Lesson Plan (grade 11 – advanced)
Period : 6 Preparation date : 11/9/2007
Unit : 1 Lesson : writing (cont)
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 :
- timid - crazy - slim
- controlled - terrified - appearance
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. Techniques :
- writing-based ( communication approach)
VI. Procedures :
State/time Teacher’s and students’ activities Blackboard Materials

1. warm-
up
(7’)
Checking Vocabulary
- T ask two Sts to write adjectives used to
describe appearance.
- After Sts finish , T gives feedback and
leads in the new lesson :
Today we’ll continue using adjectives
describing appearance to make writing a
letter of embarrassing experience
Teaching new words:
- use pictures and explanations to present
some new words
- Read the words one by one and ask Sts
to repeat.

Gap-filling:
- T asks Sts to read the passage and fill
quickly again in each gap with a suitable
New words
- timid (a) : shy
- crazy ( a) : điên rồ
- controlled (a) : kìm chế
- terrified (a) : fearsome
- slim (a) thon thả, mảnh
mai
Expected answers:
1. Tall 2. slim 3.

Chalk and
board


13. terrified
The questions:
1. when and where did the
writer meet Trang?
2. What was she like?
3. What did they have in
common?
4. How do they keep in
touch ?
Expected answers:

1. At his cousin’s birthday
party, two year ago.
2. she had a cheerful face
and two dimples, she looked
athletic in jeans and a T-
shirt
3. they were both interested
textbook
in chess.
………. 3. while-
writing
(20’)

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


textbook