Giáo án English 11 (NC) - HK1

GI¸O ¸N GI¶NG D¹Y
TiÕng Anh 11 N©ng cao ( Grade 11 Advance )
****************************************8
Preparing Date:
Period: 2 - 3
Unit one: Friendship
Period 1-2: Reading
I. Aims
- By the end of the lesson, the students are able to scan reading for specific
information.
- By the end of the lesson, the students are able to skim reading for general
ideas.
- By the end of the lesson, the students are able to express their ideas about
friendship.
II. Skills: Skill-based (reading)
III. Key vocabulary
- confide in - through thick and thin - guarantee - stick
- evolve - break out into tear - detention - cheat
IV. Key structure
- A good friend is a person who helps you do homework.
- A good friend always stands beside you even though you are a loser.
V. Materials
- Textbook, pictures/ Drawings
- Chalk and board
- Handouts.
Stages/
Time
Procedure Aims Focus Materials
1.
Warm
-up &

lead - in
(10-12')
2. Pre-
reading
Game: Treasure Hunt.
- Divide the class into two groups.
- Stick 6 pictures of things (or draw the things) on the
board.
- Tell ss to find out the treasure, the word of the day
by combining the first letters in the names of these
things. (Do not give them the names)
- The first group to find it will win the game.
- Check ss' understanding of instructions
- Give an example like this: a picture of a Car, of an
Apple, and of a Tree, the word in this case is "cat"
- Have ss start the game.
These are the pictures: → the word of the day is "
FRIEND"
Words: flower, ring, ice-cream, eye, nurse, dog.
- Declare the winner.
- Ask ss: - Do you have friends?
- What is a good friend like, according
to you?
- Note down some key points.
Transition: - In today's reading, we'll get to know
more about friends and friendships.
- Write down on the board:
Unit 1 Friendship
Teaching Vocabulary
- To raise

ss'
interest
and to
lead to
the topic.
- To
engage
ss, and let
ss express
their
opinions
Groups
T- class
T- class
- Pictures
or
drawings
- Chalk
&board
1
(8 - 10')
3. While
-
reading
(10 -15')
(15 -
18' )
- Elicit meanings from ss or give explanations
yourself.
break out into tears (phr.v) = begin to cry.

Though thick and thin(idm) = in spite of all
the difficulties (trong bất cứ hoàn cảnh nào).
Cheat / ti:t/ (v) = act dishonestly; copy sb's
work in a test.
Detention / di'tenn/ (n) = punishment of
being kept at school after it has closed (hình
phạt giam ở trờng sau giờ học.
Confide /kn'faid/ in sb (v) = trust sb enough
to tell a secret to him/ her (tâm sự, thổ lộ)
Guarantee /g rnti:/ (n) = sự bảo đảm
Evolve / i'volv/ (v) = develop naturally and
gradually.
Stick together (v) = remain friendly and loyal
to one another (gắn bó)
- Give some practice on pronunciation. (Read - ss
repeat)
Checking Vocabulary: Gap - filling
- Give ss handouts and ask them to work in pairs,
completing the sentences, using the words just
learned.
1. A good friend remains loyal to you ..........
2. Blue skies are not a ...... of continuing fine
weather.
3. Being scolded by his mother, the child .........
4. Those students were sent to the ...... room for
their cheating on the exam.
5. Like friendship, trust ........ with time.
6. Ann thinks there's no one in the class she can.
- Check with the class
Expected answers:

1. through thick and thin
2. guarantee
3. broke out into tears
4. detention
5. evolves
6. confine in
Activity 1: Reading and Matching
- Ask ss to read Text A and then match the grades
with John's opinions on what a good friend is.
- Call on ss to say what John thought of a good friend
in each grade.
- Go over the answers with the class.
Activity 2: True - False Statements (Task b, p16)
- Ask ss to read the statement about close friends in
Task b (p.16) and say if they are true or false, i.e, SS
agree or disagree with them.
- Check with the class and note down on the board ss'
opinions
- Tell ss to read Text B and decided if the statements
are true or false.
- Ask ss to work with a partner and compare answers.
- To
provide
ss' with
some
language
to help
them
understan
d the text.

- To help
enrich ss
knowledg
e of
vocab.
- To see if
ss have
learned
the words
and know
how to us
them in a
new
context
-
To
develop
ss'
skimming
skills
- To give
some
personaliz
ed task to
T- class
T- class
Pairs
Individ
uals
T -

class
- Chalk
&board
- Handouts
Textbook
2
(10 -
12' )
4. Post -
reading
(14 -
16')
- Call on ss to read the statements and say their
choice.
- Go over the answers with the class.
- Tell ss to compare the ideas in the text and ss'
opinions.
Answers:
1. T
2. F (According to the text, we become friends with
those who share common interests)
3. F. (We can not go out and pick a good friend)
4. T
5. T
Activity 3: Main ideas
- Write down on the board three phrases about the
main ideas of the paragraphs in Text B and one extra
phrase.
a. possible reasons for not having a best friend
b. what to do to have a best friend

c. how best friendship develops
d. the benefits of a best friend/ what a best
friend can do to us.
- Ask ss to skim the text again and match the
paragraphs with their suitable main ideas.
- When they have finished, tell ss to compare
answers with a partner.
- Go over the answers with the class.
Expected answers:
Par.1 - d Par.2 - c Par.3 - a
Discussion
- Ask ss to work in groups of 4 or 5, expressing their
opinions on the following questions:
a. Close friends don't need to share common
interests. Agree or disagree? Give reasons.
b. What is your own idea of a good friend?
c. How do you understand the proverb "A friend
in need is a friend indeed?"
- Go around to control and give help if necessary
- Call ss to report about their groups' ideas.
- Give feedback and comments on what ss have
Writing Sentence Building
Give ss handouts, and ask them to make sentences
using the cues.
1. your ideas/ good friend/ different/ different
grades.
2. best friend/ someone/ you can confide.
3. best friends/ usually stick together/ thick/
thin.
4. best friend/ help you/ avoid/ depression/

anxiety.
engage ss
- to
provide
some
practice
on
scanning
skill
- To
provide
practice
on
skimming
for
general
ideas
- For ss to
share and
learn
- To
provide ss
with
some free
practice
and to
have
them
express
themselve

s and
share
ideas
- To give
more
practice
at home
about the
content of
Individ
uals
pairs
T -
class
Individ
uals
Pairs
Groups
Ss - ss
T -
class
Textbook
- Chalk
&board
Textbook
- Chalk
&board
- Chalk
&board
3

5.
Homew
ork (1')
the text Individ
uals
Handouts
Preparing Date:
Period: 4
Unit one: Friendship
Period 3: Listening
VI. Aims
- By the end of the lesson, the students are able to listening and pick up specific
details.
- By the end of the lesson, the students are able to listening and understand
general ideas.
VII. Skills: Skill-based (listening, speaking)
VIII. Key vocabulary
- sociable - sensitive - indifferent;
- conservative - skinny - stout
IX. Key structures
- She looks athletic with her hair cut short and casual clothes.
- It was her rosy plump face .... that attracted me at the first look.
X. Materials
- Textbook
- Chalk and board
- Sheers of paper.
- Cards
- CD player
Stage/
Timing

Procedure Aims Focus Materials
1.
Warm -
up
(4 - 5')
Game: 'Five little things'
- Ask ss to work in groups of four
- Tell ss to listen to instructions and write down 5
things as required on a piece of paper.
- The group that finishes first and gets all correct will
get 1 point
- The group that has more points will win the game.
- Check ss' understanding of instructions and have
them start the game.
These are the suggested instructions:
1. Write down 5 places where you often meet
with your close friend.
2. Write down 5 things you often share with your
close friend.
3. Write down 5 qualities you need in a good
friend.
4. Write down 5 adjectives describing
appearance.
5. Write down 5 adjectives describing character
or personality.
- To
create
interest,
review
adjective

s and
nouns
and
introduc
e the
topic.
Group
T -
class
- Sheets of
paper
4
2. Pre-
listening
(4 - 5')

3. While
Expected answers:
1. home, school, park, cinema, evening class, ....
2. notes, cake, homework, school things, joy,
sadness, ....
3. honesty, loyalty, unselfishness, helpfulness,
good-heartedness, ....
4. tall, short, good-looking, beautiful, well-
dressed, stout,...
5. reserved, out-going, sociable, studious,
practical, sympathetic, ...
- Read ss' items and check with the class after each
question.
- Declare the winner.

Transition: - We use a lot of nouns and adjectives to
talk about friends.
Today we will listen to a letter from Jack, writing
about his new friend.
-Write down on the board:
Unit 1 Friendship - Listening
Teaching Vocabulary
- Use pictures and explanations to present some new
words.
+ sociable / səuʃəbl/ (a) = friendly, outgoing
+ conservative/ / (a) = opposed to great change (b¶o
thñ)
+ sensitive/sensətiv / (a) = easily offended; easily
hurt( nh¹y c¶m)
+ skinny / 'skini/ (a) = very very thin (gÇy tr¬ x¬ng)
+ stout / staut/ (a) = rather fat.
+ indifferent / in'difr nt/ (a) + having no interest (thê
¬)
- Read the words one by one and ask ss to repeat.
Checking Vocabulary
- Tell ss to listen to the explanation in English and say
the word.
1. very thin (Expected: skinny)
2. having no interest (Expected: indifferent)
3. friendly, outgoing (Expected: sociable)
4. easily offended (Expected: sensitive)
5. rather fat (Expected: stout)
6. opposes to great change (Expected:
conservative)
- Checking with the class

Describing yourself (Task a, p.17)
- Ask ss to read the list of adjectives and stick (⋎) the
words that describe them and add more adjectives that
are true for them.
- Call on one student or two to read their list that
describes themselves
Activity 1: Listen and tick (⋎)
(Task b, p.17)
- Tell ss they are going to listen to a letter from Jack,
writing about his new Vietnamese friend, Mai.
- To
provide
ss with
some
vocab.
To help
them
understa
nd the
listening
text.
- To see
if ss
have
learned
the
words
- To
engage
ss with

some
personali
zed task
&
prepare
them for
the next
task.
- To give
T- class
T- class
T- class
T- class
Individ
uals
ss - ss
T-class
Individ
- Chalk &
board
- Chalk &
board
- Textbook
- Textbook
- CD player
5
-
listening
(5 - 7 ')
(8 - 9')

(4 - 5')
4. Post -
listening
(8 - 9' )
5.
Homew
ork
(1')
- Ask ss to listen and tick ( ⋎) what is true about her.
- Let ss listen for the second time if necessary.
- Go over the answers with the class.
Activity 2: Listen and take notes
- Ask ss to listen again and note down the noun
phrases used to describe Mai's appearance.
- Call on ss to read their notes and check with the
class.
Expected answers:
- her rosy plump face, - two dimples (on her cheeks),
- short hair, and - casual clothes.
Activity 3: Questions and answers
- Tell ss to listen again and answer the questions
1. On what occasion did Jack meet Mai Tran?
2. How old are Jack and Sinh?
3. What do Mai, Jack and Sinh have in common?
4. Where is Mai going this summer?
5. Will Jack go with Mai there?
- Go over the answers with the class.
Expected answers:
1. Jack met Mai Tran at his cousin's party.
2. They are 17 - the same age as Mai.

3. They all have the same taste in information
technology and music.
4. She's going to visit/ travel back to Viet Nam.
5. Maybe. He hasn't decided yet.
Speaking: Role play (handouts).
- Pair of ss as A and B and tell A to play the role of
Jack and B the role of Sinh. Ss imagine they are
having a conversation on the phone.
- Give each student a role card (Appendix) and ask
them to make a conversation based on the ideas
suggested.
- Move around to control and give help if necessary.
- If time allows, have 1 or 2 pairs to act out their
conversations in front of the class.
- Ask for ss' comment and then give feedback.
Vocabulary review
- Tell ss to learn the new words and make some
sentences with them, describing a certain person.
practice
in
listening
for
details
- To
challeng
e ss with
some
note
taking
- To

check ss
compreh
ension
- To
integrate
some
speaking
; role
play is
fun
- To
enrich
ss'
knowled
ge of
vocab.
uals
Individ
uals
Individ
uals
T -
class
Pairs
T -
class
Individ
uals
- CD player
- Chalk &

board
- Chalk &
board
- CD player
- Cards
- Textbook
6
Preparing Date:
Period: 5
Unit one: Friendship
Period 4: Speaking
XI. Aims
- By the end of the lesson, the students are able to introduce themselves.
- By the end of the lesson, the students know how to make friends with someone
new.
XII. Skills: Skill-based (speaking, listening)
XIII. Key vocabulary
- tasty
- cousin
XIV. Key structure
- I don't think we've met. My name's Alice.
- It's nice weather, isn't it? ...
XV. Materials
- Textbook, - pictures - Chalk and board
- Handouts. - Pictures - Posters - Cards
Stages/
Time
Procedure Aims Focus Materials
1.
Warm

-up &
lead - in
(10-12')
2. Pre-
speakin
g
(6 - 8')
Game: Word grip.
- Prepare a poster of a word grid with 11 rows. (You
can prepare a poster with all the words in their rows
and cover each row with a piece of paper. When SS
get it right, you jujst need to uncover that row)
(Appendix 1)
- Ask SS to work in two groups.
- Tell ss to take turns to choose a numbered row
- Read the explanation for the word in that row, and
the group try to say what the word is. If the group get
it right, they score 1 point. If they get it wrong, the
other group have a chance to say the word and score
the point.
- After 6 rows have been revealed, the groups are
allowed to guess the word in the column. If they get
it right, they win 5 points.
- The group that have more points will win the game.
- Check SS' understanding of instructions and have
them start the game.
- Keep a running total of points for each group on the
board.
- Declare the winner
Transition: - How do you make friends with people?

Today we will focus on making friends at parties and
public places.
- Write down on the board:
Unit 1 Speaking - Making Friends
Eliciting and Introducing Useful Language
- Ask SS: What do you do/ say to make friends with
someone new?
- Note SS' ideas on the board
- To
create ss'
interest
and to
introduce
the topic.
- To make
sure SS
know
what they
are going
to do
To lead to
the lesson
To
challenge
SS to
generate
key
structures
Groups
T- class

T- class
T- class
T- class
- Posters
- Chalk
&board
- Chalk
&board
7
3. While
-
reading
(9 -10')
(8- 10' )
- Tell SS to read the expressions in Task a (P.18) and
tick ( ) the ones that they can use to start a
conversation.
Expected answers: 2, 3, 4, 5, 6, 7 and 8
- Give comments and then introduce to SS some
ways to start a conversation with someone
1. Introducing yourself
Hello, my name's ... / Hi, I'm from ....
My name's ......, by the way.
How do you do? I'm ..... Nice to meet you.
2. Checking if you know someone
I don't think we've met. My name's .....
Haven't I seen you at ..... ?
You're a friend of ....., aren't you?
You look familiar. Have you been in/ to ....
school?

3. Making offers
Would you like some thing to drink/ to eat?
How about trying .... ?
Could I get you a drink?
4. Commenting on the situation
It's a great party, isn't it?
The music sounds great, doesn't it?
It's nice weather, isn't it?
- Tell SS they can use the expressions in 3 or 4 either
to start a conversation and make friends with
someone new or to maintain a conversation.
- Read the expressions one by one and ask SS to
repeat.
Activity 1: Completing & Practicing the Dialogues
(Task b, pp. 18 - 19)
- Ask ss to complete the dialogue Task b, (pp. 18 -
19) and then compare answers with a partner.
- Checking with the class by calling 2 pairs to act out
the conversations
Expected answers:
1. I'm ...... 2. Try/ Have .....
3. It's good/ It tastes good
4. isn't it/ doesn't it
5. Would you like .... / Could I get you ......
6. It's 7. isn't it
8. Have I met ..... 9. at ....
- Tell SS to work in pairs and act out the
conversations
- Call with the class by calling 2 pairs to act out the
conversations.

Activity 2: Role Play
- Prepare sets of 4 personal information cards.
(Appendix 2)
- Ask ss to work in groups of four
- Go round to control and give help if necessary.
- Call on some ss to the front of the class to act out
the conversations
- To
introduce
the
language
to
facilitate
speaking
activities
later.
-
To
provide
some
pronuncia
tion
practice
- to
provide
SS with
some
model
- To
provide

some free
practice
T- class
T- class
T- class
Individ
uals

pairs
Groups
T -
class
- Chalk
&board
- Chalk
&board
Textbook
- Chalk
&board
8
4. Post -
reading
(14 -
16')
5.
Homew
ork (1')
- Give comments.
Listening: Questions and Answers
Ask SS to listen to two conversations and answers the

questions
Conversation 1:
Michael: Hi. My name's Michael Parker.
Jennifer: I'm Jennifer Yang
Michael: It's nice to meet you, Jennifer.
Jennifer: Nice to meet you, too.
Michael: I'm sorry. What's your last name again?
Jennifer: It's Yang.
a. Who are they? (Expected: They are Michael
and Jennifer)
b. What are they doing? ? (Expected: They are
introducing themselves)
Conversation 2:
Jennifer: Steven? This is your book.
Steven: Oh, it's my math book! You're in my
class, right?
Jennifer: Yes, I am. I'm Jennifer Yang
Steven: It's nice to meet you.
David, this is Jennifer. She is in our math
class.
David: Hi, Jennifer
Jennifer: Hi, David. Nice to meet you.
a. How many people are there in the
conversation? (Expected: 3)
b. Has Jennifer known the boys before?
(Expected: No, They are getting to know each
other)
c. What about Steven and David? (Expected:
Yes, They've known each other before)
d. What do they all have in common?

(Expected: They study in the same math class)
Reviewing the language
- Ask SS to review the expressions used to start a
conversation
- To give
some
consolidat
ion
Listening
as an
integrated
skill
Somethin
g to do at
home
Individ
uals
T- class
T -
class
Individ
uals
- Cards
Handouts
- Chalk
&board
Handouts
Textbook
Preparing Date:
Period: 6- 7

Unit one: Friendship
Period 5-6: Writing
9
XVI. Aims
- By the end of the lesson, the students are able to describe a friend.
- By the end of the lesson, the students are able to write a narrative.
XVII. Skills : Skill-based (writing)
XVIII. Key vocabulary
- vicious - imbecile - confess
- smart - criticize - giggle
XIX. Key structures
- He had a way of criticizing you that made people laugh at you.
- He was the same age with us but very tall with black hair cut very short.
XX. Anticipated problems
- Some students may not be confident enough to express themselves in English.
XXI. Materials
- Textbook - Handouts
- chalk and board - Sheets of paper
Stages/
Time
Procedure Aims Focus Materials
1.
Warm
-up &
lead - in
(5-6')
2. Pre-
writing
(4 - 5')
Game: Memory check.

- Hang a poster with descriptive adjective on the board.
- Tell SS to look at the words for a few 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 heading 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 the focus of today's lesson.
- Write down on the board: Unit 1 Writing a Narrative
Teaching Vocabulary
- Elicit the meanings of new words from SS or give
explanations yourself.
* Vicious/ 'viʃəs/ (a.)=acting with evil intentions; spiteful
(xÊu xa; nham hiÓm )
* imbecile /'imbəsi:l ; US -sl /(n.)= stupid or silly person;
fool (kÎ ngèc; ngêi khê kh¹o)

* smart /sma:t/ (a.)=clever; intelligent
* criticize /'kritisaiz/ (v.)=point out the faults of sb/sth
(chØ trÝch, phª b×nh ai)
* confess /kən'fes/ (v.)=admit (thó nhËn)
- To create
interest
and to
introduce
the
language
point
To focus
SS on key
features
- To
introduce
the topic
- To help
enrich SS'
knowledge
of vocab.
and help
them
understand
the text
- To give
some
pronunciati
on practice
- To see if

SS have
learned the
words
Individ
uals
T-class
T-class
T-class
T-class
- Poster
- Sheets of
paper
- Chalk &
board
- Chalk
&board
- Chalk
&board
10
(1 - 2')
(5 - 6')
(4 - 5' )
(4 - 5' )
3. While
-
writing
(10 -12')
* giggle /'gigl/ (v.)=laugh lightly in a nervous or silly way
(cêi róc rÝch)
- 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, p.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.
(Refer to SGV for the answers)
Activity 2: Re- ordering (Task b, p.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.
(Refer to SGV for the answers)
Activity 3: Question 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?
(Expected: At his cousin's birthday party, two years
ago)
b. What was she like? (Expected: She had a cheerful
face and 2 dimples; she looked athletic in jeans and
a T - shirt.)
c. What did they have in common? (Expected: They
were both interested in chess.)
d. How do they keep in touch? (Expected: through e-

mails.)
- Elicit from SS and then generalize what they 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/ opinion about him/ her
Write a narrative (Task c, p.21)
- 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.
Peer correction
- Ask SS to work in groups of 5, deliver each group 5
pieces of writing and tell them to read and correct their
- To
familiarize
SS with the
form of a
narrative
To raise
SS'
awareness
of events.

To provide
SS with
some ideas
about what
a narrative
about a
friend is
like
To focus
SS on what
to include
in such a
narrative
- To have
SS practice
writing
- To give
SS a
chance to
correct one
other and
learn from
one
another
T-class
Individ
uals
Pairs
Pairs
SS - SS

T-class
T-class
Individ
uals
T-class
Individ
uals
- Chalk
&board
Text book
- Text
book
- Chalk
&board
- Text
book
- Chalk
&board
- Chalk
&board
- Text
book
11
4. Post -
reading
(3 - 4')
5.
Homew
ork (1')
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 s 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 bout their special
story.
- Give feedback and comments
Recognizing
- Ask SS to underline all the adjectives used to describe
Trang in task b
-
Something
to do at
home
Groups
ss- ss
Individ
uals
- Text
book
- Sheets of
paper
- Text
book
Preparing Date:
Period: 8
Unit one: Friendship
Language Focus
XXII. Aims

- By the end of the lesson, the students are able to use descriptive adjectives.
- By the end of the lesson, the students are able to use different verb forms in a
narrative.
- By the end of the lesson, the students are able to use and, but, either, or, and
neither.
XXIII. Type of lesson :
- Grammar- based (verb forms, linking words)
XXIV. Key vocabulary
- descriptive adjectives - thunder
- lightning - phobia
XXV. Key structures
- I thought we would miss the train but we had to wait for it for half an hour.
- Neither the boy nor his parents were wrong.
XXVI. Anticipated problems
- Some students may be too shy to share ideas with others.
XXVII. Materials
- Textbook - Handouts
- chalk and board - Pictures/ Drawings
Stages/
Time
Procedure Aims Focus Materials
1.
Warm
-up
(6 - 8')
Game: Listen and draw - Our new friends.
- Tell SS to work in 4 group; one representative from each
group goes to the board.
- Show the groups the pictures of the class's 2 new friends
- To create

interest
and to
introduce
Groups - Chalk &
board
12
2.
Word
study
(8- 10')
(6- 7')
(8 - 10')
(5 - 7' )
3.
(Appendix), one after the other. The SS describe the
persons and the 4 students draw them on the board.
- Tell SS to compare the drawings with the pictures and
choose the best ones. The group that has the best
descriptions wins the game.
- Ask the 4 students:
- What helps you draw such pictures?
(Expected: The description from friends).
- What exactly in the description that helps you
draw?
(Expected: the adjective/ words like tall, thing, 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 language Focus

Descriptive adjectives.
- Elicit from SS the kinds, order and position of descriptive
adjs.
Descriptive adjs or adjs of quality include those of size,
shape, age, type, color, material, origin, purpose and
opinion ( or general description)
* The normal order of descriptive adjectives is:
OPSHACOM
(Opinion, size/ Shape, Age, Color, Origin and Material)
+type +Purpose
* The positions of descriptive adjs are: attributive (before
the noun) and predicative (after a verb such as be, become,
get, seem, feel. Look, ...)
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.
Activity 2: Gap- filling (Task b, p.22)
- Help SS with the meanings of some new words.
• persistent / pə'sistənt/ (a.)= continuing without
interruption (dai d¼ng)
• bushy /'bƱ∫i/ (n.)= covered with bushes (rËm r¹p)
• piercing /'fiəsiη/ (a.)= (of sounds) penetrating (the
thÐ; ®inh tai)
- Tell SS to read and complete the passage using the words
given.
Go over the answers with the class
Activity 3: Jumbled Sentences (Task c, p.22)
- Read the example and ask SS to pay attention to the
position of the adjs.
- Ask SS to rearrange the words to make meaningful

sentences and then compare with a partner.
- Call SS to read their sentences and check with the class.
Verb Form Review(pp.22- 23)
- Elicit from SS the tenses used in a narrative. (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 use for sth around a
the
language
point

- To help
SS
understand
how
descriptive
adjs are
used
- For SS to
recognize
key vocab.
- To help
SS
understand
the text
- To give a
more
difficult
task.

- More
practice
with word
order
- To
review the
tenses used
T-SS
T-class
T-class
Individ
uals
T-class
Individ
uals
T-class
Individ
uals
Pairs
T-class
T-class
Individ
uals
- Chalk &
board
- Chalk &
board
-textbook
-textbook
- Chalk &

board
-textbook
13
Gramm
ar
(15 -
17')
(12 -
15')

(13 -15')
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.
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;
on spite of this
2.but b. not the one or the other
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; on spite of this ( used to
connect contrasting ideas)
• either ... or ... = the one or the other ( used to
connect words or phrases of the same part of
speech: pronoun, noun 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, 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.
Talking about Yourself
- Tell S to work in pairs, talking about their likes and
dislikes, and then report to the class about themselves
using linking words.
- Talking to one student and give a model
T: I like pop music. What about you, Lam?
S: Me. Too.
T: I don't like dangerous sports.
S: I do. It's exciting. (I don't either) ect.
- Make model report:
1. Lam and I like pop music
2. Lam likes dangerous sports but I don't (Neither
Lam nor I like dangerous sports).
- Check SS' understanding of instructions and let them do

the task.
- Call on SS to report about their pairs
- Give feedback and comments.
Sentence Building
in a
narrative
- For SS to
practice,
share and
learn.
- To help
SS
understand
meaning &
use of
linking
words
- For SS to
practice
using the
linking
words in a
controlled
way
-To
personalize
the task
and engage
SS
- To make

sure SS
know what
they are
expected
to do.
- To give
SS mare
practice at
Pairs
Individ
uals
Individ
uals
Groups
T-class
T-class
Pairs
T-class
SS - SS
Individ
uals
-textbook
- Chalk &
board
Handouts
-textbook
-textbook
- Chalk &
board
14

4.
Homew
ork (1')
Give SS handouts and ask them to make meaningful
sentences from the cues given.
1. This/ exciting/ new/ game.
2. atmosphere/ this hotel/ very friendly/ staff/ very
helpful.
3. We/ can/ go/ cinema/ or/ stay/home.
4. Anne/ have/ terrible headache/ she still / go/ work.
5. Neither/ you/ your classmates/ wrong/ this matter.
Expected answers:
1. This is an exciting new game
2. The atmosphere at this hotel is very friendly and
the staff are very helpful
3. We can either go to the cinema or stay at home.
4. Ann had a terrible headache but she still went to
work.
5. Neither you nor your classmates are wrong in this
matter.
home to
review
what they
have learnt
-Handouts
Lesson Plan
Grade 11 Advance
Preparing Date:
Period: 9- 10
Unit two: Personal Experience

Period 1-2: Reading
XXVIII. Aims
- By the end of the lesson, the students are able to scan reading for specific
information.
- By the end of the lesson, the students can recognize the activities related to the
senses
XXIX. Skills: Skill-based (reading)
XXX. Key vocabulary
- in vain - inept - inadequate - dispirited
- retreat - slip away - grow out of
XXXI. Key structures
- He kept quiet and retreated into his shell.
- Many shy people have managed to grow out of it.
XXXII. Materials
- Textbook.
- Chalk and board
- Handouts.
Stages/
Time
Procedure Aims Focus Materials
1.
Warm
-up &
lead - in
(10-12')
Game: Jigsaw Reading.
- Arrange the class in four or five groups.
- Give each group a handout with phrases of
explanation on.
- Tell ss to read the phrases and find out the words,

then combine the first letters of all these words to
form the key word.
- The first group to find it will win the game.
- Check ss' understanding of instructions
- To raise
ss'
interest
and to
lead to
the topic.
Groups
T- class
- Handouts
15
2. Pre-
reading
(8 - 10')
(5 - 6' )
- Have ss start the game.
These are the phrases on the handout:
1. The biggest land mammal Elephant
2. The short form of Christmas X-mas
3. The object we use to write with Pen
4. Part of our body that allows us to see things
Eyes
5. The opposite of 'wrong' Right
6. Another word for 'sick' Ill
7. Part of our body that allows us to hear
Ears
8. Part of our body that allows us to smell

Nose
9. The word for white, red, blue, yellow, ect ...
Colors
10. North, South, West and ..... East
- Declare the winner.
- Ask ss: - What is 'Experience' (Expected: 'event or
activity that affects us in some way; knowledge
gained from seeing or doing things',/ or sth similar)
- Have you ever been in embarrassing situations?
- What was it? What did you do then?
Transition: - Unit 2 focuses on Personal Experience.
The reading today is about a man's unpleasant
experience at a party.
- Write down on the board:
Unit 2 Personal Experience - Reading
Teaching Vocabulary
- Elicit meanings from ss or give explanations
yourself.
in vain (idm.) = with no result; uselessly.
( vô ích, không có kết quả)
retreat into one's shell (idm) = become more
shy, reserved (trở nên rụt rè hơn).
inept / i'nept/ (a) = completedly unskillfuful,
not tactful (vụng về )
slip away / slip 'wei/ (v) = leave quietly
without being noticed (chuồn, lẻn đi).
inadequate /in' dikwt/ (a) = not sufficiently
able or confident; not good enough (thiếu tự
tin, không đủ khả năng)
grow out of /gru/ (v) = (become too old for

sth and) stop doing it; overcome (khắc phục
đợc)
dispirited / dis'piritid/ (a) = discouraged,
depressed (chán nản )
- Give some practice on pronunciation. (Read - SS
repeat)
Checking Vocabulary: Slap the board
- Divide the class into two groups, A and B.
- Ask each group to choose 3 students to stand in a
line in the front.
- Write the words and phrases just learned on the
board at random.
- To
engage
ss, and let
ss express
their
opinions
- To
provide
ss' with
some
language
to help
them
understan
d the text.
- To help
enrich ss
knowledg

e of
vocab.
- To
check SS'
knowledg
e of new
T- class
T- class
T- class
T- class
Groups
- Chalk
&board
- Chalk
&board
- Chalk
&board
16
3. While
-
reading
(5- 8')
(10 -
12' )
(4 - 5')
(10 -
15')
- Tell Ss you are going to read the explanations or
Vietnamese equivalents of the words. They are going
to listen and then slap the correct word on the board.

With one correct word, the group receives 1 point.
The group with more points will win the game.
- Keep a running total of points for each group on the
board.
- Declare the winner.
Activity 1: Guiding question
- Ask ss to read the text quickly and find the answer
to the question: ' What was embarrassing about the
man?'
- Call on ss to give answers and check with the class.
Expected answers: He didn't know what to do and
how to behave among other people.
Activity 2: True - False Statements (Task a, p26)
- Ask ss to read the text and the statements about the
man and say if they are true and false.
- Ask SS to work with a partner and compare and
compare answers.
- Call on ss to read the statements and say their
choice.
- Go over the answers with the class.
Activity 3: Reading and listing (Task b, p. 26)
- Ask SS to read the first paragraph and list three
pieces of information related to the senses of sight
and hearing.
- Go over the answers with the class.
Activity 4: Questions and answers
- Tell SS to read the text again and answer the
following questions.
1. Why was he nervous at the party?
2. Did he find anyone he knew there?

3. What did he think of himself?
4. How did he feel after the party?
5. What kind of person do you think he is?
- When they have finished, tell SS to compare
answers with a partner.
- Call on some pairs to ask and answer and check
with the class.
Expected answers:
1. Because he thought everyone looking at him.
2. No, he didn't.
3. He thought of himself as inept and
inadequate.
4. After the party he felt inadequate, dispirited
and sad.
5. He is shy and lacks confidence
vocab.
-
To give
SS
interest
and a
purpose
in reading
- To
develop
scanning
skill.
- To have
Ss
practice

reading
and
understan
ding
between
the lines
- To have
SS share
and learn
T- class
Individ
uals
Pairs
SS - SS

T -
class
Individ
uals
Pairs
SS - SS
Groups
- Chalk
&board
Textbook
Textbook
-Textbook
- Chalk
&board
17

4. Post -
reading
(10 -
15')
5.
Homew
ork (1')
Discussion
- Put SS into groups of 4 or 5
- Ask ss to express their opinions on the following
questions:
d. Have you ever been in such a situation as the
man's?
e. What have you done to grow out of/
overcome it?
f. What do you think the man should do to
overcome his shyness?
- Go around to control and give help if necessary
- Call ss to report about their groups' discussion.
- Give feedback and comments on what ss have.
Writing
- Tell ss to write a short paragraph about what the
man should do in order to overcome his shyness.
- To
engage ss
in some
personaliz
ed task
- To
practice

writing
based on
the
discussio
n
SS - SS
T -
class
Individ
uals
Textbook
Textbook
Lesson Plan
Grade 11 Advance
Preparing Date:
Period: 11
Unit two: Personal Experience
Period 3: Listening
XXXIII. Aims
- By the end of the lesson, the students are able to listening for specific details.
- By the end of the lesson, the students are able to listen and understand the
message.
XXXIV. Skills: Skill-based (listening, speaking)
XXXV. Key vocabulary
- ashamed - search - witness
- absent-mindedness - counter - laugh at
XXXVI. Key structures
- It was the most embarrassing experience that I have ever had .
- Everything seemed so nice until I noticed that I had left.
XXXVII. Materials

- Textbook - Chalk and board
- Handouts. - Pictures
- CD player
18
Stage/
Timing
Procedure Aims Focus Materials
1.
Warm -
up
(6 - 8')
2. Pre-
listening
(4 - 5')
(3 - 5')
3. While
-
listening
(6 - 8 ')
Game: 'Join the dots'
- Give SS a handout each with the picture of a cat and
a mouse and some words on. (Appendix 1a)
- Tell ss you are going to read 11 explanation for
some of the words on the handout one by one; some
of the words may be repeated. As they listen, find the
word and join the dot for that word with that of the
next word, and so on.
- Check ss' understanding of instructions and let them
start the game.
- When you have finish reading and SS finished

joining, ask SS what the cat is doing.
- If SS get all correct with the joining, a complete
picture is revealed and they can find the answer.
(Appendix 1b)
Expected answers: The cat is to catch the mouse
with a trap.
Transition: - We've just reviewed some language
describing a man's unpleasant experience at a party.
Today we will listen to another person's embarrassing
experience.
-Write down on the board:
Unit 2 Personal Experience - Listening
Teaching Vocabulary
- Use pictures and explanations to present some new
words.
+ ashamed / ə'ʃeimd/ (a) = feeling embarrassment
because of one's own action( xÊu hæ; hæ thÑn)
+ absent-mindedness /' bsənt 'maididnis / (n) =
forgetfulness ( sù ®·ng trÝ )
+ witness /'witnis / (v) = be present at sth and see it
( chøng kiÕn )
+ laugh at sb/ la:f ət / (phrv.) = ridicule sb (cêi nh¹o,
chÕ giÔu)
- Read the words one by one and ask ss to repeat.
Checking Vocabulary(Task a, p.27)
- Tell ss to read the gapped sentences in Task a, and
complete them with a suitable word in the box.
- Go over the answers with the class.
Activity 1: True - False Statements
(Task b, p.27)

- Tell ss they are going to listen to a man's story, read
the statements and decide if they are true or false.
- Let ss listen again if necessary.
- Tell SS to compare answers with a partner.
- Go over the answers with the class; then let SS listen
again and check.
- To
review
the
vocab.
learned
in the
previous
lesson in
an
interesti
ng way
- To lead
to the
new
lesson
- To help
SS
understa
nd the
text
better
- To
provide
some

pronunci
ation
practice
- To
check
vocab. in
new
context
- To
have SS
practice
listening
for
specific
details
Individ
uals
T -
class
T- class
T- class
T- class
Individ
uals
T-class
Individ
uals
Pairs
-
Handouts

- Chalk &
board
Textbook
Textbook
CD player
19
(3 - 5')
(4 - 6')
4. Post -
listening
(7 - 8' )
5.
Homew
ork
(1')
Activity 2: Listen and tick (⋎ ) (Task c, p.27)
- Ask ss to listen again and tick the adjectives that
describe the student and his experience in the story.
- Call on ss to give their answers
- Have SS listen again and check with the class.
Activity 3: Ordering the pictures
- Arrange SS into 5 or 6 groups.
- Give each group a set of 4 pictures (A - D)
- Tell ss to listen again and put the pictures in the
correct order of events as in the story.
- Have SS listen again and do the task
- Tell the groups to show their answers and check.
Expected answers:
1 . B 2. D 3. A 4. C
Speaking: Retelling the story .

- Ask Ss to work in their groups again..
- Tell them to retell the story based on the pictures..
- Go round to control and check.
- Call on some SS to retell the story to the class.
- Ask for ss' comment
- Give feedback and comments on what SS have.
Writing Sentence Building
- Tell SS to meaningful sentences using the words
given.
5. Because/ absent-mindedness/
student/mistake/someone else/ bike
6. When he/ realize it/ he / feel / extremely
ashamed / himself.
Expected answers:
1. Because of his absent-mindedness, the student
mistook someone else's bike.
When he realized it, he felt extremely ashamed of
himself.
- To
practice
listening
compreh
ension
- To
practice
listening
for
general
ideas
-

Speaking
as an
integrate
d skill.
- To
check
SS'
understa
nding of
the story
- Some
grammar
practice
based on
the story
Individ
uals
T-class
Groups
Individ
uals
Groups

SS - SS
T -
class
Individ
uals
Individ
uals

Textbook
CD player
Pictures
CD player
- Pictures
- Chalk &
board
Lesson Plan
Preparing Date:
Period: 12
20
Unit two: Personal Experience
Lesson 4: Speaking
XXXVIII. Aims
- By the end of the lesson, the students are able to name the senses in English.
- By the end of the lesson, the students are able to talk about the activities with
the senses.
XXXIX. Skills: Skill-based (speaking, listening)
XL. Key vocabulary
- the senses
- differentiate
XLI. Key structure
- A smoke sensor discovers fire in a room.
- What do you think dogs are good at?
XLII. Materials
- Textbook, - Chalk and board
- Handouts. - Pictures - Cards
Stages/
Time
Procedure Aims Focus Materials

1.
Warm
-up &
lead - in
(7- 8')
2. Pre-
speakin
g
Game: Pelmanism
- Stick on the board 5 picture cards of the body parts
(eye, ear, nose, mouth / tongue, and hand/skin) (1-5)
and five cards with (Appendix 1)
- Ask SS to work in two groups, A and B.
- Tell the groups to take turns to choose a numbered
picture and a phrase, if they match, that is, the phrase
expresses a function done by that part of body, e.g.
'eyes' and 'colorful flowers', the group scores 1 point.
If not, the picture and phrase will be turned face
down again. Ss continue until every picture and card
are turned over.
- The group that has more points will win the game.
- Check SS' understanding of instructions and have
them start the game.
- Keep a running total of points for each group on the
board.
- Declare the winner
- Ask SS: From the activity, can you guess the topic
of the lesson today?
(Expected: The senses (and their activities)).
What are the senses?

(Expected: sight, hearing, smell, taste, and
touch)
Transition: - That's right. Today we will talk about
the activities with these different senses.
- Write down on the board:
Unit 2 Speaking
Matching pictures with activities (Task a, p.28 -
29)
- Ask SS to read the phrases in Task a and match
them with the pictures
- Tell SS to compare answers in pairs and then go
over the answers with the whole class.
- To
create ss'
interest
and to
introduce
the
lesson.
- To make
sure SS
know
what they
are going
to do
- To
engage SS
and to
introduce
the topic

- To give
SS an idea
what is
typical of
these
things
- Pictures
- Cards
- Chalk
&board
- Chalk
&board
Textbook
21
(6 - 8')
3. While
-
reading
(8 -10')
(10-
12' )
4. Post -
reading
(5 - 6')
- Ask Ss what 'differentiate' means. (Expected:
'distinguish')
Activity 1: Talking about activities with the senses
(Task b, p. 29)
- Tell SS to work in pairs, ask and answer about the
things and people mentioned in Task a and their

ability.
- Go around to monitor and note down errors if any
for correction later.
- Encourage SS to talk about other animals or thing
that have a good sense of any. Or you may want to
list a few for SS to talk about. (For example: cats,
owls, ...)
- Call on some close and open pairs to act out their
conversations.
Activity 2: 'Spin the top'
- Prepare 5 or 6 five-sided cards with the words eyes,
ears, nose, tongue, and hand on each side.
(Appendix 2)
- Ask ss to work in 5 or 6 groups
- Give each group a card and a pointes pencil (or
something similar)
- Tell Ss to pierce the pencil through the middle of
the card.
- In turn, each student in the groups spins the top and
makes a sentence about what they do with the sense
corresponding to the picture where it lands. For the
second round, SS talk about the animals or things
that are very good at the senses
- Demonstrate by spinning the top and make a
sentence to show SS what they are expected to do.
For example, the top lands at the nose, the sentence
can be: ' I can smell food, fragrance of flowers, etc.',
for the second round, it can be: ' Dogs are good at
smelling'
- Have SS start the activity

-Go around to monitor and note down errors if any
for correction later.
- Give feedback and comments.
Listening and Recognizing
- Ask SS to work in two groups, A and B, listen to
your sentences and name the sense implied in each
sentence
- If the group can't get it right, the other group take
the turn and score points if they get it right.
- Keep a running total of points for each group on the
board.
- Declare the winner and then give feedback and
comment.
The sentences used in the activity are:
1. I don't like the fragrance of this flower.
2. This juice is a bit too sour for me.
3. This table feels tough.
4. The house is small but very nice.
- To
practice
talking
about the
senses.
- To
provide
SS with
free
practice
-
To give a

model
- To give
some
consolidat
ion
-
Listening
as an
integrated
skill
Textbook
- Personal
Experience
- Cards
- Chalk
&board
Handouts
- Chalk
&board
22
5.
Homew
ork (1')
5. We love classic music.
6. Do you like sweet soup?
7. It's so quiet in here.
8. The water is too cold to drink.
Sentence Making
- Ask SS to make a few sentences about the activities
with the senses

- To give
more
practice
at home
Textbook
Lesson Plan
Preparing Date:
Period: 13- 14
Unit two: Personal Experience
Period 5-6: Writing
XLIII. Aims
- By the end of the lesson, the students are able to write a personal letter.
- By the end of the lesson, the students are able to describe a past experience.
XLIV. Skills : Skill-based (writing)
XLV. Key vocabulary
- commencement - mutual
- confused - host
XLVI. Key structures
- I felt extremely embarrassed and confused.
- Looking forward to hearing from you again.
XLVII. Anticipated problems
- Some students may be too shy to express themselves even in writing
XLVIII. Materials
- Textbook - Handouts; Pictures
- chalk and board - Sheets of paper
Stages/
Time
Procedure Aims Focus Materials
1.
Warm

-up &
lead - in
(4-5')
Game: Guess what?
- Show a picture of a person sitting in a restaurant with a
bowl of soup in front, and a waiter at his side.
- Ask SS to read the exchange between the man and the
waiter and guess what the man's response is/ what the
season is.
Expected answers:
'Because I haven't got a spoon!'
- Elicit experiences from SS: 'This is something happening
in a restaurant. Have you ever had any embarrassing
experiences in a restaurant?'
- Note down SS' ideas.
Transition: - Nam had an embarrassing experience at a
restaurant and he wrote to tell his friend about it. Do you
want to share your experience with your friend? Today we
- To create
interest
and to
introduce
the topic

Individ
uals
T-class
T-class
- Pictures
- Chalk &

board
23
2. Pre-
writing
(4 - 5')
(2- 3)
(4- 5)
(4 - 5' )
(4 - 5' )
will learn how to write a letter telling friends about a past
experience.
- Write down on the board:
Unit 2 Writing a Personal Letter Describing a Past
Experience
Activity 1: Gap - filling (Task a, p.30)
- Ask SS to complete the letter using the words given.
- Move around to control and give help if necessary.
- Get SS to compare answers in pairs and then do over the
answers.
Activity 2:Teaching Vocabulary
- Arrange Ss to work in pairs and give each pair a handout.
- Tell SS to read the words in column A and match them
with their explanations in column B.
- Go over the answers with the class.
The handout looks like this:
A B
1. mutual a. unable to think clearly
2. commencement b. meeting
3. host c. having the same specified
relationship to each other.

4. confused d. person who receives and
entertains people as guests
5. gathering e. beginning
Expected answers: 1. c 2. e 3. d 4. a 5. b
Activity 3: Question and answers
- Ask SS to read the passage again and find answers to the
questions.
1. What made him feel embarrassed?
2. Why did it happen to him?
3. Where did it happen?
4. When did it happen him ?
5. Who helped him solve the problem at last?
- Tell SS to compare answers in small groups and then go
over the answer with the class.
Expected answers:
1. He couldn't find his money when to pay the bill.
2. Because he had put the money in the pocket of
anther pair of pants.
3. In a restaurant (where he held a reunion dinner)
4. Last weekend.
5. His sister.
Activity 4 Re-arranging
- Write down on the board the steps of a personal letter
describing a past experience in a random order as follows:
a. Opening/ Greeting
b. The story/ experience to be shared (what, why,
when, where, who)
c. Date
d. Closing and ending.
e. General information (about self or/ and friends)

- Ask SS to put the steps in a logical order of such a letter.
- To
familiarize
s SS with a
letter
describing
a past
experience
- To help
enrich SS'
knowledge
of vocab.
and help
them
understand
the text
- To
provide SS
with some
ideas about
what to
include in
the story.
- For SS to
share and
learn.
- To give
SS a
general
format of

the letter
T-class
Individ
uals
Pairs
Pairs
T-class
T-class
Individ
uals
Pairs
T-class
Pairs
- Chalk
&board
Text book
- Handouts
- Chalk
&board
- Text
book
- Text
book
24
3. While
-
writing
(18 -20')
4. Post -
reading

(2 - 3')
5.
Homew
ork (1')
- Tell SS to compare answers in pairs and then go over the
answers.
Expected answers:
1. c Date
2. a Opening/ Greeting
3. e General information (about self or/ and friends)
4. b The story/ experience to be shared (what, why,
when, where, who)
5. d Closing and ending
Write it Yourself
- Ask SS to write a letter to a friend, telling him/ her about
their most embarrassing based on the format given and the
sample in Task a (p. 30).
- Go around to control and give help if necessary.
- When they have finished, collect SS' writings to mark at
home.
Peer correction
- Read a piece of SS writings and ask SS to give comments
relating the format (steps), the language use, and the story.
- Give feedback and comments
Reviewing vocabulary
- Ask SS to review all the new words learned.
- To have
SS practice
writing
- To give

SS a
chance to
correct one
other and
learn from
one
another
-
Something
to do at
home
Individ
uals
T-class
SS- SS
Individ
uals
-
Chalk
&board
- Chalk
&board
- Text
book
Sheets of
paper
- Text
book
Lesson Plan
Preparing Date:

Period: 15
Unit two: Personal Experience
Period 7: Language Focus
XLIX. Aims
- By the end of the lesson, the students are able to use verbs of the senses.
- By the end of the lesson, the students are able to use modal perfect to talk about
the past.
- By the end of the lesson, the students are able to use different verb forms.
L. Type of lesson :
- Grammar- based (sense verbs, modal perfect, verb forms,)
LI. Key vocabulary
- sense verbs: see, hear, … - wander
- chef - nostalgic
LII. Key structures
25