you ever …?
- How did it happen?
- When did it happen ?
- How did the experience affect you?
Task 4 : Making similar dialogues using the ideas mentioned and
useful structure in Task 3
+ Suggested model :
A : Have you ever been to the USA?
B : Yes, I went there last month.
A : Who did you do with?

A : My parents and my sister.
B : What did you do there?
A : We visited many interesting places such as the Golden Gate
bridge, The Statue of Liberty and talked to many native
America.
B : How did you feel?
A : I was very excited.
POST-SPEAKING 5ms
Writing a short passage (46 sentences) talking
about your past experience and how
they affected your life.
- Name of the experience
- When it happened
- Where it happened
- How it happened
- How the experience affected you.
Homework:
Rewriting the conversation in Task 4 and your experience in Post
speaking.Preparing Listening
• Pair work - Role play
• T goes around and helps Ss
• Ss work in groups to write
• T goes around and helps Ss
• One pupil goes to the b.b
and write. The others
practise speaking until the
student on the b.b finishes
her writing
• T corrects the mistakes if
necessary and gives the

comment.
UNIT 2: PERSONAL EXPERIENCE DATE:26/9/2007
Lesson 3: LISTENING Week:8th
A. Objectives: Period:3rd
By the end of the lesson, students will be able to listen and choose information, fill gaps
B. Language focus: - Lexical items: scream, memorable, embrace, terrified,…- - the past simple
C. Methods: Integrated, mainly communicative
D. Teaching aids: pictures, cassette player, posters
E. Procedure:
_Stabilization:Greeting and checking attendances
_Checking up the old lesson:Make the conversation about the most memorable experience
School Year: 2007-2008
15

Lesson plan
_New lesson:
School Year: 2007-2008
16