Giao an tieng anh lop 11

Editted by: Lª ThÞ Thuû
Giáo án môn Tiếng anh lớp 11
Lesson plans of grade 11 Nong Cong high school 1

The first term of grade 11
The 1st
period
Date:
Grade 11
Theme: Guiding how to learn and to do English tests
Time: 45 minutes
I. Objectives:
1. Educational aim: Students know about English book in grade 11
2. Knowledge:
Student know: - How to learn English in grade 11
- How to do English tests
- How to use student’s book and workbook
3. Skill : - Reading
- Speaking
- Listening
- Writing
- Doing English tests
II. Teaching aids: Student’s book, student’s workbook, dictionary, some
test papers, etc.
III. Procedure:
Teacher’s activities Students’ activities Notes
Warm-up :(7 minutes)
- Introduce to students about the
teacher
- Ask students about their names
and English knowledge etc.
Guiding: 35 minutes
1. Guiding student’s book and
workbook:
* Introduce to students how to use
their book and workbook
* Introduce to students how to learn
reading, speaking, listening, writing,
language focus in their books and
how to do the exercises in their
books
2. Guiding English tests in grade 11:
- Listen to the teacher
- Answer the teacher’s
questions
- put the student’s
book and workbook on
the table
- listen to the teacher
and look through the
books

* Introduce to students about oral
tests, 15 minute tests, 45 minute
tests, etc. and how to do them
* The tests in grade 11 include:
reading : 25%
listening: 25%
writing: 25%
language focus: 25%
3. Guiding other books and tape,
disc, etc.
Homework: 3 minutes
- Ask students to prepare textbook,
notebooks and the things for learning
andprepare lesson reading - Unit 1
- listen to the teacher
and write down the
things which will be
prepared at home

The 2nd
period
Date:
Unit 1: friendship
Grade 11
Theme: Friendship
Unit 1
Reading
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should know what a friendship is, know how
to keep a friend long.
2. Knowledge:
- General knowledge: Students know about how to make and to keep friends
long.
- Language: Sentences and expression for describing qualities of true
friendship.
- New words: Words related to qualities of friendship.
3. Skills: Guessing meaning in context, scanning for specific information
and passage comprehension.
II. Method: Integrated, mainly communicative.
III. Teaching aids: Student’s books, note books, chalks board, etc.
IV. Procedure:
Warm-up: (5 minutes)
- Ask students the questions:
- Have you got many friends?
- Who is your best frriend?
- What do your friends and you do in
your free time?
- Let students understand more
about activities and qualities of
and answer the
questions:
- Yes, I have.
- A is my best friend.
- We usualy come to the
library sometimes play
foot ball…

friends, then say to students:
Today we learn Unit 1- part A:
Reading.
Before you read : (7 minutes)
- Ask students to look at the
picture and read the poem in their
books.
- Ask students to discuss then ask
and answer the question:
- What do you think of the friend in
the poem?
-Let them work in pairs.
- Listen to students and correct
pronunciation and grammar if
necessary.
-Show students to know about
friends.
While you read : (23 minutes)
- Ask students to look through the
passage and read in silence.
- Help students read the passage.
- Explain pronunciation and meaning
of new words which appear in the
passage.
Task 1 : (3 minutes)
- Ask students to fill each blank
with a suitable word/phrase.
- Let students work individual or in
groups.
- Help students if necessary.
Keys:
1-mutual; 2-incapable of; 3-
unselfish;
4(1)-acquaintance; 4(2)-friend; 5-
give-and-take; 6-loyal to; 7-
suspicious.
Task 2: (4 minutes)
- Ask students look through the
and open the book – Unit
1, part A: reading.
- Look at the picture in the
book, listen to the teacher,
read the poem then ask
and answer the question,
work in pairs:
A: What do you think of
the friend in the poem?
B: I think….
- Listen to the teacher.
then read the passage.
- Ask some new words if
necessary.
- Keep the book open.
then do task 1.
- Ask the teacher if
necessary.
- work individual or in
group.
- Write down the true
keys in the notebook.
- Look through the
passage again and try to
choose the most
adequately sums up the
ideals of the whole
passage.
- Practice with a partner

passage then try to choose which
of the choices A, B, C,or D most
adequately sums up the ideals of
the whole passage.
- Let them work in pairs.
Key: B
Task 3: (6 minutes)
- Ask students to scan the passage
and answer the questions:
- Walk round and help students.
- Ask some students to stand up to
ask and answer each other.
- Walk round the classroom and
correct mistakes.
After you read : (8 minutes)
- Ask students to discuss the
question:
“ Why do we need to have friends?
then write the key down
in the note book.
- Ask the teacher if
necessary.
then ask and answer the
questions in the book:
1/ The first quality for
true friendship is
unselfishness..
2/Changeable and
uncertain people are
incapable of …
3/ the third quality for
friendship is loyalty…
4. There must be mutual
trust between friends
because if not, people
cannot feel safe when
telling the other their
most intimate secrets.
5. People can’t keep a
friend long because they
can’t keep a secret,
either of their own or
others.
6. The last quality for
true friendship is
sympathy. It tells us that
to be a true friend, you
must sympathize with
your friend. Where
there’s no mutual
sympathy between
friends, there’s no true
friendship
- Try to discuss the
question.
- The students who are
called to stand up to
report the result to the

’’
- Ask them to report the results to
the class.
- Listen to students and correct
mistakes.
Home work: (2 minutes)
- Ask students to write a passage
about their friendships (80 words)
- Ask students to do Reading
exercise of Unit 1 in workbook and
prepare Part B : Speaking at home
class loudly.
and write down
homework
The 3rd
Period
Date:
Grade 11
Theme: Friendship
Unit 1
Speaking
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should know how to discribe a person
2. Knowledge:
- General knowledge: Students learn about physical characteristics and
personalities of a person.
- Language: Talking about people’s physical characteristics and
personalities.
- New words: words related to people’s physical characteristics and
personalities.
3. Skills: talking about people’s physical characteristics and personalities.
II. Method: integrated, mainly communicative.
III. Teaching aids: Student’s book and pictures showing friends, etc.
IV. Procedure:

- Ask students to keep book close
- Ask students to describe some
students in the class.
- Call some students to stand to
talk to the class.
- Introduce, listen and repair
mistakes for students.
(We learn Unit 1, part- speaking)
Pre-speaking : (12 minutes)
Task 1
- Ask students to look at the
people in the book and
describe their physical
characteristics.
- Introduce “Useful language”
to the students:
+ Height: tall, medium, short,
…
+ Face: square, large,
oval, …
+ Forehead: broad, high, …
+ Nose: straight, crooked,
….
+ Hair : Black, grey, ….
+ Appearance: handsome,
beautiful, good-looking, ….
While-speaking : (15 minutes)
Task 2
- Help students with some new
words.
- Ask sts to make questions and
answer questions with a partner,
using the information from the
picture .
- Let them work in groups
- Walk round and help them
- Ask some students to stand up to
talk again loudly
- Listen and correct mistakes
Post-speaking : (10 minutes)
- Keep books close.
- Try to describe some
one in the class.
- The students who are
called stand to
describe a friend to the
class.
- Try to repeat from
memory
- Try to describe the
people in the book:
+ The boy is short . He
has a large face , …
+ The girl is ………
- Play roles.
-Present their
performance.
- Work in groups of
four .
- List some
personalities of a
person.
- State some reasons
why they choose .
- Discuss and say the
reasons .
- Report their results to
the class and explain
why they do like that ..
- Make pairs : one is a
journalist , the other is

Task 3
- Have students work in pairs .
- Guide them to do the task .
- Make sure that sts understand
their roles
- Pay attention to the suggestions :
+ his / her name
+ date of birth
+ his / her physical characteristics
+ his / her hobbies
+ his / her personalities ( friendly ,
humorous , quick-witted , good-
natured , helpful , honest , pleasant
, caring )
+ why he / she interests in Maths
+ how much time he / she spends
on Maths everyday
+ what makes him / her a good
friend
+ what made him / her successful
( studious , intelligent , keenly
interested in Maths , eager to learn
, patient , calm )
+ what he / she does in his / her
free time
- Call some pairs to report .
- Walk round and help them
- Ask some students to stand up
and tell loudly
- Listen and correct mistakes
Homework: (3 minutes)
- Ask students to write a passage
about their daily routine (50 words)
an interviewee .
- Listen carefully .
- Practise in pairs .
- Pay attention to the
content :
+ physical
characteristics
+ personalities
+ reasons why the
friends are famous
- Role play
- Perform their task .
- The students are
called stand up and tell
loudly
- Write down the
homework
Date :
Grade 11
Theme: Friendship
Unit 1
Listening
Time: 45 minutes

I. Objectives:
1. Educational aim: Students should know how to describe the best friend
and how to keep the friendship.
2. Knowledge:
- General knowledge: Students learn how to keep friendship.
- New words: Words related to friends and keeping friendship.
3. Skills: - To practise listening comprehension skill.
- To distinguish true and false statements.
- To take notes about given questions in order to answer.
II. Method: Intergrated, mainly communicative
III. Teaching aids: Student’s book, tape and cassette player, chalks,
notebooks…
IV. Procedure:
- Ask students to close the books
-Ask students some questions
about friendship:
• Who is your best friend?
What qualities & characteristics of
your best friend do you admire?
Before you listening: (7 minutes)
- Ask students to look at the part:
Before listening
- Let them work in pairs ask and
answer the questions:
1. Who is your best friend?
2. How did you happen to meet
him or her?
3. How long have you known each
other?
4. What qualities do you admire in
your best friend?
- Walk round, listen and help
students
- Read loudly the words in the
books:
- Ask students to repeat loudly the
words
- Listen and check pronunciation
- Close the books
and answer the
questions.
- Listen to the
teacher then and
answer the
questions in the
book.
- Work in pairs.
- Look at the books
and repeat the words.
-Students repeat &
take notes

-Explain some new words &
phrases:
Residential area, ring (n), ride/
rode/ ridden, motorbike, happen to
infinitive (v), introduce, ever since,
college, great sense of humour,
favourite, interest (n), plays (n),
movies, a rough time.
While-listening: (20 minutes)
-Have students read the true-false
statement list and questions in
textbook silently for several
minutes to make sure that every
student understands them (Task1,
2)
-Check again if students are able
to understand main requirements
of the 2 tasks
-Emphasize “ you will hear Lan &
Long talk about their best friends
Ha & Minh. Listen to their talks and
do the tasks below”.
-Turn on the cassette player twice.
-Ask some students to do their
tasks on the board.
-Correct and give score
After-listening: (10 minutes)
-Have students ask & answer
about the friendship between Lan
and Ha, Long and Minh (How &
Where they met, what they like
about their friends.
-Ask students to rewrite their
answers completely
- Ask students to rewrite their
answers of tasks 2 in their
notebooks at home
- Remember them to prepare Part-
Writing at home
- Repeat loudly the
words and try to
remember them
-Students read task1, 2
silently for gist
-Elicited students raise
their hands to interpret.
-Students take notes
during listening.
-Other students watch
and give comments.
-Students work in
pairs.
-Listen to the teacher
and write down
homework
Key content
Where & how they met What they like about their friends
Lan -They used to live in the same
residential area in Ha Noi.
-Ha is very friendly & helpful.
-Ha is sociable. She’s got many

-Lan went on a holiday to Do
Son & Ha went there to visit
her.
friends in Do Son & she
introduced Lan around.
Lon
g
-They met in the college.
-Minh played the guitar, Long
was a singer.
-They worked together.
-Minh has a sense of humour.
-Minh likes to go to plays &
movies.
-Minh is a good listener.
-Minh is friendly & helpful
Lan’s talk : 1f, 2f, 3t, 4f, 5t, 6f Long’s talk : 1f, 2f, 3t, 4t, 5t,

The 5th
period
Date:
Grade 11
Theme: Friendship
Unit 1
Writing
Time 45 minutes
I. Objectives:
1. Educational aim: Students know how to write a passage to describe a
friend they like.
2. General knowledge: Students learn how to describe someone’s
physical characteristics and someone’s personalities.
- Language: The simple present of verbs to describe a friend
- New words: Words related to to describe someone’s physical
characteristics and someone’s personalities.
3. Skills: Writing a passage.
III. Teaching aids: Student’s book, notebook, chalks, board…
IV. Procedure:
- Ask students some questions
about their best friends.
Pre-writing: (10 minutes)
- Teacher asks students to think
about a friend they like.
-Teacher raises a few guiding
questions.
1. What is your friend name?
2. How old is he / she?
3. Where and when did you meet
each other?
- Keep book close
and answer the
questions.
and answer the
questions:
1. My friend’s name is
Hoa
2. She is 17 years old.

-Teacher uses a picture to gives
some key words to describe
someone’s physical characteristics
( height , hair , eyes , face ,
clothes…) and his / her
personalities
( helpful , sincere…) and some
necessary structures.
While-writing: (18 minutes)
-Teacher gives a sample and has
students write a passage to
describe a friend they like.
A Sample
Hoa has been my best friend since
many years. She is quite a lively
person. She is fairly tall with a
good fingure. She ‘s got a heart-
shaped face with a small sort of
turned- up nose. It is very attractive
. She has got long , black wavy
hair and blue eyes with very long
eyelashes. Her complexion is
white. Her lips are very full and she
has got dimples in her checks.
Now she lives very far from me ,
but we still keep contact through e-
mail .
- Let them work in groups
- Go round, check and help
students
Post-writing: (10 minutes)
- Give suggestions and corrections
-Teacher asks students to read / write
some students’ passages on the board
and Teacher gives comments.
- Correct mistakes and mark
- Ask students to do part writing of
Unit 1 in the student’s work book
and prepare part Language Focus
3. We met each other
at my cousin’s birthday
party 4 years ago .
-Students write a passage.
-Students read / write
some students’ passages
on the board.
and write down
homework

The 6th
period
Date:
Grade 11
Theme: Friendship
Unit 1
Language Focus
Time: 45 minutes
I. Objectives:
1. Educational aim: Students should know how to use Infinitive with to or
without to to make sentences.
2. Knowledge:
- General knowledge: Students learn how to use infinitive with to or
without to.
- Language: * The Infinitive with to or without to.
- New words: Words related to pronunciation /dʒ / - /t∫/.
3. Skills: Writing sentences with infinitives with to or without to.
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s books, notebooks, chalks, board…
IV. Procedure:
- Ask students to complete the
sentence:
- January is the …month of
....year.
- Keep book close
and complete the
sentence:
- January is the first

- Children..... eating sweets.
- Ask students to speak the sentence
loudly
- Let students to get their attention
on pronunciation : / dʒ /- / t∫/
- Introduce new lesson
Pronunciation: (8 minutes)
- Ask students to look at their
books then introduce to them
*Listen and repeat :
- Read loudly then ask students to
repeat
- Introduce : / dʒ / - / t∫/
- Correct pronunciation for the
students
* Practice these sentences
- Read the sentences loudly
- Ask students to repeat
- Correct pronunciation for students
Grammar and vocabulary:(4 minutes)
- Introduce exercises to the
students
- Let students get their attention to
focus on Infinitive with to and
Infinitive without to.
Exercise 1: (13 minutes)
- Ask students to do Exercise 1
- Introduce how to do it
- Let them work in pairs
- Walk round, check and give mark
Exercise 2 (13 minutes)
- Introduce Exercise 2 to students
month of the year.
-Children like eating
sweets.
- Open the books
- Look at : Listen and
Repeat
- Repeat the words in
chorus then individual
- Look at Practice the
sentences
then repeat in chorus
then individual
and do exercise 1.
Keys:
1. Who wants some
thing 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.
...............
and do exercise 2.
Keys:
1.The police watched

and explain how to do it
- Ask students to do it
- Let them work individually
- Check, correct mistakes
Homework : (2 minutes)
Ask students to do Part Language
Focus and prepare part Reading of
Unit 2 at home
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.
................
and write down
Unit 2 : PERSONAL EXPERIENCES
The 7th
period
Date
Grade 11
Theme: PERSONAL EXPERIENCES
Unit 2
Reading
Time: 45 minutes
I. Objectives:
1. Educational aim:
- Students understand the sequence of events in a story.
2. Knowledge:
- General knowledge: Through this unit, students know how to write about
the sequence of events in a story.
- Language: Sentences and expression for describing the sequence of
events in a story.
- New words: Words related to sequence of events in a story.
3. Skills:
- Guessing meaning in context.

- Passage comprehension.
II. Method: Integrate , mainly communicative
III. Teaching aids: Tape and cassette player, pictures, English textbook
11, hand-outs.
IV. Procedures:
- Ask students about their personal
experiences?
Before you read: (7minutes)
- Ask students to put the pictures in
the book in the correct order to
make a story. (work in pairs)
- Ask some students to give their
answers.
( teacher doesn’t need to give
feedback)
- key : d, b, f, e, a, c
- Let’s begin our lesson you’ll know
the whole story.
- Ask students to listen to the tape
While you read: (20minutes)
- Ask students to read the whole
story
- Explain some difficult words and
structures
1. embarrass(v)
- embarrassed (adj)
- embarrassing (adj)
- embarrassment(n)
2. idol (n)
3. glance(n/v)
- glance at sb/sth
4. Be busy doing sth
Be busy with sth
EX: I’m sorry. I can’t go with you
now. I am busy with my homework.
I’m busy doing my homework.
5. note (n) banknote
EX
- Answer the
questions.
- Put the pictures in
the book in the correct
order to make a story.
( work in pairs)
- Give their answers
- Listen to the tape
- Read the story
- Listen, try to guess
the meaning of the
new words and take
notes

Do you want the money in the
notes or coins?
- The Beatles were the pop idols of
the 60s.
Task 1 : Fill each blank with one of
the words in the box below.
- Firstly, ask students to study
individually then in pairs
- Walks around the class, offer
ideas and comments when
students need help
- Give suggestions
Task 2
- Work in pairs, read the small talks
again and put the pictures of the
events in the order they happen in
the story.
- Ask students to work individually
then work in pairs
- Walk round the class and
comments when students need
Task 3 : Answer the questions in
the book.
- Ask students to read all questions
to understand the content
- Ask students to read the small
talks again to answer the questions
- Ask students to work with a
partner
- Walks around the class to help
students whenever they need
Suggested answers:
1. She wished to have a red hat-a
floppy cotton hat ( like the one her
star idol wore in her video clip)
2…...so that she could buy the hat (
for herself.)
3. She saw a wad of dollar notes
( exactly like the one that her father
had given her).
4. Because she thought the boy
had stolen her money / it was her
- Do Task 1 in pairs
_Take notes
Key:
1. glanced
2. makes a fuss
3. embarrassing
4. idols
5. sneaky
- Do task 2 in pairs
- Take notes
Key:
1.d 2.b 3.f
4.e 5. a 6.c
- Read the questions
silently and answer
them in groups
- Give the answers
- Take notes

money.
5. She bought the pretty hat of her
dream.
After you read: (12minutes)
-Ask students to discuss the
questions in group:
1. How did the girl in the story feel
when she discovered that the
money she had taken was not
hers?
(embarrassed, sad, ashamed,
unhappy, terrible, uncomfortable,
anxious, …)
2. What did the girl have to do
(when she discovered that the
money she had taken was not
hers )?
( put a notice on T.V or at school,
get on the same bus on the next
day to look for him, do nothing,
keep it a secret, tell her father
everything and ask him for advice,
…)
- Ask some students to represent
their talk in front of class
Homework : (2 minutes)
- Ask students to review part
reading and do exercises in the
workbook and prepare part
speaking
- Discuss in groups
- Report before class
and write down
homework to do at
home.
The 8th
period
Date:
Grade 11

Theme: PERSONAL EXPERIENCES
Unit 2
Speaking
Time: 45 minutes
I. Objectives:
1. Educational aim: Students can talk about their personal experiences
2. Knowledge:
- General knowledge: Through this unit, students can talk about their
personal experiences.
- Know how to talk again a problem happened.
- Language: Students use sentences, words, phrases and expressions for
talking about their personal experiences.
3. Skills: Talking about past experiences and how they affected one’s
life.
III. Teaching aids: Pictures, English textbook 11, chalks, board, hand-
outs
IV. Procedures:
Teacher’s activities Student’s activities Notes
Warm-up:
- Have you ever spoken English to
you friends ( teachers, foreigners…) ?
- How did you feel when you spoke
English to them?
Pre-reading: (8 minutes)
- Gives students some new words in
Task 1
- Reads the new words
Task 1:
- Asks students to do Task 1 in pairs
- Gives feedback
While-speaking:
Task 2:
- Asks students to do task 2 in pairs
- Answer freely
1. Confidence
2. Attitude
3. Native English
speaker
4. Appreciate
- Explains the meanings
+ Structure:
Present Perfect ( Past
simple)
Have you ever………?
Key:
1. D 2. E 3. B
4.F 5. A 6. C
- Work in pairs
Key:

- Asks them to give answers
Post-speaking:
Task 3:
- 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 some pairs to perform their
dialogues in front of the class.
- Corrects common mistakes and give
remarks
1. B 2. E 3. H 4. A
5. E 6. G 7. C 8. F
- Answer freely
- Work in pairs
Key:
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?
- Yes, I have.
B. When did you travel?
- In 2002.
C. How did it affect you?
- It make me love our
country more./ I learned
more about different
places in our country.
3.
A. Have you ever talked
to a famous pop star?
- Yes, I have.
B. Where did you meet
him/ her ?
- At a party

- Asks students to write a
paragraph to tell their own
experience in the past
- Asks students to prepare
Listening
C. How did it affect you?
- It was interesting to talk
to famous pop stars.
- It changed my attitude
to/ towards/ famous pop
stars.
- Write down

The 9th
period
Date :
Grade 11
Theme: Personal Experiences
Unit 2
Listening
Time: 45 minutes
I. Objectives:
1. Educational aim: By the end of this lesson, students will be able to
develop such listening micro-skills as listening for
specific information and taking notes while listening
2. Knowledge:
- General knowledge: Students learn about memorable experiences and
the importance of family
- Language: Use past simple
- New words: Words related to memorable experiences
3. Skills: Listening for specific information and comprehension questions
III. Teaching aid: Pictures, chalk, cassette tape
IV. Procedures:
Warm-up : (2 minutes)
- Have you ever seen a fire ?
- Where did it happen?
- Was it frightening?
Pre-listening : (8 minutes)
- Asks students to look at the picture in
the book and ask them some questions
+ What is happening?
( The house is burning./ The house is
on fire./…..)
+ What is she doing?
( She’s talking a little girl out of the
burning house )
- Asks students to repeat the provided
words and explain the words if
necessary
- Answer freely
- Look at the picture
and answer the
questions

Task 1:
- Asks students to read Task 1 silently
(twice).
- Asks students to do Task 1
individually.
- Reads the sentences again to help
weak students:
Task 2:
and listen to the tape again.
- Asks two students to write the
answers on the board
- Gives feedback
After-listening: (10 minutes)
- Asks students to work in groups
to discuss the importance of family
- Goes around to provide help if
needed
- Gives suggestion: Family is more
important than things because it
cannot be replaced… It gives you
love, support…
- Calls each group to speak
- Gives comments and corrects
mistakes
- Gives marks
- Read the task and do
it
carefully
Key:
1.F 2. F 3. F 4.F 5.F
- Practice reading the
sentences
1. We talk to Christina, a
successful business
woman
2. My most unforgettable
experience happened 13
years ago
3. The fire started in the
kitchen where I forgot to
turn off the gas stove.
4. I was sleeping when I
was suddenly woke up by
terrible heat.
5. I heard my mother’s
voice calling my name.
- Read the task and
listen to the tape then
do task 2
Key:
1.grow 2.small
3. everything 4. realize
5. family 6. replaced
7. took 8. family
- Work in groups
- Present ideas in front
of the class

- Asks students to write a
paragraph about the importance of
family
- Asks students to prepare part
Writing at home
and correct mistakes
- Write down
The 10th
period
Date :
Grade 11
Unit 2
Writing
Time: 45 minutes
I. Objectives:
write a personal letter telling about a past experience,
using the structures and vocabulary that they have
learned in previous lessons.
2. Knowledge:
- General knowledge: Students learn about the organization of content of
a form
- Language: Words used in a form of writing a personal letter
3. Skills: Writing a personal letter to describe a past experience
III. Teaching aids: Chalk, textbook
IV. Procedures:
Warm-up : (4 minutes)
- Can you write a short letter in
English?
- Is it interesting?
- To day I want you to write a letter
about your past experience in
English.
- Has students give some of their past
experiences? (being seriously ill,
failing an exam; talking to a famous
pop star,… etc)
- Answer the questions
- Gives their own past
experiences

- Gives students some guidance:
1. When it happened:
( It happened …years ago/in …./
when I was …years old.)
2. Where it happened:
( in my house/ at school / in the
street)
3. Who was involved:
( your family members/ your friends/
your relatives,….)
4. How it affected you:
( it changed outlook life / it make me
more careful/ it gave me more
confidence in …./ it taught me the
lesson/…)
to tell their experiences to prepare
for their writing
- Asks students to write a passage
about the most memorable past
experience.
- Goes round to provide help
- Corrects common mistakes
- Do the writing part, Unit 2,
workbook
- Asks students to prepare part
Language Focus at home
and copy down
- Work in groups to
discuss
- Work individually and
correct mistakes
- Write down

The 11th
period
Date :
Grade 11
Unit 2
Language Focus
Time: 45 minutes
I. Objectives:
1. Educational aim: By the end of this lesson, students will be able to:
- distinguish the sounds / m /, / n /, / η /
- pronounce the words and sentences containing these
sounds 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 communicative tasks
2. Knowledge:
- General knowledge: Students learn 3 sounds and review some tenses
- New words: Words related to 3 sounds and 3 tenses
3. Skills:
- Pronunciation: / m /- / n /- / η /
- Grammar: Tense revision: the past simple, past progressive and past
perfect
III. Teaching aids: textbooks, cassette tape
IV. Procedures:
I. Pronunciation:
- Writes some sentences on the board
and ask some students to read them
aloud
and bear in mind

- Underlines the sounds /m/ /n / / η /
Ex:
- We like singing many songs on New
Year’s Day.
- They live in a nice small house.
+Pre
- Asks students to look at their books,
listen and repeat the words in the
colums
+While
- Asks students to read the sentences
+Post
- Practices reading the sentences
II. Grammar:
+Warm- up
We’ve already learn the present simple
tense, the past simple tense, the past
progressive tense. Now we are going to
review TENSE REVISION
- The present tense use to tell a story
that happened in the past makes it more
interesting and vivid
+Pre
-Asks students to remember the use of
these tenses
+While
Task 1:
- Asks students to do exercise 1 in pairs
- Corrects the exercise and explain the
use of the tenses
Task 2:
- Asks students to do exercise 2
- Gives feedback
- Repeat in chorus then
individually
- Read the sentences
and review tenses
- Retell the use of these
tenses and bear in mind
- Work in pairs
Key:
1. lives- 2. invites- 3.
sets
4. gets-5. waves 6.
promises
7 carries -8. contains -9.
has baked
10. is -11. is shining
12. are singing -13. is
- Do the task
Key:
1. broke / was playing
2. wrote / was

Exercise 3:
individually
- Explains the difference between the
simple past and the past perfect.
- Corrects the exercise and explain the
use of the tenses
+Post
- Consolidate the use of tense
- Practice reading the sentences
- Write exercise 2,3 in the notebook
- Prepare in Unit 3 part A reading in
advance
3. was working/ broke
4. stared / were walking
5. told / were having
- Do the task 3
Key:
1. had eaten / arrived
2. found / had taken
3. got / had closed
4. got / had left
5. got / had arrived
- Write down

Unit 3: A Party
The 12th
period
Date :
Grade 11
Theme: A party
Unit 3
Reading
Time: 45 minutes
I. Objectives:
- develop such reading micro-skills as scanning for
specific ideas, and identifying and correcting false
statements
- use the information they have read to discuss
celebrations in their culture
2. Knowledge:
- General knowledge: students know how to celebrate some celebrations
- New words: Words to celebrations and festivals
3. Skills: Reading for general or specific information
III. Teaching aids: Some photos of celebrations in the world
IV. Procedures:
- Asks students to look at the first picture
in the book and ask them some
questions:
• Are they having a party ?
• What party is it ?
-Asks students to look at the second
picture and ask some questions:
• Are they friends ?
- Look at the first
picture and answer
the questions
- Look at the second
picture and answer
the questions

• What are they celebrating ?
• How old are the people in the
picture ?
• How do they feel ?
• How long have they been
married?
* The lesson today gives us some
information about birthday and wedding
anniversaries in the US.
While-reading: (25 minutes)
- Asks students to listen to the tape
- Asks students to read the passage
silently
- Explains some difficult words
New words:
1. celebrate (v)
 celebration (n)
2. joke (v/n)
Ex: Don’t believe me . I’m only
joking.
3. anniversary (n)
+silver anniversary / silver wedding /
silver jubilee : 25th
wedding
anniversary.
+ golden anniversary / golden
wedding / golden jubilee: 50th
wedding anniversary.
+diamond anniversary / diamond
wedding / diamond jubilee: 60th
wedding anniversary.
Task 1:
- Gives feedback
Task 2
- Asks students to do task 2 in pairs
- Gives feedback
and correct
pronunciation
- Pay attention to
some new words
and copy down
- Work in pairs
Key:
1&2 (Both)
3&6(Birthday) 4&5
(Anniversary)
- Work in pairs
Key:
1. eighth(seventh)
2. brings(eats)

Post-reading: (13 minutes)
- Asks students to talk about their
birthday party. ( work in groups)(place,
time, guest, foods, drinks, activities)
- Calls some students to give their
answers
- Corrects mistakes and gives marks
Homework (2 minutes)
1. Do the tasks again in notebooks.
2. Prepare : Part B – Speaking.
3. food(presents)
4. anniversaries(age)
5. months(year)
6. 5th
(50th
)
7. silver (golden)
- Work in groups to talk
about their birthday
party
- Give answers
- Copy down

The 13th
period
Date :
Grade 11
Theme: A Party
Unit 3
Speaking
Time: 45 minutes
I. Objectives:
- use appropriate language to talk about parties and negotiate how
to plan them
- use appropriate language to invite people to come to parties
2. Knowledge:
- General knowledge: Students know how to plan parties
- Langugage: Words related to parties
3. Skills: Talking about parties
III. Teaching aids: Photos of some parties
IV. Procedures:
Pre-speaking: (8 minutes)
Do you like parties ?
Do you like quiet or noisy parties ?
 Shows the picture in the textbook
and ask:
Are they having a party ?
What does ‘party-goer’ mean ?
- Answer the
questions freely

While-speaking: (25 minutes)
Task 1
Are you the perfect party-goer ?
1. Which kind of parties do you
prefer ?
-big / small / noisy / quiet parties
-parties with dancing and games
2. You find yourself standing with a
complete stranger at a party. What
would you do ?
-talk about yourself / the weather.
-try to get him or her talk about himself
or herself
3. at a party, what would you tend to
drink ?
-beer / soft drinks / mineral water
Task 2
-Asks students to do Task 2 in pairs
-Asks some pairs to perform their talk
before class.
*Where (home-cosy, not expensive, not
spend a lot of time to prepare, not have
to clean up…
*What time
*How many guests
*What to eat / drink (soft drinks,
mineral water…./ chicken soup, green
salad, steak, fired chicken, fish, beef,
hamburger, cake…)
*What to wear (dress, jeans, shirts, T-
shirt, pullover, skirt…)
*Which activities (singing, playing
games, taking photographs, give gifts…
Post-speaking: (10 minutes)
Task 3:
- Listen to the
teacher’s guidance
and do task 1
- Work in pairs
A: I am wondering
where I should hold
my birthday party ?
B: Why don’t you
have your birthday
party at home ? It’s
cosy and not very
expensive.
A: I don’t know if it’s
suitable to begin at 5
pm ?
B:
• Why don’t
you….
• You ought
to…
• You
should…
• I think you
should…
• You’d
better….
• If I were you
I would…

- Asks students to do Task 3 in groups,
using the simple past tense to report the
past events.
- Gives some suggestions.
- Asks some students to perform before
class.
- Corrects common mistakes and give
remarks.
- Write down task 3 in the notebooks.
- Prepare part C (Listening)
- Work in groups to do
task 3
Suggestion:
-The party was held
at….
-It started at……and
ended at…..
-There were
about……….people.
-He / She served us….
-We took part in some
activities such as…..
-We were all tired but
happy.
- Copy down
The 14th
period
Date :
Grade 11
Theme: A Party
Unit 3
Listening
Time: 45 minutes
I. Objectives:
develop such listening micro-skills as intensive
listening for specific information
2. Knowledge:
- General knowledge: Students know how to plan a birthday party
- New words: Words related to birthday party
3. Skills: - Deciding on True or False statements
- Comprehension questions
III. Teaching aids: Some pictures of birthday parties
IV. Procedures:
- Asks students some questions :
- Do you often hold your birthday
party ?
• Where do you often hold your
freely

birthday party ?
• When do you like to organize
your birthday party, in the
morning or in the evening ?
Pre-listening: (8 minutes)
words
Listen and repeat :
1. gathering
2. restaurant
3. birthday cake
4. prizes
5. slices
6. icing
7. decorated
8. clapped
- Asks students to listen to the passage
(twice)
Task 1
- Asks students to work in pairs to
do the task
- Corrects mistakes and gives
feedback
Task 2
- Asks students to read the questions in
Task 2 silently.
- Asks them to listen to the passage
- Repeat words in
chorus then individually
- Correct pronunciation
themselves
- Listen to the passage
and correct
pronunciation
- Work in pairs
Key:
1. F (Mai’s birthday
party was held at home
in the afternoon.)
2. F (About twenty
guests were at the
birthday party).
3. F (The birthday cake
was cut at about four
thirty).
4. T (The birthday party
lasted about three
hours).(from three to six)
5. F ( Only the writer
stayed after the party to
tidy up the mess.)
- Read task 2 silently

again and do Task 2 in groups
- Asks some students to write the
answers on the board.
- Gives feedback
-Asks students to talk about Mai’s
birthday party.
(-Teacher can ask some questions, if
necessary :
•Where did Mai hold the birthday
party ?
•How many people were invited to the
party ?
•What time did the party start and
end ?
•What did Mai’s mother serve the
guests at the party ?)
- Asks some students to retell Mai’s
birthday party before class
- Corrects mistakes and give feedback
- Practice listening at home
- Write down Task 2
- Prepare Part D - Writing
- Work in groups
Key:
1. She was 16 years old.
2. She didn’t like having
the party at a restaurant
because it is noisy and
expensive.
3. She served them soft
drinks and biscuits.
4. It was brought out at
about four thirty.
5. It was beautifully
decorated with pink and
white icing
6. They clapped their
hands eagerly and sang
“Happy birthday”.
7. It finished at about six
in the evening.
- Work in groups
- Listen to their friends
and correct mistakes
- Write down

The 15th
period
Date :
Grade 11
Theme: A Party
Unit 3
Writing
Time: 45 minutes
I. Objectives:
- define the format and structure of an informal letter
of invitation
- write an informal letter of invitation
2. Knowledge:
- General knowledge: Students learn to write an informal letter
- Language: Words used in writing an informal letter
3. Skills: Writing an informal letter of invitation
III. Teaching aids:
IV. Procedures:

- Answer the question
freely
- Give answers:
*birthday, wedding
anniversaries, New Year’s
Eve
*dress/ skirt/ shirt/
trousers/ suit/…
*gift/ flowers/ champagne/
- Work in pairs
Key:
1. at my house
2. to come
3. refreshments
4. to cook
5. winners
6. by Monday
- Work in groups
and bear in mind, copy
down

- Work independently
- Give their results
- Correct their writing
and copy down
The 16th
period
Date :
Grade 11
Theme: A Party
Unit 3
Language Focus
Time: 45 minutes
I. Objectives:
1. Educational aim: By the end of the lesson, students will be able to:
- distinguish the sounds /l/, /r/ and /h/
- pronounce the words and sentences containing
these sounds correctly
- distinguish the uses of infinitive and gerund in active
and passive voices
- use these structures to solve communicative tasks
2. Knowledge:

- General knowledge: Students learn to pronounce 3 sounds and
grammar
3. Skill: fluency in pronunciation 3 sounds and use of infinitive and gerund
in passive
III. Teaching aids: textbook
IV. Procedures:
I. Pronunciation: (14 minutes)
The pronunciation of / l /, / r / and /
h /
- Gives students 6 words and ask them
to put the words to the right columns /
l / /r / and / h / : holiday, library, run,
help, Lisa, realize.
 Today we are going to learn the
pronunciation of the sounds /l/ , /r/
and / h /. Now look at your book, listen
and repeat the sounds.
II. Grammar: (30 minutes)
A- The Gerund:
- Asks students to put the words in
correct order to make the two
sentences:
Ex1 : the book / time/ return / she /
on / to / failed / library / the.
Ex 2: work / mind / the / helping / would / me /
with / you / ?
- In the lesson today you'll learn how
to use the gerund and the infinitive.
Exercise 1
- Asks students to do exercise 1 in
pairs
- Checks answers and gives feedback
- Notes:
* Some verbs followed by To inf :
mean, demand, seem, want, agree,
expect, offer, hope, refuse,..
* Some verbs followed by V-ing
dislike, risk, keep, appreciate, miss,
mind, mention, enjoy,...
and write down
- Put the words in
the right columns
Il l /r/ /h/
library run help
Lisa realiz
e
holida
y
- Put the words into
correct orders
- Work in pairs
Key:
1. to operate
2.having
3. getting
4.to tell
5. practicing
6. tosee
7. receiving
8. getting

B. Passive infinitive and gerund:
- to be + pp
- being + pp ( in context meaning)
- Ex:
I expected (invite)______to the party. (to
be invited)
No one enjoys (laugh)_at.
(being laughed)
Exercise 2:
- Asks students to do task 2 in
pairs
- Checks the answers and gives
feedback
Exercise 3:
- Asks students to do task 3
individually
- Lets students compare their
answers with a partner
- Checks the answers and gives
feedback
Homework: (1 minute)
- Do the exercises again in notebooks.
- Prepare : TEST YOURSELF A
and copy down
- Work in pairs
Key:
1. B
2. A
3. B
4. B
5. A
- Work individually
Key:
1. D
2. C
3. B
4. B
5. C
and write down
The 17th
period
Date :
Grade 11
Test yourself A
I. Objectives:
1. Educational aim: - According to the TEST students can revise all
the language skills and grammatical points which they have studied
and used in the three units: 1, 2 and 3.
- Students can improve their techniques of doing the simple tests.
2. Knowledge: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening,
writing
- Improve their knowledge through the test yourself
- Language: Students can improve their techniques of doing the
simple tests
3. Skill: After this lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening,
writing
- Improve their knowledge through the test yourself
III. Teaching aids: Textbook, board, hand-outs, cassette tape and player.
IV. Procedures:
- Greeting
- Ask students something about the
test yourself A
* Have you prepared it at home?
* Have you got any difficulties?
Test yourself
I. Listening(2.5 points) (10
minutes)
- Ask students to read all the
sentences first
once.
- Ask students to listen again and
speak out the statements are true
or false .
- Ask students to listen in the third
time, the work in groups to compare
and discuss the answers with each
others to find the correct answers.
II. Reading (2.5 points) (10
minutes)
- Present the task:
- Ask pupils to work in groups to
compare the answers they have
- Greeting
- Answer teacher’s
questions
- Look at the book and
listen to the task
- understand the task
- Listen again and say
the statements are true
or false.
- Listen and discuss in
groups to find the
correct answers:
1-A, 2-D, 3-B, 4-D, 5-
C.
- Look at the textbook
and listen to the
teacher

already done to find the correct
ones.
- Give the correct answers to the
class:
III. Grammar(2.5 points) (8
minutes)
- Present the task:
a/ Ask students to listen and put a
tick in the right box.
b/ Give the correct form of verbs.
1, to see.
2, to be.
3, to phone.
4, pay.
5, to be met.
6, to be appointed.
Let students finish each of of the
following sentences in such a way
that it has the same meaning as the
original sentence.
IV. Writing (7 minutes)
- Present the task:
- Call the students to read the
suggested sentences in front of the
class.
- Check their writings and help
them correct the mistakes if they’ve
made.
- Work in groups to
discuss about the
passage
- Finish the task
- Compare their results
with the other groups,
and then with the keys
- Write the answers on
the board
and correct the
answers
- Work in groups
- Compare the results
with the other groups
- Show the answers in
front of the class.
- Observe the keys
and correct their
anwres.
- Students work in
groups and practise
writing about the some
one’s birthday party.
- Two students go to
the board and write.
- Give the writings by
reading aloud.
- Read the letter
carefully
- In groups or in pairs,
write her a letter
with the other groups
- Correct mistakes

Homework (5 minutes)
- Ask students:
+ to study all the lessons again
+ to get ready for the 45 minute-
test in the next period
- Study all the lessons
again
- Get the knowledge
ready for the coming
test

The 18th
period
Date :
Grade 11
English written test
Class: 11 time: 45 minutes
I. Choose the best answer
1.If you are invited fo someone’s house , you are their ……………..
A guest B patient C family D classmate
2. I passed the…………..without any difficulty
A term B course C exam D lesson
3. The teacher is standing up .She…………………make a speech
A is going to B goes to C will go to D is
4. Which book……………you…………….when I phoned you last night
A did / read B would / read C were / reading D will / read
5. Don’t worry. Everything will be ready …………………
A for two hours B after 2 hours C in two hours D during two hours
6. Nga didn’t need much ……………..for her cakes
A sugar B sugars C egg D eggs
7. I’m still hungry .I’ve just eaten only ……………food
A a little B little C a lot D much
8. We usually have physical …………….on Friday
A lesson B schooling C educating D educate
9. My family has great love ……………cats
A much B many C few D a few
10. Our teacher gave us many…………….to do in the summer holidays.
A homework B home work C exercise D exercises
11. Mary was waiting…………..a queue when she saw her old roommate, Anne
A in B at C on D for
12. They………………..studying in their classroom at 9 o’clock yesterday morning.
A are B were C is D was
13. Choose one word that has the underlined part pronounced differently from the others
A detective B policeman C fireman D dentist

A tractor B attend C policeman D agree
A breakfast B lake C strange D gate
16. Choose the one word or phrase that must be changed in order for the sentence to be
correct
The football match has just begun .You were a bit little late
A B C D
correct
When your father comes back from London , I would tell him the whole
truth
A B C D
18………………takes care of animals
A detective B police C zookeeper D nurse
19. He is……………….some flowers in his left hand
A holding B picking C moving D playing
20. You need to go to the doctor if you feel ………………
A sick B happy C pain D illnees
21. Mum, we’ve run out of milk .I………………to go out and buy some.
A should B have C had better D must
22. We always have …………..homework to do at night
A much B many C few D a
few
23. I have got only…………..little time for my home work
A a B one C some D much
24. I have a few ……………..for holidays
A week B weeks C week’s D weekes
25. He used to ……………picture stories wren he was young
A read B reading C to read D will read
26. Maths and English used to be my favorite…………at high school
A courses B lessons C skills D
subjects
27.We ………….a lot of time preparing for the house –warming party.
A spend B spent C take D took
28. ………….everybody sleeping when we came home last night ?
A Was B Were C Is D Are
29. I was feeding the cats…………………the phone rang.
A while B when C untill D since

30.Every Sunday afternoon , he and his friend go……………by a small stream in the woods.
A to fish B fishing C fishes D to
fishing
A much B summer C but D used
A row B cow C slow D snow
correct
By the way , are you usually free in Monday evening?
A B C D
correct
If your daughter don’t study harder , she will fail the exam
A B C D
35 Choose the one word or phrase that must be changed in order for the sentence to be
correct
Every student were listening to the professor when a stranger entered the
classroom
A B C D
II Read the passage and choose the best answer
My best friend at high school was David Smith .He used to sit next to me in all classes .
He was a hardworking student while I was very lazy .I never took notes during the lesson s ,
and he always lent me his notebooks when exams came ,David not only studied very well
but he was also good at sports .He could play football , baseball ,and table tennis very well .
Baseball was the most popular sport in my school at that time .We used to play football
every day after class .He and I always played in the same team and we often won .
At weekens , me often went fishing together. David left the town for a far away city
when we was in the eleventh form .He gave me his telephone number but I lost it ,
so we couldn’t stay in touch . I have never seen him since then
36 What does the passage primarily talk about
A The author’ best friend at high school.
B The differences between the author and his best friend
C The most popular sports at the author’ school
D What the author was like at high school.
37 What is true about David?
A He learned well but he was bad at sports
B He both leaned and played sports well.
C He played sports well but he was not good at
learning

D He didn’t play sports because he learned too much
38 David could play all of the following sports well except
A Football B Baseball C Table tennis D Basketball
39 Why couldn’t they stay in touch ?
A Because David left the town
B Because David ‘new house was too far from the author’ house
C Because the author didn’t want to keep contact
D Because the author lost David’s contact number
40 How often did they play baseball ?
A After every class B Once a week C At weekends D Every week
Unit 4: volunteer work
The 19th
period
Date :
Grade 11
Theme: Volunteer Work
Unit 4
Reading
Time: 45 minutes
I. Objectives:
specific ideas and skimming for general information
- use the information they have read to discuss the
topic
2. Knowledge:
- General knowledge: Students know the information about volunteer work
- Language: words related to volunteer work
3. Skill: - Work formation
- Extensive reading: multiple-choice questions
- Passage comprehension
III. Teaching aids: textbook, board, raising questions
IV. Procedures:
- Shows the picture of volunteer
work and ask questions :
- Look at the picture
and answer questions

What is the old woman doing ?
What does she do this work for?
- Checks the answers
- Gives Ss the following saying :
“If you me a fish,
I will eat today
If you teach me to fish
I will eat my whole life long.”
- Asks Ss what the saying implies.
-Checks the answer.
- Supplies Ss music and some more
pictures of Volunteer Work.
- Asks Ss to match new words with
explanation.
1. Volunteer (n)
2. Orphanage (n)
3. Handicapped people
4. Disadvantaged people
- Checks their answers
Task 1
- Asks for filling the blanks .
- Gives the explanation of related
words.
- Corrects their mistakes.
Task 2
- Asks for students to read the text
again silently.
- Asks Ss to choose the best answer
- Checks their answers
Task 3:
- Asks Ss to discuss then answer
the questions in task 3 .
- Checks their answers.
freely
- Work in groups .
- Read and guess the
meaning of the saying
in their text book
-Answer the question.
-Take notes.
-Identify the pictures.
- Work in groups
Answer:
1 - c
2 - d
3 - a
4 - b
-Individual work
-Read all of these
sentences in task 1
and fill in each blank
Key:
1. Voluntary (adj)
2. Voluntarily (adv)
3. Volunteers (n)
4. Volunteers (v)
- Read the text again
and do task 2
Key:
1-B, 2-A, 3-D, 4-B, 5-C
- Work in pairs
Key:
1.They usually visit
hospitals, orphanages
or homes for the
ages. They read
books to the people

- Asks Ss to discuss then answer
the following questions.
1.Why do people do volunteer
work ?
2. Have you ever joined any
volunteer work before ?
- Asks sts to make a report in
front of class .
- Corrects their mistakes.
- Asks students to review the text
and prepare the new section: Part B-
Speaking
or listen to their
problems.
2.They help them to
overcome the
difficulties and give
care and comfort to
them .
3.During summer
vacations, they
volunteer to work in
remote or
mountainous area to
provide education for
children or medical
services for local
people.
- Work in groups to
answer the questions
- Present answers in
front of the class
- Correct mistakes
- Copy down

The 20th
period
Date :
Grade 11
Unit 4
Speaking
Time: 45 minutes
I. Objectives:
1. Educational aim: By the end of the lesson, students will be able to talk
about different kinds of activities related to volunteer
work.
2. Knowledge:
- General knowledge: Students know how to talk about volunteer work
- Words: Words related to volunteer work
3. Skill: - Identifying types of volunteer work
- Asking and answering questions about volunteer work
- Talking about volunteer work
III. Teaching aids: textbook, board, raising questions, hand-outs
IV. Procedures:

- Asks students to look at the
picture in their books and
answer two questions:
1.What are these students
doing?
2.Are they volunteers?
Task 1:
- Has students do Task 1 in
pairs
- Asks students to give their
answers
- Explains some activities of
volunteer work
• Helping people in the
remote or mountainous
areas
• Giving care and comfort to
the poor and sick
• Providing education for
disadvantaged children
• Joining in the Green
Saturday Movement
- Corrects the mistakes
Task 2
- Has students do Task 2 in pairs
- Gives some suggestions:
• Providing minority children
with literacy (teach them
how to read and write)
• Working in difficult or
flooded areas (help them
rebuilt houses, provide
medical services, etc)
• Raising money to help the
handicapped or starving
children (put money in a
piggy bank)
• Taking part in directing the
traffic (stand at the
- Answer freely
1. They are helping an old
man with the housework.
2. Yes, they are.
- Do Task 1 in pairs
- Give the answers
- Take notes
- Do the task in pairs
- Listen to the teacher’s
guidance

crossroads during rush
hour to help direct the
traffic)
• Volunteering in homes for
the elderly (clean up/
repair their houses, do the
washing up, do some
shopping, mow their
lawns, take care of them,
read books, etc)
- Has students perform the
dialogue in front of class
- Corrects mistakes and gives
comments
Task 3:
- Has students do Task 3 in groups
- Gives some suggestions:
• What kind of volunteer work
do you usually take part in?
• What do you think about it?
- Corrects common mistakes
- Review Part B carefully
- Prepare Part C – Listening
- Perform in front of the
class
- Work in groups
- Listen to their friends
- Correct mistakes
and write down
The 21st
period
Date :
Grade 11
Unit 4
listening
Time: 45 minutes
I. Objectives:
develop such listening micro-skills as intensive
listening for specific information and taking notes
while listening.
2. Knowledge:

- General knowledge: Students can listen and understand about the
volunteer work in Spring School
- Language: Words related to volunteer work
3. Skill: - Gap-filling
III. Teaching aids: textbook, board, raising questions, cassette tape
IV. Procedures:
- Asks students to make questions
for the given answers.
1. Do
you usually take part in
volunteer work?
2. What
kind of volunteer work do
you usually take part in?
- Asks students to complete the
questions in “Before you listen”
- Asks students to listen and repeat
the new words (pay attention to the
pronunciation of these words)
- Has students carry out it
- Corrects mistakes
Task 1
- Asks students to read Task 1
silently
- Introduces the passage: It is about
May School in Ho Chi Minh city
twice and fill in the missing
information
- Gives feedback and remarks.
Task 2
- Asks students to scan the given
- Answer freely
1.Yes, I am/No, I am not.
2.Helping disabled
children how to read,
write , .. taking part in
directing the traffic, raising
money to help people in
the flooded areas, ....
- Pair works
- Complete the
questions
- Give oral
answers
- Listen and
repeat
- Listen to the tape and do
task 1.
Key:
1. informal
2. 30 street children
3. 250 children (with
special difficulties)
4. 1998/ volunteers

questions to set the contents of the
conversations need listening.
- Plays the tape and asks students to
listen and answer the questions.
- Asks students to write their
answers on the blackboard.
- Has students listen to the tape
again to check these answers and
correct mistakes
Post-listening: (10 minutes)
- Asks students to retell the story.
- Asks a representative of each
group to talk in front of class
- Gives remark and correct the
mistakes
- Listen to the tape again at home
and do the exercises in the
workbook.
- Prepare part D: writing
- Pair/ group works
silently.
Key:
1. It provides classes
for disadvantaged
children in Ho Chi
Minh city
2. Dance, theater,
singing and circus
classes were set up in
1999.
3. Because they need
money to continue their
English and
Performance Arts
classes.
4. They perform circus,
theater, dance and
singing at one of the
largest hotels in Ho Chi
Minh city.
5. Because they can
contact sponsors and
help to expand the
school activities.
- Group works
- Retell the story
Discuss and perform in
front of class
- Write down

The 22nd
period
Date
Grade 11
Unit 4
Writing
Time: 45 minutes
I. Objectives:
1. Educational aim: By the end of the lesson, students will be able to write
a thank-you letter to a donor to acknoledge the
donor’s contribution.
2. Knowledge:
- General knowledge: Students know how to write a thank-you letter
- Language: words related to a thank-you letter
3. Skill: Writing a formal letter expressing gratitude
III. Teaching aids: textbook, board, raising questions, hand-outs
IV. Procedures:
- Asks Ss some questions about
their situations:
1/ Have you ever received a
- Answer freely

donation? When? From whom?
2/ What did you do then?
3/ Did you write a letter for
thanks?
- Some key words:
Donor
Donate
Donation
Handicapped(picture)
fund
Task 1
- Asks Ss to read the letter and
underline the sentences that express
the points:
* The opening of the letter
* The donated amount
* The way the money is used
* The way the receipt is issued
* The gratitude to the donor
* The closing of the letter
Notice: Some structures:
- S + be + adjective +to+ infinitive
- To receive sth from sb/ sth
- Would like+ to infinitive
- To hope +to infinitive+ for sth
Task 2
- Three parts of a letter.(picture)
- Asks Students to do task 2 ;
Give outline:
* ( the points in task 1)
- Correcting( 2 or 3 letters of sts)
• Vocabulary
• grammar
- Asks students to report writing
(task 1)
- Write the letter by themselves
- Prepare Part E : Language focus
- Notice the words
- Do the task 1:
- Read and take notes:
- “Dear Sir /Madam”
- “I am very …..some days
ago”
- “The money
will…..students”
- “We will certainly…
possible”
- “I would like………
company”
- “ I look …..faithfully”
- First : the opening
- Second: the body of the
letter
- Third:
Conclusion/The closing
- Writing in pairs.
- Some students write their
letters on the blackboard.
- Students rewrite the letter
(task 1)
- Write down

The 23rd
period
Date :
Grade 11
Unit 4
Language focus
Time: 45 minutes
I. Objectives:
1. Educational aim: By the end of the lesson, students will be able to
- distinguish the sounds /w/ and /j/
- pronounce the words and sentences containing
these sounds correctly
- use gerunds, present participles, perfect gerunds
and perfect participles appropriately
2. Knowledge:
- General knowledge: Students can understand perfect gerund and
perfect participle
- Language: Words related gerund and present participle
3. Skill: Pronounce the sound / w/ and /j / correctly

III. Teaching aids: Textbook, board, raising questions
IV. Procedures:
- Has students listen and
repeat the sounds /w/ and /j/
- Asks students to practice reading
the sentences provided
- We went for a walk in the
woods near the railway.
- We wore warm clothes
and walked quickly to keep
warm.
- Excuse me. Did you use to
live in New York?
- Did you use to be a tutor at
the university?
Grammar and vocabulary: (28
minutes)
A. Gerund:
A gerund is the Verb – ing form.
Ex:
1. There’s no point in waiting.
2. I don’t mind cooking the meals.
3. Reading French is easier than
speaking it.
- The gerund can be used in the
following ways:
∗ as subject of a sentence:
Skiing can be dangerous.
∗ as complement of a verb:
Her hobby is painting.
∗ after prepositions:
He was accused of smuggling.
∗ After certain verbs (eg.
admit, avoid, deny, dislike,
enjoy, excuse + object, forgive
+ object, fancy/imagine, finish,
keep, mind, ect.)
∗ In noun compounds:
My school has a swimming pool.
carefully
- Practice reading
- Asks students review
and bear in mind
and write down
- Give more examples

B. Present participle:
Form: Verb – ing
Ex:
1. Can you smell something
burning?
2. We had to leave the tree lying
there.
3. He spent a fortune rebuilding
that old house.
Use:
We can use the present participle
∗ to form the continuous
tenses:
I’m working right now.
∗ as an adjective:
The play was boring.
∗ after a certain verbs:
After the basic verbs of sensation
(see, hear, feel and smell) and after
listen to, notice and watch, we can
use object + participle:
1. I heard the car stopping and saw
him getting out.
2. We watched the children
playing.
3. I saw him crossing the road.
find, catch, leave + object (person
or thing)
1. I found them picking apples.
(They were picking apples when
I arrived.)
2. I caught them stealing my
apples. (They were stealing my
apples when I arrived.)
3. I left them talking. (They
were talking when I left.)
go and come
With these verbs we can use the
participles of verbs of physical
activity: dancing, riding, sailing,
skiing, etc., also shopping.
Ex: Come dancing with me on

Saturday.
I’m going shopping.
spend and waste + object
I wasted a lot of time standing in
queues.
be busy
She’s always busy cooking or
cleaning.
Exercise 1
- Asks students to do exercise 1 in
pairs
- Checks and gives correct
answers
Exercise 2
Perfect gerund and perfect
participle: having + past
participle
Ex:
a. I kept you waiting so long. I am
sorry.
 I am sorry for having kept you
waiting so long.
b. After Jack had read the letter
twice, he wrote a reply.
 After having read the letter twice,
Jack wrote a reply.
Exercise 3
- Checks the answers and
- Work in pairs
Key:
1. parking
2. hearing
3. bending
4. behaving
5. meeting
6. spending
7. waiting
- Work individually
1. passing
2. burning/rising
3. reading
4. lying
5. shopping
6. preparing
7. trying
and bear in mind, copy
down
- Do exercise 3

corrects
- Gives feedback
- Write down exercise 1, 2, 3
Key:
1. having deserted
2. having failed
3. having made
4. having been
5. having been
6. having tied
7. having read
8. having taken
- Copy down
The 24th
period Correct the test
Date :
Grade 11
I. Objectives:
After this correction students will be clearer about the test they have just
done. And have to know how to try their best for the next test.
III. Teaching aids: board, the test paper, key for the test
IV. Procedures:

- Greeting
- Ask students some questions on
the previous test
- Tell the aim of the period: correct
the test
I. Choose the best
answer(15minutes)
- Repeat the questions
- Get student to read the test again
carefully
- Call some students to read out
their answers, and the others give
remarks if it is correct or not
- Finally read the keys out aloud
II. Read the passage and choose
the best answer(15 minutes)
- Repeat the questions
- Show the passage again several
times
- Get students toread the passage
again carefully
- Call some students to write their
answers on the board, and the
others give remarks if it is correct or
not
- Finally read the keys out aloud
III. Homework: (5 minutes)
- Prepare Unit 5: Part A – Reading
- Greeting
- Listen and
understand the task
- Get ready for the
lesson
- Look at their paper
with the others
- Get the correct
answers from the keys
- Look at the writing
again and compare it
with the others
- Correct the wrong
sentences base on the
key
- Copy down
Unit 5: Illiteracy
The 25th
period
Date:
Grade 11
Theme: Illiteracy
Unit 5
Reading
Time: 45 minutes

I. Objectives:
specific ideas, identifying main ideas, and identifying
meaning in context.
- use the information they have read to discuss
illiteracy issues
2. Knowledge:
- General knowledge: Students learn about illiteracy
- New words: Words related to illiteracy
3. Skill : - Dictionary skills
- Identifying main idea
II. Method: Integrated mainly communicative
III. Teaching aids: Student’s book, pictures showing illiteracy
IV. Procedure:
- Asks sts to look at the picture
- Asks sts to answer the questions:
1. Where do you think the class is?
2. What do you think of the people in
the class? Are they at the same age?
3. What do you think of the teacher?
4. What is this class different from the
class?
- Reads the reading text first
- Explains the new words to help the
sts understand the text
New words:
1. illiteracy (n)
 to illiterate
2. compaign (n)
3. ethnic (a)
4. to eradicate
* Task 1
- Asks students to read the text to find
the Vietnamese equivalent to the
following expressions.
- Gives feedback
- Answer freely
- Read the text silently
- Understand new words
- Copy down
- Do the task
Key:
1. Phæ cËp gi¸o dôc
2. Héi khuyÕn häc ViÖt

* Task 2:
-T asks sts to read the text again to do
task 2
- Checks answers and gives
feedback
Task 3:
- Asks sts to answer the following
sentences:
- Corrects them
Post- reading: (13 minutes)
- Asks sts to answer the following
questions
1. Are there any illiterate people in
your neighborhood?
2. What do you think we should do to
help them read and write?
- Asks students to learn by heart the
new words
- Asks students to prepare part 2:
speaking
Nam
3. Xo¸ mï ch÷
4. Kü thuËt canh t¸c
5. KÕ ho¹ch ho¸ gia ®×nh
- Read the text and do
task 2
Key: D
Keys:
1. 94% of the population
2. The campaign for
illiteracy eradication
3. 600 students in 2000 and
800 students in 2001
4. They willingly/
voluntarily spent their
vacations teaching ethnic
minority illiterate people
to read and write
5. Illiteracy will soon be
eradicated
- Work in groups to answer
the question
- Copy down
The 26th
period
Date :
Grade 11
Theme: Illiteracy
Unit 5
speaking
Time: 45 minutes

I. Objectives:
- Talk about schooling and literacy related problems
- Suggest solutions to these problems
2. Knowledge:
- General knowledge: Students learn about schooling and literacy
problems
- New words: Words related to literacy
3. Skill: Talking about literacy problems and offering solutions
III. Teaching aids: textbooks, chalk
IV. Procedures:
- Asks students some questions.
1. How many students are there in a
common class in vietnam ?
2. How many students are there in
your class ?
3. Do you find it difficult to invest
your study in such a crowded class ?
- Says: “Today we will discuss some
problems that many schools are facing
and the solutions for these”
Task 1:
- Some of these problems are listed in
column A , please combine each
problem in A with its appropriate
solution(s) in column B in textbook
(page59) .
- Has students sit in pairs and asks
them to do task 1.
Task 2:
- Before practicing, teacher asks Sts to
read the information in task 2 and
to use the suggestions in Task 1 as
and answer the
questions.
1.Over 45sts in a class
2. 45sts
- Students’ answers
may vary .
- Listen to the
teacher
- Work in pairs
- Do the task
individually, then in
pairs they compare
their answers.
Key: 1 b-g 2 a-e
3 d-f
4 c 5 h-i-j
- A good group of
students is asked to

example .
Task 3:
- Listens to the students and observes
them.
- Corrects the students’ mistakes.
- Asks students to work in groups of
five
- Asks them to think of three or four
problems which their class
is experiencing , one student of each
group will note down the information
to report before class.
- Gives students time to think about the
school problems they are experiencing
- Walks around the class and observes
the students’ activities , offers ideas,
comments when students need help…
- Chooses one student of every group
to talk before class
- Listens to the students and observes
them.
- Corrects the students’ mistakes.
demonstrate the
example to make sure
the whole class
understand the task
- A: Many students can
not buy all the
required textbooks .
What do you think we
should do to help
them ?
B: I think we should
ask the school head-
master to provide free
textbooks for students
from low-income
families.
C: We should collect
used textbooks for
school libraries .
- Thinks of some
problems , their
solutions and then
discuss them .
- Stuents can use the
cues given in P.60,
or ask teacher for more
information
- Some representatives
report their results
before class, the others
give the comment
Suggestion:
1. Many classes are
overcrowded .
2. School
infrustructure is
underdeveloped :
inadequate toilets and
washrooms …
3. Many schools have
no playground

- Prepare the next lesson: Listening
equipment or extra
activities
- Rewrite what students
have discussed in class.
The 27th
period
Date :
Grade 11
Theme: Illiteracy
Unit 5

Listening
Time: 45 minutes
I. Objectives:
- Develop extensive listening skills
- Use the information they have listened to for other
communicative tasks
2. Knowledge:
- General knowledge:
- New words: Words related to literacy
3. Skill: - Extensive listening: multiple-choice questions
III. Teaching aids: Student’s book, tape, cassette player
IV. Procedures:
- Shows a letter with a survey on it
- Asks guiding questions:
1. What do people do a survey for?
2. Have you ever done a survey?
3. Do you know where Perth is?
- Introduces some new words / explains
them:
. effective ( a )
. maturity ( n )
» mature ( a )
» maturely ( adv )
. performance ( n )
. self- respect ( n )
. academic ( a )
. Perth ( n ) : Western of Australia
- Leads ss to read the new words
Task 1:
- Leads ss to do Task 1
- Asks them to read it carefully ( they
can guess to choose a, b, c, d )
- Has ss listen the reading 2 times
- Asks some ss to read their answers
- Plays the cassette again
- Gives correct answers
- Listen and answer the
questions
- Yes / No
- Write down
- Listen
- Read Task 1
- Listen and do Task 1
- A, B , C read
- Correct
Key:
1. D / 2. B / 3. B / 4. C

Task 2:
- Asks ss to read the questions carefully
- Plays the tape 2 times
- Asks 2 ss to read their answers
- Checks again and gives correct
answers
Post-listening: (12 minutes)
- Ask ss to discus 2 questions
(textbook)
- Goes around and provides some new
words if necessary
- Calls 2 ss to read their answers in
front of the class
Homework: (2minutes)
- Prepare part Writing at home
- Read
- Listen
- Correct
Key:
1. It took place in Perth
2. 80 percent of the
students
3. They felt that they
should be allowed to give
some input into school
decision making
- Discus
- A / B read
The 28th
period
Date : 05/ 10

Grade 11
Theme: Illiteracy
Unit 5
Writing
Time: 45 minutes
I. Objectives:
- Interpret information presented in tables
- Identify language to be used for describing tables
- Write descriptions of tables
2. Knowledge:
- General knowledge: Students can know how to write a paragraph about
literacy rates in Sunshine country from 1998-2007
- New words: Words related to literacy rate
3. Skill: Describing information in a table
III. Teaching aids: Student’s book, chalk, board
IV. Procedures:
- Asks students some questions about
(il)literacy.
1. What’s the rate of literacy in
Vietnam now?
2. Are there any illiterate people in
your neighborhood?
3. What should we do to help
them?
4. What will happen if more and
more people become illterated?
Task 1:
- Explains some difficult words:
to decline: to decrease
dramatic(a): unexpected
dramatically(adv)
steady(a): developing gradually
steadily(adv)
sharp(a): not gradual
sharply(adv)
- Has the class read the instruction and
- Answer questions
freely in pairs
- Individual work
Key:
1. varied
2. rise
3. declined
4. different
5. went up
6. dramatically

do Task 1
- Gives the answer key
Task 2
- Asks students to read the information
in the table.
- Gives instructions for Task 2
- Asks students to work in groups to
describe the information in the table by
using Useful language.
- Goes around the class and help
students if necessary.
- Asks some students to write some
paragraph on the board to correct them.
- Gives feedback.
- Asks students to write a paragraph of
about 100 words, describing the
literacy rates in Vietnam.
- Read silently
- Work in groups
- Ask teacher difficult
words if needed
- Report results in
front of the class and
correct themselves
- Copy down

The 29th
period
Date : 07/ 10
Grade 11
Theme: Illiteracy
Unit 5
Language focus
Time: 45 minutes
I. Objectives:
- distinguish the clusters /pl/, /bl/, /pr/, /br/ and
pronounce the words and sentences containing
them correctly.
- understand reported speech with infinitives and
use these structures to solve communicative tasks
2. Knowledge:
- General knowledge: Students learn how to use reported speech with
infinitive
- New words: Words related to pronunciation / pl / - / bl/ - /pr/- /br/
3. Skill: - Pronunciation : /pl/ - /bl/ - /pr/ - /br/
- Grammar: reported speech with infinitive(s)
III. Teaching aids: Student’s book, tape, cassette player
IV. Procedures:
once to help them distinguish the
sounds.
- Instructs the way to pronounce:
+ /pl/, /pr/ : Close your lips hard,
push air forward in your mouth. Then
open your lips quickly.
+ /bl/, /br/: Close your lips hard,
push air forward in your mouth. Then
use your voice to make /b/.
-Asks them to listen to the tape and
repeat in chorus.
-Calls some students to repeat the
words clearly.
-Asks students to work in pairs and
practise the sentences.
-Introduces peer correction
and practice
pronouncing
- Practice individually

Grammar: (33 minutes)
- Reviews the meanings of some verbs
that are usually used in this kind of
reported speech
- Asks them to pay attention to the
special case
Exercise 1:
- Asks students to work individually
and complete the second sentence so
that it has a similar meaning to the first
one using the words given.
- Asks them to compare the answers
with a friend.
- Calls some students to go to the BB
and write their answers down.
- Corrects the answers
• Review:
1. promise + to V:
tell s.b that you’ll
definitely do or not
do s.th
2. advise + O + to
V:tell s.b what they
should do
3. encourage + O + to
V: persuade s.b to
do s.th that you
think is good
4. remind + O + to V:
ask s.b to
remember (or not
to forget) to do s.th
5. warn + O + to V:
tell s.b to do or not
to do s.th in order
to avoid danger
*The special case:
S+V+O: “If I were
you, I would+V’…”
S+V+O: “Why don’t
you + V’…?”
S+V+O: “You’d better
+V’…”
 S+ advise + O+
to V’…
- Work individually
Key:
1. They promised to
come back again.
2. The lifeguard
advised us not to
swim too far from
the shore.
3. John asked Peter to

Exercise 2:
(Make the same steps)
- Asks students to do exercise in
work book
- Asks students to prepare Unit 6 at
home
close the window.
4. The teacher
encouraged Eric to
join the football
team.
5. John promised to
give it to him the
next day.
6. My mum wanted
Lan to become a
doctor.
7. My sister reminded
me to lock the door
before going to
school.
8. His boss advised
him to go home
and rest for a while.
Key:
1. He advised me not
to drink too much
beer.
2. She invited me to
come and see her
whenever I wanted.
3. John asked me not
to smoke in his car.
4. He told Sue to give
him her phone
number.
5. He reminded me to
give the book back
to Joe.
6. He promised not to
do it again.
7. He agreed to wait
for me.
8. John asked her to
lend him some
money.
- Write down

Unit 6: Competitions
The 30th
period
Date: 09/ 10
Grade 11
Theme: Competitions
Unit 6
Reading
Time: 45 minutes
I. Objectives:
- Develop such reading micro-skills as scanning for
specific ideas and identifying meaning in context
- Use the information they have read to discuss the
related topic
2. Knowledge:
- General knowledge: Students get information about competitions
- Language: Sentences and expression for competitions
- New words: Words related to some competitions
3. Skill :- Word meaning in context
- Scanning for specific information
III. Teaching aids: Textbook, some photos
IV. Procedure:
- Asks students to look at the photos in
their books and match them with the
words in the box.
* Suggested answers :
a. Quiz “ Road to Olympia”
b. London Marathon
c. Sao Mai Singing Contest
d. Olympic Games
- Give answer with
photos

- Asks students some questions:
a. Do you take part in the competitions
like this?
b. Do you hope to win a competition?
If so, which competition would you
like to win?
c. Is winning the most important thing
in a competition? Why / Why not?
- Asks students to read the text silently
- Introduces some new words.
New words:
1. Recite (v): to say a passage, a poem
aloud from memory.
2.Poem (n)
 Poet (n) : a person who write
poems
 Poetry (n)
- Asks students to read the new words.
- Asks students to read the text again
and do Task 1.
* Task 1:
- Give feedback
* Task 2:
- Asks students to read the passage
again to answer the questions in the
full form.
- Asks students to write their answers
on the board and correct them if
necessary.
- Gives feedback
in pairs
- Take notes.
- Read the new words
aloud.
- Read the text carefully.
- Do Task 1.
Suggested key:
1. d 2. f 3.e
4.c
5. b 6. a
Suggested key:
1. The
representatives of
the three classes of
(the speakers’)
school took part in
the annual final
English
Competition last
Saturday.
2. It aims was
to stimulate the
spirit of learning
English among
students.
3. The

- Asks students to copy down in their
notebooks.
Task 3:
- Asks students to do task 3.
- Asks representative of each group to
give oral answers and write them on
the board.
- Gives feedback.
students’ Parents
Society sponsored
the competition.
4. They had to
compete five
activities in all. On
competition of each
activity, they had to
answer the
questions in
worksheet within
two minutes.
5. They had to
observe and score
the students’
performance. The
group that got the
highest score would
be the winner.
6. The winner
would be awarded a
set of CDs for
studying English
and an Oxford
Advanced Learner’s
Dictionary.
- Copy down the answers
in their notebooks.
Suggested key:
1. in activity 5 ,
Hung was unable
to recite the last
sentence of the
poem / complete
the poem .
( because he
couldn’t remember
the last sentence).
2. Having achieved
the highest score,
Group B became
the winner of the
competition.
3. Group C lost the

Post- reading: (8 minutes)
- Asks students to practice reciting the
poem..
- Gives remarks and correct mistakes.
Homework: (1 minute)
- Write down the questions and the
answers in the notebooks.
- Learn the new words and questions
by heart.
- Prepare Part B - Speaking.
game. They just
got 60 points.
- Copy down in their
notebooks
- Recite the poem
- Perform in front of the
class
- Write down

The 31st
period
Date: 11/ 10
Grade 11
Theme: Competitions
Unit 6
Speaking
Time: 45 minutes
I. Objectives:
- ask for and give information about types of
competitions
- talk about a competition or contest
2. Knowledge:
- General knowledge: Students understand some kinds of competitions
- New words: Words related to competitions
3. Skill :- Asking for and giving information about types of competitions
- Talking about a competition or contest
III. Teaching aids: Textbook, pictures, board
IV. Procedure:
Pre-speaking :(3 minutes)
- Asks students some questions:
1. Is population explosion a big
problem to us nowadays?
2. Should the government do
something to solve this effectively?
Task 1
- Introduces Task 1 and give the
meaning of some new words (If
necessary)
- Asks students to do Task 1 in pairs.
- Answer questions
freely
- Work in pairs: General
Knowledge Quiz
Art Competition
(Painting, drawing,

* Task 2:
- Asks students to do Task 2 in pairs.
- Asks some pairs to present their ideas
in front of the class
- Gives remarks
* Task 3:
- Asks students to do Task 3 (Group
work)
- Asks students to perform their work
in front of the class
- Gives remarks
sculpture…)
- Work in pairs
Example:
A: What do you think of
the General Knowledge
Quiz?
B: Oh, It’s great. It’s an
opportunity to test your
general knowledge.
Some suggestions:
- What do you think of
the English competition?
Oh, it’s great. It’s a
good opportunity for us
to practice English.
the Athletics Meeting?
Oh, it’s exciting. It’s a
good chance for
physical training. You
will look athletic and
healthy.
the Art competition?
Oh, it’s wonderful. It’s
a good chance for your
creative activities.
the Poetry Reading
Comprehension?
Oh, it’s boring. It
makes you feel sleepy.
Some suggestions
1. Where and when did
you see or take part in it?
(On TV / last year)
2. What of competition
or contest was it? (Sao
Mai Television Singing
Contest)
3. Who won the

- Review Part B carefully.
- Prepare Part C – Listening.
competition / contest?
(Kasim Hoang Vu)
4. Did you enjoy it? Why
/ Why not? (Yes, I did
because it was
interesting / No, I didn’t
because it was long.)
- Write down

The 32nd
period
Date: 14/ 10
Grade 11
Theme: Competitions
Unit 6
listening
Time: 45 minutes
I. Objectives:
- develop extensive listening skills
- use the information they have listened to for other
communicative tasks
2. Knowledge:
- General knowledge: Students will understand marathon competition
- New words: Words related to marathon competition
3. Skill :- Deciding on True or False statements
III. Teaching aids: Textbook, cassette player
IV. Procedure:
- Asks students to look at the pictures
in the textbook and answer the
questions.
1. What is the Boston Marathon?
2. Who do you think can take part in
the Boston race?
words
- Answer freely
- Listen and repeat in
chorus.
1. race (n)

* Task 1:
- Asks students to read Task 1 silently.
- Asks students to listen to the cassette
player (twice) and do Task 1.
-Asks students to work in pairs to
compare the answers.
- Has students listen again to check the
answers.
- Gives feedback.
* Task 2:
- Asks students to read the questions in
Task 2 silently.
- Asks them to listen to the cassette
player again and do Task 2. (Teacher
can read aloud the sentences
containing the information if
necessary)
- Asks students to work in pairs and
discuss the answers.
- Asks some students to write the
answers on the board.
- Has students listen again to check the
answers.
- Gives feedback.
Post- listening: (10 minutes)
2. athletic (n)
3. formally (adv)
4. clock (v)
5. female (n)
6. association (n)
7. McDermott
8. Kuscsik
- Read Task 1 silently.
- Listen to the tape and
decide whether the
statements are True or
False.
- Work in pairs and
- Listen and check the
answers.
- Take notes.
1.T 4. F
2. T 5. T
3. F 6. F
- Read Task 2 silently.
- Listen to the tape and
do Task 2
- Work in pairs and
- Listen and check the
answers
Key:
1. (He came from) New
York.
2. (She became the first
official female
champion) in 1972.
3. 8 (women started and
finished the race in 1972)
4. 6164 (runners joined
the Boston Marathon in
1984)
- Work in groups.

Giao an tieng anh lop 11

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