LESSON PLAN

Unit 11: Entertainment

I. CLASS DESCRIPTION
- Number of students:
- Level: KET
II. Time:
III. OBJECTIVES: By the end of this lesson, students will be able to ask and answer
about entertainment experiences, talk about events they’ve been to, ask for and express
opinions about things they’ve seen as well as write a review
IV. MATERIALS NEEDED:

- Whiteboard, Markers
- Textbook
- TV
- Paper sheets
-Audio files
V. PROCEDURE
11A.

Teacher’s activity Students’ activity Preparation

Lead-in - Ask students about actors/actresses - Answer about the Whiteboard
5 mins they’ve seen from movies and who actors/actresses they’ve seen Markers
impressed them the most
Reading Part a: Textbook
20 mins - Teacher asks students to look at the - Students look at the actresses Whiteboard
actresses’ pictures and guess what they and guess Markers
have in common before reading (write
the things that they guess on the board)
Part b:
- After guessing, teacher asks students - Students scan the text and
to scan the text and find the find the information from part a
information in part a to see if they’re
correct or not
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 Part c&d: - Look at part c and read the
- Asks students to look at part c and questions
read the questions - Scan the text to find answers
-Teacher asks students to scan the text and underline
again to find the answers for these
questions and underline them - Read their answers and
- Teacher corrects the answers with the correct if they’re wrong
Grammar students Textbook
10 mins Part a: - Students read the text, find the Whiteboard
- Teacher asks students to look at part sentences and fill in the blank Markers
a, find them in the text and fill in the
missing words
Part b&c: - Students read the sentences
- Teacher asks students to read the and answer the teacher’s
sentences from part a again question
- Teacher asks “Do we know when
they do these things in the past?” - Listen to the teacher’s
- Teacher explains about present explanation
perfect “Actions in the past but we
don’t know the time” - Fill in the verbs for the rule
- Teacher guides students to fill in the and write it down in the
missing verbs for Present Perfect rule notebook
and asks them to note it down

2
Listening Part a:
15 mins - Ask students to look at part a, read the
questions and ask students what they
need to do for this part by underlining
the keywords in the questions
- Teacher plays the audio for one time
and check the answers with the
students
- Ask the class for their answers, write
them on the board and listen again to
check (explain if necessary)
Part b&c:
- Teacher asks students to look at part b
and read
- Ask students what they should do
here (tick the actresses and match with
the movies from a-f)
- Teacher plays the audio again for one
time only and check the answers with
the students
- Ask the class for their answers, write
them on the board
- Before listen again to check, ask
students to look at part c question. Tell
them to pay attention to what Maggie
and Stephen think about the actresses
in the film they’ve seen (underline
keywords)
- Play the audio again to check the
answers in part b and help the students
notice what Maggie and Stephen think
while stopping the audio at certain
Vocab parts
10 mins Part a:
- Ask students to read part a and say
“What do we need to do here?”
- Teacher intructs students to read past
participle verbs in the box and show
them the verbs in bare form to help
them understand
3
Textbook
- Look at part a, read the Whiteboard
questions, underline keywords Markers
and tell what they need to do Audio files
- Listen to the audio and write
the answers
- Read aloud their answers then
check with the teacher and
correct if any answer is wrong
- Read part b
- Tell what they need to do for
this part
- Listen to the audio and write
the answers in part b’s table
- Read aloud their answers
when asked
- Look at part c, read the
question and underline the
keywords
- Listen again and pay attention
to what Maggie and Stephen
think as well as correct the
answers in part b
- Read part a and say what they Textbook
need to do Whiteboard
- Repeat the past participles Markers
after the teacher and pay
attention to the teacher’s
explanation
- Complete the sentences with
the past participles
 11B.
Teacher’s activity
Lead-in
5 mins - Ask students about types of music - Answer about the types of Markers
they usually listen music they usually listen
Reading Part a:
15 mins - Ask students to look at the picture and
think what kind of dance they are doing
Part b:
- Ask students to look at part b, read 1-
3 and guess what the text abou from
reading the title
- Teacher asks students to skim through
the text to check their guess
Part c:
- Ask students to look at part c, read the
questions and underline the keywords
- Teacher asks students to scan through
the text and find the answers for each
question
- Teacher asks individual students to
give their answers for each question,
write them on the board and correct if
needed(give explanation for each
question)
Part d:
- Ask students to think of a place from
the text that they want to go to and
another that they don’t, give reasons
for each place
- Teacher asks 2 students to stand up
and talk about their places
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Students’ activity
Preparation
Whiteboard
Textbook
- Look at the picture and guess Whiteboard
the kind of dance Markers
- Look at part b, read ideas 1-3
and guess which one is the
main idea of the text
- Skim through the text to
check the main idea
- Read the questions in part c
and underline the keywords
- Scan through the text to find
the answers
- Read aloud the answers when
asked and note the answers
down if they did wrong
- Think of a place they’d like to
go and another they wouldn’t
like to go, give reasons
- Stand up and speak when
asked
Vocab Part a:
15 mins - Ask students to look through the text
again and underline words about kind
of music and people who play music,
sing or dance
- Ask the class for their answers, write
them on the board and give them
meaning of the words if they don’t
know
Part b:
- Ask individual students to read the
words in part b
- Teacher explains what a syllable is
and asks students to choose the number
of syllables for each word
- Teacher asks students to listen to the
audio, see where the words are stressed
and underline that part (play the audio
once/twice if they can’t get it all the
first time)
- Asks students to repeat the words
with stressed parts like in the audio (in
Listening chorus/individuals)
15 mins Part a:
- Ask students to look at part a, read the
question and ask students what they
need to do for this part by underlining
the keywords
- Teacher plays the audio for one time
and check the answers with the
students
- Ask the class for their answers, write
them on the board and listen again to
check (explain if necessary)
Part b:
- Teacher asks students to look at part b
and read
- Ask students what they should do
here (write the place, the time and if
Bea like it)
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Textbook
- Look through the text and Whiteboard
underline words Markers
Audio files
- Read aloud their answers and
note the meaning of the words
down
- Read aloud the words in part
b when asked
- Listen to the teacher’s
explanation and choose the
number
- Listen to the audio and
underline the stressed parts
- Repeat the words when asked
with stressed parts
Textbook
- Look at part a, read the Whiteboard
question, underline keywords Markers
and tell what they need to do Audio files
- Listen to the audio and tick
the answers
- Read aloud their answers then
check with the teacher and
correct if any answer is wrong
- Read part b
- Tell what they need to do for
this part
- Listen to the audio and write
the answers in part b’s table
 11C.

Teacher’s activity Students’ activity Preparation

Lead-in - Answer about where they go Whiteboard
5 mins - Ask students where they usually go in in the evening Markers
the evening, when the last time they - Think about the last time they
took a taxi and where they went took a taxi and where they went

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Listening Part b:
20 mins - Ask students to look at the pictures a
and b
- Ask students to guess what Dan is
saying (guide questions; How do you
say when taking a taxi? And what do
you say when get a taxi?)
Part c:
- Ask students to look at part c and read
the options 1-2
- Teacher asks students to watch/listen
to the first part of the video to get the
answers for parts b-c
- Play the audio once, ask the students
for their answers and write them on the
board
- Teacher plays the video again and
correct the answers (stop at certain
parts if students can’t hear all the
details)
Part d:
- Ask students to look at part d and read
the questions
- Teacher asks students to watch the
full video this time and answer the
questions in part d
- Play the full video once, ask for the
students’ answers and write them on
the board
- Play the video again to check the
correct answers and stop at certain
parts so students can listen to the
details
Part e:
- Ask students to read the sentences
- Teacher asks students to watch the
video again and write M(Martina),
D(Dan) or B(Both) for each sentence
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Textbook
- Look at pictures a and b Whiteboard
Markers
- Guess what Dan’s saying Paper sheets
Audio files
- Students look at part c, read
the options
- Listen to the video and write
their answers for part b-c
- Students read aloud the
answers when asked
- Listen again, check with the
teacher and note the answers
down(or fix them if they write
the wrong answers)
- Students read the questions
from part d
- Students watch the video,
write the answers and read
aloud them when asked
- Students listen again and note
the answers down(or fix them if
they write the wrong answers)
- Read the sentences
- Watch the video and write
M/D/B for each sentence
- Read aloud their answers
when asked
 that the person says
- Play the full video once, ask for their correct if any answer is wrong
answers and write them on the board
- Teacher asks students to listen again
and check if their answers are correct
(stop at certain parts for details)
Useful Part a:
language - Ask students to look at part a, read the
15 mins sentences and put them in order to
make a conversation
- Teacher asks for the students’
answers and write them on the board
- Teacher asks students to listen to the
video and check if their answers are
correct
Part b:
- Pairword: ask students practice the
conversation with their partner
- Teacher asks 2 pairs to stand up and
speak
Part c:
- Ask students to look at part c, read the
sentences and match them 1-3 with a-c
- Teacher asks students to give their
answers, write them on the board and
correct them if there’s any mistake
(give explanation)
Conver. Part a:
skills - Ask students to look at part a, read the
20 mins conversation and say which answer
means a or b
- Teacher asks students to give their
answers and correct them if they did
wrong
- Teacher explains why each reply
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- Watch the video again and
Textbook
- Look at part a, read the Whiteboard
sentences and put them in order Markers
Audio files
- Read aloud their answers
when asked
- Listen to the video and correct
if students have any mistake
- Practice the conversation with
their partner
- Stand up and speak aloud
when asked
- Read the sentences in part c
and match them
- Read aloud their answers
when asked and correct if they
made any mistake
Textbook
- Look at part a, read the Whiteboard
conversation and match the Markers
replies with a or b
- Read aloud the answers when
asked and correct if there’s any
mistake
- Listen to the teacher’s
 means a or b
Part b:
- Ask students to look at part b and
complete the table with do or did
- Ask students to give their answers and
correct if they did wrong (give
explanation if necessary)
Part c:
- Pairwork: ask students to practice the
conversations in part b with their
partner and switch role A&B
- Teacher asks 2 pairs to stand up and
speak (switch role after they finish a
conversation)
Pronun. Part a,b&c:
25 mins - Teacher asks students to look at part a
and listen to the audio to see how the
words are stressed
- Teacher plays the first time for the
students to hear and asks them to look
at the questions in part b. Listen again
and answer them
- Teacher plays the audio for the
second time and stop at each word so
students know if the word goes
up/down at the end
- Ask students to guess how the speaker
feels (surprised)
- Teacher plays the audio for the third
time and asks students to repeat each
word (in chorus/individuals)
Part d:
Pairwork: ask students to practice using
the expressions from part a and practice
the sentences in part d
- Teacher asks 2 pairs to speak in front
of the class and includes all 4
expressions
- Teacher give feedback how the words
are stressed and whether they are used
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explanation
- Look at part b and complete
the table
- Read aloud the answers when
asked and correct if there’s any
mistake
- Practice the conversation with
their partner
- Stand up and speak aloud
when asked
Textbook
- Look at part a Whiteboard
Markers
Audio files
- Listen once and answer
questions in part b
- Listen again and check if the
word goes up/down
- Guess how the speaker feels
- Listen and repeat when asked
- Practice using the expressions
in pairs with the sentences
- Stand up and speak aloud
when asked
- Listen to the teacher’s
feedback and note it down to do
 11D.
Teacher’s activity
Lead-in - Ask students about movies that
5 mins they’ve watched
- Teacher asks “Before you watch a
movie, what should you check first?”
and lead them to the main topic “A
review”
Speaking - From the movies’ poster in the book,
& ask the students whether they watched
Listening them or not and how many times did
25 mins they watch them
Part b:
- Ask students to look at part b and read
the questions
- Teacher asks “What are we going to
do?”
- “Now, we listen to Melissa and
Robin. Check for the films they’re
talking about and who likes it (Melissa
or Robin).(twice if they didn’t get all
the answers in the first time)
- Teacher asks students to give their
answers
- Listen again and check, teacher writes
the correct answer on the board after
checking with the audio
Part c:
- Ask students to look at part c and read
the questions
- Teacher asks “What do we need to
do?”
- Teacher says “Now we listen to the
audion again and write R(Robin) or
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Students’ activity Preparation
Whiteboard
- Answer about the movies they Markers
have watched
- Think about things they
should do before watching a
movie
Textbook
- Students look at the movies’ Whiteboard
posters and talk about their Markers
experience Paper sheets
Audio files
- Students look at part b, read
the questions and say what they
need to do
- Listen to the audio and write
the answers down
- Students read aloud the
answers
- Listen again, check with the
teacher and note the answers
down(or fix them if they write
the wrong answers)
- Students read the questions
from part c and say what they
need to do
- Students listen and write the
M(Melissa) for each question” and play
the audio once (twice if the students
can’t get it the first time)
- Teacher asks students “What’s the
correct answer?” and write the
students’ answer on the board
- Play the audio again to check the
correct answer
Part d:
- Groupwork: give out each group a
paper sheet, ask students to write down
a film they’ve seen and write what they
liked/what they didn’t like about the
film. Would they recommend it to your
friends and give reason why
- Teacher asks 2 groups to present their
work
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word R or M for each question
- Students read aloud their
answers
- Students listen and note the
answers down(or fix them if
they write the wrong answers)
- Work in a group, write the
name of the film down, give
reasons for what they
liked/what they didn’t and why
they would recommend it
- Stand up and read what
they’ve written on their note
Reading Part a:
15 mins - Ask students to look at part a, read the
question and ask students what they
need to do for this part
- Teacher asks students to read through
the text to get the general idea (positive
or negative)
- Ask the class for their answer and say
whether it’s right or wrong (give
explanation as well)
Part b:
- Ask students to read the questions on
part b and underline the keywords
- Teacher asks students to scan through
the text again to find the information
for the questions
- Teacher asks individual students to
give their answers, write them on the
board and check if they’re correct (give
explanation)
Part c:
- Ask students to look at part c, read the
question and ask students to do the
same as part a
- Teacher asks students to read through
the text to get the general idea (positive
or negative)
- Ask the class for their answer and say
whether it’s right or wrong (give
explanation as well)
Part d:
- Ask students to read the questions on
part d and underline the keywords
- Teacher asks students to scan through
the text again to find the information
for the questions
- Teacher asks individual students to
give their answers, write them on the
board and check if they’re correct (give
explanation)
12
Textbook
- Look at part a, read the Whiteboard
question and tell what they Markers
need to do
- Skim through the text
- Check with the teacher and
correct if students have any
mistake
- Read the questions on part b
and underline keywords
- Scan through the text and note
the answers for the questions
- Read aloud their answers
when asked and fix if they
write the wrong answers
- Look at part c, read the
question
- Skim through the text
- Read the questions on part d
and underline keywords
- Scan through the text and note
the answers for the questions
- Read aloud their answers
when asked and fix if they
write the wrong answers
 Review and extension.

Teacher’s activity Students’ activity Preparation

Lead-in - Ask students about the topic they’ve
5 mins learned in unit 11
- Teacher asks students what they
remember about Past Simple/ Present
Perfect (can help remind by giving
clues)
- Say what topic they’ve Whiteboard
learned in unit 11 Markers
- Remember the Past Simple
and Present Perfect tenses

13
Vocab Part a:
5 mins - Ask students to read part a and
underline the correct words for each
sentence
- Ask a student to come to the board
and write his/her answers
- Teacher corrects the answers and
explains why that option is right to the
class
Part b:
- Ask students to look at part b and
write the past participle for each verb
- Ask a student to come to the board
and write his/her answers
- Teacher corrects the answers and
makes the students learn these past
participles by heart.
Grammar Part a:
20 mins - Ask students to read part a and write
the correct form of Present Perfect for
each sentence/question (pay attention
to the end of the sentence if it’s a full
stop or a question mark)
- Ask 2 students to come to the board
and write their answers
- Teacher corrects the answers and
explains why that sentences/questions
are right to the class
Part b:
- Teacher asks individual students to
read each sentence and ask them if it’s
correct or not and change the verb if
it’s not correct
- Teacher corrects the sentence after
each student’s answer and write the
verb that is changed on the board
- Teacher asks students to write the
answers down when they finish all the
sentences
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Textbook
- Students read and underline Whiteboard
the words for part a Markers
- Come to the board and write
the answers when asked
- Note down if they made any
mistake and listen to the
teacher’s explanation
- Students read and write the
past participles for part b
- Come to the board and write
the answers when asked
- Note down if they made any
mistake and learn these words
by heart
Textbook
- Read part a and write the Whiteboard
correct form of Present Perfect Markers
to make a sentence/question
- Come to the board and write
their answers when asked
- Note down if they made any
mistake and listen to the
teacher’s explanation
- Stand up and read the
sentence when asked, say
whether it’s correct or not, if
not change the verb form
- Write the answers down when
all the sentences are done
Part c:
- Ask the students to complete the
conversation by change the verbs in the
brackets correctly into Past
Simple/Present Prefect
- Teacher asks 2 students to come to
the board and write their answers
- Teacher corrects the answers and
explains why the verbs are changed
into Past Simple/Present Perfect in that
spot
(underline the signs)
15
- Complete the conversation by
changing the verbs into Past
Simple/Present Perfect
- Come to the board and write
their answers when asked
- Note down if they made any
mistake, listen to the teacher’s
explanation and underline
where the teacher says
Word Part a:
power - Ask students to look at part a, read the
15 mins question and match them to make
conversations
- Teacher asks individual students to
give their answers and write them on
the board
- Teacher corrects the answers and
explains why
Part b:
- Ask students to read 1-6 on part b and
match them with the words in bold in
part a
- Teacher asks 3 students to come to
the board and write their answers
- Teacher corrects the answers on the
board, explains why each word means
in that way and asks students to write
down in their notebooks
Part c:
- Ask students to look at part c, read the
sentences and fill in the blanks with the
multi-word verbs in part a
- Teacher asks each student to come to
the board and write their answers for
the sentences
- - Teacher corrects the answers on the
board and explains why
Part d:
- Groupwork: take turns to ask and
answer questions in part d
- Teacher asks each student 1-2
questions (help them expand their
answers by asking Wh-questions if
their answers are too short)
- Teacher give feedback on how they
answer the questions
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Textbook
- Look at part a, read the Whiteboard
question and match 1-6 with a-f Markers
to make conversations
- Stand up and read aloud when
asked
- Correct if students have any
mistake and listen to the
teacher’s explanation
- Read 1-6 on part b and match
them with the words in bold in
part a
- Come to the board and write
their answers when asked
- Correct if they made any
mistake and write the words
with their meanings in their
notebooks
- Look at part c, read the
sentences and fill in the blanks
with words from part a
- Come to the board and write
their answers when asked
- Note the answers down if they
made mistakes and listen to the
teacher’s explanation
- Take turns to ask and answers
questions in part d
- Speak aloud when asked and
try to answer as long as
possible
- Listen to the teacher giving
 feedback to do better

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