Date of preparation: GROUP ….

Date of teaching: 1. Nguyễn Thị Phương Mai -3121130081

Class: 2. Nguyễn Ngọc Bích Nga - 3121130084
Lecturer’s remark: 3. Tống Thúy Nga - 3121130085 (Leader)
4. Trần Phạm Mỹ Phụng - 3120130109
5. Nguyễn Thị Huyền Trâm - 3121130151

LESSON PLAN
TIẾNG ANH 11 FRIENDS GLOBAL
Unit 3: SUSTAINABLE HEALTH
Lesson 3A: Vocabulary (page 36-37)
Parts of the body
1. OBJECTIVES:
By the end of the lesson, the students will have:
- Named all parts of the human body accurately and used them in the real conversations.
- Applied the present perfect in the sentences to ask about experiences.
2. TEACHING STEPS / PROCEDURES: (45 minutes)
Steps / Time Teacher’s activities Content
Game “Who is the fastest?”
- Divide the class into 4 groups.
Warm – up - Introduce the rules of the game: “Members from
(6’) each group form 4 vertical rows facing up to the
board. In turn, each member of each group will go
to the board and write a word about parts of the
body. Within 2 minutes, the group that has the
most correct words will be the winner.”
- Congratulate the winner team.
- Introduce the class that today’s lesson is about
parts of the body.
Task 1 (page 36)
- Have students look at the photo in the textbook
and work in pairs to describe the photo.
 - Ask students to describe the photo in their own
words.
Teach new words
- Use the pictures and explanation to present new
words.
Presentation - Pronounce accurately and clearly then get
(15’) students to repeat chorally and individually.
- Show the words on the slides.
- Invite 4-5 students to make sentences containing
the words.
Suggested answers:
The photo is about a footballer who is
suffering from an ankle injury. Her face is in
pain.
New words:
Ankle (n) - (picture, definition)
Blood (n) - (picture, definition)
Calf (n) - (picture, definition)
Cheek (n) - (picture, definition)
Chin (n) - (picture, definition)
Elbow (n) - (picture, definition)
Eyebrow (n) - (picture, definition)
Eyelid (n) - (picture, definition)
Forehead (n) - (picture, definition)
Heart (n) - (picture, definition)
Heel (n) - (picture, definition)
Hip (n) - (picture, definition)
Intestine (n) - (picture, definition)
Jaw (n) - (picture, definition)
Kidney (n) - (picture, definition)
Knee (n) - (picture, definition)
Lung (n) - (picture, definition)
Muscle (n) - (picture, definition)
Nail (n) - (picture, definition)
Rib (n) - (picture, definition)
Scalp (n) - (picture, definition)
Shin (n) - (picture, definition)
Shoulder (n) - (picture, definition)
Skin (n) - (picture, definition)
Skull (n) - (picture, definition)
Spine (n) - (picture, definition)
Stomach (n) - (picture, definition)
Thigh (n) - (picture, definition)
Throat (n) - (picture, definition)
 Thumb (n) - (picture, definition)
Toe (n) - (picture, definition)
Wrist (n) - (picture, definition)
Waist (n) - (picture, definition)

Checking concept understanding

Task 2 page 36
- Have students look at the photo on the textbook
and match body’s parts vocabulary suit with each
number on the picture.

- Give the answers to the class. Suggested answers:

- Get students to practice their pronunciation drill.
1) nail 8) forehead
2) wrist 9) ankle
3) calf 10) shin
4) elbow 11) knee
5) shoulder 12) thigh
6) throat 13) chin
7) cheek 14) thumb

Task 3 (page 36)

- Have students read the instructions in task 3.
Practice - Ask students to do task 3 in 3 minutes.
(12’) - Ask 4 random students to write their answers on
the board.
- Ask 4 other students to read out loud their
answers in front of the class.
- Give feedbacks on errors.
Suggested answers:
1. blood, heart, intestine, kidney, lung,
muscle, rib, spine, stomach, throat.
2. brain, cheek, eyebrow, eyelid, forehead,
jaw, scalp, skin, skull, throat.
3. elbow, nail, shoulder, thumb, wrist
4. ankle, bottom, heel, knee,shin, thigh, toe
 Task 4 (page 36,37)
- Have students read the instructions in task 4. Suggested answers:
- Ask students to do task 4 in 2 minutes. 1. C
- Check the answers with the class and add some 2. C
information. 3. C
4. C
5. A
6. C
7. B

Task 5 (page 37)

Teach new words
- Use the pictures and explanation to present new
words.
- Pronounce accurately and clearly then get
students to repeat chorally and individually.
- Show the words on the slides.
- Ask them to write down on their notebook.
- Have students read the instructions in task 5.
- Play the recording.
- Invite 3-6 students to go to the board and write
down their answers.
- Play the recording again and check students’
answers on the board.
- Give feedback.
New words:
Antibiotics (n): a medicine or chemical that
can destroy harmful bacteria in the body or
limit their growth - (picture, definition)
Bandage (n): a long, narrow piece of cloth
that is tied around an injury or a part of
someone's body that has been hurt - (picture,
definition)
Dressing (n): a covering that is put on a cut
or an area of damaged skin to protect it -
(picture, definition)
Painkiller (n): a drug that is used to reduce
or remove physical pain - (picture,
definition)
Suggested answers:
Patient 1/
+ Part of the body injured
+ When
+ Treatment
Patient 2/
 + Part of the body injured
+ When
+ Treatment
Patient 3/
+ Part of the body injured
+ When
+ Treatment
Task 6 (page 37)
- Ask students to read “Recycle!” box individually
- Explain the use of the present perfect, in what
situation we will use the past simple.
- Ask students to do task 6 individually.
- Invite some students to write answer on the Suggested answers:
board. a) have twisted
- Play the recording and pause after answer for b) sprained
students to correct and teacher gives feedbacks. c) had, banged
d) trapped, hit
e) hurt, trapped
f) have, bruised
g) have broken
Task 7 page 37
- Introduce and explain all phrases in task 7 Bang your head: to knock your head
- Go through the instructions together and make against something when you are moving,
sure students understand what they have to do by especially because you are not looking
asking some questions: where you are going.
+ “In task 7, do you work in pairs or in Break a bone: if a bone in your body
groups?” breaks, or if you break it, it cracks or
+ “To talk about your experiences, do you use separates into two pieces.
Production present perfect and some phrases we’ve learned Bruise yourself badly: to cause a mark to
(10’) before?” appear on someone’s body by hitting or
+ “You will use Yes/No questions to ask your knocking it.
partner, right? And if you say “yes” please give Burn yourself: to injure yourself or a part
more specific information” of your body with something hot.
Cut yourself badly: to injure a part of your

- Give students some example sentences to use.
- Go around and help with grammar and
vocabulary where necessary
- Invite some pairs to perform and
encourage other students to listen and give
feedbacks.
3. FEEDBACK:
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………….
body with something sharp that cuts the
skin.
Have a bad nosebleed: blood comes out of
someone’s nose.
Twist your ankle: to injure your ankle such
by bending it too much or by bending it in
the wrong direction.
A: Have you ever twisted your ankle?
B: No, I haven’t/ Yes, I have. When I was
in high school, I joined an athletic
competition. At that competition, I ran fast
to win it but my ankle twisted and I fell.