Kế hoạch bài dạy Tiếng Anh 11 Friends Global - Chương trình cả năm

LESSON PLAN
TIẾNG ANH 11 FRIENDS GLOBAL
UNIT INTRODUCTION
LESSON IA- VOCABULARY: HOLIDAYS
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about holiday activities.
- Gain vocabulary to talk about what they did in the holidays.
2. Competences
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Personal qualities
- Understand the life events.
- Develop self-study skills.
II. MATERIALS 
- Grade 11 textbook, Unit Introduction, A Vocabulary
- Computer connected to the Internet
- Projector / TV/ pictures and cards	
- Phần mềm tương tác sachso.vn
Language analysis 
Form
Pronunciation
Meaning
1. tourist attraction (n)
/ˈtʊərɪst əˈtrækʃn/
a place that people visit for pleasure and interest, usually while they are on holiday
2. aquarium (n)
/əˈkweriəm/
a large glass container in which fish and other water creatures and plants are kept
3. ruin (n)
/ˈruːɪn/
the state or process of being destroyed or severely damaged

Assumption
Anticipated difficulties
Solutions
Students are reluctant to work in groups. 
- Encourage students to work in pairs and in groups so that they can help each other.
- Provide feedback and help if necessary.
Students may lack vocabulary to deliver a speech
- Explain expectations for each task in detail.
- Continue to explain task expectations in small chunks (before every activity).
- Provide vocabulary and useful language before assigning tasks
- Encourage students to work in groups so that they can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives: 
- Introduce the new lesson and set the scene for Ss to acquire new language. 
- Get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that followed.
b. Content:
- Game: What’s behind the box?
- Exercise 1. (p.8)
c. Expected outcomes:
- Students can gain more confidence and interest in the lesson.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
GAME: What’s behind the box?
- T divides class into 4 teams.
- T clicks the Remove box button. This removes one box from the board one by one. Members in 4 teams guess what the picture is and raise hand to gain turn. If the team guess correctly, they win. Otherwise, the game continues.
- Once a team has correctly identified the picture, teacher clicks the next slide button in the upper right to go to the next board.
- Picture 5 is also the content of Exercise 1.
Answers:
Hoi An ancient town
Hoan Kiem lake
Ha Long Bay
Mekong Delta’s floating markets
Golden Bridge. 

e. Assessment
- Teacher observes the groups and give feedback.
2. ACTIVITY 1: PRESENTATION (4 mins)
a. Objectives: 
- To get students learn vocabulary related to the topic.
b. Content:
- Pre-teach vocabulary related to the topic.
c. Expected outcomes:
- Ss know how to pronounce the new words precisely and use them in appropriate contexts.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Vocabulary pre-teaching
- Teacher introduces the vocabulary.
- Teacher explains the meaning of the new vocabulary by pictures.
- Teacher checks students’ understanding.
- Teacher reveals that these words will appear in the reading text and asks students to open their textbook to discover further.
New words:
1. tourist attraction (n)
2. aquarium (n)
3. ruin (n)
e. Assessment
- Teacher checks students’ pronunciation and gives feedback. 
- Teacher observes Ss’ writing of vocabulary on their notebooks.
3. ACTIVITY 2: PRACTICE (23 mins)
a. Objectives: 
- Ss can answer the questions to critical thinking.
- They can also finish the tasks in the textbook.
b. Content:
- Exercise 2. (p.8)
- Exercise 3. (p.8)
- Exercise 4. (p.8)
- Exercise 5. (p.8)
- Exercise 6. (p.8)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Exercise 2. Read and listen to the dialogue. Who had a more enjoyable holiday: Dave or Lan? (4 mins)
- Play the recording for students to read and listen and note down their answer.
- Check the answer as a class. Ask students which words and phrases helped them to choose their answer.
Answer key:
Lan had a more enjoyable holiday.
Exercise 3. Look at the list of tourist and visitor attractions below. Then underline three more in the dialogue. How many more can you think of? (4 mins)
- Go through the tourist attractions together. Check the meaning and practice the pronunciation, particularly for aquarium /əˈkweəriəm/ and harbour /ˈhɑːbə(r)/.
- Students find three more attractions in the dialogue in exercise 2.
- Students brainstorm more attractions in pairs.
- Check answers as a class.
Answer key:
Ancient town
Island
Theme Park
Exercise 4. Complete the holiday activities with the words or phr...ary situation.
She is thinking of giving up her job. (= She is considering it.)
You’re looking well today. (or You look well today.)
How are you feeling now? (or How do you feel now?)
He’s being so selfish. (= He’s behaving selfishly now.)

Assumption
Anticipated difficulties
Solutions
Students are reluctant to work in groups. 
- Encourage students to work in pairs and in groups so that they can help each other.
- Provide feedback and help if necessary.
Students may lack vocabulary to deliver a speech
- Explain expectations for each task in detail.
- Continue to explain task expectations in small chunks (before every activity).
- Provide vocabulary and useful language before assigning tasks
- Encourage students to work in groups so that they can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives: 
- Introduce the new lesson and set the scene for Ss to acquire new language. 
- Get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that followed.
b. Content:
- Exercise 1. (p.9)
c. Expected outcomes:
- Students can gain more confidence and interest in the lesson.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Exercise 1. Work in pairs. Find out a) when and where your partner usually does his / her homework and b) what type of homework he / she likes most and least. (5 mins)
- Go through the task with the class.
- In pairs, students take turns to ask and answer the questions.
- Ask a few students to share their ideas with the class.
Suggested answers:
My friend Mary often does her homework in her room because she feels comfortable there.
 She likes doing crossword puzzles a lot. She doesn’t like writing essays.
e. Assessment
- Teacher observes the groups and give feedback.
2. ACTIVITY 1: PRESENTATION (15 mins)
a. Objectives: 
- To review present simple and present continuous.
b. Content:
- Exercise 2 (p9)
- Exercise 3 (p9)
- Exercise 4 (p9)
c. Expected outcomes:
- Students can apply the useful language in everyday reading and writing.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Exercise 2: Read and listen to the dialogue. Why is Sue annoyed with Dan at the end? (4 mins)
- Play the recording for students to read and listen and note down the answer.
- Check the answer as a class.
Suggested answers:
Sue gets annoyed with Dan because he is always forgetting things. 
First, Dan forgot to bring his sports kit for the P.E class today. 
Second, he forgot that they have an arrangement for revising for the exam next week.
Exercise 3: Why is present simple or present continuous used in each of the highlighted examples from the dialogue? (6 mins)
- Ask students to read the dialogue again and to note down all the present simple and present continuous verbs.
- T asks Ss to identify the reason why the present simple and present continuous tense are used. Ss can work in group or use a dictionary.
- Check answers as a class. With a weaker class, revise the affirmative, negative, and interrogative forms of the present simple and the present continuous.
Answers:
You aren’t’ wearing. This describes something happening now.
P.E starts. This describes timetables.
You’re always forgetting things! This describes annoying behavior.
It makes. This describes a fact.
What are you doing instead? This describes habits.
Mr. Harley is giving. This describes future arrangements.
Mr Harley always gives. This describes habits.
We have exams next week. This describes timetables.
We’re revising. This describes future arrangements.
I’m going away. This describes future arrangements.
You’re always forgetting. This describes annoying behavior.
When I get back. This is in future time clause.
Exercise 4. Read the Learn this! box. Complete the rules (a–g) with the correct tenses: present simple or present continuous? (5 mins)
- Go through the instructions and the Learn this! box together.
- Ask students to complete the rules.
- Check answers as a class.
Answers:
a present simple b present continuous c present continuous d present simple e present simple f present continuous g present simple
e. Assessment
- Teacher checks students’ performance and gives feedback. 
3. ACTIVITY 2: PRACTICE (12 mins)
a. Objectives: 
- Ss can answer the questions related to present simple and present continuous tense.
- They can also finish the tasks in the textbook.
b. Content:
- Exercise 5. (p.9)
- Exercise 6. (p.9)
c. Expected outcomes:
- Students can thoroughly understand and complete the exercises successfully.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Exercise 5. Read the Learn this! box. Find five stative verbs in the dialogue in exercise 2. How do you know they are stative verbs? (5 mins)
- Ask students to read the Learn this! box and find five examples of state verbs in the text. They should try to explain why they think the verbs are state verbs.
- Chec... where the people are, what they are doing and whether they are enjoying it.
- Ask a few students to share their ideas with the class.
- In pairs, students then discuss if they would like to appear in a theatre production and give reasons for their answers.
- Ask a few students to share their ideas with the class.

Students’ own creativity.
e. Assessment
- Teacher observes the groups and give feedback.
2. ACTIVITY 1: PRESENTATION (17 mins)
a. Objectives: 
- To get students learn vocabulary related to the topic.
b. Content:
- Pre-teach vocabulary related to the topic.
- Exercise 2. (p.10)
- Exercise 3. (p.10)
- Exercise 4. (p.10)
- Exercise 5. (p.10)
c. Expected outcomes:
- Ss know how to pronounce the new words precisely and use them in appropriate contexts.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Vocabulary pre-teaching (6 mins)
- Teacher introduces the vocabulary.
- Teacher explains the meaning of the new vocabulary by pictures.
- Teacher checks students’ understanding.
- Teacher reveals that these words will appear in the reading text and asks students to open their textbook to discover further.
New words:
1. punctual (adj)
2. envious (adj) 
3. relieved (adj)
4. suspicious (adj) 
5. terrified (adj)
6. sensitive (adj)
Exercise 2. Read and listen to the dialogue. Why does Mason change from feeling anxious to feeling terrified? (2 mins)
- Go through the instructions together and check the meaning of anxious (worried and afraid) and terrified (very afraid).
- Play the recording for students to read and listen and note the answer.
- Check the answer as a class.
Answer key:
He’s terrified because he now has to sing a song on his own.
Exercise 3. Look at the adjectives below. Underline five of them in the dialogue in exercise 2. (3 mins)
- Students find five adjectives in the dialogue in exercise 2.
- Check answers as a class. Ask students to use their dictionaries to check the meaning of any adjectives they do not know.
Answer key:
anxious, excited, frightened, terrified, upset
Exercise 4. Listen to the speakers. How is each person feeling? Choose from the adjectives in exercise 3. (3 mins)
- Go through the instructions together.
- Play the recording for students to note down their answers.
- Check answers as a class. Ask why each person is feeling the way they do, e.g. The first speaker is envious because his friend has a really nice new phone.
Answer key:
1 envious 2 confused 3 relieved 4 embarrassed
5 suspicious 6 excited
Exercise 5. Work in pairs. Look at the list of personality adjectives below. Then underline four more in the dialogue in exercise 2. How many other personality adjectives do you know? (3 mins)
- Ask students to read the adjectives and use their dictionaries to check their meanings if necessary.
- Students then find four more personality adjectives in the dialogue in exercise 2.
- Check answers as a class. Ask students to explain the meanings of the adjectives using the context.
- In pairs, students brainstorm more personality adjectives.
- Elicit answers as a class.
Answer key:
friendly, punctual, confident, brave
e. Assessment
- Teacher checks students’ pronunciation and gives feedback. 
- Teacher observes Ss’ writing of vocabulary on their notebooks.
3. ACTIVITY 2: PRACTICE (12 mins)
a. Objectives: 
- Ss can answer the questions to critical thinking.
- They can also finish the tasks in the textbook.
b. Content:
- Exercise 6. (p.10)
- Exercise 7. (p.10)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Exercise 6. Read the Look out! box. Complete the sentences with an -ed or -ing adjective formed from the verbs in brackets. (5 mins)
- Go through the Look out! box together. Then say: “The girl is bored” and “The girl is boring”. Ask students to explain the difference in meaning by giving a reason, e.g. The girl is bored because she has nothing to do. The girl is boring because she always talks about the same thing.
- Students complete the sentences.
- Check answers as a class. Check the meanings of amusing (causing you to laugh or smile) and moving (causing strong feelings).
Answer key:
1 amazing 2 embarrassed 3 moving 4 surprised 5 bored
Exercise 7. Read the Learn this! box. Which adjectives from exercise 5 can have a negative prefix? Use a dictionary to help you. (7 mins)
- Ask students to read the Learn this! box. Students then use their dictionaries to find out which adjectives have a negative prefix.
- Check answers as a class.
Answer key:
flexible – inflexible; honest – dishonest; kind – unkind; loyal – disloyal; organised – disorganised; patient – impatient; reliable – unreliable; sensitive – insensitive

e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives: 
- To help Ss prac...c. Expected outcomes:
- Students can apply the useful language in everyday reading and writing.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Exercise 2: In pairs, read the dialogue and decide whether each gap should be a / an, the or – (no article). Write your answers. (5 mins)
- Students read the dialogue and complete the dialogue. - Do not check answers at this point.

Students’ own performance
Exercise 3: Listen and check your answers. When are Toby and Leah going to do the activity in the photo? (5 mins)
- Play the recording for students to check their answers.
- Ask students when Toby and Leah are going to go cycling.
- Check answers as a class.
Answers:
1 the 2 a 3 the 4 – 5 the 6 the 7 a 8 the
9 an 10 the 11 – 12 the
Toby and Leah are going cycling on Sunday afternoon.
Exercise 4: Study the use of articles in the dialogue. Complete the Learn this! box with a / an, the or – (no article). (5 mins)
- Go through the Learn this! box together. Then ask students to complete the rules.
- Check answers as a class.
Answers:
1 a/an 2 the 3 the 4 a/an 5 no article 6 a/an
7 the 8 the
e. Assessment
- Teacher checks students’ performance and gives feedback. 
3. ACTIVITY 2: PRACTICE (14 mins)
a. Objectives: 
- Ss can answer the questions related to articles, will and be going to.
- They can also finish the tasks in the textbook.
b. Content:
- Exercise 5. (p.11)
- Exercise 6. (p.11)
- Exercise 7. (p.11)
c. Expected outcomes:
- Students can thoroughly understand and complete the exercises successfully.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Exercise 5. Complete the sentences with a / an, the or – (no article). Use rules a–f in the Learn this! box to explain your answers. (4 mins)
- Students complete the sentences.
- Check answers as a class.
Answer key:
1 a; the 2 –; a; the; an 3 –; a 4 A; a; –; the; the
5 an; the; an 6 a; the
Sentence 1 applies rule c and b
Sentence 2 applies rule d and a
Sentence 3 applies rule c, b and a
Sentence 4 applies rule a and b
Exercise 6. Read the Learn this! box. Then underline an example of each of the uses of will and be going to in the dialogue (5 mins)
- Go through the Learn this! box together.
- With a weaker class, revise how to form sentences with will and going to.
- Write the following sentences on the board.
I’m going to buy a car when I’m eighteen. (The speaker has decided to do something.)
You’ll be OK. Don’t worry. (The speaker believes that something will happen.)
Leave the bags. I’ll take them upstairs for you. (The speaker is offering to do something.)
The students are being noisy. The teacher is going to get angry. (This is a prediction based on what the speaker can hear.) Is the shop closed? I’ll come back tomorrow. (The speaker is deciding to do something as he / she speaks.)
- Ask students why will or going to is used in each sentence.
- Students then find examples of will and going to in the dialogue in exercise 2.
- Check answers as a class.
Answer key:
a 1:  the weather isn’t going to be good. 2: The weather will probably be better  I’ll be exhausted  
b 1: I’m going to go for a bike ride  I’m going to help my dad  We’re going to do some work  the neighbour is going to pay us  2: We’ll share the money  I’ll go on Sunday  
c I’ll come and help you.
Exercise 6. Read the Learn this! box. Then underline an example of each of the uses of will and be going to in the dialogue (5 mins)
- Students complete the sentences and note which rule they are following.
- Check answers as a class.
Answer key:
1 isn’t going to stop (a1) 2 are going to spend (b1), ‘ll have (a2) 3 ‘m going to drop (a1), ‘ll take (c) 4 ‘m going to go (b1), won’t be (c) 5 Are you going to invite (b1), won’t come (a2)
Sentence 1 applies rule a1
Sentence 2 applies rule B1 and A2
Sentence 3 applies rule A1
Sentence 4 applies B1 and C

e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives: 
- To help Ss practice speaking skills.
- To help Ss memorize the usage of articles, will and be going to.
b. Content:
- Exercise 8 (p11)
c. Expected outcomes:
- Students can use articles and talk about plans and predictions.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Exercise 8. Work in pairs. Take turns to ask and tell your partner about your plans for your next summer, using will and be going to. Remember to pronounce the weak or strong forms of will, am, is, are appropriately (10 mins)
- Go through the instructions and activities together.
- Working individually, students write sentences.
- In pairs, students take turns to ask and express their plans and predictions.
- Elicit answers.

Students’ own creativity.
e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
5. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
...dle-aged. in picture G, she is elderly. in picture H, she is a centenarian
Exercise 4. Check the meaning of the life events below. At what age are they most likely to happen, do you think? Put them in groups A–E. Compare your answers with your partner’s. Do you agree? (5 mins)
- Go through the meaning of the life events and check their pronunciation.
- Focus attention on the groups A–E and ask students to decide in which periods of a person’s life the events are most likely to happen.
- In pairs, students put the events in the groups. Point out that some events can happen at more than one period.
- Check answers as a class
Answer key:
A be born; be brought up (by); go to university; grow up; learn to drive; leave home; leave school; start school.
B buy a house or flat; get engaged; get married; get your first job; settle down; split up; start a family
C get divorced; have a change of career; inherit (money, a house, etc.); start a business
D become a grandparent; retire
E emigrate; fall in love; move house; pass away
Exercise 5. Listen to four people talking about their backgrounds and their families. Circle the correct answers (a–c) (5 mins)
- Go through the instructions together. Tell students they do not have to understand every word of the recording. They should listen for key words to get the gist.
- Play the recording for students to find the answers.
- Check answers as a class.
Answer key:
1 a 2 c 3 c 4 c
Exercise 6. Complete the sentences with the past simple form of the verbs below. Then listen again and check. (5 mins)
- Revise the past simple by writing the following verbs on the board and asking students to come up and write their past simple forms:
irregular verbs: think, become, catch, write, sit, know.
regular verbs: remember, invite, believe, ignore, marry, fit.
- Go round the class and ask students to form negative sentences and questions with the verbs on the board.
- Students work individually to complete the sentences.
- Check answers as a class.
Answer key:
1 emigrated 
2 didn’t leave; got. 
3 grew up. 
4 bought.
5 fell; got. 
6 was; moved 
7 left; didn’t go 
8 started; didn’t retire

e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives: 
- To help Ss practice speaking skills;
- To help Ss memorize the basic knowledge on stages of life.
b. Content:
- Role play
- Exercise 7 (p13)
c. Expected outcomes:
- Students can give a short talk about stages of life.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Exercise 7. Work in pairs. Ask and answer about your family and your ancestors. Give extra information where you can. (10 mins)
. Role play
- Revise the words for relatives by asking students to
brainstorm as many relatives as they can in one minute.
- Go through the questions together.
- Students discuss the questions in pairs.
- Elicit a few answers.
- Ss have 5 minutes to prepare for the role play.
- Teacher invites 1 or 2 groups to come to the stage and do the role play.
- Teacher asks other groups to listen and give comments.
- Teacher gives feedback and give marks to the best group.

Students’ own creativity.
e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
5. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Prepare for the next lesson
Board Plan
Date of teaching
TIẾNG ANH 11 FRIENDS GLOBAL
UNIT 1: GENERATIONS
LESSON 1A- VOCABULARY: AGES AND STAGES
* Warm-up
- Exercise 1
* Vocabulary
1. centenarian (n)
2. split up (phr v)
3. toddler (n)
* Practice
- Exercise 2
- Exercise 3
- Exercise 4
- Exercise 5
- Exercise 6
* Production
- Exercise 7
*Homework

LESSON PLAN
TIẾNG ANH 11 FRIENDS GLOBAL
UNIT 1: GENERATIONS
LESSON 1B- GRAMMAR: PAST TENSE CONTRAST
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the simple past, past continuous and past perfect tense.
- Understand the usage of tenses.
2. Competences
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Personal qualities
- Talk about the past using a variety of past tenses
- Develop self-study skills.
II. MATERIALS 
- Grade 11 textbook, Unit 1, Grammar
- Computer connected to the Internet
- Projector / TV/ pictures and cards	
- Phần mềm tương tác sachso.vn
Language analysis 
LEARN THIS! Past tenses (p 14)
a. We use the past simple for a sequence of events that happened one after another.
b. We use the past continuous to describe a scene in the past. The events were in progress at the same time.
c. We use the past simple for a single event that interrupted a longer event in the past. We use the past continuous for the longer event.
d. We use the past perfect for an event that happened before anothe...y:
1 was 2 left 3 got 4 was working 5 met
6 had been 7 retired 8 didn’t stop 9 became
10 died 11 had lived 12 said

e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives: 
- To help Ss practice speaking skills.
- To help Ss memorize the simple past, past continuous and past perfect tense.
b. Content:
- Presentation
- Exercise 7 (p14)
c. Expected outcomes:
- Students can give a short talk using simple past, past continuous and past perfect tense.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Exercise 7. Tell the class about a real or invented person from a previous generation (e.g. a parent, grandparent). Use the headings below and make use of past tenses. (10 mins)
Presentation
- Tell students about a person from an earlier generation,
Eg: My mother was born in Spain in 1934 and left to come to England in 1961. While she was working in London, she met my father. By the time I was born, they had moved to Manchester and bought their first home 
- Ask students to prepare a short talk about a real or
invented person from a previous generation. Working
individually, students use the headings to think of facts or ideas and make notes.
- Put students in groups. Then ask each student to give their talk to their group.
- Invite a few students to give their talk to the class
- Ss have 5 minutes to prepare for the role play.
- Teacher invites 1 or 2 students to come to the stage and perform their presentations.
- Teacher asks other groups to listen and give comments.
- Teacher gives feedback and give marks to the best Ss.

Students’ own creativity.
e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
5. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Prepare for the next lesson
Board Plan
Date of teaching
TIẾNG ANH 11 FRIENDS GLOBAL
UNIT 1: GENERATIONS
LESSON 1B- GRAMMAR: PAST TENSE CONTRAST
*Warm-up
- Exercise 1
* Presentation
- Exercise 2
- Exercise 3
*Practice
- Exercise 4
- Exercise 5
- Exercise 6
*Production
- Exercise 7
*Homework

LESSON PLAN
TIẾNG ANH 11 FRIENDS GLOBAL
UNIT 1: GENERATIONS
LESSON 1C- LISTENING: FAMILY TENSIONS
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Identify the attitude and intention of a speaker through tone of voice.
- Gain vocabulary to talk about family arguments.
2. Competences
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Personal qualities
- Understand the effect of technology on family life.
- Develop self-study skills.
II. MATERIALS 
- Grade 11 textbook, Unit 1, Listening
- Computer connected to the Internet
- Projector / TV/ pictures and cards	
- Phần mềm tương tác sachso.vn
Language analysis 
Form
Pronunciation
Meaning
bitter (adj) 
/ˈbɪtə(r)/
unhappy because you feel that you have been treated unfairly
complimentary (adj)
/ˌkɒmplɪˈmentri/
expressing approval, praise, etc.
nostalgic (adj)
/nɒˈstældʒɪk/
having or bringing a sad feeling mixed with pleasure when you think of happy times in the past
sarcastic (adj) 
/sɑːˈkæstɪk/
showing or expressing in a way opposite to what you mean in order to be unpleasant to somebody or to make fun of them
urgent (adj)
/ˈɜːdʒənt/
showing that you think that something needs to be dealt with immediately

Assumption
Anticipated difficulties
Solutions
Students are reluctant to work in groups. 
- Encourage students to work in pairs and in groups so that they can help each other.
- Provide feedback and help if necessary.
Students may lack vocabulary to deliver a speech
- Explain expectations for each task in detail.
- Continue to explain task expectations in small chunks (before every activity).
- Provide vocabulary and useful language before assigning tasks
- Encourage students to work in groups so that they can help each other.

III. PROCEDURES
1. WARM-UP (3 mins)
a. Objectives: 
- Introduce the new lesson and set the scene for Ss to acquire new language. 
- Get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that followed.
b. Content:
- Exercise 1. (p.15)
c. Expected outcomes:
- Students can gain more confidence and interest in the lesson.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Exercise 1: Work in pairs. Look at the photo. What do you think this app does? Why might some people need it? (3 mins)
- Students look at the photo and discuss the questions.
- T asks a few students to share their ideas with the class
Suggested Answers:
The app allows parents to lock their children’s phones at times when they should be doing other things such as studying.
some children might need this app because they spend too much t...STUDENTS’ ACTIVITIES
CONTENTS
Exercise 7. Work in pairs. Ask and answer about your family and your ancestors. Give extra information where you can. (10 mins)
- In pairs, students discuss the topics and decide which one causes the most family arguments.
- They then continue to work in their pairs to think of more topics that cause arguments.
- Ask each pair to share their ideas with the class. Give
the other students the chance to disagree if they have a different opinion.
- Ask students to vote for the topic that causes the most family arguments.
Students’ own creativity.
e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
5. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Prepare for the next lesson
Board Plan
Date of teaching
TIẾNG ANH 11 FRIENDS GLOBAL
UNIT 1: GENERATIONS
LESSON 1C- LISTENING: FAMILY TENSIONS
* Warm-up
- Exercise 1
* Vocabulary
1. bitter (adj) 
2. complimentary (adj)
3. nostalgic (adj)
4. sarcastic (adj) 
5. urgent (adj)
* Presentation
- Exercise 2
- Exercise 3
- Exercise 4
* Practice
- Exercise 5
- Exercise 6
- Exercise 7
* Production
- Exercise 8
*Homework

LESSON PLAN
TIẾNG ANH 11 FRIENDS GLOBAL
UNIT 1: GENERATIONS
LESSON 1D- GRAMMAR: USED TO
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- talk about things that were different in the past.
- Understand the usage of tenses.
2. Competences
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Personal qualities
- Talk about the past using a variety of past tenses
- Develop self-study skills.
II. MATERIALS 
- Grade 11 textbook, Unit 1, Grammar
- Computer connected to the Internet
- Projector / TV/ pictures and cards	
- Phần mềm tương tác sachso.vn
Language analysis 
LEARN THIS! (p 16)
a. We use used to when we want to talk about things which were true in the past but are not true now.
I used to read my sister’s magazines. (I don’t read them now.)
b. Pay attention to the spelling of the negative and interrogative forms.
My sister didn’t use to like it.
Did she use to get angry? Yes, she did.

Assumption
Anticipated difficulties
Solutions
Students are reluctant to work in groups. 
- Encourage students to work in pairs and in groups so that they can help each other.
- Provide feedback and help if necessary.
Students may lack vocabulary to deliver a speech
- Explain expectations for each task in detail.
- Continue to explain task expectations in small chunks (before every activity).
- Provide vocabulary and useful language before assigning tasks
- Encourage students to work in groups so that they can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives: 
- Introduce the new lesson and set the scene for Ss to acquire new language. 
- Get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that followed.
b. Content:
- Exercise 1. (p.16)
c. Expected outcomes:
- Students can gain more confidence and interest in the lesson.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Exercise 1. Read and listen to the dialogue between a teenager and his grandfather. Which adjective best sums up the grandfather’s attitude: miserable or nostalgic? (2 mins)
- Ask students to look at the photo and describe it.
- Go through the instructions together.
- Play the recording for students while they read the dialogue and note the answer.
- Check the answer as a class.
Answer:
Nostalgic

e. Assessment
- Teacher observes the groups and give feedback.
2. ACTIVITY 1: PRESENTATION (7 mins)
a. Objectives: 
- To review used to structure.
b. Content:
- Exercise 2 (p16)
c. Expected outcomes:
- Students can apply the useful language in everyday reading and writing.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Exercise 2: Read the Learn this! box. Underline an affirmative, a negative and an interrogative example of used to in the dialogue in exercise 1. (7 mins)
- Go through the Learn this! box together. Point out that we use used to to talk about past habits and past situations that lasted for a period of time. We do not use it to describe single past events; to do that we use the past simple.
- Students find the examples of used to in the dialogue in exercise 1.
- Check answers as a class.
Answers:
Affirmative: You used to have great hair! I used to spend ages getting it just right. and I used to share clothes with my brother. I used to do that too.
Negative: I didn’t use to have much money.
Interrogative: Did you use to spend a lot of money on them?
e. Assessment
- Teacher checks students’ performance and gives feedback. 
3. ACTIVITY 2: PRACTICE (20 mins)
a. Objectives: 
- Ss can answer the questions related to “used to” structur...ide vocabulary and useful language before assigning tasks
- Encourage students to work in groups so that they can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives: 
- Introduce the new lesson and set the scene for Ss to acquire new language. 
- Get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that followed.
b. Content:
- Guessing game.
- Exercise 1. (p.17)
c. Expected outcomes:
- Students can gain more confidence and interest in the lesson.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
GUESSING GAME
- Teacher shows the movie posters.
- Ss work in 4 groups. Each group raise hands to take turn and guess what the movie is about. The team gains bonus with every suitable answer. 
- The team with highest points is the winner. 
Student’s performance 
Exercise 1: Read the article about a film. Explain in your own words what is unusual about the main character.
- Students read the article. In pairs, they summarize what makes the main character unusual.
- Elicit some answers.
Suggested answer:
He lives his life in reverse: he is born old and dies a baby.

e. Assessment
- Teacher observes the groups and give feedback.
2. ACTIVITY 1: PRESENTATION (4 mins)
a. Objectives: 
- To get students learn vocabulary related to the topic.
- To learn more about three-part phrasal verb.
b. Content:
- Exercise 2 (p.17)
- Exercise 3 (p.17)
c. Expected outcomes:
- Ss know how to pronounce the new words precisely and use them in appropriate contexts.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Exercise 2. Match the highlighted phrasal verbs in the article with their definitions below.
- Explain that the highlighted words in the text are three-part phrasal verbs and point out that, like all other phrasal verbs, their meanings may not be immediately clear.
- Ask students to read the text again and try to work out the meanings of the phrasal verbs from the context.
Students then match the phrasal verbs with the definitions.
- Check answers as a class.
Answer:
1 gets on with 
2 go through with
3 lives up to 
4 run out of 
5 catches up with
6 fits in with 
7 put up with
Vocabulary teaching
- Teacher introduces the vocabulary.
- Teacher checks students’ understanding.
- Teacher reveals that these words will appear in the reading text and asks students to open their textbook to discover further.
New phrasal verbs
1. live up to
2. fit in with
3. get on with
4. catch up with
5. go through with
6. put up with
7. run out of
Exercise 3. Circle the correct words to complete the Learn this! box. Use the examples in the article to help you.
- Go through the Learn this! box together and then ask students to complete it.
- Check answers as a class.
1 one 2 two 3 transitive 4 after
e. Assessment
- Teacher checks students’ pronunciation and gives feedback. 
- Teacher checks students’ understanding and gives feedback. 
- Teacher observes Ss’ writing of vocabulary on their notebooks.
3. ACTIVITY 2: PRACTICE (23 mins)
a. Objectives: 
- Ss can answer the questions to critical thinking.
- Ss can use dictionary tips to look up words quickly.
- They can also finish the tasks in the textbook.
b. Content:
- Exercise 4. (p.17)
- Exercise 5. (p.17)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Exercise 4. Read the Dictionary tip. Then find these phrasal verbs in a dictionary and check the
difference in meaning between the two- and three-part phrasal verbs
- Go through the Dictionary Strategy together.
- Put students in two groups and ask each group to find the meanings of half the phrasal verbs. 
- Ask one person from each group to explain the meanings of their phrasal verbs to the other group.
- Check answers as a class.
Answers:
look up: to search for information in a book. 
look up to: to respect and admire somebody 
get away: to succeed in leaving or escaping from somebody or a place.
get away with: to do something bad and not be punished for it.
make up: to invent something, often something that is not true. 
make up for: to do something that corrects a bad situation. 
go back: to return to a place. 
go back on: to break a promise, an agreement, etc.
Exercise 5. Complete the sentences with two- or three-part phrasal verbs from exercise 4.
- Students complete the sentences. T reminds students to check the tense needed in each sentence.
- Check answers as a class
Answer key:
1 make up for 
2 looked up 
3 go back on 
4 make up

e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives: 
- To help Ss practice speaking skills;
- To help Ss memorize the basic knowledge on stages of life.
b. Content:
- Role play
- Exercise ...it its meaning and ask students if they know how to handle their parents. 
- Underline the important words/ phrases in the summaries.
- Students read the text quickly and find the words/ phrases similar to the correct summary.
- Check the answer as a class.
Answer:
C is the correct summary
Exercise 3. Read the Reading Strategy. Then read the sentences below and the highlighted words in the text. Say which sentence links to which highlighted word and underline the part of the sentence which helped you to decide. (10 mins)
- Go through the Reading Strategy together.
- Students read the missing sentences and match them 
with the highlighted words. 
- Check answers as a class.
Answers:
A Links to “opinions” and “idealistic”:  see the world 
differently, your own
B Extra sentence (does not link to any highlighted words)
C Links to “Secondly”: Firstly, 
D Links to “communication”: talking to your parents
E Links to “Physically”: Emotionally and socially, 
F Links to “made decisions”:  hate being told what to do
G Extra sentence (does not link to any highlighted words)
e. Assessment
- Teacher checks students’ pronunciation and gives feedback. 
- Teacher checks students’ understanding of reading strategy.
- Teacher observes Ss’ writing of vocabulary on their notebooks.
3. ACTIVITY 2: PRACTICE (30 mins)
a. Objectives: 
- Ss can answer the questions to critical thinking.
- They can also finish the tasks in the textbook.
b. Content:
- Exercise 4. (p.19)
- Exercise 5. (p.19)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Exercise 4. Use your answers to exercise 3 to match sentences A–G with gaps 1–5 in the text. There are two extra sentences. (16 mins)
- Students match the missing sentences with the gaps in the text.
- Check answers as a class
1 E; 2 F; 3A; 4C; 5D
Exercise 5. Complete the stems to make a noun and an adjective. Use a dictionary to help you. Either the noun or the adjective is in the text. (Sometimes you do not need to add anything.) (14 mins)
- Go through the instructions and word stems together.
- Students use the text and a dictionary to do the exercise.
- Check answers as a class and practise the pronunciation of the words
Answer key:
1 adolescence ; adolescent 
2 dependence; dependent 
3 privacy; private 
4 emotion; emotional
5 critic / criticism; critical 
6 distrust; distrustful

e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: PRODUCTION (14 mins)
a. Objectives: 
- To help Ss practice speaking skills.
- To help Ss understand the reason, as well as how to handle family arguments.
b. Content:
- Presentation. discussion.
- Exercise 6 (p.19)
c. Expected outcomes:
- Students can give a short talk about family tensions and problems.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Exercise 6. Work in pairs or small groups. Discuss points 1 and 2, using the phrases below to help you. Share your ideas and opinions with the class. (14 mins)
- In pairs, students discuss the topics and decide which one causes the most family arguments.
- They then continue to work in their pairs to think of more topics that cause arguments.
- Ask each pair to share their ideas with the class. Give
the other students the chance to disagree if they have a different opinion.
- Ask students to vote for the topic that causes the most family arguments.
Students’ own creativity.
e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
5. CONSOLIDATION (6 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Prepare for the next lesson
Board Plan
Date of teaching
TIẾNG ANH 11 FRIENDS GLOBAL
UNIT 1: GENERATIONS
LESSON 1F- READING: ADOLESCENCE
* Warm-up
- Exercise 1
* Vocabulary
1. adolescence (n)
2. distrustful (adj)
3. idealistic (adj)
* Presentation
- Exercise 2
- Exercise 3
* Practice
- Exercise 4
- Exercise 5
* Production
- Exercise 6
*Homework

LESSON PLAN
TIẾNG ANH 11 FRIENDS GLOBAL
UNIT 1: GENERATIONS
LESSON 1G- SPEAKING: ROLE- PLAY
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Role-play a conversation about an exchange programme.
- Gain vocabulary to understand exchange programmes.
2. Competences
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Personal qualities
- Understand the grammar of using should and ought to for advice.
- Develop self-study skills.
II. MATERIALS 
- Grade 11 textbook, Unit 1, Speaking
- Computer connected to the Internet
- Projector / TV/ pictures and cards	
- Phần mềm tương tác sachso.vn
Language analysis 
Form
Pronunciation
Meaning
confidence (n)
/ˈkɒnfɪdəns/
a belief in your own abili...hink you should” is more polite and less direct than “you shouldn’t”.
- With a weaker class, remind students that should / ought to is followed by infinitive without to.
- Students complete the sentences. Do not check answers at this point.
Students’ performance
Exercise 5. Listen again. Check your answers to exercise 4. (3 mins)
- Play the recording again for students to check their answers.
Answer key:
1. ought to find out.
2. think you should send.
3. ought to take.
Exercise 6. Work in pairs. Student A is an English student who is going to stay with Student B’s family next month. Ask for and give advice about these topics. (5 mins)
- Put students in pairs, Student A and Student B.
- Students go through the topics together. Tell them to practise making questions about the topics.
- Students then work individually to decide how they can answer each question using should and ought to. Circulate and monitor, helping with grammar and vocabulary where necessary.
Students’ performance

e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives: 
- To help Ss practice speaking skills.
- To help Ss understand the how to give advice.
b. Content:
- Group-work, role-play, discussion.
- Exercise 7 (p.20)
c. Expected outcomes:
- Students can make a conversation about various aspects of exchange programmes.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Exercise 7. Work in groups. Read the task below. Think of two ideas for each topic and make notes. Then do the task. (10 mins)
- Go through the instructions and task together.
- Working individually, students make notes.
- In pairs, students do the task. Circulate and monitor,
making a note of any mistakes you hear for a group feedback session at the end of the lesson.
Students’ own creativity.
e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
5. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Prepare for the next lesson
Board Plan
Date of teaching
TIẾNG ANH 11 FRIENDS GLOBAL
UNIT 1: GENERATIONS
LESSON 1G- SPEAKING: ROLE-PLAY
* Warm-up
- Exercise 1
* Vocabulary
1. confidence (n)
2. exchange programme (n) 
3. host (n)
* Presentation
- Exercise 2
- Exercise 3
* Practice
- Exercise 4
- Exercise 5
- Exercise 6
* Production
- Exercise 7
*Homework

LESSON PLAN
TIẾNG ANH 11 FRIENDS GLOBAL
UNIT 1: GENERATIONS
LESSON 1H- WRITING: A MESSAGE
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Write a message in response to an advertisement.
- Gain vocabulary to understand conversations between international penfriends.
2. Competences
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Personal qualities
- Understand and give polite requests.
- Develop self-study skills.
II. MATERIALS 
- Grade 11 textbook, Unit 1, Writing
- Computer connected to the Internet
- Projector / TV/ pictures and cards	
- Phần mềm tương tác sachso.vn
Language analysis 
Form
Pronunciation
Meaning
advertisement (n)
/ədˈvɜːtɪsmənt/
the act of advertising something and making it public.
be into sth/ sb (phrase)

to be interested in something in an active way.
be mad about sth (phrase)

to be fond of someone or something.
refer to sth (phrase)
/rɪˈfɜː(r)/
to mention or speak about somebody/something.

Assumption
Anticipated difficulties
Solutions
Students are reluctant to work in groups. 
- Encourage students to work in pairs and in groups so that they can help each other.
- Provide feedback and help if necessary.
Students may lack vocabulary to deliver a speech
- Explain expectations for each task in detail.
- Continue to explain task expectations in small chunks (before every activity).
- Provide vocabulary and useful language before assigning tasks
- Encourage students to work in groups so that they can help each other.

III. PROCEDURES
1. WARM-UP (3 mins)
a. Objectives: 
- Introduce the new lesson and set the scene for Ss to acquire new language. 
- Get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that followed.
b. Content:
- Exercise 1. (p.21)
c. Expected outcomes:
- Students can gain more confidence and interest in the lesson.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES
CONTENTS
Exercise 1: Work in pairs. What is a penfriend? Think of three reasons why somebody might want a penfriend in a different country. (3 mins)
- Give students a minute to brainstorm reasons for having a penfriend in a different country.
- Ask a few students to share their ideas with the class
(Possible answers)
to practise their English, to learn about life in other countries, to have someone to visit in the future,

e. A