GIÁO ÁN ANH 11 CẢ NĂM 2 - 2010

BINH DUONG PROVINCE
TAN UYEN DISTRICT
HUYNH VAN NGHE HIGH
SCHOOL
LESSON PLAN OF
ENGLISH 11
Teacher’s name:
Nguyen Ngoc Thanh Hien
UNIT1: FRIENDSHIP
OBJECTIVES
1. Skills
• Reading:
- Practising reading poem after the cassette or after the teacher.
- Reading and guessing the meaning of words based on the context of
the sentence.
- Reading and choose the correct answer
- Reading and answering the questions related to the content of the
reading.
• Speaking:
- Describing the characteristics and appearance of someone.
- Talking the personalities of someone.
- Interviewing a famous person.
• Listening:
- Listening and choosing the true / false information.
- Listening and taking notes the main ideas of the reading depending on
the instruction.
• Writing:
- Describing about a friend (appearance and personalities ) from the
given facts.
2. Language knowledge
• Pronunciation:

- Pronouncing coorectly two consonants /dz/ and /ts/ in single words
and statements.
• Grammar and vocabulary:
- How to use “ infinitive with to” and “ infinitive without to” correctly
in common statements.
TEACHING AIDS
- Cassette and tape
- Pictures in text book and other teaching aids
UNIT 1: FRIENDSHIP
LESSON 1: READING
OBJECTIVES
- Pupil can comprehend the reading about friendship.
- Pupil can understand and use new vocabulary through speaking, asking
and answeing activities.
-

Teacher’s and students’ activities
Time
Warmer
Before
you read
While you
- Teacher writes the following sentence on the blackboard
and asks students to do as directed ( Complete the sentence
by filling in the gaps with the suitable words)
A………………..in need is a …………………indeed.
- Students work in individual and then discuss with their
partner
- Teacher asks students to volunteer to answer before class.
- Teacher reads the poem ( or turns on the tape recorder).

- Students listen twice and practising reading the poem (in
pairs)
- Teacher notice students the intonation and how to read
exclaimatorily
- Teacher guides students to new lesson ( Teacher prepares
students handout filling in the blank to introduce new words
in the text more easily)
3m
5m
read
Task 1
Task 2
Task 3
- Teacher asks students read the text silently and do the
tasks as directed.
- Students choose the correct answer to fill in the blank.
- Teacher teaches difficult words to help students to do the
task better.
Answer
1. mutual
2. incapaple of
3. unselfish
4. acquantance; friend
5. give-and-take
6. loyal to
7. suspicious
- Teacher asks students to read the text again.
- Students discuss with each other and choose the correct
answer.
Answer:

B (Conditions of true friend ship)
- Teacher asks students to ask and answer the questions
related to the text.
- Students work in pair
- Teacher goes around to help someone in difficulty.
Answer:
1. The first quality for true friendship is unselfishness. It
tells us / me that a person who is concerned only with
his own interests and feeling can not be a true friend.
2. Changeable and uncertain people are incapaple of
true friendship because they take up interest with
enthusiasm, but they are soon tired of it, and they
feel the attraction of some new object.
3. The third quality for true friendship is loyalty. It tells
30m
After you
read
Homewor
k
us / me that the two friends must be loyal to each
other, and they must know each other so well that
there can be no suspicions between them.
4. There must be a mutual trust between friends
because if not, people cannot feel safe when telling
the other their mst intimate secrets.
5. Talkative peole can’t keep a friend long because
they cannot keep a secret, either or their own or of
the others.
6. The last quality for true friendship is sympathy. It
tells us / me that to be a true friend you must

sympathize with your friend. Where there is no
mutual sympathy between friends, there is no true
friendship.
- Students discuss “ Why do we need to have friends?” in
group.
- Teacher focuss on some common mistakes and difficult
problems.
- Write down the answers of the questions on page 15.
- Do the exercise in Task 1 about using words – Page 14.
5m
2m
UNIT 1: FRIENDSHIP
LESSON2: SPEAKING
OBJECTIVES
- Pupils know how to describe the characteristics and appearance of
someone
- Pupils know how to interview a famous person.

Teacher’s and students’ activities
Time
Warmer
Task 1
- Teacher asks students to observe carefully four people in
3m
Task 2
Task 3
Homewor
k
the picture, describing their physical characteristics.
- Students work in pair.

- Teacher can guides students… “ OK, look at the picture. -
-- How many people are there in the picture? Can you
guess the age of each of them?.... Now let us start with the
physical description of the man. Is he tall or short?.....”
- Teacher asks students to dicuss and number th efollowing
personalities in order of importance in friendship.
- Students work in group
- Teacher asks each group to report their result to the class
and explain why they arrange in such order ( Note : There
is no need to have unchangeable answer; Students may
arrange in suitable order in case they can explain their
reason.)
- Teacher asks students to practise interviewing skill.
- Teacher gives role-play for each pupil, instructing each
role to think and base on the following suggestions to ask
and answer questions.
- Students work in pair. Teacher goes around to help
students who are in difficulty.
- Teacher asks two or three pairs to report their interview
before class.
- Practising speaking these task again at home.
- Prepare for the listening part for the next period
10m
10m
20m
2m
UNIT 1: FRIENDSHIP
LESSON 3: LISTENING
OBJECTIVES
- Pupils listen and choose the true / false information.

- Pupils listen and take notes the main ideas of the reading depending on
the instruction.
Teacher’s and students’ activities
Time
Warmer
Before you
listen
While you
listen
- Students close their books
- Teacher guide pupils to the new lesson by asking them
some questions about themselves.
- Students work in pair.
- Teacher asks students to open their books and read the
part LISTEN AND REPEAT.
- Teacher asks students to read aloud the words given to
make sure they pronounce exactly and understand their
meaning.
Task 1
- Teacher gives instrutions.. “ You will hear Lan and Long
talk about their best friends Ha and Minh. Listen to their
talk and do the task that follow.” and explaine
* Going through the statements
* Going through the vocabulary in task 1
- Teacher gives students 1 or 2 minutes to read the
staements to make sure that they understand them .
- Teacher explains some more new words if required
- Teacher turns on the tape recorder, asking students to
listen carefully (Teacher lets students listen the second time
in case students don’t hear clearly yet)

- Students listen and decide whether the statements are true
or false.
Answer key:
Lan’s talk:
1.F 2.F 3.T 4.F 5.T 6.F
Long’s talk:
1.F 2.F 3.T 4.T 5.T
Task 2
- Teacher turns on the tape recorder again, asking students
both listen to listen and take notes the information to
answer the following questions: - How and where did they
meet? - What do they like about their friends?
Answer key:
How and where they
meet
What they like about their
friends
Lan - They used to live in
the same residential
area in Ha Noi
- Lan went on a
holiday to Do Son
and Ha went there
to visit her.
- Ha’s very friendly and
helpful.
- Ha’s sociable. She’s
got many friends in Do
Son and she introduced
Lan around.

Long - They met in college
- Minh played the
guitar, Long was a
singer.
- They worked
together.
- Minh has a sense of
humour
- Minh likes to go to
play and movies
- Minh is a good lostener
- Minh is friendly and
helpful.
Tapescript
Lan’s talk
My best friend is Ha. We’ve been friend for a long time.
We used to live in Nguyen Cong Tru Residential Area in
Ha Noi.her family moved to Haiphong im 1985. it is said
that Haiphong people are cold, but Ha is really, really
friendly. I first started to get to know her when I was going
on a two-day trip to Do Son last year and I didn’t know
anybody there. I gave ha a ring and she was so friendly, she
said, “ Oh, I’ll come to visit you.” So she rode on her
After you
listen
Homework
motorbike to Do Son and twenty minutes later she was
there. She stayed with me for two days. She happened to
know a lot of people there, so she introduced me around,
and we’ve been best friends ever since.

Long’s talk
My best friend is Minh. We met in college. I was there
singing and Minh was a guitarist. So we worked together a
lot. Minh has a great sense of hunour, he’s very , very
funny, and that’s one of my favourite things about him. And
over the years, we have been through good time and bad
times with each other, and that’s one of the things I like
best about him. And we have a lot of the same interests.
We like to go to plays and movies together. But when we
are going through a rough time, he’s really a good friend,
and he’s a good listener, and he is always help me through.
- Students work in pair, practising speaking about how Ha
and Minh become Lan’s and Long’s good friends.
- Teacher goes around to help students in case they are in
difficulty.
- Listening again at home.
- Prepare writing part for the next period.
UNIT 1: FRIENDSHIP
LESSON 4: WRITING
OBJECTIVES
- Pupil know how to descibe about a friend (appearance and
personalities ) from the given facts.

Teacher’s and students’ activities Time
Warmer
Guiding
Writing
Correcting
Teacher gives some instructions to help students to write
effectively:

- Students read guidelines carefully, thinking and
choosing one of his/her friend he/she finds more
information to be able to write from that one.
- Students find ideas, then arrange in logical order.
- Students practise writing based on the ideas they have
already reorganized.
- Students read again his/ her writing carefully, checking
errors of spelling and grammar before ending writing.
Teacher asks students to start to write. Teacher goes round
to help them if necessary.
Teacher choose any of the students to write their task on
the blackboard while the others also write their task below
to correct before class.
3m
5m
25m
10m
UNIT 1: FRIENDSHIP
LESSON 5: LANGUAGE FOCUS
OBJECTIVES
• Pronunciation:
- Pronouncing coorectly two consonants /dz/ and /ts/ in single words
and statements.
• Grammar and vocabulary:
- How to use “ infinitive with to” and “ infinitive without to” correctly
in common statements.
Teacher’s and students’ activities
Time
Warmer
Exercise1

(include oral test)
PRONUNCIATION
• Listen and repeat
- Teacher reads all the words twice, noticing students
the difference between the voiced /dz/ and voiceless
/ts/ sound.
- Teacher reads each word aloud and clearly in listen
and repeat again so that students repeat.
- Teacher asks some students to repeat, correcting their
pronunciation if neccesary.
• Practise reading aloud these sentences.
- Teacher reads these statements twice, students
listens.
- Students practise reading these statements in
individual then in pair.
- Teacher goes around to help them when necessary
- Teacher asks students find words that have
consonants /dz/ and /ts/ in the statements.
GRAMMAR
- Students practise in pair, discussing to put the words
in the correct order to make sentences.
- Teacher explains the meaning and the usage of To-
infinitive.
Answer:
1. Who wants something to eat?
2. I have some letters to write.
3. I am/ was 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.

6m
7m
15m
15m
Exercise 2
Homewor
k
7. It’s / was too cold to go out.
8. I am happy to know that you have passed th exams.
- Students work in pair
- Students rewrite the sentences, using the correct form
of the infinitive without to.
- Teacher explains the meaning and usage of infinitive
without to ( Infinitive without to can be used after some
causative verbs: make, let and used after some
perceptive verbs: hear, see, watch….
Answer:
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 officer made him open the briefcase.
5. The boy saw the cat jump through the window.
6. Do you think the company wil make him pay some
extra money?
7. I felt the animal move toward me.
8. Do you think her parents will let her go for a pinic?
- Write down the answers in their notebooks
- Prepare the reading part for the next period
2m
UNIT 2 : PERSONAL EXPERIENCES

OBJECTIVES
1. Skills
• Reading:
- Comprehend the story and guess the meaning of the words and phrases
through the context.
• Speaking:
- Ask and answer the past experiences and their influence to the writer.
• Listening
- Listen and understand the exchange of the story in the past about a
famous person and its influence on him.
• writing
- Write letters about one of our past experiences in the past.
2. Language knowledge
* Pronunciation: Pronounce correctly some consonants /m/, /n/, / / in
single words and in statements.
* Grammar and vocabulary:
- Simple present is used to tell the past experiences.
- Review some past tenses: simple past, past continuous and past
perfect.
TEACHING AIDS
* Tape recorder and tapes
• Pictures in text book and some visual aids
UNIT 2 : PERSONAL EXPERIENCES
LESSON1: READING
OBJECTIVES
- Pupils comprehend the story and guess the meaning of the words and
phrases through the context.
Teacher’s and students’ activities
Time
Warmer

3m
Before you
read
While you
read
Task 1
Task 2
- Teacher interests students by asking them to look at the
pictures below and guess what is happening in each of
them.
- Students work in pair.
- Teacher can help them by asking some questions:
* Who do you think they are?
* Where are they?
* What are they doing?
- Teacher asks students to read the text silently, try to
understand the content of the reading text.
- Teacher explains some difficult words to help students
comprehend the text more easily.
- Students do the tasks as directed.
- Students work in individual.
- Teacher asks students to read the text again, then the
sentences and find the required words related to the
reading text.
- Teacher divides students into groups to compare the
answers after they finish their task.
- Teacher gives correction before class, noticing students
the word forms.
Answer key:
1. glanced 2. making a fuss 3. embarrassing 4. idols

5. sneaky
- Teacher asks students to read the text silently again.
- Students put the pictures of the events in the order they
happened in the story.
- Teacher divides students into groups to compare the
result. In case the answers of these groups are the same ,
teacher asks them to retell each of the events. If the
answers are different, teacher asks them to discuss again
to have the right answers.
5m
10m
5m
8m
Task 3
After you
read
Homewor
k
- The whole class check the answer and write the answer
key on the blackboard.
Answer key:
1.d 2.b 3.f 4.e 5.a 6.c
- Students answer the questions
1. A red floppy cotton hat.
2. so that she could buy the hat for herself./ to
buy the hat for herself.
3. A wad of dollar notes exactly like the ones her
father had given her before.
4. Because she didn’t like to make a fuss.
5. She bought the hat with it.

- Teacher guides students to say their opinions about the
story.
- Students work in group. One member in each group write
down all the opinions in their group, then report the
general ideas.
- Teacher can give instructions: put up a notice at the
school board/ get on the same bus the next day and look
for the boy to return money to him/ do nothing/ keep it a
secret/ tell her father and ask him for advice,…
- Students learn the new vocabulary by heart and make
sentence with them..
- Students retell the story in the reading text and give their
opinions about it.
7m
5m
2m
UNIT 2 : PERSONAL EXPERIENCES
LESSON2: SPEAKING
OBJECTIVES
- Pupils can ask and answer the past experiences and their influence to
the writer.
Warmer
Task1
Task 2

Task 3
( include oral test)
- Teacher helps students to understand the phrases and the
structures in box A and B, then match the things they
might have done or experienced in box A with how the

experience might have affected them in box B.
- Students work in pair.
- Teacher goes around to help students if they find the
words or the structure in the box difficult.
Answer:
1.d 2.c 3.a 4.b 5.e
- Teacher asks students to practise the dialogue after
putting the lines in the conversation in the correct order.
Students discuss in pair to do this task.
Notes:
- Asking about past experiences: Have you ever….
- Asking about the details of that experience: How did it
happen….
- Asking the affect of that experience: How did the
experience affect you…
• How to use the past continuous to tell the situation of
the experience and the simple past to tell the
experience.
- Teacher asks students to play role to practise with
him/her to check students’ memory.
Answer
1.b 2.d 3.h 4.a 5.e 6.g 7.c 8.f
Activity 1
- Students practise speaking with each other, using the
structures and the ideas in Task 1 to make similar
dialogues.
7m
7m
10m
9m

Homework
- Teacher goes around to give help, listen carefully, write
all common mistakes, then corect before class.
Activity 2
- Students work in group, telling the other experience they
have met.
- Teacher asks one or two groups to report their task
before class when they finish it
- Teacher collect students’ errors and correct them before
class by giving proper examples.
- Practising these task again at home.
- Prepare listening part for the next period.
10m
UNIT 2 : PERSONAL EXPERIENCES
LESSON 3: LISTENING
OBJECTIVES
- Listen and understand the exchange of the story in the past about a
famous person and its influence on him.
Teacher’s and students’ activities
Warmer
Before you
listen
- Teacher asks students some questions to aroue their
interests in listening: Have you ever been in the fire? If
you had, what would you do?
( include oral test)
- Teacher guide students to the new lesson by asking the
whole class to look at the picture and answer the question:
What’s happening in the picture?

- Students talk freely
- Teacher reads all the given words, students pereat.
- Teacher explains the meaning and usage of these words
again if necessary.
7m
8m
While you
listen
Task 1
Task 2
After you
listen
Homework
-Students are asked to listened to get the information to do
the tasks below:
- Teacher introduces the situation of the listening.
- Students read all the sentence quickly
- Teacher gives clear instruction of this task, then turn on
the tape recorder.
- Students listen twice and do the exercise.
1.T 2.F 3.F 4.F 5.t
- Students compare the answer with their partner. Teacher
goes around to see whether they can do or not. Teacher
can let students listen again if necessary.
- Students write the answer on the blackboard (in pair)
- Students read the passage quickly, try to guess what
words in the blank.
- Teacher lets students listen to the tape and the write the
words in the blank.
- Students discuss and compare the result in group.

Teacher observes and helps them if necessary, letting
them listen again in case they ask.
- Teacher asks each group to write the result on the
blackboard, give marks for the group that finishes first.
Answer keys:
1. small 2. everything 3. family 4. replaced 5.
took 6. appreciate
- Students discuss Christina’s point of view “ Family is
more important than things”. Give their own opinions,
agree or disagree with her.
- Teacher explains the word “ things” meant “ materials
or properties”.
- Teacher can instruct them : Family is more important
than things because it can’t be replaced. / it gives you
love, support, …
10m
10m
8m
Tapesrcipt
Listen the listening text again at home.
Prepare writing part for the next period.
Unforgetable experiences
Interviewer: This is Radio 3. In our “ Unforgetable
Experiences” programme tonight we talk to Christina, a
successful business woman. Hello Christina, welcome to
our programme.
Chistina: Hello and thank you. It’s nice being with you
tonight.
Interviewer: Christina, could you tell our audience about
the most memorable experience in your life?

Christina: Well, my most unforgetable experience
happened thirteen years ago, when my house burned
down.
Interviewer: Really? How did it happen?
Christina: The fire started in the kitchen where I forgot to
turn off the gas stove.
Interviewer: What were you doing at tthat time?
Christina: I was sleeping when I was suddenly woken up
by terrible heat. I open my eyes to find myself surrounded
by walls of fire.
Interviewer: That’s terrible! How did you escape?
Christna: I was terrified. Then I heard my mother’s voice
calling my name. I rushed to her. She carried me out.
Luckily I got away without even a minor burn.
Interviewer: Not many people are so lucky. Did the fire
affect you in any way?
Christina: Oh, yes. Yes,very much, in fact. Although I lost
many things in the fire, the experience helped me to grow
up.
Interviewer: What do you mean?
Christina: Well before the fire, I was selfish. I always
complained to my mother about how small my room was,
or how few clothes I had. Then the fire came and
destroyed everything we owned. But I slowly began to
realize that I really needed my old things. I just needed
my family. After all. You can get new clothes any time,
but a family can never be replaced.
Interviewer: I see, so the fire took many things from you,
but it gave you something, too.
Christina: Exactly. It taught me to appreciate my family

more than things.
UNIT 2 : PERSONAL EXPERIENCES
LESSON 4: WRITING
OBJECTIVES
- Pupil know how to descibe a personal letter about a past experience

Teacher’s and students’ activities
Time
Warmer
Guiding
Writing
Correctin
Teacher gives some instructions to help students to write
effectively:
- Students read guidelines carefully, trying to answer
fully these questions
- Students join ideas, arrange in logical order.
- Students practise rewriting based on the ideas they
have already reorganized.
- Students read again his/ her writing carefully, checking
errors of spelling and grammar before ending writing.
Teacher asks students to start to write. Teacher goes round
to help them if necessary.
Teacher choose any of the students to write their task on
3m
5m
25m
10m
g
the blackboard while the others also write their task below

to correct before class.
UNIT 2 : PERSONAL EXPERIENCES
LESSON 5: LANGUAGE FOCUS
OBJECTIVES
• Pronunciation:
- Pronouncing correctly three consonants /m/ /n/ and /n/ in single words
and statements.
• Grammar and vocabulary:
1. Present simple indicating past time
2. Tense revision: the past simple, past progressive and past perfect
Teacher’s and students’ activities
Time
Warmer
(include oral test)
PRONUNCIATION
• Listen and repeat
- Teacher reads all the words twice, noticing students
the difference between the voiced /dz/ and voiceless
/ts/ sound.
- Teacher reads each word aloud and clearly in listen
and repeat again so that students repeat.
- Teacher asks some students to repeat, correcting their
pronunciation if neccesary.
• Practise reading aloud these sentences.
- Teacher reads these statements twice, students listens.
- Students practise reading these statements in
individual then in pair.
- Teacher goes around to help them when necessary
- Teacher asks students find words that have consonants
6m

7m
Exercise1
Exercise 2
Exercise 3
Homewor
k
/m/ /n/ and /n/ in the statements.
GRAMMAR
- Students practise in pair, discussing to put the correct
tense of the verbs in brackets infinitive.
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
1. broke/ was playing
2. wrote/ was
3. was working/broke
4. started/ were walking
5. told/ were having
6. didn’t listen/ was thinking
7. phoned/ didn’t answer/ were you doing
8. was not wearing/ didn’t notice/ was drivimg

1. had eaten/ arrived
2. found/ had taken
3. got/ had closed
4. got/ had left
5. got/ had arrived
6. paid/ had phoned
7. went/ said/ hadn’t arrived
8. had looked/ asked/ cost
15m
15m
- Write down the answers in their notebooks
- Prepare the reading part for the next period
2m
THE FIRST PERIOD TEST
THE ELEVENTH FORM
TIME ALLOWED: 45’
I/ Choose the word which has the underlined part pronounced differently
from the rest.
1. a. happy b. husband c. have d. hour
2. a. childless b. watching c. machine d. choose
3. a. war b. work c. world d.whom
4. a.bring b. every c. remember d. party
5. a. village b. dangerous c. gossip d. passenger
II/ Choose a,b,c or d that bests completes each underlined sentence:
substitudes the underlined part; or has a close meaning to the original one.
6. They lit the ………. and began to sing “ Happy Birthday”
a. presents b. toys c. candles d. flowers
7. When the candles were blown …….., the room was in dark.
a. out b. of c. at d. in
8. You need to be more………..if you want to become a novelist

a. imagine b. imagination c. imaginative d.
imaginatively
9. She looked so great …………her new dress.
a. in b. with c. at d. for
10. The new law forces industries to be more………with natural resources.
a. care b. careful c. carefulness d.
carefully
11. The exam is coming so the teachers made their students………..a lot.
a. study b. to study c. studying d. studied
12. ………friend in need is ………. friend indeed.
a. The/ the b. A/ a c. No art./ no art. d. No art./
the
13. He is not good…..Maths. He is incapable……………calculating.
a. at/ of b. on/ for c. for/ of d. with/ in
14. Daisy is so …………..She only cares about herself, not about other
people.
a. helpful b. talkative c. loyal d. selfish
15.She find it difficult to get…………with new friends
a. acquainted b. acquaint c. acquaintance d.
acquaintanting
16. My friends often shows her ……….whenever I have troubles
a. sympathetic b. sympathize c. sympathy d.
sympathetically
17. If you ………to contact me sometime next week. I …………at the Sheration
in San Francisco.
a. will need/ stay b. need/ will stay
c. will need/ will stay d. have needed/ is going to stay
18. When he ….....off the plane, I ……….for him for half an hour
a. gets/ will wait b. got/ had been waiting
c. had got/ was waiting d. has got/ will be waiting

19. We did not have ……..the essay so we asked the teacher for a delay
a. time enough for writing
b. time enough to write
c. enough time for writing
d. enough time to write
20. Man is engaged in a ………struggle with Nature.
a. constant b. constanly c. constancy d. inconstantly
21. Those villagers are very ………….to visitors
a. hospitable b. hospitally c. hospital d. hospitalities
22. ……..friendship is……….two-side affair
a. The/a b. A/ an c. A/ the d. No article/ a
23. The children……...they can not keep silent
a. seem to be so excited that
b. seem being so excited that
c. seem to be very excited that
d. seem being very excited that
24. He has only one………..in life. – To become rich
a. secret b. quality c. feeling d. aim
25. After ……..dinner, he went out for a walk.
a. a. has had b. having c. have had d. has
26. His knowledge ……..since he got the habit of reading
a. develops b. developed c. has developed d. have
developed
27. Do this work ….. one.
a. at b. in c. for d. on
28. Mr brown is tired ………living in the city.
a. from b. for c. of d. at
29. We really do not like his sneaky behaviour, which has made us feel
uncomfortable.
a. wearing fashionable clothes b. doing things carefully

c. acting in a secret or deceptive wayd. doing things carelessly
30.The life boat was launched at once to rescue the four fishermen.
a. quickly b. carefully c. immediately d.excitedly
31. Do it ….. the way that I have ever told you.
a. by b. on c. at d. in
32. Look! Mary is ……..a beautiful new dress. She looks so pretty in the
dress
a. bringing b. carrying c. putting on d. wearing
33. The police let him…….after they had asked him some questions.
a. to leave b. leave c. leaving d. left
34. he/ wavy/ brown eyes
a. He has got wavy hair and brown eyes
b. He has got a wavy hair and brown eyes.
c. He has a wavy hair with brown eyes
d. He is wavy hair and brown eyes
35. Those tourists were ……their journey.
a. enough tired to continue b. too tired to continue
c. very tired that they could not continue d. too tired for
continuing
III/ Read the passage carefully and choose the correct answer.
If you are invited to an American friend’s home for dinner, remember
these general rules for polite behaviour. First of all, arrive approximately