Lesson Plan English 11
WEEK 1
Preparation date: …/08/2014
Teaching date: ……/08/2014
Period: 1
st
ORIENTATION: LANGUAGE LEARNING
 Objectives: By the end of the lesson:
- Students know how to learn English skills: Reading, Speaking, Listening, Writing …
- Students know how to practice those skills.
 Teaching aids: Student’s book, student’s workbook.
 Method: Communicative approach.
 Procedure:
Teacher’s activities Students’ activities
I. Stabilization:
- Greeting the class
- Checking the students’ attendance
II. Check up:
- No checking
III. Warm up:
- Introduce to students each skill.
IV. Guiding:
* Introduce to students how to practice reading,
speaking, listening, writing, language focus and
how to master learning English.
1/ How to learn READING and vocabulary
• Read something every day
Children's books, simplified readers (Penguin),
newspapers, magazines, Internet sites, novels …
• Read what interests you
Remember that you learn better when you are

Lesson Plan English 11
more than one)
o Write a sample sentence for yourself. (don't use
the one from the dictionary)
2/ How to learn SPEAKING and
pronunciation
• Talk to yourself
Talk about anything and everything. Do it in the
privacy of your own home. If you can't do this at
first, try reading out loud until you feel
comfortable hearing your own voice in English.
• Record your own voice
This might feel very uncomfortable, but it will
help you find your weak pronunciation points.
Listen to yourself a few days later. Which sounds
do you have difficulty hearing?
• Participate in class
• Learn common idioms
• Understand the sounds that your language
doesn't have
For example, many languages don't have the "r"
sound. These sounds require extra practice.
• Recognize that teachers are trained to
understand you
When you get out into the real world, average
people will have a more difficult time
understanding you unless you practise speaking
slowly and with proper pronunciation.
• Practise minimal pairs
• Study word and sentence stress

the best ones.
• Learn important spelling rules
Remember, you won't always have a dictionary or
a spell-checker handy, especially when you are
writing a test. Even native English speakers need
to review the spelling rules from time to time.
5/ Improve Your Grammar
Good grammar prevents ambiguity. By contrast,
bad grammar confuses your reader, slows their
reading, and shows your ignorance, which can
lose you respect, influence, and credibility.
• Make sure you at least know the parts of speech,
such as nouns, verbs, and adjectives. Find fun
ways to learn the parts of speech.
• Know the difference between the active voice
and passive voice. Using the active voice is one of
the best ways to give power to your writing.
• Also, learn the basics of punctuation, especially
when to use a comma.
V. Consolidation and Homework:
- Retell what you’ve learnt.
- Prepare lesson Reading - Unit 1
- Listen to the teacher
- Listen to the teacher
Present some grammar points they’ve learnt from
English 10

- Take note
  
Preparation date: /08/2014

IV. Before you read: 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?
2. How do they feel?
3. What does the picture tell you?
- T ask Ss to work in pairs to read the short poem
on the page13 and answer the question:
{ What do you think of the friend in the
poem?
- T calls on some Ss to answer the questions.
- T may give some comments and the
suggestions.
Pre- teaching vocabulary
• lasting (a) = lifelong
• be concerned with sb/ st
• constancy /ˈkɒnstənsi/ (n):
→ constant (a)
• rumour /ˈruːmə(r)/ (n):
• gossip /ˈɡɒsɪp/ (n): information talk or stories
about other people’s private lives that may be
- Greeting the T
- Answer
- Group work
- Discuss about the qualities which friendship
must have to complete the network.
Suggested answers:
Honest, unselfish, constant, loyal, mutual trust,
sympathetic, patient …

• pursuit /pəˈsjuːt/ (n)
• sympathy /ˈsɪmpəθi/ (n):
→ sympathetic /ˌsɪmpəˈθetɪk/ (a):
• sorrow /ˈsɒrəʊ/ (n) = sadness
- T asks Ss to make some sentences with above
words to check their understanding.
- Some Ss practice reading the vocabulary.
V. While you read:
Setting the scene:
- You are going to read a passage about the
qualities of a long lasting friendship. While you
reading, do the task in the textbook.
Task 1
- T asks the Ss to read the words in the box then
fill each blank with one of them individually.
- Ask Ss to read the passage quickly and stop the
lines that contain these words to guess their
meaning.
- T goes around to help them when necessary.
- T asks Ss for their answers and tells them to
explain their choices.
Task 2
- T asks Ss to read the passage again and decide
which of the choices A, B, C or D most
adequately sum up the ideas of the whole passage.
- T might also want to give Ss some strategies to
find the main idea of the passage.
- T calls on some Ss to give the answer and asks
other Ss to say whether they agree or disagree.
Task 3

unselfishness. It tells us that a person who is
concerned only with his/her own interest and
feelings can’t be a true friend.
2. Because they take up and 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.
Teacher Tran Ngoc Minh
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Lesson Plan English 11
VI. After you read:
- Ask Ss to work in pairs to discuss the question
in the text book.
- T goes around to help the Ss when necessary.
- When all pairs have finished, T asks every two
pairs to share ideas.
- T calls on some Ss to report their ideas to the
class.
Extra exercise: Choose the best answer
1. Most of the undeveloped countries need a lot of
____________ aid.
A. together B. unselfish
C. mutual D. friend
2. He is too ____________ to lend me his bicycle.
A. selfish B. enthusiastic
C. helpful D. pleasant
3. Suddenly she recognized the ____________ of
the situation that made her laugh.
A. pessimist B. pleasure
C. understanding D. humor

true friend can helps us when we are sorrow and
when we have difficulty. We can share ideas,
feeling, likes, joys, pleasures, aims … to each
other. Sometimes only true friends can
understand, sympathize 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.
- Take note
- Do exercise
Teacher Tran Ngoc Minh
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Lesson Plan English 11
8. The children seem to be totally ____________
of working quietly by themselves.
A. unable B. impossible
C. incapable D. not able
VII. Consolidation and Homework:
- Summarize the main points of the text.
- Learn by heart all of new words and structures
and give examples.
- Whole class
  
WEEK 2
nd

Preparation date: …./08/2014
Teaching date: ……./08/2014
Period: 4
th

FACE HAIR
HEIGH
T
NOSE
Lesson Plan English 11
Cards:
- T asks:
+ Which other words are used for
describing physical characteristics?
IV. Before you speak
Activity 1: Describing people
(Task 1, textbook, p.15)
- Introduce “Useful language” to the students:
+ Height: tall, medium, short …
+ Build: slim, thin, well-built …
+ Face: square, large, oval, round, long …
+ Forehead: broad, high …
+ Eye: small, big, black, blue, brown …
+ Nose: straight, crooked, big, small, flat …
+ Chin: pointed chin (cằm nhọn), double chin
(cằm chẻ) …
+ Lips: thin, full, heart-shaped …
+ Skin: white, pale, suntanned, dark, brown,
greasy skin …
+ Hair: Black, grey, red, brown … (shoulder-
length straight/curly black)
+ Appearance: handsome, beautiful, good-looking
…
- T asks students to work in pairs, do Task 1-
textbook on page 15.

Lesson Plan English 11
man.
* She never tells lies. She’s a
very person.
* He’s very good at Maths, but he never
talks about that. He’s a person.
* Minh is always cheerful and often tells
jokes, which makes us like to be with him all
the time. He is a very boy.
*
V. While you speak
Activity 3: Describing personalities
(Task 2, textbook, p.16)
- T asks Ss to work in groups, do Task 1-
textbook, page 15.

VI.After you speak
Activity 4: Role - play:
Talk about a famous friend.
(Task 3, page 16)
- T helps Ss review some questions about
physical characteristics, personalities, hobbies,

Journalist Interviewee
1/ What’s his/ her
name?
2/ How old is he/ she?
3/ What does he/ she
look like?
4/ What is he/ she

face with a broad forehead, big eyes, a straight
nose, heart-shaped lips and a small chin. She’s
very beautiful.
- Ss work in groups, discuss and number the
personalities in order of importance in friendship.
- Each group’s representative will report their
results to the class and explain orally why. (Ss’
answers may be different.)
Ex: My group thinks that being caring is the most
important in friendship because when friends care
about each other, they will know when to share
happiness or difficulty with their friends
- Ss make questions, using the suggestions
(textbook, page 17).
Model:
A: What is your best friend’s name?
B: Her name’s Lan.
A: How old is she?
Teacher Tran Ngoc Minh
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Lesson Plan English 11
free time?
6/ What are her
hobbies?
7/ What subjects does
he/ she like best?
8/ How much time
does he/ she spend on
__ everyday?
 They are __

Period: 5
th
UNIT 1: FRIENDSHIP
C. LISTENING
 Objectives: By the end of the lesson, Ss will be able to:
- Develop such listening micro-skills as intensive listening for specific information and taking notes
while listening.
 Teaching aids: Textbook, handouts, cassette tapes …
 Method: Communicative approach.
 Procedure:
Teacher Tran Ngoc Minh
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Lesson Plan English 11
Teacher Tran Ngoc Minh
Teacher’s activities Students’ activities
I. Stabilization:
- Greeting the class
- Checking the students’ attendance
II. Check up:
- Call on some Sts to make pairs: one is a
journalist, the other is an interviewee to talk about
a famous friend.
III. Warm up: Matching (Song)
- T divides the class into small groups of 3-4 Sts.
Then T distributes the following handouts for
students to match the English words in A with the
V equivalents in B. Which group finishes first and
has all the correct answers will be the winner.
A B
1. good-natured a. nhanh trí

Instruction: You are going to listen to Lan and
Long talk about their best friends. Listen and
decide whether the statements are True or False.
Put a tick () in the appropriate box.
Before Ss listen and do the task, T instructs them
to use some strategies:
+ First, read through the statements to
understand them and underline key words. For
example, the key words in the first statement are:
shared, Nguyen Cong Tru, Residential Area,

- Greeting the T
- Answer
- Do T’s requests
- Group work
Suggested answers:
1. j
2. i
3. a
4. c
5. g
6. h
7. b
8. d
9. e
10. f
- Pair work
- Whole class
- tòa nhà chung cư
- khiếu hài hước

- Write about a friend, real or imaginary, using the words and expressions that they have learnt in
previous lesson.
 Teaching aids: Textbook, handouts …
 Method: Communicative approach.
 Procedure:
Teacher’s activities Students’ activities
I. Stabilization:
- Greeting the class
- Checking the students’ attendance
II. Check up:
- No checking
III. Warm up: Name Poem
T asks each student to use his/her name to write
an acrostic poem. He/she has to use the adjectives
beginning with the letters of the name to describe
his/her friend’s personality or appearance
T calls on some ss to write their poems on the
board
- Greeting the T
- Answer
- Do T’s requests
In pairs and whole class
Giang is my friend.
Generous in giving
help
Phuong is my friend
Perfect
Humorous/Helpful
Teacher Tran Ngoc Minh
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S+ has …. face/ hair…
S to be….
V. While you write:
- T gets Ss to write about their friend in 15
minutes.
- T goes around to observe and to offer help with a
simple outline:
+ His/her name
+ His/ her age
Intelligent
Active in class
Neat and tidy
Good-looking
Unselfish
Open-hearted
Neat
Generous…
- Whole class
Key:
Hair:
Short, long,
thick
Eyes
Round, blue,
dark, large,
Build
Slim, fat
Face
Round, thin,
oval

+ When and where you met him or her
+ His/ her physical characteristics
+His/ her personalities
+ Why you like him/ her
VI. After you write:
- T asks Ss to exchange their writing with other 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 provides general comments on
the writings.
VII. Consolidation and Homework:
- 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.
we were in grade 4.
If I was to describe how she looks, I would say
she is very pretty. She is not very tall and quite
slim. She has a round face with long black hair,
big eyes and regular white teeth. That’s why many
people say that her smile can brighten up even the
cloudiest day.
She has a very nice personality and a wonderful
sense of humour. She is also very intelligent and
studious.

I. Stabilization:
- Greeting the class
- Checking the students’ attendance
II. Check up:
- Check some Sts’ writing.
III. Warm-up:
Chair / traffic jam
- Ask students to keep book close.
- Ask students to complete the sentence:
a.______ is the first month of the year.
b. _______ like eating sweets.
- Ask students to speak the sentence loudly.
With a high level class- book- closed
T divides the class into 2 groups A and B, writes
the phonemic sound/dʒ/ - /t∫/ on the board and
asks ss to write as many words containing these
sounds as possible, sets the time limited for 1
minute. The group with more correct words wins
the game
- Let students to get their attention on
pronunciation: /dʒ/ - /t∫/.
- Introduce new lesson.
IV. Pronunciation:
- Pronouncing the two sounds separately.
- T models the two sound /dʒ/ and /t∫/ for few
times and explains the differences in producing
them.
/dʒ/: is a voiced palatal
Voiced = vocal cords vibrate while making this
sound.

- Listen and take note
Âm vòm miệng phụ âm xát
Âm vô thanh: dây thanh âm không rung lên khi
phát âm
- Repeat after the tape
- /dʒæm/, /dʒəʊk/, /ˈdʒænjuəri/, /ˈdeɪndʒərəs/, /
ˈpæsɪndʒə(r)/, /ˈvɪlɪdʒ/
- /'t∫ildrən/, /'t∫eindʒəbl/,
/t∫i:z/, /'mju:t∫uəl/, /tʃɜːtʃ/, /wɪtʃ/
Teacher Tran Ngoc Minh
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Lesson Plan English 11
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.
- Signal: /dʒ/: ge, j
- /t∫/: ch, tu

help, hope, intend, learn, long, manage, mean,
plan, pretend, prepare, promise, propose, seem,
- Practice reading the sentences which contain 2
sounds.
Signal:


The letters such as “Ch, Tu, Tch” contain
the sound /ʧ/ ( question, righteous)


The letters such as “J, G, Dg” contain the
sound /ʤ/ ( soldier, educate)
- Do extra exercise
Suggested answers:
1. C
2. A
3. D
4. A
- In the examples above the infinitives are used
to replace relative clauses
- Take notes

I pleased to see you.
Ex: The water is too hot to drink.
Teacher Tran Ngoc Minh
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Lesson Plan English 11
tend, want,wish, would like, ….what, how, where
… , refuse, be going, be willing, be able,

Practice
Exercise 1
- Ask Ss to do exercise 1 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
- Modal verb: can, will, may, shall, must….
- After “make, let”+ object + bare infinitive.
- After verbs of perception such as: feel, hear,
watch, see, notice, observe, smell + object + bare
infinitive
He’s old enough to go to school.
- Individual work
Suggested answers:
1. Who wants something to eat.
2. I have some letters to write.
3. I am 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.
7. It’s too cold to go out.
8. I’m happy to know that you have passed the
exams.
Ex: Nothing can make him cry
I see her cook dinner (completed action)
Notice : I see her cooking dinner (I see she’s
cooking dinner)
- Pair work and then individual work
Suggested answers:

- 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.
VI. Free - Practice: Join these pairs of sentences.
1. She crossed the road. I saw her.
2. They sang a song. I heard them.
3. He locked 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.
VII. Consolidation and Homework:
- Learn by heart all the knowledge they’ve learnt
and practice them again at home.
- Prepare the next lesson: Unit 2 - Reading
8. I was happy to meet you again.
9. The film was not interesting enough for me to
watch.
10. The woman is too old to drive a car.
- Listen to the teacher
Expected answer:
1. I saw her cross the road.

- What did you do on that day?
- How did you feel on that day?
- What did your parents offer you?
Alternative warm up: Middle Riddle
PEN- TAXIS- APPLE- KEY- ARM- KNIFE-
BED- ONE- ICE- TEN
Lead-in: What is “ experience”?
Have you ever been in an embarrassing situation?
What did you do then?
In today lesson, our reading lesson is about the
embarrassing experience of a girl on the bus.
IV. Before you read:
- 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?
……………………………………….
Pre-teaching vocabulary
• embarrassing /ɪmˈbærəsɪŋ/ (adj)
→ embarrass /ɪmˈbærəs/ (v)
• floppy /ˈflɒpi/ (adj)
• glance at /ɡlɑːns/ (v)
• sneaky /ˈsniːki/ (adj)

• xấp, cuộn
• xấp tiền giấy
• gây ồn ào, ầm ĩ
- Pay attention
Teacher Tran Ngoc Minh
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Lesson Plan English 11
glanced (at)
embarrassing (adj)
idol (n)
- T asks Ss to go back to the passage to locate and
read around these words.
- T checks that Ss understand all these words
correctly by calling on some Ss to tell the
meaning of the word in Vietnamese.
- Then T asks Ss to go back to the task and study
the given sentences.
- T asks them to fill the blank with the words/
phrases in the box.
- T checks the answer with whole class.
Task 2 (Omit)
Task 3
- T checks if Ss can answer the comprehensions
in task 3 without having to read the passage again.
If Ss can’t, 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 their
partners.
- T calls on some Ss to write their answers on the
board and asks them to explain their choices.

ones her father had given her.
4. Because she didn’t like to make a fuss.
5. She bought the hat of her dream with the
money.
- Group work
Suggested answers:
1. She felt surprised / embarrassed.
2. Because the money she took from the boy’s bag
was not hers.
3. Perhaps the girl might want to tell her father
the truth and ask him for help.
Perhaps the girl could come to the police station,
tell the police the truth and ask them for help.
May be the girl could get on the same bus the next
day and look for the boy to return him the money.
- Whole class
  
Teacher Tran Ngoc Minh
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Lesson Plan English 11
Preparation date: ……/08/2014
Teaching date: …… /08/2014
Period: 9
th
UNIT 2: PERSONAL EXPERIENCES
B. SPEAKING
 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.

- T introduces the structures:
make Sb do St
make Sb + Adj
• appreciate /əˈpriːʃieɪt/ (v):
• to change your attitude to Sb/St
- Greeting the T
- Answer
- Do T’s requests
- Answer the questions
+ Yes, I have
+ On Teacher’s Day
+ I was all in a tremble (run)
+ Since then I haven’t been afraid of singing in
the public.
……………………….

- Individual work and pair work
Suggested answers:
1. d
2. c
3. a
4. b
5. e
Ex: The flu made me stay at home.
The flu makes me tired.
• coi trọng, đánh giá cao
• thay đổi thái độ của bạn đối với ai hoặc
điều gì đó
Teacher Tran Ngoc Minh
21

- Gives students useful structures:
+ Have you ever ………….?
+ How did it happen?
+ When/Where did it happen?
+ How did the experience affect you?
+ How did you feel?
- Asks students to do task 3 in pairs.
- Asks some pairs to perform their dialogues in
front of the class.
- Corrects common mistakes and give remarks.
- Whole class
- Take notes
Suggested answers:
1. b 2. d 3. h 4. a 5. e 6. g 7. c
- Pair work
- Close the book and practice the open dialogue
- Pair work
Suggested answers:
1.
A. Have you ever felt an exam?
- Yes, I have.
B. How did it happen?
- I didn’t study well enough for exam.
C. When did it happen?
- Last year.
D. How did you feel/ How did it affect you?
- I felt disappointed/ sad/ depressed.
2.
A. Have you ever traveled to other parts of the
country?

th
UNIT 2: PERSONAL EXPERIENCES
C. LISTENING
 Objectives: By the end of the lesson, Ss will be able to:
- Develop such listening skills as listening for specific information and taking notes while listening.
 Teaching aids: Textbook, handouts, cassette tapes …
 Method: Communicative approach.
 Procedure:
Teacher’s activities Students’ activities
I. Stabilization:
- Greeting the class
- Checking the students’ attendance
II. Check up:
- T calls on some Sts to talk about their past experiences.
III. Warm-up:
Handouts: Matching
Column A Column B
1. Fire fighter a. A metal stair way outside to help
people get out of a building on fire.
- Greeting the T
- Answer
- Do T’s requests
- Group work
Suggested answers:
Teacher Tran Ngoc Minh
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Lesson Plan English 11
2. Fire alarm
3. Fire door
4. Fire escape

• replace /rɪˈpleɪs/ (v):
• gas stove /ɡæs stəʊv/ (n):
• unforgettable /ˌʌnfəˈɡetəbl/ (adj):
• escape /ɪˈskeɪp/ (v):
• protect /prəˈtekt/ (v):
- T asks Ss to practice the vocabulary in chorus. T helps
Ss to pronounce them correctly.
V. While you listen:
Task 1
- Ask Ss to read the statements to understand them.
-T plays the tapes once for Ss to listen and do the task.
- Check the answer with the whole class.
- T can play the tape again and pauses at the answers for
them to catch.
Task 2
- 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.
1. c
2. h
3. e
4. a
5. b
6. g
7. d
8. f
- Whole class
Suggested answers:


VI. After you listen:
- Before getting Ss to discuss, T teaches them some useful
expression of asking for and giving opinions:
- Asking for opinions:
+ What do you think about…?
+ What’s your opinion about…?
+ What’s your feeling about…?
+ What’s your point of view about…?
+ How do you feel about…?
+ Do you have any opinion about…?
Expressing
opinions
Expressing
agreement
Expressing
disagreement
I think…
Personally,…
I believe…
I feel…
In my
opinion…
From my point
of view…
I agree
I think so,
too
That’s true
and…

Suggested answers:
+ 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.
- Write down
  
Preparation date: ……./08/2014
Teaching date: ………./08/2014
Period: 11
th
UNIT 2: PERSONAL EXPERIENCES
D. WRITING
 Objectives: By the end of the lesson, Ss will be able to:
Teacher Tran Ngoc Minh
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