Lesson plan of English 11
Teaching date:.../09/2007
Period 1 UNIT 1 FRIENDSHIP
READING
• Objectives: By the end of the lesson, Ss will be able to guess meaning in context.
• Lexical items: unselfishness, constancy, be loyal to, sympathy, enthusiasm,
suspicion.
• Skills: Reading, Speaking
• Teaching aids: textbook, pictures
PROCEDURE
Teacher 's activities Students’ activities
I. PRE-READING
*Warm-up (5’)
Brainstorming
-Ask Ss to give the adjectives describing
features of a good friend.
Generous
sincere

*Lead-in: I know that we have a lot of
friends in our lives. Today, we’ll know more
about friendship through reading the text.
*Teaching vocabulary(12’)
1. unselfishness (n) -> (example)
2. constancy (n.) -> (translation): su kien
dinh
3. be loyal to = be faithful to
4. sympathy (n.) -> (definition): the feeling
of being sorry for sb, showing that you care
about sb’s problems.
5. enthusiasm (n.) -> (example)

passage
+ Expected answer: B. Conditions of the
true friendship.
*Expected answer:
1…. 2. ….. 3. ….. 4. …….5. …..
III. POST-READING (8’) *Discussing the question “Why do we
need to have friends?”
+ In groups of 4, ask Ss to tell what a
friend can do for you:
+ in your studies
+ when you are in need.
IV. HOME WORK (2’) -Do Task 1, p.14.
-Prepare Period 3 – Speaking.
Teaching date:.../09/2007
PERIOD 2 UNIT 1: FRIENDSHIP
SPEAKING
* Objectives: By the end of the lesson, Ss will be able to describe physical characteristics,
using adjectives.
* Lexical items: crooked, hospitable, generous, quick-witted
* Skills: speaking, listening
* Teaching aids: pictures, role cards
PROCEDURE
Teacher ‘s activities Students’ activities
I. PRE-SPEAKING:
* Warm-up:
Matching the adjectives from the box with the
parts of the body they can be used to describe.
2
Lesson plan of English 11
Short Broad straight tallish sleek

important, and give their reasons
III. POST-SPEAKING: Interview
• Make role cards and deliver to students
(see textbook)
• Before students start, ask them to agree
upon the basic profile of the friend.
- his/ her name
- date of birth
- his/ her physical characteristics
- his/ her hobbies
Pair work:
• Ss can use suggestions given to ask
and answer, using the following cue
cards
• - why he/ she is interested in Math
- how much time he/ she spends on
Math
- what makes him/ her a good friend
- what made him/ her successful
3
Lesson plan of English 11
- his/ her personalities - what he/ she does in his/ her free time
IV. HOMEWORK (2’)
Teaching date:.../09/2007
PERIOD 3 UNIT 1 FRIENDSHIP
LISTENING
* Objectives: By the end of the lesson, Ss will understand the content of the lesson and
be able to decide on true or false statements & listen and take notes.
* Lexical items: sense of humor
* Skills: listening, writing & speaking

-*Long’s talk: 1.F 2.F 3.T
4.T 5.T 6.T
Ss to listen the tape again to find out the
information & fill in the table.
How and where they met What they like about their friends
Lan - They used to live in the
same residential area in
Hanoi.
- Lan went on a holiday to
Do Son and Ha went
there to visit her.
- Ha’s very friendly and helpful.
- Ha’s sociable. She’s got many
friends in Do Son and she
introduced Lan around.
4
Lesson plan of English 11
Long - They met in college.
- Minh played the guitar,
Long was a singer.
- They worked together.
- Minh has a sense of humor.
- Minh likes to go to plays and
movies.
- Minh is a good listener.
- Minh is friendly and helpful.
IV. POST-LISTENING.(11’) Ss talk to each other about their best
friends
+ how & where they met.
+ what they like about their friends.

development for that adj.
a. My mother gets up at 6 every day
and never stops working until
dinner-time.
b. Minh never wants to share
anything with us. Whenever I ask
him for help, the only answer I get is
“Why do I have to do it for you?”
c. It’s nice to be around with Tam
for his polite and friendly manner.
d. He’s very close to us. Though
he’s our teacher, he treats us almost
like his friends.
e. I like working with Lan. She
always tries her best to finish her
part of the work.
f. She is a lively person who engages
in almost all the community
activities.
g. I love spending time with Linh
and seeing her broad smiles.
h. My friend spends a lot of time
learning. She is one of the best
students in our class.
i. Trust him. He doesn’t say more
than what he has thought or done.
II. PRE-WRITING (6’)
*Brainstorming:
Where/
When first

outstanding physical characteristics
of your friend and write them down
in this column.
-For column 3, think of the
personalities of your friend that you
like most about him/her.
-Ss to make an outline of a
paragraph describing a friend, use
the information they’ve just
discussed in brainstorming activity.
-Ss work in groups of 4
6
1 2 3
4 5 6
7 8 9
Lesson plan of English 11
Teaching date:.../09/2007
PERIOD 5 UNIT 1 FRIENDSHIP
LANGUAGE FOCUS
*Objectives: By the end of the lesson, Ss will be able to:
+ pronounce the two sounds /dz/ & /t…/ correctly.
+know how to use to-infinitive or bare infinitive.
*Lexical items:
*Skills: Speaking, listening& writing
*Teaching aids: Handouts, textbook.
PROCEDURE
7
Lesson plan of English 11
I. PRONUNCIATION (12’)
*Warm-up:

2. Infinitive without to: (10’)
*Practice:
-T’s feedback.
3. Free-practice: (10’)
-SS write on the board as many words
having the sounds /d…/ & /t…/ as possible
in 3 minutes.
Group A Group B
/d…/ /t…/ /d…/ /t…/
Jam Children
chair

orange
church
…
- Ss to give the form:
Noun/pron. + to-infinitive
Adjective
- Ss to match the words in column A with
those in B to make meaningful sentences.
A B
1. I saw a dog a. sing a
romantic song
2. I heard you b. bite
the crying boy
3. They made me c. clean
their ten bicycles
- Ss to give the form of the sentences above.
Verb + Object + bare-infinitive
- Ss to give some other verbs which can be

Teacher ‘s activities Students’ activities
I. PRE-READING:
1. Warm up: (pair work) (5’)
- T: prepares /sticks 6 pictures on the B.B
- lead-in: Have you involved in the situation
in which you don’t know what to do?
2. Teaching voc: (10)
- idol (n): (example): thần tượng
Ex: Who’s your favorite singer
Hong Nhung
Hong Nhung is your idol.
-glance (v) (miming): liếc mắt
- sneaky (a) (situation): lén lút
 What would you do if you couldn’t do your
test?
Copy
 What’s your attitude?
Be afraid of the T. and look sneaky.
- embarrassing (adj) (synonym ) = confusing
(adj): bối rối
- make a fuss (exp) (over/about)
(explanation): làm ầm ĩ.
S.o complains noisily about s.t
she/he doesn’t like.
3. Checking voc: (handout) (3’)
Ss to discuss what’s happening in each
picture and then asks Ss to predict the
order of 6 pictures
Gap- filling (Task 1 / p.24) (individuals)
Key: 1. glanced 2. making a fuss

questions (pair work )
-Ss read the passage again and answer the
following questions
1. Why did her father give her some money
on her birthday?
2. What did she see in the boy’s bag?
3. Why did she decide to take the money
from the boy’s bag without saying anything
about it?
III. POST-READING: (7’)
Discuss the question: What would you do if
you were the writer?
IV. RESERVED-ACTIVITY:
Keys:
1. So that she could buy the hat for
herself
2. A wad of dollar notes exactly like the
ones her father had given her before.
3. Because she didn’t like to make a fuss.
(Group work )
Expected answers: - say nothing / keep
as a secret.
-try meet the boy and give the money
back
Ss tell about their embarrassing
experiences.
V. HOMEWORK: (3’) - Prepare for speaking
-Write about their own experiences.
Teaching date:.../09/2007
Period 7: UNIT 2 PERSONAL EXPERIENCES

1. Activity 1: (5 ms) (Task 1, textbook,
P.25)
2. Activity 2: (10 ms)
Teacher asks Ss to practice the dialogue in
pairs
Teacher calls some pairs to perform the
dialogue in front of the class.
Teacher sticks a poster with the completed
dialogue
Teacher asks Ss to pay attention to the tense
of the verb <Simple past >
Key answers:
1_d; 2_c; 3_ a; 4_ b; 5_ e
Ss put the conversation in the correct
order by numbering the expressions (Task
2, textbook, P.26 )
Key answers: 1_b; 2_ d; 3_ h; 4_ a;
5_ e; 6_ g; 7_ c; 8_ f
Ss to pay attention to the questions:
Have you ever ……..?
How did it happen?
When did it happen?
How did the experience affect you?
III. POST- SPEAKING: (13ms)
Ask Ss to use the questions above to talk
about their own past experiences, using the
cues in task 1
IV. HOMEWORK: (2ms)
Write down your own dialogue in the
exercise

- Embrace (v) (picture): ôm
- Escape (v) (example): thoát ra ngoài
The prisoner ran away after escaping from
the prison.
- Protect (v): (explanation)
What do we wear a helmet for? → to
protect our head
Keys:
1. protect 2. embraced 3. memorable 4.
terrified 5. screamed 6. replace
7. gas stove 8. escape
II. WHILE – LISTENING
Keys:
1. T 2.F 3. F 4. F 5.T
Ask Ss to put the sentences in right
order to make a completer story.
Ss look at the picture and say what is
happening in it.
 Checking vocabulary (5’) (individual)
Gap - filling
1. A good pair of shoes will ………. your
feet while jogging.
2. The child ……….her mother tightly
because of fear.
3. April 30
th
1975 is a ……….day of
Vietnamese people.
4. I feel …whenever I stay at home alone
5. The fans …….with excitement when

 False
2. Activity 2 (5’) (Group work) Teacher
prepares 6 piece of paper on which there are
6 sentences as follow.
-b. Her most unforgettable experience
happened 13 years ago.
-d. Her house burned down
-a. The fire started in the kitchen because
she forgot to turn off the gas stove.
-c. She heard her mother’s voice calling her
name
-f. She rushed to her mother and her mother
carried her out.
-e. She got away without even a minor
burn.
3. Activity 3 (5’) Individual (Task 3
textbook P28)
III. POST - LISTENING (5’) (textbook
P28) Discussion
Christina says that family is more
important than things. Do you agree or
disagree with her? Why? Exchange your
ideas with a partner.
IV. HOME - WORK (3’) Write down your idea (Post - listening) in
the notebook
Teaching date:.../09/2007
PERIOD 9 UNIT 2: PERSONAL EXPERIENCES
WRITING
A. OBJECTIVES
A1 Aims: - To help Ss know the way to write a personal letter about a

PRE-WRITING (15 mn)
Act.(7mn). Listen to the teacher’s past experience
and do a multiple-choice task.
T. tells Ss her/his past experience.
‘I’ve had a lot of experiences in my life. My
unforgettable experience was just 2 months ago,
when my family spent a summer holiday in Hue
city.
We stayed at a big hotel with 7 floors for three
days. My son, a quick and naughty boy likes
taking the lift so we decided to choose a room on
the top floor. On the last afternoon of our stay,
while I and my husband were both talking to each
other and stepping into the lift, my son was
putting his left hand into one of the two slots of
the lift. I really lost my temper then. Immediately,
I grabbed his hand and tried to draw it out of the
slot, but I couldn’t. The boy was more and more
crying, and I began crying. My husband, who
prevented me from doing like that, was very calm.
He managed to draw his hand out of the slot. At
that time, I felt relieved and hugged my son
because I had thought of the worst thing that
would happen to him. Luckily, he wasn’t seriously
injured.
This experience made me frightened and pay more
attention to my naughty son. Especially, I find that
we should be calm when solving any problems.’
TASK: Listen to my past experience and then tick
the right pictures related to the story.

1. Where the experience happened: at a hotel,…
2. When it happened: 2 months ago, when I was on
holiday,…
3. How it happened: (various details)
4. Who was involved:
5. How it affected you: It made me
embarrassed/frightened…; It changes my outlook on
life…
Lesson plan of English 11
Teaching date:.../09/2007
PERIOD 10 UNIT 2: PERSONAL EXPERIENCES
LANGUAGE FOCUS (1)
• Objectives: By the end of the lesson, Ss will be able to pronounce /m/ - /n/ - /η/ and
use present simple indicating past time correctly
• Lexical items:
• Skill: speaking, listening, writing, reading
• Teaching aids: textbooks, handouts, poster
• PROCEDURE
16
Lesson plan of English 11
Teacher ‘s activities Students’ activities
• WARM - UP AND LEAD - IN: (5’)
Game: T prepares 15 cards containing 15
words and asks Ss to put into correct
columns
- T gives feedback
- T leads in the new lesson
A. PRONUNCIATION (15’)
I. PRESENTATION (5’)
- T introduces and modals 3 consonants

Multiple Choice
One fine day, we (1. decide) _______ to go
into a jungle. We (2. start) _______
preparing for the trip at six in the morning,
and (3. leave) _______ with two elephants
carrying our luggage. It’s a hot day but all
of us (4. wear) ______ shoes and trousers
to protect us from snakes. In the jungle,
there is a lot of wildlife but we (5. try)
/m/ /n/ /η/
may nose Wrong
running make nine
- Ss repeat
Game: Noughts and Crosses
1 2 3
4 5 6
7 8 9
- Ss close the books and gives Ss
handouts
Handouts:
The story is about a girl called Little Red
Riding Hood who (0. live) lives with her
mother. Little Red Riding Hood‘s
grandmother (1. invite) _________ her to
her cottage, so one fine day she (2. set)
_________ off to visit her. The little girl
(3. get) __________ready, (4. wave)
_________ goodbye to her mother and (5.
promise) __________to be careful. On her
arm she (6. carry) _________ a basket

I/ WARMER: 5’
T gives an exercise: RIGHT (R) or WRONG
(w)
1/ I was making a cake when the light
goes out.
2/ Last night, while I watched T. V, my
mother was reading a newspaper.
3/ When I arrived, the lecture had already
started.
4/ He went out with his friends after he
finished his homework.
- T gives feedback.
- T leads in the new lesson.
II/ PRESENTATION: 10’
From the above sentences, T elicits from Ss 3
structures:
…………WHEN ………..
WHILE …………, …………
WHEN / BEFORE / AFTER ………..,
II/ PRACTICE:
1/ Activity 1: 8’
Exercise 2 / p.30. Textbook.
Keys: 1/ broke - was playing
2/ wrote - was
3/ was working - broke
4/ started - were walking
5/ told - were having
6/ didn’t listen - was thinking
7/ phoned - didn’t answer - were (you) doing
8/ had looked - asked - cost.

6/ paid - had phoned
7/ went - said - hadn’t arrived
8/ had looked - asked - cost
III/ PRODUCTION: 12’
Sentence building
- T uses pictures or cards:
1/ Play football - do homework
2/ Cook the meal - watch T.V
3/ Go shopping - do housework
4/ Have dinner - go to the cinema
- Ss to make sentences, using the three
structures above.
Individual
Group work
IV/ HOMEWORK: 2’ T asks Ss to make 6 sentences, using the
three structures above.
Teaching date:.../10/2007
PERIOD 13 UNIT 3: A PARTY
READING
Objectives: By the end of the lesson, Ss will be able to:
 Read for gist.
 Study some new words relating to the topic: Party.
Skills: reading.
Teaching aids: text books, hand-outs.
PROCEDURE
Teacher ‘s activities Students’ activities
I. Warmer: (5 minutes)
 Chatting:
T elicits some information relating to a
party from the Ss

5. milestone (n):
Checking vocabulary:
RUB OUT AND REMEMBER.
I. While reading: (20 minutes)
Activity 1: Task 1:
Activity 2: Task 2:
 T asks Ss to read the text again
individually.
 T asks Ss to work in pairs and do the
exercise.
 T reminds the Ss that there is only
ONE wrong word.
 T calls some Ss to stand up and give
their answers.
 T checks and gives feedbacks.
 Ss to work in pairs and read the text
again.
Ss ask and answer then tick () in
the right box.
 T delivers the hand-outs (taken
from the textbook, p.34).
 T checks and gives feedbacks.
PAIR WORK
o Answer keys:
1. birthday party
2. both
3. both
4. wedding anniversary party
5. wedding anniversary party
6. wedding anniversary party

DISCUSSION
- T asks Ss to work in groups of 5.
- T asks Ss to discuss the reasons why they
prefer to celebrate their birthday party at home /
in the restaurant.
T checks and gives feedbacks.
II. Homework (1 minutes)
Write-it-up:
Write a short paragraph (about 70 
100 words) about the preparation for
your birthday party. Using the
information given in the chart above.
Teaching date:.../10/2007
PERIOD 14 UNIT 3: A PARTY
SPEAKING
Objectives: By the end of the lesson, Students will be able to:
+ Talk about the party they have been to
+ Tell how they organize a party
Skills: speaking, writing
Teaching aids: Textbooks, hand-outs
PROCEDURE
Teacher ‘s activities Students’ activities
I. Warmer: (5 mins)
• Brainstorming:
• T divides the class into 2 groups:
Tom and Jerry
T asks each group to choose a
representative to come to the board
T asks Ss to find some words related to the
topic PARTY then write their words on

T calls some Ss to stand up and tell about
the party they have been to
T gives feedbacks
Activity 2: Task 3
PARTY-ORGANIZER'S COMPETITION
Ss to work in pairs
II. Post-speaking: (10 mins)
- T asks the Ss to work in pairs
T gives some cues
22
Lesson plan of English 11
- T asks Ss to plan an interesting party
(using the cues) then tell their friends to
invite them to come to that party.
- T calls some Ss to stand up and talk
about their parties
- T checks and gives feedbacks.
- Ss to discuss in their groups
IV/ HOMEWORK: 2’ T asks Ss to make 6 sentences, using the
three structures above.
Teaching date:.../10/2007
PERIOD 15 UNIT 3: A PARTY
LISTENING
Objectives: By the end of the lesson, Students will be able to:
+ Listen for gist.
+ Listen to get some specific information to answer the questions.
Lexical items: words related to a party / parties.
Skills: listening.
Teaching aids: hand-outs, tapes, cassette-player, pictures or real objects.
PROCEDURE

+ icing (n) (picture)
Checking vocabulary: WHAT AND
WHERE
III. While _listening: (20 mins)
• Activity 1 : Task 1
• T delivers handouts (taken
from the textbook, p.37) T call some
Ss to stand up and give their
answers.
• T plays the tape again to
check with the whole class.
• T gives feedbacks.
Activity 2: Task 2
their answers.
- Answer keys:
1 2 3 4 5
F F F T F
MULTIPLE CHOICES
1. How old was Mai?
A.6 B.16 C.60 D.26
2. Why didn’t she like having her party at a restaurant?
A. noisy and expensive B. quiet and cheap
C. noisy and cheap D. quiet and comfortable
3. What did Mai’s mother serve the gueSs at the beginning of the party?
A. ice-cream and biscuits B. soft drinks and biscuits
C. coffee and cake D. fruits and milk.
4. What time was the birthday cake brought out?
A. 6.30 a.m B. 5.00 p.m C. 4.30 a.m D. 4.30 p.m
5. It was beautifully decorated with
24

T asks each group to choose a representative to
come to the board.
T asks Ss to find words related to LETTER.
I . Lead – in:
-T introduces the lesson:
“One of the kinds of letter we will study today is
letter of invitation“
II. Pre-writing: (10 mins)
Vocabulary teaching:
-refreshments (n) -serve (v) -take place
-T elicits some information from the Ss:
Would you like to go to the cinema with me?
Students’ activities
Ss do the exercise in the hand-out
Answer keys:
1. refreshments
2. would you like - - served
3. took place
Answer keys:
1. at my house
2. to come
3. refreshments
4. to cook
5. winners
6. by Monday
Ss work in group of 5
25
Would you like to …