giao an 11 nc tuan 1-7

Giao an Tieng Anh 11 NC
Week 1 period 1 Date August 10
th
2008
Introduction and test 15’
A.OBJECTIVES:
By the end of the lesson, students will:
- Know how to study English 11
- Do the test well
B. TEACHING AIDS:
textbook, pictures, cassette, tape
C. PROCEDURE:
Method: mainly communicative
time Teacher’s activities Students’ activities
30’ I. Introduction
-introduce the content of the book
Including six topics
1.You and me
2.Education
3.Community
4.Health
5.Recreation
6.The world around us
-> six topics are divided into sixteen units
The design of each unit in textbook:
1.Unit: express the theme
2.Reading:developing reading skill
3.Speaking:developing speaking skill
4.Listening:developing listenning skill
5.Writing:developing writing skill
6.Language focus:learning grammar and

pronounciation
-After 2 unit , you have one period for test
yourself.It helps you test yourself about what
you’ve learnt.
III-Test:
1-check frequence knowledge for the previous
lesson.
2-Fifteen minutes test (3 times)
3-One period test (3 times )
4-Semester test (Once for each semester)
-The new point in learning E 11
-Communicative method /approach
-Students listen to T’s
explanation about six topics
-Listen and take notes in their
notebooks.
-Listen and take notes in their
notebooks.
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Giao an Tieng Anh 11 NC
-Task - based method /teaching
-The book is designed with 4 skills
-Commplete and various tests
- Learner - centered approach
-Results:
-T asks Ss to work in pairs and make
acquainted with a friend by using suggested
questions:
1.What’s your name?
2.How old are you?

3.Where do you live?
4.Where do you study?
5.What subjects do you study at school?
6.What’s your favourite subject?Why do you
like it?
7.What do you often do in your free-time?
8.What do you want to be in the future?
II.test 15’
-give Ss a piece of paper
Work in pair and make a small
conversation with a friend.
Test 15’
Full name:……………………………..Class: 11…
Choose the best answer
1. Quang La high school…….in 2006.
A. found B. was founded C. founded D. founding
2. ……..he was lazy, he got high marks.
A. In spite of B. Although C. When D. If
3. “What are the………. like?” “- They are reserved and formal.”
A. weather B. people C. population D. area
4. Ho Chi Minh City is…………Hanoi.
A. bigger B. more bigger C. bigger than D. biggest
5. Hanoi has…….lakes than Ho Chi Minh City.
A. much B. more C. many D. some
6. Nam is…………as Hung.
A. as tall B. as taller C. taller D. the tallest
7. I prefer Ho Chi Minh City…….Hanoi because it is more exciting and moderner.
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Giao an Tieng Anh 11 NC
A. to B. for C. with D. from

8. Tokyo, …….is the capital of Japan, is very modern.
A. who B. which C. what D. where
9. “…….do you study?” “- At Quang La high school.”
A. What B. Where C. What time D. Why
10. You look tired. You ……..go to bed early.
A. could B. should C. will D. can
Choose the word whose underline part had different pronunciation from others
11. A. three B. birthday C. then D. thin
12. A. busy B. noisy C. my D. city
13. A. although B. something C. brother D. another
14. A. theatre B. there C. than D. that
15. A. mother B. this C. think D. together
Week 1 period 2 Date August 10
th
2008
Unit 1: Friendship
Lesson 1: Reading (1)
A.OBJECTIVES:
By the end of the lesson, students will:
- have some knowledge of the qualities of friendship
-be able to make responses in making acquaintance
-be able to scan for information about friendship.
B. TEACHING AIDS: textbook, pictures, cassette, tape
C. PROCEDURE:
Method: mainly communicative
Time Teacher’s activities Students’ activities
10’ I.. Warm-up.
-Show some pictures of T’s old friends and
telling SS about T’s experience of making
friends

SS are expected to answer
b. Yes, I have.
c. I have …. friends.
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Giao an Tieng Anh 11 NC
20’
a. This is an old photo of my classmates. This is
my best friend. His name is Thành.
b. Do you have any friends? c. How many
friends do you have?
d. Who is your best friend?
-ask Ss to look at the picture in the book and
answer questions
?what can you see in the picture?
What are they doing?
What do you think about their relationship?
II.Before you read
-let Ss work in pairs and share their old school
photos to ask and answer questions base on the
book.
1. who is it?
2.what’s his/her name?
3.where is he/she now?
4.when did you last see him/her?
5.what was she like?
6.have you still contacted him/her? Why? Why
not?
-go round and provide help
-call on some pairs to present their answers in
front of the class

-feedback
-lead to the new lesson
New words
A note: a short written message or informal
letter
Stuffed (adj)
Stuff (n)
Be finished: be no longer able to continue doing
something or have no further prospect of success
or development
Thick and thin: good and bad times
Loser: one who is incompetent or unable to
succeed
Cheat off: copy somebody’s paper in an
examination, a test chép bài của ai
Detention: a form of punishment for school
students’ in which they are made to stay in class
at a break or at school after normal hours
Nasty: lacking in courtesy, unpleasant
Smelly: having smell
Break up: come to an end
To confide: to have confidence
d. …… is my best friend.
Ss’ answers
Pairs work
Answers
Take notes and repeat
Repeat in chorus
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Giao an Tieng Anh 11 NC

13’
2’
Depression: sadness
Pick: gather
Common (interests): belonging to or shared by
two or more individual or things or by all
members of a group
- to pack up: cất dọn
- to get in touch: tiếp xúc
- to laugh at s.o.: cười nhạo
- to break into tears: òa khóc
- to stand beside s.o. through thick
and thin: đứng bên cạnh
- the biggest loser: người bằng lòng thất bại
- to end up in detention: bị phạt cấm túc
- bring / have effect on sth.: có ảnh hưởng đến
- guarantee: vật bảo đảm / bảo lãnh
- psychological problem: vấn đề tâm lý
- to evolve with time: phát triển theo thời gian
- to stick together through good and bad times:
gắn bó
nhau dù sướng hay khổ
- depression: nỗi u sầu
- anxiety: sự lo lắng
-read aloud these words and ask Ss to repeat
-call on some Ss to read
-check up
III.while you read
Reading the text
-introduce general information about text A

a) Have SS scan for the information about a
good friend in grades 8, 9, 10 to fill the table.
- T goes around to help Ss when necessary.
- T asks Ss to exchange their answers with other
Ss.
- T asks Ss for their answers and tells them to
explain their choices.
- T gives the correct answers:
. HOMEWORK.
- Study the new words
-prepare for the next lesson
Read form skimming
information
Exchange their answers
1. eighth grade:
c. pack up toys and old stuff;
empathize with you in bad
times
2. ninth grade:
b. in ninth grade , a good friend
is someone who is on your side
through good and bad times
3. tenth grade:
a. in tenth grade a good friend
lets you copy his/her paper in
an exam

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Giao an Tieng Anh 11 NC
Week 1 period 3 Date August 10

th
2008
Unit 1: Friendship
Lesson 2: Reading (2)
A.OBJECTIVES:
By the end of the lesson, students will:
- have some knowledge of the qualities of friendship
-be able to make responses in making acquaintance
-be able to scan for information about friendship.
B. TEACHING AIDS: textbook, pictures, cassette, tape
C. PROCEDURE:
Method: mainly communicative
Time Teacher’s activities Students’ activities
7’
15’
10’
I. Warm up
-check the old lesson
-ask two Ss to write new words which learned
last period
-feedback and give marks
II.while you read
Introduce general information about the text B
b.) True or False
-have Ss read the text B individually to get
general information then do the task b
-let Ss read all of the sentences carefully then
find the information in the text to decide
whether they true or false
-ask Ss exchange their answers

-call on some Ss to read their answers
-give correct answers
c.)Gap filling group work
-ask Ss to work in group to complete the
sentences
-Have SS share their work before doing
corrections.
-Call on some SS to read the sentences aloud.
-Call on some SS to translate the sentences
into Vietnamese if necessary.
-check correct answers
Write the words
Read individually and do the
task
Exchange
Read answers
KEY TO EXERCISE B
1. T 2. F 3. F 4. T 5.
T
take note
group work
share their answers
KEY TO EXERCISE C
1. burst into tears 2. detention
3. guarantee 4. Convince
5. evolve
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Giao an Tieng Anh 11 NC
10’
3’

III. post Reading
d.) pairs work
-ask Ss to work in pairs to discuss these
questions
1. What is your own idea of a good friend?
Help SS to begin with “In my opinion, a good
friend is some one who …”
2. "A friend in need is a friend indeed."
Explain the proverb.
Have SS begin with “This proverb means …
-call on some pairs to present their answers in
front of the class
-check up
Home work
-do the task again
-prepare new lesson
-learn by heart new words
Pair work
KEY TO EXERCISE D
1. In my opinion a good friend is
someone who understands me
and is always beside me through
good and bad times.
2. A friend in need is a friend
indeed.
This proverb means a friend who
helps us when we are in trouble
is a true friend while others can
disappear when trouble arises
(=happens).

Week 1 period 4 Date August 10
th
2008
Unit 1: Friendship
Lesson 3: Listening
A.OBJECTIVES:
By the end of the lesson, students will:
to be able to make choice of the suitable descriptive adjectives
to be able to scan for information about people’s characteristics
B. TEACHING AIDS: textbook, pictures, cassette, tape
C. PROCEDURE:
Method: mainly communicative
Time Teacher’s activities Students’ activities
3’ I. Warm-up.
Call on two teams come up and write down on the
board as many descriptive adjectives as they can
remember. The team that writes the most will be
SS are expected to answer
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Giao an Tieng Anh 11 NC
10’
15’
the winner.
II. Pre-Listening.
1. Introduction. Teacher focuses SS’ attention
on the subject of the listening lesson with these
questions:
a. Have you thought about yourself?
b. What are you like?
c. Which adjectives do you think will best

describe your appearance and
characteristics?
2. Provide some adjectives for SS to practise
speaking.
Teacher asks SS to define these words.

Athletic: có vóc dáng
thể thao
(physically strong, fit
and active)
Reserved: kín đáo, dè
dặt
Enthusiastic: nhiệt tình
Stout: to khỏe (rather
fat)
Romantic: lãng mạn
Practical: có óc thực tế
(sensible and realistic)
Skinny: gầy nhom
Relaxed: thư thái, thoải
mái
Sensitive: nhạy cảm
Dynamic: năng động
(forceful, and having a
lot of energy)
Punctual: đúng giờ
Conservative: bảo thủ
Sociable: dễ thân thiện
Sympathetic: thông
cảm, đồng cảm

(showing that you
understand and care
about their
problems)
Indifferent: thờ ơ,
bàng quan
-Ask Ss to list five words best describe them
-let SS exchange their answers
Call on some pairs to read aloud their answers
Lead to the new lesson
III.While Listening
Exercise b)
- Have SS listen and check the suitable descriptive
adjectives.
- Introduce the content of the listening lesson:
Jack, Sinh’s pen pal, wrote to tell him about
how and when Jack made acquanitance with
Mai Trân, a Vietnamese girl who is living in
Sacramento, the USA.
- T: Define some new words: [T  SS]
a. conservative: bảo thủ b.
b. Yes, I have.
c. I am ….
d. ……………
Define these words and take
note
List the words
Exchange their answers
Read their answers
KEY TO EXERCISE B

1. sociable
2. casually dressed
4. enthusiastic
5. Practical
6. athletic
7. Attractive
8. sensitive
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Giao an Tieng Anh 11 NC
7’
9’
sociable: dễ gần, thích giao du (enjoying

spendingtime with other people)
c. sympathetic: thông cảm, đồng cảm d.
indifferent: thờ ơ, bàng quan
e. casually dressed: ăn mặc giản dị
- T: Have SS listen and check the adjectives.
-check up correct answers
Exercise c) Have SS answer the questions.
[pairwork]
- Introduce briefly the content and the aims of the
listening lesson.
- Have SS listen to the tapescript twice to answer
the questions.
- Have SS listen again and pause for 2 minutes for
SS to prepare their answers.
- Have SS read aloud their answers (or write down
on the board).
- T. gives feedback and makes corrections if any.

IV.Post-Listening.
Exercise d) [groupwork]
- Have SS work in pairs, discussing what their
decision would be if any one of them were Jack,
and have him/her explain the reason.
- Give hints of the content of the letter and have
them discuss, focusing on the detail in Mai Trần’s
invitation.

Defining New Words: [T  SS]
ethnic: dân tộc thiểu số - costume: y phục – rosy
plump face: mặt bụ bẫm hồng hào – dimples: lúm
đồng tiền – taste: thị hiếu – curious: tò mò
Roleplay
- Have SS discuss in the group of four, one member
of it will play the role of Jack and make decision
and give the reason for it.
KEY TO EXERCISE C
1. He met her on the occasion
of his cousin’s birthday.
2. She is going to travel back
to Vietnam this summer.
KEY TO EXERCISE D
1.... If I were Jack, I would
accept Mai Tran's invitation
to Viet Nam because this is a
new country to me. I've read a
lot about the country and
people of Vietnam in
newspapers and magazines,

but I haven't actually visited
the country and the way how
people live in their cities and
towns.
I would like to try some real
Vietnamese foods and drinks,
etc.
2. ... If I were Jack, I wouldn't
accept the invitation because
this summer I have to take an
important examination. (/I
have to attend one of the
important events in my family,
my sister's wedding/etc.)
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Giao an Tieng Anh 11 NC
1’ -check mistakes
Home work
-learn by heart all new words
-prepare new lesson
Week 2 period 5 Date August 15
th
2008
Unit 1: Friendship
Lesson 4: Speaking
A.OBJECTIVES:
By the end of the lesson, students will:
to be able to make responses in making acquaintance
B. TEACHING AIDS: textbook, pictures, cassette, tape
C. PROCEDURE:

Method: mainly communicative
Time Teacher’s activities Students’ activities
3’
7’
I. Warm-up.
Call on two teams come up and write down on
the board as many descriptive adjectives as they
can remember.The team that writes the most will
be the winner.
II. Pre-Speaking.
1. Introduction:
Teacher focus SS’ attention on the aim of the
speaking lesson:
 How to make friends with someone.
1. Introduce yourself.
Informal:
- By the way, I’m …. I’m from ….
- Hi / Hello. My name’s ….
Formal:
- How do you do. I’m …. Nice to meet you.
2. Checking if you know someone
- Well, I don’t think we’ve met. My name’s
…
- Haven’t I seen you at …?
- Excuse me. You are a friend of …..’s,
Listen and take note
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Giao an Tieng Anh 11 NC
5’
5’

15’
aren’t you?
3. Making offers.
- How about …
- Can I get you something to drink?
- Could I get you a drink?
- Would you like something to drink?
(formal)
4. Commenting on the situation
- It’s a great party, isn’t it?
- It’s so hot today, isn’t it?
- The music is (sounds) great / too bad /
terrific /
too loud, isn’t it (doesn’t it)?
- That man looks athletic, doesn’t he?
- The hostess looks younger than her age,
doesn’t she?
etc.
2. Defining New Words:
Teacher asks SS to define these words.

by the way
familiar
tasty
to sound
for instance
nhân tiện cho tôi nói
quen thân
ngon
nghe có vẻ

chẳng hạn, ví dụ
Exercise a)
Have SS work in pairs, look at the pictures and
discuss the words in the baloons.
- Read the words and check the squares.
- Call on some SS to read their options, others
to comment and T. gives feedback.
1. T

SS: You are going to complete two
dialogues between Sinh and Susan.
Guess where the first dialogue takes place and
who is the first to start it.
What are the speakers talking about?
How about the second dialogue?
Where does it take place?
What are the speakers talking about?
Who is the first to start the dialogue?
2. T. calls on some SS to read their work aloud,
others to comment and T. gives feed back.
3. Role play [S
1

S
2
]
III. While Speaking:
Exercise b) Role play
Define these words
KEY TO EXERCISE A

- Hi! My name’s …
- Hello! Have we met before?
- It’s a great party, isn’t it?
- Hi! You look familiar. Have
you been in
Grape County School?
- Haven’t I seen you at Alice’s
party?
- You’re from Malaysia, aren’t
you?
Read their work
Role play
Pairs work
KEY TO EXERCISE B
1. 1. My name’s …
2. try
3. It’s ready
4. isn’t
5. is there
2. 6. It sounds
7. doesn’t it?
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Giao an Tieng Anh 11 NC
10’
- One student plays as Smith / Jack and another
plays as Susan / Mai
- Have SS in pairs reverse the role.
- Others comment on the pronunciation
- T. corrects SS’ pronunciation, and intonation
after each dialogue and has others go on with

the other.
IV. Post-Speaking. Homework
Exercise c) Act out a party situation in which
you meet many young people that you haven’t
known before.
-ask Ss to work in group to make a dialogue to
make friends
-go round the class
-call on some groups to present their work in
front of the class
-check up and give marks
8. Have I met …
9. are you a friend of …
Group work
Week 2 period 6 Date August 15
th
2008
Unit 1: Friendship
Lesson 5: Writing
A.OBJECTIVES:
By the end of the lesson, students will:
- be able to describe a friend.
- be able to write a narrative.
B. TEACHING AIDS: textbook, pictures, cassette, tape
C. PROCEDURE:
Method: mainly communicative
Tim
e
Teacher’s activities Students’ activities
7’ I. Warm up

Game: Memory check
- Hang a poster with descriptive adjectives on
the board.
- Tell SS to look at the words for a few
-write as many adjectives as
possible
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Giao an Tieng Anh 11 NC
20’
seconds, and try to remember them.
- Put the poster away and ask SS to write down
as many words they can remember as possible.
The student with the most words listed wins the
game.
- These are the adjectives:
tall beautiful kind smart timid
handsome short pretty thin black
curly long shy straight slim
- Ask the student how s/he can remember so
many words.
- Tell SS if they put things under some
classifications, it's easier to remember them.
- Ask SS to put the adjectives under three
headings of Hair / Face, Build and Opinion.
Expected answers:
Hair / Face Build Opinion
long / black tall / slim beautiful /
pretty
curly / straight short / thin kind /
handsome timid / shy /

smart
Transition: - We use these kinds of adjective to
describe people. You will need to use them in
writing a narrative about a friend of yours,
which is the focus of today's lesson.
- Write down on the board: Unit 1
Writing a Narrative
II. pre –writing
Teaching Vocabulary
- Elicit the meanings of new words from SS or
give explanations yourself.
. vicious / 'vijbs / (a.) = acting with evil
intentions; spiteful
(xấu xa; nham hiểm)
. imbecile / 'imbasi:l; US -si / (n.) = stupid or
silly person; fool
kẻ ngốc, người khờ khạo)
. smart / smart / (a.) - clever; intelligent
. criticize / 'kritisaiz / (v.) = point out the faults
of sb/sth
-write them on the board
Take note
Do as direct
Read and repeat in chorus
Read passage and fill in each
gap with a suitable word
Compare
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Giao an Tieng Anh 11 NC
(chỉ trích, phê bình)

. confess / kan'fes / (v.) = admit (thú nhận)
. giggle / 'gigl / (v.) - laugh lightly in a nervous
or silly way
(cười rúc trích)
- Read the words one by one and ask SS to
repeat.
Checking Vocabulary: ROR
- Rub out one or some of the words and ask SS
to read them all again.
- Continue until no word is left on, the board.
Activity 1: Gap-filling (Task a. d.20)
- Ask SS to read the passage and fill in each
gap with a suitable word
from the box.
- When they have finished, tell SS to work with
a partner and compare
answers.
- Call on some SS to read their completed
sentences and check with the class.
Activity 2: Re-ordering (Task b, pp. 20-21)
- Ask SS to work in pairs, reading the sentences
and putting them in the logical order of a
narrative.
- Call on SS to read the sentences in the order
they arrange and check with
the class
Activity 3: Questions and Answers
- Make questions about the narrative in Task b,
and ask SS to find answers to the questions.
a. When and where did the writer meet Trang?

b.What was she like?
c. What did they have in common?
d.How do they keep in touch?
- Elicit from SS and then generalize what they
Answer
1.tall 2.slim 3.short 4.appeance
5. controlled 6.smart 7.
Vicious
8. shy 9. Timid 10.imbecile
11. imbecile 12. Imbecile
13.terrified
Pairs words
Answers
1.I met…2.it was…3.she
looked…..4.during..5.after…
6.she was…7.furthermore…
8.unfortunately…
9.however…10.i must say….
Pairs works
At his cousin's birthday party,
two years ago)
She had a cheerful face and 2
dimples; she looked athletic in
jeans and a T-shirt
They were both interested in
chess.)
through e-mails)
Write a narrative individually
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Giao an Tieng Anh 11 NC

10’
7’
1’
should include in a
narrative about a friend. Followings are some
suggested ideas:
. How, when or where you met your friend
. What he / she was like (appearance, fashion,
behavior, ...)
. Your first impression of him/her (what you
particularly liked or
disliked about him / her)
. How you both got along
. Your feelings/opinions about him / her ...
Linking words: however, furthermore, because,
and
III.While-writing
- Ask SS to write a short narrative about a
friend of theirs based on the
ideas suggested and the samples in Task a and
b.
- Go around to control and give help if
necessary.
- When they have finished, collect SS' writings
IV.Post-writing
Ask SS to work in groups of 5, deliver each
group 5 pieces of writings and tell them to read
and correct their friends' narratives.
- Tell each group to choose the best piece of
writing, and the most special story.

- Go around to control and give help if
necessary.
- Call a student from each group to read their
group's best writing, and ask SS to give
comments.
- If time allows, ask the groups to talk about
their special story.
- Give feedback and comments.
Home work
Ask SS to underline all the adjs used to
describe Trang in Task b.
Answers
When I was a students, I had a
summer job in an expensive
restaurant in Glassgow. One day
we were expecting forty
members of a football team for
lunch. I was given the job of
peeling potatoes. I thought I was
managing quite well with my
small knife until the owner
appeared to see how I was
getting on. She was amazed that
I was using a knife and asked
why I wasn’t using the potato
peeler. I had no idea what a
potato peeler was so she led me
into a small room behind the
main kitchen. There, on the
table, was a small machine like

the rubbish bins some people
have in their bathrooms. she
explain as if to a small child that
I had to put the potatoes in,
close the lid and press the
button. When she came back ten
minutes later, I told her I
thought I was quicker to do it by
hand. She asked what I meant. “
well, they aren’t ready yet” I
replied. You can imagine how I
felt when she lifted the lid and
took out the potatoes the size of
peas. The potatoes peeler was
not automatic.
Week 2 period 7Date August 15
th
2008
Unit 1: Friendship
Lesson 6: Language focus (p1)
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Giao an Tieng Anh 11 NC
A.OBJECTIVES:
By the end of the lesson, students will:
-be able to use descriptive adjectives
-be able to use different verb from in a narrative
B. TEACHING AIDS: textbook, pictures, cassette, tape
C. PROCEDURE:
Method: mainly communicative
…………………………………………………..

Time Teacher’s activities Students’ activities
10’
35’
I. Warm up
Game: Listen and draw – Our new
friends
- Tell SS to work in 4 groups ; one
representative from each group goes to the
board.
- Show the groups the pictures of the
class’s 2 new friends (Appendix), one after
the other . The SS describe the person the
4 students draw them on the board .
- Tell SS to compare the drawings with the
picture and choose the best ones . The
group that has the best description wins the
game .
- Ask the 4 studens :
- What helps you draw such picture ?
(Expected : The description from
friends )
- What exactly in the description that
help you draw ?
(Expected : the adjectives / words
like tall, thin, long hair,…)
Transition : - Yes , we use adjectives to
say what sth or sb is like , that’s why these
are called descriptive adjectives . Today
we will learn more about descriptive
adjectives

-Write down on the board : Unit 1
LanguageFocus
II.word study
Descriptive adjectives
- Elicit from SS the kinds, order and
position of descriptive adjs .
Descriptive adjs or adjs of quality include
Work in groups
Draw and answers
Take notes
Listen and take note
Give examples
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Giao an Tieng Anh 11 NC
those of size , shape, age, type, colour ,
material, origin , purpose and opinion (or
general description)
. The normal order of descriptive
adjectives is: OPSHACOM
(Opinion, Size/Shape, Age, Colour, Origin
and Material) + type + Purpose
.The position of descriptive adjs are:
attributive (before the noun) and
predicative (after a verb such as be
,become, get, seem, feel, look, …)
Example:
-true friendship/fair play/responsible and
honest girl
Lan is both sociable and kind/ she looked
tired/ you seem hungry

Activity 1: Underlining the adjectives
(Task a, p.21)
- Tell SS to read the sentences and
underline the adjectives .
- Go over the answers with the class .
-check
Activity 2: Gap-filling (Task b, p.22)
- Help SS with the meanings of some new
words.
. persistent/(a.) = continuing without
interruption (dai dẵng )
. bushy / (n.) = covered with bushes (rậm
rạp)
. percing / (a.) = (of sounds) penetrating
(the thé ; đinh tai)
. phobia / (v.) = extreme dislike or fear of
sth
(sự ám ảnh , sợ hãi một cach vô
lý)
- Tell SS to read and complete the passage
using the words given
- Go over the answers with the class
Activity3: Jumbled Sentences (Task c,
p.22)
- Read the example and ask SS to pay
attention to the position of the adjs
- Ask SS to rearange the words to make
Do the task individually
Answers
1true, fair 2.best, responsible, honest

3. develop, excellent 4.best
5.sociable, kind 6.prosperous
7.kind, prosperous, long 8.smart,
quick, fast, apposite
Individuals
Answers
1.Young. 2.afraid
of,3,unforgettable4.wooden
5.bushy. 6.poisonous 7. Poor 8.
Long loud piercing 9. persistent
Do the exercise and then compare
Answers
2.he has made many fatal mistakes
so far
3.my son has an ugly large yellow
submarine
4.she has bought a collapsible blue
Page 17
Giao an Tieng Anh 11 NC
meaningful sentences and then compare
with a partner
- Call SS to read their sentences and check
with the class.
Homework
-learn a gain the lesson
-prepare for grammar
silk umbrella
5. having approached the village, we
saw a lot of ragged screaming
children

Week 2 period 8 Date August 15
th
2008
Unit 1: Friendship
Lesson 7: Language focus (p2)
A.OBJECTIVES:
By the end of the lesson, students will:
-be able to use descriptive adjectives
-be able to use different verb from in a narrative
B. TEACHING AIDS: textbook, pictures, cassette, tape
C. PROCEDURE:
Method: mainly communicative
……………………………………………………………..
Time Teacher’s activities Students’ activities
5’
15’
I. Warm up
-check the old lesson
II. Grammar
Verb Form Review
- Elicit from SS to compare these tenses
(Expected: past simple, past continuous, and
past perfect)
- Ask SS to compare these tenses
(Expected:The past simple is used for the
actions in the story, to tell us what happened
next. The past continuous is used for sth
around a past time or together with the past
simple when a shorter action comes in the
middle of a longer one .)

- Tell SS to read the passage, put the verbs in
the correct forms and then compare answers
with a partner.
- Go over the answers with the class.
Do as direct
Do the exercise then compare
with their friends
Answers
1.remember 2.did not have 3.had
4.went 5.was 6.were 7.used to
have 8.used to climb 9. Could
see 10.were biting 11. Blew 12.
Came 13.fell 14. Was told 15.
Was burned 16. Have kept 17.
Has gotten
Pairs work
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Giao an Tieng Anh 11 NC
25’ Linking Words (p.23)
- Give SS a handout with the linking words in
column A and the meanings in column B .
Then ask them to match the linking words
with their suitable meanings.
A
B
1. and a.
on the contrary ; in spite of this
2. but b.
not the one or the orther
3. either … or … c.

also; then, following this
4. neither … nor … d.
the one or the other
Go over the answers with the class
Expected answers:
. and = also; then, following this (used to
connect words of the same part of speech,
phrases and clauses)
. but = on the contrary ; in spite of this (used
to connect contrasting ideas)
either … or … = the one or the orther (used
to connect words or phrases of the same part
of speech: pronoun, noun phrase, verb phrase,
adj. or adv. phrase)
. neither … nor … = not the one or the other
(can be used to connect words or phrases of
the same part of speech: pronoun, noun
phrase, verb phrase, adj. or adv. phrase)
- Ask SS to read the sentence halves, match
one in A with one in B and then use a suitable
word in the box to connect them.
- Tell SS to compare answers in groups,
giving reasons for their choice.
- Go over the answers with the class.
Take note
Do exercise
Compare
Answers
1.he packed his suitcase and went
out to the minibus

2.does it mean he’s going to
recover or stay unconscious?
3.i thought it was late, but it was
still very early
4.i’ll either make a call or send
him a fax
5. neither the students nor their
teachers have prepared for the
excusion
Page 19
Giao an Tieng Anh 11 NC
Home work
Talking about Yourself
-Tell SS to work in pairs, talking about their
likes and dislikes, and then report to the class
about themselves using linking words.
- Talk to one student and give a model.
T: I like pop music. What about you,
Lam?
S: Me, too
Week 3 period 9 Date August 20
th
2008
Unit 2: Personal experience
Lesson 1: Reading(p1)
A.OBJECTIVES:
By the end of the lesson, students will:
-be able to talk about senses
- be able to use the suitable adjectives to express their opinions
B. TEACHING AIDS: textbook, pictures, cassette, tape

C. PROCEDURE:
Method: mainly communicative
…………………………………………………………..
Time Teacher’s activities Students’ activities
10’ I.. Warm-up.
-Ask Ss to work in group and answer
questions
- How many senses do you have?
- How can you hear sounds / see things /
smell things?
Group works
SS are expected to answer:
- Five.
- We hear with our ears, see with
our eyes, and smell with our nose
Pairs work
Page 20
Giao an Tieng Anh 11 NC
20’
-feedback and introduce the topic of the
lesson
II.Before You read
a.Points to the pictures of the ear, nose,
tongue, and skin
-have Ss to work in pairs, look at the
pictures and name parts of the body
-call on some Ss to read the parts aloud in
front of the class
-Ask Ss to tell the function of each named
part by asking them questions such as:

What does the nose do?
What do we use our nose for?
-Ask Ss to give the equivalent senses
-call on some Ss to present their answers in
front of the class
Exercise b)
Have SS work in group and read the
sentences and fill the blank spaces with the
nouns of senses then share with their
partner(s).
Ask some SS to read the results and
comments.
c. the most embarrassing moment
-explain quickly the definitions of
embarrassment
Embarrassment is an unpleasant motioned
state experienced because of having a
socially or professionally unacceptable act
or condition witnessed by or revealed to
others
-have Ss work in pairs, Ask and answer the
questions: have you ever felt embarrassed?
What was your most embarrassing
moment?
-go round the class and provide help if
necessary
-call on some pair to present their answers
in front of the class
-feedback
Vocabulary

1. Ears
2. Eyes
3.Nose
4.Tongue 5. Skin
Ss answer
Answers
1.hearing (thinh giac)
2.sight (thi giac)
3.smell ( khuu giac)
4. taste (vi giac)
5. touch (xuc giac)
Group work
KEY
1. touch 2. smell 3. sight
4. hearing 5. Taste
Pair work
Answers
1.have you ever felt embarrassed?
Yes, I have for several times
2. what was your most
embarrassing moment?
I was when I mistook a neighbor for
my mother
Take note
Repeat
Page 21
Giao an Tieng Anh 11 NC
15’
Nervous (a) worried and anxious
Catch one’s eyes: (v) to get someone’s

attention
In vain (adv) unsuccessful or useless ( vo
ich)
Retreat into one’s shell (v) to become shyer
and avoid talking to other people (e de, khep
kin)
Inept (a) not suitable or fit ( lac long)
Slip away (v) to disappear
Draw attention to (v) to make people notice
( lam moi nguoi chu y)
Nervousness (n) the state of being anxious
Inadequate (a) not able, not confident
enough, to deal with a situation ( khong the
thich nghi day du duoc)
Shy (a) nervous or embarrassed about
meeting and speaking to other people 9 nhut
ntat)
Dispirited (a) having no hope or enthusiasm
( mat tinh than, chan nan
to come to mind : . hiện ra trong trí / đầu
-read aloud these words and ask Ss to
repeat after the T
-call on some Ss to read
-feedback
III.while-reading
Reading text
Set the scene
In our daily life, it’s unavoidable that we
encounter embarrassing moments. Some
people can overcome such situations, but

some cannot. In pur today’s lessons, we
will learn how a boy feels as facing a
difficult situation
-Ask Ss to read the text silently
Task a: True or False
-have Ss read through all the sentences and
have a good guesses of the answers before
reading
-ask Ss to read the text again and do the
task
-call on some Ss to read their answers
-feedback and give correct answers
Home work
-learn by heart all the new words
Read the text silently
Read the sentences
Do the task
Answers
1. F. (He was a shy, quiet and inept
person.)
2. T.
3. F. (To him, making friends was
not easy. He felt inept to join in the
conversation and hard to make
friends with other people.)
4. F. (he was unable to overcome
his shyness.)
5. T.
Page 22
Giao an Tieng Anh 11 NC

-prepare for next lesson
Week 3 period 10 Date August 20
th
2008
Unit 2: Personal experience
Lesson 1: Reading(p2)
A.OBJECTIVES:
By the end of the lesson, students will:
be able to talk about senses
be able to use the suitable adjectives to express their opinions
B. TEACHING AIDS: textbook, pictures, cassette, tape
C. PROCEDURE:
Method: mainly communicative
………………………………………………………….
Time Teacher’s activities Students’ activities
10’
25’
I. Warm up
Ask Ss to find suitable words to fill in the
chart below:

Keys: sad , happy, excited , bored , frightened,
upset, confused, etc..
Ask some question to lead in the reading:
a).If you got bad marks, how would you
feel?
b). If you made a mistake, how would you
feel?
-call on ss to present their answer
-give feedback

II.while reading
Task b
-have Ss read the text again and do the task
Let SS scan from “He arrived at … to
himself.”
Look at the chart
Discuss and find out the words
Fill in the blanks
SS do the exercise individually
then share with others.
- SS give comments when called
Page 23
Feelings
Giao an Tieng Anh 11 NC
10’
to get information: 2 details related to the
sight and one to hearing.
-ask SS to write down the details.
-Make corrections after calling on some SS to
read aloud the results.
Task c. finding information
Introduces the purpose of the exercise and has
SS scan for the information of the writer’s
feelings.
Have SS focus on:
1. During the party he felt…
2. After the party he felt…
- Have SS share their work before making
corrections.
- Calls on some SS to read the sentences

aloud.

-feedback
III.post reading
-ask Ss to work in group of 4 and discuss the
advice to the writer in order to overcome such
an experience
-go round the class and provide necessary
vocabulary for discussion
-give suggested advice
He should:
Go out and join more social gatherings of our
age such as participating in a youth club,
playing a certain sport, attending more
parties….
Ignore what people think about him and be
more confident in conversations
Take it easy when making mistakes or doing
something for the first time
Make more friends in reality or online so that
he can socialize more………..
Home work
-learn new words again
-prepare for new lesson
on
KEY to exrcise b)
Two pieces of information
related to the senses of sight:
1. He saw many people talking
merrily and there was a pause in

the conversation as he passed by.
2. … found the room full of
people he did not know.
One piece of information related
to the sense of hearing:
- When he heard someone ask
hinm his name.
SS: Do the exercise individually
then share with others in group.
- SS: Read aloud their results
for others to give comments and
make corrections.
1.during the party he felt
embarrassed and nervous among
others, inept in the conservation
2.after the party he felt hard to
make friends, inadequate in
feeling compared to others, shy,
dispirited, sad
Group works
present
Page 24
Giao an Tieng Anh 11 NC
Week 3 period 11 Date August 20
th
2008
Unit 2: Personal experience
Lesson 2: Listening
A.OBJECTIVES:
By the end of the lesson, students will:

- to be able to make choice of the suitable options
- to be able to scan for information about people’s experiences
B. TEACHING AIDS:
textbook, pictures, cassette, tape
C. PROCEDURE:
Method: mainly communicative
……………………………………………
Time Teacher’s activities Students’ activities
3’
15’
10’
I. Warm-up.
-ask Ss to Fill the blank with the suitable word:
- When you are frightened, your face will become
……
- When you are angry, your face may be ……….
- When you are embarrassed, your words may
………..
-call on some Ss to answer
-check
II.Pre-listening
Introduction. Teacher focuses SS’ attention on the
subject of the listening lesson with these questions:
Provide some adjectives for SS to practise
speaking.
Teacher asks SS to define these words.

. embarrassing
2. presentation
3. standing

4. ashamed
5. absent-minded
Exercise a)
- Have SS work in pairs, listen to the tape and check
their work
- Call on some SS to read aloud the sentences.
-give correct answers
III. While- listening
Exercise b. True or False
SS are expected to fill the
gaps with the suitable
words.
pale / red / fail
take note
Pair work
define
KEY TO EXERCISE A
1. embarrassing
2. presentation
3. standing
4. ashamed
5. absent-minded
Read through sentences
Listen
Do the task
Exchange
Answers
Page 25