giao an 11(CTC) U1-16

SỞ GIÁO DỤC & ĐÀO TẠO ĐỒNG THÁP
TRƯỜNG THPT THỐNG LINH
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GIÁO ÁN
TIẾNG ANH 11 (CB)
Biên so ạ n: LÊ NGỌC THẠCH
Lesson plan 11 (Basic) Leâ Ngoïc Thaïch
Naêm hoïc 2008-2009
2
Lesson plan 11 (Basic) Lê Ngọc Thạch
Period: UNIT 1: FRIENDSHIP
Date: 1 Section: Reading
Objective: By the end of the lesson, Ss will get to know more about friend are friendship.
Teaching aids: Textbook, lesson plan, pictures, posters.
Procedures:
T Stages & Content T’s activities Ss’ activities
5’
7’
5'
4’
10
I. WARMER: Word square
A H E A R T D
F R I E N D E
T I N I C E A
E S N E E D R
R I N D E E D
→ a, heart, friend, in, need, indeed, nice, dear, is
after A friend in need is a friend indeed
→ Introduction.
II. PRE-READING

* Vocabulary:
- acquaintance (n) : người quen
- incapable of (a) : không thể
- unselfishness (n) : vò tha
- constancy (n) : kiên đònh
- loyalty (n) : chung thủy
- sympathy (n) : sự thông cảm
- trust (n) : sự tin tưởng
- suspicious (a) : có sự nghi ngờ
Checking :ROR
* Brainstorm :

III. WHILE-READING
* Task 1 : Fill in the blanks
1. mutual 2. incapable 3. unselfish
4. acquaintance / friend 5. give and take
6. loyal to 7. suspicious
* Task 2 : Answer the questions (LN)
1. What is the first quality for true friendship and what does it
tell you?
2. Why are changeable and uncertain people incapable of
true friendship?
3. What is the third quality for true friendship and what does
it tell you?
4. Why must there be a mutual trust between friends?
5. Why can’t people who talk too much keep a friend long?
6. What is the last quality for true friendship and what does it
tell you?
Answer
- Explain the

game.
- Divide class into
2 groups.
- Start the game
- Control
- Ask Ss to make
a sentence with
these words
- Follow the
steps for
teaching voc.
- Set on the
board.
- Ask Ss for the
answer.
- Get feedback
and check.
- Give posters
- Ask Ss to do
- Check and
correct
- Give
instructions.
- Ask Ss to read
for the answer.
- Divide class
- Start the game
- Control.
- Listen
- Play the game

- Make a
meaningful
sentence
- Listen and
answer.
- Repeat.
- Copy.
- Look at the
board.
- Answer.
- Work in groups
- Answer
- Listen.
- Read the
question.
3
qualities for friendship
Lesson plan 11 (Basic) Leâ Ngoïc Thaïch
3’
10
1’
1. The first quality for friendship is unselfish. It tells me hat a
man who is concerned only with their own interests and
feelings cannot be a true friend.
2. Because they take up an interest with enthusiasm, but they
are soon tired of it, and they feel the attraction of some new
object.
3. The third quality for friendship is loyalty. It tells me that
the two friends must be loyal to each other, and they must
know each other so well that there can be no suspicious

between them.
4. Because if not people cannot feel safe when telling the
other their most intimate secrets.
5. Because they cannot keep a secret, either their own or
those of others.
6. The last quality for friendship is sympathy. It tells me that
to be a true friend you must sympathize with your friend.
Where there’s no mutual sympathy between friends, there’s
no true friendship.
* Task 3 : Choose the main idea
Conditions of true friendship
IV. POST-READING :
To have a friendship we should ...... / shouldn’t ...
- be helpful - be too selfish
- borrow a lot of money - be talkative
- pay attention to your friend when he / she is in difficult
situation - believe too much in rumours
- be faithful - ............
V. HOMEWORK :
- Learn the lesson and prepare the next period.
- Ask Ss to do
- Check and
correct
- Stick poster
- Ask Ss to write
Should and
shouldn’t
- Check
- Give the
assignment

- Play the game
- Work in pairs.
- Answer
- Look at
- Write the
answer.
- Copy
4
Lesson plan 11 (Basic) Leâ Ngoïc Thaïch
Period: 2 UNIT 1: FRIENDSHIP
Date: Section: Speaking
Aim: Describe the physical characteristics of a person
Objective: By the end of a lesson, ss will be able to talk about the physical characteristics of a person.
Skills: Main skill: Speaking
Sub skills: Listening, Reading, Writing
Procedure:
T Stages & Content T’ activities Ss’ activities
5’
10
18
I.WARM UP: Kim’ game
* Introduction:
II. PRE-SPEAKING
1. Vocabulary
- crooked (a) - humorous (a)
- quick-witted (a) - good-natured (a)
- studious (a)
* Checking: ROR
2. Set the scene about face ,hair ,height , forehead
III.WHILE-SPEAKING

* Task 1: Look at the people below and describe their
physical characteristics (page 15)
* Useful language:
height: tall medium, short… - face: square ,large ,oval …
forehead: broad, hight,…. - Nose: straight, crooked …..
Hair: black, grey….
Appearance : handsome , beautiful ,good-looking
- Stick the poster on
the board
- Run through vocab
- Give instructions
- Control
- Follow the steps
for teaching vocab
- Draw on the
board
-Ask ss to guess
the physical
characteristics
Supply ss some
useful languages
- Ask ss to
describe
- Control
- Look at the
board
- Listen
- Play a game
- Group work
- Follow the

teacher’s
instructions
-Look at the
board
-Work
individually.
-Listen and
answer
- Copy
-Work
individually
handsome sincere modest
straight short oval square
beautiful black pleasant
broad good-looking
hospitable
5
Lesson plan 11 (Basic) Leâ Ngoïc Thaïch
10
2’
*Task 2: Number the following personalities in order of
importance in friendship .Report your result to the class
IV.PO
ST-SPEAKING
* Task 3: Role play
Dialogue build
Journalist Interviewee
Her / his name
?
Date of birth ?

?
His/ her personalities
? (friendly, honest,
helpful……)
What made her successful

? …………………………………………………
V.HOMEWORK
Learn the lesson
Prepare section Listening
- Run through
vocab
- Give instructions
- Give Ss a
dialogue build
- Ask them to
make an
interviewee
- Go around for
help if necessary
- Call each pair to
report in front of
the class
- Summarize the
main points
- Give homework
-Listen and do
the task
- Group work
- Work in pairs

- Listen and
take note

caring generous hospitable
honest modest helpful
sincere understanding pleasant
6
Lesson plan 11 (Basic) Lê Ngọc Thạch
Period: 3 UNIT 1: FRIENDSHIP
Date: Section: Listening
Aim: Listening about Lan’s friendship and Long’s friendship.
Objective: By the end of the lesson, Ss will be able to listen the information about Lan’s friendship and
Long’s friendship.
Teaching aids: Textbook, lesson plan, cassette player, tape, poster.
Procedures:
T Stages & Content T’s activities Ss’ activities
5
5’
7’
7’
I. WARMER : Matching
A B
apartment building yêu thích
sense of humour xe gắn máy
guitarist toà nhà
favourite tình bạn
motorbike tính hài hước
around xung quanh
friendship người chơi guita
→ Introduction.

II. PRE-LISTENING
* Ask & answer the questions :
1. Who is your best friend?
2.How did you happen to meet him or her
3. How long have you known each other?
4. What qualities do you admire in your best
friend?
III. WHILE-LISTENING
* Task 1 : Listen and decide T or F
1.___ Ha and Lan share an apartment in NCT
Residential Area in Hanoi.
2.___ Lan think hat Hai Phong people are
unfriendly.
3. ___ Lan spent two days in Do Son.
4.___ Ha took Lan to Do Son on her motorbike.
5.___ Ha introduced Lan to a number of her
friends there.
6.___ Ha and Lan have become friends since
Lan’s trip to Do Son.
Key : 1-F, 2-F, 3-T, 4-F, 5-T, 6-F
* Task 2 : Listen and choose the answer
1. M and L have been friends since ___
A. school B. college C. work D. holiday
2. Long was a ____.
A. singer B. guitarist
C. worker D. football player
3. Long loves Minh’s ____.
A. loyalty B. sympathy
C. enthusiasm D. sense of humour
4. Minh and Long like to go to ____ .

- Show the poster
- Give clear instruction
- Model.
- Ask Ss to match.
- Check.
- Read and ask Ss to
repeat
- Show the questions
- Ask Ss to ask and
answer
- Control
- Call 1 or 2 pairs to
speak loudly.
- Lead to Lan’s talk and
Long’s talk.
- Give instruction.
- Ask Ss to read the
statements in 2 minutes.
- Play the tape twice.
- Divide class and ask
them to give the answer.
- Play the tape and check.
- Show the poster.
- Give instructions.
- Play the tape twice.
- Ask Ss to give their
answer.
- Play the tape again and
check.
- Look at

- Listen
- Go to the board and
match.
- Listen & repeat.
- Work in pairs.
- Listen.
- Listen.
- Read silently.
- Listen
- Give the answer in
teams.
- Listen & check.
- Look at & read.
- Listen.
- Listen & choose.
- Give the answer.
- Listen & check.
7
Lesson plan 11 (Basic) Leâ Ngoïc Thaïch
10
10
1’
A. places and movies B. plays and movies
C. plays and football matches
D. zoo and cinema
Key : 1-B, 2-A, 3-D, 4-B
* Task 3 : Listen and write
How and where
they meet
What they like about

their friend
Lan
Long
IV. POST – LISTENING
Take turns to talk about how Ha has been Lan’s
best friend and how Minh has been Long’s best
friend.
V. HOMEWORK
- Prepare the next lesson : Writing
- Give instructions.
- Give posters.
- Play the tape twice.
- Ask Ss to stick the
posters on the board.
- Check.
- Ask Ss to practise
speaking in pairs basing
on the information above.
- Go around for help.
- Call 1 or 2 Ss to report.
- Give homework.
- Listen.
- Work in groups.
- Stick the poster.
- Work in pairs.
- Do the work.
- Report.
- Copy.
8
Lesson plan 11 (Basic) Leâ Ngoïc Thaïch

Period: 4 UNIT 1: FRIENDSHIP
Date: Section: Writing
Aim: By the end of the lesson, students will be able to write a short paragraph about your friend.
Teaching aids: textbook, handouts, posters
Procedures
T Stages & Content T’s activities Ss’ activities
7
10
17
10
1
I. WARM UP: Brainstorming
à Introduction
II. PRE-WRITING
* Vocabulary:
- generous (a):
- young (a):
- near (a): tall (a):
Checking: ROR
* Matching: Key
- generous à characteristics
- young à age
- near à address
- tall à appearance
III. WHILE-WRITING
* Use the following ideas to start writing:
1) Your friend’s name, age, sex, address.
2) Describe her/him physical characteristics
3) Describe her/his personalities
4) Say what you like about her/him

IV. POST-WRITING
* Choose four students to present their writing: on
board
Correcting
V. HOMEWORK
- Write a short paragraph about your father.
- Prepare next lesson, Lang Focus
- Explain ideas
- Ask Ss to give words
- Lead to the lesson
- Introduce words on
board
- Give meanings
- Tick two lines on
board and ask Ss to
match
- Give key on board
- Give word cues by
handouts.
- Run through the
sentences
- Ask Ss to write
- Go around for help
- Call four Ss to present
- Correct mistakes on
board.
- Give comment
- Require the task at
home
- Listen and

think
- Give words
- Listen and
follow
- Listen and
understand
- Follow
teacher’s steps
- Listen and copy
- Look and work
in pairs
- Copy down
- Follow
teacher’s ideas
- Start writing
- Present writing
on board
- Correct
mistakes
Listen and copy
9
personal information
age
appearanc
e
address
characteristics
Lesson plan 11 (Basic) Leâ Ngoïc Thaïch
Period: 5 UNIT 1: FRIENDSHIP
Date: Section: Language focus

Objective: Ss can distinguish and pronounce two sounds /ʤ/ & /ʧ/ in single words and sentence.
- Ss can review infinitive, bare infinitive and use them.
Teaching aids: textbook, pictures.
Procedures:
T Stages & Content T’s activities Ss’ activities
5’
10
28
I. WARMER
Show the Pictures on the blackboard
+ chair, children, chewing gum
+ Jacket, Jean, July
à Introduction
II. PRONUNCIATION
/ʧ/ /ʤ/
Chain Jail
Choke Village
Cheek June
Beach July
Peach Surgeon
Rich Region
Match Jerry
1. Listen and decide if the word belonging to /ʤ/
or /ʧ/
Age, each, coach, college, chew, junk, jeans,
Joke, purchase, magic, tragic, butcher
2. Open their book (page 19). Listen and repeat
III.GRAMMAR AND VOCBULARY
1. Infinitive:
- What do you study English for?

- What do you want to do after school?
- What do you do morning exercise for?
- What do you use phone for?
• After verbs : want, have, decide, buy, would
like, seem…….use “to Infinitive”
• Meaning :“To Infinitive” is used to express a
purpose
* Exercises 1:(page 20)
Key
1. Who wants st to eat?
2. I have some letters to write
3. I am delighted to hear the news
4. My mother has some shopping to do
5. You always have too much to talk about
6. It’s lovely to see you again
7. It’s too cold to go out
8. I am happy to know that you have pass the
exam
- Asks Ss to look at the
pictures.
- What do you call in
English?
- Ask Ss to repeat to
introduce 2 sounds /ʤ/
& /ʧ/
- Ask Ss to repeat
- Give Ss a handout to
collect
- Asks Ss to listen and
check

- Plays the cassette
- Helps Ss to correct
- Elicit
- Introduce Infinitive
- Asks Ss to do
- Correct
- Look at
- Answer
- Repeat
- Repeat
- Collect
- Check
- Repeat
- Practise in pairs
- Answer
to find a good
job…
to be a teacher...
to keep health...
to contact my
friend
- Take notes
- Work in pairs
10
Lesson plan 11 (Basic) Leâ Ngoïc Thaïch
2’
• Practise: based on prompts
S1: who/ want/ talk with?
S2:
S1: what/do/tonight?

S2:have/exercises/do
S1: what/decide/do/high school?
S2:
S1: why/morning exercise?
S2: keep health
1. Bare infinitive :
Giang: Where is Linh?
Tuan: I saw him go out 5 minutes ago
Giang: what is the matter with him?
Tuan: I heard him say to Nam he had a
headache. He went to see the doctor.
VERB: see, hear, feel, make, let, watch + V
0
* Exercise 2 : page 21
Key
1. The police watched them get out of the car.
2. They let him write a letter to his wife
3. I heard them talk in the next room
4. The customs officers made him open the
briefcase
5.The boy saw the cat jump through the window
6. Do you think the company will make him pay
some extra money?
7. I felt the animal move toward me
8. Do you think her parents will let her go on a
picnic?
Practise :based on prompts
* S1:I /see/them/go out
S2: where/they/decide/go? S1:
* S1: What/happen?

S2:I/ see/ rabbit/jump/the window
S1: Oh! really?
* S1: what about /trip / Dalat, Lan?
S2: I / be / afraid. I can’t
S1: What / the problem / you?
S2:My friends/make/me/stay there/8 days
S1:But/my parents/ not let/me/stay there 8 days
S2: what a pity!
IV.HOMEWORK
-learn their lesson
-prepare the new lesson
- Ask ss to practise in pairs
- Call some pairs
- Give Ss a situation.
“There are 4 people living
in the house. They are
close friends. They are G,
L, T, N. However, G
doesn’t know where L
goes, & he asks T :
- Ask Ss to remark
Gives some verbs
followed bare infinitive
- Ask Ss to do exercises on
page 21
- Correct
- Ask Ss to practise in
pairs based on prompts
- Encourage Ss to make
situation to use the above

verbs (feel, make, let…)
- Call some pairs to
present
- Ask Ss to pay attention to
using these Verbs
- Practise in front
of class
- Take notes
- Give their
remark (after
verb: see, hear
use bare
infinitive)
- Do exercises
- Take notes
- Work in pairs
- Present in front
of class
- Take notes
- Take notes
11
Lesson plan 11 (Basic) Leâ Ngoïc Thaïch
TEST OF ENGLISH
Time allotted: 15
* Circle the best answer to complete each sentence: (10ms)
1/ In “Everyone has a number of acquaintances, but no one has many friends” acquaintances
mean................
A. people that you have met but do not know well
B. people whom you know well and whom you like a lot.
C. people who work in the same company.

D. people with whom you share a room for a period of time
2/ A ............... friendship is a precious relation ship.
A. mutual B. sincere C. generous D. successful
3/ A good marriage is based on................ .
A. trust B. loyalty C. secret D. A & B
4/ The children seem to be totally .............................. of working quietly by themselves.
A. unable B. impossible C. incapable D. not able
5/ The children were eager ............................ their parents
A. see B. seeing C. saw D. to see
6/ He refused....................... her....................... for herself.
A. to allow / to think B. allowing / thinking C. allow / to think D. to allow / think
7/ They would .................. go by plane than spend a week traveling by train.
A. like B. prefer C. rather D. better
8/ The boss made ......................... for a meeting after work.
A. us to stay B. us stay C. us staying D. us to staying
9/ I keep getting this pain in my leg. I think I’d better ......................... a doctor.
A. see B. seeing C. to see D. saw
10/ The dentist told him ......................... his mouth wide.
A. open B. opening C. to opening D. to open
12
Lesson plan 11 (Basic) Lê Ngọc Thạch
Period: 6 UNIT 2: PERSONAL EXPERIENCES
Date: Section: Reading
Objective: By the end of the lesson, Sts are going to improve their reading skill as well as way to guess
meaning of new words.
Skills: reading, speaking, listening
Teaching aids: pictures, posters, cards.
Procedure:
T Stages & Content T’s activities Ss’ activities
3’

10’
22’
I.WARM-UP: Ordering pictures
II.PRE-READING
* Pre-teach vocabulary:
- embarrassing (a) = confused (a):
lúng túng, bối rối
- to glance at: liếc nhìn
- sneaky (adj): lén lút,vụng trộm
- to make a fuss: làm ầm lên
*Checking: Rub out and remember.
* Suggested questions:
1. Who do you think they are?
2. Where are they?
3. What are they doing?
III.WHILE-READING
*Task 1: Gap-filling
Answer key
1. glanced 4. idols 5. sneaky
2. making a fuss 3. embarrassing
* Task 2: Ordering pictures
Answer key: d-b-f-e-a-c
* Task 3: Multiple choice + Lucky
Stars
1) The girl wish to have______ when
she was in grade 9.
a. a new schoolbag b. a new shirt
c. a red floppy hat d. a new bike
2) Her father gave her some money
on her birthday ________.

a. to buy the hat she liked
b. to buy an ice-cream
c. to travel d. to buy a new
computer
3) She saw ______in the boy’s bag.
a. an interesting picture book
b. a beautiful pen
c. a mobile phone
- Gets Sts to order the pictures,
then guess what is happening
with people in each picture.
- Leads Sts to new lesson.
- Follows the steps.
- Reads twice as model.
-Gives Sts some questions, then
gets them to work in pairs
guess details in a story they
are going to read.
- Asks Sts to read the story
carefully, then do task 1.
- Corrects.
- Gets Sts to work in pairs to
order the pictures about the
story they’ve read.
- Checks + corrects.
-Divides Sts into 2 groups, asks
them to play the game “Lucky
stars” by answering the
questions in task 3.
- Gives clear instruction:

answer 5 questions with 1 lucky
-Listen
-Work individually
- Give feedback
- Copy the title.
- Observe.
-Listen + repeat.
- Copy
- Pair worktalk about
each picture.
-Present in front of
class. -Silent reading
-Do task 1 (p.24).
-Compare the answers
in pairs.
-Write the words on the
board.
-Translate into
Vietnamese.
-Take notes.
- Pair work.
-Give feedback.
-Take notes.
13
Lesson plan 11 (Basic) Leâ Ngoïc Thaïch
8’
2’
d. a wad of dollar notes like hers
4) She decided to take the money
from the boy’s bag without saying

anything about it because_______.
a. she hated him. c. she liked him.
b. she didn’t want to make a fuss.
5) She bought ______ for herself with
the money she took from the boy’s
bag.
a. the hat b. the shirt
c. the book d. the dictionary
Answer key:1c -2a -3d -4b -5a
IV.POST-READING
* Suggested phrases:
Put up a notice at the school board /
get on the same bus the next day and
look far the boy to return the money
to him / keep it as a secret / tell her
father and ash him for advice………
V. HOMEWORK
- Learn new words by heart.
-Write a short paragraph to
summarize the story (about 100
words
star.
-Gives marks + corrects  tells
which group is the winner.
- In groups of four, asks Sts to
find out the solution for the
situation in the story using the
prompts.
-Listens + comments.
- Gives tasks.

- Group work.
- Join the game.
-Listen
-Each group choose the
question+answer.-Take
notes.
- Groupwork discuss
the way to solve this
problem.
- Each group presents.
-Listen
-Take notes.
14
Lesson plan 11 (Basic) Leâ Ngoïc Thaïch
Period: 7 UNIT 2: PERSONAL EXPERIENCES
Date: Section: Speaking
Aim: Students talk about past experiences and how they affected one’s life.
- Lexical items: words/ phrases talk about past experiences.
- Structures: useful structures used to talk about past experiences
Method: Communicative approach
Teaching aids: textbook, posters, pictures.
Procedure:
T Stages & Content T’s activities Sts’ activities
4’
12
15
13
1’
I. WARM UP: Question
How do the people in the photos feel?

- happy/ angry/ frightened/ relaxed/ excited/ bored
II. PRE- SPEAKING:
* Task 1: Work in pairs. Match the things you might have
done or experienced in box A with how the experience might
have affected you in box B (p 25)
→ Answer key: 1d 2c 3a 4b 5e
II. WHILE-SPEAKING:
* Task 2: Work in pairs. A student is talking to her friend
about one of her past experiences and how it affected her.
The lines in their conversation are
jumbled. Put them in the correct order, then practise the
dialogue.
→Answer key:
1b 2d 3h 4a 5e 6g 7c 8f
- Hỏi về kinh nghiệm đã trải qua:
Have you ever …?
- Hỏi vể chi tiết kinh nghiệm đó:
How did it happen?
- Hỏi về tác động của kinh nghiệm đó:
How did the experience affect you?
* Task 3: Work in pairs. Underline the structures used to talk
about past experiences in the dialogue in Task 2, then use the
structures and the ideas in Task 1 to make similar dialogues
IV. POST-SPEAKING:
∗ Useful structures:
- Have you ever …?
- How did it happen?
- When did it happen?
- How did the experience affect you?
V. HOMEWORK:

Write a short paragraph about 80 words about your past
experience
- Ask
- Introduce the
lesson
- Ask sts to
match A with B
- Correct
- Ask sts to put
in the correct
order
- Guide sts how
to use tenses
- Simple past
- Past continuous
- Check, listen,
help
- Give tasks
- Look at the
pictures, answer
-Work in pairs
- Check
- Pair work
- Practise
- Work in pairs
- Take notes

15
Lesson plan 11 (Basic) Leâ Ngoïc Thaïch
Date: 8 UNIT 2: PERSONAL EXPERIENCES

Period: Section: Listening
Objectives: - By the lesson ss understand family is more important than things
- They are no longer selfish
Teaching aids: Textbook, posters, tape, cassette player
Procedure:
T Stages & Content T’s activities Ss’ activities
I.WARM-UP: Kim’s game
Some words: shout, help, telephone,
water, cry, selfish, gas, protect,
unforgettable, experience, rescue, fire,
family, things, terrible
II. PRE- LISTENING:
* Vocabulary:
- Memorable (adj.) translate
- Scream (v picture
- Embrace (v) action and explain
- Protect (v)explain or may be translate
- Terrified: picture and translate
- Escape (v) picture, explain or translate
* Ordering words
+ When you see the fire, what do you do?
Arrange the correct order of the
words from the first to the end: help
people to rebuild their house, call the
firemen, manage to put out the fire, run to
the place where there is a fire, ask someone
to help, escape, scream
III. WHILE- LISTENING:
+ Task 1: Christina is being interviewed
about the most unforgettable experience in

her life. Listen to the interview, and then
decide whether the statement are true (T) or
false (F).
Answer
1. T 2. F 3. F 4. F 5.
T
+ Task 2: Listen to the second part of the
dialogue and fill in the gaps in the summary
of Christina’s story below.
Answer
- Explain the way of playing
the game
- Start the game
- Apply the techniques of
teaching new words
reasonably
- Ask ss look at the posters
on the blackboard to answer
the question
- Ask ss work in group
- Don’t correct their answers
- Ask ss to read the
instruction
- Run through the task
- Ask ss to predict
- Play the tape (1 or 2)
- Ask ss for answers
- Ask ss give the correct
information of the false
sentences

- Give feedback and correct
the answers
- Ask ss to read the
instruction
- Run through
- Ask ss to guess
- Get feedback and play the
tape(1 or 2)
- Ask ss give answers
- Listen to the
instruction of the
teacher to play well
- Play the game
- Listen and repeat
- Read
- Copy
- Look at the board
and answer the
question
- Work in groups
- Give answers on
the board
- Read
- Listen
- Work in pairs
- Listen
- Answer
- Give the
information
- Copy

- Read
- Listen
- Give answers
freely
- Listen
16
Lesson plan 11 (Basic) Leâ Ngoïc Thaïch
1. small 2.everything
3.family 4.replaced
5.took 6. appreciate
IV. POST- LISTENING:
What do you think about the sentence:
“Family is more important than things”?
- Exchange your ideas with a partner
V. HOMEWORK:
- Learn by heart the lesson
- Rewrite your opinion about the sentence:
“Family is more important than things”
- Prepare the lesson for the next period:
“WRITING”
-Correct and give comments
- Ask ss work in pairs
- Go around to help
- Call some ss give their
own answers - Correct if
they have serious mistakes
- Say and write on the board
- Give answers
- Copy
- Work in pairs

- Give their own
answers freely
- Take
17
Lesson plan 11 (Basic) Leâ Ngoïc Thaïch
Date: 9 UNIT 2: PERSONAL EXPERIENCES
Period: Section: Writing
Objective: Writing a personal letter describing a past experience
Method: Communicative approach
Teaching aids: textbook, poster
T Stages & Content Teacher’s work Students’ work
4’
15’
I.WARM UP: Complete the following sentences,
using the adjectives in the box.
1. He was very -------- when someone stole his
money.
2. He was very ---------- when his father
appeared on TV with the Prime Minister.
3. He was very--------- when he saw those big
dogs running toward him.
4. He was very-------------when he heard that he
got bad marks.
+ introduce the new lesson: Writing an
embarrassing experience in our life
II. PRE-WRITING
* Read the following letter and complete the
chart below.
Dear Helen,
Last year I had a scary dream, I was walking

along an empty street late at night. Suddenly a
lion appeared at the end of the street. He ran
toward me with his big mouth open and sharp
teeth. He roared and jumped upon me. I
screamed loudly and awoke. I’m still frightened
now. By the way, how are you? Do you still have
a nightmare as before? I think we have similar
problems now. Write to me as soon as possible.
Your friend,
Daisy
Name of experience 1.
when it happened 2.
where it happened 3.
how it happened 4.
how the experience
affected you
5.
Notes:
- embarrassed / embarrassing (adj)
- a / an ….thing happened to me…..
- I felt extremely …..
- It was a really…. experience.
→ elicit: Tenses (past)
- Ask sts to complete
them
- Get feedback
- Give the answer
- Ask ss to do the task
-Run through Voc.
-Model

-Explain some
structures
- Elicit tenses & form
- Pair work
- Listen
Key
1. angry
2. proud
3. frightened
4. sad
- Follow
Answer
1.The frightened
experience
2. Last night
3. The writer was
walking along an
empty street late at
night.
Listen and take notes
4. The lion ran toward
her with his big mouth
open and sharp teeth.
18
Proud , sad, angry, frightened
Lesson plan 11 (Basic) Leâ Ngoïc Thaïch
15’
10’
1’
Form (5 parts)

* Main points
- when it happened - where it happened - how
it happened - who was involved
- how the experience affected you
III. WHILE - WRITING
Write a letter to tell your friends the most
embarrassing experience in the same way
IV. POST-WRITING
V. HOMEWORK
- Rewrite your letters
- Prepare the next part
- Ask sts to write a
letter to tell their
friends the most
embarrassing
experience
- Go around to give sts
some help
- Ask 2 sts to write on
the board
- Correct sts’ mistakes
- Give homework
he roared & jumped
upon her.
- Write a letter to tell
their friends the most
embarrassing
experience
- Ask for help
-Write on the board

-Take notes
- Take notes
19
Lesson plan 11 (Basic) Leâ Ngoïc Thaïch
Date: UNIT 2: PERSONAL EXPERIENCES
Period: 10 Section: Language focus
Aim: After the lesson, ss will be able to:
-Pronounce the sounds: / m /, /n /, / n / correctly.
-Use the correct tenses of the verbs: s.present, s.past, past progressive, past perfect.
Structures: s.present, s.past, past progressive, past perfect.
Teaching aids: cards, book, posters……..
Procedure:
20
Lesson plan 11 (Basic) Leâ Ngoïc Thaïch
T Stages & Content T’s activities Ss’ activities
3’
10
10
* Warm-up: Kim’s game
may wrong running make nose
home snow seven sing
summer nine morning money
I.PRONUNCIATION:
* Listen and repeat:
/ m / / n / / n /
may nose wrong
make nine running
summer money bring
*Practise reading the sentences:
1. Good morning. I want an apartment in central

London.
2. We have an expensive apartment in Northern
Avenue
3. I remember meeting him on a nice summer
afternoon.
II. GRAMMAR:
A. Present simple tense:
1. Ex: Nam and Phong live with their parents. Nam
works for a big company. Phong is a student. He does
his exercises everyday.
à Form:


To Be: am / is / are
à Use: We sometimes use the present simple tense to
tell a story happened in the past.
2. Practice: Use the correct present tense forms of the
verbs in brackets:
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.
B.Past simple, past progressive & past perfect

tense:
1. Ex: a. Last night, while I was doing the exercises,
the phone rang.
b. After I had done the exercises, I went to bed.
à Form:
* Past simple:

* Past progressive:
-Give instructions
- Divide the class
into 2 groups
- Praise the winner
- Model.
- Correct ss’
mistakes.
-Model
-Ask ss to underline
the words having
these sounds.
- Set the scene
- Give example
- Model
- Ask questions &
give the form on the
board
- Give instruction
-Ask ss to work in
pairs
- Check
Key: 1. invites

2.sets 3.gets
4.waves 5.promises
6.carries
7. contains
8. has baked 9. is
10. is shining
11. are singing
12. is
-Set the sence
- Give model
-Ask ss to listen &
repeat
- Ask questions
- Write the forms on
the board
- Observe
- Work in
groups
- Listen and
repeat.
- Repeat
correctly.
- Listen &
repeat
- Underline the
words.
- Observe
- Listen and
repeat
- Answer

- Copy
- Listen
- Work in pairs
and give the
answer
- Listen &
repeat
-Answer
-Copy
21
-I, You, We, They + Vo
-He, She, It + V-
s/es
S + V2 / Ved
ing
S + had + V3 / Ved
Lesson plan 11 (Basic) Leâ Ngoïc Thaïch
Date: TEST 45’
Period: 11
A. PHONETIC
I. Choose the word whose underlined part is pronounced differently from that of the other
words.
1) A. money B. month C. monitor D. monkey
2) A. mutual B. chip C. question D. quality
3) A. architect B. arch C. church D. cheese
II. Choose the word that has stress pattern different from that of the other words.
4) A. embrace B. floppy C. experience D. embarrass
5) A. video B. idol C. imagine D. birthday
6) A. rumour B. affair C. suspicious D. attraction
B. VOCABULARY AND GRAMMAR

* Choose the best answer to complete each sentence.
7) This ................... girl was disliked by the rest of the class.
A. unself B. helpful C. generous D. sneaky
8) In "Everyone has a number of acquaintances, but no one has many friends" acquaintances
mean ...........
A. people whom you know well and whom you like a lot.
B. people that you have met but do not know well.
C. people who work in the same company.
D. people with whom you share a room for a period of time
9) He was sure that the boy was a ................... because he had stolen her money.
A. student B. thief C. customs officer D. journalist
10) A good marriage is based on ....................
A. secret B. loyalty C. trust D. A & B
11) I've never fallen in such a (n) ................... situation before.
A. confused B. confusing C. embarrassed D. embarrassing
12) Their professional relationship developed into a lasting ...................
A. friendliness B. friend C. friendly D. friendship
13) The first quality for true friendship is ................
A. unselfish B. unselfishness C. selfishness D. selfish
14) A person or thing that is loved and admired very much is the ...................
A. fan B. idea C. idol D. ideal
15) Friendship lives by ................, and no friendship can last long which is all give on one side and all
take on the other.
A. benefit B. enthusiasm C. give and take D. change
16) I'm sorry for making such a ................... about the noise.
A. emphasis B. fuss C. trace D. mark
17) When we ................ afternoon tea he ................ us about his marriage.
A. were having / told B. were having / telling C. was having / told D. were having / had told
18) My close friend ................ this city 9 years ago.
A. had left B. leaving C. left D. leave

19) Andrew ................ the test before so he ................ it very easy.
A. had done / found B. did / was founding C. did / had found D. was doing / found
20) The children were eager ................ their parents.
A. saw B. to see C. see D. seeing
21) By the time I ................ into town, the shops ................
22
Lesson plan 11 (Basic) Leâ Ngoïc Thaïch
A. did / was getting B. got / had closed C. did / had closed D. was closing / got
22) He said he ................ visit me, but he ................ me yet.
A. will / is not visiting B. would / had not visit C. will / does not visit D. will / has not visited
23) My mother has some shopping ................
A. did B. do C. doing D. to do
24) You ................ your new hat when I ................ you yesterday.
A. wore/ was meeting B. wore/ had met C. were wearing/ met D. were wearing/ had
met
25) They let their children ................ up late at weekends.
A. to stay B. staying C. stay D. stayed
26) The boss made ................ for a meeting after work.
A. us to stay B. us stay C. us staying D. us to staying
27) He refused................ her ................ for herself.
A. allow / to think B. to allow / to think C. allowing / thinking D. to allow / think
C. READING
*Read the passage and choose one correct answer for each question.
MANDI’S MAKING FRIENDS
My name’s Mandi. Three months ago, I went to disco where I met a boy called Tom. I guessed he was
older than me, but I liked him and thought it didn’t matter. We danced a couple of times, then we
chatted. He said he was 18, then asked how old I was. I told him I was 16. I thought that if I told him my
real age, he wouldn’t want to know me, as I’m only 13.
After the disco we arranged to meet the following weekend. The next Saturday we went for a burger
and had a real laugh. Afterwards he walked me to my street and kissed me goodnight. Things went

really well. We see each other a couple of times a week, but I’ve had to lie to my parents about where
I’m going and who with. I’ve always got on with them, but I know if they found out how Tom was
they’d stop me seeing him.
Now I really don’t know what to do. I can’t go on lying to my parents every time I go out, and Ton
keeps asking he can’t come around to my house. I’m really worried and I need some advice.
28) Why has Mandi written this?
A. to describe her boyfriend B. to prove how clever she is
C. to explain a problem D. to defend her actions
29) Who is she writing to?
A. her boyfriend B. her parents
C. a teenage magazine D. a school friend
30) Why is Mandi worried?
A. She’s been telling lies. B. Tom has been behaving strangely.
C. She’s not allowed to go to disco. D. Her parents are angry with her.
31) Why can’t Tom come to Mandi’s house?
A. She doesn’t want her parents to meet him. B. Her parents don’t like him.
C. He’s nervous of meeting her parents. D. She doesn’t want him to see where she lives.
32) Which of these answers did Mandi receive?
A. Tell me what you really feel. B. You must start by being honest with everyone.
C. Everyone’s unfair to you. D. Don’t worry. I’m sure Tom will change his mind.
D. WRITING
* Arrange these words or groups of words in the correct order.
33) run / he / too / fast / is / old / to.
à.......................................................................................................................
34) come / backdoor / feel / the / I / from / the / robber.
23
Lesson plan 11 (Basic) Leâ Ngoïc Thaïch
à.......................................................................................................................
35) to / when / got / the / left / had / train / the / , / they/station
à.......................................................................................................................

36) I / when / she / phone / on / was / arrived / talking / the.
à.......................................................................................................................
Date: CORRECTION OF TEST 45’
Period: 12
A. PHONETIC
1) C. monitor 2) D. quality 3) A. architect
4) B. floppy 5) C. imagine 6) A. rumour
B. VOCABULARY AND GRAMMAR
7) D. sneaky 8) B. people that you have met but do not know well. 9) B. thief 10) D. A & B
11) D. embarrassing 12) D. friendship 13) B. unselfishness 15) C. give and take
16) B. fuss 17) A. were having / told 18) C. left 19) A. had done / found
20) B. to see 21) B. got / had closed 22) B. would / had not visit 23) D. to do
24) C. were wearing/ met 25) C. stay 26) B. us stay 27) B. to allow / to think
C. READING
28) C. to explain a problem
29) C. a teenage magazine
30) A. She’s been telling lies.
31) A. She doesn’t want her parents to meet him.
32) B. You must start by being honest with everyone.
D. WRITING
33) He is too old to run fast.
34) I feel the robber come from the backdoor.
35) When they got to the station, the train had left.
36) She was walking on the phone when I arrived.
24
Lesson plan 11 (Basic) Leâ Ngoïc Thaïch
Date: UNIT 3: A PARTY
Period: 13 Section: Reading
Aims: - To help ss scan for specific information about party, identify and correct false information.
- To help them improve reading skill.

Objective: - By the end of the lesson, ss can scan for specific information about party, identify and
correct false information as well as improve reading skill.
Teaching aids: Textbook, blackboard, poster…
Estimated: 45 ms.
T Content Teacher’s act Students’ act
3
5
5
10
* Warm - up: Pre – questions:
1. What is the relationship between the people in
the pictures?
2. What are they celebrating?
3. How do they look?
Answers
1. The people in both pictures belong to a family.
2. The people in picture 1 are celebrating a
birthday and the people in picture 2 are celebrating
the 50
th
wedding anniversaries.
3. They are happy.
I. PRE – READING:
• Pre – teach Vocabulary:
1. Anniversary (n): ngày kỉ niệm, lễ kỉ niệm.
2. Celebrate (v): làm lễ kỉ niệm.
3. Candle (n): ngọn nến.
4. Milestone (n): sự kiện quan trọng, cột mốc quan
trọng.
• Checking: Rub out and remember.

* Task 1: True / False Prediction.
1. Lisa is celebrating her birthday.
2. In the USA, only young people celebrate
birthday.
3. Rosa and Luis are having a birthday party, too.
4. In the USA, most married couples celebrate
wedding anniversaries every year.
Keys
1. T 2. F 3. F 4. T
II. While – Reading:
* Task 1: Decide which of the activities below
takes place at a birth party or at a wedding
anniversary party or both.
Key
1. Birthday party. 2. Both. 3. Both.
4. Wedding anniversary party.
5. Wedding anniversary party.
6. Wedding anniversary party.
7. Birthday party.
- Gets ss to look at
the pictures.
- Gives questions.
- Gets ss to listen and
answer.
- Gives feedback.
- Explanation.
- Situation.
- Visual.
- Explanation.
* Reads the words;

get ss to repeat and
copy.
- Gets ss to predict.
- Gets them to give
answers.
- Checks and gives
feedback.
- Gets ss to work in
pairs.
- Monitors.
- Gets them to give
answers.
- Gives feedback.
- Listen and
answer the
questions.
- Repeat and
copy.
- Predict and give
answers.
- Take notes.
- Work in pairs.
- Take notes.
25