Lesson plan English 11 2008 - 2009
Unit1: Friendship
Period1 Reading
I. Objectives
By the end of the lesson, Ss will be able to:
- Develop such reading skill as scanning for details, specific ideas, skimming for general
information, and guessing meaning in context
- Use the information they have learnt to discuss the topic
II. Teaching aids
Textbook, handouts, pictures concerning to the topic
III. Anticipated problems
Ss may need help with discussion task so T should be ready to help them
Ss may have difficulty in reading some difficult words such as:sympathy, loyalty,
suspicion,enthusiasm .
T may not have enough time to teach
IV. Procedure
teacher students
1. Check the attendance(2m)
2. Warm up(4m)
Network
T repairs a hangout with network of the word
friendship
T divides the class into 8 groups and gives each group a
hand out. T asks Ss to complete the net work. The
winner will be the group completing the network in the
shortest period of time
A. Before you read(10m)
Discussing the picture and poem
T asks the whole class to look at the picture on page 12
and asks them some questions:
1. What are girls and boys doing in the picture?

brings happiness to us
Dedicated(a)tận tâm, tận lực
Thoughtful(a)chu đáo, quan tâm
Circumstance(n)hoàn cảnh, tình
huống
Lâu dài, bền vững
Quan tâm tới ai, cái gì
tính kiên định
THPT Chợ Mới Đoan Minh Phúc
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Friendship
Lesson plan English 11 2008 - 2009
Rumour(n) ['ru:m]
Gossip(n): information talk or stories about other
people s private lives that may be unkind or not true
Incapable of/ in'keipbl/
Suspicion(n)/ s'spin/ suspicious(a)
Pursuit(n)
Sympathy(n) ['simpi], sympathetic(a)[,simp'etik/
Sorrow(n)/ 'srou/= sadness
T asks Ss to make some Ss to make sentences with
above words to check their understanding
Have Ss practice reading the vocabulary
B. While you read
Setting the scence
You are going to read a passage about the qualities of a
long lasting friendship. While you reading, do the task in
the textbook
Task1 (6m)
T asks the Ss to read the words in the box then fill each

3. The third quality for true friendship is loyalty. It tells us
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. Because if not people can t feel safe when
telling the other their secret
5. Because they cannot keep a secret, either of their
own or of others
tin đồn
chuyện ngồi lê đôi mách, chuyện tầm
phào
không đủ khả năng
sự nghi ngờ
sự nghiệp, sự theo đuổi, đam mê
sự thông cảm
thông cảm, đồng cảm
nỗi buồn
do as T s requests
whole class
individual work & pair work
Ss guess the meaning of the word
base on the context in the sentences
1. mutual
2. incapable of
3. unselfish
4. acquaintance/ friend
5. give -and -take
6. loyal to
7. suspicious


likes,joys, pleasures,aims .to each …
other. Sometimes only true friends
can understand, sympathise us so we
feel safe to tell him/her our secrets.
Friendship brings us happiness. We
happily do many things together.So
we can t live without friendship’
Whole class
Period 2: Speaking
I. Objectives
By the end of the lesson Ss will be able to
Describe the physical characteristics and personalities of their friends, using appropriate adjectives
II. Teaching aids
Textbook, handouts, pictures about some famous people .…………
III. Anticipated problems
Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help
IV. Procedure
teacher students
1. Check the attendance(2m)
2. Warm up(5m)
Ask Ss to describe one of their friend or their relatives
3. New lesson
A. Presentation(10m)
Task 1
Ask 1 S to read aloud the title and explain
Instruction: You are going to look at the picture of 4
people on page 15 and describe them in pairs
Do as teacher s request’
Pair work
THPT Chî Míi §oan Minh Phóc

Skin:white,pale/peil/(tái, xanh xám), suntanned(rám
nắng),dark, brown, black
General appearance:beautiful, handsome,pretty,good
looking, plain(bình thờng)
T asks to work in pairs to describe the people in the
picture, and then calls on some Ss to present their
answer
T gives feedback
B. Practice(10m)
Task 2
Ask Ss to discuss and number the personalities in
order of importance in friendship and then report the
results
Before Ss do the task, T asks them to look at the list of
adjectives provided in book. T asks if Ss understand
these adjectives or not
T can elicit [i'lisit](luận ra,gợi ra) or explain some
adjectives quickly
Caring
Hospitable
Modest
sincere
understanding
T divides the class into group of 6 with a group leader.
They discuss and the leader will take notes of the
ideas, and then one representative will report the result
Whole class
Trán
Mũi khoằm
Whole class use hangouts to describe

1
st
group: My group thinks that being
caring is the most important in
friendship because when friends care
about eachother, they will know when
to share happiness or difficulty with
their friend
THPT Chợ Mới Đoan Minh Phúc
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Lesson plan English 11 2008 - 2009
to the whole class. T reminds Ss that they have to
explain their choice as well
T goes round to offer help when Ss discuss
T call on some Ss to report the result of their
discussion.
T elicits feedback from the class and gives final
comments
C. Production(15m)
Task 3
Instruction: Imagine that you have a friend who has
just won the first prize in Mathematics. A journalist is
going to interview you about your friend. Act out the
interview in pairs
T asks Ss to look at their role on page 16 anf the
suggestions on page 17
T may elicit the questions they may ask
-his /her hobbies: What does he/she like doing in
his/her freetime?what are his/her hobbies
-his/her physical characteristics: what does he/ she

THPT Chî Míi §oan Minh Phóc
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Lesson plan English 11 2008 - 2009
teacher student
1. Check the attendance(2m)
2. Warm up(5m)
Matching
The aim of this activities is to help Ss revise the
vocabulary items Ss learnt in the previous lesson
T divides the class into small groups of 3-4 students
Then T distributes the following crossword hand out for
Ss to do in their own groups. Which group finishes first
and has all the correct answers will be the winner
A B
1. good-natured a,Nhanh trí
2. friendly b, Hào phóng
3. quick-witted c, Hiếu khách
4.hospitable d, Hay giúp đỡ
5. patient e,Khiêm tốn
6. honest f, Ham học
7. generous g, Kiên nhẫn
8. helpful h,Thật thà
9. modest i, Thân thiện
10. studious j, Tốt bụng
3. New lesson
A. Before you listen(10m)
Talking about your best friend
- T asks Ss to discuss the questions on page 17 in
pairs
- T calls on some Ss to give their answer and

1. j
2. i
3. a
4. c
5. g
6. h
7. b
8. d
9. e
10. f
Pair work
Whole class
Toà nhà có nhiều căn hộ
Khiếu hài hớc
Gọi điện cho ai
Trải qua thời kỳ khó khăn
Pay attention
THPT Chợ Mới Đoan Minh Phúc
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Lesson plan English 11 2008 - 2009
Tru, Residential Area, Hanoi ……
+ Listen to the tape and pay attention to the key words
+ Decide whether statements are true or false based on
what they can hear
- T plays the tape once for Ss to do the task
- T asks for Ss answers and writes them on the board’
- T plays the tape the second time for Ss to check
their answers
- T asks Ss to work in group 4 to compare their
answers

Long - They met in college
- Minh played the
guitar, and Long was a
singer
- They worked together
- Minh has a sense of
humour
- Minh likes to go to plays
and movies
- Minh is a good listener
- Minh is friendly and
helpful
C. After you listen(8m)
- T asks Ss to work in pairs to talk about how Ha has
been Lan s best friend and how Minh has been Long s ’ ’
best friend
- T goes around to offer help and correct Ss mistakes’
- T calls on some pairs to present their answers
- T elicits feedback from the class and give final
comments
4. Home work (3m)
Ask Ss to learn by heart all new words and prepare the
next lesson writing“ ”
Individual work & Group work
Lan’s talk
1. F(They used to live in the same
buiding there)
2. F( It is what people think)
3. T
4. F( Lan went to Do Son first and

funny, and that s of my favourite things about him. And over the years, we have been through good ’
times 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 re going through ’
a rough time, he s really a good friend, and he s a very good listener, and he always helped me ’ ’
though.
Period 4: Writing
I. Objectives
By the end of the lesson Ss will be able to:
Write about a friend, real or imaginary, using the words and expressions that they have learnt in
previous lesson
II. Teaching aids
Textbook, handouts, .…………
III. Anticipated problems
Ss may not have sufficient vocabulary to write about the topic, so T should be ready to help them
IV. Procedure
Teacher Students
1. Check the attendance(1m)
2. Warm up(6m)
Guessing game
T introduces the game: 1 student goes to the board
and T gives him or her a piece of paper with the name
of a student in the class. Other Ss have to ask Yes/No
question to find out who students is. Ss should ask
about the appearance, personalities, or clothes .…
- The game can continue until the time is up.
A. Before writing(13m)
- T sets the scene: You are going to write about a
friend, real or imaginary, using the provided guidelines
- T gets Ss to read the task and the guidelines silently
and work out what they are required to write about. In

T gets Ss to write about their friend in 15minutes
T goes around to observe and offer help
C. Post writing(8m)
T ask Ss to exchange their writing with another Ss for
correction
T goes around and collects mistakes and errors
T collects some writings for quick feedback
T writes Ss typical errors on the board and elicits self ’
and peer correction. T provides correction only when
Ss are not able to correct the errors
Finally, T provide general comments on the writings
4. Home work(2m)
Ask Ss to improve their writing, taking into
consideration their best friends and T s suggestions ’ ’
and corrections
Ask them to prepare the next period: language focus‘ ”
Individual work
Pair work and whole class
Whole class
Period 5: Language focus
I. Objectives
By the end of the lesson Ss will be able to:
-Distinguish the sound /dʒ/ and /t∫/
- Pronounce the words and sentences containing these sounds correctly
- Use some structures containing infinitives with and without to appropriately
II. Teaching aids
Textbook, handouts, .…………
III. Anticipated problems
Ss may find it difficult to pronounce the two sounds, so T should prepare a lot of practice
IV. Procedure

the tape
Pronouncing words containing the sounds
-T reads the words in each column all at once
/dʒ/:jam, joke, January, dangerous,passenger, village
/t∫/:children, changeable, cheese, mutual, church ,
which
-T reads the words once again, each time with a word
in each column to help Ss distinguish the differences
between the sounds in the words
- T reads the words and asks Ss to repeat them
- T asks Ss to practice pronouncing the words in pairs
-T goes around providing help
- T asks some Ss to pronounce the words and give
correction if necessary
Practicing sentences containing the target sounds
- T reads the sentences and asks Ss underline the
words with the sound and write /dʒ/ and /t∫/ under
them
- T asks Ss to provide the sentences in pairs
-T goes around providing help
- T asks some Ss to read the sentences and gives
feedback
B. Grammar and Vocabulary
1. To infinitive (10m)
- T writes some sentences on the board and underline
the to+ infinitive
+ I have letters to write to my friends
+ I have some homework to do
+ Does he get anything to eat?
+ Have you got anything to say?

+ Does he get anything to eat?= Does he get anything
that he can eat?
N/pro+to -infinitives
Ex: I need someone to take care of my children
to -infinitives + prepsitions
ex: I need someone to talk to my mother
Can I borrow your case to keep my records in?
Adj + to -infinitive
Too/ enough + to infinitive–
Practice
Exercise 1
Ask Ss to do exercise1 individually and then compare
their answers with another student
- T calls on some Ss to read aloud their answers
- T gives the correct answers
2. Infinitive without to(10m)
- after “make, let”+object +bare infinitive
- after verbs of perception such as: feel, hear, watch,
see, notice, observe, smell+object +bare infinitive
Ask Ss to give some examples
Listen and ask the other to comment
Practice
Exercise 2
-T asks Ss to do exercise 2 in pairs. Ss have to
rewrite the sentences by using the words given
-T asks them to compare answers with another pairs
-T calls on some Ss to go to the board to write their
answers
- T asks other Ss to feedback and gives correct
answers

Pair work and then individual work
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 though the
window
6. Do you think the company will make
him pay some extra money?
7. I felt the animal move towards me
8. Do you think her parents will let her
go on a picnic?

Whole class
1. I saw her cross the road
THPT Chî Míi §oan Minh Phóc
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Lesson plan English 11 2008 - 2009
3. He looked the door. I observed him
4. She drove off. I saw her
5. He was foolish. He left the firm
6. A pavement artist drew a portrait in crayons. I
watch him
7. We can t refuse their invitation. It would look rude’
8. I met you again. I was happy
9. The film was boring. I didn t watch it’
10. The woman is old. She can t drive a car’
3. Homework(2m)

1. Check the attendance(2m)
2. Warm up(5m)
Ask Ss some questions and ask Ss to answer
- when was your last birthday?
- What did you do on that day?
- How did you feel on that day?
- What did your parents offer you?
3. New lesson
A. Before you read(5m)
-T introduce the pictures:
The six pictures describe the events in a story.
They re not in chronological order. Can you describe ’
what s happening in each of the picture’
- T suggests for the Ss by asking some questions:
+ What do you see in the 1
st
picture?
+ What do you think might be relationship between
the girl and the man?
+ What do you see on the table?
……………………………………….
Vocabulary
Whole class
Answer the questions
Whole class
A man and a young girl
May be they are family members
It s money’
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answer
Task 3 (10m)
- T checks if Ss can answer the comprehesions in
task3 without having to read the passage again. If Ss
can not, T gets them to read the questions carefully
and gives them some tips to do the task
- T gets Ss to check their answer with a peer
- T calls on some Ss to write their answers on the
board and asks them to explain their choices
C. After you read(6m)
Ask Ss to look at the last picture(c) and give
suggestions
+ How did the girl in the picture feel?
+ Why did she feel that way?
+ What did she do after that?
- T calls on the group to tell and explain their choice
- Then T asks Ss to summarise the main points of the
lesson
Mò v¶I mÒm
TËp tiÒn
Pay attention
Read the passage in silently
Guess the meaning of the words
G©y ån µo, Çm Ü
lÐn lót
to look quickly at st/sb
making you feel nervous, ashamed, or
stupid: lóng tóng, xÊu hæ
someone you admire and adore
1. glanced

13
Lesson plan English 11 2008 - 2009
4. Homework(2m)
Summarises the main points of the lesson again
Learn by heart the new words and make sentences
with them
Whole class
Whole class
Period 2 Speaking
I. Objectives
By the end of the lesson Ss will be able to:
- Identify structures that are used to talk about past experiences and their influences on
one s life’
- Practice the present perfect and past simple, structures with Make“ ”
- Use these structures to talk about a past experience and how it affects their life
II. Teaching aids
Textbook, handouts, .…………
III. Anticipated problems
Ss may have problem using present perfect and past simple when talking about the past
IV. Procedure
Teacher Students
1. Check the attendance(2m)
2. Warm up(5m)
Ask Ss some questions about their experiences
- Have you ever sung in the public?
+ When did you sing in the public?
+ How did you feel ?
+ How did the experience affect you?
- Have you ever failed the exam ?
- Have you ever got a bad mark?

1. d 2. c 3. a 4.b 5.e
Appreciate(v): Coi träng, ®¸nh gi¸ cao
To change your attitude to sb/st( Thay
®æi th¸I ®é cña b¹n ®èi víi ai hoÆc
®iÒu g× ®ã)
-Give more examples
Whole class
Take notes
1.b 2.d. 3.h 4.a 5.e 6.g 7.c
THPT Chî Míi §oan Minh Phóc
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Lesson plan English 11 2008 - 2009
- After finishing T gets Ss to read the sample
conversation in pairs
- 0pen dialogue:
A Have you ever .?– …………
B Yes, English girl – ………… ……
A How .meet ?– …… ………
B walking along asked the –……… ………
way .started talking …… ……
A What talk .?– ……… ……
B Everythging .name, turtles .– ……… …… ………
A How affect ?– …… ………
B Well, more interested .– ……… ………
- Call some pair Ss to practice the D then give marks
Task 3(10)
- T introduces the task: using suggested questions on
page 26 to ask and answer the questions about their
past experiences
- T calls on some pairs to perform their conversations

2. Warm up(5m)
Hangouts : Matching
Column A Column B
1. Fire fighter
2. Fire alarm
3. Fire door
4. Fire escape
5. Fire hydrant
6. Fire extinguisher
7. Smoke
8. Fire struck
a. A metal stair way outside to
help people get out of a building
on fire
b. A pipe that draws water for
putting out a fire
c. A person who fights fires
d. What comes out of a fire
e. A fire-resistant door that can be
closed to stop the spread of a fire
f. A large truck that carries
firefghters and equipment to the
side of a fire
g. A tube that contains special
chemicals for putting out fire
h. A bell that tells you a fire has
started
3. New lesson
A. Before you listen(10m)
-Ask Ss to describe what is happening in the picture

8.f
Whole class
-A fire
-A house is burning and fire- fighters
are trying to put out fire
- They are fire-fighters
- She is carring her daughter out of
the fire
1. ®¸ng nhí 5. bÕp ga
2. sî h·I 6. «m
3. thÐt, gµo 7. trèn tho¸t
4. thay thÕ 8. b¶o vÖ
Practice reading
Whole class
Individual work
1. T 2. F(13 years ago) 3.F(in the
kitchen) 4. F(she was sleeping) 5. T
THPT Chî Míi §oan Minh Phóc
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Lesson plan English 11 2008 - 2009
Task 2(10m)
-Ask Ss to study the text carefully for the missing
information they need to fill and guess the answers
- After playing the tape, T gets Ss to work in pairs and
check their answers
- Call on some Ss to give the answers
C. After you listen(6m)
-Before getting Ss to discuss, T teaches them some
useful expression of asking for and giving opinions:
-Asking for opinions:

is that
Well, I don t ’
think so. I think.
-Give some suggestions by asking some questions:
+Why does Christina think family is more important
than things?
+ Where do you get love/care from, Your family or
things?
+Can we buy new clothes?
+ Can you get new parents or brothers or sisters?
4. Homework(2m)
-Do the exercises in unit 2 in the workbook
-Prepare for writing lesson
Individual work and pair work
1.small 3. family 5. took
2.everything 4.replaced 6.appreciate
Group work
Take notes
Giving opinion
Because she has realized that she
needs her family. Things can be
replaced, but family can t’
From family
Yes, we can
No, we can t’
Whole class
Tapescript
Interviewer: This is Radio 3. In our Unforgettable Experiences programme tonight we talk to “ ”
Christina, a successful businesswoman. Hello Christina, welcome to our program
Christina: Hello and thank you! It s nice being with you tonight’

Write a personal letter telling about a past experience, using the structures and vocabulary that they
have learnt in previous lessons
II. Teaching aids
Textbook, handouts, .…………
III. Anticipated problems
Ss may not have enough vocabulary to write about the topic, so T should be ready to help them
IV. Procedure
Teacher Students
1. Check the attendance(2m)
2. Warm up(8m)
Brain-storming
-T asks Ss to tell about their unforgettable past
experiences and the others make questions to ask
-Which team makes more questions is the winner
A. Preparing to write(10m)
-T gets Ss to read the task
- Call on a S to answer and elicits more ideas
Most unforgettable experience
+what happened?
+ when it happened?
+Where it happened?
+ How it happened?
+who was involved?
+ How it affected you?
- T gets Ss to plan their stories according to the
questions
Writing(17m)
-T gets Ss to write their own letters in 10 minutes
-Then T asks Ss to work in pairs, exchange their
letters and correct each other


Period 5 Language focus
I. Objectives
By the end of the lesson Ss will be able to:
Distinguish the sounds /m /, /n / and / η /
Pronounce the words and sentences containing these sound correctly
Distinguish the uses of different verb tenses: present simple for indicating the past, past simple,past
continuous and past perfect
Use these verb tenses to solve communicate task
II. Teaching aids
Textbook, handouts, .…………
III. Anticipated problems
Ss might have difficulty distinguish and using different verb tenses correctly. Therefore, T should be
ready to assist them
IV. Procedure
Teacher Students
1. Check the attendance(2m)
2. Warm up(5m)
Underline the most suitable verb form in each
sentences
a. While Tom watched/was watching TV, there was a
power cut
b. Who drove/was driving the car at the time of the
accident?
c. By the time she got back, he had gone/went home
d. David had eaten/ate Chinese food before, so he
knew what to order
e. I did/ was doing some shopping yesterday when I
saw your friend
f. Laura missed the party because no one was telling/

corrective feedback
Grammar
Exercie1(10m) Review some tenses:
a. Presentation
- Present simple
+ The use
+ Form:(+) I, You, We, They + bare infinitive
He, She, It + V(s,es)
( -) S+don t/doesn t+ V-infinitive’ ’
(?) Do/does+ S + V-infi ?
- Present continous
+ The use
+ Form: (+) S + be + V-ing
( -) S + be + not + V-ing
(?) Be + S + V-ing?
-Present perfect
+ The use: we use present perfect to express an
action happened at unspecified time before now. The
exact time is not important. It is not used to describe a
specific event. So we can use the present perfect to
describle our experience
+ Form:(+) S + have/ has + Past participle
(-) S + have/ has + not + Past participle
(?) Have/ has + S + Past participle?
b. Practice
- T gets Ss to do exercise 1 individually and then find
a partner to check the answer with
- T checks with the whole class and provides
corrective feedback
Exercise 2(10m)

1. broke/ was playing
2. wrote/ was
3. was working/broke
4.started/ were walking
5.told/ were having
THPT Chî Míi §oan Minh Phóc
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Lesson plan English 11 2008 - 2009
Exercise 3(10m)
a. Presentation: Past perfect
+ The use:
The past perfect expresses the idea that something
occurred before another action expressed in the past
simple. It can also show that something happened
before a specific time in the past
Past perfect also to show that something started in
the past and continued up until another action in the
past
+Form: :(+) S + had + Past participle
(-) S + hadn t + Past participle’
(?) Had + S + Past participle?
- T gets Ss to do exercise 3 individually then find a
partner to check their answer with
- T checks the answers with whole class and provides
corrective feedback
3. Homework(1m)
Review unit 1,2 to prepare the 45munite test
6. didn t listen/ was thinking’
7. phoned/ didn t answer/were doing’
8. didn t wear/ didn t notice/ was driving’ ’

IV. Procedure
Teacher Students
1. Check the attendance(2m)
2. Warm up(5m)
Matching the celebrations with the correct images
Christmas Easter Graduation
Halloween Thanksgiving Mother s Day’
Wedding Valentine s Day Birthday’
a. b. c.
f.
h. i.
3. New lesson
A. Before you read(8m)
Ask Ss to work in pairs and ask them to look the
pictures in text book and and answer the questions:
1. What is the relationship between the people in the
pictures?

2. What are they celebrating?
Pre- teaching vocabulary
-Mark(v):
-Milestone: an important event or state in one s life’
-Lasting(a)
-Golden(a)made of gold
-Golden anniversary/jubilee /'dʒu:bili:/: celebration of
the 50
th
wedding anniversary /,æni'və:səri /
-Silver anniversary: celebration of the 25
th

to a family. The young man might be the
parents and three kids might be their
children.
- In the 2
nd
picture : the people might belong
to a family, too. The old lady&man might be
parents. The woman and the man who are
sitting in front might be their son and
daughter in law. The boy and the girl might
be their grandchildren
2. The people in the 1
st
picture are
celebrating a birthday. In the 2
nd
picture
people are celebrating a wedding
anniversary.
Whole class
®¸nh dÊu
sù kiÖn quan träng, mèc lÞch sö, giai ®o¹n
quan träng
bÒn v÷ng, l©u dµi
THPT Chî Míi §oan Minh Phóc
22
Lesson plan English 11 2008 - 2009
- Call on some Ss to write the answer on the board
and ask them to explain their choices.
1. People sing a song

Individual work
Birthday wedding
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Pair work
1. eight  sevenths 5. months years
2. makes eats 6. 5
th
50
th

3. foods presents 7. silver  golden
4. aniversaries ages
Group work
Whole class
Period 2: Speaking
I. Objectives
By the end of the lesson Ss will be able to:
Use appropriate language to talk about parties and negotiate how to plan them
Use appropriate language to invite people to come to parties
II. Teaching aids
Textbook, handouts, .…………

T encourages Ss to take notes while doing so
Go around the class to check and offer help
Task 2 (7m)
Put Ss in pairs and tell them to tell each other
about the party they have been to, base on the
outlines they have made in task1
Call on some pair to perform their conversations in
front of the class
Task3(10m)
T gives suggestions by writing on the board
Planning a party
- where(home or restaurant)
- when(date & time)
- who to invite(family, relatives,
classmates,teacher, friends)
- dressing code(former, informer, costumes)
- entertainment(dance,music, games)
- decorations(colored light, bulbs, flowers)
- food and drink(cook our own or order)
- budget( how much to spend?how much to
contribute?)
Whole class
Who gave the party?
What was it about?
Where /when did it take place?
How was it organized? How did it go?
What activities did you do there?
Did you have good time?
How were the people like?
What about music? What about food and

We would love to have you………
Please do come .…
It Ss our pleasure to invite you ’ ………
You don t know what you ll miss out on if you don t ’ ’ ’
come
T gets Ss do some practice with these structures
Ask some group to report about the parties that
they ve planned. ’
3. Homework(2m)
Ss write a paragraph about a party they have
been to
I m thinking about .(odering some pizza)’ …
Expressing agreement
Expressing disagreement
I agree
I think so, too
That s true, and ’ …
That s right, and ’ …
Well, may be, but .……
That might be true, but…
Well, my feeling is that
Well, I don t think so ’
Suggesting:
May be we could What about ?… ……
Perhaps we can . Should we .?……… ……
Let s’ ………
Why don t we ? It would be a good idea if ’
How about ?…
Group work
Decide which parties would be the most