giao an tieng anh 11 nang cao

Period 1: Revision and introduction
Preparing date: 17/8/2010
Teaching date :
I. Objectives: by the end of the lesson ss will be able to:
-revise the language of English book 10.
-know the form of English book 11.
II. Materials: English book 10, 11 (advanced)
III. Anticipated problems:
Ss may forget the knowledge of English book 10.
IV. Procedure:
1. Greeting + checking attendance: 11A8
2. New lesson
Unit1: Friendship
Period 2: Reading. (P1)
Preparing date: 17/8/2010
Teaching date:
Stage/Time Procedure Interaction
Presentation 1
22
Presentation 2
20

Wrapping

3
Revision.
Call some Ss to tell about the grammar of English 10.
-Tenses.
-To-infinitive
-Gerund

-Reported speech
-passive voice
Let Ss to give out some examples
Feedback and recall them.
Introduction.
Ask Ss some question about the English book 10 to introduce the
English book 11.
-How many units are there….?
-How many lessons are there in a unit?
-How many periods are there in a unit?
-How many topics are there in …..?
Introduce the English book 11 –new version.
-There are 16 units
-There are 16 topics.
Summarize the main points
Assign homework
Whole class
Individual
Whole class
Individual work
Whole class
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.
II. Lexical items :
- detention - through thick and thin - guarantee - soccer stuff
- stuffed animal - break out into tears - cheat off
III. Structures :
- A good friend is a person who helps you do homework .
- A good friend always stands beside you even though you are a loser.

IV. Teaching aids:
- textbook - picture / drawings
- chalk - handouts
V. Procedures :
1. Greeting + checking attendance 11A8
2. New lesson
State/time Teacher’s and students’ activities Blackboard Materials
1. Warm-up
& lead-in
(3’)
Games: Treasure Hunt.
- Divide the class into two groups
- Stick 6 pictures of things (or draw the things)
on the board.
- Tell Sts to find out the treasure, the word of
the day by combining the first letter in the
names of these things .
- The first group to find it will win the game
- Sts start the game.
( These pictures are about Flower, Ring, Ice-
cream, Eye, Nurse, Dog. The word of the day
is FRIEND)
- Declare the winner.
- Ask Sts : do you have friends?
What is a good friend like,
according to you?
- Teacher leads in the new lesson: “ in today’s
reading, we’ll get to know more about friends
and friendship.
- T writes down on the board

Stick pictures on the
board
The word of today :
FRIEND
Period 2 : Unit 1 :
Friendship.
Pictures or
drawing
Chalk and
board.
2. Pre-
reading
(5’)
Teaching Vocabulary
- write new words on the bb.
- elicit meanings from Sts or give explanations
yourself
- leave some minutes for Sts to copy.
- give some practice on pronunciation ( T reads
– Sts repeat in chorally, then asks Sts to read
individually.)
- Remind Sts of Relative Clause, how to use.
- stick together (v):
gắn bó
- through thick and
thin (idm): trong bất
kỳ hoàn cảnh nào
- cheat (v) : gian lận
trong ktra
- break out into tears

(v) = begin to cry
- detention (n): hình
phạt sau giờ học
Chalk and
board
A goof friend was
the person who
helped you pack up
……
3. while -
reading
(15’)
Activity 1: reading and matching (task a,
p16)
- Ask Sts to read Text A and then match the
grades with John’s opinions on what a good
friend is.
- Call on Sts to say what John thought of a
good friend in each grade.
- go over the answers with the class.
Activity 2: Main ideas
- T writes down on the board three phrases
about the main ideas of the paragraphs B and
one extra phrase.
- Ask Sts to skim the text again and match the
paragraphs with their suitable main ideas.
- When they have finished , tell Sts to compare
answers with a partner.
- Go over the answers with the class.
Answers :

1. c
2. b
3. a
a. Possible reasons
for not having a best
friend.
b. How best
friendship develops
c. John’s opinions on
“friendship” during
his school years.
Chalk +
book +
small board
4. Post-
reading
(15’)
Activity 1: checking vocabulary : gap-filling
- Give Sts handouts and ask them to work in
pairs, completing the sentences, using the
words just learned.
- check with the class
Activity 2 : writing: sentence building.
- Give Sts handouts , and ask them to make
sentences using the cues.
- Sts do the task
- T correct them.
1. A good friend
remains loyal to you
……

2. Being scolded by
his mother, the child
……….
3. Those students
were sent to the
……. Room for their
cheating on the
exam.
Answers : 1. through
thick and thin; 2.
broke out into tears ;
3. detention.
1. your ideas/ good
friend/ different/
different grades.
2. best friends /
usually / stick
together/ thick/ thin.
3. best friend/ help
you/ avoid/
depression/ anxiety.
- Handouts
Handouts
5. Other
activities
(5’)
- Ask one or two Sts to sing a song telling
about friendship
- Sts do the task
4. Consolidation: Summarize the main points

5. Homework
- Ask Sts to learn new words by heart and review the today’s lesson.
- Prepare the new lessons for the next time
Unit1: Friendship
Period 3: Reading. (P2)
Preparing date: 17/8/2010
Teaching date:
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.
II. Lexical items :
- confide - emotional health - guarantee - prevent
- depression - anxiety - pick - stick together
III. Structures :
- Our best friend can prevent us from developing serious psychological problems.
IV. Teaching aids:
- textbook - picture / drawings
- chalk - handouts
V. Procedures :
1. Greeting + checking attendance 11A8
2. Checking-up: New words
3. New lesson
State/time Teacher’s and students’ activities Blackboard Materials
1. Warm-up
& lead-in
(4’)
Reviewing the previous lesson:
- T reads John’s opinions on a Good friend:
a. pack up toys and old stuff; empathize
with you in bad times

b. let you copy his / her paper in an exam.
c. be on you side through good and bad
times.
- Sts say the grade (eighth, ninth, or tenth)
for each opinion.
- T gives feedbacks.
Transition : what do you think about above
ideas? To know what is a best friend, today
we’ll continue learning paragraph 2.
- T write the lesson on the bb:
- Eighth grade
- Tenth grade
- Ninth grade
Period 3 : Unit 1 :
Friendship – reading
(p2)
Chalk and
board.
2. Pre-
reading
(5’)
Teaching Vocabulary
- write new words on the bb.
- elicit meanings from Sts or give
explanations yourself
- leave some minutes for Sts to copy.
- give some practice on pronunciation ( T
reads – Sts repeat in chorally, then asks Sts
to read individually.)
- Remind Sts of how to use the verb :

prevent S.O / S.T from V-ing
- to confide:
- emotional (adj.)
- guarantee (n) :sự
đảm bảo
- depression (n)
- anxiety (n) = worry
Anxious(adj.) =
worried
- to pick = to collect
- to stick together :
gắn bó
- to evolve = to
develop
Our best friend can
prevent us from
developing serious
psychological
problems.
Chalk and
small board
3. while -
reading
(15’)
Activity 1: True – False statements(task
b, p16)
- Ask Sts to read the statement about close
friends in Task b (p16)and say if they are
true or false , i.e, Sts agree or disagree with
them

- Check with the class and note down on
the board Sts’ opinions.
- Tell Sts to read Text B and decide if the
statements are true or false.
- go over the answers with the class.
Activity 2: Main ideas
- T writes down on the board three phrases
about the main ideas of the paragraphs B
and one extra phrase.
- Ask Sts to skim the text again and match
the paragraphs with their suitable main
ideas.
- When they have finished , tell Sts to
compare answers with a partner.
- Go over the answers with the class.
Answers :
1. c
2. b
3. a
a. Possible reasons
for not having a best
friend.
b. How best
friendship develops
c. John’s opinions
on “friendship”
during his school
years.
Chalk +
book +

small board
4. Post-
reading
(15’)
Activity 1: checking vocabulary : gap-
filling
- Give Sts handouts and ask them to work
in pairs, completing the sentences, using
the words just learned.
- check with the class
Activity 2 : writing: sentence building.
- Give Sts handouts , and ask them to make
sentences using the cues.
- Sts do the task
- T correct them.
1. Blue skies are not
a ……. of
continuing fine
weather.
2. Like friendship,
trust ….. with time.
3. Ann thinks there’s
no one in the class
she can ……
Answers : 1.
guarantee ;2. evolve
; 3. confide in
1. best friends /
someone / you can
confide

2. your ideas/ good
friend/ different/
different grades.
3. best friend/ help
you/ avoid/
depression/ anxiety.
- Handouts
Handouts
4. Consolidation: Summarize the main points
5. Homework
- Ask Sts to learn new words by heart and review the today’s lesson.
- Prepare the new lessons for the next time
Unit1: Friendship
Period 4: Listening.
Preparing date: 18/8/2010
Teaching date:
I. Aims :
- By the end of the lesson, the students are able to listen and pick up specific details.
- By the end of the lesson, the students are able to listen and understand general ideas.
II. Lexical items :
- social - sensitive - indifferent
- conservative - skinny - stout
III. 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.
IV. Teaching aids:
- textbook - CD player - Sheet of paper
- chalk - cards -
V. Procedures :
1. Greeting + checking attendance 11A8

2. Checking-up: New words
3. New lesson
State/time Teacher’s and students’ activities Blackboard Materials
1. warm-up
(4’)
Games: “ Five little things”
- Ask Sts to work in group of 4
- Tell Sts 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 one point
- The group that has more points will
win the game.
- Check Sts’ understanding of
instructions and have them start the
game.
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 :
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.
Unit 1 : Friendship-
Listening
- sheets of
paper.
2. Pre-
listening
(5’)
Teaching new words:
- use pictures and explanations to
present some new words
- Read the words one by one and ask
Sts to repeat.
Describing yourself (Task a, p17)
- Ask Sts to read the list of adjectives
and tick the words that describe them
and add more adjectives that are true
for them
- Call on one student or two read their
list that describes themselves
+ sociable (a.) : friendly,
+ conservative (a) :bao thu
+ sensitive (a) : nhay cam
+ skinny (a) : very very thin
+ stout (a) : rather fat
+ indifferent (a) : having no
test
Task a:
Students’ answers.

Chalk and
board
Textbook
3. while-
listening.
(15’)
Activity 1: Listen and tick (Task b,
p17)
- Tell Sts they are going to listen to a
letter from Jack, writing about his new
Vietnamese friend, Mai.
- Ask Sts to listen and tick what is true
bout her.
- Let Sts listen for the second time if
necessary
- Go over the answers with the class.
Activity 2: Listen and take notes
- Ask Sts to listen again and note
down the noun phrases used to
describe Mai’s appearance
- call on Sts to read their notes and
check with the class.
Task b:
1. sociable
2. enthusiastic
3. practical
4. athletic
5. attractive
6. sensitive
Listen and take notes

Expected answers: - her
rosy plump face , - two
dimples ( on her cheeks), -
short hair, - casual clothes
Textbook
and CD
player
CD player
and chalk
+ bb
4. Post-
listening
(15’)
Speaking : Role play ( Handouts)
- pair of Sts as A and B and tell A to
play the role of Jack an B the role of
Sinh. Sts imagine they are having a
conversation on the phone
- give each student a role card 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 Sts’ comments and then give
feedback.
Card 1- Jack and card 2 –
Sinh are delivered out Sts.

Handouts
4. Consolidation: vocabulary review
5. Homework
- Ask Sts to learn new words and make sentences with them.
- Describe a friend
Unit1: Friendship
Period 5: Speaking.
Preparing date: 18/8/2010
Teaching date:
I. 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.
II. Lexical items and structures:
- tasty
- cousin
-I don’t think we’ve met . My name’s Alice..
- It’ nice weather , isn’t it?...
III. Teaching aids:
- textbook - Pictures - Handouts
- chalk - cards -Posters
IV. Procedures :
1. Greeting + checking attendance 11A8
2. Checking-up: Describe a friend
3. New lesson
State/time Teacher’s and students’ activities Blackboard Materials
1. warm-up
(4’)
Games: Word grid
-Prepare a poster of a word grid with
11 rows.

(You can prepare a poster with all the
word in their rows and cover each
rows with a piece of paper. When SS
get it right ,you just need to uncover
that row)
( Appendix1 )
- Ask Sts to work in group .
- 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 the
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 has more points will
win the game.
- Check Sts’ understanding of
instructions and have them start the
game.
-Keep a running total of points for
each group on the boar
-Declare the winner.
Transition How do you make friends
with people? Today we will focus on

making friend at parties and in public
places.
-Write down on the board :
Unit 1 : Speaking –
Making Friends
-Poster.
2. Pre-
Speaking
(5’)
Eliciting and Introducing Useful
Language
-Ask SS : What do you do /say to
make friends with someone new?
Chalk and
board
-Note SS’ ideas on the board.
-Tell Ss to read the expressions in task
a ( p.18) and tick the ones that they
can you to start a conversation.
-give comments and then introduce to
Ss some ways to start a conversation
with someone.
-Tell SS they can use the expression
in 3 and 4 either to start a
conversation and make friends with
someone new or to maintain a
conversation.
-Read the expressions one by and ask
SS to repeat.
Expected answer:

2,3,4,5,6,7,and 8
1.Introducing yourself
+Hello, my name’s …./Hi,
I’m….I’m from….
+Hello, my name’s …., by
the way.
2.Checking if you know
someone
+I don’t think we’ve met.
My name’s….
+Haven’t I seen you at…?
3. Making offers
+Would you like something
to drink/ to eat ?
+How about trying ….?
4. Commenting on the
situation
+It’s a great party, isn’t it?
+The music sounds great,
doesn’t it?
Chalk and
board
3. while-
Speaking.
(15’)
Activity 1:Completing and
Practising the Dialogues (Task b,
p.18-19)
- Tell Sts to complete the dialogues in
task (p.18-19).

-Check with the class by calling 2
pairs to act out the conversations.
-Tell SS to work in pairs and act out
the conversations.
-Call on some close and open pairs to
act out.
Activity 2: Role- play
- Prepare sets of 4 personal
information cards . ( Appendix2 )
- Ask SS to work in groups of 4.
-Give each group a sets of 4 card and
tell SS they are now the person
described on the card and they are at a
multi- school party.
-Go around to control and give help if
necessary.
-Call on someone SS to the front of
the class to act out the conversations.
Expected answer:
1.I’m… 2.Try /
Have….
3.It’s good / It tastes good
4.Iss’t it/ doesn’t it…
5. would you like…/ could I
get you ….
6.It’ s…. 7.Isn’s it
8. Have I met....
9. at….
Textbook
Personal

experience
cards
-Give feedback and comments.
4. Post-
Speaking
(15’)
Listening: Question and answer
- Ask SS to listen to tow
conversations and answers the
question
- Note SS ‘ ideas on the board.
-Tell Ss to read the expressions in task
a (p.18) and Tick
- Declare the winner and then give
feedback and comments.
Conversations1:
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’ Yang.
Conversations2:
Jennifer: Steven? This is your book.
Steven: Oh, it’s my math book!
Thanks .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’s in our math
class.
David : Hi, Jennifer.
Jennifer: Hi, David . Nice to meet you
.
-Go over the answers with the class.
a. Who are they?
b. What are they
doing?
a. How many people
are there in the
conversation?
b. Has Jennifer known
the boys before?
c. What about Steven
and David?
d. What do they all
have in common?
Handouts
4. Consolidation: review
5. Homework: Review the expressions used to start a conversation
Unit1: Friendship
Period 6: Writing.
Preparing date: 19/8/2010
Teaching date:
I. 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.

II. Lexical items :
- vicious - imbecile - confess
- smart - criticize - giggle
III. 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.
IV. Teaching aids:
- textbook - handouts - Sheets of paper
- chalk and board
V. Procedures :
1. Greeting + checking attendance 11A8
2. Checking-up:
3. New lesson
State/time Teacher’s and students’ activities Blackboard Materials
1. warm-up
(7’)
Games: memory check
- Hang a poster with descriptive
adjectives on the board
- Tell Sts to look at the words for a
few seconds, and try to remember
them.
- Put the poster away and ask Sts to
write down as many words they can
remember as possible. The St with the
most words listed wins the game.
- Ask the Sts how she/he can
remember so many words.
- Tell Sts if they put things under some
classifications, it’s easier to remember

them
Transition: we use these kinds of
adjective to describe people. You will
need to use them in writing a narrative
about a friend of yours, which is the
focus of today’s lesson.
- write down on the board :
These are adjectives :
Tall beautiful
kind smart timid
handsome
Short pretty thin
Black curly long
Shy straight slim
Unit 1 : Friendship-
writing
- s
2. Pre-
writing
(10’)
Teaching new words:
- use pictures and explanations to
present some new words
- Read the words one by one and ask
Sts to repeat.
Checking Vocabulary
- Rub out one or some the words and
ask Sts to read them all again.
- Continue until no word is left on the
board

Activity 1: Gap-filling (Task a, p20)
- Ask Sts to read the passage and fill in
each gap with suitable word from the
box.
- When they have finished, tell Sts to
word with a partner and compare
answers.
- vicious (a) xau xa
- imbecile ( n) : fool
- smart (a) : clever,
intelligent
- criticize (v) ; chi trich,
phe binh
- confess (n) : admit
- giggle (n) : cuoi ruc rich
.
Expected answers:
1. Tall 2. slim 3.
short
4. appearance 5.
controlled
Chalk and
board
textbook
- Call on some Sts to read their
completed sentences and check with
the class.
Activity 2: Re-ordering (Task b, p
20-21)
- Ask Sts to work in pair, reading the

sentences and putting them in the
logical order of a narrative.
- Call on Sts to read the sentences in
the order they arrange and check with
the class.
6. smart 7. vicious
8.shy
9. timid 10. imbecile
11. imbecile 12. imbecile
13. terrified.
Expected answers:
4 – 10 – 8 – 3 – 2 – 6 – 1 –
7 – 9 – 5.
3. while-
writing
(15’)
Writing a narrative ( Task c , p21)
- Ask Sts 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 finish, collect Sts’
writings.
Textbook
4. Post-
writing
(10’)
Peer correction

- Ask Sts to work in group of 5,
deliver each group 5 pieces of writings
and tell them to read and correct their
friends’ narratives.
- Tell each group to choose the best
piece of writing, and the most special
story.
- Go around to control and give help if
necessary.
- Call a St. from each group to read
their group’s best writing, and ask Sts
to give comments.
- If time allows, ask the groups to talk
about their special story.
- Give feedback and comments
Card 1- Jack and card 2 –
Sinh are delivered out Sts.
Handouts
+ sheets of
paper
5.
Homework
(1’)
Recognizing
Ask Sts to underline all the adjectives
used to describe Trang in Task b.
. textbook
4. Consolidation: review the adjectives used to describe a person
5. Homework: rewrite the narrative about a friend
Unit1: Friendship

Period 7: Language focus (1)
Preparing date: 27/8/2010
Teaching date:
A. Aims :
- By the end of the lesson, the students are able to improve their vocabulary with descriptive
adjectives.
- By the end of the lesson, the students are able to use descriptive adjectives in communicating tasks
Students are able to put adjectives in their right order.
B. Teaching aid:
Textbook, grammar book, handouts, board, chalks
C. Procedure:
I. Greeting + checking attendance 11A8
II. Checking-up: check sts’ homework
III. New lesson
Stages Teacher’s and students’ activities Black board (content)
1. warm-up
(7’)
- T has ss work in pairs to do the following
exercise:
Complete the descriptions with the
adjectives from the list:
proud, sociable, medium, short, smartest,
best, long black, sensitive, blue
1. My girl friend is not tall. She’s of …
height.
2. My boy friend’s hair is not long. It’s
rather …
3. John is the … boy in my class. He’s
always the first that can answer
difficult questions raised by teachers.

4. She has …hair.
5. She always wears a white shirt and
….jeans.
6. My … friend comes from Korea.
7. He’s very … of his family’s
background because his father is the
president of a big company.
8. Most of my friends are… They like to
organize weekly gatherings.
9. Don’t talk about that. She’s very……
- calls one st to do the exercise on
board
- T corrects
- asks ss to give comment on:
+ the order of adjectives
+ the use of adjectives
- T gives feedback and leads in the
1. medium
2. short
3. smartest
4. long black
5. blue
6. best
7. proud
8. sociable
9. sensitive
lesson
Presentation 1
(5’)
T sums up and explains more about the use

of adjectives while ss listen to and take
notes

2 types of adjectives:
1. Descriptive adjectives:
Describe the color, size or shape,
characteristics … of a person or
something
2. Limiting adjectives (possessive
+ demonstrative)
Usage:
Adjective + noun (eg: good
friend, beautiful girl, high
building…)
Be+ adjective (eg: She is very
kind; The questions are difficult.)
Verbs+ adjective
(seem, become, look, appear,
get…)
Eg: The situation seems serious.
Practice (10’) a. part a (p. 21, textbook)
T asks ss to do the task individually then
compare their answers in pairs
Call ss to read aloud each sentence and
their answer
T gives feedback
b. part b (p.22, textbook)
T asks ss to do the task individually and
then compare their answers in pairs
T calls 2 ss to do the task on board

T asks for ss’ remark on the 2 ss’doing
T give feedback
a,
1.true, fair
2. best, responsible, honest
3. devoted, excellent
4. best
5. sociable, kind
6. prosperous
7. kind, prosperous, long
8. smart, quick, fast, opposite
b,
1. young 5. bushy
2. afraid of 6. poisonous
3. unforgettable 7. poor
4. wooden 8. long lound
piercing
9. persistent
Presentation 2
(5’)
The order of adjectives
Asks: in English there are noun phrases
which have more than one adjectives. Do
you know how to put those adjectives in
their right orders?
Ss discuss in groups and give answers
T feedbacks and explains while ss listen to
and take notes
The order of adjectives
Opinion+ size +quality+

age+shape+color+participle
form+ origin+ material+type+
purpose
Eg: an old wooden table, a
Vietnamese chemical company,
some excellent public facilities…
This order can be changed:
- short adj> long adj
- old/young +person
Practice 2
(10’)
Part c (p. 22, textbook)
T asks ss to do the task individually and
then compare their answers in pairs
T calls 2 ss to do the task on board
T asks for ss’ remark on the 2 ss’doing
C,
2. He has made many fatal
mistakes so far.
3. My son has an ugly large
yellow submarine.
T give feedback 4. She has bought a collapsible
blue silk umbrella.
5. Having approached the village,
we saw a lot of ragged screaming
children.
IV. Consolidation: Summarizes the main points
V. Homework: Exercises in workbook part Language focus
Unit1: Friendship
Period 8: Language focus (2)

Preparing date: 28/8/2010
Teaching date:
B. Aims :
- By the end of the lesson, the students are able to consolidate themselves verb forms and linking
words
- By the end of the lesson, the students are able to distinguish past simple, past perfect and present
perfect
- Students use linking words in communicating tasks
B. Teaching aid:
Textbook, grammar book, handouts, board, chalks
C. Procedure:
I. Greeting + checking attendance 11A8
II. Checking-up: check sts’ homework
III. New lesson
Stages Teacher’s and students’ activities Blackboard (content)
Presentation 1
(10’)
T reviews the forms, meanings, and
uses of Past simple and past perfect
T asks ss to give axamples
Past simple:
E.g.: I lived in Brazil for 2 years
E.g.: They never went to school. They
always skipped their classes
E.g.: She was shy as a child, but now
she is very outgoing.
Past perfect:
I had never seen such a beautiful beach
before I went to Hanoi
Present perfect:

You CANNOT use the Present Perfect
with specific time expressions such as:
yesterday, one year ago, last week,
when I was a child, when I lived in
Past simple:
+ Form: V + ed or irregular verbs
+ Meaning: Past time
Eg.: Isaw a horror film last night He
didn ‘I was!, his car
E.g.: 1-Ie arrived from the airport at 8.
00, checked into the hotel at 9:00, and
met the others at 10.00.
Past perfect:
+ Form: Had + Past Participle
+ Meaning: Past time
+ use the Past Perfect to show that
something started in the past and
continued up until another action in
the past
E.g.: We had had that car for ten
years before it broke down.
Present perfect:
+ Form: have/ has + past participle
+ Meaning:
Eg: I have read this book 3 times.
Japan, at that moment, that day, one
day, etc. We CAN use the Present
Perfect with unspecific expressions
such as: ever, never, once, many times,
several times, before, so far, already,

yet, etc.
-T emphasises that we can use all
present tenses in telling stories (which
are often concerned with past events)
to make the stories more interesting.
Practice
(exercise p. 22-
23m textbook)
T asks ss to do the task individually
and then compare their answers in pairs
T calls 2 ss to do the task on board
T asks for ss’ remark on the 2 ss’doing
T give feedback
1. remember 5. was
2. did not have 6. were
3. had 7. used to have
4. went 8. used to climb
9. could see 14. was told
10. were biting 15. was burned
11. blew 16. have kept
12.came 17. has got
13.fell
Presentation 2
(5’)
T has ss work in pairs to review the
use and meaning of some linking
words
T calls some ss to present
Asks others give remark
T gives feedback

And: (và) ngụ ý thêm vào
Neither…nor: cả hai cùng không
Or, Either …or: (hoặc, hay là) ngụ ý
lựa chọn
hay đoán chừng
But: (nhưng) ngụ ý mâu thuẫn
Eg:
Practice
(exercise p. 23,
textbook)
T asks ss to do the task individually
then compare their answers in pairs
Call ss to read aloud each sentence and
their answer
T gives feedback
1-and-e
2-0r-c
3- but- d
4- either-b
5-neither-a
IV. Consolidation: Summarizes the main points
V. Homework: Exercises in workbook part Language focus
Unit 2: Personal experience
Period 9: Reading (1)
Date of preparing: 31/8/2010
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.
II. Lexical items and structures:
1. Lexical items

- in vain - merrily - retreat
- inept - slip away
2. Structures
- He kept quiet and retreated into his shell
- Many shy people have managed to grow out of it
III. Teaching aids:
- textbook - picture / drawings
- chalk - handouts
IV- Procedures :
1. Organization:
Class Teaching date Attendance Absentees
2. Checking up: exercise 1, 2 (workbook, Language focus, Unit 1)
3. New lesson
State/time Teacher’s and students’ activities Blackboard Materials
1. Warm-up
& lead-in
(3’)
Games: Jigsaw Reading.
- Arrange the class in four or five
groups
- Give each group a handout with
phrases of explanation on.
- Tell Sts 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
- Sts start the game.
- Declare the winner.

- Ask Sts : - What is Experience?
- Have you ever been in
embarrassing situations?
- What was it? What did
you do then?
These are the phrases on
the handout:
1. The biggest land
mammal.
2. The short form of
Christmas
3. The object we use to
write with
4. Part of our body that
allows us to see things
5. The opposite of “wrong”
6. Another word for “sick”
7. Part of our body that
allows us to hear
8. Part of our body that
allows us to smell
9. The word for white, red,
blue, yellow, ect.
10. North, South, West,
and
Answers: 1.Elephant, 2.X-
mas, 3.Pen, 4.Eyes,
Handouts
Chalk and
board.

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 :
5.Right, 6. Ill, 7.Ears, 8.
Nose, 9.Colours, 10.East.
:Period 8 : Unit 2 :
Personal Experience –
Reading..
2. Pre-
reading
(5’)
3. while -
reading
(15’)
4. Post-
reading
Teaching Vocabulary
- write new words on the bb.
- elicit meanings from Sts or give
explanations yourself
- leave some minutes for Sts to copy.
- give some practice on pronunciation
( T reads – Sts repeat in chorally,
then asks Sts to read individually.)
.
Activity 1 Guiding question
- Ask Sts to read Text quickly and
find the answer to the question:

- Call on Sts to give answers and
check with the class.
- go over the answers with the class.
Activity 2: true – false statements
( task a, p26)
- T asks Sts to read the text and the
statements about the man and say if
they are true or false
- Ask Sts to work with a partner and
compare answers.
- Call on Sts to read the statements
and say their choice
- Go over the answer with the class.
Activity 3 : Reading and listing
(Task b p26)
- Ask Sts 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 1: Discussion
- put Sts into group of 4 or 5
- ask them to express their opinions
- in vain : with no result
- inept (a.):unskillful (vụng
về)
- Slip away : lẻn đi
- retreat into one’s shell
(idm) become more shy,
reserved

- retreat(v) : thu mình lại
- He kept quiet and
retreated into his shell
- Many shy people have
managed to grow out of it
Guiding question :
- What was embarrassing
about the man?
- Expected answer: He
didn’t know what to do
and how to behave among
other people.
- Expected answer:
1 F
2. T
3. F
4. F
5. T
Expected answers:
Hearing:
- He saw many people
talking merrily and there
was a pause in the
conservation as he passed
by.
- …. Found the room full
of people he did not know
Sight: when he heard
someone asked him his
name …

Discussion :
Chalk and
small board
Handouts
(15’) on the following question :
- go around to control and give help
if necessary.
- call on Sts to report about their
groups’ discussion.
- give feedback and comments on
what Sts have.
a. Have you ever been in
such a situation as the
man’s?
b. What have you done to
grow out of it?
c. what do you think the
man should do to
overcome his shyness?
Book and
notebook
4. Consolidation: Summarizes the main points
5. Homework: new words read and translate the first paragraph
Unit 2: Personal experience
Period 10: Reading (2)
Preparing date: 31/8/2010
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.
II. Lexical items and structure

- inadequate - dispirited - grow out of - train.
- How hard it was to make friend…..
III. Teaching aids:
- textbook - picture / drawings
- chalk - handouts
IV. Procedures:
1. Organization:
Class Teaching date Attendance Absentees
2. Checking up: New words read and translate the first paragraph
3. New lesson
State/time Teacher’s and students’ activities Blackboard Materials
1. Warm-up &
lead-in
(3’)
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 learned on
the board at random.
- Tell Sts : I am going to read the
explanations or Vietnamese equivalents of
the words. you 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.
Transition: Those are the words in the
first paragraph telling about the writer’s
feeling at the first party, and what is his
feeling after that party? To know about
that , today we continue studying the
paragraph 2.
- Write down on the board :
The words :
- in vain
- retreat into his shell
- inept
- slip away
- merrily
- nervous
- shy.
Period 8 : Unit 2 : Personal
Experience – Reading.. (P2)
Handouts
Chalk and
board.
2. Pre-reading
(5’)
3. while -
reading
(15’)
Teaching Vocabulary
- write new words on the bb.
- elicit meanings from Sts or give
explanations yourself

- leave some minutes for Sts to copy.
- give some practice on pronunciation ( T
reads – Sts repeat in chorally, then asks
Sts to read individually.)
- write the model of grammar points and
guild simply how to form an use.
.
Activity 1 Guiding question
- Ask Sts to read Text quickly and find the
answer to the question:
- Call on Sts to give answers and check
with the class.
- go over the answers with the class.
Activity 2: true – false statements ( task
a, p26)
- T asks Sts to read the text and the
- to appear : to be present
To Disappear : slip away
- image(n) : past thoughts
- inadequate (a.) not confident
- to grout out of : overcome
- dispirited (a.): bored,
depressed
- How hard it was to make
friend…..
Guiding question :
- How did he feel after the
first party?
- Expected answer:
He still felt nervous

embarrassed, shy, inadequate,
dispirited and sadder.
- Expected answer:
1 F
2. T
Chalk and
small board
4. Consolidation: Summarizes the main points
5. Homework: new words, read and translate the 2nd paragraph
Unit 2: Personal experience
Period 11: Listening
Preparing date: 1/9/2010
I. Aims:
- By the end of the lesson, the students are able to listen and pick up specific details.
- By the end of the lesson, the students are able to listen and understand general ideas.
II. Lexical items and structures
- ashamed - search - witness
- absent-mindedness - counter - laugh at
-It was the most embarrassing experience that I have ever had.
-Everything seemed so nice until I noticed that I had left….
III. Teaching aids:
- textbook - CD player - Sheet of paper
- chalk - cards - Handouts
IV.Procedures:
1. Organization:
Class Teaching date Attendance Absentees
2. Checking up: New words read and translate the 2
nd
paragraph
3. New lesson

State/time Teacher’s and students’ activities Blackboard Materials
1. warm-up
(4’)
Games: “Join the dots”
- Give SS handout each with the
pictures of a cat and a mouse and some
words on.
( Appendix 1a)
- Tell Sts are you going to read 11
explanations 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 Sts’ understanding of
instructions and have them start the
game.
- When you have finished 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
.
Expected Answer: The cat
is trying to catch the
mouse with a trap.
- sheets of
paper.
can find answer . ( Appendix 1b)

Transition:
-We‘ve just reviewed some language
describing a man’s unpleasant
experience at the party. Today we will
listen to another person’s embarrassing
experience.
- write down on the board :
Unit 2 : Personal
Experience-Listening
2. Pre-
listening
(5’)
Teaching new words:
- use pictures and explanations to
present some new words
+ ashamed ( x ấu h ổ, h ổ th ẹn)
+ absent- mindedness (n) =
forgetfulness
+witness
+laugh at sb
- Read the words one by one and ask
Sts to repeat.
Describing yourself (Task a, p27)
- Ask Sts to read the list of adjectives
and tick the words that describe them
and add more adjectives that are true
for them
- Call on one student or two read their
list that describes themselves
+ sociable (a.) : friendly,

+ conservative (a) :bao
thu
+ sensitive (a) : nhay cam
+ skinny (a) : very very
thin
+ stout (a) : rather fat
+ indifferent (a) : having
no test
Task a:
Students’ answers.
Chalk and
board
Textbook
3. while-
listening.
(15’)
Activity 1: True-false
Statements(Task b, p27)
- Tell Sts they are going to listen to a
man’s story, read the statements and
decide if they are true or false.
- Let Sts listen for the second time if
necessary
-Tell SS to compare answers with a
partner.
- Go over the answers with the class;
then let SS listen again and check.
Activity 2: Listen and take notes (task
c, p.27)
- Ask Sts to listen again and tick the

adjectives that describe the student and
his experience in the story.
- call on Sts to read their answer .
- Have SS listen again and check with
the class.
Activity 3: Ordering the pictures
-Arrange SS into 5 or 6 groups.
Task b:
1. sociable
2. enthusiastic
3. practical
4. athletic
5. attractive
6. sensitive
Listen and take notes
Expected answers: - her
rosy plump face , - two
dimples ( on her cheeks), -
short hair, - casual clothes
Textbook
and CD
player
CD player
and chalk +
bb
- Give each group a set of 4 pictures
( A-D).
( Appendix 2)
-Tell SS to listen again and put the
pictures in the correct order of events as

the story.
-Have SS listen again and do the task.
-Tell the groups to show their answer
and check.
Expected answers: 1.B, 2.D , 3.A , 4.C
4. Post-
listening
(15’)
Speaking : Retelling the story
- Ask SS to work in their groups again.
- Tell them to retell the story based on
the pictures.
-Go around to control and check.
- Call on some SS to retell the story to
the class.
- Ask for Sts’ comments
-Give feedback and comments on what
SS have.
Card 1- Jack and card 2 –
Sinh are delivered out Sts.
Handouts
4. Consolidation: T summarizes the main points
5. Homework:
Writing: sentence Building
-Tell Sts to meaningful sentences using the word given.
1. Because/ absent-mindedness/student/ mistake/ someone else /bike
2. When he / realize it / he /feel /extremely ashamed / himself
Expected answers:
1.Because of his absent-mindedness, the student mistook someone else’s bike.
2. When he realized it, he felt extremely ashamed of himself.

Unit 2: Personal experience
Period 12: Speaking
Preparing date: 1/9/2010
I. 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.
II. Lexical items and structures
- the senses
- differentiate
- A smoke sensor discovers fire in a room.
- What do you think dogs are good at?
III. Teaching aids:
- textbook - Pictures - Handouts
- chalk - cards
IV. Procedure:
1. Organization:
Class Teaching date Attendance Absentees
2. Checking up: homework
3. New lesson